Storytelling in English Speaking Classrooms: Investigating Students’ Perception
Abstract
This study investigates the use of storytelling to support students’ speaking development in an EFL classroom. Using a qualitative approach case study design, data were collected trhough classroom observations and semi-structured interviews with eighth grade students at a junior high school in Karawang, Indonesia. Thematic analysis revealed five main findings: storytelling was applied through collaborative group activities, improved various aspects of speaking skill, increased students’ interest and motivation, built their confidence through group performance, and was perceived as useful and effective. Storytelling encouraged students to practice speaking in a low-pressure, engaging environment while fostering vocabulary growth, fluency, and peer support. The collaborative and creative nature of storytelling helped reduce students’ fear of speaking and increased their willingness to participate. These findings support the integration of storytelling as an interactive and learner-centered strategy in EFL classrooms to enhance both linguistic and effective dimensions of speaking.
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