DELTA Vol. 3, No.

1, Juli 2022
Journal Development of English Teaching and Literature E-ISSN : 2685-533X

THE EFFECTIVENESS OF STORYTELLING TO INCREASE STUDENTS’ SPEAKING SKILLS

IN VIII GRADES OF SMP NEGERI 2 SUMBERPUCUNG, MALANG
Diana Khoirunning Tias
Universitas Wahidiyah, email: dianatias06@gmail.com
Sultoni
Universitas Wahidiyah, email: sultoni@uniwa.ac.id

Abstract
This research aims to examine if storytelling effectively increases their speaking skills and also to
examine if there is any significant difference in the mean score of speaking tests who are taught with storytelling and
just by doing the ordinary treatment. The researcher decided on this subject which has students that are interested in
English but they don’t have the right way to improve their english speaking skills. Here the researcher used a quasi-
experimental research design that focused on the effect of using the storytelling method to increase their speaking skills.
By doing steps of the research that consisted of pre-test, treatments, and post-test, the researcher will find their score. To
find out whether there is a significant effect of using the storytelling method, the researcher will analyze the t-test. The
results of this research showed that (1) Storytelling gives many advantages to teachers such as; training students to be
imaginative, developing students' speaking ability, and also giving them moral value from the story. (2) This method is
very appropriate because from this research can conclude that there is a significant effect of storytelling to increasing
students speaking skills as evidenced by the increase of their scores from pre-test to their post-test after being given the
storytelling method. (3) Students’ response to participating in learning is very good because this method really attracts
their attention, proven to be able to absorb and master their material subject by doing their tasks. (4) Teachers can apply
the right methods to enhance students’ mastery of the subject. And the last one is the output of this teaching method can
increase students’ speaking skills to increase the school’s capability in conducting English classes efficiently. The
researcher concluded that storytelling effectively increases students’ speaking skills.
Keywords: speaking skills, storytelling

INTRODUCTION ability to pronounce words (pronunciation) correctly.

Education is not only obtained in the family
environment, but also in the social environment of the
community as well as from school. Understanding
education in the school environment has a broader
meaning than teaching. Teaching is more focused on the
process of transforming affective knowledge. One is the
base of learning is how to communicate with each other
properly and correctly in the class.
Learning English is very important, especially in
terms of education. In addition through English, we can
introduce the cultural and linguistic diversity of this
nation to those who of course want to know about this
nation. There is a great need for English in the national
and international areas. That English is very important for
us and for the students, of course, to make them know
that later it will be very useful to learn English.
Many people assume that learning languages are easy
because they think we have to use language every day.
Learning languages is not only able to communicate with
the language, but also to know and understand the
meaning contained in the words or phrases spoken. In
learning languages, especially English, most students
experience difficulties in speaking skills. The difficulty is
usually caused by difficulties in expressing ideas
verbally, limited vocabulary, limited grammar ability so
that it is difficult to speak with the correct rules, limited
These result in the students’ difficulties to pronounce the
words correctly and lack of courage to speak because
they are afraid of making mistakes.
According to (Maylia & Dayu Angga) states speaking
is the interactive process of giving meaning and receiving
information. Speaking also has been including as one of
the important subjects in English language mastery.
Speaking in English language mastery is not just
communicating but also building English language
components such as vocabulary, grammar, pronunciation,
fluency, and comprehension. By mastering that skill,
students can communicate directly to others easily,
especially with a native speaker. That is why speaking is
important and needed to be mastered.
There are several effective ways to improve students’
speaking skills, namely increasing vocabulary, reading
aloud, recognizing simple English grammar, reading
English writing, practicing English conversation,
listening to English songs, watching English movies, and
being fond of English. All of them are ways to improve
students’ English skills especially speaking skills, one of
them I choose is the storytelling method.
According to Akhyak and Indramawan (2013: 18) in a
journal with the title “Improving the students’ english
speaking competence to storytelling”. According to
(Zuhriyah: 2017), storytelling implemented in teaching

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Journal Development of English Teaching and Literature
speaking could improve the student’s fluency, grammar,
pronunciation, vocabulary, and content. This method is
the right way to improve students’ speaking skills. With
this interesting method, students can directly speak
English by telling the audience interesting stories. And
they will study hard to speak a lot to grab their attention.
For this media, to English skill, I decided to choose
SMP Negeri 2 Sumberpucung, Malang as my junior high
school that has their students that are interested in
English but they don’t have the right way to improve
their English speaking skill. Both VIII.B and VIII.F have
equal ability in English subject. In this class especially
grade VIII.B and VIII.F of SMP Negeri 2 Sumberpucung,
Malang by doing interviews with their english teacher,
there is a problem in the class. They still can’t speak
English fluently. They haven’t applied their English skill
in speaking because they haven’t found the right way to
love speaking.
Based on that problem the researcher has a method
that can solve the problem. By storytelling method which
is suitable and very interesting for their speaking
exercise. According to (Maylia & Dayu Angga) that titled
“The students’ english speaking skill was effectively
improved to storytelling”. That’s why the researcher
wants to know that this method will be effectively
improving students’ english speaking skills in this class.
From the explanation which has been shown by the
researcher, here the researcher wants to do research with
the title “The Effectiveness of Storytelling to Increase
Students’ Speaking Skill in VIII.A and VIII.F Grade of
SMP Negeri 2 Sumberpucung, Malang at Academic Year
2021/2022”. By doing this research, we will know how
effective is storytelling method to increase students’
speaking skills.
In this research, the researcher will use two previous
studies as references, the first one is the research with the
title “Storytelling to Improve Students’ Speaking Skills”
by Mukminatus Zuhriyah 2017. The researcher stated
that the research showed there was an improvement in
students’ speaking skills aspects got good progress.
Storytelling improved their comprehension, fluency,
vocabulary, grammar, and pronunciation. Thus, it can be
said that storytelling could improve students’ speaking
skills. Then, the second one is Dr. Sriminda Murni, M.S;
Prame Kardo Siambotan with the title “Improving
Students’ Achievement in Speaking through Paired
Storytelling Technique”. The researcher stated that the
research showed there was an improvement in students’
speaking skills aspects got good progress. Storytelling
improved their comprehension, fluency, vocabulary,
grammar, and pronunciation. Thus, it can be said that
storytelling could improve students’ speaking skills. In
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E-ISSN : 2685-533X
conclusion, these journals have the same topic as the
research by this researcher, it observes speaking through
storytelling. But, both of them have their own research
design, this journal uses Classroom Action Research but
my research uses Quasi-Experimental Research. And of
course, both of them have their own strengths and
weaknesses. But, according to the interview done by the
researcher, here, quasi-experimental research is more
effective to apply to this class and this research will be
more effective than this journal.
METHOD
To analyze the teaching-learning process in SMP
Negeri 2 Suberpucung, the researcher needs a method of
this research which has parts types of design of the
research, setting of the research, population and sample,
research instrument, research procedure, and technique of
data analysis. Here, the researcher took experimental
research. The benefit of this research is to determine the
causal relationship between two phenomena. The
researcher wants to find that one variable, namely the
independent variable (storytelling) causes changes in the
other variable, namely the dependent variable (speaking).
Besides, the researcher used a quasi-experimental
design. This is also a development of true experimental
design, but this design tends to be difficult to implement.
This design has a control group, but cannot fully function
to control external variables that affect the
implementation of the experiment. According to
(Morrison: 2003), an important component of the quasi-
experimental study is the use of pretesting or analysis of
prior achievement to establish group equivalence.
Whereas in the true experiment, randomization makes it
improbable that one group will be significantly superior
in ability to another, in the quasi-experiment, systematic
bias can easily (but often unnoticeably) be introduced.
The quasi-experiment is represented diagrammatically as
follows. Note its similarity to the true experiment, with
the omission of the randomization component. That is,
the Xs and Os show treatments and outcomes,
respectively, but there are no Rs to indicate random
assignment.
Quasi-Experimental
Group Pre- Treatment Post-
Test Test
Experimental
Group O1 X1 O2
Control Group
O1 - O2
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Journal Development of English Teaching and Literature
In addition, the researcher is conducting pre-tests,
treatments, and post-tests to assess the effectiveness of
storytelling in student speaking skills. Pre-tests are run to
get initial data about a student's speaking skills. In
addition, the processing is performed to produce
significant results when comparing groups. During
treatment, the experimental group practices their
speaking skills through storytelling. The storytelling text
is determined by the researcher. While the experimental
group is conducting this project, the control group will be
taught using conventional teaching methods. Finally,
compare the results of the pre-test and post-test in both
groups to see if treatment in the experimental group has a
greater impact on the student's speaking skills.
This research is being conducted at SMP N 2
Sumberpucung, Malang, East Java. This study will be
applied to grades VIII.B and VIII.F. In this class, students
are generally good in every subject include English, but
most of them have difficulty in speaking. This research,
which will be conducted in March – May 2022, will be
divided into three sessions, including pre-test, treatment,
and post-test.
According to (Shukla: 2020), Population refers to the
set or group of all the units on which the findings of the
research are to be applied. Referring to the definition of
population, we can say that it consists of all the units on
which the findings of the research can be applied. In
other words, the population is a set of all the units which
possess variable characteristics under study and for which
findings of the research can be generalized. And the
sample is a part of the population that represents it
completely is known as sample. It means, the units,
selected from the population as a sample, must represent
all kinds of characteristics of different types of units of
population. The population of this research is the students
of SMP N 2 Sumberpucung, Malang at Academic year
2021/2022. And the sample here are VIII.B and VIII.F
grades of SMP Negeri 2 Sumberpucung.
Research Instrument
1 . Test
Test will use as the instrument for this study. The test
will give twice, before and after treatments or
teaching and learning process using storytelling
method.
a. Pre-test
Pre-test interpreted as an activity to test the level
of knowledge of participants on the material to be
delivered, pre-test activities are carried out before
teaching activities are given. The benefit of
holding a pre-test is to find out the participants'
initial abilities regarding the lessons delivered.
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E-ISSN : 2685-533X
The pre-test here will intend to know initial
speaking skills of the sample.
b. Post-test
Post test is a final evaluation in the form of
questions that the author gives to students after the
objectives/materials have been conveyed. With
that, the author can get an idea of the abilities
achieved after the end of the lesson. The post-test
here will intend to check whether the task had
effect or not toward students’ speaking skills.
2. Treatment
Here the action in the experiment is called treatment,
which means the provision of conditions that will be
assessed for its effect. In the implementation of
experimental research, the experimental group and the
control group should be arranged intensively so that
the two variables have the same or nearly the same
characteristics.
Research Procedure
1 . Interview
Interviews are one of the data collection techniques
that can be done. Interviews here mean questions and
answers conducted by two parties, namely the
resource person and the interviewer. The goal is to get
answers or information that will be processed in
research. In this case, the researcher will interview the
class teacher and also each of the students regarding
learning English that is commonly used.
2. Observation
Observation is a data collection method in which
researchers or their collaborators record information
as they witnessed during the study. intended a way of
collecting data through direct observation of
situations or events that exist in the field.
3. Pre-test
In this section the researcher will consult to the class
assintent about the materials they’ve learned, and the
researcher will create the speaking pre-test for the
students to find out how far they’ve practiced their
speaking skills.
4. Treatment 1
Here the researcher will give the materials about
narrative text. Both of the students which classified in
experimental or control group will give the same
materials by power point but they will accept the
different treatment.
5. Treatment 2
Here the researcher will give the materials about
tenses especially simple past tense that still in relation
with the past materials. Both of the students which
classified in experimental or control group will give
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Journal Development of English Teaching and Literature
the same materials but they will accept the different
treatment.
At the same time the resercher ask them to look for
the story of narrative text especially fable.
6. Treatment 3
Here the researcher will make a group of four for both
of experiment and control group to find the element
of the intrinsics of the story for make them easily to
understand the story.
7. Treatment 4
Here for the 4th treatment, the researcher will give tips
on how to be a good storyteller for the students
classified in the experimental group. By the group
they will tell the story they have studied to their
member of the group, and then one by one they will
tell their story to others with the text.
Meanwhile, for the control group, the researcher will
ask them to read and understand the story. Then, the
researcher will ask them randomly to retell in front
group by group. Every group has to retell their story
and they have to divide their story among members.
8. Treatment 5
Here the researcher will give both of experiment and
control group the text about narrative. The researcher
will hone their skill to understand the story by
identifying the element of intrinsic. Both of them
have to understand every story and retell every story
in front.
9. Post-test
In this last section, the researcher will conduct a final
evaluation in the form of a task that will be given by
the author to students after the materials have been
delivered. They have to make a video of the narrative
text they have studied. With that, researchers can get
an idea of the abilities achieved after learning ends.
Technique of Data Analysis
To find out whether there is a significant effect of using
the storytelling method, the writer will use SPSS
Windows 25 for analyzing T-test:
1. Hypotheses Test
The forst step here will be hypothesis test. Hypothesis
testing is a test of a statement using a method so that
the test results can be declared statistically significant.
The researcher used statistical analysis with
independent t-test, it has purpose to test the
significance of the mean gained score of the
experimental and control group. This hypothesis test
is used to draw conclusions as to whether H 1 and H0
are rejected or accepted. Researcher use the help of
SPSS software by the following test procedure:
a. Hypothesis
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Vol. 3, No.1, Juli 2022
E-ISSN : 2685-533X
H1: there is significance effect of using
storytelling on students’ speaking skill.
H0: there is no significance effect of using
storytelling on students’s speaking skill.
b. The testing step are: insert value on test variable
and group on grouping variable---click define
group, group contents 1 = 1 and 2 = 2----ok
Supardi (2016) stated that hypothesis test declare that
H0 is rejected and H1 accepted if α < 0.05 or Tcount <
Ttable
FINDINGS AND DISCUSSION
Based on interviews with teachers in the field of
study, it is known that the researcher method is the
method most often used in teaching-learning, teaching
process, and learning process, this means that the
learning process is still dominated by the teacher. At that
moment the student learning process tends to be passive,
only sitting, listening, taking notes, and only a few
students asking about the material being taught. Here
storytelling can make students more active in teaching-
learning, teaching process, and also in learning process.
Action for the class:
1. The researcher conducted the interview for
English teacher on Monday, 28 March 2022.
This activity was pre-resrearch to know the
student’s speaking problem in class.
2. On Tuesday, 29 March 2022, after doing the
interview with English teacher, the teacher
determined which classes that have the same in
english subject. There are 2 class from grade
VIII are VIII.B and VIII.F.
3. First of all, the researcher observing the class by
joining the teacher teach for both classes to
know how is the condition of both classes
VIII.B and VIII.F.
4. Before doing the pre-test, the students ask to
find a fable story for prepare the next meeting
about narrative text.
5. The first meeting, was conducted pre-test on
Thursday, 7 April 2022 at 07.00–08.00 AM.
(For class VIII.F), and also on Saturday, 9 April
2022 at 09.00-10.00 AM. (For class VIII.B).
The researcher opened the class with greeting
and ask one of students to lead the pray. After
that, the researcher gave information for
students that they will study about narrative text
especially fable. After sharing the ppt about the
material, the students ask to watch the video,
then the researcher explained in brief about the
narrative text according to the video that have
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Journal Development of English Teaching and Literature
been played. Then, the researcher gave pre-test
for students to their speaking skill by
introducing their name, from what class and
what story they will tell later in post-tes, and
what are the outline of the story, to determined
the students’ speaking skills.
6. For the second meeting, after find a class for
control group and also a class for the
experimental group, the researcher will give the
first treatment. Here the researcher will give the
materials about narrative text. Its conduct on
Thursday, 14 April 2022 (For VIII.F) and on
Saturday 16 April 2022 (For VIII.B), both of
classes teach from home/by zoom meeting Both
of the students which classified in experimental
or control group will give the same materials by
power point.
7. For the third meeting, the researcher gave the
second treatment for both of classes conducted
on Tuesday, 19 April 2022 at 07.00-08.10 AM
(For VIII.B) and also at the same day at 08.10-
09.20 AM. (For VIII.F). Here the researcher will
give the materials about tenses especially simple
past tense that still in relation with the materials.
Both of the students which classified in
experimental (VIII.F) and control group (VIII.B)
will give the same materials but they will accept
the different treatment. For class VIII.F which is
include experiment group, accepted the material
and the researcher gave the tips to explain
narrative text in storytelling. Meanwhile, for
VIII.B which is include to the control group
gave the material about narrative text as usual.
8. For the fourth meeting (The 3rd treatment) which
conducted on Thursday, 21 April 2022 online
class by zoom meeting at 08.10-09.20AM. (For
class VIII.F) and on Saturday, 23 April 2022 at
09.20-10.30 AM. (For VIII.B), the researcher
asked for both the students from experiment and
controll group to make a group of four. For the
experiment group, they retelling to the other
member of their group about the story they have
studied before like telling a story/to be a
storyteller. Meanwhile, the control group just
learned each other.
9. For the fifth meeting (The 4th treatment) was
conducted on Tuesday, 26 April 2022 at 07.00-
08.10 AM. (For class VIII.B) and at the same
day at 08.10-09.20 AM. (For VIII.F). The
researcher gave the tips how to be a good
storyteller for the students which classified in
experimental group. By the group they retelling
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Vol. 3, No.1, Juli 2022
E-ISSN : 2685-533X
the story they have studied to their member of
group, and then one by one they will tell their
story to others with the text. Meanwhile, for the
control group, the researcher asked them to read
and understand the story. Then, the reasercher
will ask them randomly to retell in front group
by group. Every group retelling their story and
they have to divide their story with members.
10. For the sixth meeting (The 5 th treatment) was
conducted on Tuesday, 10 May 2022 at 07.00-
08.10 AM. (For class VIII.B) and at the same
day at 09.20- 10.30 AM. (For class VIII.F). Here
the researcher gave both of experiment and
control group the task about narrative. The
researcher hone their skill to understand the
story by identify the element of intrinsic. Both
of them have to understand every story, and
retell it every story in front of the class.
11. For the post-test was condusted on Tuesday, 17
May 2022 at the end of the day at 12.00 AM. the
researcher asked both of control and experiment
group to make a post-test about the story they
have learned last time about fable and make a
video by retelling the story from the opening
until the ending and moral of the story, then
upload it on their youtube channel and collect
the link to whatsapp group.
For both pre-test and pos-test, the researcher will use
scoring guide proposed by Dick, Gall and Brog (cited in
Galis Nawang G., 2014) which provides rating scale for
four criteria of the elements of speaking skill. The criteria
are Fluency, Pronunciation, Accuracy, and Vocabulary.
For those criteria, there are ten grades of scores.
The Result of Pre-Test
In this research, according to the result of pre-test, the
control group was students at VIII.B of SMP Negeri 2
Sumberpucung because their pre-test score is higher than
class VIII.F that will tell later in detail. This class taught
using ordinary treatment. Students have spoken in front
the class by their attendance list to introduce their
identity, what story they will tell later, and the outline of
the story. The number of students who took this pretest
was 32 students. The highest score in pretest was 87,5
and the lowest score was 60 and the average of test was
73,20. This test was intended to know students speaking
skill before they got their usual treatment.
The mean of the score was calculate used formula
Ʃx
x= where x as mean of data, Ʃx was total of score
N
pretest, N was total of subject. Below the calculation
mean of pretest:
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Journal Development of English Teaching and Literature
2342,5
x=
32
x = 73,2031
So, the pre-test mean score of 32 students of VIII.B
was 73,20.
Meanwhile, the experiment group was students at
VIII.F of SMP Negeri 2 Sumberpucung because their
pre-test score is lower than class VIII.B. This class taught
using storytelling treatment. Students have spoken in
front of the class by their attendance list to introduce their
identity, what story they will tell later, and the outline of
the story. The number of students who took this pretest
was 32 students. The highest score in pretest was 82,5
and the lowest score was 55 and the average of test was
71,17. This test was intended to know students speaking
skill before they got their storytelling treatment.
The mean of the score was calculate used formula
Ʃx
x= where x as mean of data, Ʃx was total of score
N treatment can increase their speaking skills by scores
pretest, N was total of subject. Below the calculation
mean of pretest:
2277,5
x=
32
x = 71,1719
So, the pre-test mean score of 32 students of VIII.B
was 71,17.
The Result of Post-Test
At the result of post-test after being given treatment
the researcher was given a post-test for both studenth
included in control group and experiment group. The test
of both groups is the same. They asked to make a video
of retelling the story they have chosen. The number of
students who took the post-test was 32 students of VIII.B
(control group) and 32 students of VIII.F (experimental).
The highest score of the class VIII.B (control group) was
92,5, the lowest was 60, and the average of the post-test
was 74,45.
The mean of the score above was calculate used
Ʃx
formula x= where x as mean of data, Ʃx was the
N the alternative hypothesis was accepted. It
total of score post-test, N was the total of the subject.
Below is the calculation mean of the post-test:
2382,5
x=
32
x = 74,4531
So, the post-test mean score of 32 students of VIII.B
was 74,45.
Meanwhile, the highest score of the class VIII.F
(experimental group) was 92,5, the lowest was 60, and
the average of the post-test was 76,40.
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E-ISSN : 2685-533X
The mean of the score above was calculate used
Ʃx
formula x= where x as mean of data, Ʃx was the
N
total of score post-test, N was the total of the subject.
Below is the calculation mean of the post-test:
2445
x=
32
x = 76,4
So, the post-test mean score of 32 students of VIII.F
was 76,4.
Result of Data Analysis
By showing the qualitative data above, here is the
control group that used ordinary treatment can increase
student speaking skills around scores 1,25. So, we can
conclude that there are any increasing scores between the
ordinary treatment to students’ speaking skills.
Meanwhile, the experimental group that used storytelling
4,23. So, we can conclude that there are increasing scores
between the storytelling treatment to students’ speaking
skills that higher than the ordinary treatment.
After showing the data of both increased scores
between class VIII.B and VIII.F, here, the researcher
used the statistical test by SPSS 25 with paired sample T-
test to convince pre-test and post-test of the effectiveness
of storytelling to increase students’ speaking skills.
The result of analysis hypothesis:
Ha : There is any significant effect of using storytelling
on students’ speaking skills.
H0 : There is no significant effect of using storytelling
on students’ speaking skills
To prove the hypothesis, the results of the T-test
calculation was tested in this situation:
a) If sig. (2-tailed) >0.05 in significance degree of
5% the Null Hypothesis (H0) was accepted and
the alternative hypothesis was rejected. It means
there was no significant effect of using
storytelling on students speaking skills.
b) If sig. (2-titled) < 0.05 in significance degree of
5% the Null hypothesis (H 0) was rejected and
means there is a significant effect of using
storytelling on students’ speaking skills
In ordinary treatment, the score of t count was 2.227, and
obtained the score of ttable was 1.695. So, tcount > ttable and H0
was rejected and Ha was accepted. The result of a
significant score based on table 4.11 was sig. < 0.05 that
is Sig. (0.033) so, H0 was rejected and Ha was accepted. In
short, the result of the t-test was whether there is any
significant effect of using the ordinary method on
students speaking skills for VIII grade of SMP Negeri 2
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Sumberpucung by using the score of pre-test and post- For teachers may use the application of teaching
test. methods that are in accordance with class conditions. The
In storytelling, the score of tcount was 8.073, and teacher also can apply the right method to enhance
obtained the score of ttable was 1.695. So, tcount > ttable and H0 students’ mastery of the subject.
was rejected and Ha was accepted. The result of a Further research can increase teaching time so that
significant score based on table 4.12 was sig. < 0.05 that students get to know students better in determining the
is Sig. (0.000) so, H0 was rejected and Ha was accepted. In right treatment.
short, the result of the t-test was there is any significant And the last is for students they should apply better
effect of using storytelling higher than the ordinary learning performance by using the given method.
method on students speaking skills for VIII grade of SMP
Negeri 2 Sumberpucung by using the score of pre-test REFERENCES
and post-test. Maylia, A., & Dayu Angga, T. (2021). The Teaching of
Speaking Using Storytelling.
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as; introducing and telling the story like folklore and fairy Achievement in Speaking Through Paired
tales, did exercises and evaluated the story with students Storytelling Techniques.
and the last step took students assessment. They look for Shukla, S. (2020). Concept of Populatiton and Sample.
the story by themselves from the source books or the https://www.researchgate.net/publication/34642670
7
internet. Storytelling was used in eighth grade, especially
Zuhriyah, M. (2017). Storytelling to Improve Students’
in grade VIII.F (Experimental group) of SMP Negeri 2
Speaking Skill (Vol. 10, Issue 1).
Sumberpucung and taught five times treatments. The
https://ejournal.radenintan.ac.id/index.php/ENGED
students’ assessment includes pronunciation, fluency,
U
accuracy, and of course their vocabulary mastery.
Storytelling gives many advantages to teachers such
as; training students to be imaginative, developing
students' speaking ability, and also giving them moral
value from the story.
This method is very appropriate because from this
research can conclude that there is a significant effect of
storytelling to increasing students speaking skills as
evidenced by the increase of their scores from pre-test to
their post-test after being given the storytelling method.
Students’ response to participating in learning is very
good because this method really attracts their attention,
proven to be able to absorb and master their material
subject by doing their tasks.
Teachers can apply the right methods to enhance
students’ mastery of the subject. The last one is the
output of this teaching method can increase students’
speaking skills to increase the school’s capability in
conducting English classes efficiently.
We can conclude that the result of this research was
obviously successful. Same as the 2 research that has
been described in previous studies that this research was
successful and was able to increase students’ speaking
skills.

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