{"id":18689,"date":"2025-05-14T23:49:39","date_gmt":"2025-05-14T15:49:39","guid":{"rendered":"https:\/\/jurnalpost.com\/read\/?p=18689"},"modified":"2025-05-14T23:49:39","modified_gmt":"2025-05-14T15:49:39","slug":"analysis-of-the-effectiveness-of-using-flashcards-in-stimulating-early-childhood-english-language-skills","status":"publish","type":"post","link":"https:\/\/jurnalpost.com\/read\/analysis-of-the-effectiveness-of-using-flashcards-in-stimulating-early-childhood-english-language-skills\/18689\/","title":{"rendered":"ANALYSIS OF THE EFFECTIVENESS OF USING FLASHCARDS IN STIMULATING EARLY CHILDHOOD ENGLISH LANGUAGE SKILLS"},"content":{"rendered":"

Hikmah Puspita Sari1<\/sup>, Mulya Rachma Mellynda2<\/sup>, Resa Apriani \u27093<\/strong><\/sup>, Roma Satika Pasaribu4<\/sup>, Dr. Windi Dwi Andika, M.Pd5<\/sup>, Najlatul Fatiyah, M.Pd6<\/sup>
\nEmail: <\/em>resaapriyani41@gmail.com<\/em><\/a>
\nEarly Childhood Education Teacher Education Study Program, Sriwijaya University, Palembang, Indonesia<\/p>\n

ABSTRACT<\/h3>\n

Early childhood is a group of children undergoing a typical growth and development process. The early childhood period starts from birth to 6 years old. During this phase, children’s development will progress significantly. This is because, in this phase, children are at their prime, or what we usually call the golden age. Where children actively perform an action and try new things, this research will discuss the introduction of English in early childhood. The introduction of English in early childhood is critical. Given that English in Indonesia is very minimal, especially among adolescents, including children at an early age. Therefore, this study aims to explain flashcard media by introducing children to English through play. Through this flashcard media, children will be interested in using the flashcard media it is different from the others. This research also uses a literature study method approach, in which the researcher analyses various references from sources that are relevant and reliable to the topic being studied. The results of this study will explain how flashcard media plays an important role in stimulating early childhood English language skills.<\/p>\n

Keywords: <\/strong>Early Childhood, Language Skills, Flashcards<\/p>\n

INTRODUCTION<\/h3>\n

Children in the early age phase are a very crucial period to provide the necessary stimuli to achieve optimal development. At this stage, brain development takes place very quickly, so it is often referred to as the golden age. Providing stimulation is an important method to support children’s growth. Children who receive good stimulation will be able to achieve various aspects of development as well. This stimulation can be provided through early childhood education, where learning is done through play, so that children can learn in a fun and effective way (Ariani et al., 2022).<\/p>\n

Early childhood education is education that focuses on individuals who are undergoing a rapid and fundamental development process for their future lives (Hasbi, 2021). Early childhood education is a coaching effort given to children from birth to six years of age, with the aim of preparing them to enter further levels of education. Education provided at this golden age serves as the foundation for any skills that will be developed later in life (Retnaningsih & Khairiyah, 2022).<\/p>\n

In everyday life, language is an inseparable element of human interaction. With language, individuals can communicate and interact with each other. Humans not only think with their brains but are also required to convey and express thoughts with language that can be understood by others. By utilizing language, children will grow and develop into adult individuals who are able to get along in society (Kholilullah et al., 2020).<\/p>\n

A child’s language development is an amazing thing, and at every stage, parents want to record every important moment in their child’s life. In addition, it is the responsibility of teachers to understand children’s language development to develop them according to the right stages (Kholilullah et al., 2020). Children’s language development usually starts from their first cry until they can say words. This process begins with interaction from adults, where the mother is the first person to introduce the use of language to the child. This is important so that children can understand their developmental stages and receive appropriate stimulation (Pradita et al., 2024).<\/p>\n

During the golden age, children needed to get the right stimulation to support development in various aspects. One essential aspect is language development. Language functions as a means of communication, both verbally and signalled, which is used to convey intent and purpose. Through language, a person can express thoughts and interact with others through listening, speaking, reading, and writing activities (Latifa & Muryanti, 2022). Language can be defined as an organized system of symbols to convey various information or ideas, both in the form of verbal and visual symbols. The first language input for children comes from the social environment around them (Yuswati & Setiawati, 2022).<\/p>\n

English is the main foreign language that needs to be learned because it is an international language that is used throughout the world as the main means of communication. Therefore, the introduction of English needs to be done early, especially for early childhood, because in this phase of development, they are more easily able to absorb and learn new vocabulary. The introduction of this foreign language can be considered as part of (Warda & Kumalasari, 2023). English language skills are needed in establishing communication, considering that this language is an international language that is widely used in various parts of the world (Farhansyah et al., 2023).<\/p>\n

The use of flashcards is one method that can help educators in the teaching and learning process. This medium serves as a tool or intermediary to convey knowledge and information to students. Flashcards are cards that contain English vocabulary accompanied by pictures. By using this medium, early childhood learners will be more interested in learning foreign languages, especially English. The use of learning tools and media can make learning activities more interesting and fun. Moreover, colorful and illustrated flashcards will increase children’s interest and enthusiasm in recognizing English vocabulary (Warda & Kumalasari, 2023).<\/p>\n

The use of flashcards can stimulate children’s language development and enrich their vocabulary. Activities with flashcards can also be made part of the daily routine. Flashcards are a practical and flexible medium, so they can be adapted to the learning material to be delivered. Thus, this media is effective in supporting children’s development (Solissa et al., 2023). The use of flashcards can help improve children’s vocabulary. This is because the attractive images on the cards can attract children’s attention, making it easier for them to understand and remember new terms. The use of flashcards in learning activities for early childhood can help develop aspects of their language development, which is a means of communication with others. Through language, a person can express thoughts and feelings in the form of writing, speaking, gestures, or movements.;<\/p>\n

RESEARCH METHODS<\/h3>\n

The method used in this research is a literature study by referring to several references related to the study topic. The data were collected from various relevant and reliable sources or references, including scientific journals and scientific articles published in the last 5 years (2020-2025). The data obtained is called a literature study. Literature study is a data collection technique carried out through a study of various references, such as books, literature, notes, and reports that are relevant to the problem being solved (Sugiyono, 2020). This literature study research is descriptive qualitative, so the results of the literature review are explained in detail so that they are easily understood by the reader. This research also utilizes secondary data sources by reviewing some literature relevant to the topic of the article, namely, the effectiveness of flashcards to stimulate early childhood English language skills.<\/p>\n

The stages in the literature study research can be seen in Figure 1 below :<\/p>\n

\"\"<\/p>\n

HAIL AND DISCUSSION<\/h3>\n

Early childhood, i.e., children aged 0 to 6 years, is a very important phase of development. At this age, children’s brains develop rapidly, hence the term golden years. During this period, children are actively trying new things and need proper stimulation to optimize their development. The introduction of English to children is very important, given that it is an international language spoken around the world. Although in Indonesia, the mastery of English is still low, introducing this language early on can help children absorb new vocabulary more easily.<\/p>\n

This way, children can communicate better in the future. One effective way to introduce English is through flashcards. Flashcards are cards that contain English vocabulary accompanied by pictures. This medium not only attracts children’s attention, but also makes the learning process fun. By using flashcards, children can more easily understand and remember new vocabulary. The use of flashcards can stimulate children’s language development and enrich their vocabulary. This activity can be incorporated into the daily routine, so that children get used to the use of English. Flashcards are also flexible and can be adapted to the learning material you want to convey. From the results of our research, we found various ways that can be done to introduce English to children through flashcards, which are as follows:<\/p>\n

A. Alphabet Flashcard Media<\/h3>\n

From some of the research results on the alphabet flashcard media section, we found that there are several ways to introduce the alphabet in English to children, namely:<\/p>\n

    \n
  1. Through spelling, using 26 alphabet The lesson starts with explaining the letters and how to pronounce them, then distributing alphabet flashcards to the children. The children pronounce each English letter on the flashcards. The activity continued with an interactive game, which divided the children into two groups. In turn, the children come forward to the front of the class to write an English word based on the letters that have been taught, in the form of a hollow word that must be guessed by their friends. The child who completes the missing letters into a complete word must pronounce the word in English (Yasa & Sudirman, 2023).<\/li>\n
  2. Through an approach in teaching alphabets to children in English through alphabet flashcards, media includes: 1) Letters in themes: Teaching the alphabet by grouping letters that have the same word prefix based on a specific 2) Letters in names: Using children’s names as one of the more meaningful ways to teach the alphabet. 3) Letters of the week: This approach requires teachers to be creative in highlighting objects, names, and activities that begin with the letter being taught (Aurumajeda et al., 2021).<\/li>\n
  3. Through demonstrating alphabet flashcards in English during the learning process (Cahya & Sari, 2023): 1) The teacher holds one card and shows it to the children, then asks what letter is on the card. 2) Children imitate and try to pronounce the displayed letter independently.<\/li>\n<\/ol>\n

    B.\u00a0 Vocabulary Flashcard Media<\/h3>\n

    \u00a0<\/strong><\/p>\n

    From some research on vocabulary flashcards, we found that there are several ways to introduce English vocabulary to children, namely:<\/p>\n

      \n
    1. Through visual and audio During the activity, the teacher holds up five picture cards and shows them one by one in front of the chest. The children were asked to observe the picture, then the teacher invited them to guess the name of the fruit shown. Since the fruits were familiar to the children, they were able to name them correctly. When asked to pronounce the letters of the fruit names, the children were quite fluent in their pronunciation. When the teacher started to introduce the fruit names in English, the children did not respond. Therefore, the teacher modeled the pronunciation and asked the children to listen first. After that, the pronunciation was repeated by the teacher and followed by the children together (Shafira & Handayani, 2022).<\/li>\n<\/ol>\n
        \n
      1. Through the learning through play approach, children become more motivated to participate in learning activities because the atmosphere is fun and not boring. On the other hand, teachers also find it helpful in creating a more innovative and interesting learning atmosphere. This method not only makes the learning process more effective but also encourages children’s active involvement in every activity, so that the material presented is easier to understand and remember (Susantini & Kristiantari, 2021).<\/li>\n
      2. Showing pictures to children quickly and alternately, one by one, is one way that can stimulate the work of the right brain, so that children more easily capture and understand the visual information This technique is proven to be effective in helping children learn to read by relying on memory for images and shapes. In addition, this method is also able to enrich children’s vocabulary from an early age, because they are accustomed to connecting visuals with words. With this approach, the learning process becomes more interesting and, by the way of thinking of children who dominantly use imagination and visual memory (Warda & Kumalasari, 2023).<\/li>\n<\/ol>\n

        C.\u00a0 Media E Flashcards<\/h3>\n

        \u00a0<\/strong><\/p>\n

        From some of the research results on the E flashcard media section, we found that there are several ways to introduce English to children, namely:<\/p>\n

          \n
        1. Using Interactive Visuals and According to Lesta & Pransiska (2023), the E-Flashcard application introduces English to children through the display of attractive images and colors, and is equipped with audio pronunciation of words. This visual and auditory approach can attract children’s attention and make it easier for them to understand and remember the vocabulary taught. Similarly, Juwitami (2024) asserts that the visual and audio elements combined in the E-Flashcard media create a fun learning experience, stimulate children’s senses, and improve their memory of English vocabulary.<\/li>\n
        2. Delivering an Enjoyable Learning Experience. Yanuarti et al. (2023) said that Android-based digital E-Flashcards are designed using game-teaching techniques, namely game-based learning. This creates a fun learning atmosphere, where children feel like they are playing while learning. In this way, children do not feel burdened and instead are motivated to continue learning English actively.<\/li>\n
        3. Using Materials that are Contextual and Close to Children’s Sahetapy et al. (2023) stated that digital flashcards present images and vocabulary based on the context of children’s daily lives, such as body parts, animals, fruits, colors, numbers, and shapes. Materials that are relevant and familiar to children make it easier for them to understand the meaning of words and relate them to real experiences. Juwitami (2024) also emphasizes the importance of themes<\/li>\n<\/ol>\n

          that match children’s experiences, for example, the subtheme “body parts” in the theme “Myself”, to make learning more effective.<\/p>\n

            \n
          1. Providing Flexibility in According to Sahetapy et al. (2023), digital flashcards allow children to learn anywhere and anytime because they are flexible and can be accessed through digital devices such as tablets or smartphones. Children can learn independently at home or with teachers at school. Even parents can also act as a companion in this learning process, thus creating a conducive and supportive learning environment.<\/li>\n
          2. Provides an Effective Learning Stimulus. Sinaga & Muryanti (2023) explained that E- Flashcards provide a fun learning stimulus and attract children’s This is by the theory of Connectionism by Edward L. Thorndike, which states that learning is more effective when individuals are given stimuli that can attract their interest. In this context, the images and sounds from E-Flashcards become a stimulus that strengthens the connection between vision, hearing, and memory of English vocabulary.<\/li>\n<\/ol>\n

            D.\u00a0 Picture Flashcard Media<\/h3>\n

            \u00a0<\/strong><\/p>\n

            From some of the research results on the image flashcard media section, we found that there are several ways to introduce English to children, namely:<\/p>\n

              \n
            1. With the implementation of learning by using the contextual model steps, namely Constructivism\/constructivism<\/em>, in this step the teacher informs students about the topic to be taught, namely about the wildlife park, second inquiry\/discovery <\/em>the teacher provides an overview of the wildlife park by playing a recording of a short conversation about it, third Questioning\/questioning <\/em>in this step the teacher asks students what is meant by the wildlife park and what is in it, fourth Learning Community\/learning, in this step students discuss with their friends what is meant by wildlife park and what is in the wildlife park, fifth Modelling<\/em><\/li>\n<\/ol>\n

              \/demonstrating<\/em>, in this step the teacher provides picture card\/flash card media about what is in the wildlife park and how to pronounce it lastly Authentic Assessment \/ actual assessment, in this step the teacher assesses student competence in real terms using test techniques, namely oral tests, questionnaires, and interviews (Cristilia, 2022).<\/p>\n

                \n
              1. Through learning, namely the first step, the cards are arranged by the teacher and held at chest level while facing the students, then the second step the teacher pulls out the picture cards one by one while explaining the contents of the picture to the child, the third step the teacher can give a picture card to a child who is nearby, the fourth step the teacher asks to observe the card one by one, then continue to the other children until all children get a part. Picture cards are also presented in another way, the cards are placed in a box randomly, then the children are prepared to compete, for example, three people are instructed to stand in line, then the teacher<\/li>\n<\/ol>\n

                gives the following instructions, for example looking for a picture of a horse animal mentioned in English, then the child runs to the box to take the card and spell the letters in the horse picture, with English pronunciation “eich (H) – Ou (O) – ar (R) – es (S) – i (E) (Suadi & Pido, 2021).<\/p>\n

                  \n
                1. By going through learning as follows, first the teacher can describe the actual situation, and prepare the picture card media, second the teacher guides and gives instructions and shows the main points of material clearly on the picture card, third the teacher explains about the category of grouping the relative size of the picture card, can be large\/small objects on the picture card, fourth the teacher asks the child to convey the motion\/action on the picture card, fifth the teacher can make good picture cards for learning purposes and conduct questions and answers, and finally the teacher assesses the child’s achievement according to the learning objectives of the picture card (Tantia, 2024).<\/li>\n<\/ol>\n

                  CONCLUSION<\/h3>\n

                  Based on the results of the discussion of the study on the use of flashcard media in introducing English to children. There are several things that we can note that children need to get the right stimulation to support their language development. The use of interesting media can increase children’s interest and involvement in learning. Like flashcard media, whether in the form of alphabet, vocabulary, e-flashcards, or pictures, this has proven effective in helping children understand and remember English vocabulary. This media makes the learning process fun and interactive. There are various ways to introduce English through flashcards, such as through spelling, games, and the use of pictures. This approach helps children learn in a way that suits their way of thinking. E-flashcards offer an interesting learning experience with a combination of visuals and audio, as well as the flexibility to learn anytime and anywhere. This makes the learning process more enjoyable for children. The role of teachers and parents is very important in accompanying children in learning. They can help create a supportive environment and encourage children to be active in learning English. With the right strategies and media, children can more easily learn English and develop the communication skills needed in the future.<\/p>\n

                  BIBLIOGRAPHY<\/h3>\n

                  Ariani, I., Lubis, R. N., Sari, S. H., Fransisca, Y., & Nasution, F. (2022). Motor Development in Early Childhood. Journal of Education and Counseling,4, 1349-1358.
                  \nhttps:\/\/journal.universitaspahlawan.ac.id\/index.php\/jpdk\/article\/view\/1044 4\/8008<\/p>\n

                  Aurumajeda, T., Nurhidayat, M., Muallimah, H., Studi, P., Visual Communication, D., & Produk, D. (2021). Introduction of “Hootania” Board Game in Improving Reading Learning for Kindergarten Children in Igtk Ngamprah District, West Bandung Regency. Soekarno Hatta Street, 1(2), 3.
                  \nCahya, D. P., & Sari, Y. (2023). The Use of Flashcard Media as Media in Recognizing Alphabet Letters in Early Childhood. Educivilia: Journal of Community Service,4 (1), 64-72.
                  \nhttps:\/\/doi.org\/10.30997\/ejpm.v4i1.6692<\/p>\n

                  Cristilia, L. (2022). Learning English Speaking for Fifth Grade Students Using Contextual Learning Model Assisted with Picture Media (Flash Card).
                  \nJournal of Education Profession,1 (1), 11-17.
                  \nhttps:\/\/doi.org\/10.22460\/jpp.v1i1.10362<\/p>\n

                  Farhansyah, M., Mutmainah, M., & Anggraini, F. (2023). Analysis of the Use of Songs to Improve Students’ English Proficiency. Indonesian Journal of Innovation Multidisciplinary Research,1
                  \n(1), 10-20. https:\/\/doi.org\/10.69693\/ijim.v1i1.2
                  \nHasbi, I. (2021). Educational Administration (Theory and Practice Review).<\/p>\n

                  Juwitami, N. P. C. (2024). Development of E-Flashcard Learning Media in the Introduction of English Vocabulary with the Theme of Myself, Sub-Theme of Body Members in Group B Children of Tk Jaladi Kumara, Badung.
                  \nKholilullah, Hamdan, & Heryani. (2020). EARLY CHILDHOOD LANGUAGE DEVELOPMENT.
                  \nJournal of Social and Religious Research,10 (June), 75- 94.
                  \nLatifa, B., & Muryanti, E. (2022). THE EFFECTIVENESS OF USING LIPBOOK MEDIA IN INTRODUCING ENGLISH VOCABULARY TO CHILDREN IN KINDERGARTEN. Early
                  \nChildhood: Journal of Education,6 (1), 29-41.
                  \nhttps:\/\/doi.org\/10.35568\/earlychildhood.v6i1.2115<\/p>\n

                  Lesta, H., & Pransiska, R. (2023). The Effect of E-Flashcard Application for English Vocabulary Recognition in Early Childhood at Nur Ilaahi Kindergarten, Lubuk Buaya, Padang City. Ceria: Journal of Early Childhood Education Study Program,12 (2),
                  \n64https:\/\/doi.org\/10.31000\/ceria.v12i2.9929
                  \nPradita, E. L., Dewi, A. K., Tsuraya, N. N., & Fauziah, M. (2024). THE ROLE OF PARENTS IN EARLY CHILDHOOD LANGUAGE DEVELOPMENT. Indo-MathEdu Intellectuals Journal, 5(1), 1238\u20131248.
                  \nRetnaningsih, L. E., & Khairiyah, U. (2022). Independent curriculum in early childhood education.
                  \nSeling, 8(1), 143\u2013158.<\/p>\n

                  Sahetapy, M. A., Sumilat, J. M., Trifena Tarusu, D., Postgraduate, P., Teacher, P., & Dasar, S. (2023). Development of Digital Flashcard Media to Improve Speaking Skills in English at Elementary School. Scientific Journal of Wahana Pendidikan, October,2023 (19), 926-935.
                  \nhttps:\/\/doi.org\/10.5281\/zenodo.10047811<\/p>\n

                  Shafira, S., & Handayani, A. T. (2022). The Effect of Using Flash Cards Media on English Vocabulary Mastery of 4-5 Year Old Children in Pilot Kindergarten in the 2021-2022 Academic Year. Education & Learning,2 (2), 119-123. https:\/\/doi.org\/10.57251\/el.v2i2.420
                  \nSinaga, N. K., & Muryanti, E. (2023). THE EFFECT OF E-FLASHCARD MEDIA
                  \nIN THE INTRODUCTION OF ENGLISH WORDS TO CHILDREN IN THE PERTIWI SIMPANG EMPAT CHILDHOOD TAMPAGE OF WEST
                  \nPASAMAN | Sinaga | Al Fitrah: Journal Of Early Childhood Islamic Education (iainbengkulu.ac.id).
                  \nSolissa, E. M., Utami, R. J., Ikhlas, A., Putra, S. R., Vanchapo, A. R., & Mahendika, D. (2023). Improving Expressive Language Development in Early Childhood through Flashcard Media (CBA). Journal of Education and Teaching Review, 6(4), 2941\u20132946.
                  \nSuadi, N., & Pido, N. T. (2021). The Use of Picture Card Media in Early Childhood English Speaking Activities at Mawar Kindergarten in South Bolaang Mongondow. Early Childhood Islamic Education Journal,2 (2), 170-177.
                  \nhttps:\/\/doi.org\/10.58176\/eciejournal.v2i2.232<\/p>\n

                  Sugiyono, P. (2020). Qualitative Research Methods for Research that is: Exploratory, Interpretive, and Constructive. {Edited By Y. Suryandari. Bandung: ALFABETA}.
                  \nSusantini, N. L. P., & Kristiantari, M. G. R. (2021). Interactive Multimedia-Based<\/p>\n

                  Flashcard Media for English Vocabulary Recognition in Early Childhood. Undiksha Journal of Early Childhood Education,9 (3), 439. https:\/\/doi.org\/10.23887\/paud.v9i3.37606
                  \nTantia, A.. (2024). THE USE OF PICTURE MEDIA TO INCREASE THE ABILITY OF ENGLISH
                  \nWORD B in BABUSSALAM Kindergarten, PEKANBARU
                  \n(Doctoral dissertation, SULTAN SYARIF KASIM Islamic UNIVERSITY, RIAU)4(20), 1525\u2013 1538.
                  \nWarda, Y., & Kumalasari, I. (2023). THE USE OF FLASHCARD MEDIA TO INTRODUCE BASIC ENGLISH VOCABULARY IN EARLY CHILDHOOD.
                  \nJournal of ANSIRU PAI: PAI Professional Development,7 (2), 516-522. https:\/\/jurnal.uinsu.ac.id\/index.php\/ansiru\/article\/view\/17134
                  \nYanuarti, R., Al-Faruq, H. A., & Ramadhani, C. B. (2023). Android-based Digital Flashcards of English Vocabulary for Early Childhood. Journal of Progressive Humanist Community Service Brainstorming,6 (4), 1215-1228. https:\/\/doi.org\/10.30591\/japhb.v6i4.6054
                  \nYasa, I. G. S., & Sudirman, I. N. (2023). Application of Flash Card Media in Improving English Vocabulary of Selat Peken Village Children in 2023.
                  \nINNOVATIVE: Journal Of Social Science Research, 3(6), 2807\u20134246.
                  \nYuswati, H., & Setiawati, F. A. (2022). The Role of Parents in Developing Children’s Language at the Age of 5-6 Years. Journal of Obsession: Journal of Early Childhood Education,6 (5), 5029- 5040.
                  \nhttps:\/\/doi.org\/10.31004\/obsesi.v6i5.2908<\/p>\n","protected":false},"excerpt":{"rendered":"

                  Hikmah Puspita Sari1, Mulya Rachma Mellynda2, Resa Apriani \u27093, Roma Satika Pasaribu4, Dr. Windi Dwi Andika, M.Pd5, Najlatul Fatiyah, M.Pd6 Email: resaapriyani41@gmail.com Early Childhood Education Teacher Education Study Program, Sriwijaya University, Palembang, Indonesia ABSTRACT Early childhood is a group of children undergoing a typical growth and development process. The early childhood period starts from birth […]<\/p>\n","protected":false},"author":1,"featured_media":532,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":{"format":"standard","override":[{"template":"7","parallax":"1","fullscreen":"1","layout":"no-sidebar-narrow","sidebar":"default-sidebar","second_sidebar":"default-sidebar","sticky_sidebar":"1","share_position":"hide","share_float_style":"share-monocrhome","show_share_counter":"1","show_view_counter":"1","show_featured":"0","show_post_meta":"1","show_post_author":"1","show_post_date":"1","post_date_format":"default","post_date_format_custom":"Y\/m\/d","show_post_category":"1","post_reading_time_wpm":"300","post_calculate_word_method":"str_word_count","zoom_button_out_step":"2","zoom_button_in_step":"3","show_post_tag":"0","show_prev_next_post":"0","number_popup_post":"3","show_post_related":"0","show_inline_post_related":"0"}],"image_override":[{"single_post_thumbnail_size":"crop-500","single_post_gallery_size":"crop-500"}],"trending_post_position":"meta","trending_post_label":"Trending","sponsored_post_label":"Sponsored by","disable_ad":"0","override_template":"1","subtitle":""},"jnews_primary_category":[],"jnews_override_counter":{"view_counter_number":"0","share_counter_number":"0","like_counter_number":"0","dislike_counter_number":"0"},"footnotes":""},"categories":[184],"tags":[],"class_list":["post-18689","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-artikel"],"_links":{"self":[{"href":"https:\/\/jurnalpost.com\/read\/wp-json\/wp\/v2\/posts\/18689","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jurnalpost.com\/read\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/jurnalpost.com\/read\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/jurnalpost.com\/read\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/jurnalpost.com\/read\/wp-json\/wp\/v2\/comments?post=18689"}],"version-history":[{"count":0,"href":"https:\/\/jurnalpost.com\/read\/wp-json\/wp\/v2\/posts\/18689\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/jurnalpost.com\/read\/wp-json\/wp\/v2\/media\/532"}],"wp:attachment":[{"href":"https:\/\/jurnalpost.com\/read\/wp-json\/wp\/v2\/media?parent=18689"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/jurnalpost.com\/read\/wp-json\/wp\/v2\/categories?post=18689"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/jurnalpost.com\/read\/wp-json\/wp\/v2\/tags?post=18689"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}