IMPLEMENTING STORYTELLING METHOD IN EFL CLASSROOM CONTEXT; CHALLENGES AND OPPORTUNITIES
DOI:
https://doi.org/10.51878/educational.v4i4.4163Keywords:
metode bercerita, keterampilan berbicara, penelitian tindakan kelas, teks naratifAbstract
This research discusses the use of storytelling method to improve speaking skills in an English as a Foreign Language (EFL) class. The challenges faced by students, English teacher, and researcher in the learning process included students' anxiety, lack of motivation, and different proficiency levels. Using Classroom Action Research, this study involved pre-test and post-test to measure speaking ability and qualitative data from observation and interview. The results show that the storytelling method can be effective in engaging students, building confidence, and improving speaking skills through a dynamic and interactive learning environment. The study noted challenges and opportunities in teaching English speaking skills through the storytelling method. The researcher faced difficulties due to the complexity of language learning, cultural influences and diverse needs of the students. The storytelling method implemented in two cycles showed significant improvement in students' speaking skills, with 63.79% meeting the success criteria in the second cycle. The method not only improved speaking ability, but also encouraged students' critical thinking, creativity and confidence. The teacher also benefited from increased student participation and their ability to create a supportive learning environment.
ABSTRAK
Penelitian ini membahas tentang penggunaan metode storytelling untuk meningkatkan kemampuan berbicara di kelas Bahasa Inggris sebagai Bahasa Asing (EFL). Tantangan yang dihadapi oleh siswa, guru bahasa Inggris, dan peneliti dalam proses pembelajaran termasuk kecemasan siswa, kurangnya motivasi, dan tingkat kemahiran yang berbeda. Dengan menggunakan Penelitian Tindakan Kelas, penelitian ini melibatkan pre-test dan post-test untuk mengukur kemampuan berbicara dan data kualitatif dari observasi dan wawancara. Hasil penelitian menunjukkan bahwa metode bercerita dapat menjadi efektif dalam melibatkan siswa, membangun kepercayaan diri, dan meningkatkan kemampuan berbicara melalui lingkungan belajar yang dinamis dan interaktif. Penelitian ini mencatat tantangan dan peluang dalam mengajarkan keterampilan berbicara bahasa Inggris melalui metode mendongeng. Peneliti menghadapi kesulitan karena kompleksitas pembelajaran bahasa, pengaruh budaya, dan kebutuhan siswa yang beragam. Metode storytelling yang diterapkan dalam dua siklus menunjukkan peningkatan yang signifikan dalam kemampuan berbicara siswa, dengan 63,79% memenuhi kriteria keberhasilan pada siklus kedua. Metode ini tidak hanya meningkatkan kemampuan berbicara, tetapi juga mendorong pemikiran kritis, kreativitas, dan kepercayaan diri siswa. Guru juga mendapat manfaat dari peningkatan partisipasi siswa dan kemampuan mereka untuk menciptakan lingkungan belajar yang mendukung.
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AMJAD, D. A. F., & Sulistyarini, I. (2023). THE USE OF STORYTELLING TO IMPROVE STUDENTS’SPEAKING SKILL AT THE EIGHTH GRADE OF MTsN 3 SUKOHARJO IN THE ACADEMIC YEAR 2022/2023. UIN RADEN MAS SAID.
Çiftçi, E. Y., & Gürbüz, N. (2019). Intercultural sensitivity orientations prior to short-term study abroad: A qualitative study on prospective English language teachers. The Qualitative Report, 24(6), 1319–1337.
Diana, L. (2018). IMPROVING STUDENTS’SPEAKING SKILL THROUGH STORYTELLING OF NARRATIVE TEXT AT GRADE VIII-A OF SMPN I TEMPULING INDRAGIRI HILIR. EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics, 2(1), 42–56.
Eliawati, T., & Harahap, D. I. (2020). Classroom Action Research: Measuring Integration of Character Education in Language Learning. 384(Aisteel), 260–263. https://doi.org/10.2991/aisteel-19.2019.56
Göktürk, Ö., Çal??kan, M., & Öztürk, M. S. (2020). the Effects of Creative Drama Activities on Developing English Speaking Skills 1. JIBA) / Ara?t?rma Temelli Etkinlik Dergisi (ATED), 10(1), 1–17.
Hidayatullah, H. (2021). Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students ’ Phonology Awareness. 1(2), 93–102.
John, E., & Yunus, M. M. (2021). A systematic review of social media integration to teach speaking. Sustainability (Switzerland), 13(16). https://doi.org/10.3390/su13169047
Ly, C. K. (2024). Teachers’ Roles on English Language Teaching for Promoting Learner-Centered Language Learning: A Theoretical Review. International Journal of TESOL & Education, 4(2), 78–98.
Mujahidah, N., Damayanti, E., & Afiif, A. (2021). The Role of Storytelling Methods Using Hand Puppets in Early Children’s Language Development. Child Education Journal, 3(2), 78–91. https://doi.org/10.33086/cej.v3i2.2129
Oktaviani, E., Ilham, I., Lukman, L., Olatunji, S. O., & Whitworth, N. (2024). The Effect of Show and Tell, Role-Play and Storytelling on Speaking Skills: Meta-analysis. Journal of Languages and Language Teaching, 12(2), 846. https://doi.org/10.33394/jollt.v12i2.10868
Putri, H. S. K., & Nurjati, N. (2023). The Teachers’ Challenges of Teaching Speaking For Young Learners: A Case Study At English First (EF). Journal on Education, 6(1), 831–840. https://jonedu.org/index.php/joe/article/view/2997
Sirisrimangkorn, L. (2018). The use of project-based learning focusing on drama to promote speaking skills of EFL learners. Advances in Language and Literary Studies, 9(6), 14–20.
Sirisrimangkorn, L. (2021). Improving EFL Undergraduate Learners’ Speaking Skills through Project-Based Learning Using Presentation. Advances in Language and Literary Studies, 12(3), 65–72.
Wong, L., Grand, G., Lew, A. K., Goodman, N. D., Mansinghka, V. K., Andreas, J., & Tenenbaum, J. B. (2023). From word models to world models: Translating from natural language to the probabilistic language of thought. ArXiv Preprint ArXiv:2306.12672.
Zhao, Z. (2013). Diagnosing the english speaking ability of college students in china–validation of the diagnostic college english speaking test. RELC Journal, 44(3), 341–359.
AMJAD, D. A. F., & Sulistyarini, I. (2023). THE USE OF STORYTELLING TO IMPROVE STUDENTS’SPEAKING SKILL AT THE EIGHTH GRADE OF MTsN 3 SUKOHARJO IN THE ACADEMIC YEAR 2022/2023. UIN RADEN MAS SAID.
Çiftçi, E. Y., & Gürbüz, N. (2019). Intercultural sensitivity orientations prior to short-term study abroad: A qualitative study on prospective English language teachers. The Qualitative Report, 24(6), 1319–1337.
Diana, L. (2018). IMPROVING STUDENTS’SPEAKING SKILL THROUGH STORYTELLING OF NARRATIVE TEXT AT GRADE VIII-A OF SMPN I TEMPULING INDRAGIRI HILIR. EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics, 2(1), 42–56.
Eliawati, T., & Harahap, D. I. (2020). Classroom Action Research: Measuring Integration of Character Education in Language Learning. 384(Aisteel), 260–263. https://doi.org/10.2991/aisteel-19.2019.56
Göktürk, Ö., Çal??kan, M., & Öztürk, M. S. (2020). the Effects of Creative Drama Activities on Developing English Speaking Skills 1. JIBA) / Ara?t?rma Temelli Etkinlik Dergisi (ATED), 10(1), 1–17.
Hidayatullah, H. (2021). Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students ’ Phonology Awareness. 1(2), 93–102.
John, E., & Yunus, M. M. (2021). A systematic review of social media integration to teach speaking. Sustainability (Switzerland), 13(16). https://doi.org/10.3390/su13169047
Ly, C. K. (2024). Teachers’ Roles on English Language Teaching for Promoting Learner-Centered Language Learning: A Theoretical Review. International Journal of TESOL & Education, 4(2), 78–98.
Mujahidah, N., Damayanti, E., & Afiif, A. (2021). The Role of Storytelling Methods Using Hand Puppets in Early Children’s Language Development. Child Education Journal, 3(2), 78–91. https://doi.org/10.33086/cej.v3i2.2129
Oktaviani, E., Ilham, I., Lukman, L., Olatunji, S. O., & Whitworth, N. (2024). The Effect of Show and Tell, Role-Play and Storytelling on Speaking Skills: Meta-analysis. Journal of Languages and Language Teaching, 12(2), 846. https://doi.org/10.33394/jollt.v12i2.10868
Putri, H. S. K., & Nurjati, N. (2023). The Teachers’ Challenges of Teaching Speaking For Young Learners: A Case Study At English First (EF). Journal on Education, 6(1), 831–840. https://jonedu.org/index.php/joe/article/view/2997
Sirisrimangkorn, L. (2018). The use of project-based learning focusing on drama to promote speaking skills of EFL learners. Advances in Language and Literary Studies, 9(6), 14–20.
Sirisrimangkorn, L. (2021). Improving EFL Undergraduate Learners’ Speaking Skills through Project-Based Learning Using Presentation. Advances in Language and Literary Studies, 12(3), 65–72.
Wong, L., Grand, G., Lew, A. K., Goodman, N. D., Mansinghka, V. K., Andreas, J., & Tenenbaum, J. B. (2023). From word models to world models: Translating from natural language to the probabilistic language of thought. ArXiv Preprint ArXiv:2306.12672.
Zhao, Z. (2013). Diagnosing the english speaking ability of college students in china–validation of the diagnostic college english speaking test. RELC Journal, 44(3), 341–359.
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