DIFFICULTY IN STORYTELLING IN LITERACY ACTIVITIES FOR CLASS II STUDENT AT SAMIRONO STATE ELEMENTARY SCHOOL

Abstract

Literacy is defined as the ability related to reading, thinking, and writing
activities. As a form of follow-up to literacy activities, the teacher usually
asks students to retell what they have read. The habit of students in
reading certainly affects storytelling skills. This study uses a qualitative
phenomenological approach. The subjects in this study were students of
classes II A and II B at Samirono State Elementary School, amounting to
33 people. The results showed that; (1) students have not been able to
tell stories by including story elements; (2) students have not been able
to emphasize to display detailed story instructions; (3) students have not
been able to master the topic and provide reasoning and logic in the
story conveyed so that the meaning of the story is complex for listeners
to grasp; (4) students have difficulty in choosing the right words or easy
to understand; (5) students still have difficulty telling stories using their
language by paying attention to the syntax in each sentence, and (6)
students are not yet fluent in telling stories in front of their friends and
have not been able to display precise vocal techniques, set the tempo
and pause when telling stories