The Use of Banyuwangi Folktales-Based Storytelling in Teaching Listening Comprehension at Kebunrejo Senior High School

Rohmayanti, Putri Nur (2026) The Use of Banyuwangi Folktales-Based Storytelling in Teaching Listening Comprehension at Kebunrejo Senior High School. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Keywords: Banyuwangi folktale, listening comprehension, storytelling, students’ responses

This research discussed the use of Banyuwangi folktales-based storytelling in teaching listening comprehension in English classes. Listening comprehension is one of the important skills that students need to master, yet many students still struggle to understand the information conveyed through listening activities. In addition, the use of learning media that is not closely related to the students’ cultural background often makes listening activities feel less engaging and less meaningful. Therefore, Banyuwangi folktale-based storytelling was used as a learning strategy to create a more contextual, interactive, and relevant listening learning experience for students.
This study aimed to describe the implementation of Banyuwangi folktales-based storytelling in listening comprehension learning in high school English classes. This is because the use of local Banyuwangi folktales in storytelling activities has not been deeply explored to train students’ listening skills, especially in English as a Foreign Language (EFL) classes. This research also aimed to examine how students responded to the use of local culture-based storytelling strategies. This is because studies on listening media often focus solely on the use of monotonous audio. Therefore, in this study, the researcher aimed to examine this matter to see the contribution of local wisdom in enhancing students’ listening engagement and comprehension.
This research used a qualitative descriptive approach with a case study design to deeply examine the use of Banyuwangi folktales-based storytelling in listening comprehension learning. The research subjects consisted of one English teacher and one tenth-grade class with 20 students, while the sample taken in this study consisted of five students. Data collection techniques were carried out through observation, interviews, and documentation. Subsequently, the data were analyzed through data reduction, data presentation, and conclusion drawing.
The research results showed that the implementation of Banyuwangi folktales-based storytelling was carried out through pre-activity, whilst-activity, and post-activity stages. The use of Banyuwangi folktales in storytelling activities helped create more contextual listening learning because the stories used were close to the students’ cultural background. Additionally, students responded positively to its use as they appeared more interested, focused, and active during the listening activities. Thus, Banyuwangi folktale-based storytelling can be an alternative learning strategy that supports listening comprehension while also introducing local culture in the context of EFL learning.

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