Exploring the Role of Fairy Tale-Based Pedagogy in Developing EFL Students’ Narrative Writing Competence

Abstract

Writing competence is considered one of the most challenging skills for EFL (English as a Foreign Language) learners due to difficulties in generating ideas, organizing texts, and applying appropriate linguistic features. This study aims to explore the role of fairy tale-based pedagogy in developing EFL students’ narrative writing competence at the English Department of Institut Agama Islam Darul A’mal (IAIDA) Lampung. This research employed a quasi-experimental design involving experimental and control groups. The participants were undergraduate students enrolled in the English Department, who were selected to examine the effectiveness of fairy tale-based instruction in improving their narrative writing performance. Data were collected through writing tests administered before and after the treatment. The experimental group received writing instruction using fairy tales as learning materials, while the control group was taught using conventional writing techniques. The findings revealed that students who received fairy tale-based pedagogy demonstrated significant improvement in their narrative writing competence compared to those who received conventional instruction. Fairy tales provided meaningful contexts, stimulated students’ creativity, enhanced vocabulary development, and helped learners understand the organization and linguistic features of narrative texts. The study concludes that fairy tale-based pedagogy can be an effective instructional approach for improving EFL learners’ narrative writing skills and can be integrated into English writing courses to promote students’ creativity and writing achievement.