Agostinho dos Santos Gonçalves, Jose Antonio Sarmento, Fernando Carceres da Costa


This researcher is proposed to know storytelling could develop students
speaking skill and there are some significance differences between before and
after the implementation using the storytelling to develop the students‘ speaking
skill. The respondent of the study was 22 students of the second grade of
secondary school Catholic Sao Paulo II Laclo in the school year 2018. The
method of this study used qualitative with descriptive analysis. The qualitative
method was used to count the mean score of student pre-test and post- test.
While the descriptive analysis was used to describe the result of students
encountered during the pre-test without intervention of researcher during the
implementation of storytelling to taught speaking and show was the mean score
of post-test to be compared with the pre-test. The result of this research showed
that mean score of pre-test of the speaking skill from before using storytelling
was 4.6. This is meant that students did not understand using storytelling to
develop speaking skill and students still got difficulties in speaking skill. And
after teaching the speaking skill through the storytelling, the mean score posttest was 7.3. So, the significance differences applied to the formula of t test is
4.6 greater than t table is 2.074 through the degree of freedom is 22 which was
applied to level of significance deference is 0.5. Finally, it concluded that using
storytelling could develop students‘ speaking skill. Based on the result of the
research that has been aforementioned it can be interpreted that there are some
significance differences between before and after the implementation teaching
speaking skill by using storytelling. And storytelling could be considered as the
new strategy or a new useful method to be used by the English teachers to teach
Speaking skill to the Second Grade Students Of Secondary School Catholic
Sao Paulo II Laclo in the School Year 2018.

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