Pendampingan Guru Prasekolah Bilingual dalam Memahami Alih Kode Bahasa untuk Anak Usia Dini

Ainur Rahman; Yuniatari Yuniatari

doi:10.59395/altifani.v6i4.1218

Authors

Ainur Rahman Prodi Pendidikan Bahasa Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Madura
Yuniatari Yuniatari Prodi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Trunodjoyo Madura

DOI:

https://doi.org/10.59395/altifani.v6i4.1218

Keywords:

alih kode, guru prasekolah bilingual, pendampingan, anak usia dini, pengembangan profesional

Abstract

Guru prasekolah bilingual kerap melakukan alih kode secara impulsif tanpa memahami fungsi pedagogisnya, padahal praktik ini berdampak langsung pada perkembangan bahasa anak usia dini. Kegiatan pengabdian ini dilakukan untuk menjawab kesenjangan tersebut dengan memberikan pendampingan terstruktur kepada tujuh guru prasekolah bilingual di TK ABA VIII Kamal Bangkalan. Pendampingan dilaksanakan melalui mentoring langsung yang mencakup pemaparan konsep, diskusi, dan simulasi, dilanjutkan dengan observasi kelas mingguan selama empat minggu. Keberhasilan diukur menggunakan instrumen pre-test dan post-test serta lembar observasi kelas. Rerata skor pemahaman peserta meningkat dari 51,7 menjadi 82,1, dengan 91,7% peserta mencapai ketuntasan. Secara kualitatif, guru beralih dari penggunaan alih kode yang tidak terencana menjadi strategis dan pedagogis, serta membentuk budaya kolaborasi profesional antarsesama guru. Temuan ini menegaskan bahwa pendampingan berbasis praktik kelas terbukti efektif mengubah pemahaman sekaligus sikap guru, dan menjadi model intervensi yang relevan untuk diterapkan secara lebih luas di lembaga TK bilingual.

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