Peningkatan Kemampuan Berbicara Bahasa Inggris Anak Panti Asuhan Melalui Kegiatan Komunikatif dan Menyenangkan: Program Pengabdian di Panti Asuhan Muhammadiyah Sumenep

Achmad Faqih - Universitas KH Bahaudin Mudhary Madura
Yuni Utami - Universitas KH Bahaudin Mudhary Madura
Awati Fane - Universitas KH Bahaudin Mudhary Madura
Lukman Hakim - Universitas KH Bahaudin Mudhary Madura
Marisa Linia - Universitas KH Bahaudin Mudhary Madura
Lailiy Ilahi - Universitas KH Bahaudin Mudhary Madura
wahyudi wahyudi - Universitas KH Bahaudin Mudhary Madura
Izzuddin Izzudidin - Universitas KH Bahaudin Mudhary Madura

Abstract


This community service activity aims to measure the impact of fun activities in English language learning on improving the speaking skills of children at Muhammadiyah Orphanage in Sumenep. The implemented activities included role-plays, language games, storytelling, and singing English songs. The study used a descriptive qualitative method with a naturalistic approach, supported by speaking assessments and learning experience questionnaires as primary instruments. The results showed a significant improvement across four speaking skill aspects: fluency, pronunciation, vocabulary use, and message delivery. The average speaking score increased from 3.05 to 4.33, indicating the effectiveness of the approach in a non-formal educational setting. In addition, the questionnaire results revealed that children felt more confident, motivated, and enjoyed the English learning process. These findings support the Communicative Language Teaching approach and Krashen’s Affective Filter Hypothesis, both of which emphasize the importance of meaningful, low-pressure learning environments. Overall, this study recommends implementing fun-based learning methods as an effective strategy to enhance children’s speaking abilities, particularly in educationally limited settings such as orphanages.

ABSTRAK

Kegiatan pengabdian ini bertujuan untuk mengukur dampak kegiatan menyenangkan dalam pembelajaran bahasa Inggris terhadap peningkatan kemampuan berbicara anak-anak di Panti Asuhan Muhammadiyah Sumenep. Kegiatan yang diterapkan meliputi role-play, permainan bahasa, storytelling, dan menyanyi lagu berbahasa Inggris. Metode yang digunakan dalam kegiatan pengabdian ini adalah kualitatif deskriptif dengan pendekatan naturalistik, serta melibatkan speaking assessment dan angket pengalaman belajar sebagai instrumen utama. Hasil dari kegiatan pengabdian ini menunjukkan adanya peningkatan signifikan pada empat aspek kemampuan berbicara: kelancaran, pengucapan, kosakata, dan penyampaian pesan. Rata-rata skor speaking meningkat dari 3.05 menjadi 4.33, menunjukkan efektivitas pendekatan ini dalam konteks nonformal. Selain itu, hasil angket menunjukkan bahwa anak-anak merasa lebih percaya diri, termotivasi, dan menikmati proses belajar bahasa Inggris. Temuan ini mendukung teori Communicative Language Teaching dan Affective Filter Hypothesis, yang menekankan pentingnya pembelajaran yang bermakna dan bebas tekanan. Secara keseluruhan, kegiatan pengabdian ini merekomendasikan penerapan metode pembelajaran berbasis kegiatan menyenangkan sebagai pendekatan yang efektif untuk meningkatkan kemampuan berbicara bahasa Inggris anak-anak, terutama di lingkungan yang memiliki keterbatasan akses pendidikan formal.


Keywords


English Language, Speaking Skills, Fun Activities, Communicative Learning / Bahasa Inggris, Kemampuan Berbicara, Kegiatan Menyenangkan, Pembelajaran Komunikatif

Full Text:

PDF

References


Amaliah, P. R., Sultan, S., & Amrullah, A. (2022). The use of digital storytelling to improve students’ English speaking skill at SMKN 1 Wajo. Perkumpulan Dosen Muslim Indonesia, 2(3), 40–46.

Bobrova, S. E., Popova, E. N., Sizova, Y. S., Orlova, L. N., & Polozhentseva, I. V. (2021). Professional foreign language competence formation using educational multimedia technologies. International Journal of Education and Practice, 9(1), 155–170. https://doi.org/10.18488/journal.61.2021.91.155.170

Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson Education.

Bsharat, T. (2021). The influence of music and educational songs on EFL students’ achievement from their teachers’ perspective in Jenin Region. African Educational Research Journal, 9(3), 728–738. https://doi.org/10.30918/aerj.93.21.106

Cheep-Aranai, R. (2016). Children’s voices and positive affective outcomes regarding play-based language learning. Pasaa, 52(1), 133–168. https://doi.org/10.58837/chula.pasaa.52.1.6

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman ELT.

Kiruthiga, E., & Christopher, G. (2022). The impact of affective factors in English speaking skills. Theory and Practice in Language Studies, 12(12), 2478–2485. https://doi.org/10.17507/tpls.1212.02

Kolb, D. (1984). Aprendizaje experiencial: La experiencia como fuente de aprendizaje y desarrollo. Prentice Hall.

Krashen, S. D. (1982). Principles and practice in second language acquisition (1st ed.). Pergamon.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.

Leong, L.-M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34

Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.

Otoluwa, M. H., Talib, R. R., Tanaiyo, R., & Usman, H. (2022). Enhancing children’s vocabulary mastery through storytelling. JPUD - Jurnal Pendidikan Usia Dini, 16(2), 249–260. https://doi.org/10.21009/jpud.162.05

Palupi, D., Prasetyaningsih, E. T., & Bilandari, S. (2022). Improving young learners’ pronunciation skill through songs. ETERNAL (English Teaching Journal), 13(1), 21–31. https://doi.org/10.26877/eternal.v13i1.10512

Palupi, R. E. A., Purwanto, B., & Wuryanto, T. (2023). Role-playing method for students’ interpersonal communication improvement. Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora, 3(2), 259–270. https://doi.org/10.55606/khatulistiwa.v3i2.2085

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice (pp. 1–432). Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.

Savignon, S. J. (2005). Communicative language teaching strategies and goals. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (1st ed., p. 17). Routledge, Taylor & Francis Group.

?evik, M. (2011). Teacher views about using songs in teaching English to young learners. Educational Research and Reviews, 6(21), 1027–1035. https://doi.org/10.5897/ERR11.250

Sari, D. K., & Wibowo, M. E. (2022). Peningkatan kemampuan berbahasa Inggris siswa sekolah dasar melalui metode fun learning berbasis lagu dan permainan. Jurnal Abdimas Indonesia, 3(1), 12–19. https://doi.org/10.32493/abdimas.v3i1.15427

Sukmaningrum, R., Nababan, M., & Santosa, R. (2022). Adaptation as a means in translating non-standard English into Suroboyoan dubbed version. Journal of Language and Linguistics Studies, 18(2), 1096–1110.

Syamsuddin, R., & Baharuddin, A. (2020). Pendekatan partisipatif dalam penguatan literasi anak jalanan. Jurnal Pengabdian Kepada Masyarakat, 6(2), 123–130.




DOI: https://doi.org/10.59818/jpm.v5i4.1893