THE EFFECTIVENESS OF PEER STORYTELLING ON ELEVENTH GRADE STUDENTS’ SPEAKING AT SMAN 7 KOTA KEDIRI IN ACADEMIC YEAR 2025 – 2026

ZD, Fadhilatul Khosy'ah (2026) THE EFFECTIVENESS OF PEER STORYTELLING ON ELEVENTH GRADE STUDENTS’ SPEAKING AT SMAN 7 KOTA KEDIRI IN ACADEMIC YEAR 2025 – 2026. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Many EFL students experience difficulties in speaking due to limited vocabulary, pronunciation, grammar, and fluency, as well as psychological barriers such as anxiety and lack of confidence. In addition, speaking instruction is often dominated by teacher-centered and monotonous activities that provide limited opportunities for authentic communication. Therefore, this study aimed to investigate whether peer storytelling through recount texts is effective in improving the speaking performance of eleventh-grade students at SMAN 7 Kota Kediri. This study is grounded in the theories of speaking, peer interaction, and storytelling. Speaking consists of several components, namely fluency, vocabulary, pronunciation, grammar, and accuracy (Brown, 2004; Harris, 1969). Peer interaction encourages active participation and reduces speaking anxiety by creating a supportive learning environment, while storytelling enables students to communicate ideas meaningfully through narrative activities. In this study, recount texts were used as the storytelling framework because they provide a clear chronological structure that helps students organize and express their experiences systematically. This research employed a quantitative approach using a one-group pre-test and post-test design involving 22 students selected through purposive sampling. Data were collected through performance-based speaking tests assessed using an analytical scoring rubric covering fluency, vocabulary, pronunciation, grammar, and accuracy, supported by a ten-item Likert-scale questionnaire. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon Signed Rank Test. The findings showed a statistically significant improvement in students' speaking performance after the implementation of peer storytelling (p < 0.001). The mean score increased from 46.18 in the pre-test to 61.45 in the post-test, and the questionnaire indicated positive responses regarding students' confidence, participation, and speaking practice. These findings indicate that peer storytelling effectively improves students' speaking performance by providing meaningful speaking practice, encouraging peer collaboration, and creating a low-anxiety learning environment. Therefore, peer storytelling can be recommended as an alternative strategy for teaching speaking, particularly through recount texts, in EFL classrooms. Future researchers are encouraged to involve larger samples, control groups, and longer treatment periods to strengthen the findings

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