<![CDATA[This study responds to the limited body of research examining the use of storytelling and action songs within a Classroom Action Research (CAR) framework in early childhood English vocabulary learning, particularly in the Indonesian context. While prior studies have generally investigated these strategies in isolation, their respective contributions within cyclical, classroom-based instructional practices remain insufficiently explored. The present study aims to examine how storytelling and action songs contribute to the development of English vocabulary among kindergarten students. The research was conducted with 23 students of TK RISE N SHINE Medan and implemented through two CAR cycles comprising planning, action, observation, and reflection. Data were gathered through vocabulary assessments and classroom observations. The instruments were constructed based on the instructional content and underwent expert review to ensure content validity. Data analysis was carried out using descriptive statistics, including mean scores and mastery percentages, complemented by qualitative analysis of students’ engagement during the learning activities. The findings demonstrate a consistent improvement in students’ vocabulary mastery across cycles for both instructional strategies. Storytelling was found to facilitate contextual understanding of vocabulary, whereas action songs appeared to support student engagement and retention. Nevertheless, these outcomes should be interpreted as context-specific improvements rather than statistically verified effects, as the study did not employ inferential statistical procedures. Furthermore, the findings suggest that storytelling and action songs function as complementary strategies rather than as components of a fully integrated experimental approach. This study is subject to several limitations, including a small sample size, the absence of a control group, and reliance on descriptive analysis. Future research is recommended to incorporate larger samples and more rigorous methodological designs to strengthen empirical evidence.]]>
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