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All Journal Future Academia : The Journal of Multidisciplinary Research on Scientific and Advanced KIRANA : Social Science Journal
Meisuri, Wiwiek
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Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Effectiveness of Storytelling in Improving Speaking Skills of Junior High School Students Pakpahan, Femi; Sadira, Lulu; Syifah, Naurah; Jodi , Setiawan; Panjaitan, Erdo; Meisuri, Wiwiek
KIRANA : Social Science Journal Vol. 2 No. 2 (2025): KIRANA : Social Science Journal
Publisher : Yayasan Sagita Akademia Maju

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61579/kirana.v2i2.474

Abstract

Speaking is one of the most challenging skills for junior high school students, as it requires fluency, pronunciation accuracy, confidence, and expressive communication. Many students struggle with speaking English due to limited exposure, fear of making mistakes, and lack of engaging learning methods. This study aims to analyze the effectiveness of storytelling in improving the speaking skills of eighth-grade students, particularly in terms of pronunciation, fluency, confidence, and expressive delivery. Using a qualitative research approach, this study involved 20 eighth-grade students with limited English-speaking experience who participated in a five-day storytelling program, where they practiced speaking in small groups guided by tutors. Data were collected through pre- and postobservations, video recordings, and student reflections. The results indicate that storytelling significantly improved students’ speaking abilities, as they became more fluent, confident, and expressive in their storytelling performances. Initially, students exhibited hesitation and struggled with pronunciation, but by the final session, they demonstrated greater clarity, natural fluency, and expressive body language. Peer collaboration and tutor support played a crucial role in fostering students' engagement and reducing anxiety. Despite some early challenges, students ultimately found storytelling enjoyable and beneficial for their speaking development. These findings suggest that storytelling should be integrated into English learning as an interactive and effective method to improve students' oral communication skills, with further research needed to explore its long-term impact and its effectiveness compared to other speaking-based teaching methods.
Enhancing Young Learners' English Vocabulary Through Songs and Interactive Games Meisuri, Wiwiek; Kemit, Lateresiana; Arafat, Kirana Rizki; Rambe, Miftahul Jannah; Kurniawan, Wahyu
Future Academia : The Journal of Multidisciplinary Research on Scientific and Advanced Vol. 3 No. 2 (2025): Future Academia : The Journal of Multidisciplinary Research on Scientific and A
Publisher : Yayasan Sagita Akademia Maju

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61579/future.v3i2.464

Abstract

This study explores the effectiveness of interactive teaching methods in enhancing English vocabulary acquisition among first-grade students at Madrasah Ibtidaiyah Madrasatul Ikbar, where the authors taught 17 students aged 6–8 years. The background of this research is based on the initial observation that students had very limited English vocabulary and struggled with pronunciation, as noted by the school head during interviews. The purpose of this study is to improve students' vocabulary comprehension and pronunciation through engaging and structured learning activities. The research is grounded in the theory of active learning, which emphasizes student engagement through repetition, songs, and interactive exercises. Using a qualitative approach and observational methods, the authors conducted five teaching sessions covering vocabulary topics such as animals, fruits, numbers, and classroom objects. Each session incorporated songs, games, and printed exercises to reinforce learning. The results indicate significant progress in students’ vocabulary recall and pronunciation, with notable improvements observed in their confidence and participation. The study concludes that interactive and repetitive teaching strategies effectively enhance English learning in young children, fostering both engagement and comprehension.
Co-Authors Arafat, Kirana Rizki Jodi , Setiawan Kemit, Lateresiana Pakpahan, Femi Panjaitan, Erdo Rambe, Miftahul Jannah Sadira, Lulu Syifah, Naurah Wahyu Kurniawan