<![CDATA[Early English vocabulary development requires instruction that links new words to concrete, enjoyable, and developmentally appropriate experiences. This classroom action research examined whether science activities introducing colors and numbers could improve the English vocabulary of 15 children aged 5–6 years in Group B at PAUD Kober Melati II, Cibogo District, Subang Regency, Indonesia. Following the Kemmis–McTaggart model, the intervention was implemented across three cycles, each comprising planning, action, observation, and reflection. Children participated in a color-bubble eruption experiment and number-coded coloring activities while teachers provided contextual modeling, repeated pronunciation, individual scaffolding, and positive reinforcement. Data were collected through participatory observation, documentation, and performance assessment and were analyzed using qualitative description and the percentage of children attaining the Developing as Expected or Developing Very Well categories. Mastery increased consistently from 26.7% (4 of 15 children) at baseline to 46.7% (7 children) in Cycle I, 66.7% (10 children) in Cycle II, and 86.7% (13 children) in Cycle III, exceeding the predetermined 80% success criterion. The progressive gains indicate that linking English words with observable scientific phenomena, visual motor tasks, systematic repetition, and responsive scaffolding supported vocabulary recognition and oral production. These findings imply that early-childhood educators can integrate low-cost science exploration with language instruction as a practical interdisciplinary strategy, while future controlled studies should examine retention, transfer, and the relative contribution of each intervention component.]]>
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