Learning Fun English through Pop-Up QR Book: An Audio-Visual Aid for Early Childhood Foreign Language Development

Abstract

English is a language that has been widely studied at almost every level of education. Especially at the PAUD level, English can be introduced in portions that are appropriate to the child’s level of language development. Introduction to English for children can start with the introduction of simple English vocabulary and expressions. In practice, English language learning in PAUD does not go completely well due to various factors. This research aims to respond to the needs of English language learning in PAUD, namely by implementing Pop-Up QR Book media, which has been developed within the framework of classroom action research. This research uses classroom action research by applying the Kemmis and McTaggart (1988) model. This model is often quoted in books and articles and consists of four stages: plan, act, observe, and reflect. The research consisted of 2 cycles, each cycle consisting of 2 meetings. This research was carried out at a preschool in Salatiga, Indonesia. The class used to conduct research was Kindergarten A class, consisting of 5 children with an age range of 3–4 years. The data collection uses observational techniques by observing ongoing activities. Activities are performed as needed to achieve goals. The results of the observations are recorded in anecdotal records summarizing key events or processes for use as documents for analyzing the development of children’s English skills in terms of vocabulary recognition. To analyze the data from this classroom action research, there were four criteria related to children’s vocabulary recognition ability using the Pop-Up QR Book learning media as a reference: ‘attracted’, ‘active’, ‘remember’ and ‘understand’. The result of this study shows that the Pop-Up QR Book “Trip to Grandparents’ House” is very good to use as a medium for learning English vocabulary for children aged 3–4 years. It stimulates students’ interest and the ability to remember and understand English vocabulary.

Digital English-mediated Instruction: Kajian Reflektif Implementasi Pembelajaran Bahasa Inggris Virtual bagi Anak Usia Dini

“…Lebih lagi, anak-anak pada kelompok usia ini mulai mengembangkan keterampilan literasi dasar, seperti kesadaran fonemik, perluasan kosa kata, dan struktur tata bahasa dasar, yang menjadi landasan bagi kemahiran bahasa Inggris. Fleksibilitas kognitif dan kemampuan mereka untuk menyerap informasi baru melalui aktivitas berbasis permainan dan pengalaman multisensori menjadikan anak usia dini merupakan peluang utama untuk memperkenalkan pembelajaran bahasa Inggris dengan cara yang sesuai dengan perkembangan dan menarik (Widiastuti et al, 2023;Kurniawan, Putri & Alianti, 2024).…”

“…Penggunaan konten multimedia, seperti video, permainan interaktif, dan simulasi virtual, untuk meningkatkan keterlibatan dan pemahaman, dan merancang aktivitas kolaboratif yang mendorong partisipasi aktif dan interaksi teman sebaya sesuai tema yang digunakan pada saat pembelajaran sata itu. Berikut beberapa gagasan yang menunjukkan keberhasilan pembelajaran bahasa Inggris karena integrasi teknologi digital yang dinilai menyenangkan dan bermakna yang yangs ejalan dengan hasil pemikiran Wijayanti et al (2023) dan Kurniawan, Putri & Alianti (2024).…”