Using Story Reading Technique to Improve EFL Young Learners’ Vocabulary

  • Sri Darma Siahaan Grace Kids Preschool

Abstract

This study was conducted to improve young leaners’ English vocabulary. To attain the objective, athree-cycled action research, taught vocabularies by using the story reading technique, was conductedto the 10 students of the K-1 grade in Grace Kids Preschool, Jakarta. The quantitative data collected using tests were analyzed using SPSS, andthe qualitative datacollected using observation and interview techniques were analyzed descriptively. The results indicated that the story reading techniques improved the participants’ vocabulary mastery, as shown by the increase of the mean scores ofthe tests conducted, i.e. 42 (in the pre-test) to 62 (post-test of cycle I) to 80 (post-test of cycle II), and to 92 (post-test of cycle III); the use of stories significantly increased the students’ vocabulary mastery. Based on the findings, it could be concluded that the use of story reading technique was effective to improve kindergarten students’ vocabulary mastery.

Published
Oct 1, 2012
How to Cite
SIAHAAN, Sri Darma. Using Story Reading Technique to Improve EFL Young Learners’ Vocabulary. JET (Journal of English Teaching), [S.l.], v. 2, n. 3, p. 207-222, oct. 2012. ISSN 2087-9628. Available at: <http://ejournal.uki.ac.id/index.php/jet/article/view/57>. Date accessed: 13 dec. 2017.
Section
Articles