Penelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran Show and Tell terhadap keterampilan bercerita siswa kelas III UPTD SDN Gili Barat. Latar belakang penelitian menunjukkan bahwa banyak siswa mengalami kesulitan dalam menyampaikan gagasan, kurang percaya diri, serta cenderung pasif selama pembelajaran berlangsung. Metode Show and Tell dipilih karena memberi kesempatan kepada siswa untuk menunjukkan benda konkret dan menceritakan pengalaman pribadi secara langsung sehingga dapat menstimulasi keberanian dan keterampilan berbicara. Penelitian ini menggunakan pendekatan kuantitatif dengan desain Quasi Experimental jenis Nonequivalent Control Group Design. Subjek penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang mendapatkan perlakuan metode Show and Tell dan kelas kontrol yang mendapatkan pembelajaran langsung. Instrumen penelitian meliputi tes keterampilan bercerita, lembar observasi aktivitas siswa, serta lembar observasi keterlaksanaan pembelajaran. Data dianalisis melalui uji normalitas, uji homogenitas, dan uji-t menggunakan SPSS. Hasil penelitian menunjukkan bahwa data pretest dan posttest kedua kelompok berdistribusi normal dan memiliki varians yang homogen. Nilai rata-rata posttest kelas eksperimen sebesar 80,33, jauh lebih tinggi dibandingkan kelas kontrol yaitu 61,3. Uji-t menghasilkan nilai Sig. (2-tailed) 0,000 (< 0,05), sehingga terdapat perbedaan signifikan antara kedua kelompok dalam keterampilan bercerita. Dengan demikian, metode Show and Tell terbukti memberikan pengaruh yang signifikan dan positif terhadap peningkatan keterampilan bercerita siswa, terutama pada aspek pelafalan, intonasi, kelancaran, pilihan kata, sikap, dan percaya diri.


Deskripsi Lain

This study aims to determine the effect of the Show and Tell learning method on the storytelling skills of third-grade students at UPTD SDN Gili Barat. The background of this research indicates that many students experience difficulties in expressing ideas, lack confidence, and tend to be passive during learning activities. The Show and Tell method was chosen because it provides opportunities for students to display concrete objects and share personal experiences, thereby stimulating confidence and improving speaking skills.This research employed a quantitative approach with a Quasi-Experimental design using the Nonequivalent Control Group Design. The research subjects consisted of two groups: an experimental class that received the Show and Tell treatment and a control class that received direct instruction. The instruments used included storytelling performance tests, student activity observation sheets, and learning implementation observation sheets. Data were analyzed using normality tests, homogeneity tests, and t-tests through SPSS.The results showed that the pretest and posttest data from both groups were normally distributed and had homogeneous variances. The average posttest score of the experimental class was 80.33, significantly higher than the control class, which scored 61.30. The t-test yielded a Sig. (2-tailed) value of 0.000 (< 0.05), indicating a significant difference between the two groups in storytelling skills. Thus, the Show and Tell method is proven to have a significant and positive effect on improving students’ storytelling skills, particularly in pronunciation, intonation, fluency, word choice, expression, and self-confidence.

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