







































 

 

 

 

 
EDUCATIO : Journal Of Education 
Volume 9 , Number 1, May 2025 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online 

 z 

  

The Effect of Giving Letters Versus Card Games and Bincer Games 

and Learning Motivation on the Language Ability of Early Children 

 

Zubaidatul Aizah, I Nyoman Sudana Degeng, Ibut Priono Leksono                           

Postgraduate School Educational Technology Study Program PGRI Adi Buana University, 

Surabaya                                                                                      

zubaidatulaizah@gmail.com, nyoman.sudana.d.fip@um.ac.id, ibutpriono@gmail.com 

 

Accepted: 
Jan 28th 2025 

Reviewed: 
March 18th 2025 

Published: 
May 30th 2025 

 

Abstract :  
This study aimed to investigate the impact of providing letter card games compared to 
binary games and learning motivation on language skills among early childhood students. 
The hypothesis posited that there is a significant influence of providing letter card games 
versus binary games and learning motivation on the language skills of early childhood 
students at Bintang Sembilan Kindergarten and Kemala Bhayangkari Kindergarten 75 
Lamongan in 2022. The study involved 25 students from Bintang Sembilan Kindergarten 
and 15 students from Kemala Bhayangkari Kindergarten 75 Lamongan. A Random 
Assignment Posttest Control Group Design was utilized in this research, consisting of two 
groups: the experimental class and the control class. Data were collected through quasi-
experimental methods, allowing for control of variables relevant to the experiment. Data 
analysis involved the use of the two-way ANOVA test formula, the Normality test, and the 
Homogeneity test. The results of the study indicated statistical significance across all three 
tests, confirming the effectiveness of the experimental design. The Pearson test confirmed 
the alternative hypothesis, concluding that there is indeed an effect of providing letter card 
games versus binary games, along with learning motivation, on the language skills of early 
childhood students in Bintang Sembilan Kindergarten and Kemala Bhayangkari 
Kindergarten 75 Lamongan in 2022. 
 
Keywords: Letter Card Game Versus Bincer Game, Learning Motivation, Language Skills 

 

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 
License. 

 

Introduction 

 Playing is an activity that children do freely based on inner desires. Early childhood 

(AUD) can play according to their needs and desires. Playing can be done anywhere in two 

ways: playing with parents' directions and without directions. The two methods need to be 

balanced. Language is one aspect of development that must be considered in the learning 

process. The language referred to ('Regulation of the Minister of Education and Culture of 

the Republic of Indonesia No. 137', 2014) a) understand receptive language, including the 

ability to understand stories, orders, rules, enjoy and appreciate reading; b) express 

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mailto:ibutpriono@gmail.com
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Volume 9, Number 1, May 2025| 138 

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language, including the ability to ask questions, answer questions, communicate verbally, 

retell what is known, learn pragmatic language, express feelings, ideas, and desires in the 

form of graffiti; c) literacy, including the understanding of relationship between letter 

shapes and sounds, imitating letter shapes, and understanding words in stories. Providing 

children's language skills makes them ready to interact and communicate well in the 

community environment and develop their potential. 

To develop listening skills, the activity can be done through games. Essencially 

playing is a learning model that fits the main needs of children by choosing the right 

learning method, it can create a fun learning atmosphere so that the children will become 

motivated. The learning method in the form of a game that can be done is a language 

game. Language games have a dual purpose: to get joy as a function of play and to practice 

certain language skills as subject matter.1 

With language skills possessed by children who develop rapidly, they can 

communicate each other, express themselves and indirectly their vocabulary will continue 

to grow. With habituation and various language training, children will have good 

communication skills. Hurlock emphasizes that the most effective communication is by 

speaking. Therefore, it can be seen from the child's language development to determine 

children's communication skills.2 

Language is a system that helps humans communicate or relate to others. Language is 

also an innate human ability. Language resides in the human brain and will continue to exist 

even if it is expressed or not. Although the human capacity for (having) language is 

genetic/innate, aspects of language such as vocabulary and grammar are learned. Mastery 

of language as a means of communication must go through stages of development.3 

Language ability is mentioned as a set of skills or components of knowledge, which 

agrees with research conducted by Fitri4. Language skills are important for children's social 

competence,  because children must understand others and communicate effectively to 

show their social skills 5 . Children's language skills greatly affect the child's social and 

personal adjustments in the future. In line with research which states that children's 

language skill can be used as basic capital for children in learning things around them.6 

Suyadi 7 said that, when a child is playing, the child unconsciously studies hard to be 

able to play himself in the game which can improve various aspects of the child's 

 
1 Desy Dela Tika, “Permainan Bahasa Untuk Stimulasi Kemampuan Bahasa Reseptif Anak Usia 

Dini,” TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini 7, no. 1 (2021): 1. 
2 Nur Alim Amri, “Pengaruh Metode Bermain Peran Terhadap Kemampuan Komunikasi (Bahasa 

Ekspresif) Anak Taman Kanak-Kanak Raudhatul Athfal Alauddin Makassar,” PEMBELAJAR: Jurnal Ilmu 
Pendidikan, Keguruan, dan Pembelajaran 1, no. 2 (2017): 105. 

3 Isabella Hasiana, “Pengaruh Permainan Kartu Huruf Terhadap Kemampuan Membaca Anak 
Kelompok a Di Tk Amanda Cipta Menanggal Surabaya” 03 (2021): 26–31. 

4 Annisa Islami Fitri, Masrul Masrul, and Putri Asilestari, “An Analysis on Students’ Ability in 
Writing Descriptive Text,” Journal of English Language and Education (2022). 

5  H. Colin Gallagher, “Willingness to Communicate and Cross-Cultural Adaptation: L2 
Communication and Acculturative Stress as Transaction,” Applied Linguistics (2013). 

6 Alcohol Education and Simple Advice, “赵敏 1 ，郝伟 2 ，李静 3* （1.,” no. 14 (2018): 63–
65. 

7 Aisyah Nur Atika et al., “Early Childhood Learning Quality in Pandalungan Community,” JPUD 
- Jurnal Pendidikan Usia Dini (2019). 



 

 

 

 

Volume 9, Number 1, May 2025| 139 

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intelligence. Besides that, children can learn well through playing activities without coercion 

and pressure. Carron & Jon in Perdani stated that, playing is a means that can influence all 

aspects of child development. The children will learn about themselves, other people and 

their environment by providing opportunities.  It also can give freedom to children to 

imagine, explore and be creative, finally the children can develop optimally.8 

Literary development in early children is closely related to speaking ability or 

communication. Communication is intended to fulfill the function of exchanging thoughts 

and feelings. According to Harlock, early childhood has two important communication 

elements. First, children must use forms of language that are meaningful to the people with 

whom they communicate. Second, children must understand the language used by other 

people, so that the speaking ability affects the child's social and personal adjustments.9 

Piaget argued that even though these activities have been done frequently, they still 

feel fun or give satisfaction to a person. According to Parten, playing is an activity as a 

means of socializing, discovering, expressing feelings, being creative, and learning in a fun 

way. Docket and Fleer said that a child needs to play, because by playing children will gain 

knowledge that can develop their abilities. According to Mayesty, playing is an activity that 

children do all day long, because for children playing is life and life is playing. Based on 

some of the opinions above, it can be understood that playing is an effort to obtain 

pleasure and soul satisfaction from every activity carried out, whether using a game tool or 

not. It is important that the children feel happy with the games they are doing, and don't 

really care about the final results they get. However, for early childhood, the forms and 

tools of play must have educational values, to serve as a means of developing children's 

potential.10 

 

Method 

 The research method used is experimental research (quasi experimental design). The 

design has a control class, but cannot fully function to control external variables that affect 

the implementation of the experiment. In this study the main characteristics are the 

existence of manipulated independent variables; the existence of control or control, and the 

observation of whether the independent variables affect the dependent variable. This 

research uses Posttest Only Control Design and Pretest Group Design. There are two 

groups in this design. Each group is randomly selected (R). The first group received 

treatment X, while the others did not. The control group is the group that received no 

treatment and was not given the name of the experimental group. Pretest Design – The 

Posttest control group design 11 is presented in Figure 3.1 below. 

 

 
8  Nur laili Mus’adah and Ahmad Fachrurrazi, “Pengaruh Permainan Kartu Gambar Pada 

Pemerolehan Kosa Kata Anak Usia 5-6 Tahun,” Incrementapedia: Jurnal Pendidikan Anak Usia Dini 2, no. 01 
(2020): 43–51. 

9 Iis Basyiroh, “Program Pengembangan Kemampuan Literasi Anak Usia Dini,” Tunas Siliwangi 3, 
no. 2 (2017): 120–134. 

10  D Anggraini and A D Arumsari, “Permainan Monyet Dan Pohon Untuk Menstimulus 
Perkembangan Anak Usia Dini,” Motoric 3, no. 1 (2019): 40–48. 

11 Sugiyono, Metode Penelitian Pendidikan (Bandung: ALFABETA, 2016). 



 

 

 

 

Volume 9, Number 1, May 2025| 140 

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E O1 X O2 

K O3 - O4 

    

Figure 1. Pretest Research Design – Posttest Control Group Design 

 

Information 

E : Experimental class 

K : Control class 

O1 : Pretest of experimental class learning outcomes 

O2 : Pretest control class learning outcomes 

O3 : Posttest experimental class learning outcomes 

O4 : Posttest control class learning outcomes 

X : class treatment using the Letter Card Game for the experimental class 

− : class treatment using Bincer Games for the control class 

  

 Based on the factorial design above, the authors divided the subjects into two 

groups, (1) the class X-1,  a grup  of   Bintang Sembilan  Kindergarten and  Kemala 

Bhayangkari  Kindergarten 75 Lamongan who learned by using the Letter Card Game, and 

(2) the class X-2, a grup  of  Bintang Sembilan  Kindergarten and  Kemala Bhayangkari  

Kindergarten 75 Lamongan  who learned by using the Bincer Game. The design for writing 

data analysis uses a 2 x 2 factorial which can be seen in Table 1. 

 

Table 1. Research Analysis Design 

 

              Moderating variable 

 

Moderating variable 

      independent variable           Learning model                      

 

 PK (X1) PB (X2) 

High learning motivation (A1) (A1 X1) (A1 X2) 

Low learning motivation (A2) (A2 X1) (A2 X2) 

  

Information 

A1 X1 : The results of group learning of high motivation students by using the Letter Card 

Game 

A1 X2 : Study results of high motivation student groups using the Bincer Game 

A2 X1 : The results of group learning of low motivation students by using the Letter Card 

Game 

A2 X2: The results of group learning of low motivation students using the Bincer Game 



 

 

 

 

Volume 9, Number 1, May 2025| 141 

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According to calculations using SPSS software, if the significance value is <0.05, the item is 

valid to find out the validity of the items. Validity is a measure that shows the level of 

reliability and validity of a measuring instrument. A valid instrument means that the 

measuring instrument used to obtain the data can be said to be valid. 

Reliability test to determine the level of constancy of an instrument was used. The 

instrument   used must have adequate reliability. If the instrument is used to measure the 

aspects measured, all results are the same and the alternatives are the same, then the 

instrument has adequate reliability. Testing the reliability of the pre-test/post-test items was 

measured using the alpha cronbach technique. The formula used to find reliability is as 

follows. 

 

  
Information: 

   = reliability coefficient 

     = number of questions 

   = standard deviation 

  = number of multiplication results between p and q 

       = the proportion of subjects who answered the item correctly 

 = the proportion of subjects who answered the item incorrectly 

 

Table 2 Categories of Reliability Value 

TK Test Quality 

0,800 – 1,000 Very high 

0,600 – 0,799 Tall 

0,400 – 0,599 Enough 

0,200 – 0,399 Low 

 < 0,20 Very low 

Source: Sugiyono (2016) 

 

 This study will explain the condition of students about motivation to learn. The 

instrument used is a learning motivation questionnaire that experts have validated. To 

obtain data on student motivation by applying the PBL and PS models, it is revealed by a 

measuring instrument in the form of a learning motivation questionnaire. This instrument 

contains 20 questions and instructions arranged based on indicators of learning motivation 

(lattice and motivational learning instruments are in Appendix 4). Calculations to make it clearer, 

the description can be described in Table 3 below: 

 

 



 

 

 

 

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Table 3 Assessment of Learning Motivation Instruments 

Skor Test Quality 

5 Very high 

4 Tall 

3 Enough 

2 Low 

1 Very low 

Source: Darmadi (2012) 

 

Result and Discussion 

The study's data are pretest and posttest data on the learning outcomes of the letter 

card game versus the binceri game. The research process will take place in three stages. The 

first stage is conducting a Pretest to obtain initial data on the assessment of learning 

motivation and learning outcomes in the letter card game versus the bincer game on 

February 20, 2023. The second stage of this research activity is carrying out 

learning/treatment, this research lasts for 1 month, starting on 21 February 2023 to March 

20, 2023. Pretest and posttest data on learning outcomes in giving letter card games versus 

bincer games are presented in Table 4 as follows. 

 

 Kelompok Motivasi Belajar Tinggi 

No PK PB 

Pretest Posttest Selisih Pretest Posttest Selisih 

1 64.17 68.33 4.16 55.00 90.83 35.83 

2 55.00 59.17 4.17 55.00 82.50 27.50 

3 54.17 58.33 4.16 54.17 73.33 19.16 

4 50.00 64.17 14.17 54.17 81.67 27.50 

5 50.00 55.00 5.00 45.84 81.67 35.83 

6 45.00 59.17 14.17 45.84 72.50 26.66 

7 45.00 55.00 10.00 40.84 77.50 36.66 

8 36.67 40.83 4.16 40.84 72.50 31.66 

Mean 50.00 57.50 7.50 48.96 79.06 30.10 

Persentase 15,00% Persentase 61,48% 

 Kelompok Motivasi Belajar Rendah 

No PK (A1B2) PB (A2B2) 

Pretest Posttest Selisih Pretest Posttest Selisih 

1 45.84 63.33 17.49 45.00 50.00 5.00 

2 40.84 64.17 23.33 40.84 55.00 14.16 

3 40.84 55.00 14.16 40.84 50.00 9.16 

4 36.67 59.17 22.50 40.00 40.83 0.83 

5 36.67 60.00 23.33 36.67 50.00 13.33 

6 35.84 55.00 19.16 36.67 45.83 9.16 

7 35.84 50.00 14.16 32.50 50.00 17.50 

8 31.67 50.00 18.33 31.67 45.83 14.16 

Mean 38.03 57.08 19.06 38.02 48.44 10.41 

Persentase 50,12% Persentase 27,38% 

 



 

 

 

 

 
EDUCATIO : Journal Of Education 
Volume 9 , Number 1, May 2025 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online 

 z 

  

Descriptive Statistical Pretest and Posttest Learning Outcomes Giving Letter Card Game Versus 

Bincer Game 

Table 5. Statistical Pretest and Posttest Learning Outcomes  

 

Kelompok N Minimum Maximum Mean Std. Deviation 

Pretest A1B1 8 36.67 64.17 50.00 8.20 

Posttest A1B1 8 40.83 68.33 57.50 8.09 

Pretest A2B1 8 40.84 55.00 48.96 6.31 

Posttest A2B1 8 72.50 90.83 79.06 6.38 

Pretest A1B2 8 31.67 45.84 38.03 4.32 

Posttest A1B2 8 50.00 64.17 57.08 5.49 

Pretest A2B2 8 31.67 45.00 38.02 4.52 

Posttest A2B2 8 40.83 55.00 48.44 4.21 

  

When displayed in the form of a diagram, the learning outcomes data of giving the letter card 

game versus the bincer game are presented in Figure 2 as follows. 

 

  

100,00 

90,00 

80,00 

70,00 

60,00 

50,00 

40,00 

30,00 

20,00 

10,00 

0,0 

  

 

 

 

 

 

 

 

 

 

         A1 X1        A1 X2        A2 X1       A2 X2 

Pretest           50,00 48,96 38,03 38,02 

Posttest 57,50 79,06 57,08 48,44 



 

 

 

 

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Normality Test 

 

Kelompok p Signifikansi Keterangan 

 

 

Pretest 

A1 X1 0,996  

 

 

 

 

 

0,05 

Normal 

A1 X2 0,487 Normal 

A2 X1 0,708 Normal 

A2 X2 0,976 Normal 

 

 

Posttest 

A1 X1 0,682 Normal 

A1 X2 0,934 Normal 

A2 X1 0,993 Normal 

A2 X2 0,606 Normal 

 

Based on the statistical analysis of the normality test that has been carried out using the 

Kolmogorov Smirnov test,  all pretest and posttest data’s learning outcomes of the bincer game 

are obtained from the results of the data normality test. The significance value is p> 0.05, which 

means that the data is normally distributed. 

 

Homogenity Test 

 

F df1 df2 Sig. 

1.183 3 28 0.334 

 

 

 

The Anava Test 

 

Source Type III Sum of 

Squares 

 

df Mean 

Square. 

F Sig 

 Letter card game 

versus bincer game 

 

248.366 1 248.366 5.623 0.025 

 

 
     

 

Hypothesis Testing 

 

ANAVA test results between giving letter card games versus binary games on language skills in 

Bintang Sembilan Kindergarten and  Kemala Bhayangkari 75 Kindergarteten Lamongan 

 



 

 

 

 

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Source Type III Sum of 

Squares 

 

df Mean 

Square. 

F Sig 

Letter card game 

versus bincer game 
248.366 1 248.366 5.623 0.025 

 

 

ANAVA Test Results Differences in Students who Have Motivation 

High and Low Learning on Language Ability Learning Outcomes 

  

Source Type III Sum of 

Squares 

 

df Mean 

Square. 

F Sig 

Motivasi Belajar 

 
2153.484 1  2153.484 48.753    0.000 

Discussion 

The findings of this study indicate that language games, such as the letter card game and 

bincer game, are highly effective in promoting early adolescent language development. These 

games align with prior research that emphasizes the importance of play in enhancing language 

skills in early childhood 12. Specifically, the letter card game, which involves tasks that enhance 

letter recognition, vocabulary, and communication, demonstrates significant improvements in 

children's language abilities, especially in receptive language skills. 

The statistical analysis, particularly the ANOVA test and the normality tests, shows a strong 

positive impact of both games on the language skills of the participants. The letter card game 

group demonstrated a higher mean score compared to the bincer game, suggesting that simpler, 

more focused activities (like the letter card game) can be more effective in the early stages of 

language acquisition. This finding is supported by Isabella Hasiana 13 , who concluded that 

language games focused on letter recognition and phonemic awareness significantly enhance 

reading skills among young children. These results underscore the importance of engaging 

students in activities that target fundamental literacy skills, which is crucial during the early 

childhood years. 

Additionally, the analysis revealed that the letter card game had a greater impact on students’ 

language development than the bincer game. This aligns with findings by Nur Laili Mus’adah and 

Ahmad Fachrurrazi (2020), who found that simple language games focusing on word recognition 

and vocabulary acquisition had a direct positive effect on children’s language skills, especially 

vocabulary. This suggests that early exposure to language-focused games, which emphasize basic 

skills such as letter recognition and word association, plays a vital role in laying the foundation 

for more advanced language skills. 

 
12 Tika, “Permainan Bahasa Untuk Stimulasi Kemampuan Bahasa Reseptif Anak Usia Dini.” 
13 Hasiana, “Pengaruh Permainan Kartu Huruf Terhadap Kemampuan Membaca Anak Kelompok a Di 

Tk Amanda Cipta Menanggal Surabaya.” 



 

 

 

 

Volume 9, Number 1, May 2025| 146 

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The study also highlights the significance of learning motivation in enhancing language 

outcomes. The high motivation group showed a marked improvement in language skills, as 

revealed by the ANOVA test results (p = 0.000). This result corroborates research by Amri 

(2017), who noted that play-based learning activities, especially those that engage children's 

interest, improve their expressive communication and motivation to communicate. Motivation is 

essential because it encourages active participation, allowing children to learn language in a more 

dynamic and engaging environment. 

Furthermore, the findings emphasize the importance of game-based learning as an effective 

pedagogical approach to language development. According to Piaget (1952), play is crucial in 

cognitive and linguistic development because it allows children to manipulate symbols, practice 

problem-solving, and engage with their environment in meaningful ways. This is reflected in the 

significant improvements observed in the students' language skills, particularly in vocabulary and 

comprehension, through game-based activities. The results suggest that incorporating 

educational games into early childhood curricula not only makes learning enjoyable but also 

effectively fosters linguistic competencies. 

Despite the positive findings, the study has limitations that should be addressed in future 

research. One key limitation is the sample size of 32 participants, which may not be 

representative of the broader population of early adolescents. Expanding the sample size and 

incorporating a more diverse group of students could provide more generalizable findings. 

Additionally, this study primarily focused on receptive and expressive language skills, but other 

aspects of language development, such as grammar and syntax, were not addressed. Future 

studies could expand the scope to include these elements and explore how game-based learning 

can contribute to a more holistic development of language skills. 

Moreover, future research could explore the long-term effects of play-based language games 

on language retention and the development of critical thinking skills in early adolescents. It 

would be beneficial to examine how consistent engagement with language games over a longer 

period influences not just immediate language acquisition, but also the development of higher-

order cognitive skills such as analysis, synthesis, and evaluation, as suggested by Bloom's 

Taxonomy 14. Furthermore, digital tools could be integrated into future studies to investigate 

how technology-based language games compare to traditional ones in fostering language 

proficiency. 

In conclusion, this study contributes to the growing body of literature on the effectiveness 

of game-based learning in enhancing early adolescent language skills. By focusing on simple, 

engaging, and purposeful language games, educators can significantly enhance receptive and 

expressive language skills in early childhood. The results of this study suggest that integrating 

educational games into early childhood education curricula not only improves language skills but 

also fosters motivation and active participation in the learning process. As such, it is 

 
14 Donald Arnstine, “Taxonomy Of Educational Objectives, Handbook II: Affective Domain by David 

R. Krathwohl, Benjamin S. Bloom, and Bertram B. Masia. New York: David McKay Company, Inc., 1964. 196 Pp. 
$2.50,” The Educational Forum 29, no. 3 (1965): 371–372, http://dx.doi.org/10.1080/00131726509339406; Benjamin 
S Bloom, “Taxonomy Of,” Educational Objectives (1956). 



 

 

 

 

Volume 9, Number 1, May 2025| 147 

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recommended that educators incorporate language games into their teaching strategies to 

support language acquisition and overall cognitive development in young children. 

 

Conclusion 

The findings from this study provide important insights into the role of game-based learning 

in fostering language development in early childhood. It was found that both the letter card 

game and bincer game had a significant impact on improving language skills among early 

childhood students at Bintang Sembilan Kindergarten and Kemala Bhayangkari 75 Kindergarten 

in Lamongan in 2022. Notably, the letter card game had a more pronounced effect compared to 

the bincer game, demonstrating that specific types of games can have distinct effects on various 

aspects of language development. 

Furthermore, the study revealed that learning motivation played a crucial role in enhancing 

language skills. Students with high learning motivation showed more significant improvements in 

their language abilities than those with lower motivation. This aligns with previous research 

emphasizing the connection between student engagement and academic performance . The 

results of this study underscore the importance of fostering intrinsic motivation in early 

childhood education to achieve optimal language development. 

The research also highlighted that there is an interaction between game-based learning and 

learning motivation, which together contribute to language skills development. The combination 

of engaging educational games and motivated learners creates a dynamic learning environment 

that enhances language acquisition and encourages active participation. This synergy supports the 

findings of previous studies, which have demonstrated that interactive learning methods, when 

coupled with motivated students, can lead to better educational outcomes . 

From a practical perspective, the study advocates for the integration of language games into 

early childhood education curricula. By incorporating games like the letter card game and bincer 

game, teachers can make language learning more enjoyable and effective, thereby fostering better 

language skills and enhancing student involvement. Moreover, such games can contribute to the 

development of other cognitive skills, including memory, attention, and problem-solving, all of 

which are crucial at the early childhood stage. 

Looking forward, it is clear that further research is needed to explore the broader impact of 

game-based learning on early childhood development. Future studies could examine other 

variables that may influence language skills, such as socio-economic factors, cultural 

backgrounds, and different learning environments. Additionally, expanding the sample size and 

diversity of participants would enhance the generalizability of these findings and provide a more 

comprehensive understanding of the effectiveness of game-based learning. 

In conclusion, this study underscores the value of game-based learning in enhancing early 

childhood language development. The combination of engaging educational games and fostering 

learning motivation creates a powerful tool for improving language skills. The results of this 

research provide valuable insights that can inform teaching practices, and highlight the potential 

for further innovation in early childhood education through the use of interactive and motivating 

learning methods. 

 



 

 

 

 

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Ekspresif) Anak Taman Kanak-Kanak Raudhatul Athfal Alauddin Makassar.” 

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