p-ISSN: 2580-2712 e-ISSN: 2580-2720 METATHESIS, Vol. 1, No. 2, Oktober 2017 136 Journal of English Language, Literature, and Teaching Improving Second Semester Students’ Speaking Ability Through Storytelling Learning Model at English Study Program of Timor University (A Classroom Action Research Method) Yohanes Paulus Florianus Erfiani Universitas Timor, Kefamenanu, NTT, Indonesia irnoerfiani21@gmail.com Abstract The aim of this research is to increase the students’ speaking ability through storytelling model in Universitas Timor, Timor Tengah Utara Regency (TTU), East Nusa Tenggara, Indonesia. The main purpose of this research is to know the improvement of many aspects in speaking ability such as grammatical aspect, vocabulary aspect and pronunciation aspect. This research used class action research. The subject of the research is the second semester of English education in A class in the academic year of 2016/2017. There were 30 students for the research subject. Based on the data analysis, there is a significance improvement in each cycle. The average of students’ speaking ability in Cycle I is 67%. That average is taken from vocabulary aspects 68%, pronunciation aspect 67% and grammatical aspect 66%. Then, in cycle II the average of student’s mark is increasing into 81% that consist of vocabulary aspect 83%, pronunciation aspect 795 and grammatical aspect 81%. Therefore, this research indicates that storytelling model can improve the speaking ability of second semester students in Uiversitas Timor. Kata Kunci: Storytelling model, improving speaking ability A. INTRODUCTION By and large, speaking lecture is the most difficult lecture in university level. It can be proved by the teacher’ experience (the writer) while he taught Speaking for Everyday Communication lecture in first semester students in academic year 2016/2017. The writer found many students could not speak well. Moreover, there were some students almost could not produce a good English sentence in their speech. They had faced some problems when they spoke. There were 3 main sub skills that were difficult faced by the students in speaking. They were grammar, pronunciation and vocabulary. Students made many mistakes or errors in producing English language. Hence, from those problems, the writer tried to find out how to improve students’ speaking ability. The writer had evaluated the teaching and learning process in first semester before he taught the same students in speaking for group activities lecture in second semester. The writer