The Implementation of the Paired Storytelling Learning Model to Improve Sixth-Grade Students’ Speaking Skills at UPT SD Negeri 45 Parepare
DOI:
https://doi.org/10.59890/ijsas.v4i10.93Keywords:
Paired Storytelling, Speaking Skills, Classroom Action Research, Elementary School, Indonesian Language LearningAbstract
This study aimed to describe how the Paired Storytelling learning model is implemented and to determine whether it improves the speaking skills of Grade VI students at UPT SD Negeri 45 Parepare. Classroom action research following the Kemmis and McTaggart model was conducted in three cycles with 21 students, using a qualitative approach supported by descriptive quantitative analysis. Data were collected through observation, performance tests, and documentation. Classical completeness rose from 47.62% (10 students) in Cycle I to 71.43% (15 students) in Cycle II and 90.48% (19 students) in Cycle III, exceeding the 76% criterion, while the mean score rose from 73.49% to 83.97%. Paired Storytelling, accompanied by corrective actions between cycles, improved students’ speaking skills.
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