The Effect Of Letter Tree Media On The Ability To Arrange Letters Into Words Among Children Aged 5–6 Years In Group B At PAUD Harapan Bunda

Asriana Asriana (Universitas Sulawesi Tenggara)
Rosnawati Rosnawati (Universitas Sulawesi Tenggara)
Aris Suziman (Universitas Sulawesi Tenggara)
Sri Jumiaty Permatasari (Universitas Sulawesi Tenggara)

JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI
Vol. 2 No. 2 (2026): Edisi Juli - September 2026

Background: The ability to arrange letters into words is an important component of early literacy development in early childhood. However, children aged 5–6 years may experience difficulties recognizing, selecting, and sequencing letters to form simple words. Therefore, engaging, concrete, and developmentally appropriate learning media are needed to support this ability. Objective: This study aimed to examine the effect of letter-tree media on the ability to arrange letters into words among children aged 5–6 years in Group B at PAUD Harapan Bunda. Method: This study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The participants were 10 children aged 5–6 years in Group B at PAUD Harapan Bunda. Data were collected through tests of the ability to arrange letters into words, observations, and documentation. The data were analyzed using descriptive statistics and a paired-samples t-test to examine differences in scores before and after the use of letter-tree media. Results: The findings showed that the mean score for the ability to arrange letters into words increased from 44.00 at pretest to 81.10 at posttest, representing a mean increase of 37.10 points. The paired-samples t-test revealed a statistically significant difference between pretest and posttest scores, t(9) = 5.908, p < .001. These findings indicate that children's ability to arrange letters into words improved significantly following the use of letter-tree media. Novelty: This study provides preliminary empirical evidence on the use of letter-tree media specifically to stimulate children's ability to arrange letters into words, rather than focusing solely on recognizing or naming individual letters. Conclusion: Letter-tree media may serve as an alternative instructional tool to support the development of children's ability to arrange letters into words. Its use can provide concrete and interactive learning experiences for young children. However, because this study did not include a control group and involved only 10 children, the findings should be interpreted cautiously and cannot be generalized broadly.