Significant language development differences occur in preschoolers, resolving these differences is a key objective of preschool education because young children's language abilities at the start of school, particularly their vocabulary abilities, are a strong predictor of later academic ability. Storytelling is one of the methods used to teach English, it makes the learning environment more interesting, energetic, and conversational. This study aims to examine storytelling in increasing children's vocabulary. The research method is a case study that uses observation, interviews, and documentation as data collection tools. The participants are an English teacher and seven children aged 4-5 years. Although, many early childhoods English teachers state that one of the weaknesses of children in learning English is a lack of vocabulary mastery because it can hamper the learning process. The findings show that storytelling is effective in increasing children's vocabulary. Vocabulary is the foundation for improving children's ability to speak English, both orally and in writing. Second language vocabulary is important to learn and develop for the quality of early childhood learners in language education. Keywords: early childhood, vocabulary, storytelling References: Agosto, D. E. (2016). Why Storytelling Matters: Unveiling the Literacy Benefits of Storytelling. Children and Libraries, 14(2), 21. https://doi.org/10.5860/cal.14n2.21 Chubb, J., Missaoui, S., Concannon, S., Maloney, L., & Walker, J. A. (2022). Interactive Storytelling for Children: A Case-Study of Design and Development Considerations for Ethical Conversational AI. Int. J. Child-Comp. Interact., 32(C). https://doi.org/10.1016/j.ijcci.2021.100403 Dewi, E. N. F., Hasanah, N., & Nurul, M. F. (2022). Enhancing Students’ Vocabulary Through Story Telling. EDULEC JOURNAL: Education, Language, and Culture. Egan, K. (1989). Teaching as Story Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School. University of Chicago Press. https://books.google.com.mt/books?id=zNdLGAPzQT8C Ekawati, A. D. (2022). The Implementation of Total Physical Response (TPR) to Improve Student’s English Vocabulary During Pandemic. English Journal, 16(1). Fadli, M. R. (2021). Understand the design of qualitative research methods. humanics, [Memahami desain metode penelitian kualitatif]. Humanika, 21(1). Isik, M. A. (2016). The Impact of Storytelling on Young Ages. European Journal of Language and Literature Studies Articles, 2, 3. Kaur, A., Young, D., & Kirkpatrick, R. (2016). English Education Policy in Thailand: Why the Poor Results? In R. Kirkpatrick (Ed.), English Language Education Policy in Asia (Vol. 11, pp. 345–361). Springer International Publishing. https://doi.org/10.1007/978-3-319-22464-0_16 Khudhair, N. K., & Alnoori, B. S. M. (2017). Investigating EFL Preparatory School Teachers’ Perceptions Toward Using Storytelling Technique. Route Educational and Social Science Journal, 4(6). Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting Vocabulary Building, Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language. Ling, N. S., & Abdul Aziz, A. (2022). The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning. International Journal of Academic Research in Progressive Education and Development, 11(2), Pages 845-860. https://doi.org/10.6007/IJARPED/v11-i2/13266 Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: An international publication analysis study. Linguistics and Culture Review, 5(1), 217–229. https://doi.org/10.21744/lingcure.v5n1.1485 McKay, P., & Guse, J. (2007). Five-Minute Activities for Young Learners. Cambridge University Press. https://books.google.co.id/books?id=BWKXLgrSv6gC Mufida, A., & Abidin, M. R. (2021). Designing a Board Game as a Media for Learning English for Children Aged 6-10 Years [Perancangan Board Game Sebagai Media Pembelajaran Bahasa Inggris Anak Usia 6-10 Tahun]. Jurnal Barik, 2(3). https://ejournal.unesa.ac.id/index.php/JDKV/ Noom-ura, S. (2013). English-Teaching Problems in Thailand and Thai Teachers’ Professional Development Needs. English Language Teaching, 6(11), p139. https://doi.org/10.5539/elt.v6n11p139 Pertiwi, A. B., Rahmawati, A., & Hafidah, R. (2021). English Vocabulary Learning Methods in Early Childhood [Metode Pembelajaran Kosakata Bahasa Inggris Pada Anak Usia Dini]. Kumara Cendekia, 9(2), 95. https://doi.org/10.20961/kc.v9i2.49037 Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1), 4. https://doi.org/10.1186/s40723-021-00081-x Stargatt, J., Bhar, S., Bhowmik, J., & Al Mahmud, A. (2022). Digital Storytelling for Health-Related Outcomes in Older Adults: Systematic Review. J Med Internet Res, 24(1), e28113. https://doi.org/10.2196/28113 Sunyakul, N., & Teo, A. (2020). Primary School English Teachers’ Application of Knowledge/Skills from Boot Camp to Their Classroom Teaching Practices and Factors Hindering Their Application. 13(1). Tarigan, H. G. (1986). Menulis sebagai suatu keterampilan berbahasa. Angkasa. https://books.google.co.id/books?id=XXoBtwAACAAJ Thornbury, S. (2002). How to teach vocabulary. Pearson educational. https://books.google.co.id/books?id=5qLkoAEACAAJ Udaya, M. (2022). Using Semantic Maps as A Teaching Strategy for Vocabulary Development. European Journal of English Language Teaching, 6(5). https://doi.org/10.46827/ejel.v6i5.4095 Zu, Y., Cheng, Z., Sun, Q., & Zhao, H. (2021). On the Problems and Countermeasures in English Vocabulary Teaching in Junior Middle Schools. 568.

This study aims to determine the readiness and the challenges of human resources in implementing the MBKM program, using a qualitative descriptive method as a guide in this research process. This study involved several lecturers, teachers participants being observed, filling out questionnaires, and interviewing for data collection needs. It was done in the Education Institution in Kotamobagu, one of the regencies in the North of Sulawesi. The data findings indicate that several lecturers and teachers are ready to implement the MBKM program for several reasons. One of them is an independent system or freedom for students and lecturers or teachers to study and pursue experience in different disciplines and even other universities or schools, likewise with lecturers who can share knowledge in various departments. The problems and challenges found only occur at the beginning of learning, but it provides significant benefits at the end of education.

Due to the importance of technology in pandemic, Indonesias government had prepared education using technology by cooperating with Google to make Akun Pembelajaran to accesses online learning media for teachers and students. However, since the regulation number 23 in 2021 was released and other regions used Akun Pembelajaran, government of Boalemo regency implemented the regulation after 4 months. Additionally, the purpose of this research was to investigate the implementation of Akun Pembelajaran by English teachers in Botumoito junior high schools. There were six schools taken at this research, those were SMPN 1, SMPN 2, SMPN 3, SMPN 4, SMPN 5 and SMPN 6. This research used case study as the method of research. This research focuses on phenomena (Akun Pembelajaran) that are real in Botumoito sub-district junior high schools. This research also used qualitative research as the approach of research and unstructured-interview as the technique of collecting the data. Based on the results of the research, it was found that all the teachers in Botumoito had not implemented Akun Pembelajaran optimally. The implementation was on the subject of storing the data, calculating the students scores, accessing Canva for education, and collecting teaching materials. It was implicated that there was barely facilitation which support the teachers in getting information and practically train the teachers on how to implement Akun Pembelajaran. Therefore, a further training on how to implement Akun Pembelajaran is wisely expected. Adapun mengingat pentingnya teknologi di masa pandemic, pemerintah Indonesia telah menyiapkan pendidikan menggunakan teknologi dengan menggandeng Google untuk membuat Akun Pembelajaran guna mengakses media pembelajaran daring bagi guru dan siswa. Namun, sejak perpres 23 Tahun 2021 dirilis dan daerah lain menggunakan Akun Pembelajaran, pemkab Boalemo baru mengimplementasikannya selama 4 bulan. tujuan dari penelitian ini adalah untuk mengetahui penerapan Akun Pembelajaran oleh guru di SMP Botumoito. Terdapat enam sekolah yang diambil dalam penelitian ini, yaitu SMPN 1, SMPN 2, SMPN 3, SMPN 4, SMPN 5 dan SMPN 6. Penelitian ini menggunakan penelitian studi kasus sebagai metode penelitian. Penelitian ini juga menggunakan pendekatan kualitatif dan wawancara tidak terstruktur sebagai teknik pengumpulan data. Berdasarkan hasil penelitian diketahui bahwa semua guru di Botumoito belum mengimplementasikan Akun Pembelajaran secara optimal. Implementasinya pada pokok menyimpan data, menghitung nilai siswa, mengakses Canva untuk pendidik, dan mengumpulkan bahan ajar. Hal ini berimplikasi pada minimnya fasilitasi yang mendukung guru dalam mendapatkan informasi dan secara praktis melatih guru dalam mengimplementasikan Akun Pembelajaran. Oleh karena itu, pelatihan lebih lanjut tentang bagaimana mengimplementasikan Akun Pembelajaran secara bijaksana diharapan.

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