Widya Ayu Rosita Raning

The Influence of Scrabble Toys on the Initial Reading Ability of Children Aged 5-6 Years at Al-Furqan Minasa Islamic Kindergarten UPA Makassar

Introduction

The influence of scrabble toys on the initial reading ability of children aged 5-6 years at al-furqan minasa islamic kindergarten upa makassar. Explore how Scrabble toys impact the initial reading ability of 5-6 year old kindergarten children. Quantitative study reveals a positive influence on early literacy skills.

Abstract

This study aims to find out whether there is an influence of scrabble toys on the beginning reading ability of children aged 5-6 years at Al-Furqan Islamic Kindergarten Minasa Upa. The research approach used is a quantitative approach with the type of Quasi Experiment Design research with a Non Equivalent Control Group Design research design. The population in this study amounted to 54 students of group B at Al-Furqan Minasa Islamic Kindergarten Upa Makassar. The sampling in this study is purposive sampling. The sample in this study was 20 children with 10 children as the experimental group and 10 children as the control group. The data collection techniques used are observation, tests, and documentation. The data analysis techniques used are descriptive statistics and non-parametric analysis, namely (Wilcoxon signad rank test). The results of the study showed changes in children's creativity seen from the average before and after treatment. From the results of the research that has been carried out, it can be seen that there is an effect of the use of scrabble games on the ability to read at beginning reading skills in children aged 5-6 years at Al-Furqan Minasa Islamic Kindergarten Upa Makassar.

Review

This study investigates the influence of Scrabble toys on the initial reading ability of 5-6-year-old children at a specific Islamic Kindergarten in Makassar. Utilizing a quantitative, quasi-experimental approach with a non-equivalent control group design, the research addresses a practically relevant topic in early childhood education. The abstract concludes that the use of Scrabble games does have an effect on beginning reading skills, offering a potentially valuable insight for educators seeking engaging methods to foster early literacy. Methodologically, the choice of a quasi-experimental design is often pragmatic in educational settings where full randomization is challenging. The inclusion of multiple data collection techniques—observation, tests, and documentation—is a strength, suggesting an attempt at triangulation of evidence. Furthermore, the application of non-parametric statistical analysis, specifically the Wilcoxon signed-rank test, is appropriate given the small sample size and potential for non-normal distribution typical of educational outcome data. The focus on a concrete, tangible educational tool like Scrabble toys also makes the findings directly applicable to classroom practice. However, several limitations warrant consideration. Most notably, the extremely small sample size of 20 children (10 experimental, 10 control) significantly limits the generalizability and statistical power of the findings. This, combined with purposive sampling, means the results may not be representative of a wider population of children or other educational contexts. A critical point of clarification required from the full paper is the discrepancy in the abstract: while the aim is to assess reading ability, the initial reported result mentions "changes in children's creativity." The final conclusion does align with reading ability, but this initial inconsistency should be resolved. Future research would greatly benefit from a larger, more diverse sample across various institutions, a detailed description of the "tests" used to measure initial reading ability, and potentially a longer intervention period with follow-up assessments to explore the sustained impact of such interventions.

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