THE USE OF STORYTELLING METHOD IN EXPLORING EFL STUDENTS’ CREATIVE SPEAKING SKILLS AT LIPS (LANGUAGE INTENSIVE PROGRAM OF SMP NURUL JADID)

Choirunnisa, Nadia Diva Aditya (2026) THE USE OF STORYTELLING METHOD IN EXPLORING EFL STUDENTS’ CREATIVE SPEAKING SKILLS AT LIPS (LANGUAGE INTENSIVE PROGRAM OF SMP NURUL JADID). Undergraduate thesis, UIN KHAS JEMBER.

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Abstract

Nadia Diva Aditya Choirunnisa, 2026: The Use of Storytelling Method in
Exploring EFL Students’ Creative Speaking Skills at LIPS (Language Intensive
Program of SMP Nurul Jadid.)
Keywords: Storytelling Method, Creative Speaking Skills, EFL Learning
Storytelling Method has been widely used in English as a Foreign
Language (EFL) learning because it provides opportunities for students to
communicate ideas through meaningful speaking activities. In the context of
speaking instruction, storytelling is closely related to students’ creative speaking
skills, such as fluency, vocabulary use, confidence, expression, and originality in
delivering ideas. In LIPS (Language Intensive Program of SMP Nurul Jadid),
storytelling activities are implemented as part of the co-curricular program to
support students’ speaking practice and participation in English learning activities.
The research questions in this study are: 1)How does the use of
Storytelling Method engage students’ creative speaking skills in LIPS (Language
Intensive Program of SMP Nurul Jadid)? 2) How are students’ perceptions toward
the use of Storytelling Method in developing creative speaking skills in LIPS
(Language Intensive Program of SMP Nurul Jadid)?
The objectives of this study are: 1) to describe the implementation of
Storytelling Method in engaging students’ creative speaking skills in LIPS
(Language Intensive Program of SMP Nurul Jadid) 2) to analyze students’
perceptions toward the use of Storytelling Method in developing creative speaking
skills in LIPS (Language Intensive Program of SMP Nurul Jadid).
This study employed a qualitative method with a case study design. The
research participants were five selected students from thirteen eighth-grade
students who actively participated in storytelling activities in the Language
Intensive Program. Data were collected through observation, semi-structured
interviews, and documentation. The data were analyzed using Miles, Huberman,
and Saldaña’s interactive analysis model consisting of data condensation, data
display, and conclusion drawing. To ensure the trustworthiness of the data, the
researcher applied credibility and transferability techniques through triangulation,
member checking, and repeated observation.
The findings of this study showed that the Storytelling Method in LIPS
(Language Intensive Program of SMP Nurul Jadid) was implemented through
several structured stages, namely preparation, guided practice, rehearsal,
performance, and evaluation. Through these stages, students were involved in
speaking activities that supported their confidence, expression, fluency,
vocabulary use, and participation during storytelling performances. The findings
also reveal that students had positive perceptions toward storytelling activities
because storytelling provided meaningful speaking experiences, opportunities for
self-expression, and supportive learning interactions during the learning process.

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