Strategy in Teaching Vocabulary at Kindergarten

This research aimed to investigate the general application of vocabulary teaching strategies for young learners

in kindergarten. A qualitative research with observation, oral interviews are used it as a useful instrument for

data collection. Observation-based surveys aim to identify the general strategy of teaching vocabulary to

young learners, a common difficulty usually encountered in teaching vocabulary. Oral interviews are used to

elaborate information collected from observations and find out the teacher's views on how to solve problems

that arise in kindergarten classrooms, especially teaching the vocabulary section. The results of this study show

that the use of images and media-realia in presentation, using questions and answers to young learners as

practice and a short answer in vocabulary revision is the strategy the most preferred by many kindergarten

teachers in teaching young learners in teaching vocabulary.. The teacher also explained that they had adjusted

the strategy if it was deemed inappropriate; a combination of things must be considered. On the other hand,

most teachers have revealed that they have experienced certain difficulties such as the lack of focus of young

learners when the teacher explained or introduced new vocabulary to young learners because English was still

a foreign language for young learners in kindergarten. However, most of the difficulties can be overcome. The

researcher also added general strategies used in teaching vocabulary, namely Flashcards, Games, Using Visual

Representations, Word Maps, Frayer Models, Stories, Context Clues, Possible Sentences. Therefore, this study

identifies providing games in the class is very useful for the learning process of vocabulary in kindegarten.

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