Sử dụng kể chuyện nhằm tăng vốn từ vựng cho học sinh lớp 4 trường tiểu học quyết thắng

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN THI KIM LIEN USING STORYTELLING TO IMPROVE VOCABULARY FOR THE PUPILS OF GRADE 4 AT QUYET THANG PRIMARY SCHOOL Sử dụng kể chuyện

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES



TRAN THI KIM LIEN

USING STORYTELLING TO IMPROVE VOCABULARY FOR THE PUPILS OF GRADE 4 AT QUYET THANG PRIMARY SCHOOL

(Sử dụng kể chuyện nhằm tăng vốn từ vựng cho học sinh lớp 4

Trường Tiểu học Quyết Thắng)

MASTER THESIS RESEARCH

Field: English Linguistics Code: 8220201

THAI NGUYEN - 2018

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES



TRAN THI KIM LIEN

USING STORYTELLING TO IMPROVE VOCABULARY FOR THE PUPILS OF GRADE 4 AT QUYET THANG PRIMARY SCHOOL

(Sử dụng kể chuyện nhằm tăng vốn từ vựng cho học sinh lớp 4

Trường Tiểu học Quyết Thắng)

MASTER THESIS RESEARCH (APPLICATION ORIENTATION)

Field: English Linguistics Code: 8220201

Supervisor: Dr Bui Thi Huong Giang

THAI NGUYEN - 2018

The writer fully declares that this research paper is composed by the writer herself,and it does not contain materials written or having been published by other people,and that from other references

A THESISUSING STORYTELLING TO IMPROVE VOCABULARY FOR THE PUPILS OF GRADE 4 AT QUYET THANG PRIMARY SCHOOL

Submited by: Tran Thi Kim Lien

Approved by Supervisor,

Dr Bui Thi Huong Giang

The thesis on “Using Storytelling to Improve Vocabulary for the Pupils of Grade 4

at Quyet Thang Primary School” came to completion On this occasion, the writerwould like to thank all those people who have contributed to the completion of thisresearch report

The deepest gratitude and appreciation are extended to Dr Bui Thi Huong Giang,the supervisor who has given her continuous guidance, helpful correction, moralsupport, advice and suggestion, without her valuable support it is doubtful that thisthesis came into completion

The writer’s deepest thank also goes to the following:

1 Mrs Tran Thi Sau as the principal of Quyet Thang Primary School, whohas permitted and given the opportunity to the writer to carry out her study at theschool

2 Mrs Dinh Thi Lien as a teacher of English at Luong Ngoc Quyen PrimarySchool in Thai Nguyen City, Ms Vu Thi Ngoc Anh as a teacher of English at QuyetThang Primary School, who have willingly shared their time to conduct thetreatment and collect some data needed for completing her study

3 The teachers and students at Quyet Thang Primary School, especiallystudents in Class 4A and 4D at the academic year 2017-2018 who have participated

in this study

4 All of the lecturers of The English Department of School of ForeignLanguages, Thai Nguyen University, who have guided and shared their knowledgeduring her academic years

5 Mrs Nguyen Thi Xuan as a teacher of English at Thai Nguyen High Schoolfor the Gifted, for her support, critic and guidance

6 Her beloved parents and her younger brother and her best friends Ha andXuyen for their endless love, support and encouragement

The writer realizes that this thesis is still far from perfect She therefore will beglad to receive any constructive criticism and recommendation to make this thesisbetter.

Finally, the writer expects that this thesis will be useful to the reader whowishes to learn something about teaching methods, especially using Storytelling inteaching English

Thai Nguyen, October 2018

This study aims at improving primary pupils’ vocabulary by using storytellingand find out the impact of using storytelling on young learners’ learning Englishvocabulary It also describes students’ perception and feeling after experiencingStorytelling method This research is action research which was conducted in QuyetThang Primary School in Thai Nguyen City in the second term of the academic year2017-2018 It consists of planning, implementing the action, observing andreflecting The data were gained through tests, observation sheet, questionnaires andinterviews The data attained from those instruments were analyzed using formula

to calculate mean, target of study, questionnaire percentage The data then wereinterpreted descriptively The result of study shows that storytelling can improveyoung learners’ English vocabulary during teaching and learning process Inaddition, it also improves students’ marks in the learning process Furthermore,according to students, this teaching method is considered as a fun, good, stress-lessmethod that helps them to memorize English words easily and makes their learningeasier

Key words: storytelling, vocabulary, young learners

TABLE OF CONTENTS

DECLARATION i

ABSTRACT iv

TABLE OF CONTENTS v

LIST OF TABLES vii

LIST OF CHART viii

LIST OF DIAGRAMS ix

CHAPTER 1 INTRODUCTION 1

1.1 Background of the study 1

1.2.Objectives of the study 3

1.3 Research Questions 3

1.4 The scope of the study 3

1.5 Organization of the study 4

CHAPTER 2 LITERATURE REVIEW 6

2.1 Theoretical Framework 6

2.1.1 Teaching and learning a foreign language in elementary schools 6

2.1.2 Characteristics of Young Learners 7

2.1.3 The importance of vocabulary in teaching and learning foreign languages

8 2.1.4 Storytelling in the classroom 10

2.1.4 Storytelling in teaching vocabulary 11

2.1.5 The Steps to Implement Storytelling 12

2.2 Previous studies on the use of storytelling to improve vocabulary for young learners 14

CHAPTER 3 RESEARCH METHODOLOGY 20

3.1 Research Questions 20

3.2 The study design 20

3.3 Participants 21

3.4 Materials 21

3.5 Teaching Procedure 22

3.6 Research Procedure 23

3.7 Data collection instruments 26

3.8 Data analysis 27

3.9 Indicators of Success 29

CHAPTER 4 FINDINGS AND DISCUSSION 31

4.1 FINDINGS 31

4.1.1 Observing 31

4.1.2 The Questionnaire Findings 36

4.1.3 The Semi-structured Interview Findings 42

4.2 Discussion 42

4.2.1 Students’ Activities 42

4.2.2 Students’ Grade 43

4.2.3 Discussion of the Result of the Questionnaire and Interview .44

CHAPTER 5 CONCLUSION AND SUGGESTION 47

5.1 Conclusion 47

5.2 Suggestions 48

REFERENCES 51 APPENDIX 1 I APPENDIX 2 IX APPENDIX 3 XI APPENDIX 4 XV APPENDIX 5 XVI APPENDIX 6 XVII APPENDIX 7 XVIII APPENDIX 8 XIX APPENDIX 9 XXVI

LIST OF TABLES

Table 4.1 Pupils’ activities in the teaching-learning process 31Table 4.2 Students’ grade achievement in the pre-test 33Table 4.3 Students’ grade achievement in the post-test 35Table 4.4 Pupils’ perception and pupil’s feelings of personal enjoyment afterexperiencing Storytelling method 37

LIST OF CHART

Chart 4.1 Pupils’ activities in the teaching-learning process 32

LIST OF DIAGRAMS

Graphic 4.1 The target of the study in the pre-test 34

Graphic 4.2 The target of the study in the post-test 35

Graphic 4.3 Storytelling is fun 38

Graphic 4.4 Storytelling as a useful method 39

Graphic 4.5 Storytelling as a teaching method 39

Graphic 4.6 Storytelling makes happy 40

Graphic 4.7 Storytelling gives benefits 41

Graphic 4.8 Storytelling gives pressure 41

CHAPTER 1 INTRODUCTION

This chapter presents the introduction of the study It is divided into five parts:the background of the study, the objectives of the study, the scope of the study, theresearch questions, the significance of the study and organization of the study

1.1 Background of the study

Language plays a very important role in social relations among human beings

It is a medium of communication which enables people to interact, converse, andalso to share with others The most important language in the world is Englishbecause it is considered the primary international communication It is the reasonwhy so many people want to study and conquer it Learning a foreign languageespecially English as an international language has become more important infacing the globalization Everyone has to be able to communicate with foreignersbecause there will be no boundaries among the countries Vietnam, that is located in

a strategic area, is getting a strong effect of this phenomenon Ordinary peopleespecially the old generations might not feel the direct effect caused by theglobalization However, the young learners have to be ready as the next generationwill be responsible for their better future to get new knowledge and facing theglobalization improvement To be able to communicate well, people will need theselection of English words known as vocabulary Therefore, it is important for thepupils to learn vocabulary as the basic competence to learn those four skills inEnglish as Cameron (2001) states that vocabulary is a base to the learning of alanguage at the initial level

Nowadays, English is one of the compulsory subjects taught to young learners

in primary schools from grade 3 in Viet Nam Different techniques are also used byteachers for young learners, such as teaching vocabulary through lists, translation,synonyms, antonyms, contexts, and so on Unfortunately, the techniques above arenot interesting for young learners Those techniques are too traditional to teachyoung learners in this globalization era Based on the researcher’s pre-observation

at the beginning of the school year 2017-2018 in Quyet Thang Primary school, itwas found that the pupils got problems in learning English especially vocabulary.First, the pupils got difficulties to understand the vocabulary that was learned andthe class was not fun and enjoyable since the teacher use conventional techniqueslike translation and memorizing vocabulary lists Second, to teach vocabulary,teacher’s creativities, appropriate methods, and the variation of the activities arerequired especially for young learners Therefore, it is a challenge for teachers ofyoung learners to think creatively in teaching vocabulary to find activities whichprovide a fun and enjoyable situation It is agreed that if pupils are learning in a funand enjoyable situation, it will be easier for them to understand and catch thematerials Concerning on that, the use of alternative activities is needed, andstorytelling is one of the activities that can be used in teaching vocabulary to younglearners.

Additionally, storytelling has proven to be very popular among younglearners Storytelling is an essential element in primary education as it appeals tochildren’s imagination and encourages positive attitudes towards learninglanguages Cameron (2001: 159) states “Stories offer a full imaginary world,created by the language, which allows learners to enter and enjoy as they learn alanguage” From the statement, it can be concluded that storytelling offers anenjoyable learning situation In such an enjoyable and fun situation, pupils maylearn better because they will be highly motivated to be involved in teachinglearning process

The researcher chose the topic using storytelling to improve vocabularybecause she believes that stories are important not only in our mother tongue butalso in learning foreign languages Children enjoy listening to stories which arefamiliar with narrative conventions, and they can make predictions about what willhappen next Stories are an ideal introduction to the foreign language as theypresent language in a familiar and memorable context Stories could help learners inlearning and it could be more fun

A lot of books were written about story-telling and young learners, but theresearcher would like to concentrate her work on her fourth-grade pupils at QuyetThang Primary School because she has mostly worked with them and theirbeginning position still needs much attention Besides that, because they are in thesecond stage beginning period of learning English, their vocabulary achievementshould be more concerned Therefore, based on the explanation above, this researchwas conducted in the level of the fourth-grade pupils in order not only to teachvocabulary in different techniques from the early stage but also to find out pupils’responses toward the use of storytelling in the teaching of English vocabulary.

From the clarification above, the researcher takes the storytelling as the topic

of this research That is the reason why she chooses the title for this thesis “Using

storytelling to improve vocabulary for the pupils of grade 4 at Quyet Thang Primary School” in the second term of the academic year 2017-2018.

1.2.Objectives of the study

The purposes of the study are to improve primary pupils’ vocabulary by usingstorytelling and find out the impact of using storytelling on young learners’ learningEnglish vocabulary

1.3 Research Questions

Once having determined the general topic area of research, my researchquestions are formulated as follows:

1 How can storytelling improve vocabulary for primary pupils?

2 How are the student’s responses to learning vocabulary through storytelling?

1.4 The scope of the study

In the school year 2017-2018, the researcher was designated to teach English

to the fourth-grade pupils at Quyet Thang Primary in Thai Nguyen City In facts,there are many techniques and methods used to improve pupils’ vocabulary andthere are also a variety of ways of using storytelling in improving other skills.However, regarding her mentioned pre-observation of pupils and the limit of thethesis, the researcher is going to focus on improving student’s vocabulary by usingstorytelling and describe the student’s perception and feeling after experiencing

storytelling method This study uses action research applying in the second term ofthe school year 2017-2018, which consists of planning, implementing the action,observing and reflecting.

1.5 The significance of the study

The findings of the study will provide the effectiveness of using storytelling toincrease the fourth-grade pupils’vocabulary in Quyet Thang Primary School It isalso a strong base to carry out in other primary schools in Thai Nguyen and otherplaces in Viet Nam to enhance student’s vocabulary at a higher level by usingstorytelling

Hopefully, the research findings can give some benefits; those aretheoretically, methodologically, practically First, theoretically, this research isexpected not only to be a source for other researchers in their paper but also toprovide knowledge in implementing other teaching methods to teach English.Second, methodologically, the research finding can be the choice for teachers toapply the appropriate method in improving their teaching and learning process aswell as their teaching and learning quality Third, practically, elementary pupils canlearn English vocabulary in an interesting way and for the school can develop thequality of teaching-learning process especially in foreign language The result ofthis study is also expected to be beneficial for the students in finding out theeffective ways to solve their difficulties in learning English The writer expects thatthis study will give contributions to other teachers in primary school to the use ofStorytelling as an alternative method in teaching English, especially in teachingvocabulary

1.5 Organization of the study

Chapter 1 is Introduction which consists of the background of the study,objectives of the study, scope of the study, the significance of the study andorganization of the study

Chapter 2 is Review of related literature which discusses teaching and learningforeign language in elementary schools, characteristics of young learners, theimportance of vocabulary in teaching and learning foreign languages, Storytelling in

the classroom, Storytelling in teaching vocabulary, the steps to implementstorytelling and several previous studies on the use of storytelling to improvevocabulary for young learners.

Chapter 3 is Research methodology which consists of research questions, thestudy design, participants, materials, and procedure, data collection instruments,techniques of data analysis and indicators of success

Chapter 4 describes the result of the study It consists of research findings anddiscussion Then, chapter 5 is the conclusion and suggestions of the research

CHAPTER 2 LITERATURE REVIEW

This chapter discusses theoretical framework that focuses on teaching andlearning a foreign language in elementary schools, characteristics of younglearners,the importance of vocabulary in teaching and learning foreign languages,Storytelling in the classroom, Storytelling in teaching vocabulary, the procedure ofteaching with storytelling technique and several previous studies on the use ofstorytelling to improve vocabulary for young learners

2.1 Theoretical Framework

2.1.1 Teaching and learning a foreign language in elementary schools

Most people in Viet Nam learn a foreign language to improve their knowledgeand get a good occupation Teaching and learning a foreign language starts at anelementary school; lately some of the kindergartens have been also applying it asone of the core subjects Language is something must be learned for every peoplenot only taught by the teacher at school Language is the development of newassociations about it as a result of experience Learning a foreign language is noteasy as learning mother tongue In learning a foreign language, the learners willmeet many kinds of problems dealing with vocabulary, pronunciation, and how toarrange words into a good sentence That is rather different from the learner’smother tongue They should be serious in learning English because it is in need ofphysical, emotional response, intellectual, and motivation There are some factorsthat should be considered in teaching English such as ability, age, need, nativelanguage, and previous language experience In this case, the teacher can do anobservation on their pupils to know student’s personality and to be successful inteaching-learning In the term of classroom context, an implication is pupils needopportunities to use and experiment with the new language Student’s mistake isnatural and as part of learning When pupils are released their mistake it will beexperienced for them This principle suggests that the habit formation interferenceview is not sufficient and that activities require children to try out their English in

order to accomplish it Teaching learning process in elementary school should giveopportunities for them to use English in the everyday context The student canpractice, applying their new knowledge in listening, speaking, reading, and writing.Therefore, the teachers, as well as the researcher, should bring pupils in real lifesituations so they will understand the material easily.

2.1.2 Characteristics of Young Learners

One of the characteristics of young learners is curiosity They are eager toknow deeply about everything in their environment They always make questions tothe teachers to explain why something happened and so on Telling a story is one ofthe strategies to improve their curiosity with their great attention They have theirown characteristics in learning a new language Young learners are often moreenthusiastic and lively than adult learners However, they also lose interest andmotivation more quickly especially when they find difficulty in doing their exercise

or learning in long hours Therefore, they need to be involved more in activities thatallow them to be active in order to keep them alive during a class time Theactivities must contain fun things, such as team or individual games, role-playing,and physical activities

As Harmer (2001:40) indicates that adult learners are rich of experiences andmore aware of learning process such as the goals that they should achieve at the end

of the study, so young learners need to experience things by themselves throughseeing, hearing, or imitating the world around them Since young learners areenthusiastic, in case of the learning process, the teacher should make their classalive to avoid boredom Giving young learners a chance to get involved and tointeract during class time enriches their experience and knowledge In short, theteacher has to adjust the teaching method and the material to young learners need.Furthermore, Slattery and Willis (2001:4) cited in Rosaria (2014:14) alsorevealed that young learners as individual who develops quickly and learnseverything around them by observing, listening, imitating and doing things Theyare excellent in imitating sound quite accurately and speak the way adult speak.They ignore the grammar rules and explanation They try to understand the situation

based on their point of view and deliver their thought spontaneously Naturally, theywant to know every single thing and play their imagination to picture what theythink Besides, young learners love physical activities, body movement and gesture

to understand the meaning Although it is delighted working with them since theyenjoy the routine and repetition, the teacher should maintain their mood byattracting their attention continually using fun teaching method to teach materialbecause they get bored easily

Based on the explanation above, it is very natural that young learners like toplay very much or use their imagination to see the world Basically, they enjoylearning everything by watching, listening, and doing plenty of activities as long asthe teacher keeps their mood to not get bored and motivates them to do what theyshould do in a class They are also very good imitator They listen and imitate thesound of language more accurately than adult learners Since children are stilldeveloping their understanding through their real life, the teacher should not expectthem to comprehend the grammatical rules accurately and should not give acomplicated explanation For example, teachers should avoid explaining the pastsimple tense when they tell their students a story It is hard for them to imagine theconcept of time in the tense

2.1.3 The importance of vocabulary in teaching and learning foreign languages

Language is used to communicate ideas and experiences Vocabularies areunits of language that express our experiences It means that in teaching a foreignlanguage, the teacher must teach words firstly in which pupils know very well tomake pupils express the most common of their experience The experiences ofyoung pupils usually surround them The vocabulary connected with these activitiesand experiences can be taught to pupils without facing too much difficulty Ifvocabulary taught unknown by pupils, they will try to find the meaning becausethey will need to use it often There are three matters that teachers must rememberwhen they teaching vocabulary (a) Words are not only important in meaning butalso in their distribution with other words It must remember that (b) words havemany meanings Only one or a few of these meanings are the same in two

languages Pupils learn languages (including their native language) on two levels;the level of understanding and the level of production Therefore, in teachingvocabulary, the teacher must always remember to make the differences between, (c)words taught to be understood by the children or words taught to be used by them.According to Rivers as quoted by Nunan (1991:117), he argued thatacquisition of an adequate vocabulary is important for success in second languageuse because, without vocabulary, pupils are unable to use structure and functions.The pupils may have learned it for comprehensible communication Vocabularyacquisition does not seem to be slowed down by age in contrast with thedevelopment of other aspects of the second language such as pronunciation Todayvocabulary acquisition is more important to develop than grammar mastery,especially for children Children who know hundreds of words are able to use insentences or in all language skills It is the units to express ideas for them so thatvocabulary must be taught at first It can be learned in a given is restricted and fromthousands of vocabulary some must be chosen for teaching and some must be leftout In case pupils are mastery of grammar, they can express a little bit but pupilswho master kinds of vocabulary they can express about anything If pupils spendtheir time just to learn about grammar, their English will not improve very much,but if they learn much of the vocabulary they will get most of the improvement Itmeans that pupils who have much vocabulary items they can express their ideas andcan mastering of English skill easily.

Nasr (1972:12) argued that in teaching vocabulary is important to make pupilsunderstand and practice by using words in the correct situation Learning themeaning of the words into student’s mother tongue may not show successfulbecause when pupils learn English and involved with their mother tongue they willconfuse and break their concentration in learning it Therefore, the teacher should

be aware of language use in class and try to explain in the target language simplyfor pupils to understand

A problem faced by teachers is which one of these multiple meanings should

be taught for their pupils and in what order Pupils must learn the strict meaning of

words as they are used in special sentences and in a certain situation Finocchiaro(1974:87) suggests that student’s vocabulary can be divided into two kinds, namely:active vocabulary and passive vocabulary Active vocabulary refers to pupilsunderstanding it They can pronounce correctly and use them constructively inspeaking or writing Active vocabulary is appropriate for the intermediate pupilsbecause to improve their oral skill The teacher can help them to enrich activevocabulary by applying an appropriate method In another side, passive vocabulary

is kinds of words in which pupils can understand about it when they are readingsome English text, listening in a target language Actually, passive vocabulary isappropriate for the advanced learner because they had mastering active vocabularyfirst before starting to learn passive vocabulary From these things, it can berecommended that words to be taught in the fourth-grade must be carefully chosen

on the basis of greatest usefulness Pupils should be assisted to remember newwords, not only by all language skills used in a classroom but also providing a largenumber of activities in the child’s mind between new words and old words alreadyknown The teacher can explain the differences between active vocabulary andpassive vocabulary clearly and design the tests which can evaluate the pupil’sknowledge and skills, especially evaluate the pupil’s improvement on vocabulary

2.1.4 Storytelling in the classroom

Generally, “Storytelling is the art or craft of narration of stories in verse and/orprose, as performed or led by one person before a live audience; the stories narratedmay be spoken, chanted, or sung, with or without musical, pictorial, and otheraccompaniment and may be learned from oral, printed or mechanically recordedsources, one of its purposes may be that of entertainment” (Wright, 1995:4)

Stories can be used in ESL learning to teach the language, to entertain, and toopen a window on cultures When using stories in the classroom, teachers shallconsider the importance of the story, the characteristics of a good story, and thetypes of stories which are most suitable for the pupils being taught

Teaching English through stories needs good technique According to Wright(1995:10), “the teacher should consider technique before telling the story, the ways

of the beginning, the manner, the voice, the language, the accent, and the body”.Teachers can use stories to teach language and to introduce other subjects such asculture and society Stories from around the world are excellent to use in theclassroom, but teachers also need to use stories from the pupils’ own culture andheritage which can be extracted from pupil’s textbooks.

Moreover, Grugeon and Gardner (2000) encourage the use of storytelling inthe language classroom as stories not only help pupils to develop reading andwriting skills but also contribute to their emotional development Ellis and Brewster(1991:1-2) enumerate the following reasons why stories provide “an idealintroduction to the foreign language” One of the main reasons is that stories helpdevelop positive attitudes towards language learning because they are motivatingand fun Stories also exercise the imagination, and consequently, help develop thelearner’s creative power Besides, stories bring together the imagination to the realworld, enabling children to make sense of their everyday lives Stories encouragesocial and emotional development as listening to stories in the classroom is a sharedsocial experience Stories foster the acquisition of language items and reinforcement

of vocabulary through natural repetition of both vocabulary and structures incontext Storytelling not only provides learners with the opportunity to practice oralfluency and extended discourse but it also contributes to the learning process in theschool curriculum by reinforcing thinking strategies such as classifying, predicting,risk-taking, and by developing strategies for learning English as well as study skills.Stories can also be used to teach values or convey a moral or a real, goodexperience of the past That reminds the researcher of selecting the stories bringingmoral values for pupils in their daily lives

2.1.4 Storytelling in teaching vocabulary

Many ways have been used to teach vocabulary, in order to improve pupils’vocabulary mastery in learning languages Not only methods applied by the teacher

in order to improve pupils vocabulary mastery but also appropriate medium inlanguage teaching such as role play, picture, games, cards, etc One of the methods

in which closely related to children is applying storytelling in teaching vocabulary

Storytelling can improve pupils’ interest in learning and use their imagination tounderstand the story Almost all pupils will need stories which give practice ineveryday English Storytelling is often associated with elementary student’seducation It not only assists to teach children in a good way but also to improvetheir interest in particular things By telling a story, it can give part of learning it isthe memory Memorization is needed in language learning especially vocabulary.

To get successful in teaching vocabulary by applying storytelling, the teachershould consider some essential points such as reading the story several times,analyzing the story in terms of words, pictures, massages, appropriateness forchildren or not and looking for the background and cultural meanings Moreimportantly, the teacher should visualize the words, imagine sounds, facialexpression, body movement, clearly so that pupils can see and understand itcorrectly Besides, teachers must know the good story for their children in whichsome characteristics of it in teaching vocabulary are required as a single theme,clearly defined along with a well-developed plot and appropriateness to listeners.The teachers should describe the characters and settings, help pupils sympathizewith the character’s feelings and always kept the stories brief and simple

To sum up, there are many things for the researcher to consider when applyingstorytelling in teaching vocabulary All the given tips above will give the researcher

a good orientation in using storytelling to improve student’s vocabulary for theresearcher’s later study

2.1.5 The Steps to Implement Storytelling

It is important to establish some different types of storytelling that can be usedfor the implementation of vocabulary learning techniques There are digitalstorytelling proposed by Harley and McWilliam (2009), story theater proposedHines, M (1995) and Total Physical Response Storytelling proposed by Ray (2006)Because of lack of technological resources and the participants’ length ofvocabulary and skills, the researcher chose the TPR Storytelling method as it isrelevant and meaningful for the research due to its structure, steps and components

as well as appropriateness for the population, cognitive development and the

purpose of the research According to Susan Gross (2007) TPRS is implementedthrough three main steps: show or establish the meaning of new vocabularystructures via visuals and verbal explanations, tell which is referred to the step inwhich teachers provide contextualized comprehensible input that is focusedprimarily on the day’s new vocabulary and the final step that consists of activities ofextensive reading following the stories Obviously, TPR storytelling is a flexiblemethod that can be adapted to the age and level of the students in order to developthe procedures Also, it is well structured given the fact that it follows a sequence ofthe learning process (show, tell, read) and pupils can learn in a didactic environmentthat provides visual material and comprehensible input.

In his research, Brune (2004:22-23) divided storytelling into seven steps.Adapted from his seven steps to implement TPR storytelling, the researcher wouldlike to use these steps in applying different storytelling techniques to suit theresearch objectiveness The seven steps are also divided into three stages ofimplement storytelling, which the researcher designed in the lesson plans In thepre-storytelling stage, the teacher will arrange the classroom for storytelling Thefirst step is introducing the target vocabulary of the day During this step, theteacher teaches the vocabulary using different kinds of techniques such as gestures,miming, using pictures These are prepared by the teacher in advance In the secondstep, the teacher assesses the students by asking whether they understand or not orgiving total physical response command and observing the students to make surethey know the corresponding gestures

When the teacher is confident that the students already master the vocabulary,she can move on to the next step called “Personalized Mini-Situation” and thisstep is in the while-storytelling stage In the while-storytelling stage, the teacherintroduces the stories While reading them, the teacher directs the participants’attention to the PowerPoint presentation which includes the visual representation ofthe story to facilitate the comprehension process The teacher introduces the story

by making comments, gestures, and by asking the participants about it in order toassess their prior knowledge While telling the story, the teacher asked the

participants to point to the words and to show the pictures to make connectionsbetween the story and illustrations In this step, the teacher tells a story using thetarget vocabulary of the day as well as asks questions about the story in order tocheck students’ comprehension The fourth step, the teacher repeats the story and

asking more questions while acting out the story Then, in the fifth step, students

have an opportunity to retell the story instead of the teacher This can be done in avariety of ways, ranging from a single student retelling the whole story, retelling inpairs, or having students take turns telling individual sections of the story

In the post-storytelling stage, in the sixth step, this can be done in a variety ofways, ranging from a participant retelling the whole story, retelling in pairs, orhaving participants take turns telling individual sections of the story Then, in thelast step, the teacher plays vocabulary games with the participants and asks them torole-play the story by memorizing the dialogues

According to Curtain and Dahlberg (2004), this can help improve theproficiency level of the pupils to a great extent, as it can help the acquisition ofdifferent grammatical points along with the new words In short, we expect usingstorytelling can have a positive impact on improving pupils’ vocabulary and theirperception and enjoyment of learning English especially learning vocabulary

2.2 Previous studies on the use of storytelling to improve vocabulary for young learners

In facts, there are many previous studies related to using storytelling toimprove vocabulary for young learners that the researcher expected to consider allthe mentioned studies in the study design and anticipate the problems that she mightdeal with on her later study

Andriyanti (2011) in her study researched storytelling to improve vocabulariesfor the 6th-grade pupils in Nurul Huda Islamic Elementary School 20 pupils in Aclass of six grade in Nurul Huda Islamic Elementary School, Indonesia involved inthe research The research was designed by questionnaires, observation during andafter the treatment and using pre-test and post-test before and after the treatment.The data were analyzed using the t-test and descriptive analysis Based on the

results and observations, there was a significant improvement in the vocabularies ofthese pupils after the treatment by using storytelling Therefore, by designing thestudy, the researcher expected after using storytelling, pupils can improve theirvocabulary in learning English.

Soleimani, et.al (2013) conducted a study to examine whether storytelling canaffect children’s vocabulary learning in English Thirty-one pupils from twodifferent preschools named Nininaz and Dadafarin preschool and kindergartens inIran with the same language system and the same level of English proficiencyparticipated in the research All pupils were six years old and had learned English as

a foreign language This study employed a one group pretest-post-test experimental design, the pretest and posttest were the same with 30 vocabularypicture test items related to both pupils’ current course book vocabulary itemswhich were familiar with them and the new items related to the “The three bears”storybook For data analysis, paired t-test was used and it was revealed thatstorytelling might enhance the achievement of vocabulary items, and consequently,

quasi-it might bring up a posquasi-itive effect on children’s vocabulary learning Drawing onthe results of this study, it is a strong base for the researcher to believe thatstorytelling can bring a positive effect on the pupil’s learning vocabulary

A research was carried out by May Ali (2014) with 40 eight-year-old Primarypupils -the third year primary stage participated in the study in the second semester

of the academic year 2012-2013 This three-week experiment tried to explore theeffects of Digital Stories on Vocabulary learning by Iraqi young learners at primarylevel at Al-Imams’Ali private primary school for girls in Iraq Pupils at such schoolsbegan to study English at the age of 6, so they were ready to receive EFLinstructions at the age of 8 The research also divided the participants into twogroups, experimental and control group with 20 pupils in each group Both groupshave the same EFL teacher, so one teacher participated in the study The threedigital stories are selected from the Kinder Site Project ( www kindersite co m )according to the difficulty (suitable for 8-year-old pupils) The teacher’s weeklydiaries, the researcher’s classroom observations together with a final test were all

created and designed as quantitative and qualitative research tools for gatheringrelevant data As a result, the higher performance of the experimental group to thecontrol group indicated that the use of digital stories promoted vocabulary learningand development Based on this study, the researcher should consider using the datacollection instruments to gather the data for the research and use storytellingflexibly in the research.

Especially, Rosaria (2014) conducted research is action research whichconducted in SD Negeri Mlatiharjo 01 Semarang This study aims at finding outwhether Total Physical Response (TPR) Storytelling can improve teacher’s skills,students’ activities, and students’ grade in teaching and learning process It alsodescribes students’ perception and feeling after experiencing TPR Storytellling Itcontains two cycles and each cycle consists of planning, acting, observing, andreflecting The data were gained through observation sheet, questionnaire, and test.The data attained from those instruments were analyzed using formula to calculatemean, target of study, questionnaire percentage The data then were interpreteddescriptively The result of study shows that TPR Storytelling can improveteacher’s skill and students’ activities during teaching and learning process Inaddition, it also improves students’ grade Furthermore, according to students, thisteaching method is considered as a fun, good, stress-less method that helps them tomemorize English words easily and makes their learning easier

Kalantari and Hashemian (2015) conducted an investigation into the effects ofthe storytelling approach on improving EFL learners’ vocabulary There were 60upper-beginner EFL learners (out of a population of 134) being selected by means

of an OPT test (One-Time Password Test) and were assigned to 2 groups: 1experimental and 1 control group, each with 30 participants They were between 8and 14 years old and had already registered for English classes in Paya LanguageCenter, Isfahan, Iran Based on the units of Backpack books – taught in PayaLanguage Center- some stories were prepared and adopted by the teacher/researcheralong with a visual presentation using PowerPoint Software In carrying out thestudy, the participants were taught the key vocabulary via pictures and gestures

After they identified the new words, the teacher started telling and introducing thestories While reading the stories, the teacher directed the participants’ attention tothe PowerPoint presentation that included the visual representation of the story tofacilitate the comprehension process After the treatment, there was a post-test toassess the participants’ improvement Results of data analysis revealed that thestorytelling approach to teaching vocabulary proved effective for the experimentalgroup All the experimental group participants experienced a significantlymeaningful increase in their vocabulary compared to the control group There wasalso a boost in the interest rate of the experimental group participants in terms ofmotivation From this research, the researcher should be aware of implementing thestorytelling method using suitable visuals and techniques in her study.

Farizawati (2016) investigated the effect of using the storytelling technique forteaching vocabulary to the fifth-grade pupils at Primary School, SDN 1 PeukanPidie, Indonesia The main purpose of the study was to answer the research problemthat whether there is any significant difference in learning vocabulary betweenpupils taught by using the storytelling technique and those taught by memorizingwords techniques To deal with the problem, the study involved all the fifth-gradepupils at Primary School, SDN 1 Peukan Pidie, Sigli, and two classes were taken asthe sample, one as the experimental class and the other as the control one In thisstudy, the researcher used an experimental research method and the data wascollected through a test as the instrument The materials were adapted from thetextbook “Fun with English” (Muhammad, et al.,2004) and “Grow with English”(Mukarto, et al., 2004) The experimental class was taught using StorytellingTechnique, whilst the control class was taught by memorizing words A pre-test and

a post-test were used to collect data Data from this study was analyzedquantitatively using statistical processes Consequently, the mean score of the post-test from the experimental class was significantly higher than that from the controlclass (77> 65) Additionally, the result of the t-test from the experimental class washigher than that from the control class (10.98> 7.45) These results showed that thepupils taught using the Storytelling Technique achieved the better score than those

taught by using the memorizing words technique That’s relevant evidence that the research can apply storytelling in her research in Viet Nam.

Rusiana, along with Nuraeingsih (2016) conducted a classroom actionresearch that consists of two cycles of teaching storytelling (Total PhysicalResponse Storytelling) Using S, teachers told two stories which are “CrocodileTears” in cycle 1 and “The Very Hungry Caterpillar” in cycle 2 and then pupilsacted those stories out The participants of the research were 20 grade-two pupils in

a private elementary school in Kudus, Central Java, Indonesia Three instrumentsused to collect data were testing, observation, and questionnaire The result of theresearch shows that the use of storytelling can improve the student’s vocabularymastery Therefore, the teachers are expected to make use of other stories byconsidering vocabularies that meet with the syllabus and the pupils’ need From thesuggestion of this study, the researcher chose other stories not only from pupil’stextbook but also from the internet in her research

Klawharn, et al (2017) designed a study to investigate the effectiveness of thestory-based instruction in enhancing vocabulary learning The participants wereeighty sixth-grade pupils who studied English as a foreign language in the secondsemester of the academic year 2016 at Wat Rattnaram School in Thailand and theywere divided into two groups: an experimental group and a control group Theexperimental group was taught vocabulary by using the story-based instruction whilethe control group was taught by using school-based instruction The researchinstruments included an English vocabulary test, lesson plans, and questionnaires asemi-structured interview to study pupils’ opinions on vocabulary teaching throughthe story-based instruction Mean scores, standard deviations, t-test analyses wereused to analyze the data The results revealed that using the story-based instructionhad a positive effect on pupils’ vocabulary learning

Regarding previous studies on related problems, the researcher reaches someendpoints To start with, the above studies were carried out by different researchers

in different areas around the world and focused on the young learners Most of thesestudies employed an experimental research method, which divided the participants

into two groups: an experimental group and a control group Data from thesestudies were mostly analyzed quantitatively using statistical processes, mean scores,standard deviations, t-test analyses Additionally, data collection instruments wereoften in the forms of pre-tests, post-tests, questionnaires, observations, andinterviews As the results, all the experimental group participants experienced asignificantly meaningful increase in their vocabulary compared to the control group,

so that they revealed the significance of using storytelling to enhance younglearners’ vocabulary Remarkably, these studies did not claim that storytelling wasthe only teaching strategy that enhances the potential of learning new words nor didthey claim to generalize to other groups of pupils in different levels and contexts Inaddition, there had not been any researches in Viet Nam about the use ofstorytelling in learning vocabulary for primary pupils so far, so that it is also a verynew aspect that the researcher wanted to carry out in her study Consequently, in thestudy, the effectiveness of using storytelling in improving pupil’s vocabulary alongwith their perception and feeling about storytelling were investigated

The literature has enabled the researcher to address her research questions intoproviding a background of what to expect from the outcomes of her research andinto exploring ways in which the researcher might make the most of theopportunities given so as to evaluate the efficacy of storytelling in improvingvocabulary for young learners, especially for the fourth-grade pupils

CHAPTER 3 RESEARCH METHODOLOGY

This chapter presents the research methodology consisting of researchquestions, the study design, participants, materials, teaching procedure, procedures

of research, data collection instruments, data analysis and indicators of success

3.1 Research Questions

Once having determined the general topic area of research, my researchquestions are formulated as follows:

3 How can storytelling improve vocabulary for primary pupils?

4 How are the student’s responses to learning vocabulary through storytelling?

3.2 The study design

The study design is action research because of its practical benefits to thestudy It is a process, in which participants examine their own educational practicesystematically and carefully, using the techniques of research

According to Arikunto (2009) cited in Rosiaria (2014:26), an action research

is used to refer to the teacher-initiated classroom investigation which seeks toincrease the teacher’s understanding of classroom teaching and learning and tobring about change in classroom practices This action research is conducted tobring about the change in the classroom The change obviously brought a betterquality in the teaching-learning process.conducting a classroom action researchinvolves four steps planning, action, observation, and reflection Besides, theresearcher can do teaching and researching at the same time She can apply andevaluate new teaching methods and techniques to make better changes in her ownclassroom contexts

A quantitative approach was chosen for collecting data to achieve theobjectives stated earlier Quantitative data were obtained from the observation sheetand questionnaire sheet Students’ activities are being observed through thisinstrument as well as included how they behave during their teacher explaining the

material Other data came from the questionnaire sheet The format of thequestionnaire is designed as a 5-point Likert Scale There were interviews tosupport the questionnaire findings In short, any occurrences and changes happenedduring class activities refer to qualitative data Quantitative data also refers tostudents’ English score obtained from both in the pre-test and in the post-test.

3.3 Participants

The study was conducted in two classes 4A and 4D There were 30 pupils ineach class in the second term of the academic year 2017-2018 at Quyet ThangPrimary School These pupils have already learned English at the grade 3, so theyare rather familiar with the simple English instructions in the classroom and theycan understand the simple dialogue and stories related to the contents they hadexperienced in English Textbook, known as the second level of the three-levelEnglish Textbook series for Vietnamese primary school pupils learning English,following the curriculum approved by the Ministry of Education and Training inAugust 2010, which covers a communicative, theme-based and learner-centeredapproach to the basic English language skills, with emphasis on listening andspeaking for early levels Some of the pupils in both classes are attending someextra-lessons in English Centers in Thai Nguyen However, the number of thesepupils is equal in both classes (5 pupils in each class) Related to the final first testresults, the pupils in both classes got from 5 to 10 marks in both skills In general,they have the same English teacher and the same English books at the same level(basic)

3.4 Materials

Choosing teaching materials is of great importance The materials not onlymust be appropriate to the level of the majority of learners in a class but they alsoneed to be communicative in nature In the study, the series of the story “Cat andMouse” from the textbook were taught in both classes Hence, it is easy for teachers

to find supplementary tasks for the sections they need Besides, they were taughtthree more stories “Goldilocks and the Three Bears”, “The Tortoise and the Hare”and “The Lion and the Little Mouse”

In the pre-storytelling stage, the teacher arranged the classroom forstorytelling This stage is an introduction and orientation to the story, with the task

of generating student’s interest, facilitating comprehension, and build confidence.Before reading the stories, the participants received interesting and comprehensibleinput through the teacher’s talk, games, reading, and listening activities which helpsthem to become familiar with the new language These are prepared by the teacher

in advance During this time, the participants learnt the key vocabulary via picturesand gestures Once the participants identify the new words, the teacher starts tellingthe story

In the while-storytelling stage, the teacher introduced the stories Whilereading them, the teacher directs the participants’ attention to the PowerPointpresentation which includes the visual representation of the story to facilitate thecomprehension process The teacher introduces the story by making comments,gestures, and by asking the participants about it in order to assess their priorknowledge While telling the story, the teacher asked the participants to point to thewords and to show the pictures to make connections between the story andillustrations These activities help students to concentrate on the story and aid theirmemorization of words and sentences

In the post-storytelling stage, this was done in a variety of ways, ranging from

a participant retelling the whole story, retelling in pairs, or having participants taketurns telling individual sections of the story Then, the teacher plays vocabularygames with the participants and asks them to role-play the story by memorizing thedialogues These activities gave students the chance to integrate what they havelearned with other subjects such as art These might benefits students in terms of

seeing the importance of English, creating positive attitudes toward learning Englishvocabulary, and develop self-confidence because the integration provides them with

a broader viewpoint and gives them more time to practice and revise their Englishlearning

In this research, Storytelling used not only to teach pupils to improve thevocabulary but also to observe the pupils’ activities and behavior during thelearning process Therefore, the researcher prepared the observation sheet She alsoasked her colleague to help her to observe the activities happened in the classroom.The observation sheets were prepared to observe the activities happened in theclassroom Six criteria in the observation sheets were used as a rubric to assesspupils activities Each criterion had a range of score from 1 to 4 Score 1 meanspoor score, score 2 is fair score, score 3 means good score, and the highest score is

4 which means excellent score Each score described the activities the pupils did.The researcher and the teacher observer had a discussion to share and to reachthe same agreement before assessing and judging the activities happened in theclassroom Both of them were agreed firmly to obey the content of the observation

sheet without having a personal interest It was done in order to keep the data validand objective The maximum point that the pupils possibly gets is 24 If they can getthis point, it means they were 100 % excellent in participating in the teaching-learning process Generally, the teacher can accommodate and fulfill her pupils’needs well and the pupils can understand what their teacher teaches easily.

Once the planning and preparation were done, the next step is carried out In thisstep, the procedure of Storytelling was implemented

3.6.2 Implementing the action

To begin the class, the teacher greeted her pupils and asked their feelings Theconversation ran in a relaxing and casual way because it aimed to make her pupilsfeel comfortable before they began the lesson Once they felt relaxed, the next thing

to do was to begin the lesson

The teacher divided each class into 6 groups; each group has 5 members.Pupil’s identity card was also distributed in order to make the observation easier toconduct When the pupils were divided into groups, the class condition was notconducive The pupils wanted to make their own group by choosing their ownpartner but the teacher did not allow them in making their own group The teachershowed to the class that she had the authority to conduct and to make a decisionduring the teaching and learning process The chaos actually happened for acouple of minutes but in the end, the pupils can follow and obey the teacher’sinstruction well

The next step, the teacher introduced the target vocabulary of the day andtaught it through storytelling technique At this stage, pupils showed theirenthusiasm They wondered at what their teacher did While their teacher acted outthe gesture, some of the pupils imitated what their teacher was doing

Having finished with the gesture, the teacher was assessing the pupils, bygiving a series of command and observing the pupils to make sure they know thecorresponding gestures

After that, the teacher told the story using the target vocabulary of the day Sheasked her pupils to pay attention carefully to her explanation so that the pupils

would not miss a single sequence of the story and they can get a completeunderstanding, both in understanding the meaning of the words and incomprehending the story.

Then, the teacher retold the story and asking more questions while acting outthe story herself In this stage, the researcher and her assistance examined all of theinteraction during the teaching and learning process

The teacher asked her pupils to retell the story and the pupils would perform itwith their group In this case, the teacher should be guided her pupils to perform theStorytelling She should be aware of her pupils’difficulties

The following step, the teacher retold the story again but from a differentperspective The story was changed; it was not completely the same as the previousstory The teacher might change the subject or use a compound subject Thematerial was adjusted with the pupils’ daily experienced to make a strong memory.Later, the teacher asked her pupils to retell the story once more By retellingthe story again, the pupils had the opportunity to learn the words deeply and tounderstand the context and situation

Having finished with all the previous steps, the teacher distributed the tasks tocheck pupils’ vocabulary mastery The tasks aimed to know how far pupilscomprehended the story

3.6.3 Confirming

At this stage, the teacher along with her pupils discussed the tasks together.They checked and corrected the answer While checking and correcting, the teacherasked the pupils more and more in order to know their understanding The pupilswere expected to feel free to ask This triggered them to be active in asking andanswering the questions

3.6.4 Closing

Together with her pupils, the teacher concluded the material Before sayinggoodbye, the teacher told her pupils about the next material they were going tolearn

3.7 Data collection instruments

Data collection instruments were used in the forms of tests, questionnaires,observations, and interviews

a Tests

To get the data, the research did test and post-test The objective of test is to know how far students’ vocabulary mastery before they taught by usingstorytelling and their skills The pre-test is conducted at the beginning of theresearch The objective of post-test is to measure the improvement of student’svocabulary mastery after they taught by using storytelling method It is conducted atthe end of the research The research designed the tests checking student’svocabulary through four skills: listening, reading, writing and speaking based onfour levels in evaluating students’ achievement in the learning process The fourlevels of Evaluation, adapted from Circular 22/2016/TT-BGDDT to evaluate thepupil’s skills and knowledge The four levels of evaluation are: (1) recognizing; (2)understanding; (3) utilizing learned skills to solve similar familiar problems; and (4)utilizing learned skills to solve similar familiar problems to solve the new problems

pre-or create the new things

b, Observation

Another instrument used to collect data in this study is observation sheet.Arikunto (2009) cited in Rosiaria (2014:34) says that observation is about observingand investigating certain activities done by an observer Observation isrecommended as a way of gathering information about the teaching and learning

process Observation will be used during the lessons One English teacher joined in

class in case the researcher plays a role of teaching in classes The observationteacher was given an observation checklist designed by the researcher to observethe situation and activities during the teaching-learning process

c, The questionnaire

The questionnaire was designed by the researcher to explore student’s

opinions on vocabulary learning through storytelling The questionnaire is theinstrument that the researcher used to gather the data It consists of a number ofquestions or statements that must be responded to by the subject of the research.Hornby, Cowie, and Gimson (1974) write the questionnaire as a list of questions to

be answered by a group of people, especially to get facts or information or for asurvey All questions or statements contained in the questionnaire are related to thepurpose of this research These questionnaires were used to find out pupils’perception in receiving storytelling as a method to teach English also to investigatewhether or not this method can enhance students’ enjoyment of learning English Itwas distributed at the end of the research The questionnaires contained 8 itemswhich were designed as a 5-point Likert Scale.

d, Semi-structured interview

A semi-structured interview was employed to investigate the student’ opinions

on vocabulary learning through storytelling This method of interview is chosenbecause it allows informants the freedom to express their opinions by using theirown words There were five questions for the interviewees After experiencing thestorytelling method, the researcher would ask pupils to volunteer to be interviewed

3.8 Data analysis

The quantitative data was the result of the test It was the grade that students gotafter doing the evaluation The test included 40 questions The researcher scored thetest by giving zero point twenty-five marks in each correct number without making

a correction To get the final result, the number of correct is counting To calculatethe score, the formula is as follows:

Score = B x 0,25 (Scale 0-10)B: number of correct

To calculate mean, the following general formula was used:

M =

= the amount of the whole score

N = the number of students

To calculate the percentage of the number of students who accomplish the target ofthe study, the following formula was used:

There are four criteria whether or not the students accomplish the target of thestudy at different levels It is showed in the table below:

49

or Notacc

Table 3.1 The standardized score for English subject in Quyet Thang Primary

School

The table shows the minimum score which must be reached by the students is

50 If students get the same as or above, it means that they reach the target of thestudy but if they do not reach the minimum score, it means that they do not reachthe target

After computing all of the aspects, the results of pre-test and post-test werecompared It is going to draw about the increasing quality of English teaching andlearning through implementing storytelling method

Quantitative data also came from the questionnaire sheet and observation sheet

It aimed to find out the pupils perception and enjoyment after studying Englishthrough storytelling The statement from the questionnaire was scored as 1=strongly disagree, 2= disagree, 3= neutral, 4= agree, 5= strongly agree They areanalyzed by using mean scores and standard deviations The level of students’

opinions was determined by using the criteria as 0-0.99= highly negative, 1.00-1.99

= negative, 2.00-2.99 =average, 3.00-3.99 = positive 4-4.99 = highly positive.

Data from observation sheet was analyzed and classified according to its categorybased on the following formula:

N = x 100%

N = percentage of pupils activities

A = the amount of score being achieved

B = the total score being analyzed

Scoring system in each criterion of the observation sheet is based on the following:

1: Less, 2: Fair, 3: Good, 4: Excellent

Then, the result was described according to the scoring scale of teacher and pupilsactivities as follow:

Table 3.2 Scoring scale of pupils’ activities in the teaching-learning process

Level8

3.9 Indicators of Success

Based on Rosiaria (2014), the indicator was made to determine whether or notthe research is done successfully There are three indicators which measure thequality of English teaching and learning in Quyet Thang Primary School They are:

a Pupils’ perception and enjoyment in receiving storytelling as a funteaching method reach 65-84% or at a good level It means that throughstorytelling technique, the pupils are more easily understand Englishword meaning because they are experiencing the real activities that canlift their enjoyment and happiness in learning