Teaching Vocabulary to EFL Young Learners Using Flashcards

This study was conducted to determine the improvement of teaching vocabulary to EFL young learners by using flashcards. The researcher uses quantitative methods in TK A “carrot class” at KIDDOS Banda Aceh. In gathering the data, the researcher used the test as a research instrument. The test was divided into two stages, namely the pre-test and post-test. This test was conducted to determine whether there was an increase in vocabulary in students by using flashcards. The results demonstrate a statistically significant improvement in vocabulary scores, with the mean increasing from 7.875 (pre-test) to 9.125 (post-test), supported by a paired t-test (t = 3.726, p = 0.002). The results also highlight the advantages of flashcards, including increased student engagement through visual and interactive activities like Total Physical Response (TPR) as well as the reinforcement of vocabulary retention through multisensory learning. However, limitations emerged, such as challenges in addressing diverse learning needs, the time-intensive nature of flashcard preparation, and insufficient support for auditory learners. The study concludes that while flashcards are an effective tool for vocabulary instruction in early childhood EFL settings, their success depends on differentiated teaching strategies and complementary methods to accommodate varied learning styles