An EFL Teacher’s Perceptions on the Use of Storytelling in Private Indonesian Kindergarten

Abstract

This study investigates teachers' perceptions of the use of storytelling activities in one private kindergarten in Indonesia in vocabulary development, emphasizing the role of an EFL teacher. This study highlights the importance of storytelling in English as a pedagogical tool that not only facilitates children's language skills but also encourages their cognitive and social development. This research utilizes a Grounded Theory approach to identify patterns and themes that emerge from the field data. Using a qualitative method, the study employed structured interviews with an EFL teacher especially an English storytelling teacher to gather in-depth insights into experiences and beliefs about the usefulness of storytelling in language acquisition. The findings of this study reveal that English storytelling activities,

especially when supported by engaging and supportive visual aids such as online e- books, significantly facilitate vocabulary development among young learners. In

addition, the study underscores the importance of parental support in storytelling activities, suggesting that storytelling activities in the classroom can create a rich language environment that complements formal education. The study recommends further exploration of beneficial storytelling practices that can be adopted by parents, as well as strategies for schools to facilitate collaboration between teachers and families. By understanding the diverse roles of storytelling in language attainment, this study aims to provide insights that can facilitate teaching methodologies and support children's vocabulary growth in diverse educational contexts.