Enhancing Children's Vocabulary Mastery Through Storytelling

Abstract

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
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Bedtime Storytelling: A Method to Enhance Early Childhoods’ Language Development

“…Further, the results of the third previous study show that there is significant enhancement from the implementation of bedtime storytelling on the early childhoods' cognitive and language development (Andersson & Björkhagen Turesson, 2023). Besides those three previous studies, the researchers also compare with other previous studies conducted by previous researchers which assert the result that the implementation of bedtime storytelling to the early childhoods is able to enhance their language skills such as acquiring new vocabularies, pronouncing the vocabularies fluently, understanding new words' meaning, and having self-confident to retell what is heard (Al-mansour & Al-shorman, 2011;Otoluwa et al, 2022;Sufiati & Paramita, 2021;Yanti & Tirtayani, 2023;Zalukhu et al, 2023). The result aforementioned is in line with the results of the present study.…”