The Effect of Story Completion on Students' English Speaking Skill: A Quasi-experimental Study
Keywords:
quasi-experimental design, speaking skill, story completion, English learning, communicative techniqueAbstract
This study investigates the effect of story completion on students’ speaking skills in English learning at the second grade of junior high school in Kecamatan Mandonga, Kendari, Southeast Sulawesi. A quasi-experimental design was applied with two groups: the experimental group was taught using story completion activities, while the control group was taught through conventional methods. The participants consisted of 60 students, divided equally into experimental and control groups. Data were collected through pre-tests and post-tests using a speaking rubric assessing fluency, vocabulary, grammar, pronunciation, and comprehension. The results showed that the experimental group achieved a higher post-test mean score (74.8) compared to the control group (65.1). The hypothesis test in this study, conducted using an Independent Sample T-test, showed a significance (2-tailed) of less than 0.05, leading to the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (H1). This study implies that English teachers, particularly in Southeast Sulawesi, should incorporate story completion as a communicative technique to foster students’ oral competence.
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