VOCABULARY LEARNING STRATEGIES IN ENGLISH FOR EARLY CHILDHOOD EDUCATION IN INDONESIA

Abstract

English vocabulary learning for early childhood in Indonesia is a central issue in the wake of the digital boom, where 70% of children are exposed to multilingual content. An adaptive approach in early childhood education (PAUD/TK) is essential to capitalize on the critical period hypothesis and boost national literacy competitiveness.

This study aims to develop a framework for adaptive vocabulary learning strategies by integrating evidence-based findings. The objective is to validate differential methods such as gamification and storytelling to improve retention and recommend early childhood education policies aligned with SDG 4.

The study employs a Systematic Literature Review (SLR) to systematically and objectively identify, evaluate, and synthesize scientific evidence. The goal is to provide a comprehensive summary, identify gaps, and generate reliable evidence-based recommendations.

Game-based strategies improve retention by 35–50% through sensory engagement. Bilingual storytelling improves retention by 42% by building contextual language bridges. Social mentoring techniques improve memorization by 35–75% through community interaction. General strategies face a 40% disparity challenge among elementary school students due to uniform methods, thus requiring differentiation and personalization for holistic and inclusive achievement across various regions.

It is concluded that game-based interactive strategies improve retention by up to 50%, bilingual storytelling is effective with a 42% increase, and social mentoring techniques achieve 75% retention. General strategies require differentiation to address the 40% disparity among elementary school students. An adaptive framework integrating these various approaches is necessary for holistic and inclusive vocabulary mastery.