ABSTRACT Teaching integrated English skills has been currently becoming a crucial discussion among the teachers since it is today’s trend of language teaching in line with the changing of the view about language use.The main problem is, how to deliver the four language skills in integrated way and no more learned in isolated way. An other considered problem is due to allocate the only two SCU (Semester Credit Unit) per-week with the large amount of materials content.This paper explores the procedure on delivering integrated four English skills through wayang stories as the learning materials by involving 40 undergraduate level of English I learners. The data compiled using in-depth observation and integrated skills tests through the given tasks were analyzed both descriptively and numerically. Result of in-depth observation mainly reveals the WUPPA (watching, understanding, paraphrashing and assessing) procedures and its benefit to teach integrated skills learning conceptually. Besides, wayang stories can educate learners to love their cultures and acquire the hidden moral messages embedded in each story. Therefore, it is recommended for the teachers to teach integrated English skills for it is considered more efficient, enjoyable and enrich both the linguistic and the content targets authentically rather than in isolated skill way. Keywords: integrated skills, linguistic, learning materials, wayang stories, in-depth observation