The Effectiveness of QR Code-Enabled Language Cards in Enhancing English Vocabulary Recognition among Children Aged 5-6 Years

Swantyka Ilham Prahesti, Himmah Taulany, Nufitriani Kartika Dewi

Abstract

Learning English vocabulary in early childhood requires concrete, engaging media that match how young children learn. This study examined the effectiveness of body-part language cards equipped with pictures, pronunciation guides, and quick response (QR) codes linked to pronunciation audio in introducing English vocabulary to children aged 5-6 years. A quantitative pre-experimental one-group pretest–posttest design was applied to 21 children in Group B of TK Kemala Bhayangkari 33 Ungaran. The five-item instrument was valid (r = 0.515–0.745) and reliable (Cronbach’s alpha = 0.676). Data were analysed using descriptive statistics, the Shapiro–Wilk test, a paired-samples t-test, and normalized gain. The mean score rose from 50.95 (SD = 10.32) in the pretest to 70.24 (SD = 9.55) in the posttest, a mean difference of 19.29 points, t(20) = 12.115, p < 0.001, Cohen’s dz = 2.64. The mean normalized gain was 0.40 (moderate), and every child improved. The language cards were associated with a significant and large improvement in English vocabulary recognition, so teachers may consider them an interactive alternative medium, although the absence of a control group calls for cautious interpretation.

Keywords

early childhood; english vocabulary; language cards; QR code; learning media

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References

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DOI: https://doi.org/10.20961/kc.v14i3.128307

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