The Use of Storytelling on Improving English Vocabulary Acquisition Among Kindergarten Students at TK Kristen Taruna Rajawali
DOI:
https://doi.org/10.33503/prosiding_penelitian.v6i1.2425Keywords:
storytelling, vocabulary acquisition, classroom action research, English learning strategyAbstract
This research was conducted to investigate the effectiveness of storytelling in improving English vocabulary acquisition among students at TK Kristen Taruna Rajawali. The study was based on the consideration that many students struggle to remember and use new vocabulary. Storytelling was chosen as a strategy to create a more engaging and memorable learning experience that supports vocabulary retention and usage in context.
The research employed a Classroom Action Research (CAR) design, carried out in two cycles. The instruments used included observation sheets, field notes, and vocabulary tests (Test I, Test II, and Test III). Data were collected through classroom observation and testing, then analyzed using both qualitative and quantitative methods to measure improvements in vocabulary mastery and classroom engagement.
The results indicated a significant improvement in students’ vocabulary acquisition. The percentage of students reaching the minimum mastery criterion (KKM 70) increased from 16.6% in the test I to 95.8% in test III. These findings suggest that storytelling is an effective strategy to enhance vocabulary learning. It is recommended that English teachers integrate storytelling into their instructional practices to support vocabulary development in a more interactive and meaningful way.
