Abstrak
This study examines the effect of using storyboard media on tenth-grade students’ ability to write narrative texts at SMA Swasta Kampus Nommensen Pematangsiantar. A quasi-experimental design was employed with two groups: an experimental class taught using storyboard media and a control class taught through conventional methods. Each group consisted of 20 students selected through purposive sampling. Data were collected through a pre-test and post-test writing assessment, focusing on content, organization, vocabulary, grammar, and mechanics. The results were analyzed using SPSS version 25, including descriptive statistics, normality and homogeneity tests, and paired and independent t-tests. Findings showed that the experimental group achieved a higher mean post-test score (78.75) compared to the control group (68.50). The significance value (p = 0.000) confirmed a meaningful difference between the groups. These results indicate that storyboard media effectively enhance students’ narrative writing skills, particularly in organizing ideas and maintaining structure, making it a valuable strategy in English language teaching.
Referensi
Anderson, M., & Anderson, K. (2003). Text types in English 2. Macmillan Education.
Burmark, L. (2002). Visual literacy: Learn to see, see to learn. Association for Supervision and Curriculum Development.
Derewianka, B., & Jones, P. (2012). Teaching language in context (2nd ed.). Oxford University Press.
Girsang, S. E. E., Tumanggor, E. A. P., Metboki, Y., Herryani, H., Herman, H., Syathroh, I. L., Fitriadi, A., & Saputra, N. (2025). Empowering students’ ability in writing descriptive texts through point illustration explanation (PIE) strategy: A case on teaching strategy. Studies in Media and Communication, 13(1), 366–377. https://doi.org/10.11114/smc.v13i1.7466
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.
Herman, H., Purba, R., Thao, N. V., & Purba, A. (2020). Using genre-based approach to overcome students’ difficulties in writing. Journal of Education and E-Learning Research, 7(4), 464–470. https://doi.org/10.20448/journal.509.2020.74.464.470
Herman, H., Rafiek, M., Agustina, T., Saddhono, K., Malabar, S., Saputra, N., & Purba, R. (2023). Exploring the metafunctions to improve EFL learners’ writing ability in the perspective of systemic functional linguistics. Research Journal in Advanced Humanities, 4(2), 87–100. https://doi.org/10.58256/rjah.v4i2.1195
Herman, H., Shaumiwaty, S., Sipayung, R. W., Solissa, E. M., Fatmawati, E., Girsang, S. E. E., & Saputra, N. (2024). A systemic functional linguistic approach to improve students’ ability in writing English text. Educational Administration: Theory and Practice, 30(4), 1822–1830. https://doi.org/10.53555/kuey.v30i4.1759
Hulu, P. G. D., Herman, H., Sinaga, Y. K., Syathroh, I. L., Sari, H. N., Saputra, N., & Purba, R. (2023). Teaching English to local vernacular students in Indonesia: Effects of using picture word inductive model (PWIM) on writing skills. ISVS e-journal, 10(9), 187–197. https://doi.org/10.61275/ISVSej-2023-10-09-13
Hyland, K. (2003). Second language writing. Cambridge University Press.
Juanda, J., Purba, R., Setiyadi, M. W., Kamengko, D. F., Herman, H., Zega, K. L., Sagala, R. W., & Saputra, N. (2025). Investigating the use of word choice and students' achievement in English language learning. Journal of Curriculum and Teaching, 14(2), 195–206. https://doi.org/10.5430/jct.v14n2p195
Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd ed.). Open University Press.
Lumbangaol, A. W. D., Silalahi, D. E., & Herman, H. (2024). Implementing the use of group discussion in writing descriptive text: A case on teaching method. Journal of Education, Linguistics, Literature, and Art, 2(1), 35–44. https://doi.org/10.62568/ella.v2i1.124
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. Routledge.
Nunan, D. (2003). Practical English language teaching. McGraw-Hill.
Pardede, H., & Herman, H. (2020). The effect of numbered heads together method to the students’ ability in writing recount text. Cetta: Jurnal Ilmu Pendidikan, 3(2), 291–303. https://doi.org/10.37329/cetta.v3i2.455
Raimes, A. (1983). Techniques in teaching writing. Oxford University Press.
Resmi, R., Rahman, A., Sobirov, B., Rumbardi, R., Al-Awawdeh, N., Widoyo, H., Herman, H., & Saputra, N. (2023). Incorporating teachers’ views on different techniques for teaching foreign languages in the classroom. World Journal of English Language, 13(8), 210–221. https://doi.org/10.5430/wjel.v13n8p210
Rumapea, E. L. B., Kapoh, R. J., Novianti, C., Yuniarsih, Y., Harita, I. P. S., Herman, H., & Saputra, N. (2025). Investigating the use of comic strips media on developing students' narrative writing skills: A case study in language teaching. Al-Ishlah: Jurnal Pendidikan, 17(2), 2526–2536. https://doi.org/10.35445/alishlah.v17i2.7345
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506. https://doi.org/10.1007/s11423-008-9091-8
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.
Widodo, Y. B., Herman, H., Afrianti, D., Rahmawati, R., Aslam, A., Saputra, N., & Sari, I. (2024). An analysis on the implementation of artificial intelligence (AI) to improve engineering students in writing an essay. Nanotechnology Perceptions, 20(S8), 774–785. https://doi.org/10.62441/nano-ntp.v20iS8.64
Yunus, M. M., Salehi, H., & Amini, M. (2016). Impact of using storyboarding technique on EFL students’ writing skill. Asian Journal of Education and E-Learning, 4(2), 81–87.
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Hak Cipta (c) 2025 Arni Wulandari Sinaga, Herman Herman, Siska Anggita Situmeang