Electronic Theses and Dissertation

Berdasarkan observasi awal, banyak peserta didik masih pasif, ragu berbicara, dan kurang percaya diri. Begitu juga dengan metode yang digunakan guru didalam kelas, kurangnya melatih keterampilan berbicara peserta dan hanya berpusat kepada guru saat pembelajaran sehingga aktivitas peserta didik didalam kelas kurang aktif. Maka dari itu, penelitian ini bertujuan untuk mengetahui aktivitas guru, aktivitas peserta didik, serta peningkatan keterampilan berbicara melalui penerapan metode storytelling pada pelajaran Bahasa Indonesia kelas V SD Negeri Lampeunerut Kabupaten Aceh Besar. Penelitian ini menggunakan pendekatan kualitatif jenis Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Data dikumpulkan melalui observasi dan unjuk kerja keterampilan berbicara dengan indikator pelafalan, intonasi, urutan, dan kelancaran. Hasil menunjukkan bahwa aktivitas guru pada siklus I mendapatkan nilai rata-rata 3,0 dan siklus II mendapatkan nilai rata-rata 3,4. Aktivitas peserta didik pada siklus I mendapatkan nilai ketuntasan 45% dan siklus II 81%. Hasil tes keterampilan berbicara siswa mendapatkan nilai ketuntasan pada siklus I adalah 41% dan pada siklus II adalah 84%. Dengan demikian maka dapat disimpulkan bahwa storytelling dapat meningkatkan keaktifan peserta didik dan kemampuan mereka dalam menyampaikan ide secara lisan dengan lebih percaya diri dan terstruktur.

Based on the initial observation, many students were still passive, hesitant to speak, and lacking in self-confidence. Likewise, the method used by the teacher in the classroom did not sufficiently train students’ speaking skills and was mostly teacher-centered, resulting in less active student participation during learning activities. Therefore, this study aims to investigate teacher activities, student activities, and the improvement of speaking skills through the implementation of the storytelling method in the Indonesian language subject for fifth-grade students at SD Negeri Lampeunerut, Aceh Besar District. This research employed a qualitative approach in the form of Classroom Action Research (CAR) conducted in two cycles. Data were collected through observation and performance in speaking skills, with indicators including pronunciation, intonation, sequence, and fluency. The results showed that teacher activity in cycle I obtained an average score of 3.0, while in cycle II it increased to 3.4. Student activity in cycle I achieved a completeness rate of 45%, and in cycle II it rose to 81%. The results of the students’ speaking skill tests showed that the completeness rate in cycle I was 41%, and in cycle II it increased to 84%. Thus, it can be concluded that storytelling can enhance students’ activeness and their ability to express ideas orally with greater confidence and structure.