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This thesis aims to determine whether the use of children storybooks can increase the students’ vocabulary mastery as well as to find out students’ responses on the use of children storybooks in learning English. The method used in this research is classroom action research which aims to determine the improvement of students’ vocabulary skills after the implementation of children storybooks in learning. The research was held in two cycles, namely cycle I and II with data collections techniques from observation, tests, interviews, and documentation. The result was quite significant. After using children’s storybooks for students’ vocabulary enhancement through classroom action research, there was an increase result of the pretest from an average score of 63.50 to an average value of 81.05 after posttest in Cycle 1, and an average value of 86.80 after second cycle posttest. Meanwhile, the percentage of completeness in each cycle was 81% and 87% respectively. There was progress in each cycle after using children’s storybooks for elementary students’ vocabulary enhancement by applying two learning techniques optimally. From the result of this study, it can be concluded that using children’s storybooks is somewhat applicable for elementary students’ vocabulary enhancement in grade VI of Madrasah Ibtidaiyah Muhammadiyah 1 Beji, Depok. The result showed the same result as previous studies. From the data of interview with 20 students, there was a positive response from students in using children’s storybooks to increase students’ vocabulary through the classroom action research. Even though there were still shortcomings regarding the implementation conducted during the COVID-19 pandemic. The process must be implemented with strict health protocols.