STORYTELLING BERBASIS JOYFUL LEARNING: STRATEGI ALTERNATIF MENGATASI RENDAHNYA KETERAMPILAN BERBICARA BAHASA INDONESIA SISWA SEKOLAH DASAR

Abstract

Speaking is a productive language skill that plays a central role in elementary students' communication and academic success, yet observations in Grade V of SD Negeri 42/IV Kota Jambi showed that most students were still hesitant, lacked vocabulary mastery, and were reluctant to express ideas orally. This classroom action research aimed to describe and improve Indonesian speaking skills through the integration of Joyful Learning and the Storytelling method. The study followed the Kemmis and McTaggart model across two cycles, each consisting of planning, action, observation, and reflection, involving 29 fifth-grade students as subjects. Data were collected through observation, oral tests, and documentation, then analyzed using qualitative and quantitative descriptive techniques. The results showed that the average speaking score increased from 64.64 in Cycle I to 85.17 in Cycle II, while classical mastery rose from 41.38% to 86.20%, exceeding the 75% success indicator. Teacher and student activity scores also improved from the "good" to the "very good" category. These findings indicate that integrating Joyful Learning with Storytelling effectively strengthens students' pronunciation, intonation, vocabulary, fluency, and self-confidence in speaking Indonesian, and can be recommended as an alternative learning strategy for elementary Indonesian language instruction.