Pembelajaran Bahasa Inggris pada Anak Usia 5-6 Tahun di Taman Kanak-Kanak Islam Kota Samarinda

Abstract

English as a foreign language (EFL) has increasingly been integrated into early childhood education. The age range of 0–6 years is widely recognized as the golden age of development, particularly in language acquisition, during which children demonstrate a heightened capacity to acquire new languages rapidly and effectively. This study aims to investigate the implementation of English language instruction for children aged 5–6 years in three Islamic kindergartens in Samarinda, namely TK Islam Labbaika, TK Islam Al Falah, and TK Fastabiqul Khairat. The study employed a qualitative descriptive approach within a field research design. The participants consisted of school principals and English teachers from the selected institutions. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data analysis was conducted using the Miles et al.’s interactive model, which includes data condensation, data display, and conclusion drawing/verification. To ensure trustworthiness, the study applied four criteria: credibility, transferability, dependability, and confirmability. The findings reveal that English instruction across the three institutions has been systematically implemented through structured learning stages, including opening, core, and closing activities. Various pedagogical techniques were employed, such as singing, games, Total Physical Response (TPR), and storytelling. Among these, TPR and storytelling were found to be particularly effective and developmentally appropriate for young learners. Furthermore, the incorporation of cross-cultural approaches at TK Fastabiqul Khairat introduces an innovative dimension to early childhood EFL instruction, enhancing learners’ exposure to cultural diversity alongside language acquisition. In conclusion, the study highlights the importance of employing varied, interactive, and context-sensitive teaching methods in early childhood EFL classrooms to optimize language learning outcomes and sustain learner engagement.