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Maharani
Universitas Muslim Nusantara Al Washliyah, Medan, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Developing Vocabulary Materials Through a Multisensory Approach for Preschoolers at TK Bangun Insan Mandiri Maharani; Asnawi
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.1981

Abstract

This research and development study aimed to create and evaluate multisensory-based English vocabulary teaching materials for preschool learners aged 3-4 years at TK Bangun Insan Mandiri, Medan, Indonesia. Employing the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the study produced two complementary products: a Teacher's Guide Book and a Student Activity Book organized around five thematic units (Plants, Recreation, Occupation, Elements, Universe). Validation by material experts (92.5%), media experts (92.5%), and practitioner teachers (89.29%) confirmed the products' high feasibility. Implementation with 14 preschoolers over five sessions using the Elements theme demonstrated significant vocabulary improvement, with pre-test scores averaging 37.86% (Belum Berkembang category) rising to 75.71% (Berkembang Sesuai Harapan category) in post-test assessments. Classroom observations revealed heightened student engagement, active participation, and enthusiasm during multisensory activities incorporating visual, auditory, tactile, and kinesthetic elements. The findings confirm that systematically developed multisensory materials effectively support vocabulary acquisition in early childhood EFL contexts, addressing the gap between theoretical support for multisensory learning and its limited practical application in Indonesian preschools. This study contributes practical, validated resources for early English vocabulary instruction and demonstrates the efficacy of developmentally appropriate, sensory-rich pedagogical approaches in fostering young learners' language development
Co-Authors Asnawi