Having enough preparation to assist learners who really want to have useful English is very crucial, especially for learners who have difficulty in oral reading and feel ashamed to use English. Addressing the learners in storytelling community is the best choice. Hence, they can learn English intensively as their interest. Miscue analysis is used as diagnostic tool that can gain both the storytellers and the coach achieve succes. To analyze miscue, reading aloud storytelling is suitable for this study. The present research aims at describing occurrences of miscues and the factors contributing the miscues production by the storytellers. Case study is used as the design for this qualitative research. The subject of this research are the storytellers of Kodong Armi. Code sheets, coding system, recordings, miscue analysis theory, and English dictionary aplication are used as the instruments. Code sheets are used as the instrument to code occurrences of the miscues. Coding system is used to code miscue occurrence in code sheets. Recordings are used to ensure occurrences of the miscues in analysing data. Yetta M.Goodman, Dorothy J.Watson, and Carolyn L.Burke’s theory (2005) are used to analyze the miscues. To check the phoneme in analysing data the researcher uses U-Dictionary as the English dictionary application. The result of this research revealed that not all types of miscues produced by the storytellers. Substitution, correction, repetition, omission, and insertion are the miscues that occurred. Substitution, correction, and repetition are produced by all the storytellers. Omission is only produced by storyteller 2 while insertion is only produced by storyteller 1. The storytellers’ problem in pronunciation, their previous knowledge, and graphic similarity of words cause them produced the miscues.

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