This study is aimed to measure the effect of Storytelling Technique in increasing the eleventh-grade students speaking scores at Islamic Senior High School of Maliku. In this study, the researcher used quasi-experimental design, where the
researcher used nonrandomized control group pre-test, post-test design with a kind of treatment. In this study, the researcher was helped by the English teacher of Islamic senior High School Maliku as the first tester for pre-test and post-test. There were two groups in this study, control group (XI-science study program) which consists of 16 students and experiment group (XI-social study program) which consist of 16 students. In this experiment, the researcher taught the students directly with the same material. Therefore, the use of storytelling method was applied on experiment group
only, and for the control group the researcher applied conventional method. Meanwhile, the treatment was not given to the Control Group. To examine the hypothesis, the researcher used t-test formula. In addition, the researcher used SPSS
18.0 program to compare the data.
The result of t test using manual calculation showed that the calculated value (tobserved) was greater than ttable at 5% and 1% significance level or 2.042 2.750. The result of t-test using SPSS 18.0 calculation indicated that the calculated value (tobserved) was also greater than ttable at 5% and 1% significance level or2.042 < 5.311> 2.750. This indicated that the alternative hypothesis stating that the Storytelling Technique increases the students’ English scores for the eleventh-grade students at Islamic Senior High School Maliku was accepted and the null hypothesis stating that
the Storytelling Technique does not increases the students’ English scores for the eleventh-grade students at Islamic enior High School Maliku was rejected.
Based on the results of the study, it was shown that the storytelling Technique gives beneficial contribution in increasing the students’ speaking scores and students’ speaking performance during the instructional process. Storytelling Technique implemented in this study consists of some steps. Those are; 1) deciding on the school syllabus and material, 2) organizing the group of the students, 3) providing the theme to be topic to tell, 4) teaching the technique of storytelling and storyteller in front of class, 5) guiding the students to pronounce the expression used correctly and explaining the purpose, 6) having the students made poster and script to put in the white board, 7) having the students modified the situation of picture and story, and 8) having the students performed the storytelling in front of the class