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.