Teaching vocabulary to primary children by using story telling method = Dạy từ vựng cho học sinh tiểu học thông qua phương pháp kể chuyện

VIET NAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************



PHẠM THỊ THU TRANG



TEACHING VOCABULARY TO PRIMARY CHILDREN
BY USING STORY TELLING METHOD

(DẠY TỪ VỰNG CHO HỌC SINH TIỂU HỌC THÔNG
QUA PHƯƠNG PHÁP KỂ CHUYỆN)


M.A MINOR THESIS



Field: English Language Teaching Methodology
Code: 601410




HANOI, 2012

VIET NAM NATIONAL UNIVERSITY, HA NOI

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************




PHẠM THỊ THU TRANG



TEACHING VOCABULARY TO PRIMARY CHILDREN
BY USING STORY TELLING METHOD

(DẠY TỪ VỰNG CHO HỌC SINH TIỂU HỌC THÔNG
QUA PHƯƠNG PHÁP KỂ CHUYỆN)


M.A MINOR THESIS


Field: English Language Teaching Methodology
Code: 601410
Supervisor: Dr. LÊ VĂN CANH

HANOI, 2012

iv
TABLE OF CONTENT
DECLARATION i
ACKNOWLEDGEMENT ii
ABSTRACT…………………………………………… ………… … iii
TABLE OFCONTENT………………………………………………… iv

Part I: Introduction
1. Rationale of the study 1
1.1 Theoretical background 1
1.2 Practical background 1
2. Aims of the study 4
3. Research questions 4
4. Method of the study 4
5. Design of the study 4

Part II: Development
Chapter I: Literature review
1.1 Vocabulary in language teaching and learning 6
1.1.1 Definition of vocabulary 6
1.1.2 The role of vocabulary in English teaching and learning 7

1.2.1 The value of teaching vocabulary to primary children through stories
8
1.2.2 The characteristics of teaching vocabulary to primary children
through stories 11
Chapter II: The study

2.1 Description of the study 17

v
2.2 Description of the data instruments 19
2.2.1 Questionnaires 20
2.2.1.1 Questionnaires 1 20
2.2.1.2 Questionnaires 2 21
2.3 Procedure 22

2.4 Results and analysis from questionnaires 21
2.4.1 Preliminary results and analysis 21
2.4.2 Result and analysis after application stage 29
2.5 Summary 33

Part III: Conclusion

* References vi
* Appendices viii

1
Part I: Introduction

1. Rationale of the study
1.1 Theoretical background
If a language was a house, vocabulary would be construction material
to build up that house. Therefore, needless to say, vocabulary is an
essential constituent of the language acquisition.
In learning a foreign language, vocabulary plays an important role. It
is one element that links the four skills of speaking, listening, reading and
writing all together. In order to communicate well in a foreign language,
learners should acquire an adequate number of words and should know
how to use them accurately.
At the point of linguistics, vocabulary is all the word known and used
by person. It means if someone had no vocabulary of a language, he or she
could not use that language for reading, writing, speaking and listening.
It‟s known that vocabulary is an important part of language learning,
without which no communication can be successful, so knowing
vocabulary of a language is a minimum self-requirement for those who
want to learn a foreign language.

1.2 Practical background
Vietnam is the country with the population more than eighty seven
million people. It is considered one of the dynamic, metropolitan countries

heading for regional and international integration. As the result, the need
for future generations who can use English to communicate is urgent
because English has become an international language. Nowadays, most
educated people will expect to learn English and to use it well. Thanks to
English, the international relations among the countries all over the world

2
can be maintained and developed. Consequently, the teaching of English as
a second and foreign language becomes a major international enterprise.
So, it is very important to teach English to children as early as possible in
order to prepare them facing the new era.
In reality, the parents' growing need for their children to learn English
when they are young, many primary schools cooperated with English
centres to teach English for young learners. Consequently, teaching and
learning quality was been controlled. That lead to very poor performance
in English since there had been no curriculum, no training course for the
teachers and no guidelines on the way the centres had been operating
Teaching English, especially for young learners, at primary schools had
become a messy picture so it is important to design a suitable program that
meet the needs of the society. The purpose of the programme must provide
"standard English" to a large number of the students even the poorest, most
remote areas. The question needs answering how to transfer parents' needs
into children needs for the programme.
It had been customary that teaching English through stories was used
to reward the students for good behaviour as learning was believed to be
about formal tests and formalized learning and teaching. For the level at
primary schools, teaching method is required with the very special
techniques as the result when games, songs and stories are used to create
an English learning environment, the problem of changing the teacher's
awareness is challenging. We have to design training workshops to shift

teachers from traditional methods to more student - centred approaches to
make them aware that they can use stories to build up English for the
children in a very natural way.
However, organizing training workshops has not solved the root of
the problem of the lack of professional teachers for primary students. With

3
the growing need for children to learn English, we cannot answer this need
at present because the whole country does not have any university which
can train teachers to teach English for primary students. And so the
challenge continues.
Since young children are able to learn foreign language more
naturally and to some extent more easily than older learners, children can
start learning a foreign language as soon as they are old enough to accept
the social requirements demanded by group teaching. Children can learn
English from the earliest age since they have got knowledge or ability to
learn foreign language. In this case, the teachers only need to develop,
support, motivate and dig up their basic ability in improving it. It is in line
with Halliwel opinion (1998:3) that young children do not come to the
language classroom empty handed but they bring with them on already
well established set of instinct, skills and characteristic which will help
them to learn another language.
In teaching English to children the teacher should pay attention not
only to how the right implementation of the techniques used but also on
how these techniques are suited to the elementary students‟ characteristics.
It is the target to create the teaching learning process becoming interesting
and understanding to the children in order to reach the learning goal.
To meet the goal, many teaching techniques can be implemented,
one of them is using story. By listening to the story, some important skills
can be developed such as prediction, guessing, message decoding and

assimilate new vocabulary. Story can allow students to be creative and
imaginative and also give students a sense of achievement.
Story can be applied through telling and reading. Story telling
activities are a great way to allow students to express themselves freely
and creatively in an authentic and real way. According to Taylor

4
(2000:16), story telling is relating to tale one or more listener through
voice and gestures. Oral telling terms use to get much simpler language; in
addition, the sentences are generally shorter. With oral telling, we usually
repeat things more redundancy, especially if the students are having
difficulty to follow the story. Telling story needs much time and energy,
but different with story book reading, it is very simple and very efficient
technique because the teacher only reads the text on that book. From the
above explanation, the writer is interested in conducting the research in
titled “Teaching vocabulary to primary school children through stories.”

2 Aims of the study
This research is conducted to:
1. Find primary school students‟ perceived difficulties in learning
English vocabulary.
2. Investigate primary school students‟ attitudes toward teaching
vocabulary through telling stories. The investigation was carried out in
three classes of 5
th
grade at Dinh Tien Hoang primary school.

3 Research questions
Base on the aims of the study, we need to answer the following
questions:

1. What are the 5
th
grade students‟ self – reported difficulties in
learning English vocabulary?
2. What are students‟ attitudes toward teaching vocabulary through
telling story?

4 Method of study
In order to achieve the aims mentioned above, both qualitative and

5
quantitative methods are used.

5 Design of the study
The study has 3 parts. Each part deals with different aspects of the
study:
Part I deals with the introduction of the study.
Part II consists of 2 chapters and in chapter I, the writer focuses on
some main points: the role of vocabulary in learning and teaching English,
the importance and the characteristics of teaching vocabulary to primary
children through stories. Chapter II is related to the investigation into the
quality of teaching vocabulary through stories.
In part III, there are some recommendations for effective use of
stories in teaching methods. Moreover, the conclusion in which the writer
summaries all the main points studied and then some suggestions for
further study are presented.

6
Part II: Development
Chapter 1: Literature review

1.1 Vocabulary in language teaching and learning
1.1.1 Definition of vocabulary
There have been many different definitions of vocabulary. Wilkins
(1972:11) gave his ideas about vocabulary: „Without grammar very little
can be conveyed, without vocabulary nothing can be conveyed‟. In other
words, vocabulary is an important part of language learning and the human
existence, without which no communication can be successful.
According to the Oxford Advanced Learner‟s Dictionary
(2000:1011), vocabulary is defined as „words known to a person or used by
a particular language book, subject‟ and „total number words that make up
a language‟. The precious value of vocabulary is mainly for the students in
that they reinforce key concepts.
Moreover, Nation (2001: 103) also pointed out that: „Knowing a

word means knowing at least its form, its meaning and its basic usages‟.
Thus, learning English vocabulary is not quite simple to learn a word. It
means students have to learn many things concerning with that word such
as its forms, its meanings, and its usages. Even if we learn a word, it takes
a lot of practice and context connections for us to learn it well.
However, the writer completely agrees with the definitions of Nation
because it gives us an overview about vocabulary. There are many
different opinions about this and in fact, vocabulary represents a major
component of language learning, teaching and help students can
understand lesson. Vocabulary plays an important role in teaching process

7
and it is similar the first key to open the door of learning a second language
for the learners.

1.1.2 The role of vocabulary in English teaching and learning.
Vocabulary‟s place among language learning goals has general
goals and specific goals. According to Nation the goals of language
learning can be summarized as shown in the Figure 1.
General Goals
Specific Goals
Language items
Pronunciation
Vocabulary
Grammatical construction
Ideas (content)
Subject matter knowledge
Cultural knowledge
Skills
Accuracy

Fluency
Strategies
Process skills
Text (discourse)
Conservational discourse rules
Text schemata

Figure 1: General and specific goals for language learning
from Nation’s ideas.
From the table above, vocabulary represents a major component of
language learning and teaching. Learning vocabulary is one of the first
steps of learning a second language, yet one never reaches the last step of
vocabulary acquisition. According to Webster‟s Third New International
Dictionary which is the largest non-historical dictionary of English, and
Nation (1990:176): „English contains 114,000 word families‟. This is too

8
large a number to be a goal for even a very hardworking leaner. Thus the
question is what to learn and how to learn a manageable and usable amount
of vocabulary.
Moreover, vocabulary is an essential constituent of second language
acquisition. An extensive vocabulary aids expressions and communication.
Linguistic vocabulary is synonymous with thinking vocabulary. And its
size has been directly linked to reading comprehension. A person may be
judged by others based on his or her vocabulary so without words that
defines objects, actions, and concepts, a speaker cannot express intended
meanings. And „learning the most frequent 2000-3000 words in a language
provides a firm basic of about 80 percent of the words likely to be
encountered‟ (Carter,166).
Vocabulary is a good place to begin a course in language teaching

methodology. Words are simple enough to begin learning on the first day
of a class and they are powerful enough to improve communication from
the very beginning. Words are small pieces of language which carries bits
of meaning. Therefore, teachers must teach words from the very start.
Zechmeister, Chronis, Cull, d’ Anna and Healy (1998) regarded that
„the educated native speakers of English know about 20,000 word
families‟. For each year early in their life, they add an average of 1,000
word families to their vocabulary stock‟, so this is the difficult goal for
learners to achieve English vocabulary. Studies of native speakers‟
vocabularies seem to suggest that „second language learners need to know
very large numbers of words‟ (Nation 2001:101). As the result, it is
generally agreed that English has large numbers of words so a teacher
cannot teach them all but can develop the students‟ ability and motivation
to expand their own vocabulary at high school.

9
1.2.1 The value of teaching vocabulary to primary children through
stories
a) The educational value of stories
Story telling is a universal, traditional art form that has featured
strongly in all cultures as an effective communication tool. Important
messages can be so skillfully conveyed through storytelling, as the listener
is so entranced by the magic images the storyteller paints before the
children's eyes. And it is in this way that we as educators of young children
can promote their learning vocabulary in both mother tongue and foreign
language.
Children love stories because they are always eager to listen to
stories and they want to know how stories work, understand what is
happening. Moreover they can enjoy hearing stories in English when they
start English lesson. Telling stories has long been recognized as an

important part of healing, self-knowledge, and personal and spiritual
vehicle for connecting the children to other people. It is a means for
understanding ourselves and our place in the world. We conceive of our
lives as a web of stories - a historical novel or a mini-series in the making.
We tell stories in order to live. We use stories to construct meaning and
communicate ourselves to another with the means of vocabulary that is
vocabulary. Stories help us organize and make sense of the experiences of
a life.
Stories have the potential to build authentic communities of shared
meaning and values. Considering the importance of storytelling a child's
development, psychologists are promoted the positive effects of reading
and telling children stories for decades. It is a particularly good way to
teach children realistic thinking as stories can show children how people
realistically solve their problems. Stories can help children relate new

10
things to what they know already, help children to look at real life from
different viewpoints and imagine what if feel likes to be someone else.
They can introduce the child to other cultures and attitudes, let the children
share their experiences with the group - everyone listens and feels sad or
happy. Furthermore, stories can link to other subjects the child is learning
about in school, help they develop their thinking skills because they are
interesting, enjoyable and fun enough to attract children to involve in.

b) Stories for language and vocabulary teaching
Stories may bridge the gap between language study and language use
and also to link classroom learning with the world outside. Some of the
activities do not always have a very large language element but are
nevertheless important in creating a feeling among the pupils that learning
English means fun, activity, creativity and enjoyment”. (Ellis and

Brewster, 2002: 17). Other important viewpoint shows that teaching
vocabulary to primary children through stories is very useful because the
following reasons:
 Can be told with pictures and gestures to help children understand
 Help children enjoy learning English; develop learning skills and
language skills (vocabulary, grammar, syntax and pronunciation)
which are all the dimensions of teaching vocabulary.
 Introduce new language in context
 Help children revise language they are familiar with
 Help children become aware of the structures of the language
 Help children acquire intonation and pronunciation by listening
 Can help bring English into other subjects and understand of
sequence, concepts

11
 Can lead on to lots of activities using listening, speaking, reading,
and writing.
 Thus the question is what to learn and how to learn a manageable
and usable amount of vocabulary.
In conclusion, learning and teaching vocabulary through stories is
one effective and useful way that can be applied in any classrooms. The
results of this research suggest that the stories are used not only for more
effectively, but more importantly, for the useful practice and review of
language lessons, thus leading toward the learners and teachers meet their
goals. Children will be much more involved and motivated to the teaching
process when they see that their hard work in lessons has been leading
somewhere. That is why follow-up activities are so important for students.
1.2.2 The characteristics of teaching vocabulary to primary children
through stories
1. Teaching vocabulary through stories activities

We can use stories to give children more practice vocabulary at
listening, speaking, reading and writing and other useful methods as well
as to stimulate their imagination and creativity, and vocabulary in practice.
a) Listening
 "Listen and do" the children act like a character in a story, for
example, "Red riding Hood walking in the forest, or the wolf, ect.
 "Listen and perform" - they act out a story, such as the Fox and the
Cheese
 "Listen and identify" they point to the picture in the story

12
 "Listen and respond" - they listen and clap if the teacher makes a
mistake in the story, for example, Once upon the time there was a
little girl called Little Blue Riding Hood
 "listen and colour" - they follow instructions to colour a story poster
 "Listen and draw" - they draw 3 things Red Riding Hood in her
basket.
 "Listen and make" - they trace and cut out a face mask of a
character.
b) Speaking
Children can get valuable speaking practice through:
- saying rhymes and singing songs. Some books have rhymes about stories,
or you can make up a simple question - and - answer rhyme about the
story. Or use a rhyme pattern that you know such as:
This is the way she walks through the wood
walks through the wood
walks through the wood
This is the way she walks through the wood
On a lovely summer morning
- playing vocabulary games. Make picture cards for matching games:

collect pairs or classifying sets, for examples, the pig and the wolf from
The Three Little Pigs.
- practising new sounds. Let them play “I spy" with items from the story,
in the Little Red riding Hood: I spy with my little eye something beginning
with 'b'

13
- starting to speak freely. Elicit personal talk, for example, you are the fox
talk about yourself: I am Mr. Fox. I live in the forest. I have three brothers.
I like cheese!
- playing speaking games, let by you, for example, they pass the ball and
answer the questions about the story, such as: What did the animals always
say to Elmer?
- speaking in the groups. They can prepare a guessing game of the class,
together, for example, "We live in three little houses. One is made of straw,
one is made of sticks, and one is made of bricks. Who are we?"

c) Reading
When children are learning to read, you can help them with these
techniques:
- Look and say - they points to the words as tell you the story, labelling a
story poster
- Phonics - they group all the words, in the story with the same sound, for
example, hood, and house
- Speaking to reading - helping sound and word recognition. You use
pictures of the new words in the story and giving the children the syllable
beats - two for basket/ forest, ect.
- Speaking and reading - helping children to recognize phrases and make
phrases from single words, for example, the big bad wolf/ covered with
elephant berries

- The alphabet - practicing the names of the letters and drawing attention to
the letters in the stories.
- Reading independently - asking the children to find information, for
example, what did the elephants say when Elmer shouted 'Boo'?
d) Writing

14
These activities will help children with starting to write with spelling
- Classifying and copying selected words and phrases from story books:
nature words, action words / phrases: he walked and walked…
- Labeling pictures from stories, for example, here are the three little pigs
outside their house…
- Gap - filling from a story, for example, she put the… and cakes in her
basket.

e) Things to do after retelling stories
* Adapting the story
If you change the plot of the story a little bit, but keep the characters
and setting similar, you can use familiar words and phrases but still hold
the children's interest because of the new story line. When the teacher's
story is adapted from another story about a very hungry caterpillar. The
children are very excited because they have been playing a game and now
they have to be quite and listen. They have heard the story before and
know they can join in.

* A 'make and do' activity based on story
Here is a follow - up activity that another teacher used. The teacher can:
- gave children a plain drawing of the caterpillar
- let each child choose seven types of food or drink for their caterpillar
- let the children color all the caterpillars. The caterpillars were the same

color as the food and drink.
- asked some children to describe their caterpillars to the class
- put all the caterpillar drawings on the wall as a display. They were all
different colors.

15
While the children colored their drawing the teacher repeated parts
of the story. The teacher also went round the class and talked to individual
children about what they were doing. (Why has your caterpillar gone
green? Because…?). So the children listened and spoke about the couloirs
and food and drink that they were familiar with. The teacher could also ask
children to write the names of the things their caterpillar ate and the colors
that they became.

f) Getting children to add a story
Thanks to this method, children are very creative and they can use
what they know to communicate new ideas. With the short story, they have
chance to revise a grammatical structure and vocabulary in a fun way. For
example, the short story that the teacher now tells her class is also about
actions. She tells her pupils a story about a strange zoo. In the zoo, the
animals do unusual things and then she allows the students continue. And
they have opportunities to talk everything about the story. After this, they
could each other write their own stories about the zoo.

g) Making up a story
The teachers can make up a story of their own for their class. When
making up a story, the teachers can
- Make it more personal and local - about people/ animals/ places the
children know well
- include language the children familiar with

- include topics they are learning about
- use materials you have already you have already used but in a different
way, for example, photos or pictures of animals

16
- prepare it so that the children can do follow - up activities such as
colouring or mine.

h) Using stories for project work
Children use language in a natural and spontaneous way when they
are active
* Projects
- help co - operation between children
- can be organized so that all skills are practises while you are planning
and preparing it together
The teacher does a language project to
- bring together all the language work the teacher has been doing in the
class
- build on and extend what your pupils already know
- allow children to work together and co - operate
- give everyone in the class a chance to contribute
- achieve something worthwhile that other people can see and that
everyone can be proud of
* Using a favourite story project
When children have read a few stories, you could do a story project. Talk
to the children about
- why you are doing it (they can show much English they know)
- what they want to make or do: a wall display, a big book, a performance,
a puppet show based on the story
- what they want to put in it: Characters, evens from the story

- how they want to do it: in groups, the whole class together
- who will come to see it: their parents, other classes, other teachers

17
- where they will display it or perform it when it is finished: in their
classroom, in another part of the school.

Make a plan together and decide when you want to finish. Decide
how often you are going to work on the project: once a week
Make sure that everyone is clear about what they have to do and
what they have to achieve: draw and colour a picture of a story character
and be able to say something about this character.
- Plan what the group/s has to do each day up to the final day.
- Allow starting and finishing time to take out and put away all the
materials the children will use.

Decide how many stories are going to be in the project, for example,
one/two favourite stories. This is the children's choice and also depends on
- the number of children in the class
- how much work they are going to do on each story.
Make sure the children know it is their project and their work.
- You have to help with organization.
- you might be able to get the art teacher to co - operate with the drawing/
painting that are needed.

i) Correction and project work
If the children are going to perform in public, or write for an outside
audience, it is important that what they say or write is well - organised,
tidy, and as accurate as possible. This will make a good impression on the
audience.

You will need to act as their language adviser
1. Find out what meanings they want to express

18
2. Suggest new words and phrases that help them express these meanings.
Be prepared to
- encourage children to be creative and to use their imagination
- help them improve and correct their speaking or writing.
At the percentage stage - to prepare their final draft
- correct the project
- explain to their children that this is correction time
- let them do as much correction as they can
The children
- know they are performing or displaying to a wider audience
- are likely to take more notice of corrections in these circumstances
- should be involved in as much of correcting process as possible.
A project should also
- encourage co - operation
- give children more confidence
- give children a chance to show what they can do apart from English
- give the teacher the opportunity to praise children's efforts
When children are performing or showing their work, stand back
- this is their time. Do not correct at this stage. If could discourage a child
and damage their - esteem. When the project is finished, use it as an
opportunity to praise and encourage the children.

19
Chapter 2: The study

In this chapter, the researcher describes subjects of the study, the data
instruments, procedure and the results of the application of some
techniques in presenting vocabulary to the 5
th
form students at Dinh Tien
Hoang primary school. Besides, this chapter also deals with the students‟
attitudes toward some techniques being applied.
2.1. Description of the subjects of the study
The number of subjects in my study is 153. But when the researcher
conducted the survey questionnaires, there are only 125 suitable
respondents which have correct reflections in the real situation. The other
respondents lack the students‟ cooperation; they just chose the options by
their own feeling. The students are in the 5
th
form at Dinh Tien Hoang
primary school, having an average age of 10.
I had a chance to teach 3 classes: 5A1, 5A2, 5A3; therefore, I have
learned about their learning situation and also had the overviews and
comparison between classes.
Class 5A1 has 47 students (19 girls and 28 boys). This is the English
class. Most students in this class consider English their favorite subject.
The students are always top of the grade in English examinations. In
English periods, the students have great enthusiasm about learning English.
Besides, the activities in class, they often hold extra activities and make
good conditions for students to communicate with each other.

Class 5A2 is a Math class. There are 50 students in this class.
Because of being the Math class, so almost students are intelligent and
active in learning. Most of them find it easy to absorb the knowledge in
English lesson. Few students seem not to concentrate much on English

20
lessons; however, they can understand almost the important things for an
English exam.
Class 5A3 is the mixed-ability class, and there are still many weak
students, especially boy-students. The class has 49 students, 35 boys and
14 girls. But the students are very obedient and hardworking. Many of
them do concentrate much on learning in English periods. The teachers
often give other exercises and activities to improve their motivation in
learning English. The students always try to fulfill the tasks as soon as
possible because they really love English.
2.2 Description of the data instruments
2.2.1 Questionnaires
I designed 2 questionnaires for students. The first questionnaire
which includes 8 questions was to find out students‟ perceived difficulties
in learning English vocabulary at Dinh Tien Hoang primary school through
telling story and the second one consists of 8 questions, which was to gain
students‟ attitudes toward teaching vocabulary through telling story.
The first questionnaire was administered before I used story telling
techniques to teach vocabulary. The second questionnaire was
administered to the same group of students after a period of using story
telling techniques to teach vocabulary.
2.2.1.1 Questionnaire 1
Question 1, 2, and 3 gathered information about the teaching and
learning vocabulary situation in general. The option from the
questionnaires are given at different levels such as „very‟, „quite‟,‟ not

very‟, „not at all‟…, so it is easy for students to choose suitable answers.
The other questions (from question 4 to 8) sought information about
the real situation of telling story in learning vocabulary at Dinh Tien

21
Hoang primary school. Students can base on the actual situation in the
class to choose the answers.
Those questions can help me to know the real situation of learning
and teaching vocabulary through telling story at Dinh Tien Hoang primary
school and then find out the effective solutions in applying story to
motivate students in learning English vocabulary.
2.2.1.2 Questionnaire 2
The first question collected information about how the students
involved in the vocabulary lessons when teachers tell story to teach
vocabulary.
The second and third question sought information about the level of
students‟ concentration and attention on learning vocabulary through
telling story.
The fourth and fifth questions aimed at getting information about the
appropriateness and challenge of this technique used.
The sixth question was designed to collect information about the
appreciation of students about telling story and its role in presenting
vocabulary.
The seventh question gathered information about how the students
were enjoying the activities of telling story.
The last question collected information about the technique and
activities used in English lessons when they are used. The students can
base on the actual situation in the class to choose the answers.
Teaching vocabulary means that the teachers find the ways to present
vocabulary and give many activities as many as possible to help them

practice and solidate vocabulary. In the study, the writer focus on the main
purposes of those questions which were to assess the effectiveness of