JOURNAL OF INNOVATION AND DEVELOPMENT OF COMMUNITY SERVICE RESULTS

e-ISSN 3025-2334

Vol 1(1), June 2023, 35-41
DOI: https://doi.org/10.61650/jip-dimas.v1i1.192
a s s yf a . c o m

Improving English Language Skills in Early Childhood at SPS
Mawar Kebonagung Through English Day Activities
Putri Endah Karunia 1 , Ilmiyatur Rosidah 2 , Restiti Dewi Vebruary 3 , Anggitya Oktafisari 4 , Adinda Syalsabilla
Aidha Vedianty 5
1, 2, PGRI Wiranegara University Pasuruan, Indonesia

* Corresponding author: putriendahkarunia@gmail.com

KEYWORDS
Early childhood
English Day
Upgrading
SUBMITTED:08/28/2023
REVISED: 5/09/2023
ACCEPTED: 7/09/2023

ABSTRACT In the eyes of society, universities are considered only to teach theory
without any form of application when viewed from the perspective of social life. This
can be seen from the surrounding conditions where not many university graduates can
apply this theory in the field. This activity aims to bridge learning at SPS Mawar,
Kebonagung Subdistrict, Pasuruan City, with a service learning approach in the English
Day program to provide training for SPS Mawar Kebonagung Early Age Children (AUD)
in improving their English language skills by introducing several new vocabulary
through singing and fun game. This activity involved a lecturer, four PGRI Wiranegara
University students, AUD SPS Mawar students, and teachers. A participatory approach
is also used in this service activity to attract students' attention and make it easier for
students to remember new vocabulary. Students are directly involved in the learning
process. The success of providing English language teaching can increase AUD's ability
or vocabulary in English by providing new inspiration in teaching children English
skills with fun learning.
© The Author(s) 2023.

1. INTRODUCTION

This is an Creative Commons License This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License

Putri Endah Karunia, Ilmiyatur Rosidah, Restiti DV, Anggitya Oktafisari, Adinda SAV ││ English Language Skills Upgrading…

In the eyes of society, universities, if viewed
from the perspective of social life, are considered only
to teach theory without any form of application
(Darmayanti et al., 2023; Riono et al., 2023a; Sari et
al., 2023). This can be seen from the surrounding
conditions where not many university graduates can
apply this theory (Kurwiyah et al., 2023; Sudiantini et
al., 2023; Suharsiwi et al., 2023). Education is
essential and cannot be separated from human life
(Khoiriyah et al., 2022). Education is received from
young to old (Hasanah et al., 2022; Humaidi et al.,
2022).
Early childhood education units (PAUD) teach
the basics of numbers and letters (Sungkawati et al.,
2022; Triono et al., 2023; Zahroh et al., 2023), as well
as how to read and write (Inganah et al., 2023), to
children from an early age (Mustafa et al., 2023).
English is one of the languages introduced and taught
by educators to children (Arif et al., 2022; Vidyastuti
et al., 2018).
One way for children to learn English is by
introducing English at an early age as a form of initial
preparation (Cholily et al., 2021; Sugianto et al., 2022;
Yuniwati & Afdah, 2021). Songs, chants, and rhymes
(songs and chants) can teach children English
(Ahmed et al., 2021; Riono et al., 2023b). Learning a
new language while singing is one of the most
successful activities for early childhood language
learning, especially for children who cannot develop
new vocabulary in a language (Duff, 2017; Fägersten,
2017).
Singing exercises to help children learn (Margić,
2018). can improve language and psychomotor
development, especially with music and dance.
Additionally, singing practice can help children with
various learning methods, including visual, auditory,
and kinaesthetic (Farrell, 2020). As a result, songs,
chants, and rhymes can be used to introduce English
to children. These exercises can help children learn
English in a fun and efficient way.

early age and is essential today.
Therefore, PGRI Wiranegara University KKN
students, Kebonagung Subdistrict, created an English
Day work program to introduce essential vocabulary
to young children in the Kebonagung subdistrict. The
theme raised is English Day for the Golden Generation,
which means English Day or English for the Golden
Generation.

2. METHOD
The service method we use in English Day is
the Service Learning method. The Service Learning
method is a method used to apply material from
college to solve problems that occur in society. This
method is used to help overcome the obstacles for
young children in recognizing vocabulary in English
at SPS Mawar Kebonagung.
This activity aims to bridge learning at SPS
Mawar, Kebonagung Subdistrict, Pasuruan City, with
a service learning approach in the English Day
program to provide training for SPS Mawar
Kebonagung Early Age Children (AUD) in improving
their English language skills by introducing several
new vocabulary through singing and fun game. This
activity involved a lecturer, four PGRI Wiranegara
University students, AUD SPS Mawar students, and
teachers. A participatory approach is also used in this
service activity to attract students' attention and
make it easier for students to remember new
vocabulary. Students are directly involved in the
learning process.
The focus of the service on English Day is to
increase young children's vocabulary. To achieve the
objectives of this activity, this activity uses a
participatory approach involving SPS Mawar
Kebonagung to participate in English Day.
Community Service on English Day can be seen in
Figure 1.
Preparation

Developing children's language skills (Jiang,
2019) involves listening, speaking, writing, and
reading. The ability to pronounce words is the result
of learning by imitating the sounds heard by other
people (Chou, 2018; Jang, 2020)
The study findings (Chien, 2020) show the
importance of language in everyday life, especially for
children. It is essential to encourage children's
language development at an early age because
language development occurs rapidly during the
golden period. It is essential to improve language
skills during preschool, which lasts from 0 to 6 years
(Jones et al., 2022).
However, in some early childhood education
units, basic vocabulary in English is still not
introduced, which means that when children
continue their education to a higher level, they will
find English difficult and unfamiliar even though
English is a language that must be introduced from an

Action
Reflections

Figure 1. Flow of Implementing English Day

Figure 1 is a step in implementing service
learning with three stages of our service using the
Service Learning method, including (Dahliani, 2020;
Eriyanti et al., 2022):
1.

Preparation

Researchers carried out observations to
discover the problems in SPS Mawar English
learning. Researchers made observations through
interviews with SPS Mawar teachers.
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2.

Action

In implementing English Day, the researcher's
target was AUD at SPS Mawar. The implementation of
the Game-Based Learning learning model is
combined with singing. The songs used in learning
are, of course, in English. Some children have criteria
that can receive learning through songs and games.
So, by playing and singing English songs, AUD can
increase vocabulary.
3.

Reflections

The reflection activity on English Day is
reviewing the learning material that has been
provided. At the end of the activity, the researcher
prepared a board, which would later be filled with
colors from AUD's hands and stamped using
watercolors.

3. RESULTS AND DISCUSSION
Implementation of Activities
the English Day work program for early
childhood at SPS Mawar Kebonagung located in
Kebonagung sub-district, Purworejo District, East
Java Province. The targets for this work program are
early childhood children, namely golden-age children
or children aged 3 to 4 years at SPS Mawar
Kebonagung. In this case, the hope of PGRI
Wiranegara University KKN students, Kebonagung
Village, is that early childhood children at SPS Mawar
Kebonagung can become more familiar with English
vocabulary.

An approach to teaching English that uses
music as a support. Considering that English is a
foreign language in Indonesia, learning English
requires a constant and successful strategy.
Songs are an excellent instrument to help AUD
in the process of learning English. The song is
intended to stimulate AUDs as they learn English.
Songs are essential in learning English because songs
make AUD more sensitive to sounds, and learning
English is nothing more than learning various
relevant sounds. Songs can also make learning more
fun and exciting. AUD will enjoy the songs educators
teach and feel happy and eager to learn. That is when
AUD indirectly learned vocabulary in English.
Learning English using songs as a learning tool
can encourage AUD's enthusiasm for learning
English. AUD responds more to songs than to
educational things. The teacher's ability to choose
songs and design movements appropriate to the
child's developmental age will also influence the
effectiveness of the English learning process for
children after preschool. Educators can increase
interest in learning AUD by using songs and various
learning activities, making it easier for children to
absorb the educational material. AUD becomes
happy, not bored, and enthusiastic about
participating in the learning process.
To introduce learning to teaching materials,
teachers can use songs as a means of introduction.
For example, when teaching with a color theme, the
teacher can invite AUD to sing What The Color It Is
Red, Red
Blue, Blue
Yellow, Yellow
Green, Green
Purple, Purple
Black, Black
Orange, Orange
White, White
There are many colors,
There are many colors

Implementing the English Day work program
with the theme English Day for the Golden
Generation to introduce English to children from an
early age. This activity targets young children who
attend school at SPS Mawar Kebonagung in
Kebonagung Village, Purworejo District, Pasuruan
City. Implementation of this activity starts from 13
August 2023 to 15 August 2023.
It is straightforward for young children to
learn new things, especially remembering new
vocabulary. This English Day activity helps AUD to
solve problems in learning English vocabulary. Some
of the things taught in the English Day work program
with the theme English Day for the Golden
Generation are the vocabulary of fingers and the
vocabulary of colors in English.
However, the English Day work program
emphasizes learning English vocabulary and
psychomotor activities for early childhood so that
preparation is not just about the material that will be
provided but also about preparing fun teaching
media for young children. There are several fun ways
of teaching English to young children that
researchers use when providing teaching at AUD SPS
Mawar Kebonagung, as follows:
Teaching English Using Song Media

Apart from that, the researchers also invited
AUD SPS Mawar Kebonagung to sing songs
accompanied by movements to make it easier for
AUD to learn new vocabulary in English. One example
is a song in the form of an action song, such as the
song Five Little Fingers.
Sing a song
Where is Thumbkin?
Where is Thumbkin?
Here I am.
Here I am.
How are you today, sir?
Very well, I thank you.
Run away.
Run away.
Where are Pointers?
Where are Pointers?
Here I am.
Here I am.
How are you today, sir?

Movement
(shows thumb)
(shows thumb)
(run in place)
(run in place)
(shows index finger)
(shows index finger)
(run in place)
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Very well, I thank you.
Run away.
Run away.
Where is Tallman?
Where is Tallman?
Here I am.
Here I am.
How are you today, sir?
Very well, I thank you.
Run away.
Run away.
Where is Ringman?
Where is Ringman?
Here I am.
Here I am.
How are you today, sir?
Very well, I thank you.
Run away.
Run away.
Where is Pinky?
Where is Pinky?
Here I am.
Here I am.
How are you today, sir?
Very well, I thank you.
Run away.
Run away.
Where is the whole
family?
Where is the whole
family?
Here we are.
Here we are.
How are you today, sir?
Very well, we thank
you. Run away.
Run away.

(run in place)
(shows middle finger)
(shows middle finger)
(run in place)
(run in place)
(shows ring finger)
(shows ring finger)
(run in place)
(run in place)
(shows ring finger)
(shows ring finger)
(run in place)
(run in place)

(waves hand forward)
(waves hand forward)
(run in place)
(run in place)

From the results of the implementation that
the researcher has carried out, some of them are:
a. Early childhood children are thrilled with the
English language skills improvement activities
held by researchers.
b. Early childhood children can directly understand
and understand the material provided by the
researcher
c. Young children can get to know various kinds of
English vocabulary through the songs that have
been given

Learning in an exciting and fun way improves
AUD learning outcomes. Teaching English to AUDs by
combining learning skills through fun play is very
important to support learning English vocabulary
(Akmaliyah, 2021; McClain, 2020). If AUD likes
learning, then they will be motivated to take part in
learning so they can learn well.
Playing techniques (games) can be used in
initial learning activities as motivation and
awareness to warm the classroom atmosphere
before entering basic learning activities (Elek et al.,
2020; Tremblay-Perreault, 2020). In basic learning
activities, play techniques play an indirect role in
helping AUD relax when educators introduce
complex topics. Apart from games at the beginning of
learning, there are also many games that teachers can
use at the end of a learning activity. One example is
the one used by researchers when upgrading their
English language skills at SPS Mawar Kebonagung.
At the beginning of the learning activity, to
increase AUD's enthusiasm for learning English, the
researcher invited AUD SPS Mawar Kebonagung to
play. The game provided imitates the movements of
the Baby Shark song. In its application, AUD will
follow the movements that researchers have
practiced.
Then, at the end of the learning activity, the
researcher invited AUD SPS Mawar Kebonagung to
play finger painting. The way to play is to smear your
palms on the prepared colored paint and then stick
your palms onto the prepared board. However,
before AUD SPS Mawar Kebonagung chooses the
paint that will be smeared on one of the palms of their
hands, they must state the desired color in English so
they can remember ( recall) the material provided by
the researcher during the lesson. (Daubert, 2019; Ou
et al., 2019).
English Day activities emphasize introducing
vocabulary in AUD so that the English Day work
program implementation focuses on early childhood.

Figure 3: English Day Activities Using Game Media

Figure 2. English Day Activities Using Song Media

Learn English by Using Game Media

So, apart from English Day activities, young
children must be given motivation to continue to be
enthusiastic about learning to use English. The
success of providing English education can
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strengthen the abilities and vocabulary of SPS Mawar
Kebonagung's early childhood children in English so
that they can have good basic English skills when
they start school.

Figure 4. Results of English Day for Golden Generation activities

4. CONCLUSION
English Day activities are learning activities
that aim to introduce essential vocabulary to young
children. English Day activities at SPS Mawar
Kebonagung have a significant influence on
improving the English language skills of young
children. Through this game, children can increase
their confidence in speaking, listening, and
interacting in English. They can also hone their
creativity and collaboration skills in a supportive
environment.

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