Strengthening Islamic Early Childhood Education Students' Skills in Delivering Simple English Instructions to Young Children
DOI:
https://doi.org/10.62712/juribmas.v5i2.1705Keywords:
early childhood education, English classroom instruction, online mentoring, PIAUD students, teacher professional learningAbstract
This community engagement program aimed to strengthen Islamic Early Childhood Education (PIAUD) students' skills in delivering simple English classroom instructions that are concise, age-appropriate, and supported by pronunciation, intonation, and gestures. Participants were 50 students enrolled in an English-for-early-childhood course, comprising 25 regular students and 25 Recognition of Prior Learning (RPL) students who were practicing early childhood teachers. The program was conducted online through four non-formal mentoring sessions involving modeling, guided practice, contextual simulation, feedback, and reflection. Average session attendance was 92%. Evaluation used facilitator observations, participant reflections, documentation, and semi-structured interviews with 12 purposively selected informants, analyzed using reflexive thematic analysis. Findings showed a shift from long, literal L1-based formulations toward shorter, action-oriented, multimodal instructions. Regular students reported greater confidence in delivering instructions, while RPL participants connected the practice to authentic classroom routines, with some reporting immediate classroom use. Modeling, repeated practice, and feedback supported learning, whereas unstable internet connections and device audio limitations constrained participation.
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Copyright (c) 2026 Zaitun Qamariah, Hesty Widiastuty, Aris Sugianto, Akhmad Ali Mirza, Jhon Syarif, Muzakki
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