Integrating Local Folktales into Storytelling Practice to Foster Students’ Speaking Performance in Junior High School
Mengintegrasikan Cerita Rakyat Lokal ke dalam Praktik Bercerita untuk Meningkatkan Kemampuan Berbicara Siswa di Sekolah Menengah Pertama
DOI:
https://doi.org/10.21070/ups.11321Keywords:
Local folktales, storytelling activities, speaking performance, EFL studentsAbstract
This study investigated the effectiveness of incorporating local folktales into storytelling activities to improve junior high school students’ speaking performance. A quantitative pre-experimental one-group pretest-posttest design was employed involving 30 eighth-grade students selected through purposive sampling. Data were collected through speaking tests administered before and after the treatment. Students’ speaking performance was assessed based on pronunciation, vocabulary, grammar, fluency, content, and confidence. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed-Rank Test. The findings showed that the mean score increased from 71.93 in the pre-test to 88.70 in the post-test. The Wilcoxon Signed-Rank Test revealed a significant difference between the pre-test and post-test results (p = 0.000 < 0.05). These findings indicate that storytelling activities integrated with local folktales effectively enhance students’ English speaking performance.
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