Exploring the Use of Picture Cards in Mastering Arabic Vocabulary for Children Aged 4–5 Years

Abstract

Arabic language learning among young children has not yet achieved optimal results, even though early childhood is an effective period for language acquisition. One contributing factor is the limited use of learning media that is appropriate for children's developmental characteristics. This study aims to describe the responses of children aged 4–5 years and to analyze the role of picture cards in Arabic vocabulary learning at Kiddie Home Cikarang Barat. This study employed a qualitative descriptive approach involving 10 children and 1 teacher at Kiddie Home. Data were collected through classroom observations and structured interviews and were analyzed using data reduction, data display, and conclusion-drawing techniques. The results indicate that picture cards play a positive role in the Arabic language learning process. This medium creates a more active, interactive, and enjoyable learning environment, leading to greater enthusiasm and motivation among students. Picture cards help children recognize, remember, memorize, and pronounce Arabic vocabulary more easily through concrete visual representations that align with their cognitive development. Although the number of vocabulary items taught remained unchanged because it was determined by the institution's curriculum, children demonstrated faster comprehension of the introduced vocabulary. The study concludes that picture cards are an appropriate and supportive medium for facilitating Arabic vocabulary mastery among young children.