English Vocabulary Mastery In Preschoolers Using Games and Songs To Develop Speaking Skills

Abstract

The purpose of this study to evaluate english vocabulary and Speaking Skills”. This study used qualitative descriptive research design to analyze children's vocabulary mastery through game and song activities in developing their speaking skills. Grounded in theories of language development and interactive learning, it emphasizes the benefits of physical movement, repetition, and interactive media in children's language acquisition. Data were collected through participatory observation, in-depth interviews with teachers and parents, and documentation of activities. Content analysis by Krippendorff was applied to categorize and assess the frequency and context of new vocabulary usage. An interview with a preschool teacher revealed that games like "Simon Says" and songs such as "Head, Shoulders, Knees, and Toes" effectively enhance vocabulary retention through engagement, repetition, and contextbased learning. Teachers observed noticeable improvements in children’s vocabulary memory, confidence, and willingness to participate. The study highlighted that integrating games and songs not only boosts language development but also promotes social interaction, collaborative play, and active learning, resulting in increased student enthusiasm and better communication skills. Challenges in addressing diverse skill levels were mitigated through differentiated activities. These findings indicate that interactive methods like games and songs create a dynamic learning environment, fostering significant gains in language and social development for preschoolers.