Professional Documents
Culture Documents
Jurnal MID Seminar
Jurnal MID Seminar
nurkhofifahhrp@gmail.com
Abstract: vocabulary is one component of the main factor in mastering a language. Enhancing
EFL students vocabulary can use of storybook. This study aims to find out the adventages and
disadventages of using storybook in improve the vocabulary of EFL students. The method that
used is a qualitative apporoach with a narrative inquiry two stages included which are
observation and interview session . The finding shows that adventages and disadventages using
INTRODUCTION
in mastering a language that can determine how well EFL can speak, listen and
language learning cannot be avoided for the sake of the realization of language
vocabulary has been instilled from an early age in school or elementary school
However, the fact in the field is still many children, students from various
levels not only elementary school but also in junior high school and high school
education who are not able to speak English well because of low vocabulary
mastery. Making students able to master English is not an easy thing if it is not
and also prospective teachers as learning mediators need to find the right
One method that can improve students' vocabulary skills is the learning
helps their language, how to speak, expands vocabulary, and teaches how to
not only increases students' interest in reading but also develops their language
and thoughts.
it is known that the application of this method has a good impact on EFL
Kandir (2021) entitled "The impact of the interactive storybook reading program
Children in the Age Group 48-72 Months. The results showed that the children
graders, Kualuh Hulu District, North Labuhanbatu Regency. carried out using
research and development methods and From the results of the study, it can be
concluded that the storybook is suitable for the vocabulary development of the
District, North District, Labuan Batu, and the effectiveness of the vocabulary
development process Fair in the category before, rising to good in the students
van den Berg & Klapwijk (2020) with the title "The Impact of Second-Language
purpose of this study was to examine the effects of combining picture book
learners in grade 1 aged 5-10 years. The result shows that reading storybooks in
a second language with explicit and interactive vocabulary lessons has been
ancillary rich and basic instructions Repeatedly reading a picture book with a
first-year student to expose the target phrase. Participants were 224 of her
school classrooms with many students with reading and writing difficulties. In
all three conditions, a large number of picture books were instructed. The
intervention he does three times a week for 20-30 minute sessions. that's what
the delayed posttest he was 3 weeks after the test was completed. intervention.
instruction.
Reading with Preschool Parents" The purpose of this study was to examine the
group) and children whose parents were not involved in the intervention
(comparison group) were tested. The results show that the method of sharing
vocabulary skills.
study the researcher tried to review the perspective of the pre-service teacher as
the person who presented the storybook reading method to the storybook
METHODOLOGY
The researcher generated data through 40 final year pre-service teaching that
as well as two stages included. To conduct the first stage, this study carried out
performance as they teach the EFL students in classes. The EFL students was
handed the same storybooks by the pre-service teachers, they will be listening
to the stories that is being conveyed by the teachers while pay attention to their
storybook. The next stage presents the analysis and the interpretation of pre-
service which carried out by having interview sessions with several questions
according to the topic of the use storybook reading. The study used random
with the sampling because it permitted the researcher to choose the amount of
categorized by alphabetical orders for anonymous sake. For data anaylisis, this
study is using Thematic Anaylis (TA). TA will aid the researcher to identify,
analyse patterns, and harmonize of the data generated. Thus, this TA helped the
researcher analyse data based on the themes and sub-themes (Barzani, 2020)
according to their field of work. In this case, the researcher intends to ask
questions such as, why did you choose storybook reading as a learning model
out of many strategies? It was found that storybook reading is able to increase
contents of the storybook. The following are the results of interviews that prove
this.
vocabulary mastery of grade 7 and grade 9 students because the school also facilitates
English storybooks that are freely borrowed by students in the library, and I think this
at school where I have applied this method for 4 meetings, so the way I do it they read a
book and then if there is a vocabulary they don't know I am instructed to write it down
in the book in the form of a list and look for the meaning of the unknown vocabulary.
The impact that I see on the vocabulary mastery of the students I teach is quite
significant, their vocabulary knowledge is more developed than before this method was
retelling what they have learned. Jombang et al., n.d.(2016) “The storybook reading
Participant H: The school I am doing is practical, some students tend to be able to easily
Participant F: I found students who tend to get bored quickly when studying, when we
apply storybook reading, they are very enthusiastic about the readings they read and
what they like apart from the story is listening to what I talk about.
clear that when the teacher tells a story, the students pay close attention to what
they are listening to, then curiosity arises about the meaning of the vocabulary
in the story told by the teacher. These participants further claimed that as a
result of increasing students' vocabulary, they were able to master the whole
core of the story so that they were able to retell the contents of the story with
students were able to apply the vocabulary they had learned in other English
subject matter. Apart from that, students who love listening than reading are
able to focus on the learning so that it doesn't bother them to read the
storybook.
Again, a teaching strategy is not intended for one student, but all students. In
other words, every method used in learning must have its own shortcomings.
Therefore, apart from the positive perception above, in this study the researcher
also found that there was a shortage of storybook reading conducted by pre-
background as well as the lack of conduciveness and interest in reading and the
participants.
mastery while I teach, but it only applies to children who have an interest in reading
and deep curiosity, for students who have low interest in reading and their curiosity to
know words. what he doesn't know, compared to students who don't have more
curiosity, they only read the text of the book without wanting to know what the
contents of the book they are reading will be. It will require attention and less time for
Participant D: Some students did not behave well and were also unable to cooperate in
the learning process. When the lesson requires them to read but what students do is the
opposite. Some of them laughed while listening to the story and also did other things
Participant C: I once explained the meaning of a vocabulary but they didn't respond at
Participant I: The storybook provided by the school usually uses words that are very
standard and are not familiar to the students so that they get bored quickly.
materials and attitudes of students. From the first response to the third response
that participants state, it is clear that some students also experienced a decline
or had no interest in reading at all. They also in some cases do not have
curiosity and are less active in the classroom. Otherwise, they take actions
can disrupt the teaching and learning process in the classroom and ultimately
the learning carried out does not run optimally. Participant C further stated that
the books provided in the use of storybook reading also affect students'
attitudes in class. Those who do not understand and are bored and ultimately
CONCLUSION
From the explanation above it can be concluded that The use of storybooks in
improving the vocabulary of EFL students has its own advantages and
increase students' vocabulary because when the teacher reads the storybook
students listen carefully and it comes to students' minds to find out the
meaning of the vocabulary in the storybook so that indirectly students will add
to the vocabulary they have when the student is curious. to the story told by the
teacher.
while the lack of using storybooks to increase the vocabulary of EFL students is
that not all students have high reading interest and curiosity so that when the
teacher reads the storybook the student is indifferent to it or even the student
will be noisy because of the lack of interest. Limitation of this research is the
improve the vocabulary of EFL students and the future researcher suggetion for
further researcher who want to examine similar titles to further detail the extent
REFFERENCES
Barzani, S. H. H. (2020). The perceptions of EFL teachers and students on the use of
short stories to enhance reading comprehension. Asian EFL Journal, 27(31), 325–
341.
Jombang, P. K., Pendidikan, F. I., Surabaya, U. N., Pendidikan, F. I., & Surabaya, U. N.
(n.d.). KEMAMPUAN BERCERITA ANAK KELOMPOK A TK PERTIWI Anifah.
1–5.
Maynard, K. L., Pullen, P. C., & Coyne, M. D. (2010). Teaching vocabulary to first-
grade students through repeated shared storybook reading: A comparison of rich
and basic instruction to incidental exposure. Literacy Research and Instruction,
49(3), 209–242. https://doi.org/10.1080/19388070902943245
Okyay, O., & Kandir, A. (2021). The impact of interactive storybook reading
programme on scientific vocabulary acquisition by children. Early Child
Development and Care, 191(13), 2067–2077.
https://doi.org/10.1080/03004430.2019.1685508
van den Berg, L., & Klapwijk, N. (2020). The Impact of Second-Language Storybook
Reading on the Vocabulary Acquisition of Grade 1 Learners. Language Matters,
51(1), 63–85. https://doi.org/10.1080/10228195.2019.1657488