Teaching Vocabulary through Card Games at Kindergarten Level

Abstract

This study explores the effectiveness of using card games as a medium for teaching vocabulary to kindergarten students. The research was conducted at Kindergarten in South Jakarta, employing a descriptive qualitative approach. The study aims to analyze the teaching process, the students' engagement, and the challenges encountered in implementing card games as a teaching strategy. The findings suggest that card games not only enhance vocabulary acquisition but also foster a fun and interactive learning environment. Additionally, this study discusses teacher perceptions, student learning behaviors, and the potential long-term impact of game-based learning in early childhood education.