<![CDATA[General Background Preserving regional dialects requires engaging instructional strategies to prevent student boredom in early childhood academic settings. Specific Background First-grade students at SDN 05 Margorejo face significant challenges in remembering and pronouncing Lampung regional terms, particularly concerning body parts. Knowledge Gap Conventional lecture methods fail to maintain the attention of young learners, creating a need for concrete, attractive visual media that stimulates cognitive pathways for word retention. Aims This teaching note outlines a two-period instructional design utilizing visual tools to facilitate word recognition, comprehension, and active participation among seven first-grade students. Results The implementation of introduction sessions, guessing games, and card-matching activities successfully encouraged active student participation and oral recall. Utilizing these visual tools combined with retrieval practice proved superior to passive listening, leading to enthusiastic engagement and correct identification of anatomical terms. Novelty This approach integrates digitized card design with targeted oral exit ticket assessments, offering a practical framework specifically tailored for local dialect preservation in early elementary settings. Implications Educators should utilize simple, highly visual interactive tools to foster cultural pride and long-term memory retention in lower-grade regional linguistic instruction. Highlights: First-grade learners demonstrate high enthusiasm and active participation during interactive guessing games and card-matching activities. Combining concrete imagery with regional texts creates dual cognitive pathways that solidify long-term memory retention. Oral exit tickets paired with mini-rubrics provide efficient formative assessment for early childhood cultural studies. Keywords: Visual Media, Regional Culture, Retrieval Practice, Formative Assessment, First Grade Learners]]>
