<![CDATA[AbstrakPermasalahan dalam penelitian tindakan kelas ini adalah rendahnya kemampuan mengenal huruf anak kelompok B RA Raudhatul Ilmi disebabkan pembelajaran yang berlangsung selalu monoton dan penggunaan media pembelajaran yang kurang menarik dan tidak bervariasi. Tujuan penelitian ini adalah untuk mendeskripsikan aktivitas guru, aktivitas anak dan hasil perkembangan kemampuan mengenal huruf pada anak kelompok B menggunakan model pembelajaran Talking Stick dengan media flash crad di RA Raudhatul Ilmi. Penelitian tindakan kelas ini menggunakan pendekatan kualitatif, data diperoleh melalui instrument penelitian aktivitas guru, aktivitas anak, dan hasil perkembangan anak yang dilaksanakan dalam 3 kali pertemuan. Hasil penelitian menunjukkan bahwa aktivitas guru pada pertemuan I mencapai kriteria baik dengan skor 13, pertemuan II mencapai kriteria baik dengan skor 15 dan pertemuan III mencapai kriteria sangat baik dengan skor 19. Aktivitas anak pada pertemuan I mencapai kriteria kurang aktif, pada pertemuan II mencapai kriteria aktif dan pada pertemuan III mencapai kriteria sangat aktif. Ketuntasan klasikal hasil perkembangan anak pada pertemuan I mencapai 36%, pertemuan II mencapai 91% dan pertemuan III mencapai 100%.Kata Kunci: Bahasa, Mengenal Huruf, Talking Stick, Flash Card AbstractThe problem in this classroom action research is the low ability to recognize the letters of the children of group B RA Raudhatul Ilmi because the learning that takes place is always monotonous and the use of learning media is less interesting and does not vary. The purpose of this study was to describe teacher activities, children's activities and the results of the development of the ability to recognize letters in group B children using the Talking Stick with flash card at RA Raudhatul Ilmi. This classroom action research uses a qualitative approach, data obtained through research instruments on teacher activities, children's activities, and children's development results which were carried out in 3 meetings. The results showed that the teacher's activity at the first meeting reached the good criteria with a score of 13, the second meeting reached the good criteria with a score of 15 and the third meeting reached the very good criteria with a score of 19. The children's activities at the first meeting reached the criteria of being less active, at the second meeting they reached the criteria. active and at the third meeting reached the very active criteria. The classical completeness of children's development results at the first meeting reached 36%, the second meeting reached 91% and the third meeting reached 100%.Keywords: Language, Literacy, Talking Stick, Flash Card]]>
