Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 142 IMPROVEMENT STRATEGY OF EARLY CHILDHOOD LANGUAGE DEVELOPMENT THROUGH THE ROLE PLAYING METHODS IN MACRO PLAY CENTER AT RA. BAITUSSALAM CIMAHI Erika RufaidahIKIP SILIWANGIduis.deepojok@gmail.com ABSTRACTDevelopment of Early Childhood Education (PAUD) learning includes thefield of developing behavioral formation and the field of developing basicskills. The field of developing behavioral formation includes religious andmoral and social emotional values. While the development of basic abilitiesincludes language, cognitive, and physical or motoric abilities. One area ofbasic development that needs to be developed is language development.Language skills are important because speaking with children will expresstheir desires and can communicate with others around them. Language is anexpression of mind and knowledge when children will interact with others.Children who are growing and developing communicate the needs of theirthoughts and feelings through language, The objectives of this research are:(1) Describe the planning strategy to improve the development of earlychildhood language through the role playing method in the macro playcenter. (2) Describe the implementation of strategies to improve thedevelopment of early childhood language through the role playing method inthe macro play center. (3) Describe the evaluation of strategies to improvethe development of early childhood language through the role playingmethod in the macro play center. (4) Describe the results of strategies toimprove the development of early childhood language through role playingmethods in the macro play center. Learning methods that can be used to helpimprove children's language development are through the role playingmethod in the macro play center. With the role playing method in the macroplay center, it is hoped that the development of children's language will beimproved. Keywords: Language Development, Early Childhood, Macro Play Center INTRODUCTIONEarly childhood is a child who is at the age of 0-6 years (2003 National EducationSystem Law) and 0-8 years according to child education experts. Early childhood is agroup of children who are in a unique process of growth and development (Mansur,2005). They have a specific pattern of growth and development in accordance with theirlevel of growth and development. In this period is the golden age, because children Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 143 experience growth and development that is very rapid and irreplaceable in thefuture.According to various studies in the field of neurology proved that 50% ofchildren's intelligence is formed within the first 4 years. After an 8-year-old child, hisbrain development reaches 80% and at 18 years of age reaches 100% (Suyanto, 2005).In the 2003 National Education System Law , Article 28 states that : Early childhoodeducation can be carried out through formal education channels (kindergartens,raudhatul athfal, or other equivalent forms ), non-formal education channels (playgroups, day care, or other equivalent forms) , and / or informal education channels inthe form of family education or education organized by the environment . Earlychildhood education is basically the provision of efforts to stimulate, guide, care for andprovide learning activities that will produce children's abilities and skills. In general, theaim at early childhood education is to develop various potential children from an earlyage as a preparation for life and can adapt to their environment . In particular, theobjectives of early childhood education are (1) the creation of optimal early childhooddevelopment through the improvement to preschool services, (2) the creation ofincreased knowledge, skills and attitudes of parents in an effort to foster optimalgrowth and development of children (3) prepare children of age early in the futureready to enter elementary education. Early childhood education has a number offunctions including: (1) to develop all the abilities of children in accordance with thestages of development, (2) introducing children to the world around, (3) developingchildren's socialization, (4) introducing regulations and instilling discipline for childrenand (5) giving children the opportunity to enjoy their playing period. In developingpolicies and technical standardization for early childhood education should not ignorethe four principles contained in the convention of children's rights, namely: (1) Non-discrimination, children can taste early education without differentiating ethnicity,gender, language, religion, social level, have special / unfair needs. (2) Conducted for thebest to children, the form of teaching, the curriculum must be adjusted to the level ofintellectual development, social, emotional, so that what is applied in early childhoodeducation can develop children's potential optimally. (3) Recognizing the existence ofthe right to life, survival and development that already exists in the individual. (4)Appreciation, for children, especially those concerning life, needs attention andresponse. As for the principle of learning early childhood education, several things mustbe considered: (1) Oriented to the needs of children. (2) Learning through playing orplaying while learning. (3) Creative and innovative approaches. (4) A conduciveenvironment. (5) Using integrated learning. (6) Using various media and learningresources. (7) Learning that is oriented to the principles of child development. (8)Integrated stimulation. The definition of language development includes also thedevelopment of communication competencies, namely the ability to use all humanlanguage skills to express and interpret. Language development is influenced by thechild's environment and the surrounding environment. Interaction with people who aremore mature or more mature speakers play a very important role in helping to improvechildren's ability to communicate. Child language mastery develops according to natural Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 144 law, which follows natural talent, nature and rhythm. According to Lenneberg thedevelopment of child language goes according to its biological schedule (Zubaidah,2006). This can be used as a basis for why a child at a certain age can speak, while at acertain age can not speak. The development of language is not determined at age, butleads to motoric development. But the development is strongly influenced by theenvironment. Children's language will emerge and develop through various situations ofsocial interaction with adults (Kartono, 1990). Language has a very important role ineveryday life. (Suhartono, 2005) states that the role of language for early childhood is asa means of thinking, a means to listen, a means to speak and a means for children to beable to read and write. Through language, someone can convey their wishes andopinions to others. (Mansur, 2005), states that language skills are closely related tochildren's cognitive abilities, although initially language and mind are two differentaspects. But in line with children's cognitive development, language becomes anexpression of the mind. The ability to use language in the mind is a key developmentthat helps children solve new problems, not merely trial and error. Language is used bychildren to think, form concepts, remember, and solve problems. Some things that affectlanguage acquisition in children, include: (1) Nature and Nurture. (2) Cognition. (3)Environment. (4) Meaningful and understandable experiences. Language in childrenwill develop if: (1) Being actively involved in a conversation. (2) Hear stories (directlyor read), both in small groups and individuals. (3) Obtain sufficient (exposure)equivalents. (4) Get a good speech model. The center of Macro Play or playing a macrorole is: Play pretending by using play / objects with the real size where the childbecomes a character/actor. Domain Focus: creativity or creative, sequence, stage ofmemory or series of memories, acceptance of vocabulary, the concept of familyrelationships, self-control, taking spatial, affective, cognition viewpoints. The benefits ofrole playing: giving children the opportunity to develop their understanding of thesurrounding world through the roles played, children can exceed the currentdevelopment stage imagination is something that must be built because there is not yetin the consciousness of a young child. METHODSThis study uses a qualitative approach and research methods used in case studies. Datacollection techniques used are library studies, observation, interviews anddocumentation studies. While data analysis techniques describe data, data reductionand conclusions. The research subjects were children in group B aged 5-6 years at RABaitussalam Cimahi City totaling 8 people who were selected based on the educationalbackground of different parents, children 's Principals and Parents. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 145 RESULTS AND DISCUSSION A. Planning for RA Baitussalam Teachers in an Effort to Improve Early Childhood Language Development Through Role Playing Methods at the Center of Macro PlayBased on the observation of planning strategies to improve the development of earlychildhood language through the role playing method in the macro play center, it wasarranged in writing well by the teacher, in the form of a Daily Activity Plan and could beused as a reference in providing methods for playing the role of doctors in earlychildhood. It is written clearly about the time allocated, the objectives to be achievedand how to play, the methods used, and assessments. In the characteristics of languagedevelopment that has been conveyed, it can be seen that children aged 5-6 years (groupB) have been able to speak with a more complicated sentence structure and childrenlove to use language to tell ideas, experiences, knowledge and what they think to others,so role playing is chosen in order to improve children's speaking skills. This is done byasking the child to play a role. Thus the ability to speak children can be known.Interaction with people who are more mature or more mature speakers play a veryimportant role in helping to improve children's ability to communicate. Languagedevelopment is influenced by the child's environment and the surroundingenvironment. Interaction with people who are more mature or more mature speakersplay a very important role in helping to improve children's ability to communicate.(Krobo, 2014) Learning with activities that use methods that are carried out by actingout characters or objects together by developing imaginary power and appreciation ofthe development carried out. In the implementation of activities with role playingprograms in kindergarten. Kartini Desa Bumi Raya has carried out according to thecorrect and appropriate steps or procedures, steps for improvement before the action istaken. The success of this cleaning is very much determined by the teacher. This isevident from the process and recording. The focus aspect is the development ofincreased intrapersonal intelligence, namely; self-ability, ability and endurance of self,mind and emotions, reflective thoughts, expressing feelings properly increase. This isalso what was stated (Adlan Alif, 2013) Center learning model is a learning approachthat is used in children in the learning process carried out in the "circle" (circle of times)and play centers. Contribution approach and group of pious approaches who work withchildren who are in participating experiences in marine and now children in the houseby using 4 types of footing (scaffolding) to support children's development, namely (1)the main environmental footing; (2) footing before the main; (3) the main moment; (4)footing after the main (Depdiknas, 2007: 6). Sujiono & Sujiono (2010: 81) suggestedseveral types of centers that can be applied in early childhood education institutionsincluding (1) center of play (center) (2) center of readiness center (3) centers of art (artcenter) (4) natural materials center (messy play center) (5) music center (music center)(6) block center (7) center of small role play (micro play center) (8) cooking centers(cooking) center). The macro role playing center fully supports language development Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 146 and social interaction. Macro role playing is playing a role as if the child is playingaccording to the real thing. Role play itself is: Practice children in real life activities,allowing children to imagine themselves in the future and rediscover past conditions.The elements of the role playing are the development of role playing behavior / earlydevelopment behavior play symbolic / symbolic stage. In the role playing method thereare several things that must be considered by the teacher, namely (1) the teacher is notallowed to judge the good and bad of the role played especially in terms of opinions andfeelings of students. (2) the teacher must be able to act as a dynamic so that he canexplore problems from various dimensions, in other words the teacher must be able tocapture the essence and views of students, reflect and adapt them well. (3) studentsopened their insights that there are various alternative actors in a story line with thevarious consequences that accompany it, these various possibilities are good to explore,and (4) assess the accuracy of problem solving. (Dhieni, 2009) B. The Process of Implementing Improving Early Childhood Language Development Through Role Playing Methods at the Center of Macro PlayIn the implementation of improving the development of early childhood language in RA.Baitussalam Cimahi is held in 3 meetings. The role playing role of doctors is carried outin accordance with the Learning Plan that has been prepared previously. In thepreliminary activity the teacher greets, and convey the learning objectives to bedelivered. Furthermore, the teacher gives motivation to the child and explains to thechild about the activities to be carried out, namely playing the role of doctors. Somechildren who are sitting behind are busy telling other things outside the learningmaterial.Then the teacher gives apperception intended to explore the initial knowledge that thechild has about the role playing activities of doctors. From apperception activities, itturns out that the child's initial knowledge about doctor's role playing was very low, inother words the children did not know at all about playing the role of doctors. Thusinitiating the core activities, the teacher provides an example of how to play the role ofdoctors to children. After the teacher believes that all children understand the roleplaying activities that are exemplified, the child is asked to try playing. Entering the coreactivities, the teacher reminds again of how to play the role of doctors, then inviteschildren to play. In the closing activity, the teacher recalled the child to remind the childof the activities. In this activity the teacher asks all children to take turns playing. Somechildren look still lacking in enthusiasm and seem lazy to try to play. This is in line withwhat was put forward by Piaget playing is an activity that is carried out repeatedly andcauses pleasure / satisfaction for a person; while Parten Docket and Fleer (Sujiono:2009) views play as a means of socialization, it is hoped that through play can givechildren the opportunity to explore, find, express feelings, create and learn fun. Inaddition, playing activities can help children know about themselves, who they live withand the environment in which they live. Fun learning by playing can be done byremembering the following six domains: (1) Learning is oriented towards the needs of Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 147 children. Thus, every learning activity must always refer to the goal of meetingindividual development needs individually. (2) The world of children is the world of theplay, so learning for early childhood should be designed in the form of play. In essence,playing is learning, and learning is playing. Children learn through playing, playing fun.Through the center, the learning process is carried out by placing students in aproportional position. Children are stimulated to actively play while learning. It shouldbe emphasized that playing fun can stimulate children to explore by using objects thatare nearby (happy learning). Thus, the child can find knowledge of the objects he plays.(3) Learning activities are carefully designed to build work / activity systematics. Howchildren make choices from a series of activities, focus on what is done and try tocomplete the work that he has started completely. (4) Learning activities are orientedtowards developing children's life skills, namely helping children to becomeindependent, disciplined, able to socialize, and have basic skills that are useful for theirfuture lives. (5) Learning is carried out gradually and repeatedly by referring to theprinciples of child development. Educational stimulation is comprehensive and coversall aspects of development. Therefore, every activity must be able to develop or developvarious developments or intelligence of children to develop optimally. (6) Children willget more knowledge if they get a foothold / support from the teacher while playing. C. Evaluation Improves the Development of Early Childhood Language through Role Playing Methods at the Macro Play CenterLearning evaluation as stated in article 16 of the Ministry of Education and Culture 137of 2014 covers two important things, namely: (1) Evaluation of the learning process. (2)Evaluation of learning outcomes. Evaluation of learning outcomes is carried out by theteacher by comparing the planning of learning with the results of learning. Based on theresults of interviews with teachers regarding some of the shortcomings that occur in thefirst learning activity, it is necessary to make improvements in the delivery of learningmaterial as well as ways to provide direction to the children, so that children canparticipate in activities better learning. In the second lesson, according to the results ofinterviews with the teacher that the child began to be interested in playing a role, butdid not fully understand how to play the role of doctors, still following the teacher'sinstructions. The teacher guides the child in role playing, as there are still children whoappear to be less active. In the next scenario, all children can actively play the role ofdoctors and understand the direction of role playing. The teacher in this case observesand assesses child development. In the third study, according to the results ofinterviews with teachers in general the learning process was good, although there werestill weaknesses that there were children who were still not seriously in participating inrole playing learning, but this did not interfere with the learning process and results.According to the teacher, the third learning result showed an increase in languageintelligence of children aged 5-6 years in RA. Baitussalam Cimahi City. Central learningobjectives are as follows: (1) Improving the service of learning experiences to childrenin greater depth by giving freedom to explore in each of its centers. (2) Train children to Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 148 be more independent because they do not depend on the class teacher only, but will bedirected to do activities with other teachers, especially those who are teacher centers.(3) With the teacher center, the center teacher will focus more on developing the center,which is his responsibility by pouring all the development of his creative ideas. (4) Thelearning process is expected to take place naturally in the form of work activities,children experience, not the transfer of knowledge from teacher to child. (5) In thatcontext, children understand what learning means, what are the benefits, in what statusthey are, and how are they achieved, they realize that what they learn will be useful fortheir lives later. (6) The child can position himself as a self who needs a provision for hislife later, in this case the center teacher is assigned as a director and mentor orinspirator. Characteristics of center learning models: (1) Classrooms; Classrooms can bemodified into small classes, called vak rooms or centers. Each vak or central roomconsists of one area of development. There are language centers, centers of thought,centers of creativity, centers of religion (imtaq), centers of arts, centers of motor skills.By using main activities that include three types of play which includes three types ofplay (sensomotor, role and development). Adequate ratio, ideal group size (maximum of10 children), large enough space (5-7 square meters per child). (2) Teacher; everyteacher must love and master their respective fields of development. The teacher mustgive a general explanation to the children who visit the center according to the themebeing studied, giving guidance, watching and paying attention to the children whenusing the tools in accordance with the material they learn, then asking about thedifficulties experienced by the students in doing various tasks so that they can followthe tempo and rhythm of the development of each child in mastering teaching materialsor developmental tasks. In this learning center, one center teacher is only responsiblefor 7-12 children with moving classes every day from one center to another. (3) Playing;Making activities "play" as a core activity, children learn through their games. (4)Footing; There are steps that lead advanced children or their own children to the nextstage of development. There are "circle times" (when the circle). (5) intensity anddensity; Intensity is the amount of time a child needs to experience three types of playthroughout the day and throughout the year. While density is a variety of ways eachtype of play is provided to support the child's experience. (6) Materials and tasks; Theteaching materials of each center consist of minimal materials and additionalingredients. The minimum material is teaching material which contains a description ofthe development of the minimum abilities that must be mastered by each childaccording to their age. This material must be controlled by the child and is a target ofminimal ability in studying each particular center. (7) Children and their duties; Everychild will get a classic assignment and explanation. Each child can choose the center hewill follow. He is free to determine the time and tools to complete his task. Every child isnot allowed to do other tasks before the work done is done. To develop sociobility,children can do certain tasks together. In this way, children will have the opportunity tosocialize, work together, help each other. (8) Evaluation of the progress of childdevelopment; Recording of children's learning activities is carried out every meeting by Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 149 recording the development of children's abilities in gross, fine, language, social andother aspects. The recording of children's play activities is carried out by the teacher(educator). This is in accordance with (Krobo, 2014) Circumstances that occur inkindergarten. Kartini, Bumi Raya SP1 Kali Bumi Village, Nabire Regency, PapuaProvince, regarding increasing intrapersonal intelligence through role playing activities,still has constraints, including; the arrangement of the place is not maximal, the child isstill hesitant to come forward, the child is still hesitant to argue in role playing, themotivation of the teacher to the child is being; The teacher does not talk about or relatethe theme of role playing that has been played on the previous day, the teacher does notgive children the freedom to choose roles that are of interest to children, the division ofplay or the task of playing an uneven role for each child so that there are children whoare bored, bored, sulking, and sullen. D. Results of Improving Early Childhood Language Development Through Role Playing Methods at the Macro Play CenterLanguage development results of children aged 5-6 years in RA. Baitussalam Cimahi isobtained through observation. The following is a table of the initial recapitulationresults and the final recapitulation results from observations that have been madebefore, during and after being given material on doctor-role playing activities: Table 1. Summary of Preliminary Observations No. Name Assessment Aspect Exp. Activeness Speaking in expressing ideas The ability to speak with the correct pronunciation Participation in role playing 1 2 3 4 5 61 NS V V VV U2 AR V V VV U3 CS V V VV U4 FL V V VV U5 MR V V VV U6 FH V V VV U7 FTR V V VV U Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 150 No. Name Assessment Aspect Exp. Activeness Speaking in expressing ideas The ability to speak with the correct pronunciation Participation in role playing 1 2 3 4 5 68 ST V V VV U Information:V : UndevelopedVV : Start to GrowVVV : Develops As ExpectedVVVV : Develops Very Good The table above describes the initial conditions of language development of childrenaged 5-6 years at the time of initial observation before being given action. In theactiveness aspect Speaking in expressing ideas, as a whole the child has not yetdeveloped yet does not want to talk much with his friend because there is no idea tounderstand activities that must be done when playing a role. In the aspect of theability to speak with the correct language, the overall ability of the child has notdeveloped, the child has not clearly recited the words he said, so that other peopledo not understand what is meant by his words. In the aspect of participation in roleplaying, the overall ability of the child begins to develop, the child begins to focus onwhat he has to do, starts to have a sense of sensitivity to friends, starts to use therole playing media, starts to have friendships with friends. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 151 Table 2. Final Observation Recapitulation No. Name Assessment Aspect Exp. Activeness Speaking in expressing ideas The ability to speak with the correct pronunciation Participation in role playing 1 2 3 4 5 61 NS VVVV VVVV VVVV DAE2 AR VVVV VVVV VVVV DAE3 CS VVVV VVVV VVVV DAE4 FL VVVV VVVV VVVV DAE5 MR VVVV VVVV VVVV DAE6 FH VVVV VVVV VVVV DAE7 FTR VVVV VVVV VVVV DAE8 ST VVVV VVVV VVVV DAE Information:V : UndevelopedVV : Start to GrowVVV : Develops As ExpectedVVVV : Develops Very Good The table above illustrates the final condition of language development of children aged5-6 years after being given the role playing role. In the activeness aspect Speaking inexpressing ideas, as a whole develops very well, children talk a lot with their friendsbecause there is an idea to understand activities that must be done during role playing.In the aspect of speaking ability with correct pronunciation, the child's overall abilitydevelops very well, the child clearly pronounces the words he says, so that the other Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 152 person understands what is meant by his words. In the aspect of participation in roleplaying, the child's overall ability to develop very well, the child begins to focus on whathe must do, has a sense of sensitivity to friends, want to use the role playing mediaprovided, have friendship with friends. After being seen from the evaluation resultsthere is an increase in children's language development. This proves that earlychildhood language development can be improved through role playing methods in themacro play center. This is in line with what was said by (Komara, 2014), role playing isan activity to explore human relationships by demonstrating and discussing so thatpeople can explore feelings, attitudes, values, and various problem solving strategies.Role playing can help children develop emotional social skills. Children can expresstheir emotions without fear, shame and being rejected by their environment. He canalso release his pent-up emotions due to social pressure (Ali Nugraha, Yeni Rachmawati;, 2008). In addition, through playing the role of a child can play characters who areangry, kind, afraid, compassionate and so on, independently without interference andassistance from others. Therefore role playing can be a vehicle for children's socialemotional development. When playing this role is done with friends, it will grow theability to interact, communicate, leadership and the ability to manage emotions.(Shaleha, 2017) concludes that role playing has functions such as gaining insight,gaining inspiration and understanding to develop skills, and training children to speakin a pleasant atmosphere and the ability to interact, communicate, leadership and theability to manage social emotional children. In playing, children make choices, solveproblems, communicate, and negotiate. They create imaginary events, exercise physical,social and cognitive skills. When playing children can express and train emotions fromthe experiences and events they encounter every day. Through playing together andtaking on different roles, children develop the ability to see things from other people'sperspectives and engage in leader or follower behaviors - behaviors that they will needwhen interacting as adults. CONCLUSIONBased on the results of the discussion on strategies to improve the development of earlychildhood language through role playing methods in the macro play center, it can beconcluded from the research questions as follows:1. Planning strategies to improve the development of early childhood languagethrough the role playing method in the macro play center is prepared in writing inthe form of Learning Implementation Plans in the macro play center which is used asa reference in providing learning.2. The implementation of strategies to improve the development of early childhoodlanguage through the role playing method is carried out in several meetings, as wellas observations and assessments carried out in each learning implementation, thena reflection is done to see the results of the development of intelligence obtained, asmaterial to determine the next step of learning. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 153 3. Evaluation of strategies to improve the development of early childhood languagethrough the role playing method is carried out in several stages: first, preparingevaluation guidelines and grids, second, making assessment instruments, third,determining indicators, and fourth, observing children during implementation, thenthrough interviews with teachers and children, observation, assignments, anddocumentation to obtain assessment results.4. The results of research on strategies to improve the development of early childhoodlanguage through role playing methods in the macro play center have contributedpositively to the development of early childhood language development. BIBLIOGRAPHYAdlan Alif, W. W. (2013). Penerapan Pembelajaran Berbasis Sentra Bermain Peran Terhadap Perkembangan Sosial Emosional Pada Anak Usia Prasekolah . PendidikanAnak Usia Dini, 33-34.Ali Nugraha, Yeni Rachmawati;. (2008). Pengembangan Sosial Emosional Edisi ke-8.Jakarta: Universitas Terbuka.Dhieni, N. (2009). 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