Abstract:
The main objective of this study is to investigate the effects of using story telling on Students’
vocabulary skills development in EFL classes. To meet the objective of the study, experimental
and descriptive research design was used; questionnaire, interview and observation were
employed as the data collection tools of the study. From 420 grade 9 students of Beshasha
Secondary School, 56 of them were selected through purposive sampling technique in which
equal 28 students were divided in to control and experiment groups. Three English teachers
were purposively selected for the study. The collected data were analyzed through frequency,
percentages, mean, standard deviations and t-test so as to see the existed difference among the
control and experimental groups and how story telling made difference among students’
vocabulary skill development in the school understudy. The finding of this study revealed that the
t-test results showed a statistically significant difference in mean scores between the
experimental and control groups, with a t-value of 7.406 and a p-value (Sig. 2-tailed) of 0.000,
which is less than the common significance level of 0.05. The mean difference of 5.179 points is
substantial ranging from 3.777 to 6.581, further reinforcing the significant difference in
performance between the two groups. Overall, these t-test results strongly support the conclusion
that the experimental intervention involving the use of literary texts (short story) had a
significant positive impact on the participants' performance compared to the control group. The
researcher recommended that it is better if the teachers bring some short stories while teaching
the vocabulary in the class and it is also advisable for students to experience using short stories
to develop their vocabulary skills. Finally, it is better if the teachers select the short stories that
cogitate the students’ level of understanding and culture.
