The Effectiveness of Peer Storytelling on Students' Speaking at SMAN 7 Kota Kediri

Abstract

This study investigates the effectiveness of peer storytelling in improving eleventh-grade students' speaking at SMAN 7 Kota Kediri in the academic year 2025–2026. Many EFL students frequently encounter linguistic limitations, psychological barriers such as anxiety, and monotonous classroom methods that restrict authentic communicative practice. The purpose of this study is to examine whether peer storytelling using recount texts significantly improves students' speaking performance. A quantitative approach with a one-group pre-test and post-test design was employed, involving 22 students selected through purposive sampling. Data were collected primarily through performance-based speaking tests assessed using an analytical scoring rubric covering fluency, vocabulary, pronunciation, grammar, and accuracy, with a supporting Likert-scale questionnaire. Statistical analysis using the Wilcoxon Signed Rank Test revealed a statistically significant improvement in students' speaking scores (p < 0.001), with the mean score increasing from 46.18 (pre-test) to 61.45 (post-test). All 22 students demonstrated positive score gains. The questionnaire results indicated positive student responses toward peer storytelling implementation. These findings confirm that peer storytelling through recount texts effectively enhances students' speaking performance by fostering a collaborative, low-anxiety learning environment. Unlike previous studies that examined peer interaction or storytelling separately, this study uniquely combines both strategies through recount texts with senior high school students. Future research should involve control groups and longer treatment periods.