PERAN GURU DALAM MENGEMBANGKAN BAHASA ANAK MELALUI KEGIATAN BERNYANYI DI TK AL-IRSYAD PADANG

Abstract

This study aimed to describe teachers’ roles in developing children’s language through singing activities and the implications of those roles for children’s language development at Al-Irsyad Kindergarten in Padang, Campalagian District, Polewali Mandar Regency. A qualitative descriptive approach was employed in a natural classroom setting. The informants were the kindergarten principal and two teachers, while the activities of 11 children in Group B provided the observational context. Data were collected through observations of singing activities, semi-structured interviews, and documentation, including lesson plans and activity photographs. Data analysis involved data reduction, data display, verification, and conclusion drawing. Trustworthiness was strengthened through source and technique triangulation, repeated observations, and peer discussion. The findings show that teachers acted as planners, language models, facilitators, motivators, and guides. These roles were enacted by selecting songs based on learning themes and target vocabulary, introducing lyrics gradually, using pictures, concrete objects, movements, and clapping, repeating and segmenting difficult words into syllables, conducting post-song question-and-answer sessions, and distributing participation opportunities fairly.