The Application of Narrative Counseling to Reduce Glossophobia in Students

Rina Nugrahani; Dwi Setyadi; Asroful Kadafi

doi:10.63922/ijevss.v4i04.5049

Rina Nugrahani Magister Pendidikan Bimbingan dan Konseling, Universitas PGRI Madiun, Indonesia
Dwi Setyadi Sekolah Pascasarjana, Universitas PGRI Madiun, Indonesia
Asroful Kadafi Universitas PGRI Madiun

DOI: https://doi.org/10.63922/ijevss.v4i04.5049

Keywords: Glossophobia, Narrative Counseling

Abstract

This study aims to reduce glossophobia among Grade X students at SMA Negeri 1 Mejayan through the application of narrative counseling. The study employed the Guidance and Counseling Action Research (PTBK) method, conducted over two cycles. The subjects consisted of five students identified as having high to moderate levels of glossophobia based on pre-intervention assessments using a glossophobia scale. Data collection techniques included the use of the glossophobia scale, observation, interviews, and documentation. The intervention was delivered through individual counseling sessions utilizing a narrative approach, comprising the stages of externalizing the problem, exploring unique outcomes, re-authoring the story, and reinforcing the new story. Data analysis was conducted using both quantitative and qualitative descriptive methods based on pre-test and post-test results. The findings indicate that the application of narrative counseling successfully reduced the students' glossophobia levels. This was evidenced by a decrease in the average score from 199 in the pre-test to 127.4 in the post-test. Furthermore, the students demonstrated behavioral changes, including increased courage to speak in public, greater self-confidence, and an improved ability to manage anxiety during presentations or when expressing opinions in class. Thus, narrative counseling is an effective guidance and counseling service for helping to reduce glossophobia among students.

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