<![CDATA[English is important to introduce to young learners through activities suited to their learning characteristics. However, understanding of how repetitive singing supports receptive, productive, and pronunciation dimensions of vocabulary knowledge remains limited. This study examines these three dimensions in English vocabulary learning through repetitive singing at Alkhairaat Kindergarten, Ampana, Central Sulawesi. A qualitative descriptive approach was employed; data were collected through non-participant observation, in-depth interviews, and documentation, then analyzed through data condensation, display, and conclusion drawing, with source and method triangulation for trustworthiness. Findings show that repetitive singing introduced vocabulary related to numbers and colors. In individual assessments, 45 of 53 children produced color words and 39 of 53 produced numbers one to ten. Children's pronunciation was generally intelligible to the teacher. Enthusiasm supported learning, while easily distracted attention was addressed through ice-breaking and alternating singing activities. These findings indicate that repetitive singing effectively supported young children's English vocabulary development across receptive, productive, and pronunciation dimensions.]]>
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