<![CDATA[This qualitative descriptive case study examined the use of the self-referential thematic song “This Is Me!” to introduce English self-introduction vocabulary to 15 children aged 3–4 years in Group A at the Rinjani Early Childhood Education Center, University of Mataram. Data were collected through structured classroom observations, an interview with the classroom teacher, and learning documentation across three 30-minute sessions. The data were analyzed through reduction, coding, display, and verification using categories of participation, pronunciation, responses to self-introduction questions, body movement, confidence, and peer interaction. Source and method triangulation strengthened the credibility of the findings. Repetition, rhythm, movement, visual cues, and opportunities to insert children’s own names helped them progress from hesitant imitation and Indonesian responses to simple, guided English expressions such as “My name is…,” “I am…,” and “What’s your name?” The strategy also encouraged verbal and nonverbal participation and greater observed confidence during classroom interactions. These findings suggest that personally themed songs can provide a developmentally appropriate and contextual medium for introducing vocabulary, although the evidence is limited to a small classroom case. The study illustrates how self-referential lyrics, movement, repetition, and visual support can facilitate children’s transition from imitation to simple English self-expression.]]>
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