The Effectof Experiential Learning-Based on Improving English Speaking Skills of Kindergarten Teachers
DOI:
https://doi.org/10.31000/globish.v15i1.15289Keywords:
Experiential Learning (EL), Speaking Skill, and Kindergarten teacherAbstract
This research paper investigated the effectiveness of an Experiential Learning (EL) intervention on the English-speaking skills of kindergarten teachers at TK PAPB Semarang. Using a one-group pretest-posttest design with six teachers, the research assessed skills in pronunciation, intonation, fluency, and accuracy. Results showed a statistically significant improvement in overall speaking competence, with post-test scores increasing by an average of five points (p = 0.010). This confirms the EL approach, which utilized role-plays and simulations, was effective in enhancing teacher performance. However, high standard deviations in post-test scores, especially for pronunciation, indicated that significant ability disparities among participants persisted. The study concludes that while EL is a valuable strategy, future interventions should integrate more personalized, differentiated instruction to address the needs of heterogeneous learner groups.
Downloads
References
Abdul Rahim, P. R. M., Azizan, N., & Amir Ishak, N. R. (2020). Making Reading Engaging Through Experiential Learning: A Teaching Module. The English Teacher, 49(1), 1–16. https://journals.melta.org.my/index.php/tet/article/view/725
Ajani, O. A. (2023). The Role of Experiential Learning in Teachers’ Professional Development for Enhanced Classroom Practices. Journal of Curriculum and Teaching, 12(4), 143–155. https://doi.org/10.5430/JCT.V12N4P143
Banawan, M. P., Shin, J., Arner, T., Balyan, R., Leite, W. L., & McNamara, D. S. (2023). Shared Language: Linguistic Similarity in an Algebra Discussion Forum. Computers, 12(3), 53. https://doi.org/10.3390/computers12030053
Chaya, P., & Inpin, B. (2020). Effects of Integrating Movie-Based Mobile Learning Instruction for Enhancing Thai University Students’ Speaking Skills and Intercultural Communicative Competence. English Language Teaching, 13(7). https://doi.org/10.5539/elt.v13n7p27
Hidayani, S., Hasanah, N., Afrida, N., Islam, U., Raden, N., & Lampung, I. (2023). Pelatihan Pengajaran Bahasa Inggris Usia Dini Bagi Guru-Guru Di PAUD & TK Dewi Sartika Tanjung Pura. Center of Knowledge : Jurnal Pendidikan Dan Pengabdian Masyarakat, 3, 27–33.
Jameson, E., Whitney-Smith, R., Macey, D., Morony, W., Benson-Lidholm, A.-M., Mcclure, L., & Leigh-Lancaster, D. (2021). Curriculum development and the use of a digital framework for collaborative design to inform discourse: A case study. Excellence in Mathematics Education: Foundations and Pathways(Proceedings of the 43rdannual Conference of the Mathematics Education Research Group of Australasia), 235–242.
Kamelia Olga Litna, Yohana Yuniati, & Gokma N. Tampubolon. (2025). Peran Strategis Kurikulum PAUD dalam Kesiapan Sekolah Anak. PrimEarly : Jurnal Kajian Pendidikan Dasar Dan Anak Usia Dini, 8(1), 80–88. https://doi.org/10.37567/primearly.v8i1.3976
Kathryn Babb, & Laurie Campbell. (2023). Counselors in Training Value of Experiential Learning Experiences: An Exploratory Analysis. Experiential Learning and Teaching in Higher Education, 6(1), 67–78. https://doi.org/10.46787/elthe.v6i1.3593
Mardiah, H., & Wahyuni, R. (2024). Pelatihan Pengucapan Basic Greetings Dalam Bahasa Inggris Bagi Guru PAUD. Jurnal Pengabdian Sosial, 1(9), 1372–1379. https://doi.org/10.59837/s5042094
Maulidah, I. (2018). Vlog: the Mean to Improve Students’ Speaking Ability. 145(Iconelt 2017), 12–15. https://doi.org/10.2991/iconelt-17.2018.3
Nam, N. D., Minh, N. T. H., & Linh, N. T. (2020). IMPLEMENTATION OF EXPERIENTIAL LEARNING ACTIVITIES IN ENGLISH PROGRAM AT DPA KINDERGARTEN. Tạp Chà Khoa Há»c và Công Nghệ - Äại Há»c Thái Nguyên, 225(12). https://doi.org/10.34238/tnu-jst.2991
Purnaningsih, R., Rais, A. D., & Sarosa, T. (2013). IMPROVING STUDENTS’SPEAKING ABILITY THROUGH TALKING CHIPS. English Education.
Resmini, S., Kareviati, E., & Yugafiati, R. (2020). Kecemasan guru-guru bahasa Inggris dalam mengajar mata pelajaran bahasa Inggris di SMA. Abdimas Siliwangi, 3(2), 380–387.
Royani, E., & Saputra, J. (2023). Implementation of the Role-Playing in Developing the Speaking Skills for Early Implementation of the Role-Playing in Developing the Speaking Skills for Early Childhood. 3(April), 4–6. https://doi.org/10.56225/jmsc.v3i1.360
Saridewi, S. (2018). The Effect of Story Telling Method towards Kindergarten Teachers’ English Speaking Skill and Motivation. https://doi.org/10.2991/icece-17.2018.13
Sun, W. (2023). The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: a mixed methods investigation. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1210187
Uyun, A. S., & Sinta, N. H. (2023). Analisis Kebutuhan Belajar Bahasa Inggris Mahasiswa Jurusan Bimbingan dan Konseling Universitas Ma’soem. In Jurnal Dimamu (Vol. 2, Issue 2, pp. 192–200). https://doi.org/10.32627/dimamu.v2i2.735
Wandira, S., & Hadiansyah, D. N. (2022). Teaching Speaking By Using Media Audiovisual. JOEY: Journal of English Ibrahimy, 1(2). https://doi.org/10.35316/joey.2022.v1i2.73-78
Widyatuti, W., Kusumawardani, L. H., Rasdiyanah, R., Ayu Putu Desy Rohana, I. G., Rachmawati, U., & Jauhar, M. (2022). the Perception and Readiness of Nursing Higher Education Institutions in the Implementation of Outcome-Based Education Curriculum. Indonesian Nursing Journal of Education & Clinic (INJEC), 7(2), 165–173. https://doi.org/10.24990/injec.v7i2.514
