IMPROVING STUDENTSâ€™ SPEAKING SKILL THROUGH STORY TELLING TECHNIQUE TO THE ELEVENTH GRADE STUDENTS OF SMA SWASTA  KATOLIK BUDI MURNI 2 MEDAN

Tambunan, Veronika Dasniati; Raja, Viator Lumban; Sari, Anna Stasya Prima

doi:10.54367/kairos.v2i1.723

Cited by 4 publications

(2 citation statements)

References 3 publications

(1 reference statement)

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“…This is Classroom Action Research (henceforth, CAR). According to Mills (in Tambunan, Lumban Raja, and Sari, 2018), action research is any systemic inquiry conducted by a teacher, a researcher, principals, school counselors, or other stakeholders in the teaching and learning environment, to gather information about the ways that their schools operate, how they teach, and how well their students learn. This information is gathered with the goals of attaining insight, developing reflective practice, effecting positive changes in the social environment and improving students" outcomes and the lives of those involved.…”

Section: Methodsmentioning

confidence: 99%

Stop Saying Very: An Exceptional Teaching Strategy to Enhance Students’ Vocabulary Mastery

Sari,

Pinem,

Anzelina

et al. 2023

JETAL

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This Classroom Action Research (henceforth, CAR) was primarily carried out to prove that the use of Stop saying very teaching strategy is effective to enhance the students’ vocabulary mastery on adjectives and to describe the students’ responses towards the learning teaching processes of adjectives through the application of Stop saying very teaching strategy. There are two cycles in this CAR in which each cycle consisted of three meetings excluded the pre-test, formative test, and post-test The research subjects of this CAR are the first semester students of the English Language Education, Faculty of Teachers Training and Education, Universitas Katolik Santo Thomas in the Academic Year of 2022/2023 consisting of 20 students. The analysis of quantitative data shows that the mean of the students’ score in the pre-test, formative test, and post-test increases continually after Stop saying very teaching strategy was implemented in teaching adjectives. The students’ total score in the pre-test is 216 and the pre-test mean is 10.8. The students’ total score in the formative test is 1.528 and the formative test mean is 76.4. The students’ total score in the post-test is 1.708 and the post-test mean is 85.4. The analysis of qualitative data shows that the students gave positive responses towards the learning teaching processes of adjectives through the application of Stop saying very teaching strategy. They all agree that the application of Stop saying very teaching strategy helps trigger their curiosity and enhance their knowledge and vocabulary mastery on adjectives. The writers recommend that English teachers/lecturers apply Stop saying very teaching strategy to teach better and more impressive adjectives to their students. Keywords: adjectives, stop saying very, teaching strategy, vocabulary mastery

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Section: Methodsmentioning

confidence: 99%

Stop Saying Very: An Exceptional Teaching Strategy to Enhance Students’ Vocabulary Mastery

Sari,

Pinem,

Anzelina

et al. 2023

JETAL

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“…For the results in this research, storytelling can improve their speaking skill by giving short story to retell by own words, also can improve student active participation by giving more practice and ask them to perform the task in front of the class. Susanti (2019) from IKIP PGRI Bojonegoro conducted a research about "Improving Students Speaking Skill by Storytelling Technique". In this research the she told that there are some problems that make students have difficult to speak English because several factors, such as lack of vocabulary, lack of ideas to speak, they afraid to make mistakes when speaking English and their motivation is still low.…”

Section: Introductionmentioning

confidence: 99%

The Improvement of Students' Speaking Skill Through Storytelling

Marsevani

Rahman

2022

LJLC

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This research was conducted in an Islamic private junior high school in Batam and was conducted on 7th grade students with a total of 10 students. This research includes Classroom Action Research (CAR). Started with the problem faced the student such as lack of vocabulary, lack the proper motivation to study and practice speaking, not confident to speak. Responding to the problems, the right method of learning to speak English should be how to train memory, pronunciation, and hearing simultaneously, namely storytelling. Before the storytelling method was applied, students were given a pre-test to get the average grade for the class. After that, the average value of the class that has been obtained will be measured by the rubric. The total students’ average was 2.2 (poor). After looking at the results of the pre-test, researchers saw that with practice conversation, speaking skills of students can’t develop well. Because of that in the treatment 1, application cycle 1 and also post-test. The post-test results were 2.76. It can be said that the storytelling can help develop students' speaking abilities to improve.

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A cognitive diagnostic approach to IELTS speaking test: unveiling the subskills and test-takers’ perceptions

Heidari Vincheh,

Mirzaei,

Roohani

2024

Lang Test Asia

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IMPROVING STUDENTSâ€™ SPEAKING SKILL THROUGH STORY TELLING TECHNIQUE TO THE ELEVENTH GRADE STUDENTS OF SMA SWASTA KATOLIK BUDI MURNI 2 MEDAN

Cited by 4 publications

References 3 publications

Stop Saying Very: An Exceptional Teaching Strategy to Enhance Students’ Vocabulary Mastery

Stop Saying Very: An Exceptional Teaching Strategy to Enhance Students’ Vocabulary Mastery

The Improvement of Students' Speaking Skill Through Storytelling

A cognitive diagnostic approach to IELTS speaking test: unveiling the subskills and test-takers’ perceptions

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