English Language Learning Media as an Indicator Competence of Pre-Service Early Childhood Education Teachers in Teaching Practice

This study aims to describe the implementation of English learning media designed by prospective Early Childhood Education teacher students at the University of Mataram, West Nusa Tenggara Province, and relate it to their teaching competence. The study used a qualitative descriptive approach with 20 students in the sixth semester of the Early Childhood Study Program. Data were obtained through observations of media use practices, documentation, and interviews. Data analysis techniques use the stages of data reduction, data presentation, and conclusion. The results showed that most students were competent in designing and implementing learning media, especially regarding visual appeal, suitability for children's ages, and media durability and safety. However, two aspects were also found that still needed to be improved: media integration with learning activities and the effectiveness of delivering English vocabulary. In conclusion, although the implementation of media in general reflects the readiness of students as prospective Early Childhood teachers, strengthening integrative and communicative teaching strategies is still needed to improve the quality of English learning for early childhood as a whole