Critical Reading 2

Citation:

Akhyak., & Indramawan, Anik. (2013). Improving the Students’ English Speaking Competence through Storytelling (Study in Pangeran Diponegoro Islamic College (STAI) of Nganjuk, East Java, Indonesia). International Journal of Language and Literature, 1(2), 18-24.

This article is discuss about how storytelling improve the students’ English speaking competence in Pangeran Diponegoro Islamic College (STAI) of Nganjuk, East Java, Indonesia and what are the strengths and weaknesses of using storytelling in improving the students’ English speaking competence.

In the introduction part, the writer explain about the importance of speaking ability and the usefulness of storytelling in order to improve students’ English speaking ability.

In the literature review, the writer explain about five main points, there are : the concepts of speaking, speaking competence, indicators of speaking competence, definition of storytelling, and selecting story. Each of the point is explained in detail and there are enough literature reviews that stated by the expert.

In the research method, the writer explain about how they do the research. There are six main points in this case. The method of the research is classroom action research (CAR). The writer also explain what CAR is and reasons why the writer used CAR.

In the result of the study, the writer said that storytelling can improve students’ speaking competence. Five aspects of speaking competence are improved after the teacher use storytelling. Those aspects are : fluency, grammar, pronunciation, vocabulary, and content. Also, storytelling improve speaking class situation better. The writer explain that storytelling has strength and weakness. The strength of storytelling, it gives motivation, meaning, fluency, language awareness, and stimulus for the students’ speaking. However, the weakness are  the teacher have to learn the story well and the class need more time.