Yunisrina Qismullah Yusuf, Burhansyah Burhansyah, Aisyaranur Aisyaranur


This qualitative study described the strategies used in teaching English vocabulary to non-native very young learners (ages 1.8 – 2.5 years old) at Kiddos English School, Banda Aceh. This process increases their bilingualism and linguistics development. In collecting data, observations in the teaching and learning process were conducted. The observations were done in five consecutive school days, Monday to Friday, making a total of five meetings of observations. The results showed that the teachers used many kinds of strategies to teach vocabulary to very young learners, such as using songs, pictures, games, coloring, and storytelling in the classroom. Additional strategies were done when activities were done in the outdoors (playground), swimming time and playing at the gym. It can be concluded that prior to applying strategies to teach vocabulary to these very young learners, teachers need to understand the characteristics and needs of their students. Therefore, the strategy implementation is effective to introduce and increase the learners’ vocabulary, and the teaching and learning goals are achieved.


Strategies; teaching vocabulary; young learners; obstacles

Full Text:



Bakhsh, S. A. (2016). Using games as a tool in teaching vocabulary to young learners. English Language Teaching, 9(7), 120-128.

Baxter, D. (2007). Teaching strategies for adult learners. Rivier Academic Journal, 3(2), 1-3.

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

Er, S. (2014). Which is the most appropriate strategy for very young language learners? International Journal of Social Sciences & Education, 4(4), 829-837.

Febriani, S. (2016). Teaching of English vocabulary to young learners: A case study at B Group students of TK Negeri Pembina I Tangerang Selatan. (Master’s thesis). Universitas Islam Negeri Syarif Hidayatullah, Jakarta.

Fortune, T. (2000, Nov). Immersion teaching strategies observation checklist. ACIE Newsletter, pp. 1-4.

Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction, 7th Edition. Boston: A & B Publication.

Kusumastuti, D. N. (2010). Pengaruh kegiatan storytelling terhadap pertumbuhan minat baca siswa di TK Bangun 1 Getas Kec. Pabelan Kab. Semarang [The effect of storytelling activities on the growth of students' reading interest in TK Bangun 1 Getas Kec. Pabelan, Semarang District. (Doctoral dissertation). Universitas Diponegoro, Semarang.

Linse, C., & Nunan, D. (2005). Practical English language teaching: Young learners. New York: McGraw Hill.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage Publications.

Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129-132.

Nurhayati, L. (2012). Using action songs to promote fun English learning at elementary school. Paper presented at The 2nd TEYLIN International Conference (pp. 1-12). Universitas Muria Kudus, Kudus.

Pribilova, L. (2006). Teaching vocabulary to young learners. Ceko: Brno.

Ruutmets, K. (2005). Vocabulary learning strategies in studying English as a Foreign Language. (Master’s thesis). University of Tartu, Tartu.

Yusuf, Q., Asyik, A. G., Yusuf, Y. Q., & Rusdi, L. (2017). “Listen, do, repeat, understand and remember”: Teaching English to very young children in Aceh. Iranian Journal of Language Teaching Research, 5(2), 113-132


  • There are currently no refbacks.