Vocabulary Instruction Through Storybook Reading

Blamey, Katrin L.; Beauchat, Katherine A.; Sweetman, Heidi

doi:10.1080/15240754.2012.666687

Cited by 1 publication

(2 citation statements)

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“…Thus, they can develop their understanding of the story better since the pictures help them to comprehend the vocabulary. This finding is in correlation with Blamey, et al (2012) that storybook is good for vocabulary development. It improves reading interest and comprehension (Roslina, 2017), language competence (Lee, 2015), and particularly literary competence (Van der Pol, 2012).…”

Section: Discussionsupporting

confidence: 77%

“…Van Der Pol (2012) demonstrated that children who read the twenty-four picture books with the literary conversations showed a significant improvement in literary competence compared to those in the control groups. Blamey, Beauchat, and Sweetman (2012) confirmed that teachers could develop children's vocabulary development during storybook reading more often. In addition, Lee (2015) observed 39 Taiwanese adult EFL learners' responses toward reading children's literature and found that the use of children's literature could improve their English language competence, confidence, and also motivation.…”

Section: Introductionmentioning

confidence: 58%

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Local Culture-based Storybook and Its Effect on Reading Competence

Ratminingsih¹,

Budasi²,

Kurnia³

2020

INT J INSTRUCTION

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Reading is the basic literacy as the foundation for intellectual development. Researchers found that Indonesian students have low reading competence. This is due to the fact that they do not possess a good reading habit. Hence, the study aimed at investigating the effect of local culture-based storybooks, one of which is a fable on students' reading competence and analyzing the effect size of the treatment. It was an experimental research administering post-test only control group design. The population was sixth grade students of elementary schools in Buleleng Regency, Bali. The samples were determined using intact group cluster random sampling technique of 34 students from two elementary schools. Experimental group was treated by using storybook, whereas control group was taught by using text-based story. The data were collected through post-test. The obtained data were analyzed descriptively and inferentially using t-test. Cohen's d was administered to check the effect size. The result proves that there was a significant effect of local culture-based storybook on students' reading competence, while Cohen's d shows that the effect size was medium. Thus, teachers are recommended to regularly use stories for improving reading competence.

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Section: Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 58%