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All Journal Dialektika Visipena Esteem Journal of English Study Programme JURNAL PENDIDIKAN TAMBUSAI Dialectical Literature and Education Journal Journal of English Language and Education Jurnal Pengabdian Masyarakat Formosa (JPMF) Jurnal Pendidikan, Sains dan Teknologi Innovative: Journal Of Social Science Research Journal of Linguistics, Culture and Communication Journal of Innovative and Creativity Indonesian Journal of Applied Linguistics Review Jurnal Ilmiah Literasi Indonesia
Solo, Lenny
Universitas Panca Sakti Bekasi
Arts Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Analysis of English Language Learning Strategies for Early Childhood through Music and Movement Approach at Mighty Minds Preschool Rachman, Habibur; A.E, Yon; Solo, Lenny
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.4090

Abstract

Teaching English to young children plays a crucial role in shaping their language development and laying a solid foundation for future learning. Early mastery of English provides children with long-term advantages that influence both academic success and professional opportunities. Scholars and educational institutions recognize early childhood as a critical period for cognitive and linguistic growth, which makes the selection of effective teaching strategies essential. This study explores the integration of music and movement as strategies for teaching English to preschool learners. The use of rhythm, melody, and physical activity in the classroom is expected to create a multisensory learning environment that caters to diverse learning styles. Previous studies, such as Lestari (2019), have demonstrated that combining songs with movement significantly enhances vocabulary acquisition in preschool-aged children. Additionally, kinesthetic learning activities have been shown to improve comprehension and memory through active engagement. This approach is aligned with the Direktorat PAUD (2015) guidelines, which emphasize a holistic model of early childhood education that integrates cognitive, emotional, and physical development. By examining the role of music and movement in the classroom at Mighty Minds Preschool, this study aims to highlight how these strategies contribute to vocabulary growth, emotional engagement, and classroom interaction. The findings are anticipated to provide valuable insights into innovative pedagogical methods that can enhance English learning in early childhood education
The Use of Visual Presentation in Teaching English Vocabulary to Students with Special Needs at PKBM Zaien Education Centre Riamin Elfrida; Lenny Solo; Syamsi Edi
Jurnal Ilmiah Literasi Indonesia Vol. 1 No. 2 (2025): JULI-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/3zpwtq47

Abstract

This study is entitled "The Use of Visual Presentations in Teaching English Vocabulary to Special Needs Students at PKBM Zaien Education Centre." This research aims to determine the effectiveness of using visual media, such as flashcards and educational videos, in enhancing the English vocabulary skills of students with special needs, particularly in learning colors and facial features. This study employed a quasi-experimental approach with the Visual-Auditory-Kinaesthetic (VAK) learning method involving 15 students. The learning media used included videos and flashcards with themes of basic colors (blue, red, green, yellow) and facial parts (eyes, nose, mouth, ears). Assessments were conducted through three tests measuring students' ability to recognize and pronounce the taught vocabulary. The results showed a significant improvement in students' vocabulary skills after using visual media. In the second cycle, 12 out of 15 students achieved passing scores (Minimum Mastery Criteria ≥ 9), an increase compared to the first cycle, where only 6 students passed. This indicates that the use of visual presentations can help special needs students better understand and remember English vocabulary. Therefore, the use of visual media is highly recommended in teaching English to special needs students to enhance learning effectiveness, inclusivity, and responsiveness to individual student needs.  
Co-Authors A.E, Yon AE, Yon Agustin, Iswandini Andini, Sri Aqilah, Jasmine Syifa Chaeruman, Uwes Anis Chairiyani, Ika E, Yon A Eindo, Yon A. Fathiaty Murtadho Franscy, Franscy Hidayati, Dini Hutagalung, Teguh Jaelani, Alan Musril Zahari, Musril Ninuk Lustyantie Nuruddin Putri, Novrilia Ameni Tiara Rachman, Habibur Raihana Herlis Syahputri Riamin Elfrida Rossy, Latifah Nur Rusmiati, Yanti Safitri, Enung Siahaan, Leroy Siahaan, Leroy Holman SITI MAHMUDAH Suryahadi, R Agus SYAMSI EDI Windarni, Natalia Hardayanti Cahya