DIFFERENTIATED INSTRUCTION FOR ENHANCING YOUNG EFL LEARNERS' BASIC VOCABULARY KNOWLEDGE: A TWO-CYCLE COMMUNITY SERVICE PROGRAM AT PPA IO-0133 KRAMMER HILINA'A

Afore Tahir Harefa (Universitas Nias)
Wina Anjelina Harefa (Universitas Nias)
Sharley Grace Mendrofa (Universitas Nias)
Christian Pradana Putra Zalukhu (Universitas Nias)
Crystian Akbar Maulana Maulana (Universitas Nias)
Alvin Ebenezer Zamasi (Universitas Nias)
Imel Trisna Zabua (Universitas Nias)
Ria Gracia Telaumbanua (Universitas Nias)
Miseri Cordias Domini Harefa (Universitas Nias)
Mar Mawarti Gea (Universitas Nias)

GEMBIRA (Pengabdian Kepada Masyarakat)
Vol 4 No 03 (2026): JUNI 2026

This community service project addressed the wide range of basic English vocabulary among young EFL learners at PPA IO-0133 Krammer Hilina'a Church. Using a two-cycle classroom action research design (planning, action, observation, reflection), it aimed to strengthen learners' vocabulary through differentiated instruction supported by simplified materials, songs, and games. Participants were 23 learners aged 9–11 in Class E. Quantitative data came from vocabulary tests across the cycles; qualitative data from observations, field notes, and documentation analysed with the Miles, Huberman, and Saldaña (2014) model. Learners in the Good and Very Good categories rose from 26.09% in Cycle 1 to 65.22% in Cycle 2, while Poor and Very Poor fell from 39.13% to 0%. Qualitative findings showed greater confidence, participation, and recall. Differentiated instruction combined with playful, multisensory activities is an effective, inclusive approach for developing young learners' basic vocabulary in community-based settings.