[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-425369-105":3,"doc-detail-425369-en":81,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teachers-strategies-using-songs-and-movement-to-teach-vocabulary-in-elementary-schools","TEACHERS' STRATEGIES USING SONGS AND MOVEMENT TO TEACH VOCABULARY IN ELEMENTARY SCHOOLS","","A qualitative descriptive study describes the strategies an English teacher uses to teach vocabulary to third-grade students at SDN Cibogo 4 through songs and movement. Data were collected via observation, interviews, and documentation using observation checklists and interview guides. Findings show the teacher introduces topics and vocabulary before playing songs, prompts students to sing and move, and reinforces vocabulary after the song. Songs are reported to improve recall and create an enjoyable atmosphere, though challenges include limited time and selecting suitable songs. Overall, the approach enhances vocabulary mastery and classroom engagement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teachers-strategies-using-songs-and-movement-to-teach-vocabulary-in-elementary-schools/425369/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teachers-strategies-using-songs-and-movement-to-teach-vocabulary-in-elementary-schools/425369.png","ImageObject",300,407,{"name":42,"@type":43},"ahduag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the study on songs and movement for vocabulary teaching?","Question",{"text":63,"@type":64},"The study aims to describe how songs and movement are implemented to teach English vocabulary to third-grade students and how students respond to the approach.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research method and data collection tools are used?",{"text":68,"@type":64},"The study uses a qualitative descriptive design. Data are collected through observation, interviews, and documentation, using an observation checklist and an interview guide.",{"name":70,"@type":61,"acceptedAnswer":71},"What strategies does the teacher apply during the song-and-movement lessons?",{"text":72,"@type":64},"The teacher introduces the topic and vocabulary before playing the song, encourages students to sing and move along, and conducts vocabulary reinforcement activities after the song.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},425369,1791015231,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97,"preview_page_count":4},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","TEACHERS' STRATEGIES USING SONGS AND MOVEMENT TO TEACH VOCABULARY IN ELEMENTARY SCHOOLS  \nAlyah Saputri1, Insan Dinanti2, Mutia Rahmi3, Salsabila Shafiah Zahara4 Suryakancana University, Cianjur, Indonesia  \nABSTRACT  \nThis study aims to describe the strategies used by an English teacher in using songs and movement to teach vocabulary to third-grade students at SDN Cibogo 4. This study employed a qualitative descriptive research design. The participant in this study was an English teacher at SDN Cibogo 4. The data were collected through observation, interviews, and documentation using an observation checklist and an interview guide as the main instruments. The findings revealed that the teacher applied several strategies, including introducing the topic and vocabulary before playing the song, encouraging students to sing and move along, and conducting vocabulary reinforcement activities after the song. The teacher stated that songs help students remember new vocabulary more easily and create an enjoyable learning atmosphere. However, challenges were also found, such as limited instructional time and difficulties in selecting appropriate songs for young learners. Overall, the use of songs and movement was effective in improving students’ vocabulary mastery and classroom engagement.  \nKeywords: teachers’ strategies, songs, movement, vocabulary, SDN Cibogo 4  \nINTRODUCTION  \nVocabulary plays a crucial role in English language learning, particularly for young learners, as it forms the foundation for communication and comprehension. Young learners tend to learn language more effectively when the learning process is enjoyable, interactive, and involves physical engagement. Traditional vocabulary teaching methods often fail to maintain students’ attention, resulting in low motivation and limited retention of new words. Therefore, alternative teaching approaches that align with children’s natural learning characteristics are needed.  \nPrevious studies have shown that songs and movement are effective tools in teaching vocabulary to young learners. Songs provide repetition, rhythm, and meaningful context that help learners remember new words more easily. Additionally, physical movement supports cognitive processing and enhances memory through bodily engagement (Helmi, Sayidah, and Taufik 2024) . A study on teaching English  \nvocabulary through songs and interactive games revealed significant improvement in students’ vocabulary mastery and participation (Meisuri et al., 2025) Similarly, musicbased activities combined with bodily interaction help children develop representational strategies and strengthen language learning through embodied cognition (Fortuna and Nijs, 2020) .  \nThe use of movement in education is closely related to Total Physical Response (TPR), which emphasizes learning language through physical actions. Music and movement pedagogy has been proven to support children’s cognitive, emotional, and linguistic development, making learning more meaningful and engaging (del Barrio and Arús, 2024) . Furthermore, local studies also show that familiar children’s songs combined with movements can improve students’ motivation and vocabulary acquisition in early education contexts (Lestari et al., 2023) .  \nBased on these considerations, this study aims to explore how songs and movement are implemented in teaching English vocabulary to young learners and how students respond to this teaching approach. The research focuses on classroom observation to identify students’ engagement and learning behavior during the use of songs and Total Physical Response (TPR) activities.  \nMETHODOLOGY  \nThis study employed a qualitative research approach to explore students’ learning behaviors, participation, and responses during the teaching and learning process. The qualitative approach was selected because it allows the researchers to gain an in-depth understanding of how young learners interact with learning activities involving songs and Total Phy","cbCaifiCTSafPr2s","https://ap.wps.com/l/cbCaifiCTSafPr2s","pdf",308378,8,"English","# Abstract\n# Introduction\n# Methodology","[{\"question\":\"What is the purpose of the study on songs and movement for vocabulary teaching?\",\"answer\":\"The study aims to describe how songs and movement are implemented to teach English vocabulary to third-grade students and how students respond to the approach.\"},{\"question\":\"What research method and data collection tools are used?\",\"answer\":\"The study uses a qualitative descriptive design. Data are collected through observation, interviews, and documentation, using an observation checklist and an interview guide.\"},{\"question\":\"What strategies does the teacher apply during the song-and-movement lessons?\",\"answer\":\"The teacher introduces the topic and vocabulary before playing the song, encourages students to sing and move along, and conducts vocabulary reinforcement activities after the song.\"}]","TEACHERS' STRATEGIES USING SONGS AND MOVEMENT TO TEACH VOCABULARY IN ELEMENTARY SCHOOLS | PDF",1790637058,20,{"code":4,"msg":82,"data":99},[100,104,108,111,116,121,125,129,133,136,140],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":109,"slug":110},70,"exam",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":114,"slug":115},5,"Comic",60,"comic",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":122,"show_sort_weight":123,"slug":124},"Healthcare",40,"healthcare",{"id":91,"doc_module":4,"doc_module_name":25,"category_name":126,"show_sort_weight":127,"slug":128},"Research & Report",30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":97,"slug":132},9,"Religion & Spirituality","religion-spirituality",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":134,"show_sort_weight":97,"slug":135},"World Cup","world-cup",{"id":137,"doc_module":4,"doc_module_name":25,"category_name":138,"show_sort_weight":137,"slug":139},10,"Lifestyle","lifestyle",{"id":141,"doc_module":4,"doc_module_name":25,"category_name":142,"show_sort_weight":112,"slug":143},19,"General","general"]