The Effect of Parenting Style, Bilingual School, Social Environment, on Speech and Language Development in Preschool Children in Surakarta, Central Java
Abstract
Background: Childhood speech and language development is considered an important predictor of their future achievement. This study aimed to analyze the effect of parenting style, bilingual school, social environment, on speech and language development in preschool children in Surakarta, Central Java.
Subjects and Method: This was an analytic and observational study with a cross-sectional design. The study was conducted at 25 preschools in Surakarta, Central Java, from February March 2018. A sample of 200 preschool children was selected by simple random sampling from 25 preschools selected by stratified random sampling. The dependent variable was speech and language develop-ment. The independent variables were sex, nutritional status, parental education, parenting style, family income, bilingual school, and social environment. The data of speech and language development were measured by pre-screening development questionnaire. Other variables were collected by questionnaire. The data were analyzed by a multilevel logistic regression using Stata 13.
Results: Speech and language development increased with age (b= 2.03; 95% CI= 0.38 to 3.68; p= 0.016), nutritional status (b= 2.44; 95% CI= 0.38 to 4.08; p= 0.003), maternal education (b= 1.50; 95% CI= 0.14 to 2.86; p= 0.031), democratic parenting style (b= 2.76; 95% CI= 1.16 to 4.08; p<0.001), family income (b= 1.69; 95% CI= 0.15 to 3.23; p= 0.031), bilingual school(b= -4.46; CI= -6.53 to -2.39; p= 0.001), and social environment (b= 1.80; 95% CI= 0.10 to 3.50; p= 0.038). Intra-class correlation= 28.06% indicating considerable contextual effect of preschool.
Conclusion: Speech and language development increases with age, nutritional status, maternal education, parenting style, family income, bilingual school, and social environment.
Keywords: speech and language development, parenting style, bilingual school, pre-school children
Correspondence:
References
Apriana R (2009). Hubungan Pendidikan Anak Usia Dini (Paud dengan Perkembangan KognitiF Anak Usia Prasekolah di Kelurahan Tinjomoyo Kecamatan Banyumanik Semarang. Skripsi tidak diterbitkan. Semarang : Program Studi Ilmu Keperawatan Fakultas Kedokteran Universitas Diponegoro.
Aprihantara A, Astini PSN, Maryati LG (2012). Hubungan PAUD dengan Perkembangan Bahasa Anak Usia Prasekolah di Desa Sumerta Kaja Tahun 2012. Program Studi Ilmu Keperawatan Fakultas Kedokteran Universitas Udayana. Bali.
Arifuddin (2010). Neuropsikolinguistik. Jilidan Pertama. Jakarta: PT Rajagrafindo Persada.
Bingham GE, Jeon HY, Kwon KA (2017). Parenting Syle and home literacy opportunities: Associations with children
Candrasari A, Putri DEF, Warraihan, Parisa V (2017). Pengaruh Lingkungan terhadap Perkembangan Bahasa Anak. The 5TH Urecol Proceeding. UAD Yogyakarta. hlm. 972-978.
Candrasari JP (2014). Hubungan Pola Asuh Orang Tua dengan Perkembangan Bahasa Anak Prasekolah di RA Semai Benih Bangsa Al-Fikri Manca Bantul Yogyakarta. Skripsi. Sekolah Tinggi Ilmu Kesehatan Aisyiyah Yogyakarta.
Costa A, Galles NS (2015). How does the bilingual experience sculpt the brain?. Europe PMC Funders Group. 15(5): 336-345.
Dharmayanti I, Hapsari D, Azhar K (2015). Asthma among Children in Indonesia: Causes and Triggers. Jurnal Kesehatan Masyarakat Nasional. 9(4): 320-326.
Freitas TC, Gabbard C, Cocola PP, Montebelo, Santos (2013).Family socioeconomic Status and the Provision of Affordances in the Home. Epub. 17(4): 319-27.
Gunawan G, Destiana, Rusmil K (2011). Gambaran Perkembangan Bicara dan Bahasa Anak Usia 0-3 Tahun. Sari Pediatri. vol. 13, no. 1, hlm. 21-25.
Guyer A, Jarcho J, Edgar P, Degnan K, Pine D, Nathan F, Nelson E (2016). Temperament and Parenting Styles in Early Childhood Differentially Influence Neural Response to Peer Evaluation in Adolescence. J Abnorm Child Psychol. 43(5): 863-874.
Hartanto F, Selina H, Zuhriah, Fitra S (2011). Pengaruh Perkembangan Bahasa Terhadap Perkembangan Kognitif Anak Usia 1-3 Tahun. Sari Pediatri. 12(6): 386-390.
Hasmy R (2014). Perbedaan Perkembangan Bahasa pada Anak Usia Toddler di RW 17 Kelurahan Pisangan Kecamatan Ciputat Timur dengan Anak Usia Toddler di PSSA Balita Tunas Bangsa Cipayung. Skripsi. Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Hastuti (2010). Nilai Anak, Stimulasi Psikososial, dan Perkembangan Kognitif Anak Usia 2-3 tahun pada Keluarga Rawan Pangan di Kabupaten Banjarnegara,Jawa Tengah. Institut Pertani-an Bogor. Jurnal Ilmu Keluarga dan Konsumen. 3(1): 21-34.
Hidayat AA (2008). Pengantar Ilmu Kesehatan Anak untuk Pendidikan Kebidanan. Jakarta: Salemba Medika.
Israfil (2015). Hubungan Pola Asuh Orang Tua dengan Perkembangan Anak Usia Prasekolah. Seminar Psikologi & Kemanusiaan. Program Studi Magister Sains Psikologi. Universitas Muhammadiyah Malang.
Madyawati L (2016). Strategi Pengembangan Bahasa Pada Anak Edisi Pertama. Jakarta: Prenadamedia Group.
Marmi, Raharjo K (2012). Asuhan Neonatus, Bayi, Balita dan Anak Prasekolah. Yogyakarta: Pustaka Pelajar.
Meyer B (2012). Ad hoc interpreting for partially languageproficient patients. John Benjamins Publishing Company. 4: 100-113.
Nayeb L, Wallby T, Westerlund M, Salameh EK, Sarkadi A (2014). Child Healthcare Nurses Believe That Bilingual Children Show Slower Language Development, Simplify Screening Procedures And Delay Referrals. Foundation Acta Paediatrica. hlm. 198-205.
Putri RA, Murti B, Indarto D (2016). Effect of Nurturing at Child Care Center on Gross and Fine Motoric, Language and Social Development in Children Aged Under Five Years in Ungaran Barat Subdistrict, Ungaran. Journal of Maternal and Child Health. 2(1): 1-9.
Restiyani, Lestari S, Halida (2013). Hubungan Pola Asuh dengan Perkembangan Bicara Anak Usia 4-5 Tahun TK AL-Falah Mempawah. Artikel Penelitian. PG PAUD, FKIP Universitas Tanjung-pura, Pontianak.
Safriana L, Salimo H, Dewi YLR (2017). Biopsychosocial Factors, Life Course Perspective, and Their Influences on Language Development in Children. Journal of Maternal and Child Health, 2(3): 245-256.
Sari S, Memy Y, Ghanie A (2015). Angka Kejadian Delayed Speech Disertai Gangguan Pendengaran pada Anak yang Menjalani Pemeriksaan Pendengaran di Bagian Neurootologi IKTHTKL RSUP Dr.Moh. Hoesin. Jurnal Kedokteran Dan Kesehatan. 2(1): 121-127.
Sari, Budisetyani W (2016). Konsep Diri Pada Anak Dengan Orangtua Yang Bercerai. Jurnal Psikologi Udayana. 3(2): 283-291.
Soetjiningsih (2012). Tumbuh Kembang Anak. Jakarta : EGC.
Sumaryanti L (2017). Peran Lingkungan terhadap Perkembangan Bahasa Anak. MUADDIB. 07(01): 72-89.
Sutisna I (2017). Pola Asuh Orang Tua dan Perilaku Agresi Anak. hlm 105-114. Prosiding Seminar Nasional dan Lokakarya PLS FIP UNG Reaktualisasi Pendidikan Luar Sekolah sebagai Pemberdaya Masyarakat. dalam Hamid I, Yakob N dan Moh Z (edt.) . UNG Press Gorontalo.
Siregar MA (2002). Pengaruh Stimuli Terhadap Pemerolehan Bahasa Anak Prasekolah. Thesis. Medan: Program Studi Linguistik Universitas Sumatera Utara.
Zulaikhah S (2010). Hubungan Status Gizi dengan Perkembangan Anak Usia 2 sampai 3 Tahun di Wilayah Kerja Puskesmas Gambiran Kota Surakarta. Karya Tulis Ilmiah. Universitas Sebelas Maret Surakarta.
