Strengthening the Competence of Early Childhood Education (PAUD) Teachers Through Song-Based English Language Instruction at PAUD IT Khairunnas

Abstract

The Community Service Program (PkM) entitled “Strengthening Early Childhood Education Teachers’ Competencies through Song-Based English Language Learning at PAUD IT Khairunnas” aims to enhance teachers’ abilities in integrating authentic songs, phonics, movement, and multisensory experiences into early childhood learning. The priority problem addressed in this program was the limited competence of teachers in selecting and utilizing English songs as an instructional medium. The program employed several stages, including needs assessment, theoretical and practical workshops, lesson plan development, two-cycle classroom observations, reflection, and evaluation. The main participants consisted of six early childhood education teachers. The relationship between songs and phonological awareness was demonstrated through children’s attention to initial sounds, rhymes, syllable segmentation, stress patterns, and rhythm. Teachers were required to maintain accurate pronunciation, as inconsistent sound models could potentially confuse young learners. The use of songs with excessively fast tempos, lengthy lyrics, or vocabulary beyond children’s contextual understanding needed to be avoided. The implementation of song-based English learning assistance represents a concrete and relevant effort to strengthen early childhood education teachers’ competencies in accordance with young learners’ characteristics. This program connected language acquisition theories, phonics, movement-based learning, multisensory experiences, classroom practices, observation, reflection, and continuous improvement. The enhancement of these competencies is expected to transform English learning from vocabulary memorization activities into more contextual, interactive, and enjoyable learning experiences.