English learning at the early childhood level still faces several challenges, such as limited learning media, lack of varied teaching approaches, and difficulty in maintaining children's focus. Early childhood education requires methods aligned with children's developmental stages. At TK Negeri Pembina Ponorogo, English extracurricular activities are implemented through the Direct Method combined with fine motor stimulation. However, challenges remain, including time constraints and varied language abilities among children. This study aims to explore the implementation of English introduction for early childhood learners using the Direct Method at TK Negeri Pembina Ponorogo.This qualitative study employed observation, interviews, and documentation. The subjects included 24 children (8 boys and 16 girls), a teacher, and the school principal. The indicators focused on listening, speaking, reading, and writing skills. The Direct Method effectively developed language skills through contextual and engaging learning. Writing was dominant in the first cycle, while listening and speaking improved in the second. Visual aids and oral instructions supported vocabulary acquisition. Challenges included limited time and differences in children's abilities.The teacher’s role as facilitator and language model bridges theory and practice. Despite challenges, this method enhanced children’s language skills. Teachers are encouraged to integrate fine motor activities, offer consistent guidance, and build a supportive learning environment.

Keywords : Direct method,Early Childhood,English Language Fine motor skills.