EFFECTS OF USING STORYTELLING ON ENGLISH VOCABULARY LEARNING ACHIEVEMENT OF GRADE 6 STUDENTS WITH INTELLECTUAL DISABILITIES

Abstract

The research objectives of this study were: 1) to investigate the effects of storytelling on English vocabulary learning achievement of grade 6 students with intellectual disabilities; 2) to compare the post-test mean score of grade 6 students’ English vocabulary learning achievement with the criterion score of 50%; and 3) to investigate students’ satisfaction with learning English using storytelling. The participants were 10-grade 6 students with intellectual disabilities from Ubon Panyanukun School, Mueang District, Ubon Ratchathani Province. They were selected by the cluster random sampling technique. The instruments were storytelling lesson plans, an English vocabulary learning achievement test, and a questionnaire. The data were analyzed using mean (), standard deviations (S.D.), Kolmogorov-Smirnov test, t-test, and content analysis.

              The results showed that the students’ English vocabulary learning achievement post-test mean score was significantly higher than the pre-test mean score (p < .05).
The students’ English vocabulary learning achievement post-test mean score was significantly higher than the criterion score of 50% (p < .05). Additionally, students had positive satisfaction towards learning English using storytelling ( = 4.82). This study indicated that storytelling approach could effectively enhance students’ English vocabulary learning achievement. While it is limited by the small sample size, there are several opportunities to extend the research. The findings support the use of storytelling to teach vocabulary to English learners with intellectual disabilities.

The research objectives of this study were: 1) to investigate the effects of storytelling on English vocabulary learning achievement of grade 6 students with intellectual disabilities; 2) to compare the post-test mean score of grade 6 students’ English vocabulary learning achievement with the criterion score of 50%; and 3) to investigate students’ satisfaction with learning English using storytelling. The participants were 10-grade 6 students with intellectual disabilities from Ubon Panyanukun School, Mueang District, Ubon Ratchathani Province. They were selected by the cluster random sampling technique. The instruments were storytelling lesson plans, an English vocabulary learning achievement test, and a questionnaire. The data were analyzed using mean (), standard deviations (S.D.), Kolmogorov-Smirnov test, t-test, and content analysis.

              The results showed that the students’ English vocabulary learning achievement post-test mean score was significantly higher than the pre-test mean score (p < .05). The students’ English vocabulary learning achievement post-test mean score was significantly higher than the criterion score of 50% (p < .05). Additionally, students had positive satisfaction towards learning English using storytelling (= 4.82). This study indicated that storytelling approach could effectively enhance students’ English vocabulary learning achievement. While it is limited by the small sample size, there are several opportunities to extend the research. The findings support the use of storytelling to teach vocabulary to English learners with intellectual disabilities.