ENGLISH:
This research was aimed to discover a significant difference by comparing samples who got a treatment by using storytelling relay technique and those who were not in the eighth grade of SMPN 1 Mendo Barat. It also wanted to discover storytelling relay effect as a learning technique on samples' English Speaking skills. This study adopt a quasi-experimental design. There are 56 students in the sample from two classes, with 28 placed as experimental group and 28 as control group. Three areas of this study's scope were restricted: pronunciation, fluency and comprehension. Three areas of this study's scope were restricted: pronunciation, fluency, and comprehension. These aspects were chosen to provide focused and measurable indicators in evaluating the effectiveness of the applied technique. Pre-test and post-test procedures were used by researcher to assess students' speaking skills. This study used recount text with the themes of family vacation, funny moments during class, and favorite beach. The test was analyzed by SPSS 26. The observation’s outcome revealed, storytelling relay as a learning technique gained the students’ enthusiast, motivated, and students gained confident in their oral skills. The research found that the mean in experimental class (Mean= 85.07) was higher compared to control class (Mean= 78.89). The result showed that the significant (2-tailed) was 0.000 which is lower than computation with the significant level of 0.05. In conclusion a significant effect on students’ speaking skills by using storytelling relay technique was discovered. It is suggested that English teachers apply storytelling relay technique as an alternative method in teaching speaking, especially to enhance students’ fluency, pronunciation, and comprehension in an engaging and collaborative environment. Future researchers are also encouraged to explore the use of this technique in different skills or educational levels.