Implementation of Story-Based Learning in Narrative Writing: A Case Study at SMPN 1 Wonotirto
Keywords:
Narrative writing, qualitative study, student response, story-based learningAbstract
Narrative writing remains a challenge for many junior high school students, particularly in generating ideas, structuring stories, and selecting appropriate vocabulary. This study investigated the use of Story-Based Learning (SBL) as an instructional strategy to enhance narrative writing skills and to explore students’ responses toward their application. Employing a qualitative case study design, the research was conducted at SMPN 1 Wonotirto with one English teacher and 2 eighth-grade students. Data was collected through classroom observation, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s model of qualitative analysis. The results showed that SBL was implemented through contextual storytelling, audiovisual media, scaffolding, and teacher feedback. Students responded positively, demonstrating clearer understanding of narrative structures, increased confidence, creativity, and motivation. Despite difficulties in vocabulary and sentence construction, SBL created an interactive learning atmosphere that supported students’ writing development. In conclusion, SBL is an effective approach to improving narrative writing and is recommended for integration into English language instruction at the junior high school level.
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