Improving students' storytelling skills through the use of visual aids (images)

Abstract

Storytelling ability is an important part of elementary school students’ speaking skills, yet it remains low due to teacher-centered learning, limited vocabulary, and anxiety when speaking in front of the class. This study aims to improve students’ storytelling ability through picture media. This research is classroom action research (CAR) using the cyclical model of Kemmis and McTaggart, which consists of the planning, acting, observing, and reflecting stages, and was carried out in two cycles. The study used a qualitative approach integrated with descriptive quantitative analysis. Data were collected through performance tests, structured observation, and documentation. The results show that in cycle I, the use of single-picture media began to focus students’ attention and reduce their anxiety, but their storylines were still incoherent and their vocabulary was still limited. In cycle II, the use of picture-series media combined with guided questioning made students’ storylines more coherent, enriched their vocabulary, and increased their confidence, with classical mastery exceeding 85%. Thus, picture media proved effective in improving students’ storytelling ability.