EXPLORING ENGLISH-SPEAKING SKILL THROUGH STORY COMPLETION TECHNIQUE IN SMPN 01 ROWOKANGKUNG YEAR 2024 - 2025

eka ramadhani, firnanda (2025) EXPLORING ENGLISH-SPEAKING SKILL THROUGH STORY COMPLETION TECHNIQUE IN SMPN 01 ROWOKANGKUNG YEAR 2024 - 2025. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Keywords: Speaking Skill, Story Completion, Descriptive Text.
The background of this research is based on the fact that speaking is one of the essential skills in learning a foreign language, particularly English. Many students encounter difficulties in speaking English, such as a lack of vocabulary, poor pronunciation, low confidence, and limited speaking practice in class. To address these issues, teachers need to create a supportive and engaging environment that encourages students to speak. One of the techniques that can be applied to foster students’ speaking skills is the Story Completion technique, which allows students to freely express their ideas in a storytelling activity.
The objective of this study was to explore the teaching and learning process of English-speaking skills using the Story Completion technique in descriptive text material at SMPN 01 Rowokangkung. Additionally, the research aimed to investigate students' and the teacher's perceptions of implementing the Story Completion technique in speaking activities. This research also sought to identify the factors that affect students’ English-speaking performance when using this technique.
This research employed a descriptive qualitative design. Data were collected through classroom observations, interviews with five eighth-grade students and one English teacher, and document reviews. The researcher observed the learning process, students’ participation, and difficulties during speaking activities. Data from interviews were used to support the observations, exploring perceptions, challenges, and students’ experiences during the implementation of the Story Completion technique.
The results showed that the Story Completion technique effectively improved students' confidence, fluency, and ability to express ideas in English. Students were more enthusiastic and motivated to speak, although challenges such as limited vocabulary, pronunciation errors, and anxiety remained. Both teacher and students agreed that the Story Completion technique made speaking activities more enjoyable and encouraged students to practice speaking more actively. Therefore, this technique is recommended as an alternative strategy for teaching speaking in schools.

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