ABSTRACT
ABSTRACT: This research aimed to improve multiethnic learners’ vocabulary mastery while storytelling in an English Foreign Language setting. This was a two cycle classroom action research. The BUdata were collected through oral tests, observations, and learner’s self-checklists. Then, the data were analyzed using descriptive statistics, a rubric and Miles & Huberman’s framework. This research found that after cycle one 3 out of 22 participants failed to improve their vocabulay mastery because they failed to meet the criterion of minimum completeness. After cycle two, all participants improved their vocabulary mastery because all met the criterion. It was also found that participants selected scaffolding strategies such as gestures, visuals, and modelling while storytelling. Then, across ethnic background they encountered problems in past tense and verb formation while storytelling. Concerning an EFL context, native languages interfered their vocabulary mastery.
