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Early English mastery is a long-term educational investment that should be supported by instructional approaches aligned with children’s developmental characteristics. This community service program aimed to systematically implement the *English Through Play* approach, enhance English learning interest, and create positive learning experiences for children aged 4–6 years at Samantha English Course. The program was conducted participatorily through preparation, implementation, and evaluation stages over eight weeks. The *English Through Play* approach was applied through various activities, including action songs, flashcard games, storytelling with gestures, and simple role play. Evaluation was carried out descriptively through observation of participation, verbal responses, children’s expressions, and simple oral tests to measure basic vocabulary mastery. The results showed that more than 80% of the children were actively engaged during the learning sessions. Approximately 70–85% demonstrated increased learning interest, as reflected in their enthusiasm, verbal participation, and positive responses to English instructions. In addition, most children were able to recognize and pronounce 5–10 basic vocabulary items based on the learning themes and perform simple self-introductions. The program also produced a play-based learning guide that can be sustainably implemented by the partner institution. In conclusion, the *English Through Play* approach proved effective in enhancing young learners’ interest and participation in early English learning. This model can serve as a practical and replicable alternative for similar non-formal educational institutions.

Communication is a fundamental human need for conveying information and ideas. However, individuals who are deaf and mute face difficulties in communicating with the broader community that does not understand sign language. This study aims to design and implement a real-time static sign language translator into speech using five flex sensors, an MPU6050 sensor, a Raspberry Pi Pico, an ADS1115 ADC module, and a DFPlayer Mini module as the audio output medium. Testing results show that the device successfully recognizes finger movements and hand orientation. The system is capable of playing audio output corresponding to recognized gestures, with the shortest latency recorded at 1.1 seconds and the longest at 2.8 seconds, achieving a detection accuracy rate of 75% based on 60 tests across 12 sign words. This device supports the translation of 12 simple sign words. The implementation demonstrates potential as an assistive communication tool, although further development is needed to improve accuracy, expand vocabulary, and conduct trials directly with deaf or mute users.

Reading literacy in early childhood is an important foundation for children's cognitive, language, and social development in subsequent educational stages. Literacy in early childhood can begin through letter recognition, fostering interest in printed materials, enriching vocabulary, and developing oral communication skills. At this stage, the initial skill that needs to be developed is the introduction of written language through reading activities tailored to the child's developmental characteristics. However, early childhood's ability to understand reading literacy shows significant differences, both in terms of interest, ability, and environmental support. This condition indicates that reading literacy understanding in early childhood is not evenly distributed. Therefore, this community service activity aims to provide reading literacy education to early childhood through a fun, interactive, and contextual approach. The activity methods include reading assistance, the use of visual media, and the active involvement of educators and parents. The results of the activity show an increase in reading interest, letter recognition skills, and children's positive responses to literacy activities. This activity is expected to be a sustainable effort to support the strengthening of reading literacy in early childhood education.

Heritage language loss among immigrant and diaspora communities represents a critical challenge to cultural identity, intergenerational communication, and cognitive diversity. Traditional heritage language maintenance approaches face significant barriers including limited resources, lack of qualified instructors, geographic dispersion, and competing demands of dominant language acquisition. This study investigates the effectiveness of bilingual digital story applications as innovative tools for heritage language maintenance among children aged 4-12 years. Through a 24-month longitudinal mixed-methods study involving 1,843 families across eight language communities (Spanish, Mandarin, Arabic, Korean, Tagalog, Vietnamese, Hindi, and Polish), we examined language proficiency development, cultural identity formation, family engagement patterns, and app usage behaviors. Quantitative analysis of pre- and post-intervention language assessments revealed statistically significant improvements in heritage language vocabulary (effect size d=0.68), listening comprehension (d=0.54), and oral production (d=0.47) among children using bilingual story apps for at least 20 minutes daily. Qualitative findings from parent interviews and child focus groups highlighted the apps' role in making heritage language learning enjoyable, facilitating parent-child interaction, connecting children to cultural narratives, and normalizing bilingualism. However, effectiveness varied substantially based on app design features, with interactive elements, culturally authentic content, parent involvement scaffolds, and adaptive difficulty showing strongest associations with outcomes. This research demonstrates that thoughtfully designed bilingual story apps can serve as accessible, scalable tools for heritage language maintenance, though they function most effectively as complements to rather than substitutes for rich home language environments and community connections. The study contributes empirical evidence to inform app development, family language planning, and policies supporting linguistic diversity in increasingly globalized societies.

This study aims to describe teachers' strategies in developing early childhood language skills at the AS-SA'ADAH Early Childhood Education Centre. It is known that strategies are importantThis appears to be part of a larger context, likely related to educational development teachers must have ideas on how to design and implement these strategies using a descriptive qualitative approach with data collected through direct observation of learning activities, interviews, and documentation. The analysis was conducted using the Miles and Huberman model, which includes the stages of reduction, presentation, and conclusion drawing. The results of the study show that teachers develop children's language skills through storytelling, interactive conversations, singing, and the use of self-made pictures and simple teaching aids. Based on interviews, these strategies not only enrich the vocabulary of early childhood language but also encourage children to be more active in speaking and interacting with their peers and teachers. Language learning associated with educational play activities has been proven to be more interesting for children in the learning process so that it seems natural, because most children tend to get bored with monotonous learning processes. Thus, children's language skills can grow and develop optimally if a teacher is creative, patient, and communicative learning environment.

This study is a scholarly work by a student of the Early Childhood Education Teacher Education Program, Faculty of Education, Universitas Negeri Gorontalo, supervised by Dra. Rapi Us. Djuko as the first advisor and Mr. Nunung Suryana Jamin, SE, M.Si as the second advisor. The objective of this research is to provide a comprehensive overview of foreign language development achievements among early childhood learners in Group B at TK Nurul Ilmih. The study adopts a qualitative descriptive approach, utilizing observation, in-depth interviews, and documentation as data collection methods. A total of 22 children participated as the primary subjects and were actively involved throughout the observation process. The research focused on several linguistic aspects, including language comprehension, verbal expression, basic vocabulary usage, pronunciation ability, and children's responses to bilingual instructions (in both Indonesian and English). The findings indicate that the children’s foreign language development falls within the "developing as expected" category, although it has not yet reached an optimal level. Some children still encounter difficulties in pronouncing English vocabulary, constructing simple sentences, and understanding verbal commands. Several factors influence the progress of their language development, including family background, parenting style, the intensity of teacher-provided stimulation, and habitual exposure to foreign languages in daily school activities. The study concludes that consistent, engaging, and developmentally appropriate stimulation from both teachers and parents plays a crucial role in fostering bilingual proficiency in early childhood.

This study aims to comprehensively describe the planning, implementation, and outcomes of efforts to improve students’ mastery of Arabic vocabulary through the use of picture card media in learning activities. This research employs a Classroom Action Research (CAR) design conducted in two cycles, with each cycle consisting of two meetings. The subjects of this study were 26 fourth-grade students of SDIT Al-Fadiyah Gowa. Data were collected through vocabulary mastery tests as well as teacher and student observation sheets. The planning stage was carried out collaboratively with the teacher by preparing appropriate learning instruments, while the implementation of the actions was systematically monitored using observation guidelines. The results indicate a significant improvement in students’ Arabic vocabulary mastery. In the first cycle, the average learning achievement reached 70%. After refining the instructional strategies in the second cycle, the achievement increased to 86%, showing a 16% improvement. These findings demonstrate that the use of picture card media is effective in creating more engaging, interactive, and meaningful learning experiences. Consequently, it contributes positively to enhancing the Arabic vocabulary mastery of fourth-grade students in a measurable and observable manner.

Reading comprehension, especially in personal letter texts, is challenging for many Indonesian high school students due to limited vocabulary and low motivation. Blooket, a game-based learning platform, offers potential to improve engagement and learning outcomes.Objective: This research aims to examine the effectiveness of Blooket learning media in improving students’ reading comprehension of personal letters at Grade XI of SMA PGRI Pekanbaru. A quantitative approach with a quasi-experimental non-equivalent control group design was used. The sample consisted of 39 students, divided into an experimental group taught with Blooket and a control group taught conventionally. Pre-tests and post-tests (25 multiple-choice items) were administered, and data were analyzed using normality, homogeneity, The experimental group’s mean score increased from 55.21 to 84.96, while the control group improved from 51.53 to 72.00. The paired sample t-test yielded p = 0.000 (<0.05), indicating a significant effect of Blooket on reading comprehension. Blooket’s interactive and competitive features effectively enhanced students’ reading comprehension of personal letters, motivation, and participation, making it a valuable alternative for teaching short functional texts in EFL classrooms.

This community service program aims to introduce basic English vocabulary to Kindergarten students through the medium of bilingual songs. The background of this activity is the limitation of interactive learning media and the dominance of traditional methods that are less attractive for early childhood. Bilingual songs were chosen because they have a simple rhythm, easy to remember lyrics, and are able to create a fun and contextual learning atmosphere. The method used is the Participatory Action Learning System approach which includes the preparation stage, flexible action, and reflection. Bilingual songs are inserted at the transition moments of class activities and combined with simple movements to stimulate natural vocabulary acquisition. The results of the observations showed a significant improvement in children's language skills: most students were able to remember new vocabulary, enthusiasm for learning increased, and active participation in singing together was higher. Teachers also reported that the use of bilingual songs helped keep children's attention and created a positive learning atmosphere. Overall, this activity proves that bilingual songs are an effective, fun, and appropriate medium for children's developmental stages to strengthen mastery of basic English vocabulary. This program is recommended to be applied continuously in daily learning activities in kindergarten classrooms.

This study aims to identify various problems faced by students class VII at junior high school Satu Atap Sukun in learning to speak English, as well as the role of teacher in overcoming these challenges, specifically with seventh-grade students. The researcher is interested in exploring the issues faced at junior high school Satu Atap Sukun and the strategies implemented by teacher to help students overcome these difficulties. The research method used is qualitative, with data collection techniques through interviews and observations. The results found in this study indicate that the researcher identified problems in learning English speaking skills among students class VII at Junior High School Satu Atap Sukun, as well as the teacher strategies to solve these problems. The problems experienced by the students class VII at Junior High School Satu Atap Sukun are as follows: no experience in English learning from the basics, lack of motivation to English learning, lack of self-confidence, limited English vocabulary, very limited time for English learning, lack of learning facilities and teaching media, no English speaking practice outside of school, and the influence of an environment that uses the mother tongue. Meanwhile, the teacher strategies to overcome the English speaking problems among students class VII at Junior High School Satu Atap Sukun include group discussion strategy, role-play strategy, and whisper relay strategy.

Indonesian Sign Language (BISINDO) serves as a primary communication medium for the deaf community; however, limited public understanding often creates barriers during daily interactions. This study aims to develop a real-time BISINDO word-level translation system using hand landmark extraction and temporal modeling with Long Short-Term Memory (LSTM). The system employs MediaPipe Hands to detect 21 hand landmarks per frame, which are then processed as sequential motion patterns to classify five BISINDO words: saya, terima kasih, maaf, nama, and kamu. A total of 250 gesture samples were recorded under controlled lighting conditions as the primary dataset. The processed sequences were used to train the LSTM model, which was subsequently integrated with an ESP32 microcontroller and a DFPlayer Mini module to produce direct audio output. Experimental results show that the model achieved an average accuracy of 86%, with precision and recall values ranging from 0.81 to 0.94. The confusion matrix analysis indicates that most gestures were correctly classified, although some errors occurred in gestures with similar initial motion trajectories. Integration testing demonstrated an average system latency of 3.8 seconds and an audio output success rate of 85%. These findings indicate that the proposed system is capable of translating BISINDO word-level gestures accurately, responsively, and consistently in real-time conditions. This study provides a strong foundation for the broader development of sign language translation systems, with potential enhancements in vocabulary expansion, multi-user datasets, and hardware optimization for deployment in real-world environments.

This study investigates the influence of the vocabulary terms “selumbari” and “tulat” on efforts to develop and cultivate the Indonesian language, particularly through expanding public lexical awareness via social media. These two terms, originating from local linguistic traditions, possess significant potential to be integrated into modern Indonesian as part of cultural preservation and the strengthening of national linguistic identity. The research employed a descriptive quantitative method, collecting data through the dissemination of educational videos and Google Form questionnaires on social media platforms such as Instagram, WhatsApp, and TikTok. Respondents consisted of students, university students, the general public, and various other social groups. Analysis of responses from 20 participants revealed that most respondents had never heard or read the words “selumbari” and “tulat.” However, the majority stated that both words were easy to understand and contributed positively to vocabulary development in Indonesian. The findings indicate that social media plays a strategic role in introducing and popularizing new vocabulary to a wide audience. This study also highlights the importance of vocabulary enrichment as part of ongoing Indonesian language development, ensuring that the language remains adaptive to contemporary changes while representing local cultural richness. The implications of this research may serve as a reference for educators, linguistic institutions, and policymakers in formulating strategies to enhance vocabulary literacy, especially among younger generations.

Vocabulary acquisition is fundamental to language proficiency, yet retention remains a persistent cognitive challenge for students. Conventional rote-learning strategies often fail to facilitate long-term recall. This study examines the effectiveness of the keyword technique in improving students’ vocabulary mastery. Employing a quantitative quasi-experimental design, the research involved 48 students selected through cluster random sampling. The samples were separated into two groups: an experimental group of 26 students (taught by using the keyword technique) and a control group of 22 students (taught by using conventional strategy). Data were collected using a validated multiple-choice vocabulary test administered before and after the treatment. This result validates a notable difference in outcomes where the experimental group demonstrated better performance; consequently, the alternative hypothesis (Ha) is accepted, leading to the rejection of the null hypothesis (H0). These findings confirm that the Keyword Technique significantly enhances vocabulary mastery by leveraging acoustic and imagery associations. Consequently, this strategy is recommended to foster more effective vocabulary retention.

This study examines the effectiveness of digital storytelling in enhancing the speaking skills of secondary EFL learners. The research responds to persistent challenges in speaking instruction, particularly students’ limited fluency, low confidence, and insufficient exposure to meaningful communicative tasks. Using a mixed methods design, the study involved an eight week intervention in which students created scripted digital stories through narration, multimedia editing, and collaborative production. Quantitative data were collected through pre-test and post-test assessments measuring fluency, pronunciation, vocabulary, and coherence, while qualitative data were obtained through observations, interviews, and student reflections. The findings reveal substantial improvements in speaking performance, especially in fluency and coherence, accompanied by increased engagement, reduced speaking anxiety, and heightened self awareness during the storytelling process. These results highlight that digital storytelling provides repeated oral practice and authentic communicative opportunities that support learners’ linguistic and affective development. The study offers implications for English teachers and curriculum designers by demonstrating that technology supported narrative tasks can be integrated into regular instruction to foster more interactive, creative, and student centered speaking learning environments.

This study aims to analyze the change in word choice in Indonesian children's songs from the classical to modern times as a reflection of the shift in the social environment in the digital era. This study uses a descriptive qualitative approach with a content analysis method on eight children's songs, consisting of four classic songs by A. T. Mahmud and four popular modern songs on digital platforms such as YouTube. The results showed that classical songs highlight concrete and local vocabulary that describe children's closeness to nature, family, and moral values, while modern songs are dominated by global, repetitive, and phonetic vocabulary that reflect the influence of globalization and the digital lifestyle of today's children. In addition, modern songs tend to contain simple expressions that are easy to remember, but have minimal educational value compared to classical songs that are more loaded with moral messages. This shift shows that the language in children's songs not only serves as a medium of entertainment, but also reflects the changing social and cultural values of Indonesian society. Therefore, the study of children's song language is important to understand the dynamics of popular cultural development that affects the process of character formation of the younger generation.

This study aims to improve the English speaking skills of students in class XI DPIB B at SMK Negeri 2 Malinau through the application of the Problem-Based Learning (PBL) model. The background of this research is the low speaking ability of students, which is characterized by limited vocabulary, lack of confidence, and low participation during English learning activities. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were 32 students of class XI DPIB B. Data were collected through speaking performance tests and observations of students’ learning behavior during the implementation of the PBL model. The collected data were analyzed using quantitative and qualitative techniques. The results showed a significant improvement in students’ speaking skills, as indicated by the increase in the average score from 64.00 in the pre-test to 68.75 in cycle I and 76.00 in cycle II. Furthermore, the percentage of learning completeness increased from 25% in the pre-test to 81.25% at the end of cycle II. Observational data also revealed positive changes in students’ learning behavior, including higher participation, increased motivation, and greater confidence in speaking English. These findings demonstrate that the Problem-Based Learning model is effective in improving students’ English speaking skills and learning engagement.

This study aims to identify the forms of code-mixing present in the speech videos of Vice President Gibran Rakabuming, with the KOMPASTV YouTube channel serving as the data source. This phenomenon is interesting to examine because the use of code-mixing by state officials can influence public perceptions of the use of Indonesian in formal contexts, particularly in official speeches. The study employs a descriptive qualitative approach, using the observation and note method as the data collection technique. Data analysis was conducted through several stages, namely observing, noting, and then presenting as well as describing the forms of code-switching in Vice President Gibran Rakabuming’s speech videos. The results show that the type of code-mixing that occurs is outer code-mixing, characterized by the insertion of English vocabulary. The first video contained 9 instances of code-mixing, the second video 5 instances, the third video 4 instances, the fourth video 15 instances, and the fifth video 9 instances. These findings indicate that code-mixing is a phenomenon within the field of sociolinguistics and is commonly found among bilingual and multilingual communities.

This research is motivated by problems related to obstacles in the ability to master English vocabulary, in which children find it very difficult to memorize English words, the accuracy of pronouncing English vocabulary delivered by the teacher, especially when memorizing vocabulary with more than one syllable as well as the presence of errors or inaccuracies in pronunciation and in answering the intended meaning during English learning activities. The reality found in the field shows that the children’s English vocabulary ability has not yet demonstrated significant success. Out of a total of 12 students, only 4 children have the expected level of ability. The purpose of this study is to describe efforts to improve children’s English vocabulary using the singing method. The benefits of this research include improving students’ English vocabulary skills, encouraging teachers to become more creative and innovative, and contributing to school quality improvement. This study uses Classroom Action Research (CAR) with two cycles, and each cycle consists of two meetings. The research was conducted at PAUD An-Nur located in East Pontianak. The improvement actions implemented showed satisfactory results. In Cycle I, children’s ability to pronounce English vocabulary reached 33%, which was still below the Minimum Mastery Criterion (MMC) of 70%. Furthermore, in Cycle II, the results reached 83%, which was already above the MMC. It can be concluded that the singing method is effective in improving children’s English vocabulary.

This community service program aims to enhance the English communication skills of strawberry farmers in Pancasari Village, Sukasada District, Buleleng Regency, as an effort to strengthen tourism competitiveness through agrotourism. The activity was carried out through practical English training using a participatory and context-based approach that reflects the farmers’ real communication needs. The training consisted of two main stages: a classroom session employing the role-play method and a field practice session held directly at the strawberry farm with the involvement of local tourists and student assistants. The training materials covered daily expressions commonly used in interactions with visitors, including greetings, product explanation, offering activities, and basic transaction language. The primary learning media were a bilingual communication booklet and situational training modules, both developed from the results of a prior needs analysis. The evaluation results showed a significant improvement in the participants’ English communication abilities. Based on the pre-test and post-test results, the average improvement reached 43%, particularly in speaking confidence, vocabulary mastery, and fluency. Participants also demonstrated increased enthusiasm and professionalism when interacting with tourists in English. This program proves that practical and role-play–based training is effective in developing both linguistic competence and communicative confidence among local farmers. It also strengthens their role as tourism actors who contribute to the sustainable development of the Pancasari agrotourism area.

Narrative writing skills are crucial for the literacy development of elementary school students. However, many students face challenges in writing narrative essays due to limited vocabulary, grammar understanding, and imagination. Traditional teaching methods often fail to address these issues. This study explores the impact of AI-based Deep Learning on narrative writing skills. Using a quantitative approach with an experimental design, the research employed a pretest-posttest design with a nonrandomized control group. The study involved 65 students from SD 4 Sidomulyo, including 30 students from class IV A and 35 from class IV B. A nonprobability sampling technique with saturated sampling was used. Data was collected through tests, and content validity was applied for validation. Hypothesis testing with the Independent Samples t-test yielded a significance value of 0.001 (p < 0.05) and a calculated t-value of 3.472, which is greater than the t-table value of 2.0024. These results indicate that AI-based Deep Learning significantly affects narrative writing skills in elementary school students. Keywords: AI-Based Deep Learning, Narrative Writing Skills.