Teacher’s Strategies, Perceptions, and Challenges in Game-Based Vocabulary Teaching for Kindergarten Students

Abstract

This study examines teachers' strategies, perceptions, and challenges in implementing game-based English vocabulary teaching in kindergarten. It used a qualitative approach, and the data were obtained through analysis of a lesson plan and a semi-structured interview with a teacher at a kindergarten in Semarang City. The results showed that the teacher used various strategies such as interactive games, songs, flashcards, and repetition activities to support students' vocabulary acquisition. The teacher perceived game-based teaching as an effective method to create a more fun learning environment and increase student engagement. However, challenges in implementing game-based vocabulary teaching arise when students become too focused on the game, making it difficult to return their focus to the learning material. This finding highlights the importance of careful planning when implementing game-based learning. This study recommends further research into the long-term impact of game-based strategies.