ABSTRACK
This study aims to analyze the influence of family and school environments on the
development of English language skills among early childhood learners at Al-Falah
Balombong Kindergarten. This study employed a qualitative approach with a descriptive
design to gain an in-depth understanding of real-life conditions. The data sources
consisted of children, parents, and teachers, collected through observation, interviews,
and documentation. Data were analyzed using the Miles and Huberman model, which
includes data reduction, data display, and conclusion drawing and verification.
The findings reveal that the family environment has not provided optimal support for
children’s English language development, as English is not used in daily communication.
Meanwhile, the school environment has provided initial exposure through interactive
learning activities; however, the learning process is still dominated by memorization and
imitation, and has not fully encouraged communicative language use. On the other hand,
children demonstrate a high level of interest in learning English, but this interest is not
supported by consistent language exposure in their surrounding environment.
This study concludes that the development of English language skills in early childhood
is influenced by the interaction between children’s learning interest and environmental
support, particularly from family and school contexts. Therefore, a strong synergy
between these environments is necessary to create more meaningful and sustainable
language learning experiences.