Using Storytelling Strategy to Improve Students’ Speaking Ability at Accelerated English Centre

Abstract

This Study attempts to improve students’ speaking ability at Accelerated English Centre by using Storytelling strategy and to find out the advantages and disadvantages of Storytelling strategy. This Study was conducted by using classroom action Research. The subject of the Study was Cambridge Soft Start 1 class of Accelerated English Centre consisted of 14 students. The Study was conducted in two cycles and consisted of eight meetings. The instruments of collecting data were speaking tests as the quantitative data and opened questionnaire as qualitative data. Based on the speaking score, student’s scores were improved significantly after using Storytelling strategy. In the pre-cycle test, the mean of students’ speaking ability score was 1. In the first cycle where storytelling strategy was applied, the mean of students’ speaking ability score improved and became 2.16. Then in the second cycle, where Storytelling strategy was also used, the mean of ability score improved a lot and became 3.71. Based on the opened questionnaire, it was found that students found eight advantages and there were three disadvantages of using Storytelling strategy. The result of this Study showed that Storytelling Strategy improves students’ speaking ability at Accelerated English Centre.

Penelitian ini mencoba untuk meningkatkan kemampuan berbicara bahasa inggris siswa di Accelerated English Centre melalui strategi bercerita serta menemukan kelebihan dan kekurangan strategi bercerita. Penelitian ini dilakukan dengan menggunakan penelitian tindakan kelas. Subyek penelitian adalah siswa kelas Cambridge Soft Start 1 Accelerated English Centre yang terdiri dari 14 orang. Penelitian ini dilakukan dalam dua siklus dan terdiri dari delapan pertemuan. Instrumen pengumpulan data adalah tes berbicara sebagai data kuantitatif dan kuesioner terbuka sebagai data kualitatif. Berdasarkan skor berbicara, skor siswa meningkat secara signifikan setelah menerapkan strategi berbicara. Pada tes awal, nilai rata-rata adalah 1. Pada siklus pertama di mana ada strategi berbicara yang diterapkan, nilai rata-rata kemampuan berbicara bahasa inggris siswa meningkat menjadi 2,16. Kemudian pada siklus kedua, di mana strategi berbicara diterapkan lagi, rata-rata nilai kemampuan berbicara bahasa inggris siswa semakin meningkat pesat menjadi 3,71. Berdasarkan kuesioner terbuka, siswa menemukan delapan kelebihan dan tiga kelemahan strategi bercerita. Hasil penelitian menunjukkan bahwa strategi bercerita dapat meningkatkan kemampuan berbicara bahasa inggris siswa di Accelerated English Centre.