PEBSAS: Jurnal Pendidikan Bahasa dan Sastra

Exploring Language Development in Early Childhood: A Linguistic Perspective

2026-04-09T17:32:15+07:00

This study aims to investigate the development of English vocabulary and communication skills in young children within early childhood education settings. The increasing importance of English as a global language has encouraged its introduction at an early age; however, young learners require appropriate strategies that suit their developmental characteristics. This study focuses on how children acquire basic vocabulary and develop simple communication abilities through classroom interactions and learning activities. This research employed a qualitative descriptive approach with a case study design conducted in an early childhood education institution in Indonesia. The participants consisted of children aged 4–6 years and an English teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using thematic analysis, including data reduction, coding, categorization, and interpretation. To ensure the trustworthiness of the findings, triangulation and member checking techniques were applied. The findings indicate that children’s vocabulary and communication skills develop gradually through interactive and engaging activities such as songs, games, and storytelling. These activities help children improve their vocabulary, pronunciation, and ability to use simple English expressions. The teacher plays a significant role in facilitating learning through modeling, repetition, and scaffolding. However, limited exposure to English outside the classroom and differences in individual abilities were identified as challenges affecting language development.

The Development of English Language Skills in Early Childhood Education

2026-04-09T11:19:26+07:00

This study aims to explore the development of English language skills in early childhood education, focusing on how young learners acquire basic language abilities in classroom settings. The research is grounded in the increasing importance of English as a global language and the need to introduce it at an early age. However, teaching English to young learners presents unique challenges due to their developmental characteristics, limited attention span, and varying learning abilities. Therefore, this study investigates the processes, strategies, and factors that influence children’s English language development, particularly in terms of vocabulary acquisition, pronunciation, and simple sentence construction. This study employed a qualitative descriptive approach with a case study design conducted in an early childhood education institution in Indonesia. The participants consisted of children aged 4–6 years and an English teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using thematic analysis, including data reduction, coding, categorization, and interpretation to identify patterns related to language development. To ensure the trustworthiness of the findings, triangulation and member checking techniques were applied. The findings reveal that children’s English language development occurs gradually through engaging and interactive learning activities such as songs, games, and storytelling. These activities help children improve their vocabulary, pronunciation, and ability to form simple expressions. The teacher plays a significant role in facilitating learning by using repetition, visual aids, and contextual teaching strategies. Additionally, a supportive and enjoyable learning environment enhances children’s motivation and participation. However, limited exposure to English outside the classroom and differences in individual abilities were identified as challenges affecting language development.

Unleashing QuillBot: Enhancing EFL Lexical Collocation and Writing Style in Indonesian Learners

2026-01-02T19:12:37+07:00

This study aims to explore the perceptions of Indonesian EFL students toward the use of QuillBot in improving lexical collocation in writing style. The researcher uses a qualitative case study approach with questionnaires and interviews as data collection. The questionnaire was distributed to 27 students through Google Forms, and several students were interviewed by WhatsApp for deeper insight. The results showed most students gave positive responses toward using QuillBot in their writing. They agreed that QuillBot helped them correct the grammatical errors, improve choices, and enhance writing clarity and fluency. It also increased their writing independence, vocabulary use, and confidence in writing use. Overall the findings indicate that QuillBot is not only a useful digital tool for improving writing quality but also an effective learning aid that supports students’ self-learning and writing development in EFL contexts.

Developing English Vocabulary and Communication Skills in Young Children

2026-04-09T12:10:38+07:00

Managing Mixed Language Proficiency in English Classes: Challenges and Strategies for Vocational Students

2026-01-02T19:11:49+07:00

This study aims to examine how English language teachers address diverse language proficiency levels in vocational high school (SMK) classrooms in Indonesia, where students exhibit varying linguistic abilities and learning motivations. Using a qualitative descriptive approach, data were collected from six English language teachers through semi-structured interviews, classroom observations, and document analysis. The data were analysed using thematic analysis to identify common challenges, strategies employed and their impact on instruction. The results indicate that teachers face significant challenges in adjusting lesson pace, student participation and fair assessment due to wide proficiency differences and limited school support. Despite this, they employ differentiation strategies such as graduated tasks, flexible grouping, graduated support, and limited use of the mother tongue to ensure inclusive learning. These adaptive practices align with Vygotskys Sociocultural Theory and Tomlinsons Differentiated Instruction Framework. The study concludes that managing proficiency diversity requires context-specific teaching approaches, institutional support, and professional development for teachers to transform classroom diversity into a valuable learning resource.