Improving Listening Skills Through the Read Aloud Method Using Local Culture-Based Storybooks for Children Aged 5-6 Years

Abstract

The urgency of this study lies in the need to strengthen young children’s listening skills through engaging read-aloud activities that incorporate culturally relevant storybooks.. Thereby, this study aimed to improve children’s listening skills through the read-aloud method using local culture-based storybooks. This study employed Classroom Action Research using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection, conducted in two cycles. The population and subjects comprised 10 children aged 5–6 years at SPS Durian 14, Cumedak Village, Sumberjambe District, Jember Regency, comprising of 4 boys and 6 girls. The examination instruments included observation sheets, listening-skills assessment sheets, documentation tools, and local culture-based storybooks. Data were collected through direct observation and documentation during learning activities. Data were analyzed using qualitative descriptive analysis and quantitative percentage analysis to determine changes in children’s listening-skill achievement across the cycles. The achievement standard was established at a minimum of 80% of children achieving the Developing as Expected (BSH) or Very Well Developed (BSB) classifications. The output implemented an improvement in listening skills from 30% of children achieving the expected segments in the pre-cycle to 60% in Cycle I and 80% in Cycle II. The improvement was reflected in children’s capability to maintain attention, grasp story’s meaning, respond to inquiries, identify characters and events, and retell stories using simple sentences. The study concludes that the read-aloud method using local culture-based storybooks effectively improves the auditory proficiency of children aged 5–6 years and grants engaging, contextual, and meaningful learning experiences while simultaneously supporting early language development and appreciation of local culture. The implications of these findings indicate that the read-aloud method using local culture-based storybooks can be utilized as an effective and contextual learning strategy for developing listening skills in early childhood education