SKILL STIMULATION OF CHILDREN AGED 5-6 YEARS

The purpose of this research was examined the implementation of writing skill stimulation at TK Negeri Pembina Manahan Surakarta. The research used a qualitative approach with ethnomethodolody study. The subject of research were teachers and children aged 5-6 years. The data collecting techniques used interview, observation, and documentation. The techniques for testing the data validity by triangulation of technique and source. The data analysis technique used the interactive data model by Milles and Huberman. The research result showed that TK Negeri Pembina Manahan did the writing skill stimulation through the learning activity based on the Early Childhood Education Curriculum of 2013. The stimulation did through writing activity and writing skill reinforcement activity (drawing, coloring, and cutting). The thematic learning with scientific approach supports the varied writing skill stimulation. These activities are able to support the children’development of writing skill, including: (1) the children are able to grip the pencil; (2) writing the self-name; and (3) writing word and number. . © 2019 Muhammadiyah University of Ponorogo  Correspondence Address: E-mail: adriani.rahma@staff.uns.ac.id ISSN 2579-7255 (Print) ISSN 2524-004X (Online) DOI: http://dx.doi.org/10.24269/jin.v4n1.2019.pp1-14 Adriani Rahma Pudyaningtyas, Nurul Kusuma Dewi, Hana Tiara Pertiwi The Writing Skill Stimulation Of Children Aged 5-6 Years


INTRODUCTION
The golden age period of childhood is in the age range 0-6 years which is known as the critical period associated with the rapid development of the brain.Flexible brain conditions facilitate the absorption of information, thus contributing to the growth and development of children (Papalia, Olds, & Feldman, 2009).
Every developmental aspect (spiritual and moral value, cognitive, socialemotional, language, and art) is interrelated to support the children's learning process to fulfill the developmental tasks.Language development is one of the aspects that develop naturally in an individual from birth.
Writing as language skill begins developed since the child did scribbling on the certain area (walls, book, paper, etc).That is the child's communication effort that encourages to experience the learning process.The (1) writing letters from their names; (2) making words in the form of words; and (3) writing numbers from counting.
The planning of learning is the main thing prepared by the teacher in the effort to stimulate writing skills.This is the design of the implementation of children's learning (Wahyuni, Yuliantina, & Rintayanti, 2015).
Planning as a reference that directs the teacher's focus to the material that will be carried out in learning activity, (1) differences in teacher perspectives; (2) a play environment that is rich in written language; (3) adult   (Dinehart, 2015).

The Writing Skill of Children
Aged who write experience a thought process but are not complex, such as children not rereading and revising (Scheuer et al., 2006).(3) writing words and numbers.

CONLUSION
Pre-phonemic stage; (2) Early phonemic stage; (3) Letter-name stage; dan (4) Writing words stage.The writing stage is a unique process that goes from simple to complex.Prephonemic stage starts when children process in the exploration of random scribbles became controlled with the pen in palm hand holds.The pre-phonemic begins when the child process in the exploration of random scribbles become controlled with the pen grip on the hand.The phase happen at 15 month until 3 year and has increased to controlled scribbling when the child performs consistent repetitive scribbles.The skill develops until the children aged 3-4 years which are able to differentiate the writing and drawing.The children begin to develop letterlike symbol, which can form certain letter, even though error writing still occur.That stages still continued until the stage of strings of letter, namely the children are able to write several letters with clear scribbles but the placement was not regular.This part is the learning period of the children writing name-self through the familiar letters.The second writing stage called early phonemic stages, specifically when the children develop the knowledge of initial or phonemic that related to the printing of letter and sound.The children develop the understanding of hearing sounds, so that encourages children give label on the picture appropriates with the first sound.The children develop the understanding of the sound heard, thus children are pushed to give label at the picture according to the first letter.For instance, the children are able to understand that "ikan" is a word for fish picture (ikan in Indonesia) with the letter i as the initial letter "ikan".The children experience an interest in the emergence awareness of all of print writings at their surrounding that encourages them writing.That refers the children experience the invented spelling from a first letter which represents a word or can be understood that children write the first sound in the words.The letter-name stage is the stage when the children start to develop the letter writing that forms a word.That stage occurs at the age of 4-5 years when the children experience the improvement skill, including: (1) writing the name-self; (2) writing the first letter which familiars; and (3) writing the letter that has the selfin pen grip, both pencil and other stationery using the dominant hand.Writing letters made by children with a combination of uppercase and lowercase letters is smoother by taking into account the distance or space.However, if there are irregular shape of the letter can be tolerated his mistakes.The children's writing can be read by themselves and others, so this writing stage meets the criteria for learning goals for Early Childhood Education in writing that are expected to be achieved by children aged 5-6 years.The benefits of writing arise as a result of the exercise in the form of stimulation that is developmentally appropriate child's writing.Benefits derived from writing activities and mastery of writing skills, include (1) spurring children's creativity, initiative and thinking (2) having the provision of learning readiness for the next level of education; and (3) supporting the development of reading skills (Slamet, 2014; Dinehart, 2015; James & Engelhardt, 2012).It shows that proper stimulation produces good results.Kindergarten Learning Activity Early Childhood Education in the level of Kindergarten known as the formal line for the children aged 4-6 years which applies Curriculum 2013 (K-13).Included in The Regulation of Minister of Education and Culture (Permendikbud/ Peraturan Menteri Pendidikan dan Kebudayaan) Number 146 the Year 2014, and supported by Permendikbud Number 137 the Year 2014.The curriculum is a reference that directs the teacher in designing, implementing, and evaluating learning activities.Each section is aligned with Core Competencies (KI/ Kompetensi Inti), Basic Competencies (KD/ Kompetensi Dasar), Standards of Child Development Achievement Level (STPPA/ Standar Tingkat Pencapaian Perkembangan Anak), and aspects of program development in order to support the potential development of each child according to age, individual characteristics and needs.This is carried out through learning experiences guided by the teacher to achieve a balance of attitudes, knowledge and skills of the child.The learning activities in kindergarten implement with thematic learning based on scientific approach according to K-13.Thematic learning refers to the use of themes developed with the principles of attractiveness, closeness and simplicity.The scientific approach relates to the development of structured thinking, from observing, asking questions, gathering information, reasoning, and communicating.Thematic learning based on a scientific approach is expected to accommodate children's curiosity and channel it through learning activities that support children's development.The language develop-ment specifically the written language is one of the aspects that is stimulated through learning activities to support children's writing skill.Writing in the view of K-13 is part of language development at the point of literacy.This encourages the writing skill stimulation activities that are integrated with the kindergarten curriculum in each institution.The implementation through the learning activities with planning that has been organized by the teacher.It aims to support the development of children' activity.The activity is expected to bring the children's active participation, as well as providing flexibility for their thinking, creativity, is applied in TK Negeri Pembina.Area models can facilitate learning activities according to children's interests, which include areas of religion, art, mathematics, science, reading and writing, drama, music, blocks, and water sand.Daily learning activities only use 3 areas with reading and writing areas and art as the area which is often used.This is a strategy used to stimulate children'drawing; (3) coloring; (4) cutting; and (5) sticking.Generally these activities are adjusted to the topic or sub-themes of RPPH.The activity of text copying is done by copying the word exemplified by the teacher on the blackboard, while the children do it on a small square book.Drawing activity organized on a drawing book with drawing tools in the form of pencils and crayons, while coloring using a coloring sheet with colored pencils.Cutting and sticking is done independently by the children with scissors and glue available at each child's locker.The core activity performs require teachers monitoring, but monitoring is still very minimal.This needs to be considered, because the closeness of the relationship between teachers and children is warmly able to support children's writing skills (White, 2013).The closeness between teacher and child facilitates the child to submit a complaint if the child has not been able to write down the assigned letter.The portion of teachers working on additional tasks in the classroom can be rearranged to build relationships with children during learning activities.The classrooms become a rich place to explore writing activities and the arrangement of the learning environment is also part of optimizing children's writing skills(Gerde, Bingham, & Wasik, 2012;Feder & Majnemer, 2007).This can affect the writing produced, namely (a) sitting position; (b) the height of a chair or writing numbers from counting results.Children aged 5-6 years are ideally at the stage of being able to write words according to their pronunciation, using spaces, and punctuation, and the stability of pens' grip.This is as expressed by Eathorne (2016) regarding the stages of writing, namely writing letters dan writing words.Nonetheless, the children have not paid attention to the punctuation placement, because only one word is written.Some children show writing different font sizes, such as large and small letters, and mixing capital letters .The experience of writing is able to enrich children through the exercises carried out, so the child can correct the writing of letters that are less precise.However, when learning takes place, children