ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Advances in digital technology have generated new opportunities for English language learning beyond formal classroom environments. This study explores university students' experiences in utilizing Instagram as an informal platform for English language learning, focusing on their speaking skills, self-confidence, perceptions, challenges, and the meanings they ascribe to these learning experiences. Employing a qualitative approach, this research adopted a netnographic method. The study collected data through observations, video content analysis, documentation, and semi-structured interviews with four university students. The data were interpretively analysed to understand the students' learning experiences, practices, perceptions, strategies, and challenges. The findings indicate that Instagram contributes positively to the development of students' speaking skills and self-confidence. Through authentic English content, observing pronunciation and expressions, and repeated speaking practice, students improved their pronunciation, fluency, vocabulary, grammar, and content organization. Students perceived Instagram as a user-friendly, flexible, engaging, and relevant learning medium. However, students faced several challenges, including difficulty understanding pronunciation variations and accents, limited vocabulary, distractions from entertainment content, information overload, and a lack of academic feedback. To overcome these hurdles, students employed self-regulated strategies such as rewatching videos, utilizing captions, taking notes on new vocabulary, following trusted educational accounts, and managing their study time. This study concludes that Instagram can serve as an effective informal learning environment that complements formal instruction. Crucially, speaking skills and self-confidence do not develop automatically through mere exposure to content; rather, they result from an active process involving content selection, observation, practice, evaluation, reflection, and interaction. These findings suggest that educators may consider integrating Instagram as a supplementary resource for authentic and contextual speaking activities.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Speaking activities in the English Club provide students with opportunities to practice using English communicatively outside of classroom instruction. However, the effectiveness of these activities requires supplementary teaching materials appropriate to students’ needs. Therefore, this research aimed to identify students’ needs in English Club speaking activities, develop supplementary speaking materials, and evaluate its quality and validity. This research employed a Research and Development (R&D) approach using the Four D (4D) development model. The teaching materials were developed using the 4D model, which consists of the Define, Design, Develop, and Disseminate stages; however, this study was limited to the Define, Design, and Develop stages. The study participants consisted of 20 students from SMP Negeri 2 Tarakan. Data were collected through a needs analysis questionnaire, interviews, expert validation, a teacher feedback questionnaire, and a student feedback questionnaire. The results of the needs analysis indicated that students’ speaking skills were still limited and that they experienced difficulties with vocabulary, grammar, sentence formation, pronunciation, and self-confidence. Students preferred familiar topics, multimedia-based activities, pronunciation exercises, games, collaborative activities, and conversation-based speaking tasks. Based on these results, an interactive digital e-worksheet was developed using Canva, featuring videos, quizzes, pronunciation exercises, partner conversations, interviews, speaking presentations, and reflection activities. The final product consisted of three unit topics: Daily Life, Hobbies, and School Life. The content expert validation yielded a score of 98.95% (highly appropriate), while the media expert validation yielded a score of 77.65% (appropriate). Teacher and student responses scored 98.10% and 81.07%, respectively, both of which fall into the highly appropriate category. Therefore, the developed E-Worksheet has been considered appropriate and suitable to be used as supplementary teaching material to support English Club activities at SMP Negeri 2 Tarakan.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
THE USE OF DUOLINGO BASED LEARNING IN ENGLISH SPEAKING SKILLS: A CASE STUDY AT SMPN 3 TARAKAN ABSTRACT This research examines the use of Duolingo-based learning as a technology-assisted approach to develop speaking skills at SMPN 3 Tarakan. Using a qualitative case study design, the study involved three junior high school students with different levels of English proficiency high achievers (S1), average achievers (S2), and low achievers (S3) as participants. Data were collected through semi-structured interviews, classroom observations, and documentation during three sessions conducted in May 2025. Findings indicate progressive improvement in six indicators of speaking skills (active engagement, fluency, accuracy, interaction skills, confidence, and adaptability) in all three participants over the observation period, albeit at different rates according to individual proficiency levels. (S1) demonstrated consistent and strong performance across all dimensions, (S2) showed significant improvement, particularly in fluency and interaction skills, while (S3) demonstrated the most significant affective shift, moving from communicative withdrawal and language anxiety in the initial session to greater participation and resilience in the final session. Additionally, this study examined how students used and perceived Duolingo-based learning across three sub-dimensions: prior experience with the app, perceived impact on speaking development, and expectations for technology-mediated learning. All three participants reported generally positive perceptions, recognizing Duolingo's low-pressure, game-based environment as supportive of pronunciation awareness, vocabulary development, and communicative confidence. The study concluded that the use of Duolingo-based learning as a supplementary resource within a structured EFL speaking program can result in meaningful communicative improvements across a range of learner achievement levels, particularly when combined with classroom-based communicative instruction.
ThesisOpen AccessMetadata saja
2026•
THE IMPLEMENTATION OF PROJECT-BASED LEARNING ON STUDENTS’ ENGLISH SPEAKING SKILL AT ELEVENTH GRADE OF SMA NEGERI 2 TARAKAN Abstract This study investigates how Project-Based Learning is used at SMA Negeri 2 Tarakan to teach English speaking skills to eleventh-grade students. Thirty-six students from Class 11A and one English instructor participated in a qualitative descriptive study The researcher used semi-structured interviews, classroom observations, and document analysis to gather data. Miles and Huberman's interactive model, which includes data reduction, data display, and conclusion drawing, was used to examine the data. The results show that the researcher carried out the project-based learning in line with its primary phases, which include starting with key questions, creating a project plan, executing and overseeing project activities, presenting project outcomes, and assessing the learning process. This method provided a student-centered learning environment that promoted engagement, teamwork, and meaningful English communication. Additionally, this study discovered that pupils benefit from project-based learning speaking abilities, especially concerning self-assurance, presentation skills, vocabulary knowledge, pronunciation, fluency, and grammatical precision. Students exhibited increased confidence in articulating their thoughts, engaging in conversations, and presenting their work to the class. Nonetheless, other hurdles were recognized, including unequal participation among group members, grammatical issues, and insufficient class time to finalize and reflect on work. In conclusion, project-based learning is an efficacious pedagogical method for enhancing student outcomes. Proficiency in English and the enhancement of teamwork, communication, critical thinking, and presentation abilities To optimize learning results, meticulous preparation, continuous teacher support, equitable student engagement, and efficient time management are crucial for successful execution.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini dilakukan bertujuan untuk menginvestigasi efektivitas penggunaan aplikasi Bussu dalam pembelajran speaking siswa kelas VIII di SMPN 1 Tarakan, dengan melibatkan 32 siswa sebagai peserta. Penelitian ini menggunakan pendekatan Pre- experimental reaseach design. Data yang dikumpulkan dalam penelitian ini adalah data test dan observasi selama treatment diberikan. Pre test dan post test dilakukan dalam bentuk individual speaking test yang difokuskan pada aspek pengucapan, kelancaran, kosakata, tata bahasa dan pemahaman. Treatment dilakukan selama empat kali pertemuan dengan menggunakan aplikasi Busuu. Data dianalisis secara kuantitatif menggunakan statistik deskriptif dan statistik infrensial statistik dalam bentuk uji normalitas, homogenitas dan uji hipotesis dengan menggunakan paired t-test. Hasil penelitian menunjukkan nilai rata-rata pre test siswa adalah 41.88 dengan standar deviasi 16.319, sedangkan nilai rata -rata post test meningkat menjadi 53.50 dengan standar deviasi 14.644, mencerminkan peningkatan signifikan sebesar 11.62, untuk masing-masing aspek, aspek yang paling berprogres adalah aspek pengucapan, pemahaman dan kosakata. Uji hipotesis menunjukkan signifikansi efektivitas penggunaan Aplikasi Busuu adalah, 0.001 hasil ini menindikasikan (Ha) ditolak, (Ho) diterima. Fitur yang paling dominan dari aplikasi Busuu yang digunakan untuk meningkatkan kemampuan berbicara siswa yaitu, percakapan, mendengarkan dan ulangi. Aplikasi ini akan sangat maksimal jika disertai dengan mengunakan metode mengajar role play, discussion dan juga jumble teknik. The purpose of this study was to investigate the effectiveness of Busuu application in learning speaking for eighth-grade students at SMPN 1 Tarakan, involving 32 students as participants. This study employed a Pre-experimental research design approach. The data collected in this study were test and observations during the treatment given. The pre test and post-test were carried out in the form of individual speaking tests focused on aspects of pronunciation, fluency, vocabulary, grammar and comprehension. The treatment was carried out for four meetings using the Busuu application Data were analyzed quantitatively using descriptive statistics and inferential statistics in the form of normality tests, homogeneity and hypothesis testing using paired t-test. The results showed that the average pre-test score of students was 41.88 with a standard deviation of 16,319, while the average post-test score increased to 53.50 with a standard deviation of 14,644, reflecting a significant increase of 11.62, for each aspect, the most progressive aspects were pronunciation, comprehension and vocabulary. The hypothesis test showed the significance of the effectiveness of the Busuu application, 0.001, this result indicated that (Ha) was rejected, (Ho) was accepted. The most dominant features of the Busuu application used to improve students' speaking skills were conversation, listening, and repetition. This application will be optimal with role-play teaching methods, discussions, and also jumble techniques.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Penelitian ini dilakukan bertujuan untuk menginvestigasi efektivitas penggunaan aplikasi Bussu dalam pembelajran speaking siswa kelas VIII di SMPN 1 Tarakan, dengan melibatkan 32 siswa sebagai peserta. Penelitian ini menggunakan pendekatan Pre- experimental reaseach design. Data yang dikumpulkan dalam penelitian ini adalah data test dan observasi selama treatment diberikan. Pre test dan post test dilakukan dalam bentuk individual speaking test yang difokuskan pada aspek pengucapan, kelancaran, kosakata, tata bahasa dan pemahaman. Treatment dilakukan selama empat kali pertemuan dengan menggunakan aplikasi Busuu. Data dianalisis secara kuantitatif menggunakan statistik deskriptif dan statistik infrensial statistik dalam bentuk uji normalitas, homogenitas dan uji hipotesis dengan menggunakan paired t-test. Hasil penelitian menunjukkan nilai rata-rata pre test siswa adalah 41.88 dengan standar deviasi 16.319, sedangkan nilai rata -rata post test meningkat menjadi 53.50 dengan standar deviasi 14.644, mencerminkan peningkatan signifikan sebesar 11.62, untuk masing-masing aspek, aspek yang paling berprogres adalah aspek pengucapan, pemahaman dan kosakata. Uji hipotesis menunjukkan signifikansi efektivitas penggunaan Aplikasi Busuu adalah, 0.001 hasil ini menindikasikan (Ha) ditolak, (Ho) diterima. Fitur yang paling dominan dari aplikasi Busuu yang digunakan untuk meningkatkan kemampuan berbicara siswa yaitu, percakapan, mendengarkan dan ulangi. Aplikasi ini akan sangat maksimal jika disertai dengan mengunakan metode mengajar role play, discussion dan juga jumble teknik. The purpose of this study was to investigate the effectiveness of Busuu application in learning speaking for eighth-grade students at SMPN 1 Tarakan, involving 32 students as participants. This study employed a Pre-experimental research design approach. The data collected in this study were test and observations during the treatment given. The pre test and post-test were carried out in the form of individual speaking tests focused on aspects of pronunciation, fluency, vocabulary, grammar and comprehension. The treatment was carried out for four meetings using the Busuu application Data were analyzed quantitatively using descriptive statistics and inferential statistics in the form of normality tests, homogeneity and hypothesis testing using paired t-test. The results showed that the average pre-test score of students was 41.88 with a standard deviation of 16,319, while the average post-test score increased to 53.50 with a standard deviation of 14,644, reflecting a significant increase of 11.62, for each aspect, the most progressive aspects were pronunciation, comprehension and vocabulary. The hypothesis test showed the significance of the effectiveness of the Busuu application, 0.001, this result indicated that (Ha) was rejected, (Ho) was accepted. The most dominant features of the Busuu application used to improve students' speaking skills were conversation, listening, and repetition. This application will be optimal with role-play teaching methods, discussions, and also jumble techniques.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to examine the effectiveness of the Communicative Language Teaching (CLT) method, using role-play activities with random cards, on the speaking skills of eighth-grade students at SMP Muhammadiyah 2 Tarakan. The research method used was quantitative with a quasi-experimental design. The research sample consisted of 42 students divided into an experimental class (20 students) and a control class (22 students). The research instrument used was a speaking test covering five aspects: pronunciation, grammar, vocabulary, fluency, and comprehension. The results showed a significant increase in the experimental class, with a mean score of 23.40 to 52.40, while the control class only increased from 25.45 to 28.73. The Mann-Whitney U test showed a p-value of 0.000 ( 0.05), with the mean rank of the experimental class (31.40) being much higher than that of the control class (12.50). In addition, the effect size test results showed a value of -0.7755, which is categorised as a High Effect or significant influence. It proved that the application of CLT through role play is effective in improving students' speaking skills compared to conventional methods.
ThesisOpen AccessMetadata saja
2025•
This study aims to investigate the effect of interactive culinary sessions on the English oral communication skills of 11th-grade culinary students at SMKN 1 Tarakan. the study employed a pre-experimental method with a one-group pre-test and post-test design. The subjects were 30 students from the 11th grade specializing in culinary at SMKN 1 Tarakan. data collection utilized a speaking test instrument, assessing five indicators of speaking ability: fluency, pronunciation, vocabulary, grammar, and content, during both pre-test and post-test phases. the findings showed that the mean pre-test score of 65.87 increased to 76.67 in the post-test, signifying a notable 10.8-point improvement following the intervention through interactive culinary sessions. The most substantial improvement was observed in the content indicator, where 100% of students, initially at a fair level, advanced to an excellent level. Improvements were also evident in fluency, with the percentage of students at the excellent level increasing from 6.7% to 20%. in pronunciation, students achieving an excellent level rose from 0% to 10%, with no students remaining at the poor level. For grammar, an increase from 3.3% to 13.3% was noted at the good level, and students at the poor level were eliminated (0%). Although the increase in the vocabulary indicator was not statistically significant, students demonstrated progress in recognizing and utilizing new culinary-related terminology. Based on the results of Wilcoxon and paired sample t-tests, a significance value of 0.000 (p 0.05) was obtained. Consequently, the alternative hypothesis was accepted, and the null hypothesis was rejected. these empirical findings strongly support the conclusion that interactive culinary sessions are effective in enhancing students' english oral communication skills, particularly concerning fluency, pronunciation, vocabulary, grammar, and content.
ThesisOpen AccessMetadata saja
2025•
This study aimed to examine the effect of using the Project-Based Learning (PBL) method to improve the English speaking ability of eleventh-grade nursing students at SMK Kesehatan Kaltara Tarakan in the 2024/2025 academic year. This study was conducted due to the low speaking ability of students, which was characterized by a lack of vocabulary, difficulty in pronunciation, lack of confidence, and minimal opportunities to practice speaking in class. The research method used was a pre-experimental design with a one-group pre-test and post-test model. There were 32 students participating in the study. The research instruments included speaking tests (pre-test and post-test) and an observation sheet. The data were analyzed using the Wilcoxon Signed-Rank Test, a non-parametric statistical test, with the help of SPSS version 27. The results revealed a significant increase in students' speaking scores after the implementation of PjBL, covering the aspects of fluency, vocabulary, pronunciation, grammar, and comprehension. These findings indicate that PBL was effective in improving students' English speaking skills, as well as increasing their confidence and collaboration skills.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Speaking is one of the four language skills, described as communicating thoughts, views, or messages via spoken language. This study aimed to analyze the effect of using the Peer Assessment Strategy to improve the speaking ability of third-grade students of SMPN 3 Tarakan. This study applied a pre-experimental design with a one-group pre-test and post-test model involving 29 students. Data were collected through a speaking performance test, which was assessed using the speaking rubric with five aspects comprehension, pronunciation, grammar, fluency, and vocabulary. The same test was administered before and after the treatment. The treatment consisted of four speaking-focused meetings that included peer assessment activities The results showed a significant improvement in students' speaking performance after the treatment. The mean score increased from 36 97 in the pre-test to 61.66 in the post-test. The parred samples t-test showed a significance value of 000, indicating a statistically significant difference Among all aspects of speaking, grammar had the highest improvement, and pronunciation had the lowest improvement, although it still increased. The results of this study conclude that peer assessment was an effective strategy to improve speaking by encouraging reflection, feedback exchange, and student engagement.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of this study is to describe the use of Project-Based Learning to teach speaking skills in accounting classrooms. The study was conducted on local Al accounting students at the University of Borneo Tarakan, with 30 students from the 2024/2025 academic year and an English lecturer serving as a research collaborator. The data for this study are qualitative. Qualitative data were collected using document analysis, questionnaires, and interviews. The findings of this study suggest that Project-Based Learning can help students enhance their speaking skills. According to qualitative statistics, the use of project-based learning approaches increases possibilities for students to communicate in English. Students develop their confidence when speaking English. They actively engage in the teaching and learning process. Learning English in class helps pupils get more familiar with the language. According to questionnaire and interview results, Project-Based Learning approaches can help students enhance their speaking skills, such as pronunciation, fluency, understanding, grammar, and vocabulary. The use of Project-Based Learning has proven to be a great strategy for teaching speaking in accounting classrooms, providing a dynamic and student-centered learning environment.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to determine whether the Talking Chips technique significantly affects the speaking skills of eighth-grade students at SMPN 11 Tarakan. The research employed a pre-experimental method with a one-group pre-test and post-test design. The population consisted of all eighth-grade students, with classes 8-3 (29) selected as the sample through purposive sampling. Data were gathered through oral tests administered before and after the treatment. The findings indicated a moderate improvement in students' speaking performance, as evidenced by an increase of 6.49 points in the mean scores from the pre-test to the post-test. The Wilcoxon Signed-Rank Test was applied due to the non-normal distribution of the data. The significance value obtained was 0.024 (p 0.05), indicating that the alternative hypothesis (H1) was accepted while the null hypothesis (H0) was rejected. Furthermore, the study found a notable improvement in the comprehension aspect of students' speaking skills, with an average increase of 0.690. Based on these findings, it can be concluded that the Talking Chips technique effectively enhances the speaking skills of eighth-grade students at SMPN 11 Tarakan. The technique also fostered active student participation, increased self-confidence, and motivated students to engage more in English-speaking activities.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The purpose of this study was to determine the effectiveness of the ELSA Speak application on the speaking skills of eleventh grade Pharmacy students at SMK Kesehatan KALTARA. This study employed a pre-experimental design with one class pre-test and post-test with four meetings involving 21 students. The assessment of speaking skills was focused on 5 aspects; fluency, grammar, vocabulary, pronunciation, and comprehension. The descriptive text was chosen for evaluating students' speaking skills which focused on the theme of health, including subtopics such as diseases, medicines, health workers, and medical devices. The results of statistical analysis through paired sample t-test showed a significance value of p = 0.000 (p 0.05), which indicated that the use of the ELSA Speak application had a positive effect on students' speaking skills and it was an effective and interesting learning tool to improve spoken English skills.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Based on the results of the analysis of students’ needs in English, especially in speaking skills, it needs a complementary material to support the students in learning English. This study aims to develop the additional learning media for grade X students at SMAS Frater Don Bosco Tarakan to help the students to improve the speaking skills in English. The product is designed in the form of a learning textbook that is designed with materials that suit the needs of students and their daily activities. This research was a Research and Development that used the ADDIE model which consists of five stages (1) Analysis; (2) Design; (3) Development; (4) Implementation; (5) Evaluation;. This research and development instrument used the students needs questionnaire, interview with teachers, media experts validation questionnaires (design), linguist validation questionnaire, and media practicality test questionnaire, materials, and students response questionnaires. Validation was carried out by media expert (design), linguist and materials experts, and English learning practitioners, namely English teacher at SMAS Frater Don Bosco Tarakan. The media developed was piloted to 20 students in class X of SMAS Frater Don Bosco Tarakan. The results of the study showed that the feasibility level of the Speaking Supplement book product as an additional learning media to improve speaking skills based on assessment: (1) Validation by media experts (design) obtained a total score of 105 which it presented received a score of 93.75% with the qualification of “Very Feasible”; (2) Linguist and material expert obtained a total score of 75 with a percentage of 89.28% qualified as “Very Feasible”; (3) English learning practitioner obtained a total score of 49 with the percentage score of 87.5% and get a “Very Practical” qualification;. The students responses to this media after the trial show a good response with a percentage of 90.83% of the total score obtained. Therefore, this Speaking Complementary textbook media is appropriate to be used as an additional English learning material to help students improve their speaking skills.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study aims to examine the challenges encountered by second-semester students enrolled in the English Department in developing their speaking skills. The ability to speak, verbalize, or utter words meaningfully and coherently is a fundamental aspect of communication. While it can be a valuable skill in a verbal context, articulating words clearly and concisely can be more challenging. The primary aim of this study is to identify potential solutions and recommendations to assist students in overcoming their speaking skill deficiencies and enhancing their overall English proficiency. This study employed a qualitative descriptive design and was conducted in the second semester of class 2023, in March 2024, using purposive sampling. The research instruments were an interview, observation, and documentation. The researcher identified several main problems students face in learning to speak in the second semester, which are vocabulary, pronunciation, and anxiety. To overcome these problems, three solutions are proposed. These include the provision of tools or media that support speaking skills, targeted practice, and a variety of daily life practice activities. Additionally, personalized feedback and smaller classes can help students effectively. To enhance speaking skills, the researcher suggests using clearer topics, combining practical activities with real life, and providing targeted vocabulary development support.
ThesisOpen AccessMetadata saja
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The aim of this study was to investigate whether there were differences between students who are taught using the BBC learning English application as a medium with students are taught using conventional methods (audio visual) in terms of ability speaking tenth grade students at SMAN 1 Tarakan. Methods used in this research, it is a quasi-experimental method, the form of design chosen in this research, nonequivalent control design is the object in this study, tenth grade F was the experimental class and tenth grade I as a control class taken using purposive sampling technique. Researchers used the independent sample t-test to examine the data. The results of this research show that there are significant differences between students taught using the BBC learning English application as media with students taught using conventional methods (audio visual) in teaching students' speaking skills. As a result, the hypothesis test determines that the significant factor is smaller than 0.05, and the resulting t test (3.664) is stronger than the t-table (1.666). The data shows that Ha is accepted, and Ho rejected. Ha claims significant improvement in speaking ability students use the BBC learning English application as a training medium speaking skills of tenth grade students of SMAN 1 Tarakan.
ThesisOpen AccessMetadata saja
2020•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Abstrak The purpose of this research was to find out the effectiveness of using storytelling techniques in improving the speaking skills of tenth grade students at the SMA Frater Don Bosco Tarakan. This study used a pre-experimental design.Its population was all tenth grade students of the school in the 2018/2019 school year. using A purposive sampling technique, 29 students of class X IPS B were taken the sample. The instrument used to collect data was a speaking test. the data were analyzed using descriptive analysis with the help of SPSS 24.0. The results of the study showed that there was a difference in the mean score between the pretest and posttest. The pretest score was 57.52 and the post-test score was 74.34. There was an increase by 16,828 points. The result of the paired sample t-test indicated that the absolute t-value was 10,909 and the critical t-value was 2,048. As the absolute t-value was higher than the critical t-value, the Ha was accepted or the H0 was rejected. It was concluded that the use of storytelling techniques was effected in increasing the speaking skills of the tenth grade students of SMA Frater Don Bosco Tarakan. Tujuan dari penelitiaan ini adalah untuk mencari kefektifan dari menggunakan Teknik storytelling untuk meningkatkan keterampilan berbicara siswa kelas sepuluh di SMA Frater Don Bosco Tarakan. Desain dari penelitian ini adalah pra eksperimen. Populasi penelitian ini adalah seluruh siswa kelas X siswa SMA Frater Don Bosco Tarakan. Tahun pelajaran 2018/2019. Peneliti menggunakan purposive sampling dalam menentukan sample. Siswa kelas X IPS B yang terdiri dari 29 siswa adalah sample dalam penelitian ini. Instrumen yang digunakan untuk mengambil data dalam penelitian ini adalah tes berbicara. Teknik analisis data yang digunakan adalah deskriptif analisis dengan bantuan SPSS 24.0 . Hasil dari analisis data menunjukkan bahwa terdapat perbedaan nilai rata- rata antara pre test dan post test. Nilai pre test 57,52 dan nilai post test adalah 74,34. Terdapat peningkatan nilai rata- rata sebesar 16.828. Hasil dari paired sample test adalah t test = 10.909 dan t table adalah 2.048. Hasil t test lebih tinggi dari t table. Dengan demikian dapat disimpilkan Ha diterima dan H0 ditolak. Berdasarkan hasil analisis tersebut menunjukkan bahwa penggunaan Teknik storytelling dalam keterampilan berbicara membawa pengaruh terhadap peningkatan penguasaan dan keterampilan berbicara siswa kelas X IPS B SMA Frater Don Bosco Tarakan 2018/2019.
