Final Test Scores Research Articles

Structured Quiz for Teaching of CVM Stages to the Undergraduate Orthodontic Students

Introduction: There are several methods of teaching out of which didactic lectures and student centered lecturesa re commonly practiced all over the world in medical and dental schools. The aim of the study was to find out the impact of introducing structured quiz as a method for teaching of cervical vertebral maturation (CVM) stages to the undergraduate orthodontic students.
 Materials & Method: Current study was conducted on 30 undergraduate orthodontic students of final year. Duration of Study was 2018-19. Initial MCQs test was followed by the lecture and hands-on on quiz pattern and this was followed by the MCQs final-tests. The scores were calculated and presented in form of mean. Student paired t test was applied to compare the initial-test quiz scores with final-test quiz scores.
 Result: Results showed significant differences between initial-test and final-test which showed a significant improvement.
 Conclusion: The introduction of structured quiz as a method for teaching of cervical vertebral maturation (CVM) stages resulted in significant improvement in the knowledge of undergraduate orthodontic students.

Using Factor Analysis Procedures to Validate Score Reporting Practice of Large Scale Examinations: Establishing the Baseline

Performance of candidates in large scale examinations is often reported using a composite score that represents an aggregation of several components of a subject. The components are meant to reflect the fact that subjects are made up of different topics or modalities and each modality is assessed by means of a subset of items. The subsets of items measure a candidates’ knowledge with respect to the specific domain. However, more often than not, the construct validity or psychometric independence of each specific domain has not been empirically defined although the domain has intuitive meaning. Factor analysis can be used to make sure that the score reporting practice as indicated by the number of domains is supported by the underlying factor structure. In this paper, Social Studies and Science final examinations test scores were used as dependent variables to extract underlying dimensions. The co-variance matrix for each of the two subjects was submitted to a principal component analysis with Varimax rotation to produce factor loading. The results indicated a unidimensional factor structure for Social Studies and a three component model for Science. The findings were used to evaluate the adopted score reporting structure for each of the two subjects.

Effects of the Dictogloss Method in Teaching Listening Skills to Students

The purpose of this study was to investigate the effect of the dictogloss method in teaching listening to students' listening skills. This research was designed as a quasi-experimental. This study aims to investigate whether a material or treatment yields a different outcome for participants. There are two classes in this study, namely the experimental class (which is a sample to be treated with the dictogloss method) and the control class (using a method other than dictogloss). The results of this study are the results of data analysis showing that the results of learning skills in listening to the experimental group obtained the average value for the initial test of 60.33 and 71 for the final test score. While the control group using conventional methods has a mean value for the initial test of 60.1 and 70 for the final test. T test results also indicate that the significance value is 0,000. The significance value states smaller 0.05, it can be stated that Ha is accepted and Ho is rejected, which means that there is an influence of the dictogloss method in improving listening skills in students

Learning Effectivenss of Blended Learning in Higher Education Context

The notion of applying ICT to support traditional learning approach (face-to-face learning) is obviously not new todays. This study aimed to seek the significant difference between the mid test and final test scores of students’ English listening and reading skills. Mid test score represents face-to-face learning approach applied from first meeting whereas final test score represents blended learning approach employed after the mid test. The method used in this study was quantitative. A random selection of samples was carried out involving 133 first year undergraduates in Jakarta pursuing English as a compulsory course. Data collection technique used mid and final tests of two English skills: listening and reading. This study revealed that there was a significant difference between the mid test and the post test scores.

MÜZİKSEL İŞİTME OKUMA YAZMA DERSLERİNDE BİLGİSAYAR DESTEKLİ PROGRAMLI ÖĞRETİM YÖNTEMİNİN ETKİLİLİĞİ

In this research, it is aimed to compare the efficiency of traditional teaching method and computer supported teaching method in terms of level of knowledge for Musical Audince Reading and Writing (MARW) classes which is an important major course in professional music education. In this direction, research was conducted on an experimental model with pre test- final test control group which has random pattern. For the research, a study group is has been formed from the students who study in 9th grade at Bolu Fine Arts High School in the academic year of 2013-2014. With the students who were separated into two groups with neutral assigning method, 11 week long teaching period was held by applying traditional method with the control group and Teaching Material with Computer Supported Program with the experiment group. In the research, 'Success test for MARW' which was developed by the research was used as the data collecting tool and the differences between the pretest- final test and permanence test scores of both groups was examined. As a result, the conclusions that the learning and permanency levels reached with the experiment group students who were educated with Teaching Material with Computer Supported Program are much higher compared to the learning and permanency levels of the control group students, were reached

Development of buffer solution module based on guided inquiry and multiple representations

This research aims to develop a buffer solution module based on guided inquiry and multiple representations and reveal validity, practicality, and effectiveness. This module adapts to the demands of a revised 2013 curriculum that guides students to discover their own concepts and helps students understand the concept of buffer solutions through multiple representations. This type of research is development research, the development model used is the Plomp model which consists of three stages, namely preliminary research, prototyping stage, and assessment phase. The subject of the research was the eleventh grade students. The research instrument used was questionnaire validity sheet, practicality sheet, and learning outcome test. The module is validated by the validator and revised to get a valid module. Valid modules are tested to find out the practicality and effectiveness in the field. The results of the validity sheet analysis show that the module has an average kappa moment of 0.77. This shows that the module is valid with a high category. The results of the field trial showed the practicality of the product based on the teacher’s response was 0.73 and the student’s response was 0.76. This score includes high criteria. This is evidenced by the product effectiveness test which can be seen from the increase in the initial and final test scores from 18.8 to 84.6. This improvement shows that effective modules are used in the learning process. This is supported by the n-gain value of 0.7 which states that the module is effective with high criteria.

Online EEG teaching – Identifying the most effective and preferred learning methods on a web-based EEG training course

Web-based, distance learning programs may provide effective electroencephalogram (EEG) training in resource-poor settings. EEGonline is an interactive, web-based, 6-month multi-modality, learning program designed to teach basic principles and clinical application of EEG. This study aimed to determine which learning modality within the program was associated with the best outcome in final test scores and which one was most preferred by learners. One hundred and sixty participants (71 neurologists, 55 neurology residents and 22 neurology technologists, 12 other doctors) from over 15 mostly African countries registered on EEGonline between June 2017 and December 2018, were enrolled. Pre- and Post-course multiple-choice question (MCQ) test results and EEGonline user logs were analysed. Differences in pre- and post-test performance were correlated with quantified exposure to various EEGonline learning modalities. Participants’ impressions of EEGonline efficacy and usefulness were assessed through Pre- and Post-course perception surveys. Ninety-one participants attempted both pre- and post-course tests. Mean scores were 46.7% before the course and 64.1% after the course (p<0.0001). Initial analysis revealed that post-course test performance was better in participants accessing interactive EEG-activities versus didactic lecture-notes. Additional results of the analysis correlating post-course test performance with overall use of EEGonline and its various learning modalities will be presented. Preferred tools of learning based on most frequent use will also be presented

PENGARUH MODEL PEMBELAJARAN BAMBOO DANCING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA MATERI SISTEM PERSAMAAN LINIER DUA VARIABEL DI KELAS VIII MTS AL-ITTIHADIYAH MEDAN

This study was aimed to determine the effect of Bamboo Dancing learning models on mathematical communication skills of students in class VIII of MTs Al-Ittihadiyah Medan. This research was a quantitative research, with a type of quasi-experimental research. The population was all students of class VIII MTs Al-Ittihadiyah Medan 2016/2017 Academic Year. The sample of this study was students of class VIII-4, which amounted to 26 people as the experimental class, and students of class VIII-5 which amounted to 26 people as the control class. From the analysis of the data obtained findings that there are differences in the mathematical communication skills of students in the experimental class using Bamboo Dancing learning models and control classes that use conventional learning. The average value of the experimental class for the initial test (pre-test) was 43.85 with a standard deviation of 9.20, while the average value for the final test (post-test) was 81.54 with a standard deviation of 9.98. In the control class the average value obtained for the initial test (pre-test) was 48.08 with a standard deviation of 10.01, whereas for the final test score (post-test) was 75.38 with a standard deviation of 13,11. In hypothesis testing using the t-test with sig. , obtained by t = 2.011, and t table = 2.009, thus obtained t t tabel atau 2,011 t table or 2.011 2,009, so that Ha is accepted, namely there is a significant influence between the Bamboo Dancing learning model on the mathematical communication skills of students in class VIII of MTs Al-Ittihadiyah Medan.

Study on the application value of flipped classroom combined with PBL in the teaching of sanitary chemistry experiment

Objective To study on the application value of flipped classroom and PBL in the teaching process of sanitary chemistry experiment. Methods 112 students studied in School of Public Health in Nanchang University were considered as research subjects, including Preventive Medicine grade 2014 class 1 (observation group, n=57) and class 2 (control group, n=55). The students were taught with flipped classroom model in the control group, while flipped classroom combined with PBL was applied in the observation group. The learning effect of the two groups was evaluated by using the form of Richter score scale in the self-made form. The data was input using Epidata 3.0 and processed by SPSS 18.0, and it was analyzed by t test and 2 test. Results The evaluation index scores (learning attitude, ability improvement, learning cooperation, professional quality improvement) in the observation group were significantly higher than that of thecontrol group (P<0.05). Besides, the final test scores were also significantly higher in the observation group than those in control group [(83.56±10.81) vs. (69.37±10.45), t=7.059, P=0.000]. Conclusion Combining flipped classroom with PBL in the teaching process of sanitary chemistry experiment for the students majored in Preventive Medicine not only improves students' exam results, but also helps students improve their learning attitude, learning ability, professional quality and so on. Therefore, the teaching method is worthy of wider application. Key words: Flipped classroom; PBL; Sanitary chemistry experiment; Application value

Nursing Education Method In The Use Of The Six Thinking Hats: Comparison Of Two Different Techniques

Öğrenciler her gün basit ya da zor birçok karar vermektedirler. Bu zor kararları vermeye çalışırken, düşünülmüş kararlara varmada tüm adımları düşünmeyi sıkça başaramamaktadırlar. Altı şapkalı düşünme tekniği, zor yaşam kararlarını vermede çeşitli görüşlerden yararlanma ve düşünmede öğrencilere yardım etmektedir. Amaç: Hemşirelik eğitiminde altı şapkalı düşünme tekniği ile düz anlatım tekniği karşılaştırılarak öğrenci hemşirelerin öğrenme başarısına hangi tekniğin daha etkili olduğunun belirlenmesi amaçlanmıştır. Yöntem: Ön test, son test kontrol gruplu deneme modeline göre yarı deneysel olarak gerçekleştirilen araştırma kapsamına, bir hemşirelik fakültesinde öğrenim gören birinci sınıf öğrencilerinden araştırmaya katılmayı kabul eden öğrenciler alınmıştır (n=126). Araştırma verileri, “Tanıtıcı Bilgi Formu” ve “Sağlığı Geliştirme” konusunda araştırmacılar tarafından ilgili literatür doğrultusunda hazırlanan bilgi testleri ön-test, son-test kullanılarak toplanmıştır. Verilerin analizinde, sayı, yüzde dağılımları ve t-testi yapılarak değerlendirilmiştir. Bulgular: Deney grubunun son test puan ortalaması 58,09±18,09 ile kontrol grubunun son test puan ortalaması 51,98±14,32 bulunmuştur. Deney ve kontrol grubunun son test puan ortalamaları arasında istatistiksel olarak anlamlı bir fark olduğu belirlenmiştir (p&amp;lt;0.05). Öğrenciler, Altı Şapkalı Düşünme tekniğinin farklı, eğlenceli, zevkli olduğunu ifade etmişlerdir. Sonuçlar: Altı şapkalı düşünme tekniğinin başarıyı geleneksel yöntemlere göre daha çok arttırdığı sonucuna varılmıştır. Ayrıca, çalışmanın hemşirelik öğrencilerinin kritik düşünme yeteneklerinin gelişmesi için önemli olan yaratıcı eğitim yönteminin kullanımının test edilmesi açısından da önemli olduğu düşünülmektedir.

Pengaruh Model Pembelajaran Word Square terhadap Hasil Belajar Fisika

The purpose of this study was to see how the effect of the word square learning model on student physics learning outcomes. The population in this study were all Grade VII students of SMPIT AN-NIDA 'Lubuklinggau, which numbered 52 people. Therefore, researchers trying to use this type of research are experiments using Pretest-Posttest Control Group Design. Data collection techniques used were essay-shaped test techniques as many as 5 questions. The final test score data were analyzed using the z-test. Based on the results of data analysis zcount = 2.44 and ztabel = 1.68 because zcount&gt; ztable, then the conclusions obtained are the effect of Word Square learning model on student learning outcomes.&#x0D; Keywords: Word Square, Physics Learning Outcomes.

MODEL DIRECT INSTRUCTION DENGAN TEKNIK PROBING PROMPTING : DAMPAK TERHADAP HASIL BELAJAR FISIKA SISWA KELAS X SMA NEGERI 4 LUBUKLINGGAU TAHUN PELAJARAN 2018/2019

This study aims to determine the completeness of the learning outcomes of Class X students after applying the Direct Instruction model with Prompting Probing techniques in 4 Lubuklinggau Public High Schools in 2018/2019 Academic Year significantly. This type of research is quasi-experimental research carried out without a comparison class. The design used in this study was one group pre-test post-test. The population in the study was all class X students of SMA Negeri 4 Lubuklinggau, amounting to 143 students. Samples were taken randomly, obtained class X.MIA 2, which amounted to 36 students as samples. Data collection is done by test technique. The collected data was analyzed using the t-test at a significant level α = 0.05. Based on the results of data analysis, it can be concluded that the results of physics learning in class X of SMA Negeri 4 Lubuklinggau after the Probing Prompting technique were applied were significantly completed. The average score of students' final test is 75.11 and the percentage of students who complete is 80.5%.

Pengaruh Penggunaan Media Video Pembelajaran terhadap Hasil Belajar Biologi

This study aims to determine the effect of using video learning media on the biology learning outcomes of class X students at SMA Negeri 1 Situjuah Limo Nagari District. This research is a quasi-experimental research with a Posttest-Only Control Design research design. The population of this study was the X grade students of the 2016/2017 academic year, totaling 7 classes. The research sample of 2 classes was taken by purposivever sampling. Class X.5 as the experimental class and class X.6 as the control class. The research instrument used was a test. Data were analyzed by the t test, wherein the normality test and homogeneity test first. The results of the study, based on the final test scores of students' biology learning outcomes, obtained an experimental class average of 78.58 with a standard deviation of 10.18 and a control class of 71.44 with a standard deviation of 9.05. Based on data analysis, it is obtained thitung = 2.64&gt; t table = 1.67, meaning that H0 is rejected and H1 is accepted. Thus it can be concluded that there is an influence of the use of video learning media on the learning outcomes of biology class students&#x0D; Keywords: learning videos, learning outcomes

Examination of the impact of the course of character and value education on the attitudes of Turkish language and literature prospective teachers about value education

Bu araştırmanın amacı; Karakter ve Değerler&#x0D; Eğitimi dersinin, öğretmen adaylarının değer eğitimine yönelik tutumları&#x0D; üzerindeki etkisini tespit etmektir. Çalışmada nicel araştırma yaklaşımı&#x0D; benimsenmiş olup yöntem olarak tek grup ön test - son test basit deneysel desen&#x0D; kullanılmıştır. Araştırmanın çalışma grubunu 2018-2019 eğitim öğretim yılı güz&#x0D; yarıyılında, Sinop Üniversitesi Pedagojik Formasyon Programı’nda, seçmeli ders&#x0D; olarak Karakter ve Değerler Eğitimi dersini seçen 50 Türk dili ve edebiyatı&#x0D; öğretmeni adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak Çetin&#x0D; (2018) tarafından geliştirilen “Değer eğitimine yönelik tutum ölçeği”&#x0D; kullanılmıştır. Deneysel işlemlerin öncesinde ön test, sonrasında ise son test&#x0D; olarak çalışma grubuna uygulanan ölçek, 3 alt boyut ve 31 maddeden&#x0D; oluşmaktadır. Araştırmadan elde edilen tüm veriler SPSS 25 paket programında&#x0D; analiz edilmiştir. Öğretmen adaylarının ön test ve son test puanları arasındaki&#x0D; farkın anlamlı olup olmadığını tespit etmek için bağımlı değişken t- testi&#x0D; analizi kullanılmıştır. Uygulamaları toplamda 14&#x0D; hafta süren araştırmanın sonunda Karakter ve Değerler Eğitimi dersinin, öğretmen&#x0D; adaylarının değer eğitimin gerekliliğine olan inanç ve değer eğitimini&#x0D; içselleştirme alt boyutlarına yönelik tutumlarını artırdığı görülmüştür.&#x0D; Ölçeğin bir diğer alt boyutu olan değer eğitimine yönelik olumsuz inanç&#x0D; boyutunda ise, öğretmen adaylarının ön test ve son test puanları arasında anlamlı bir fark olmadığı, öğretmen adaylarının deneysel&#x0D; işlemler öncesinde değer eğitimine yönelik olumsuz inançları olmadığı gibi&#x0D; deneysel işlemler sonrasında da öğretmen adaylarında değer eğitimine yönelik&#x0D; olumsuz bir inanç gelişmediği görülmüştür.&amp;nbsp;

Correlation between early clinical exposure environment, attitudes toward basic medicine, and medical students\u2019 basic science learning performance

BackgroundEarly clinical exposure (ECE) is viewed as a way to provide contexts of basic science and highlight its relevance to medical practice. However, very few studies have specifically looked into how the ECE experience contributes to students’ academic performance. The purpose of this study was to investigate whether ECE experiences (external cause) or students’ learning attitudes (internal cause) more closely correlated with medical students’ academic performance.MethodsSubjects who participated in the study comprised 109 s-year students at Taipei Medical University. Fifty of the 109 study participants were enrolled in an elective ECE program. The dependent variable in this study was the test score of a systems-based basic sciences (SBBS) course. Independent variables of the study included students’ attitudes and test anxiety towards the SBBS course, engagement/length of time spent in ECE, and the ECE learning environment. Data of students’ engagement in ECE, levels of their motivational beliefs and test anxiety, differences in the ECE learning environment, and the SBBS final test scores of these 109 respondents were collected for hierarchical multiple regression (HMR) analyses.ResultsResults of the HMR analyses revealed that students’ test anxiety towards basic science and also the learning environment of the ECE had significant positive predictive power on their SBBS test scores.ConculsionThis study discovers that medical students’ academic performance in basic science correlates not only with their anxiety to testing, but even more so with the clinical environment they are exposed to. Hence we suggest including further investigations about different learning environments on ECE experiences in future studies.

Use of Massive Open Online Courses (MOOCs) In the professional development of science teachers Jeddah

The current research aimed to identify the effectiveness of MOOCs as an electronic training platform for the professional development of science teachers in Jeddah. The researcher used the semi-experimental approach in a one-group design. The experiment was applied to the basic sample of research (30) Education East Jeddah Girls, who received the active learning course through direct training, were randomly selected unintentionally. The researcher used two tools to collect information and data related to the study: N of (20) paragraph tribal dish and Uday, in addition to a questionnaire to measure the sample satisfaction MOOCs as a platform for distance training, consisting of (48) paragraph. The data of this study were analyzed using the statistical packages of social programs (SPSS) according to the following statistical methods: arithmetical mean, standard deviation and t value for the pre-test and final test scores by t-test for two independent sample samples, Eta coefficient of impact measurement, Cronbach's Alpha coefficient for measurement of test stability, consistency of satisfaction criterion, and arithmetic averages and standard deviations of responses of study group members in the satisfaction questionnaire. The study reached several results, the most important of which are: -MOOCs achieved an efficiency level in the results of the achievement test with an average of (5.17) score for pre-test compared to (19.63) in the post-test. -The size of the calculated effect reached (0.99). This means that the size of the impact is great for the use of open source electronic courses (MOOCs) in the professional development of science teachers in Jeddah. -There is satisfaction with science teachers on the use of MOOCs in their professional development, where the mean is 4.37, indicating that there is satisfaction (strongly agree) on the questionnaire of satisfaction with the use of MOOCs as a distance training platform for the professional development of them -The standard deviation of the general arithmetic mean (0.119), which is a value and a sign of the great homogeneity between the responses of the members of the research sample (science parameters) on the expressions of satisfaction questionnaire In light of the results, the researcher presented a set of recommendations, the most important of which are: - To promote the culture of e-learning using electronic educational platforms MOOCs. - Provide open and continuous training programs for in-service teachers for their effectiveness and development. - Offering more training courses for electronic platforms carrying the specifications of MOOCs - Taking advantage of the current study tools, namely (the achievement test- the measure of satisfaction) to assess the impact of professional development For science teachers in Jeddah.

PENERAPAN MODEL PEMBELAJARAN COURSE REVIEW HORAY UNTUK MENINGKATKAN HASIL BELAJAR SISWA MATERI SISTEM KLASIFIKASI MAKHLUK HIDUP PADA KELAS X SMA NEGERI 14 AMBON

Background: This study aims to determine the effect of the application of the learning model of the horay course review to improve student learning outcomes of teaching material on the classification system of living things in class X of SMA Negeri 14 Ambon.&#x0D; Method: Samples from this study were students of class X1 with 23 students. This type of research is descriptive research to see student learning outcomes which consists of 3 factors, namely physical, cognitive and psychomotor. The instruments used in this study were test instruments in the form of initial tests and final tests.&#x0D; Results: The results of this study show that there is a significant effect by using the learning review horay learning model on improving student learning outcomes during the implementation of the learning model of the course review horay.&#x0D; Conclusion: Based on the results of the study it can be concluded that the use of the Course Review Horay learning model can improve the learning outcomes of class X1 students at SMA Negeri 14 Ambon. This can be seen from the results of the final test which is very satisfying from the results of the initial test. Presentation of student grades during the initial test is 13% and the final test score reaches 100%.

Effect of a game-based virtual reality phone application on tracheostomy care education for nursing students: A randomized controlled trial

BackgroundA game-based virtual reality phone application is used as a simulation to teach psychomotor skills in nursing education. ObjectiveThis study aims at determining the effect of a game-based virtual reality phone application on tracheostomy care education for nursing students. DesignSingle-blind randomized controlled trial conducted from March–April 2017. SettingDepartment of Nursing, Faculty of Health Sciences, Central Anatolia of Turkey. ParticipantsA total of 86 first-year nursing students registered in Fundamentals of Nursing-II were included in this study. The students were divided at random into two groups, control (n = 43) and experimental (n = 43). MethodThe data were collected with an informative features form, a tracheostomy care knowledge test and skill checklists, and a performance assessment form. The control group commenced the study first so that the students did not affect each other. After the students completed the theoretical class, laboratory class, and small group study, they had their knowledge test and skills evaluation. The application featured tracheostomy care and was designed in support of formal education. It was uploaded to the mobile phones of the experimental group at a different phase of the study from the control group. After the experimental group made use of this application for seven days, their last knowledge test and skills evaluation were conducted. ResultsThe results of this study determined that the suctioning a tracheostomy tube and peristomal skin care average final test scores of the students in the experiment group were higher than the average scores of the students in the control group; this was statistically significant (p = 0.017, p = 0.003). ConclusionThe game-based virtual reality phone application was effective in teaching the skill of suctioning a tracheostomy tube for nursing students in the short term, and it is recommended that this application be used in psychomotor skill training.

Cognitive impairment screening using m-health: an android implementation of the mini-mental state examination (MMSE) using speech recognition.

This paper describes an implementation of an Android application that allows cognitive functions to be tested. The application consists of a slightly modified Mini Mental state Examination (MMSE) test that provides examiner assistance in diagnosing cognitive impairments. The application deploys speech recognition techniques to allow easy and automated scoring of the test. The test results and test-related information are stored in a database providing easy access to data for follow-up and analysis, resulting in overall benefits to the examiner workflow. A small-scale pilot study of 5 months duration was conducted in a nursing home where 15 residents were tested with the MMSE app test and with the (paper) MMSE test with the aim of determining the agreement between the two test methods. The final MMSE test scores, with a maximum score of 30, agree; the differences have a mean of 0.1, a standard deviation of 2.1 and fall in a [- 4, + 4] range as is illustrated in a Bland-Altman analysis. From examiner reflections, the motoric skills of the participant are indicated to contribute strongly to the time benefit of the assessment itself. The findings of this study suggest that the mobile digital version of the slightly modified MMSE test has the potential to be used as an attractive alternative for the conventional paper version of the test.

STUDENTS’ PERCEPTION OF THE USE OF STORYTELLING TECHNIQUE TO IMPROVE VOCABULARY SKILL

The main objective of the research is to find out whether story telling technique can improve vocabulary skill or not. The descriptive quantitative method was employed in this research. The samples of the research were business management of MBIS-W41/15 which consists of twenty one students. To collect the data, the writer used questionnaire to know the students’ perception with storytelling technique and vocabulary test to know whether the final test score of the students have a significant progress or not. Storytelling technique deliver a good method to support,moyivate, and encourage knowledge. It can be seen that students were encouraged to be actively and motivately in learning process. Based on the reserach finding, it can be conclude that storytelling technique can improve vocabulary skill and give good atmosphere in teaching learning process. Using storytelling students more interesting and understanding new words. They can work together and share idea to encourage new knowledge which discuss in topic of their lesson. It is good applying story telling to improve students’ vocabulary