Penguatan Kemampuan Speaking Bahasa Inggris pada Lansia melalui Pendekatan Fun learning di Sekolah Lansia Cahaya Kartini
DOI:
10.70211/sakalima.v3i2.541Published:
2026-06-11Downloads
Abstract
This community service program was motivated by the need to provide English language learning that is inclusive, enjoyable, and aligned with the characteristics of elderly learners. The program aimed to strengthen the English speaking skills of elderly participants through a fun learning approach at Sekolah Lansia Cahaya Kartini. It was conducted on February 19, 2026, by a team of lecturers from the English Education Study Program, Faculty of Tarbiyah and Teacher Training, UIN Raden Intan Lampung. The program employed a Participatory Action Research (PAR) design comprising four stages: planning, action, observation, and reflection. The learning materials focused on basic communication skills, including greetings, self-introduction, simple vocabulary, pronunciation, and daily conversations. The fun learning strategy was implemented through ice-breaking activities, language games, singing, role play, vocabulary drilling, and paired or group dialogue practice. Data were collected through participant activity observation, satisfaction questionnaires, field notes, and activity documentation, and were subsequently analyzed using descriptive qualitative techniques and simple quantitative analysis based on percentages. The results indicated that the fun learning approach fostered greater enthusiasm, participation, speaking confidence, and self-assurance among participants in using simple English expressions. The satisfaction questionnaire revealed positive responses across several aspects: easy-to-understand materials (90%), an enjoyable learning atmosphere (95%), engaging activities (93%), communicative and interactive facilitators (96%), increased self-confidence (88%), and perceived usefulness of the program (97%). Therefore, fun learning can be regarded as a relevant approach for strengthening English speaking skills among elderly learners in non-formal education settings, as it meaningfully integrates language learning, emotional support, and social interaction.
Keywords:
Elderly Learners English Speaking Skills Fun learning Non-formal Education Participatory Action ResearchReferences
[1] H. Rose, J. McKinley, and N. Galloway, “Global Englishes and language teaching: A review of pedagogical research,” Lang. Teach., vol. 54, no. 2, pp. 157–189, Apr. 2021. https://doi.org/10.1017/S0261444820000518
[2] Z. Xu, “Exploring English as an International Language – Curriculum, Materials and Pedagogical Strategies,” RELC J., vol. 49, no. 1, pp. 102–118, Apr. 2018. https://doi.org/10.1177/0033688217753848
[3] B. Della Chiesa, J. Scott, and C. Hinton, Eds., Languages in a Global World: Learning for Better Cultural Understanding. OECD, 2012. https://doi.org/10.1787/9789264123557-en
[4] D. Crystal, English as a Global Language, 2nd ed. Cambridge University Press, 2003.
[5] J. Knight and H. de Wit, “Internationalization of Higher Education: Past and Future,” Int. High. Educ., no. 95, pp. 2–4, 2018. https://doi.org/10.6017/ihe.2018.95.10715
[6] M. Ho, E. Pullenayegum, and E. Fuller-Thomson, “Is Social Participation Associated with Successful Aging among Older Canadians? Findings from the Canadian Longitudinal Study on Aging (CLSA),” Int. J. Environ. Res. Public Health, vol. 20, no. 12, p. 6058, Jun. 2023. https://doi.org/10.3390/ijerph20126058
[7] M. Narushima, J. Liu, and N. Diestelkamp, “Lifelong learning in active ageing discourse: its conserving effect on wellbeing, health and vulnerability,” Ageing Soc., vol. 38, no. 4, pp. 651–675, Apr. 2018. https://doi.org/10.1017/S0144686X16001136
[8] World Health Organization, “World Report on Ageing and Health,” 2015.
[9] S. B. Merriam and Y. Kee, “Promoting Community Wellbeing: The Case for Lifelong Learning for Older Adults,” Adult Educ. Q., vol. 64, no. 2, pp. 128–144, 2014. https://doi.org/10.1177/0741713613513633
[10] P. Åberg, “Nonformal learning and well-being among older adults: Links between participation in Swedish study circles, feelings of well-being and social aspects of learning,” Educ. Gerontol., vol. 42, no. 6, pp. 411–422, Jun. 2016. https://doi.org/10.1080/03601277.2016.1139972
[11] A. P. Hestyan, S. Mardliyah, and S. F. Susanto, “Exploring Geragogy as A Non-Formal Education Approach to Promote Quality of Life for The Elderly,” EduLine J. Educ. Learn. Innov., vol. 5, no. 1, pp. 188–194, Jan. 2025. https://doi.org/10.35877/454RI.eduline3624
[12] Z. Fang and N. Sim, “Does lifelong learning matter for the subjective wellbeing of the elderly? A machine learning analysis on Singapore data,” PLoS One, vol. 19, no. 6, p. e0303478, Jun. 2024. https://doi.org/10.1371/journal.pone.0303478
[13] A. Supriatna and R. Lestari, “Pendidikan Nonformal dan Pemberdayaan Masyarakat: Studi Sekolah Lansia di Indonesia,” J. Pendidik. Nonform., vol. 5, no. 1, pp. 45–60, 2017.
[14] S. M. Gass, J. Behney, and L. Plonsky, Second Language Acquisition: An Introductory Course, 5th ed. Routledge, 2020. https://doi.org/10.4324/9781315181752
[15] J. Herschensohn and M. Young-Scholten, Eds., The Cambridge Handbook of Second Language Acquisition. Cambridge University Press, 2013. https://doi.org/10.1017/CBO9781139051729
[16] J. Kormos and A. M. Smith, Teaching Languages to Adult Learners. Multilingual Matters, 2012.
[17] P. D. MacIntyre and T. Gregersen, “Emotions that Facilitate Language Learning: The Positive-Broadening Power of the Imagination,” Stud. Second Lang. Learn. Teach., vol. 2, no. 2, pp. 193–213, 2012. https://doi.org/10.14746/ssllt.2012.2.2.4
[18] M. S. Knowles, E. F. Holton, and R. A. Swanson, The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, 8th ed. Routledge, 2015. https://doi.org/10.4324/9781315816951
[19] A. Wright, D. Betteridge, and M. Buckby, Games for Language Learning, 3rd ed. Cambridge University Press, 2006.
[20] R. L. Oxford, Teaching and Researching Language Learning Strategies, 2nd ed. Routledge, 2016. https://doi.org/10.4324/9781315719146
[21] M. Csikszentmihalyi, Flow: The Psychology of Optimal Experience. Harper & Row, 1990.
[22] A. Bandura, Self-Efficacy: The Exercise of Control. W. H. Freeman, 1997.
[23] R. G. Bringle and J. A. Hatcher, “Campus-Community Partnerships: The Terms of Engagement,” J. Soc. Issues, vol. 58, no. 3, pp. 503–516, 2002. https://doi.org/10.1111/1540-4560.00273
[24] Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, “Pedoman Pelaksanaan Tridharma Perguruan Tinggi.” 2021.
[25] S. Kemmis, R. McTaggart, and R. Nixon, The Action Research Planner: Doing Critical Participatory Action Research. Singapore: Springer Singapore, 2014. https://doi.org/10.1007/978-981-4560-67-2
[26] F. Baum, C. MacDougall, and D. Smith, “Participatory action research,” J. Epidemiol. Community Health, vol. 60, no. 10, pp. 854–857, Oct. 2006. https://doi.org/10.1136/jech.2004.028662
[27] W. Yang, “Evaluating Contextualized Content and Language Integrated Learning Materials at Tertiary Level,” Lat. Am. J. Content Lang. Integr. Learn., vol. 11, no. 2, pp. 236–274, Apr. 2019. https://doi.org/10.5294/laclil.2018.11.2.4
[28] D. S. Amaniarsih and M. Meisuri, “The Use of Contextual Teaching and Learning (CTL) in the Reading Course for English Education Students at Universitas Potensi Utama Medan,” Excell. J. English English Educ., vol. 4, no. 2, pp. 90–97, Dec. 2024. https://doi.org/10.47662/ejeee.v4i2.918
[29] R. Godwin-Jones, “Contextualized vocabulary learning,” Lang. Learn. Technol., vol. 22, no. 3, pp. 1–19, Oct. 2018. https://doi.org/10.64152/10125/44651
[30] J. Christopher, N. K. Kamil, S. Nuraini, and S. Mulyeni, “Pembelajaran Bahasa Inggris Berbasis Lagu untuk Menciptakan Suasana Belajar yang Menyenangkan,” Aliansi J. Huk. Pendidik. Sos. Hum., vol. 3, no. 2, 2026. https://doi.org/10.62383/aliansi.v3i2.1595
[31] Y. M. D. K. Kara et al., “Penggunaan Metode Lagu dan Permainan Untuk Meningkatkan Kosa Kata Bahasa Inggris Pada Bimbingan Belajar Amora Luz,” Madaniya, vol. 5, no. 2, pp. 702–710, May 2024. https://doi.org/10.53696/27214834.787
License
Copyright (c) 2026 Sri Suci Suryawati, Agus Hidayat, Meisuri, Septa Aryanika, Irawansyah, M.Fikri Nugraha Kholid
This work is licensed under a Creative Commons Attribution 4.0 International License.
