The Implementation of Play-Based Learning in English Vocabulary Learning at Kindergarten Learners Level
Penerapan Pembelajaran Berbasis Bermain dalam Pembelajaran Kosakata Bahasa Inggris pada Tingkat Anak Taman Kanak-Kanak
DOI:
https://doi.org/10.21070/ups.8703Keywords:
Play-Based Learning, English Vocabulary Acquisition, Early Childhood EducationAbstract
This study explores the role of Play-Based Learning (PBL) in supporting English vocabulary acquisition among kindergarten students at RA Anak Emas. Although PBL is known for enhancing creativity and emotional growth, its link to second language learning remains less examined. Through an eight-week descriptive qualitative study involving 18 children aged 4–6, researchers observed the integration of English instruction into classroom games. Using Edwards' play typology—open-ended, modelled, and purposefully-framed play—the study identified indicators such as turn-taking, cooperation, and spontaneous vocabulary use. All play types encouraged active participation, contextual learning, and social interaction. Interestingly, the study also revealed a new pattern of emotionally and cognitively rich behaviors not captured by existing frameworks. This led to the introduction of a new category: *Interpersonal Constructive Play*. The study highlights the importance of designing play environments that balance structured learning with space for empathy and initiative, offering valuable insights for educators and curriculum developers.
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