Meningkatkan Potensi Berbahasa Anak Menggunakan Permainan Tradisional di TK Kemala-B Jambi

Abstrak Penelitian ini bertujuan mendeskripsikan penggunaan permainan tradisional untuk meningkatkan kualitas proses dan hasil pembelajaran berbahasa anak Taman Kanak-kanak Kemala Bayangkari Jambi (TK-KBJ). Penelitian ini menggunakan penelitian tindakan kelas (PTK). Subjek penelitian guru dan anak Semester I Tahun Pelajaran 2019/2020 TK-KBJ. Kegiatan pembelajaran terdiri atas tiga siklus, masing-masing terdiri atas perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. Instrumen penelitian: peneliti sendiri, lembar pengamatan, pedoman wawancara, catatan lapangan, dan alat perekam gambar-suara. Teknik analisis data penelitian secara kualitatif dan  kuantitatif. Hasil penelitian ini penggunaan permainan tradisional dapat meningkatkan kualitas proses dan hasil pembelajaran bahasa anak TK-KBJ. Kualitas proses, sebagai berikut: skor pada Siklus-1: 2,34, kualitasnya kurang baik (KB); Siklus-2: 3,40, kualitasnya cukup baik (CB); dan Siklus-3: 4,39, kualitasnya: baik (B). Kualitas hasil potensi berbahasa anak, skor pada Siklus-1: 0,50, kualitasnya belum berkembang (BB); Siklus-2: 1,16, kualitasnya mulai berkembang (MB); dan Siklus-3: 2,00, kualitasnya berkembang sesuai harapan (BSH).   Kata kunci: pembelajaran,  permainan tradisional, potensi berbahasa anak   Abstract This study aims to describe the use of traditional games to improve the quality of the process and learning outcomes of children's language learning at Kemala Bayangkari Kindergarten Jambi (TK-KBJ). This research uses classroom action research (CAR). The research subjects were teachers and children in the first semester of the 2019/2020 school year TK-KBJ. Learning activities consist of three cycles, each consisting of planning, implementing actions, observing, and reflecting. Research instruments: the researcher himself, observation sheets, interview guides, field notes, and a picture-sound recorder. Research data analysis techniques are qualitative and quantitative. The results of this study using traditional games can improve the quality of the process and learning outcomes of children's language learning in Kindergarten-KBJ. Process quality, as follows: score in Cycle-1: 2.34, poor quality (KB); Cycle-2: 3.40, the quality is quite good (CB); and Cycle-3: 4.39, quality: good (B). The quality of the child's language potential results, the score in Cycle-1: 0.50, the quality is not yet developed (BB); Cycle-2: 1.16, the quality starts to develop (MB); and Cycle-3: 2.00, the quality is developing as expected (BSH). Keywords: learning, traditional games, children's language potential