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Action research was carried out through four repeated-cycle stages: planning, implementation, observation, and reflection. Participants were 30 students in the B group (5–6 years old) from Happy Kids Kindergarten of Palembang. Data collection used observation and documentation, analyzed via descriptive qualitative and quantitative methods. 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(2018). Enhancing Children’s English Vocabulary Acquisition through Digital Storytelling of Happy Kids Kindergarten of Palembang. People:  \nInternational Journal of Social Sciences, 3(3), 980-989.  \nENHANCING CHILDREN’S ENGLISH VOCABULARY ACQUISITION THROUGH DIGITAL STORYTELLING OF HAPPY KIDS KINDERGARTEN OF PALEMBANG  \nTridinanti, Gaya  \nFaculty of Teacher Training and Education, Tridinanti University, Palembang, Indonesia  \n[gayatridinanti@gmail.com](gayatridinanti@gmail.com)  \nAbstract  \nEnhancing English vocabulary to early childhood is the main problem often faced by the teachers. So, the purpose of this study was to determine the enhancement of children’s English vocabulary acquisition by using digital storytelling. This type of research was an action research. It consisted of a series of four activities done in repeated cycles: planning, implementation, observation, and reflection. 30 students of B group (5-6 years old) of Happy Kids Kindergarten of Palembang were the subject of this study. This research was done 3 times cycle. The methods used for data collection were observation and documentation. Analysis of the data was descriptive qualitative and quantitative. The finding showed that the digital storytelling learning activities could enhance the children’s English vocabulary acquisition. It based on data of the enhancement in pre-cycle was 37%, to 51% in Cycle I. In the Cycle II was 71% and in the Cycle III was 89.3%. Thus, an enhancement about 14% from the pre-cycle to Cycle I. The enhancement about 20% from the Cycle I to the Cycle II and the enhancement about 18.3% from the Cycle II to the Cycle III. The conclusion of this study was digital storytelling learning method could enhance children’s English vocabulary acquisition of B group of Happy Kids Kindergarten of Palembang. Therefore, digital storytelling can be considered as an alternative to improve English language learning in the classroom.  \nKeywords  \nAcquisition, Enhancing, Digital Storytelling, English Vocabulary  \n1. Introduction  \nLanguage can not be separated from human life. Language is one of the aspects of children development that are essential for stimulated from an early age. Language is also a major contribution to the development of a child. An early age is crucial to the children’s growth and development for the future. Therefore, in early childhood education, educators are required to understand the ability of the child, including the children’s language ability. Language are divided into 2 (two), namely: receptive and expressive. The receptive is understanding, whereas expressive one is the expression or speech. There are four skills in English Language, Listening and reading are receptive skill, while speaking and writing areproductive skill (Mundhe, 2015) .  \nEarly childhood’s English language acquisition is different with teenagers and adults. Early childhood’s English language acquisition was limited in vocabulary that are often encountered in the environment. Language acquisition is the process children use in acquiring first and second languages. It requires interaction meaningful communication between speaker and listener in the target [language. it](language. it) is intended that the message can be understood (Krashen, 2002) .  \nIn Indonesia, in the last 10 years showed that early childhood education institutions or Kindergarten school kept racing to develop a program of Foreign Language (English, Arabic, Mandarin) as one of the expertise developed and dominated by children. Even for the managers believe that the value and popularity of Kindergarten is largely determined by the quality of foreign language taught and mastered by children (Rahmat, 2010) . Some studies have suggested that taught ea","cbCaiglhBrQANVXg","https://ap.wps.com/l/cbCaiglhBrQANVXg","pdf",760837,"English","# Introduction\n## English language development in early childhood\n## Receptive vs. expressive skills and English learning skills\n## Vocabulary limitations in kindergarten\n## Digital storytelling as an instructional alternative","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To determine whether digital storytelling can enhance children’s English vocabulary acquisition in early childhood education.\"},{\"question\":\"How was the action research conducted?\",\"answer\":\"The study used action research with repeated cycles consisting of planning, implementation, observation, and reflection over three cycles.\"},{\"question\":\"What were the measured results across the cycles?\",\"answer\":\"Vocabulary acquisition improved from 37% in the pre-cycle to 51% in Cycle I, 71% in Cycle II, and 89.3% in Cycle III.\"}]","ENHANCING CHILDREN’S ENGLISH VOCABULARY ACQUISITION THROUGH DIGITAL STORYTELLING OF HAPPY KIDS KINDERGARTEN OF PALEMBANG | PDF",1790882333,25]