Abstract:
This study investigated the application of short stories in improving students' pronunciation in a high school in Ciamis. Using a qualitative case study approach, data were collected through questionnaires and interviews with six English teachers and analyzed using thematic analysis and triangulation to ensure validity. The results showed that short stories support pronunciation development by providing contextual language input, increasing students' exposure to correct pronunciation, and encouraging more active participation. Teachers observed improvements in students' stress, intonation, and articulation. However, challenges such as limited teaching time, low student self-confidence, and a lack of pronunciation-oriented story materials were also reported. Despite these obstacles, the study concluded that the use of short stories is an effective and engaging strategy to improve students' pronunciation skills in English as a Foreign Language (EFL) classes. This study recommends that English teachers use short stories in a structured manner to improve students' pronunciation in their lessons, as their entertaining context can increase students' motivation to learn. Policymakers and curriculum developers are advised to provide easy access to materials on short stories, especially those with audio, to support effective pronunciation instruction. Future researchers are encouraged to examine the long-term impact of using short stories on students' pronunciation development.
