Aulia, Insan (2023) Utilizing Story Completion Technique on Teaching Speaking at Language Development Unit Class. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Teaching speaking in the English for Foreign Language classroom can be challenging, particularly when some students tend to dominate the conversation, resulting in an imbalance of classroom participation. This descriptive qualitative research aimed to explore the utilization of the story completion technique and identify the challenges associated with its utilization. The study involved an English tutor at group 31 of Language Development Unit of Antasari State Islamic University who teaches 18 students from various majors. The data were collected through observations and a semi-structured interview. The findings shows a stepby-step process in utilizing the story completion technique, including assessing students' proficiency level, selecting a suitable topic, assessing the students' proficiency level in the target language, identifying the grammar and vocabulary that students have mastered, selecting a suitable topic of the story, arranging the class in a circle, starting the story and stopping after a few sentences, each student taking turns continuing the story, students adding 1-3 sentences each time, students freely adding new characters, events, and descriptions to the story, and story continues until a logical conclusion or tutor intervention. Additionally, the research highlighted several challenges such as selecting relatable stories, managing large class sizes, managing time constraints, addressing individual difficulties, as well as assessing student performance and providing feedback. The insights gained from this study contribute to a better understanding of the utilization of story completion technique in teaching speaking skills and provide valuable recommendations for language educators to address the challenges faced in utilizing this technique.

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