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Qualitative analysis used assembling, coding, comparing, building interpretations, and reporting, while quantitative results compared mean pre-test and post-test scores. 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Students’ Vocabulary And Creativity By Draw Story In Learning English  \nMinda Mora 1, Muhammad Fathoni2*  \n1,.2,3 Politeknik Unggul LP3M, Medan, Indonesia  \n*Corresponding author:  \n[Email:](Email: Mhd.fathoni@gmail.com)[ ](Email: Mhd.fathoni@gmail.com)[Mhd.fathoni@gmail.com](Email: Mhd.fathoni@gmail.com)  \nAbstract  \nThe aim of this study was to improve the students’ vocabulary and creativity using Draw Story in learning English. The method of this study was classroom action research which had three cycles whereby there were two meetings for each cycle. Each cycle consisted offour steps: planning, implementing, observation and reflection. The field notes and test constituted the research data. The qualitative data were analyzed through assembling the data, coding, comparing, building interpretations, and reporting the outcomes. The quantitative data were analyzed by comparing the mean scores of the pre-test and the post- tests. The research findings showed that draw story could improve: (1) the students’vocabulary; (2) the students’ ability in identifying the use of appropriate words; (3) the students’ ability in spelling and pronouncing the words correctly; (4) the students’ creativity in drawing.  \nKeywords: Improve, Students’ Vocabulary, Draw Story  \nI. INTRODUCTION  \nHaving more vocabulary is one of a need for a person who is learning English as a foreign language because the mastery of English vocabulary is concerned with the mastery of speaking ability which is one of the English skills beside listening, reading and writing. The term vocabulary refers to a list or set of words for a particular language or words that individual speakers of language might use [1] . Mastering English vocabulary therefore is much needed to learn more about English [2] . Mastery is complete knowledge or great skill [3] . Meanwhile Oxford dictionary defines vocabulary mastery as the complete control of knowledge. It means that it will be great deal of difficulties in using English both written and orally without having more vocabulary. Thus, it can be concluded that mastering more vocabulary is the complete knowledge or great skill to comprehend a language with their meaning to apply in daily life.After conducting the pre observation and also pre-test, the researchers found some problems in junior school students, as indicated by the following indicators: (1) the students have less vocabulary.  \nIt was proved when the researchers showed some words about things at school, the students only knew two or three words shown; (2) the students have couldn’t identify the use of appropriate words; (3) the students couldn’t spell and pronounce the words correctly. Moreover, the students had low motivation and also creativity in learning English. It was indicated by the following indicators: (1) the students did not pay attention during the teaching learning process. (2) Some students made noise and disturbed others. (3) The students felt boring and were not enthusiastic and interested in learning English lesson. (3) Some students were passive. (4) The smart students were dominant in joining class activities.Based on the observation, the researchers concluded that: (1) The teacher didn’t encourage the students to learn more vocabulary (2) The teacher still used the conventional method, technique, strategy and media in teaching the materials. (3) The teacher taught based on the handbook. There was no an improvisation from other sources. (4) Whiteboard was the only media used by the teacher to explain the materials. (5) The students assumed that English was a difficult subject.  \nBased on the problems mentioned above, the researchers formulated the research problems as the followings:  \n[https://ijersc.org](https://ijersc.org)  \nInternational Journal of Educational Research & Social Sciences ISSN: 2774-5406  \n1. Can Draw Story game improve the students’ vocabula","cbCaiu5BlFb4JPBG","https://ap.wps.com/l/cbCaiu5BlFb4JPBG","pdf",168243,"English","# Abstract\n# Keywords\n# I. INTRODUCTION","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"The study aims to improve students’ vocabulary and creativity in learning English through Draw Story activities.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The research used classroom action research with three cycles, and each cycle included planning, implementation, observation, and reflection, supported by field notes and tests.\"},{\"question\":\"What improvements did the findings show?\",\"answer\":\"The findings show that Draw Story improved students’ vocabulary, their ability to identify appropriate word use, correct spelling and pronunciation, and creativity in drawing.\"}]","Improving The Students’ Vocabulary And Creativity By Draw Story In Learning English | PDF",1790634353]