IMPLEMENTASI METODE BERCERITA MELALUI MEDIA BIG BOOK UNTUK MENINGKATKAN KEMAMPUAN BAHASA ANAK DI TK IT INSAN RABBANI MUARA ENIM SUMATERA SELATAN

Abstract

This study aims to explore the implementation of storytelling methods through big books and their impact on children's language skills at Insan Rabbani IT Kindergarten, Muara Enim. The approach used was a qualitative case study with data collection through semi-structured interviews, participant observation, and documentation; participants included early childhood education teachers and children aged 4–6 years who participated in storytelling sessions (purposive and snowball sampling). Data analysis was conducted thematically using the Miles & Huberman interactive framework and supported by source triangulation and member checking to increase credibility. The analysis identified the following main themes: (1) children's visual and narrative engagement with big books that enhance attention and imagination; (2) vocabulary enrichment and sentence structure formation through narrative context; (3) teacher-facilitated interactive dialogue as a trigger for expressive language production; (4) implementation challenges related to content selection, story duration, and variations in children's attention span; and (5) cultural relevance and Islamic values ​​that mediate story selection and children's acceptance. The findings indicate that big books, when utilized pedagogically and culturally contextualized, serve a dual function as a literacy medium and a vehicle for character education. Theoretically, this study enriches the early childhood language development literature by emphasizing the role of large-scale visual media and cultural context. Practically and policy-wise, recommendations include enriching big book collections, training teachers in dialogue facilitation, and integrating storytelling strategies into early childhood education curricula. Further research is recommended to be comparative and longitudinal.