The Effect of Flash Card Games on Early Children's Reading Ability

Electronic Journal of Education, Social Economics and Technology Vol. 6, No. 2, (2025), pp. 1~7, Article ID: 941 ISSN 2723-6250 (online) DOI: https://doi.org/10.33122/ejeset.v6i2.941 Research Article The Effect of Flash Card Games on Early Children's Reading Ability Jamila, A. Zulkarnain Ali*, Pascalian Hadi Pradana Department of Early Childhood Education Teacher Education, Universitas PGRI Argopuro, Jember, Jawa Timur, 68121, Indonesia *Corresponding Author: | Phone: +6285100840508 ABSTRACT The purpose of this study was to determine whether flashcard games influence the reading skills of young children. The problem of low reading skills in early childhood remains a serious challenge in Indonesia. Various studies and national data show that most children aged 5–6 years have not yet mastered early reading skills appropriate to their developmental stage. This condition is exacerbated by the lack of engaging learning media and the lack of innovative approaches in reading instruction. The use of conventional methods tends to make children bored and unmotivated to learn to read. Therefore, interactive, fun solutions are needed that are appropriate to the characteristics of early childhood. One potential solution is the use of game-based learning media such as flashcards. Flashcards are visual media that can increase children's interest in letters and words while also fostering the association process between images and written symbols. The use of flashcards can improve visual memory, accelerate letter recognition, and create a fun learning atmosphere. Several studies have shown that this method is effective in improving early childhood reading skills, particularly in aspects of letter recognition and early reading as a whole. This study aimed to determine the effect of flashcard games on early childhood reading skills. The method used was an experiment with a one-group pretest-posttest design. Subjects were given a pretest, then given treatment using flashcards, and then a posttest. Data collection was conducted through observation using indicators of language and reading development. Data analysis used a paired sample t-test to determine the significance of changes before and after treatment. Keywords: Early childhood; flash cards; reading 1. INTRODUCTION Early childhood education supports the physical, cognitive, and mental maturation and development of children outside the home environment, which will influence their development in later stages (Rakesh et al., 2024; Suryana et al., 2022; Tamblyn et al., 2023). One important aspect that needs to be developed in early childhood is language skills (Huda and Hernawati, 2024; Kholila, 2024; Tama & Oktriani, 2023). Language skills enable children to express their thoughts using appropriate words. The language skills stage begins at age 0–1, when children begin to acquire language from their surroundings. Between ages 2 and 6, children experience rapid language development through interactions at home, school, and in the community. If children do not receive appropriate language stimulation from parents or the environment, disorders such as speech delays or difficulty expressing their feelings can occur. Language learning in early childhood is often divided into two: language learning for communication and literacy learning (Safi’i & Harahap, 2024; Setyaningsih & Katoningsih, 2021; Tanbusai & Nasution, 2023). Literacy learning includes reading and writing activities, which are crucial for supporting children's intellectual development. Through reading, children can cultivate their curiosity and broaden their horizons. Children with good reading skills tend to be able to express ideas and feelings and interact more effectively with their surroundings. Reading is also known as the door and window to children's knowledge. Reading is not just about recognizing letters and words; it also involves a deep thought process. This process enables children to grasp the full meaning of words, both literally and contextually. Therefore, reading is not just a visual activity but also involves reflection, psycholinguistic skills, and metacognitive skills that develop with age. According to Mushlih (2018), reading is a complex and reflective process. In this process, children not only see written words but also understand their meaning through various cognitive activities. Therefore, learning to read from an early age is an important foundation for developing children's thinking skills and communication skills comprehensively. Appropriate stimulation in this regard plays a crucial role in developing children who are proficient in language and critical thinking from an early age. Reading is not limited to recognizing letters but also encompasses the ability to Page 1 of 8 Jamila et al. Electronic Journal of Education, Social Economic and Technology, Vol. 6, No. 2, (2025), pp.1~8, Article ID: 941 understand the meaning of written symbols. At an early age, a child's brain development is at its peak, so it is highly recommended that reading be started in a fun and appropriate manner (Alfiah & Darsinah, 2023; Choiriyah et al., 2023; Nungala & Isaac, 2024). Unfortunately, many young children still experience difficulties recognizing letters and understanding complete words. This problem is frequently encountered in various studies on children's literacy development. Delays in early childhood reading skills can impact learning difficulties at later levels. Therefore, it is crucial to find fun, interactive, and effective solutions to improve reading skills from an early age. Recent research by Hutasuhut and Simbolon (2021) revealed that reading skills developed at ages 4-6 contribute 68% to children's literacy skills in primary education. Reading skills are not only key to academic success but also play a crucial role in developing critical thinking, creativity, and problem-solving skills in children. Despite the crucial role of reading skills, data shows that significant gaps remain in reading mastery among young children in Indonesia. According to the Program for International Student Assessment (PISA) report released in 2022, Indonesia still ranks low in literacy skills compared to other countries (Suryani et al., 2023). This indicates a fundamental problem in developing reading skills from an early age. A 2023 study by the Indonesian Ministry of Education and Culture found that approximately 65% of children aged 5-6 in Indonesia do not yet possess the developmentally appropriate letter recognition and early reading skills. This low level of literacy is due to various factors, including limited engaging learning methods, a lack of stimulation in the home environment, and a lack of effective learning media suited to the characteristics of early childhood. Data shows that the reading skills of early childhood in Indonesia are still relatively low. Based on an assessment conducted by the Ministry of Education, Culture, Research, and Technolo (...truncated)