<![CDATA[English language proficiency is a crucial foundation for the younger generation in navigating the era of global communication; however, disparities in access and learning effectiveness in rural areas remain fundamental challenges. This research and community service initiative aimed to assess the baseline English vocabulary proficiency of children and the effectiveness of the "English Learning Day" program based on a "Fun Learning" approach in Lubuk Gilang Village, Air Periukan District, Seluma Regency. Employing a qualitative descriptive approach, data were gathered through direct observation and documentation involving students from kindergarten, elementary, and junior high school levels. The findings revealed low baseline proficiency and minimal self-confidence when speaking English. Following a phased intervention using thematic materials incorporating educational games, flashcards, songs, role-play, and periodic review sessions significant improvements in comprehension and self-confidence were observed across all levels. Average vocabulary mastery increased from 3–5 to 12–15 words for kindergarteners, from 8–12 to 20–25 words for elementary students, and from 15–20 to 28–35 words for junior high students. The program's success was driven by high child participation and support from village officials, despite constraints regarding time and a lack of language exposure in the home environment. This program demonstrates that the "Fun Learning" approach is an effective, adaptive, and communicative model for teaching English to children in rural areas.]]>
