UPAYA MENINGKATKAN KEMAMPUAN MENYIMAK MELALUI VIDEO ANIMASI EDUKATIF ANAK USIA 4-5 TAHUN DI RA MUSLIMAT NU 1

Abstract

Not many people realize that listening quietly comes before speaking in a child's language journey, yet it shapes everything from following a story to catching a simple instruction. At RA Muslimat NU 1, children aged 4-5 years were found to struggle with exactly this: keeping their attention on a story, carrying out two directions given back to back, and answering basic questions once a story wrapped up. To work on this gap, an educational animated video was introduced, and its effect was studied through a two-cycle Classroom Action Research process built on the Kemmis and McTaggart model, with each cycle moving through planning, acting, observing, and reflecting. Sixteen children in Group A took part, and the study relied on observation sheets, interviews, and day-to-day documentation, then read the results through percentages paired with plain narrative description. At the outset, just 2 of 16 children (12.5%) reached the listening target. The number grew to 6 children (37.5%) once Cycle I wrapped up, then jumped to 14 children (85.4%) after Cycle II, surpassing the 85% mark set as the success line. By the final cycle, children were noticeably steadier at paying attention through a story, working through two-step instructions, and answering story-related questions correctly. The overall picture points to one conclusion: a well-chosen educational animated video can be a modest but genuinely useful tool for building listening skills in early childhood.