The Effect of Storytelling Method and Scaffolding Instruction on the Speaking Ability of Grade V Students at SD Negeri 53 Malalin

This study was motivated by the low speaking ability among Grade V students at SD Negeri 53 Malalin. It aims to determine the effect of the storytelling method and scaffolding instruction on primary school students' speaking ability. The research questions were: (1) What is the effect of the storytelling method on the speaking ability of Grade V students at SD Negeri 53 Malalin? (2) What is the effect of scaffolding instruction on the speaking ability of these students? (3) What is the combined effect of the storytelling method and scaffolding instruction on their speaking ability?

A quantitative approach was used with a quasi-experimental design in a Posttest-Only Control Group format. The independent variables were storytelling method (X1) and scaffolding instruction (X2), while the dependent variable was speaking ability (Y). The population consisted of 32 Grade V students; the sample included two groups (experimental and control) each with 16 students. Data collection techniques included posttests and documentation. Data analysis used descriptive statistics (mean, standard deviation) and inferential statistics (Independent Samples t-test).

The experimental group mean scores were: storytelling 81.5625 (SD = 6.25), scaffolding 85.9375 (SD = 4.5527), and combined storytelling + scaffolding 89.3750 (SD = 3.6739). The control group mean was 68.4375 (SD = 4.3661). Independent t-tests showed significant differences for storytelling (t(30)=6.89, p < .001), scaffolding (t(30)=11.10, p < .001), and combined application (t(30)=14.92, p < .001). The results indicate that storytelling and scaffolding—both separately and combined—have a significant positive impact on Grade V students' speaking ability. These findings are recommended as a reference for implementing storytelling and scaffolding in primary education to improve speaking skills.