Enhancing Vocabulary in Preschoolers: Teaching English Through Songs
DOI:
https://doi.org/10.31571/ijcmasted.v1i1.1082Keywords:
Song-based learning , English vocabulary, Early childhood education, Action research, Language acquisition, Classroom engagementAbstract
This action research investigated the effectiveness of using songs to enhance English vocabulary among young learners. The study involved nine participants consisting of three children aged five years old and six children aged six years old. The research followed the action research cycle of planning, action, observation, and reflection. English songs related to daily greetings and routines, body parts and movements, animals, vegetables and numbers were used as teaching tools during the lessons. Data were collected through pre-test and post-test assessments, classroom observations, and the researcher’s reflective journal. The findings showed an improvement in pupils’ vocabulary knowledge, with the average score increasing from 6.4 in the pre-test to 11.9 in the post-test. Observations also indicated increased participation, enthusiasm, and confidence among pupils during song-based activities. The study concludes that using songs is an effective and engaging strategy for improving English vocabulary learning among young learners.
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