IMPROVING STUDENTS' CONFIDENCE IN SPEAKING BY STORYTELLING TECHNIQUE THROUGH WEBTOON
DOI:
https://doi.org/10.26418/jeep.v1i1.40017Abstract
This research was conducted based on the problems found from observation in the teaching and learning process. This research aimed to investigate how the use of storytelling technique through webtoon improved students' confidence in speaking to class X IPS 3 students of SMA Negeri 5 Pontianak Utara in academic year 2018/2019. The method implemented in this research was Classroom Action Research with two cycles. The subjects of the research were 32 students of class X IPS 3. In collecting the data, the writer used observation checklist table, field notes, and questionnaires. The result showed that students"™ confidence in speaking improved by using storytelling technique through webtoon. Most of them are active in speaking English in the classroom. In conclusion, storytelling technique through webtoon was useful to help students to improve their confidence in speaking English. Thus, the writer recommends the teacher to use storytelling technique in teaching learning speaking to the student.This research was conducted based on the problems found from observation in the teaching and learning process. This research aimed to investigate how the use of storytelling technique through webtoon improved students"™ confidence in speaking to class X IPS 3 students of SMA Negeri 5 Pontianak Utara in academic year 2018/2019. The method implemented in this research was Classroom Action Research with two cycles. The subjects of the research were 32 students of class X IPS 3. In collecting the data, the writer used observation checklist table, field notes, and questionnaires. The result showed that students' confidence in speaking improved by using storytelling technique through webtoon. Most of them are active in speaking English in the classroom. In conclusion, storytelling technique through webtoon was useful to help students to improve their confidence in speaking English. Thus, the writer recommends the teacher to use storytelling technique in teaching learning speaking to the student.References
Bassey, M. (1998). Action Research for Improving Practice. In R. Halsall. (Ed.). Teacher Research & School Improvement: Opening Doors from the Inside, (93). Buckingham: Open University Press.
Druckman, D & Bjork, R. A. (1994). Learning, Remembering, Believing. National Academy Press: Washington DC.
Flinders, J. D. & Moroye, M. C. (2016). Curriculum and Teaching Dialogue: vol. 18. Colorado, USA: Information Age Publishing, Inc.
Grugeon, E & Gardner, P. (2013). The Art of Storytelling for Teachers and Pupils: Using Stories to Develop Literacy in Primary Classroom. New York, NY: Routledge.
Gurler, I. (2015). Correlation between Self-confidence and Speaking Skill of English Language Teaching and English Language and Literature Prepatory Students, 1(2), 14-19.
Halim, M. F & Kamarulzaman, S. Z. (2011). The Effectiveness of Storytelling in Enhancing Communicative Skills. Procedia Social and Behavioral Science. 18, 163-169.
Harmer, J. (2003). The Practice of English Language Teaching (3rd Ed.). London: Pearson Education.
Haven, F. K. (2000). Super simple storytelling: a can-do guide for every classroom, every day. Englewood, Colo: Teacher Ideas Press.
Hebaish, M. S. (2012). The Correlation between General Self-Confidence and Academic Achievement in the Oral Presentation Course. Theory and Practice in Language Studies, 2(1), 60-65.
Hoge, A. J. (2014). Effortless English: Learn to Speak English Like a Native. Effortless English LCC: USA
Indramawan, A. (2013). Improving the Students’ English Speaking Competence through Storytelling (Study in Pangeran Diponegoro Islamic College (STAI) of Nganjuk, East Java, Indonesia). International Journal of Language and Literature, 1, 18-24.
Koshy, V. (2005). Action Research for Improving Practice: A Practical Guide. Great Britain: TJ International Ltd.
Lefever, s. (2009). Are National Curriculum Objectives for Teaching English Being Met in Icelandic Compulsory Schools?. Timarit um menntarannsoknir, 6, 107-128.
Lipman, D. (1999). Improving Your Storytelling: Beyond the Basics for All who Tell Stories in Work or Play. Little Rock, Arkansas: August House.
MacIntyre, P. D., Clement, R., Dornyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in A L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82 (4), 545-562.
Nurbaya, S., Salam, U., & Arifin, Z. (2016). Improving Students' Speaking Ability Through Role Play. Jurnal Pendidikan dan Pembelajaran Untan, 5(10).
Osboe, S., Fujimura, T., & Hirschel, R. (2007). Student Confidence and Anxiety in L2 Speaking Activities. Kanda University of International Studies, Japan, 1-11.
Park, H. & Lee, A. R. (2010). L2 Learners’ Anxiety, Self-Confidence and Oral Performance. Kunsan National University, Concordia University.
Saed, A., Sajjadi, F., & Zare, E. (2016). The Effect of Storytelling Technique on Speaking Ability of Female Iranian Intermediate EFL Learners. International Journal of Applied Linguistics & English Literature, 5(1), 209-214.
Samantaray, P. (2014). Use of Story Telling Method to Develop Spoken English Skill. International Journal of Language & Linguistic, 1, 40-44.
Tuan, H. N. & Mai, N. T. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Education Research, 3(2), 8-23.
Ur, P. (1991). A Course in Language Teaching. Cambridge: Cambridge University Press.
Wright, A. (1995). Storytelling with Children. New York, NY: Oxford University Press.
Zyoud, M. (2016). Theoretical Perspective on How to Develop Speaking Skill Among University Students. An International Multidisciplinary Journal, 1(2), 1-10
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Journal of English Education Program
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of English Education Program (JEEP) is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Under the terms of the Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0), author(s) retain copyright and grant the journal the right of first publication (online and print) with the work simultaneously. We use the ShareAlike (SA) component in addition to the Attribution (BY) and NonCommercial (NC) components, as follows:
BY (attribution): Users are allowed to share, distribute, and redistribute the published article in any medium or format, with identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published article and an acknowledgment of its initial publication in this journal.
NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories, and indexation services, even if these services operate on a commercial basis. Authors grant Journal of English Education Program (JEEP) explicit the right to include the published articles in databases, repositories, and indexation services.
SA (ShareAlike): If user(s) remix, transform, or build upon the material, they must distribute their contributions under the same license as the original (CC BY-NC-SA 4.0).
