Bahasa Inggris di Ranah PAUD: Ketimpangan dan Kesiapan Anak Menerima Bahasa Asing

Abstract

English language learning in Early Childhood Education (PAUD) is increasingly important along with the increasing need for foreign language proficiency in the era of globalization. However, there is a significant disparity in access and quality of English learning in PAUD, especially between urban and rural areas. This study aims to examine this disparity and the readiness of early childhood children to accept English as a foreign language. The method used is qualitative research with a case study approach, involving in-depth interviews, observations, and focus group discussions with teachers, parents, and children in two geographically different areas in Cirebon Regency. The results of the study show that PAUD in urban areas have more adequate facilities, more interactive learning methods, and higher parental involvement, so that children are more prepared and enthusiastic in learning English. In contrast, PAUD in rural areas faces limited resources and less effective teaching methods, which makes it more difficult for children to understand English. In conclusion, the inequality of access and readiness of children to learn English in PAUD is influenced by geographic, economic, and environmental support factors. This study recommends the development of inclusive and adaptive learning models, as well as increased training for teachers in rural areas.