Ninth Grade Research Articles

Depression, anxiety, psychological distress and associated factors among students attending Nemelifen Secondary and Preparatory School, Afar regional state, Ethiopia: a cross-sectional study

ObjectivesThis study aimed to assess the magnitude of depression, anxiety, psychological distress and associated factors in Nemelifen Secondary and Preparatory School at Awash 7 Kilo, zone 3, Afar, Ethiopia.DesignAn institutional-based...

Bullying Involvement at the Intersection of Gender Identity/Modality, Sexual Identity, Race, Ethnicity, and Disability: Prevalence Disparities and the Role of School-Related Developmental Assets.

Purpose: This study examines adolescents' self-reported school-based developmental assets and four intersecting social positions as they relate to prevalence of bullying involvement. Methods: Participants were 80,456 ninth and 11th grade students who participated in the 2019 Minnesota Student Survey (30.2% youth of color; 11% lesbian/gay/bisexual/pansexual/queer/questioning; 2.9% transgender/gender diverse [TGD] or gender questioning). Exhaustive Chi-square Automatic Interaction Detection analysis was used to identify school-based developmental assets (i.e., school safety, school adult support) and intersecting social positions (i.e., sexual identity; gender identity/modality; racial/ethnic identity; physical disabilities/chronic illness; and/or mental health/behavioral/emotional problems) associated with the highest prevalence of involvement as physical and relational bullies, victims, and bully-victims. Results: Adolescents with 2+ marginalized social positions who often lacked school-based developmental assets were part of nearly all the highest prevalence bullying involvement groups. TGD and gender questioning adolescents, Native American youth, and youth living with both physical disabilities/chronic illness and mental health/emotional/behavioral problems-most of whom had additional marginalized social positions and lacked school-based assets-were particularly overrepresented in high prevalence groups. For example, 31.1% of TGD or gender questioning youth of color living with both types of disabilities/health problems who did not feel strongly that school was safe reported involvement as physical bully-victims-nearly six times the sample average rate. Conclusion: Adolescents with multiple marginalized social positions and those lacking certain school-based assets-often overlapping categories-were involved in bullying at higher-than-average rates. Findings underscore the need for schools to address intersecting experiences of stigma and structural oppression that may perpetuate bullying involvement disparities.

Alienation and the search for the meaning of life: psychological portrait of a modern teenager

Introduction. The problem of alienation in adolescence is relevant because it can lead to serious consequences such as mental health problems, social isolation and a negative impact on future relationships, so its solution is an important task for psychologists and society as a whole. The purpose of the study is to study the psychological alienation and meaningfulness of the life of adolescents. Materials and methods. The study of the psychological alienation of adolescents in the aspect of the meaningfulness of life was carried out on the basis of a comprehensive school in the city of Yekaterinburg. It was attended by 120 teenage students of the ninth grade (68 boys, 52 girls), the average age is 15 years. The following methods were used in the study: "Test for alienation" (method of subjective feeling of alienation by D. Russell and M. Ferguson); “Test of life-meaning orientations” (method of D. A. Leontiev’s SJO); Subjective assessment of interpersonal relations (S.V. Dukhnovsky). Statistical methods of data processing: methods of descriptive statistics; Mann-Whitney U-test, Kruskal-Wallis H-test, Spearman's rank correlation test, SPSS Statistics 22.0 software package. Research results. The descriptive analysis made it possible to identify the problem areas of the study, they were a high level of alienation in 28.6% in the male and 15.6% in the female groups of adolescents. The lack of formation of meaningful life orientations in more than 28.60% in the male and 15.6% in the female groups, adolescents' dissatisfaction with the nature of interpersonal relations on the scales "Tension of relations", "Alienation in relations", "Conflict in relations" and "Aggression in relations" are expressed in 15.6%, most likely this is due to a high level of alienation. According to the results of a comparative analysis, a tendency to difference was found in the male and female groups of adolescents. Differences were found on the following scales: "Alienation in relationships" (p<0,1), "Conflict in relationships" (p<0,1), "Aggression in relationships" (p<0,1). The indicators are higher in the male group of adolescents; young men are characterized by a lack of trust, understanding, and intimacy. They are cautious about establishing close relationships and choosing those with whom they build deeper emotional bonds, and they tend to maintain control. This may be due to age characteristics, the conditions of upbringing, the unformed culture in interpersonal relations (competition) between boys. Conclusion. Addressing the problem of alienation requires a comprehensive approach and cooperation from parents, schools and other institutions that interact with adolescents. It is important to create a favorable social environment in which adolescents can develop social skills, find like-minded people and receive the necessary support and understanding.

ChamiloCiences: a teaching tool to facilitate the development of science skills and creative thinking in ninth grade students

Uno de los grandes retos tecnológicos radica en suplir las necesidades de quien lo necesite, a través de técnicas heterogéneas y sistemas que conlleven a la mejora de labores o tareas; por consiguiente, el presente proyecto pretende optimizar la enseñanza-aprendizaje, potenciando las habilidades científicas y el pensamiento creativo; para lo cual, se implementó esta investigación de enfoque cuantitativo y de tipo descriptiva, con el uso de instrumentos diagnósticos, test de creatividad de Torrance, encuesta, entrevista, cuestionarios estructurados y escala de Likert, aplicados a 36 educandos del grado noveno de la Institución Educativa Guillermo León Valencia (COLVALENCIA) de Aguachica – Cesar Colombia. Los análisis de los resultados se plasmaron bajo técnicas de análisis de contenidos. Se comprobó que el 75% de la población objeto de estudio demuestran debilidades en el desarrollo del pensamiento creativo y el 83% en el desarrollo de habilidades científicas en el área de Ciencias Naturales. Por consiguiente, se propone una estrategia didáctica a partir de una plataforma educativa “ChamiloCiences”, mediante recursos educativos digitales. El resultado expuso una experiencia significativa, donde se alcanzó lograr que un 89% de los estudiantes fortalecieran sus habilidades científicas y el pensamiento creativo. Se recomienda que la institución efectúe una reestructuración del Proyecto Educativo Institucinal (PEI) en pro de la inclusión del aprendizaje mediado por TIC, con acompañamiento de recursos digitales; motivando a través del B-learning a ser autodidactas y a formar una autonomía educativa y, de forma paralela, se consiguen ventajas competitivas, para el éxito institucional.

USING PORO ENGLISH APPLICATION TO IMPROVE STUDENTS’ PRONUNCIATION LEARNING ENGLISH AT UPT SPF SMPN 35 MAKASSAR

The research explores android-based learning media and applies the learning technique to counter this issue. This study investigates the poro English application in teanching English pronunciation in the classroom.It aims to identify student’s responses toward the application in learning English pronunciation in which students of ninth grade of SMP Negeri 35 Makassar. This study using a qualitative method to explore teaching and learning English pronunciation in the classroom using the poro english application. The data were collected in two main instruments: observation and interviews.The observation explored the process of applies the poro English application in teaching English pronunciation. While the interviews were administered to reveal the student’s response. The result showed that poro English application in teaching English pronunciation could be applied in the classroom. In particular, most students responded positively to using the application in the learning activities. For example,they said that application really helped them to learn and made it easier for them to practice pronunciation.

Exploring Culture as a Step in the Development of Intercultural Skills

Objective: This study aims to analyze the reflections of a group of ninth graders from a Colombian high school about their culture during the development of an intercultural-based classroom project. Method: This qualitative action research study was grounded in an intercultural approach for language teaching. The study used a questionnaire and the written production of students to collect data which were analyzed using thematic and frequency analyses. Results: The findings suggested that the inclusion of cultural topics motivated the students and enhanced their awareness of the value of their culture and the impact of racism and discrimination within their sociocultural context. Similarly, a few elements of culturally relevant pedagogies, such as factual knowledge about culture, cultural competence, and critical consciousness, emerged from the voices of the students. Discussion and conclusions: Addressing the local manifestations of culture in English as a Foreign Language classrooms open the path for discussions on social issues and recognize the relevance of one’s cultural landscape. Nevertheless, the systematic integration of culture in language teaching at the national level is a task that remains to be achieved.

Content Analysis Of English Textbook “Think Globally Act Locally” For Ninth-Grade Students Based On Curriculum 2013

The aim of this research is to analyse the suitable contents of the material in an English textbook entitled “Think Globally Act Locally” for ninth grade students of Junior High School focused on the accuracy of the materials based on BSNP (Badan Standar Nasional Pendidikan) by using rubric assessment. The research design of the research is content analysis with descriptive qualitative. The result of the research showed that not all chapters of the textbook entitled “Think Globally Act Locally” were appropriated by the criteria according to BSNP. The researcher found that only 68.75% of the materials that fulfilled the rubric criteria of BSNP focused on the accuracy of the materials. From the result, the researcher concludes that based on the rubric assessment, the accuracy of the materials in the English textbook entitled “Think Globally Act Locally” for ninth grade students of Junior High School appropriate with the content standard from BSNP and good to be used in the teaching learning process.

Assessing the Effectiveness of Interaction Approach in Learning about Rivers among Grade IX Students in Geography

This study investigated the effectiveness of the interaction approach (IA) in learning about rivers among the ninth grade students of a middle secondary school in western Bhutan. The study adopted the mixed-method explanatory sequential design. The quantitative data were gathered through a quasi-experiment, involving pre-test and post-test on Geography achievement tests (GAT) for both the control and experimental groups (EG) and survey questionnaires were administered to gather the perception of students from the EG. Additionally, structured interviews were employed to gather qualitative data from an equal representation of genders within the EG.
 The GAT scores consisted of two sections viz. the CG (N = 34) and the EG (N = 34). In this study, a targeted sample selection was made with a sample size of 68 students. The analysis of the independent t-test to compare between CG and EG showed a statistically significant difference (P < .001) in post-test for both CG and EG. Similarly, a paired-sample t-test was conducted for comparative analysis. There was a statistically significant difference (P < .001) between the pre-test and post-test results of the CG (P = 0.05) in the students’ learning achievements with the post-test. Likewise, the EG shows a statistically significant difference (P < .001) between the test scores in the pre-test and post-test.
 The results of the study confirmed that using the IA improved students’ GAT scores compared to the conventional teaching method. The descriptive analysis of the study also indicated that students have positive perceptions towards the use of IA in learning of river in Geography. In addition, the study also revealed higher perceptions of the themes of self-confidence, motivation and collaboration when using IA, which was further supported by student respondents’ positive perceptions of the benefits of IA. However, when using IA, the large class size pose a challenge as perceived by students. In conclusion, this study recommends Geography teachers to use IA as an intervention approach to stimulate students to learn about rivers effectively. These predictors, however, need further work to validate its reliability.

A comprehensive approach to the impact of job stress on women in the teaching profession

Stress related to working conditions, or work-related stress, is the way in which the body reacts to different situations, causing a physical or psychological imbalance. This article contextualizes the work of our female teachers, identifies the causes, conflicts, physical and emotional symptoms brought about by inadequate interaction with the work environment. The research presented here is quantitative and qualitative, assuming as a basic condition to face this study, its dynamic, participative and transforming character. Due to its essence, the research will be descriptive, explanatory and participatory. We worked with an intentional sample of 50 female teachers working in seventh, eighth and ninth grades in four basic secondary schools located in the municipality of San Miguel del Padrón. A survey was applied to teachers to obtain information about our object of study. The emotional state of the female teachers analyzed and their job dissatisfaction are variables that affect their health, motivation, personal fulfillment and performance, thus also affecting the effectiveness of our educational institutions. The improvement of teachers, starting from considering the need to prevent work stress for an adequate professional performance in the context of performance, presupposes the design of various strategies that are conceived from the theoretical references of the historical-cultural approach, with a structure and operation that considers potential levels in correspondence with individual educational needs and adjusted to current conditions.

The Effectivenes of Speed Reading Technique in Narrative Text to Improve Students’ Reading Ability

This study discusses whether teaching students at Muhammadiyah Boarding School Palopo's ninth grade how to read faster while reading narrative texts. The purpose of this study is to determine whether teaching students at Muhammadiyah Boarding School Palopo how to read quickly will improve their reading skills. This study employed classroom action research (CAR), which was divided into two meetings per cycle. There were 16 ninth-grade participants in the study. Tests and observation sheets were the research instrument. IBM SPPS 20 was used to evaluate the data. Planning, action, observation, and reflection were the four techniques used in this study's two cycles. The result of this research suggests that, students in Muhammadiyah Boarding School Palopo's ninth grade can improve their reading skills by using speed reading techniques when reading narrative texts. The majority of the post-test II results were better than the pre-test. The results of the students' pre-test can be used to demonstrate this. With an average score of 49.37, none of the students achieved the minimal completeness standard (KKM). Meanwhile, in the first cycle, two students achieved the minimum completeness criteria (KKM) with an average score of 65.62. In the test second cycle, 16 students reached the minimum completeness criteria (KKM) and exceeded the minimum completeness criteria with an average score of 89.37.

Life satisfaction trajectories among junior high school students in China: The role of parent–child communication

AbstractA 3‐year follow‐up test (from grades 7 to 9) was administered to 807 junior high school students from two regions in Hunan Province, China, using multilevel analysis to examine trends in junior high school students' life satisfaction, differences by gender and location of life and the effects of father–child/mother–child communication on the development of life satisfaction. The results showed that (1) Chinese junior high school students' life satisfaction showed a decreasing trend from the seventh grade to the ninth grade, and there was a significant decreasing process in the eighth grade; (2) father–child communication and mother–child communication had a significant positive predictive effect on Chinese junior high school students' life satisfaction and (3) father–child communication and mother–child communication had a significant negative predictive effect on the decreasing trend of life satisfaction, in which the effect of mother–child communication was particularly significant.

Co‐creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school

AbstractScience education reform efforts have called for teaching science to all students, yet the “Science for All” mantra has remained merely rhetoric. Given that multilingual learners continue to face inequities more broadly in the education system and in science, technology, engineering, and mathematics (STEM) subjects in particular, there has been renewed attention to conditions that support more equitable science learning opportunities. In this exploratory, qualitative case study, we intentionally centered the voices of ninth grade multilingual learners by examining their science experiences in a Regents Living Environment class at an urban, inclusive STEM‐focused high school (ISHS). Specifically, drawing from ecological and humanizing education theoretical perspectives, we investigated the elements of their experiences that were asset‐oriented and humanizing, which promoted a healthy science learning ecosystem, as well as the challenges that coexisted. Qualitative data analysis revealed four main themes. First, multilingual learners appreciated authentic engagement in hands‐on, science inquiry opportunities, including developing and implementing their own experiments. Students also noted feelings of joy, comfort, and belonging in their classroom environment that were supported by strong relationships and positive interactions among peers and their teachers. Moreover, students underscored the role of their teachers in intentionally co‐creating a science classroom community of belonging and excellence. There were, however, persistent challenges associated with learning science and English simultaneously, in the backdrop of a standardized English‐dominant, high‐stakes accountability context. These findings have implications for pedagogy, teacher preparation, research, and policy for a more inclusive, asset‐oriented, and humanizing science education for multilingual learners that broadens possibilities.

ANALYSIS STUDENTS DIFFICULTY IN READING ENGLISH ARTICLE

English is a foreign language for Indonesians, it is possible that students who study English have difficulty understanding in reading, because of limited understanding, or wrong reading. This research will be conducted at Ninth Grade Students of Junior High School 6 Mandau. This study used purposive sampling because all participants who were allowed to participate were students who had problems in reading English articles.Researchers discovered from the study's findings that a number of factors influence how challenging it is to read English-language publications. Environmental and psychological elements were used by researchers to determine which factor had the most influence. Learning English articles is not easy. Based on the research, there are difficulties that students experience in learning English articles. These are problems with Grammar, Problems with Vocabulary, and Individual Personality. For further research in foreign language learning, it is hoped that this study can be a source of knowledge and/or information to dig deeper into the problems in learning English. Therefore, there will be rich information on how to overcome these problems.

Parental Involvement in Palestine

This research study aims to find the relationships between parental involvement and achievements in math of Palestinian students in the fifth and ninth grades. The analysis is applied to data from 5,214 students in the fifth grade from 172 schools and 4,381 studentsin the ninth grade from 142 schools participating in national assessment testing in Palestine in 2018. The data were analyzed using descriptive analysis, Pearson correlations, and intraclass correlations. The results show strong home-based parental involvement, with a higher degree of parental involvement for students in the fifth grade than those in the ninth grade. The analysis shows weak positive relationships between how parents control their children and children's academic achievement for both grades. There were no correlations between parental support and their children's achievement. There were correlations between schoolbased parental involvement and student achievement in math in the fifth and ninth grades. Children need parental support at home and at school; however, not all parents are able to provide that support. Many schools prefer to limit parental involvement since they prefer to manage without parental help.

The philoSURFERS: Reflections on utilising pre-collegiate students as Philosophers in Residence to support the p4c Hawai‘i movement in our public schools

Since 1984, the philosophy for children (p4c) Hawai‘i movement, a partnership between the University of Hawai‘i at Mānoa (UHM) and Hawai‘i’s public schools, has experienced success in creating a more philosophical schooling experience. UHM’s Uehiro Academy for Philosophy and Ethics in Education supports this movement by offering a ‘Philosopher in Residence’ who aids teachers in bringing philosophical inquiry into practice (Lukey 2013). Philosophers in Residence continue to support p4c Hawai‘i at Kailua High School, Waimānalo Intermediate and Elementary School, and Waikīkī, Ka‘elepulu, and Sunset Beach Elementary Schools.
 As the movement grows, we continually ask, how can we support teachers in making p4c a ‘living and reliable educational option’ (Lipman 1988, p. vii) with limited resources? One solution is the philoSURFER Internship Project, where pre-college students intern with university Philosophers in Residence and assist kindergarten through to ninth grade teachers in ‘doing’ philosophy with students. Kailua High School started their first philoSURFERS cohort in the fall of 2015, and Sunset Beach Elementary School adapted the model and had their first cohort of philoSURFERS in the fall of 2021. Since 2015, 151 philoSURFERS have supported over 65 teachers and thousands of students at eight schools to engage in philosophical inquiry.
 The aim of this academic reflection is to share the lessons the five authors and project coordinators have learned over the last eight years of this school-university partnership for other organisations interested in utilising pre-collegiate students as catalysts for making philosophy an integral aspect of our schools.

THE USE OF MANIPULATIVES AND ITS EFFECTS ON THE STUDENTS’ MATHEMATICS ACHIEVEMENT: AN EXPERIMENTAL STUDY

The purpose of this study is to investigate the effect of manipulatives (tangible learning materials) both on the mathematics achievement of 9th grade students. Pretest-posttest control group experimental model, which is one of the quasi-experimental research designs, was used in the study. The study group consisted of 86 ninth grade students (42 in experiment group and 44 in control group) studying in Camanlangan National High School in school year 2022-2023. As a result of the research, posttest mathematics academic achievement scores of experimental and control groups were found to differ significantly in favor of posttests in both groups. Hence, the use of manipulatives in teaching students helped improved their performance in mathematics. KEYWORDS: manipulative, mathematics achievement, secondary school students Camanlangan National High School

An Analysis of Grammatical Errors in Writing The Procedure Text of The Ninth Grade of SMP Negeri 5 Botomuzoi in 2022/2023

This research is aimed to investigate the errors made by the ninth grade of SMP Negeri 5 Botomuzoi in writing procedure text. It intends to (1) identify the types of errors done by the students in writing procedure text, and (2) find the causes of the errors. It applied a qualitative research. The participants were 20 students of ninth grade of SMP Negeri 5 Botomuzoi. The data were the procedure text written by the students. Those described the types of errors. Then questionnaires got from the english teacher and students described the cause of errors. Results of the data analysis indicated that there were 182 frequencies of errors done by 20 students. The types of erros done by students were omission, addition, misinformation and misordering. The frequencies of omission type done by students were 48 (26.37%). The frequencies of addition done by students were 32 (17.58%). The frequencies of misinformation done by students were 66 (36,26%). The frequencies of misordering done by students were 36 (19.78%). These errors are caused the lack of target language knowledge (intralingual errors). They consisted of lack of vocabulary, spelling, the use of plural and making noun phrases. The second cause was the frist language or mother tongue (interlingual errors). There the errors caused by the influence of first language.

Nach den Berufswahlpraktika ist vor der Wahl des Ausbildungsberufs: Vorhersage des Entscheids für die Weiterverfolgung eines Praktikumberufs im Berufswahlprozess

ZusammenfassungIn diesem Artikel wurde untersucht, welche Faktoren dazu führen, dass Jugendliche einen in ihren Schnupperlehren und Berufswahlpraktika ausprobierten Beruf (Praktikumberuf) in ihrem Berufswahlprozess als potenzieller Ausbildungsberuf weiterverfolgen. Als theoretische Grundlage für die Analysen diente Gottfredsons Theory of Circumscription, Compromise, and Self-Creation (TCCSC). Nach Geschlechter getrennt wurde eine Längsschnittstichprobe von 128 weiblichen und 202 männlichen Jugendlichen analysiert, die im siebten und neunten Schuljahr standardisierte Fragebögen ausfüllten und angaben, nach der obligatorischen Schulzeit eine berufliche Grundbildung zu beginnen. Die gerechneten Regressionsmodelle zeigten, dass das Lehrstellenangebot den Weiterverfolgungsentscheid für weibliche wie auch für männliche Jugendliche am stärksten beeinflusst (positiver Effekt). Ausschließlich bei den weiblichen Jugendlichen hat sich gezeigt, dass neben dem Lehrstellenangebot das Ausmaß führend-verkaufender Anforderungen des ausprobierten Praktikumberufs den Entscheid signifikant negativ beeinflusst. Die Ergebnisse stützen die in der TCCSC postulierte Zugänglichkeitsthese, wonach Personen Berufe mit größerer Wahrscheinlichkeit weiterverfolgen, wenn für diese Berufe eine gute Zugänglichkeit im Sinne eines großen Lehrstellenangebots besteht. Eine mögliche Erklärung für den negativen Einfluss führend-verkaufender Anforderungen auf den Weiterverfolgungsentscheid bei weiblichen Jugendlichen ist vor dem Hintergrund des in der TCCSC enthaltenen Kompatibilitätsgedankens, dass weibliche Jugendliche ihre führend-verkaufenden Fähigkeiten möglicherweise als zu gering einschätzen. Infolgedessen nehmen sie Berufe mit hohen führend-verkaufenden Anforderungen als für sich inkompatibel wahr und wenden sich von diesen Berufen ab. Diese Studie konnte mit der Untersuchung der Rolle von Praktikaberufen für den weiteren beruflichen Verlauf eine Lücke in der Berufswahlforschung angehen und bietet wichtige Anknüpfungspunkte für zukünftige Analysen.

Visual and symbolic representations as components of algebraic reasoning

Sixty (35 girls) ninth graders were assessed on measures of algebraic reasoning and usage of visual and symbolic representations (with a prompt for visual use) to solve equations and inequalities. The study grouped visual representations into two categories: arithmetic-visual, which entailed the use of real-world objects to represent specific values of variables, and algebraic-visual, which involved formal representations like the number line and the coordinate plane. Symbolic representations, on the other hand, encompassed the use of standard algorithms to solve equations, such as changing the place of terms in an equation. The results reveal that the use of algebraic visuals, as opposed to arithmetic visuals, was associated with enhanced algebraic reasoning. Further, although the students initially relied on standard algorithms to explain equations and inequalities, they could produce accurate algebraic-visual representations when prompted. These findings suggest that students have multiple representations of equations and inequalities but only express visual representations when asked to do so. In keeping with the general relationship between visuospatial abilities and mathematics, self-generated algebraic-visual representations partially mediated the relation between overall mathematics achievement and algebraic reasoning.

The Effectivesness of Storytelling to Teach Speaking Skill: An Experimental Study at Ninth Grade Students of SMPN 11 Mataram Academic Year 2022/2023

The study investigated the effectiveness of storytelling as a teaching technique for speaking skills among ninth-grade students at SMPN 11 Mataram. The research method employed a pre-experimental design, specifically a group pretest and post-test design. The target population consisted of ninth-grade students at SMPN 11 Mataram, with a sample size of 28 students from class IX C. Data were collected through three stages: pretest, treatment, and post-test. The pretest served as a baseline measurement, with a mean score of 70.57. The treatment phase involved implementing the storytelling technique, and finally, the post-test was conducted to assess the students' speaking skills after the treatment. The post-test was a higher mean score of 82.28, indicating a 16% improvement compared to the pretest. A paired sample t-test was conducted in this study. The t-test value was compared to the t-Table value to assess the difference between the pretest and post-test means. In this case, the t-test value was higher than the t-Table value, leading to the acceptance of the alternative hypothesis (Ha) and the rejection of the null hypothesis (Ho). This implies that the storytelling technique was effective in teaching speaking skill to ninth-grade students at SMPN 11 Mataram in the academic year 2022/2023. The results showed a significant improvement in speaking skill after the implementation of the storytelling technique.