<![CDATA[This study aims to determine the effectiveness of the Monkey Math application in introducing the numbering topic in English to children at Taman Kanak-Kanak Delima Bandara, Kabupaten Padang Pariaman. The problem addressed is the still-limited ability of young children to recognize, pronounce, and understand English number vocabulary because learning is still delivered through conventional, less interactive methods. This research used a quantitative approach with a quasi-experimental design. The population consisted of 60 children, with 30 children selected through purposive sampling as the sample, namely 15 children from class B2 as the experimental group and 15 children from class B3 as the control group. Data were collected through a structured observation checklist covering three indicators, namely listening, speaking, and meaning, and analyzed using normality tests, homogeneity tests, an independent sample t-test, and Cohen's d effect size with the help of SPSS version 32.0. The results show that the pretest mean scores of the experimental and control groups were relatively equal (9.67 and 8.33), while the posttest mean score of the experimental group (16.93) was significantly higher than that of the control group (13.27), with a significance value of <0.001 (p<0.05). The Cohen's d value of 1.94 indicates a strong effect. It is concluded that the Monkey Math application is effective in improving young children's ability to recognize English numbering vocabulary.]]>
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