| dc.description.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. | en_US |
