Improving Students’ Skills in Reading the English Alphabet and Building Confidence through English Camp-Based Learning Activities

Abstract

This research looks at the implementation of an English Camp program at Darul Arqam Muhammadiyah Balassuka Islamic Boarding School and its efficacy in boosting students' self-assurance and capacity to read the English alphabet. The study employed a descriptive qualitative methodology and included 39 pupils little self-assurance in their ability to read or speak English. Through organized activities like alphabet games, outdoor learning, introductions, and group-based instructional sessions, the English Camp lasted three days. Information was gathered through pre- and post-assessments, documentation, and observations. The results demonstrate a notable increase in pupils' proficiency in identifying alphabetic characters, pronouncing letter sounds correctly. Additionally, pupils showed an improvement in their self-assurance, less anxiety, and a higher desire to engage in reading and speaking activities. By integrating outdoor games and cooperative exercises, the English Camp's interactive and experiential learning method effectively improved basic literacy abilities and fostered a favorable affective learning atmosphere. Overall, the English Camp was a successful learning model for improving basic English literacy and boosting students' self-assurance in the setting of an Islamic boarding school.