The Implementation Of Storytelling Method ToImprove Students’ Reading Aloud In ElementarySchool

Abstract

Reading aloud is an essential skill in English
language learning that contributes to students’ pronunciation,
intonation, fluency, pausing, and confidence. However, many
elementary school students in rural Indonesia struggle with
reading aloud due to limited exposure, lack of motivation, and
monotonous teaching methods. This study aimed to investigate
the implementation of the storytelling method to improve
students’ reading aloud skills and to analyze its effectiveness in
classroom practice. The research employed Classroom Action
Research (CAR) conducted in two cycles with 25 fifth-grade
students of SDN 196/II Taman Agung. Data were collected
through observation sheets of teacher and student activities as
well as reading aloud tests assessed with a rubric. The results
of the study showed an increase in reading aloud using the
storytelling method. In Cycle I, the learning process average
reached 73.00% with only 56% of students meeting the success
criteria. After refining the method in Cycle II by adding visual
aids, gestures, and retelling activities, the average learning
process increased to 97.92%, and 92% of students achieved the
success criteria. These results indicate that storytelling is an
effective and practical method to enhance reading aloud
performance and student engagement in English language
learning at the elementary level.