Interactive Sticker Card-Based English Learning Assistance to Improve Children's Motivation and Vocabulary at TK Tunas Melati
DOI:
https://doi.org/10.59966/8x5bdw78Keywords:
interactive sticker cards, motivation, vocabulary, early childhood, English learning, young learnersAbstract
Purpose - The purpose of this community service activity is to improve motivation and mastery of basic English vocabulary among early childhood learners through learning assistance using interactive sticker card media. This program was designed to address challenges in English learning, especially learning activities that are less engaging and lack interactive media, in order to create a more enjoyable and effective learning process that suits the characteristics of young children.
Design/Methodology/Approach - The study employs a qualitative descriptive approach through the Participatory Learning and Action (PLA) method. The activity was conducted at TPA Tunas Melati over two months and included three stages: preparation (initial observation and needs identification), implementation (learning assistance using interactive sticker card media combining visual, verbal, and kinesthetic activities), and evaluation (observation of changes in vocabulary mastery and learning motivation through activeness, confidence, word-picture matching ability, and vocabulary retention).
Findings - The use of interactive sticker card media successfully improved children's learning motivation and their ability to recognize, understand, and remember basic English vocabulary. The children became more enthusiastic, active, and confident in participating in the learning process compared to previous activities that relied more on memorization and oral explanation. This media also strengthened children's involvement through direct activities and enjoyable educational games.
Originality/Value - The originality of this activity lies in the use of interactive sticker card media as a simple yet effective learning tool for early childhood learners. This media has not been widely developed in the context of early English learning. It is easy to make, easy to use, flexible for various themes, and can be applied continuously by teachers, offering a practical solution relevant to the developmental needs of young learners in non-formal educational settings such as TPA.
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Copyright (c) 2026 Ade Dwijayanti, Melli Kusmaningrum, Destiariani, Khoirunnisa, Masitaarianie (Author)
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