This study aims to explore the implementation of the storytelling method in an English-

speaking classroom and to identify the factors that support and hinder its application.

Employing a qualitative research design with a case study approach, the study was

conducted at a senior high school in Purworejo, Central Java. The participation

consisted of one English teacher and two eleventh-grade students from an advanced

English class. Data were collected through classroom observations, semi-structured

interviews, and documentation including photos, videos, and field notes. The data were

analyzed using an interactive model. The finding revealed that the storytelling method

was implemented through a structured sequence of activities, including warming up,

retelling stories, creating and performing group storytelling, and continuing the story.

Supporting factors included high student enthusiasm, collaborative group dynamics,

constructive teacher feedback, and the use of engaging media. However, several

inhibiting factors were also identified, including differences in students’ English

proficiency, a lack of confidence, and limited time for preparation. The method

significantly enhanced students’ fluency, pronunciation, vocabulary, and

comprehension, while grammar development required more focused support. Overall,

the study highlights storytelling as a powerful pedagogical strategy to foster students’

speaking competence in EFL contexts. Future research is encouraged to explore its

integration with digital storytelling and its impact on grammatical accuracy.