<![CDATA[ABSTRACT Language learning in early childhood becomes more meaningful when children’s linguistic experiences are situated within contexts that are closely connected to their daily lives and cultural backgrounds. This study examines the use of Kutai folklore as an interactive learning context to develop children’s vocabulary, verbal expression, and emergent literacy at Alifia Kindergarten in Samarinda. The study employed a descriptive qualitative approach, with data collected through participatory observation, in-depth interviews with the principal and teachers, and documentation of learning activities and assessment records. The analysis focused on three areas: the design and implementation of learning strategies, the observed development of children’s language abilities, and the challenges and solutions that emerged during the use of Kutai folklore. The findings indicate that storytelling was not implemented as a one-way activity but was developed through contextual introduction, interaction during storytelling, and follow-up activities such as retelling and role-play. Throughout the learning process, children demonstrated progress in vocabulary acquisition, confidence in expressing ideas, the construction of simple sentences, and comprehension of story sequences. Challenges related to limited attention spans, unfamiliar local terms, and insufficient learning media were addressed through narrative adaptation and visual materials. Integrating Kutai folklore into interactive learning offers a contextual alternative for supporting early childhood language development while strengthening children’s familiarity with local culture. ABSTRAK Pembelajaran bahasa pada anak usia dini akan lebih bermakna ketika pengalaman berbahasa ditempatkan dalam konteks yang dekat dengan kehidupan dan latar budaya anak. Penelitian ini menelaah pemanfaatan cerita rakyat Kutai sebagai ruang interaksi pembelajaran untuk mengembangkan kosakata, ekspresi verbal, dan literasi dasar anak di TK Alifia Samarinda. Penelitian menggunakan pendekatan kualitatif deskriptif dengan data yang diperoleh melalui observasi partisipatif, wawancara mendalam dengan kepala sekolah dan guru, serta dokumentasi kegiatan dan penilaian pembelajaran. Proses analisis diarahkan pada tiga fokus, yaitu perancangan dan pelaksanaan strategi pembelajaran, gambaran perkembangan kemampuan bahasa anak, serta kendala dan solusi yang muncul selama penerapan cerita rakyat Kutai. Temuan memperlihatkan bahwa kegiatan storytelling tidak berlangsung sebagai aktivitas satu arah, melainkan dikembangkan melalui pengenalan konteks, interaksi selama penceritaan, serta kegiatan retelling dan role-play. Dalam proses tersebut, anak memperlihatkan perkembangan pada penguasaan kosakata, keberanian menyampaikan gagasan, penyusunan kalimat sederhana, dan pemahaman terhadap urutan cerita. Kendala berupa keterbatasan perhatian, istilah lokal yang sulit dipahami, dan minimnya media diatasi melalui adaptasi narasi serta penggunaan media visual. Integrasi cerita rakyat Kutai dengan pembelajaran interaktif berpotensi menjadi alternatif pengembangan bahasa yang kontekstual sekaligus memperkuat pengenalan budaya lokal.]]>
Copyrights © 2026
