IMPLEMENTASI METODE BERNYANYI TIGA BAHASA UNTUK MENINGKATKAN PERKEMBANGAN BAHASA DAN KOGNITIF ANAK (STUDI KASUS DI KELOMPOK B TK BUDI MULIA DUA PANDEANSARI)

The phenomenon that is around bilingual ability is one of the basic abilities that children must have in today's modern era. These demands have caused many parents to send their children from an early age to international and national plus schools. Of course, introducing foreign languages and new knowledge to children need to be adjusted to their age and characteristics. One way is to use the trilingual singing method. The purpose of this study is to determine the implementation of the trilingual singing method on the language and cognitive development of group B children in TK Budi Mulia Dua Pandeansari which h is an international standard bilingual Islamic school. The research method used is qualitative with a case study approach. The subjects of the study consisted of school principals, group B teachers, and group B children. Data collection techniques used were observation, interviews, and documentation. Data validity tests are performed by triangulation of sources and techniques. Data analysis techniques using methods developed by Miles and Huberman include data collection, data reduction, data presentation, and conclusions. The results showed that the implementation of the trilingual singing method was integrated into children's learning activities, consisting of three stages, namely: planning, implementation, and evaluation. There are several supporting and inhibiting factors in implementing the trilingual singing method. Supporting factors include the availability of facilities that are complete enough to be used by each class, the active role of teachers in the implementation of the trilingual singing method, song references that are easily obtained with the technology, and the enthusiasm of children when introduced to new songs. Inhibiting factors, including teachers who are tone blind, usually lack the confidence to sing in front of children, when teachers create songs there are difficulties matching the rhythm and verses that have been made, the dense activities carried out by children when participating in learning cause the implementation of this trilingual singing method to only be done briefly by the teacher, and the condition of children who are not good so they do not want to follow the direction of the teacher. Implications of the implementation of the trilingual singing method on children's language and cognitive development are that it can increase foreign language vocabulary and new knowledge of children, train children's receptive and expressive language skills, help children to remember and memorize new knowledge, and train children's creativity in solving problems