Common belief states that speaking is one of the skills used as a measure of students' academic progress in English. Difficulties in speaking English that students often face are psychological problems, language problems, and environmental problems. This study investigated the integration of Brainstorming Strategies and Problem-Based Learning (PBL) to enhance students’ speaking skills and investigated the students' responses to the methods used among 19 ninth grade students at SMP Nurul Islami in learning narrative texts. It employed a qualitative method and a descriptive research design. Data were collected through classroom observations and interviews, then analyzed using three phase analysis process (data reduction, display, and conclusion drawing). The research findings indicate positive experiences and increased confidence and fluency reported by students, despite initial challenges in expressing ideas in English. The implementation involved five stages of PBL: orienting students to problems; organizing group learning; guiding problem-solving; presenting results; and analyzing/evaluating. Throughout these stages, brainstorming strategies were specifically applied to facilitate rapid idea generation for problem analysis, message identification from stories, and collaborative sharing of insights. Students generally showed positive responses and showed improvement in speaking practice, even though there were some challenges they faced. In conclusion, this integrated approach effectively enhanced speaking skills in narrative text learning. It is recommended that educators adopt this strategy, and future research explores its long-term impact across diverse contexts.