STUDENTS’ EXPERIENCES IN LEARNING NARRATIVE TEXT THROUGH FRACTURED STORY ACTIVITIES AT MAN 1 KEDIRI
Keywords:
fractured story, , narrative text, , students’ experiences, , creativity, , English learningAbstract
This study aims to describe students’ experiences, benefits, and challenges in learning narrative text through fractured story activities at MAN 1 Kediri. This study employed a qualitative approach. The data were collected through semi-structured interviews with one English teacher and three tenth-grade students, as well as documentation of students’ worksheets and fractured-story products. The data were analyzed descriptively by identifying patterns emerging from the interview and documentation data. The findings revealed that fractured story activities provided students with meaningful and active learning experiences. During the activities, students learned the structure and language features of narrative texts, modified story elements, developed creative ideas, collaborated with group members, and completed their own fractured-story products. The activities also provided several benefits, including vocabulary development, creativity enhancement, increased interest in learning narrative text, and increased self-confidence. However, students encountered challenges, particularly difficulties in generating ideas that differed from the original story and limitations in vocabulary when expressing their ideas in English. These challenges were addressed through teacher guidance, peer support, group discussion, and the use of technological resources. Overall, fractured story activities provided opportunities for students to actively engage in narrative text learning while developing linguistic, creative, and collaborative abilities.
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