Mentoring Madrasah Ibtidaiyah Teacher in Implementing the Storytelling Method in English Language Learning

Abstract

Background: this article describes a community service program in the form of mentoring Madrasah Ibtidaiyah teachers in implementing the storytelling method in English language learning at MI Andalan Cijantung, Ciamis. English learning at the elementary level requires contextual and enjoyable strategies to increase students’ motivation and participation; however, teachers often face challenges in applying interactive methods. Objective: this program aimed to enhance teachers’ competence in using storytelling as an alternative teaching strategy.Methods: a qualitative descriptive approach was employed, with data collected through classroom observations, interviews with participating teachers, and documentation during the mentoring process.Result: the results indicate that the storytelling method creates a positive and enjoyable learning atmosphere, improves students’ English vocabulary mastery, and increases students’ motivation and active participation in learning activities. Teachers were able to effectively integrate pictures, gestures, flashcards, and simple classroom English expressions into their teaching. In addition, storytelling supported students’ character development through the integration of moral and Islamic values within the stories.Conclusion: it can be concluded that teacher mentoring in storytelling is an effective and contextual approach that can be recommended as an alternative strategy for improving the quality of English language learning in Madrasah Ibtidaiyah.