Improving Students’ Speaking Achievement by Using  Storytelling Technique

Sembiring, Novalina; Ginting, Fiber Y.A.

doi:10.33258/birle.v2i4.505

Cited by 3 publications

(4 citation statements)

References 1 publication

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“…Its importance comes from the fact that it involves three different activities (role-play, storytelling, and voice recording) integrated into one strategy. The results of the current study come in line with the results of other studies, such as Le (2018), Ayuningtias et al (2019), Neupane (2019), and Sembiring and Ginting (2019).…”

Section: The Impact Of Iis On Fluencysupporting

confidence: 92%

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Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking

Alsyouf

Kayed

2021

SiELE

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This paper proposes Interactive Intervention Strategy (IIS) as an effective activity to teach English as a Foreign Language (EFL) in the Arab world and other similar EFL environments. It explores the impact of IIS on the speaking skills (fluency, pronunciation, vocabulary, and grammar) of EFL students in the Jordanian context. The study used a quasi-experimental quantitative design to analyze the data. The sample of the study consisted of 30 students as a control group and 30 students as an experimental group. Both groups were enrolled in a speaking course in their first semester. The study employed an interview post-test to evaluate the effectiveness of IIS in teaching speaking skills. IIS is sought in this context to excite the minds of the learners with target subjects using untraditional techniques. It is designed to help in eliminating L2 learners’ confusion and increasing their motivation by adapting the activities of the traditional teaching environment. IIS is thus proposed as a strategy that challenges the traditional approaches to teaching EFL in helping the learners to use English as a communicative language through developing extra-class interactive sessions demonstrated to support EFL speaking classrooms.

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Section: The Impact Of Iis On Fluencysupporting

confidence: 92%

“…In another study, Sembiring and Ginting (2019) used storytelling techniques to improve the speaking skills of eighth-grade students. The results of the study showed that storytelling enhanced the oral skills of those students since the mean score increased in the post-test by 57.2 %.…”

Section: Literature Reviewmentioning

confidence: 99%

Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking

Alsyouf

Kayed

2021

SiELE

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“…Storytelling is defined as the art of telling stories through words and actions to engage an audience (James et al, 2019). In other words, it is not the same as reading a story because it narrates a story from memory (Sembiring & Ginting, 2019); because of the numerous benefits embedded in stories, storytelling is one of the best ways to help EFL students learn the four skills in their first and second languages. It also improves learners' communication abilities (Utami et al, 2018).…”

Section: Nomentioning

confidence: 99%

EFL Students’ Perceptions on the Use of Storytelling towards English Speaking Proficiency

Budiarti

Juhansar²,

Rahmawati³

et al. 2022

edumaspuljr

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In this modern era, where everything is entirely technological, storytelling can still be found everywhere, not only in children's reading books or school books but also on the internet, for learning media. In Indonesia itself, there are a plethora of storytellings. Storytelling as a medium for teaching speaking is also expected to improve EFL students' language skills. Using storytelling as a method to teach speaking is also one of the ways that teaching speaking activity becomes enjoyable. In this study, the research aims to know EFL students’ perception of storytelling and their proficiency in English speaking skills using storytelling. This research is conducted using a quantitative method. The data are collected by questionnaire to determine their understanding of storytelling and test; the scoring method employs a speech to text application; we grade three aspects: pronunciation, fluency, and accuracy. The sample of this research is UTY English education EFL students in 2020 and 2021. This research shows that using storytelling can improve EFL students speaking skills. Storytelling to teach speaking to EFL students is hoped that EFL students will be able to hone their speaking skills consciously and use storytelling strategies. In this study, it is known that storytelling is possible to teach speaking skills in the classroom.

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“…The Reading to Learn (R2L) model has a main focus on teaching students to read texts and then gain a deeper understanding of the contents of the reading by writing what they have learned (Rose & Martin, 2012). The R2L model can be applied with a syntax that can express students' understanding through ideas or ideas they get from reading material (Husein, Sembiring, et al, 2022). There are four stages in implementing the R2L strategy, including (Husein, Siregar, et al, 2022): 1.…”

Section: Introductionmentioning

confidence: 99%

The Influence of the R2L Learning Model on the Material of the Human Digestive System on Students’ Scientific Literacy

Arif,

Rusma,

Alam Sad

2023

jep

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2018 PISA results show that Indonesia is ranked 71st out of 77 countries in the world. While Indonesia has been successful in increasing the access of 15-year-olds to the school system, greater efforts are still needed to educate them so that the percentage of low-achieving students is kept as low as possible. Based on the results of observations made, students' scientific literacy at SMP Negeri in Bukittinggi is still relatively low. This research was a quasi-experimental study with a non-equivalent control group design which aims to determine the scientific literacy profile of students using the Reading to Learn (R2L) model. The R2L model has a main focus on teaching students to read texts and then gain a deeper understanding of the contents of the reading and rewriting what they have learned (note-taking). Based on the results of statistical analysis, the data is normally distributed and homogeneous so that a parametric test (T-test) is carried out. The results of the calculation of the T-test obtain a value of 0.05, thus H0 is rejected and H1 is accepted. This shows that there is an influence of the Reading to Learn (R2L) model on the digestive system material on the scientific literacy skills of junior high school students.

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Improving Students’ Speaking Achievement by Using Storytelling Technique

Cited by 3 publications

References 1 publication

Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking

Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking

EFL Students’ Perceptions on the Use of Storytelling towards English Speaking Proficiency

The Influence of the R2L Learning Model on the Material of the Human Digestive System on Students’ Scientific Literacy

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