ANALISIS PEMBELAJARAN BAHASA INGGRIS BERBASIS KOMUNITAS DAN DAMPAKNYA TERHADAP SISWA SD YANG TERGABUNG DALAM KOMUNITAS: STUDI KASUS DI HUTUMURI, MALUKU = AN ANALYSIS OF COMMUNITY-BASED ENGLISH LEARNING AND ITS IMPACT ON INCLUSIVE ELEMENTARY STUDENTS: A CASE STUDY IN HUTUMURI, MALUKU

ALISYE PATTIAPON. An Analysis of Community-Based English Learning and its Impact on the Inclusive Elementary Students: A Case Study in Hutumuri, Maluku (Supervised by Nasmilah and Ria Rosdiana Jubhari) This study examines the implementation, learning outcomes, teaching strategies, and sustainability challenges of a community-based English learning initiative for elementary school children in Hutumuri, Maluku. The program, locally referred to as the English Learning Program (ELP), is analytically examined as Community-Based English Learning (CBEL) within a rural, non-formal educational context. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with facilitators, parents, and community members, as well as document analysis conducted between July and August 2025. The findings indicate that CBEL was implemented flexibly in informal learning spaces and sustained through volunteer commitment, parental involvement, and strong social cohesion. Students demonstrated improvement in foundational English skills, including basic vocabulary, greetings, simple expressions, and increased confidence in oral participation. Interactive teaching strategies such as songs, games, role-play, Total Physical Response, and visual media supported engagement and comprehension in a low-anxiety learning environment. Despite positive learning outcomes, the program faced sustainability challenges related to limited facilities, volunteer fatigue, time constraints, environmental factors, and the absence of consistent institutional support from local government. Nevertheless, community ownership and collective participation played a crucial role in maintaining program continuity. This study highlights the potential of community-based English learning as an inclusive and context-sensitive approach to early English education in rural and underserved areas.