TEACHERS’ PERCEPTIONS ON THE UTILIZATION OF NURSERY RHYMES TO IMPROVE YOUNG CHILDREN’S ENGLISH VOCABULARY

Abstract

This study aims to explore teachers’ perceptions on the use of nursery rhymes in teaching English vocabulary to young learners. A qualitative approach was applied through classroom observation and teacher questionnaires in a kindergarten in Bogor. The results reveal that teachers have positive perceptions of using nursery rhymes as a learning tool. They find nursery rhymes effective in enhancing vocabulary mastery, creating a joyful classroom atmosphere, and increasing student engagement. The repetitive and rhythmic nature of songs helps students remember new words more easily. Nursery rhymes thus serve as an enjoyable and effective alternative method for young learners in English language instruction.