Implementation of English Language Learning for Early Childhood at Al-Ikhlas Klapanunggal Preschool: A Qualitative Study

ERYANDI ERY; Subadar Badar

doi:10.66291/qr-ece.v1i4.169

Authors

ERYANDI ERY UNIVERSITAS PANCA SAKTI BEKASI
Subadar Badar UNIVERSITAS PANCA SAKTI BEKASI

DOI:

https://doi.org/10.66291/qr-ece.v1i4.169

Keywords:

Early Childhood Education, English Language Learning,, Preschool, Qualitative Study, Child-Centered Learning, Teaching Strategies, Vocabulary Development

Abstract

English language learning in early childhood education plays an important role in developing children's basic communication skills and increasing their interest in learning foreign languages from an early age. This study aims to describe the implementation of English language learning at Al-Ikhlas Klapanunggal Preschool. The study focuses on teaching activities, learning methods, instructional media, assessment, and the challenges faced by teachers during the learning process.

This study employed a qualitative research design. The participants included the school principal, English teacher, classroom teachers, and preschool children. Data were collected through classroom observations, interviews, and document analysis. The data were analyzed using data reduction, data display, and conclusion drawing. The validity of the findings was ensured through data triangulation from different sources and methods.

The findings indicate that English learning at Al-Ikhlas Klapanunggal Preschool is conducted through enjoyable and child-centered activities. Teachers introduce English vocabulary and simple expressions by using songs, games, storytelling, flashcards, pictures, and daily classroom conversations. These activities encourage children to participate actively and help them learn English naturally through play. The learning process mainly focuses on listening and speaking skills, while creating a positive and comfortable classroom atmosphere.

The study also found several supporting factors, including teachers' creativity, the use of attractive learning media, and support from the school and parents. However, some challenges remain, such as limited learning time, differences in children's learning abilities, and limited opportunities for children to practice English outside the classroom. Overall, the implementation of English language learning at Al-Ikhlas Klapanunggal Preschool has a positive impact on children's vocabulary development, confidence, and enthusiasm for learning English. The study recommends continuous teacher training, improved learning resources, and stronger collaboration between schools and parents to further improve the quality of English language learning for young children.

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