ABSTRACT
A COMPARATIVE STUDY OF STUDENTS’ SPEAKING ABILITY BETWEEN THOSE WHO ARE TAUGHT THROUGH STORY TELLING AND THOSE THROUGH STORY TELLING WITH SERIAL PICTURES AT
THE SECOND YEAR OF SMAN 1 BANDAR LAMPUNG By
Fitri Chitra Amelia
This research was aimed to find out whether there is a significant difference of students’ speaking ability between those who are taught through storytelling and those through storytelling with serial pictures.
This research was conducted at SMAN 1 Bandar Lampung in academic year 2015/2016. The researcher randomly selected two classes among six classes at the second year students. The result was XI C class (experimental class) which was taught through storytelling with serial pictures and XI E (control class). Each class consists of 24 students.
This research was aimed to find out whether there is a significant difference of students’ speaking ability between those who are taught through storytelling and those through storytelling with serial pictures. To prove the hypothesis, the researcher used Control Group Pretest Posttest design. The data were analyzed by using independent group T-test. In this case, the researcher used SPSS 17 to prove whether the hypothesis is accepted or not. The result of Independent Group T-test which showed that the T-value (7.394) was higher than T-table (2.096), however the difference is not statically significant.
ACKNOWLEDGEMENTS
Alhamdulillah, praise is always to THE ALMIGHTY ALLAH SWT for the gracious mercy and tremendous blessing that always guides the writer along her life. She believes that by the blessing and the grace of Allah SWT, she is able to accomplish this script, entitled “A Comparative study of students’ Speaking Ability
between those who are taught through Storytelling with Serial Pictures and those through Storytelling without Serial Pictures” as one of the requirement to finish her Bachelor degree at English Education Study Program, Teacher Training and Education Faculty, Lampung University.
She would like to express her sincere and great appreciation to all people and institutions in which without the support, motivation, and assistant, this script would never be compiled. Her acknowledgement and gratitude are given to the first advisor, Prof. Dr. Cucu Sutarsyah, M.A., and also Budi Kadaryanto, S.Pd., M.A. as the second advisor who have given their ideas, questions, advices, even motivations to the writer to finish this final work and for obtaining the title of Bachelor of English Education (S.Pd.).
writer’s academic advisor for her kindness and patience in guiding the writer during
her study, and also the deepest appreciation for all the lecturers of English Education Department.
Her appreciation is also given to Drs. Badruzaman. S. Pd.,M.M. Pd. as the principal of SMAN 1 Bandar Lampung for providing the chance to conduct this research. Next, her thankfulness is addressed to Miss Dra Kastiani, S.Pd., for her guiding given to the writer during her research and also for the other English teachers of SMAN 1 Bandar Lampung: Nurma Rajaguguk, B.A., Teti Hernawati, M.Pd., who are very helpful. Then the writer also thanks to class X Social 1 and X Social 2 of 2013/2014 academic year for being cooperative during this research.
Another gratitude is given to my lovely close friends : Alex , Diah, Intan, Edo, Rizkur, Fitwul, Lia, Lona. Thanks for all the craziness, support, inspiration, and motivation which will never be forgotten. Next, the writer would like to say thanks also to her KKN/PPL team, her colleagues in English Department 2010 of Lampung University such as Abdul, Lucky, Dian.
help and support financially to the writer. And special thanks for “YOU” for that
supports, cares, motivation and everything to the writer.
Hopefully, this script will give positive contribution to development of education. The writer is completely aware that this script is far from the perfection. Therefore, constructive input and suggestion are expected to compose better paper in the future.
Bandar Lampung, May 2015
The Writer
APPENDICES
Page
1. Pretest ( Contril Class) ………. 51
2. The Story of Malin Kundang ( Control Class) ……… 52
3. The Rubic of GrradingSystem ……… 53
4. Pretest ( Experimental Class ) ……….. ………... 55
5. Posttest ( Experimental Clas ………56
6. The Story of Malin Kundang ……… 57
7. Lesson Plan ……… 80
8. Table of Rating Sheet Score Pre-test ( Experimental Group ) ……….. 90
9. Table of Rating Sheet Score Post-test ( Experimental Group ) ……… 91
10. Table of Rating Sheet Score Pre-test ( Control Group ) ………. 90
11. Table of Rating Sheet Score Post -test ( Control Group ) ……… . 90
12.The Descriptive Statistic of Pretest in Experimen Class………. 94
13.The Descriptive Statistic of Pretest in Control Class………. .. 95
A COMPARATIVE STUDY OF STUDENTS’ SPEAKING ABILITY BETWEEN THOSE WHO ARE TAUGHT THROUGH STORY TELLING
AND THOSE THROUGH STORY TELLING WITH SERIAL PICTURES AT THE SECOND YEAR OF SMAN 1 BANDAR LAMPUNG
(A Script)
BY
Fitri Chitra Amelia
ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ART EDUCATION DEPARTMENT FACULTY TEACHER TRAINING AND EDUCATION
CURRICULUM VITAE
The name of the writer is Fitri Chitra Amelia. She was born in Bandar Lampung on Sept 06st, 1992. She is the third child of very great parents, Amrozi and Herida. Her father is a civil servant and her mother is a teacher. She has two lovely siblings, two brothers : Fitra Heramsyah and Ricky Heramsyah.
She went to a formal education institution for the first time at Kindergarten Dwi Tunggal, Bandar Lampung in 1997 and graduated in 1998. Then she continued her elementary level at SDN 1 Beringin Raya in 1998. Unfortunately, she graduated in 2004. She pursued her study at SMPN 13 Bandar Lampung and finished in 2007. Next, she continued at SMAN 1 Bandar Lampung and graduated in 2010.
DEDICATION
Bismillaahirrahmaannirrohiim,By offering my praise and gratitude to Allah SWT for the blessing given to me, this piece of work is sincerely dedicated to:
1. The amazing inspirators for my life: my belovedBapakandMamah, Amrozi and Herida
2. My beloved brother and sister: Fitra Heramsyah and Ricky Heramsyah, also all my big family who cannot be mentioned all
A COMPARATIVE STUDY OF STUDENTS' SPEAKING ABILITY BETWEEN THOSE WHO ARE TAUGHT THROUGH STORY TELLING AND THOSE THROUGH STORY TELLING WITH SERIAL PICTURES
AT THE SECOND YEAR OF SMAN 1 BANDAR LAMPUNG
By
FITRI CHITRA AMELIA
A Script
The Language and Arts Department of Teacher Training and Education Faculty
Submitted in a Partial Fulfillment of The Requirements For S-1 Degree
in
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG
LIST OF T TABLE OF CONTENTS
TABLE OF CONTENTS Page
4.1. The Descriptive Statistic of Pretest in Experimental Class …... 35
4.2. The Distribution of Frequencies of Pretest in Experimental Class ... 35
4.3. The Descriptive Statistic of Pretest in Control Class ... 36
4.4. The Distribution of Frequencies of Pretest in Control Class ... 36
4.5. The Descriptive Statistic of Posttest in Experimental Class ... 37
4.6. The Distribution of Frequencies of Posttest in Experimental Class .... 38
4.7. The Descriptive Statistic of Posttest in Control Class ... 38
4. 8. The Distribution of Frequencies of Posttest in Control Class... 39
4. 9. Normality Test of Pretest Scorein Experimental Class ………….. 40
4. 10. Normality Test of Pretest Score in Control Class ... 40
4. 11. Normality Test of Posttest Score in Experimental Class ... 41
MOTTO
TABLE OF CONTENTS
Page
CURRICULUM VITAE i
MOTTO ii
DEDICATION iv
ACKNOWLEDGMENT v
TABLE OF CONTENTS vi
LIST OF TABLE vii
APPENDIXES viii
I. INTRODUCTION
1.1 Background of the problem...……..1
1.2 Limitation of the problems ………... 3
1.3 Formulation of Research Questions………... 3
1.4 The Objective of the Research ...……. 3
1.5 Uses of the Research ...……..4
1.6 Scope of the research ...……..4
1.7 Definition of research...……. 5
II. LITERATUR REVIEW 2.1 Review of Previous Research ...…….6
2.2 The Concept of Speaking ...……..7
2.3 Teaching Speaking ...…….12
2.4 The Concept of Storytelling ...……14
2.5 Teaching speaking Through Storytelling ...……15
2.6 The Concept of Picture ...….. 16
2.7 The Procedure of Teaching SpeakingThrough Picture………. 18
2.8 The Advantages and Disadvantages Using Picture in Speaking…19 2.9 TheoreticalAssumption ……….. 20
2.10 Hypothesis ………. 20
III. RESEARCH METHODS 3.1 Research Design...…… 21
3.2 Population and Sample...…… 22
3.3 Data collecting Technique...…… 22
3.4 Research Procedure...…… 23
3.5 Data analysis ...…… 25
3.6 HypotesisTesting ………... 32
IV. RESULT AND DISCUSSION 4.1 Result ...…….34
4.1.1 The Result of Pretest ...…….34
4.1.2 Result of Posttest ...…….37
4.2 Hypothesis Test ...…….42
4.3 Discussion .. ...….. 42
V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusion ...…… 46
5.2 Sugestions ...…… 47
5.2.1 Sugestions for English Teacher……… 47
5.2.2 Sugestions to Father Reseachers ………...47
REFERENCES 48
I. INTRODUCTION
In this chapter there are several points that will be described that is background of problems, identification of the problems, limitation of the problems, formulation of research questions, objective and uses of the research, scope, and definition of terms.
1.1 Background of the problems
Language is a very important part in communication and used as a communication tool between countries in the world. English as an international language plays a very important as a communication tool in the world. In Indonesia, English is a foreign language that is taught formally since elementary school.
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Based on the researcher experience in PPL, most students cannot participate in speaking English to express their opinion because in daily teaching-learning process most teachers didn’t concer to teach language about how to use it. Another problem which found by the researcher was that the teachers usually teach the students based on the book available only in their school, so that they become too dependent on those books and the students do not have any chance to do exercise either in written or oral form. Therefore, it makes them hard to learn English and become passive participants. In teaching and learning process, there are some components which make students can develop their communicative ability. One of them is the ability of the teacher to choose or to create a certain technique to teach English in a vibrant, active language, and interesting.
There are many ways to make an interesting activity in teaching speaking in the classroom. Using pictures, cards, and other visual aids usually add a great joy in the class. Language teachers use them as a meaningful teaching tool in order to attract students’ attention and facilitate them to understand the lesson better.
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provides a model that I believe the teachers can draw on for their own story telling with students. Therefore story telling is very important for teaching speaking.
1.2 Limitation of the problems
This research is limited to study the comparison of students’ speaking ability between two groups of participants using different techniques: that arestorytelling with serial pictures andstorytelling without serial pictures in order to answer the problems that have been mentioned on the background of this research.
1.3 Formulation of Research Questions
By considering the identification of problem and the limitation of problem, the writer formulated the problem such as:
• Is there any significant difference of students’ speaking ability between those
who are taught through storytelling with serial pictures and who are taught story telling without serial pictures?
1.4 The Objective of the Research
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1.5 Uses of the Research
The findings of the research are expected to be beneficial not only theoretically but also practically.
• Theoretically, this research can be used as a reference for those who will conduct further research and enrich the theory about storytelling technique in teaching speaking.
• Practically, the result of this research may give information about the influence of storytelling speaking ability. This research also contribute some information about understanding language learning. Furthermore, this research can be used as logical consideration for the next research.
1.6 Scope of the Research
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1.7 Definition of term
Speaking
Chaney and Burk (1998:13) defines speaking as the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.
Storytelling
Storytelling is the conveying of events in words, images and sounds often by improvisation of embellishment. It is an activity to visualize a story so that the viewers are able to imagine and understand it.
Serial Pictures
II. LITERATURE REVIEW
This chapter discusses literature review that deal with several points. i.e., English as review of previous research, the concept of speaking, the concept of storytelling, teaching speaking through storytelling through picture, the concept of picture, the advantages and disadvantages of storytelling using picture in speaking, theoretical assumption, and hypothesis.
2. 1 Review of Previous Research
Teaching speaking using pictures is a very useful activity in teaching speaking because it helps the students to develop their way of communicating in second language. As what Wood and Tinajero (2002) state that to help the students develop their communicative efficiency in speaking, there are some activities used in the classroom to promote the development of speaking skills in learners.
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Purna (2005) states that series pictures activity could be implemented in language teaching learning. By using series pictures, it can improve the vocabulary of the students because it could appeal students’ interestby creating a fun learning.
Based on the previous research above, the researcher concludes that in improving the students’ speaking skills, the English teachers have to find out the appropriate
teaching techniques or media in presenting the teaching materials in the classroom. Moreover, the use of picture as a teaching media is believed as the solution to break some difficulties in teaching speaking. It also can create interesting and enjoyable learning. By applying picture, the classroom will be designed communicatively and functionally based on the students’ needs.
2. 2 The concept of Speaking
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involve expressing ideas and maintaining social relationship and friendships. Fourth, speaking is fundamental and instrumental act. Speakers talk in order to have several effects on their listeners. They ask the listeners questions to get them provide information. They request things to make the listeners give it. They promise, warn, and exclaim to affect the listeners. The nature of the speech act should play a control role in the process of speech production. Speakers begin with the intention of affecting their listeners in a particular way (Clark and Clark in Nunan, 1991).
In order to achieve a communicative goal through speaking, there are two aspects to be considered – knowledge of the language, and skill in using this knowledge. It is not enough to possess a certain amount of knowledge, but a speaker of the language should be able to use this knowledge in different situations (Bygate,1991).
In addition, Bygate (1991) views the skill as comprising two components: production skills and interaction skills, both of which can be affected by two conditions: firstly, processing conditions, taking into consideration the fact that a speech takes place under the pressure of time; secondly, reciprocity conditions connected with a mutual relationship between the interlocutors.
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from other resources stated by several experts. Here are the explanations of speaking aspects based on several experts:
1. Fluency
Fluency can be defined as the ability to speak fluently and accurately. Sign of fluency include a reasonably fast speed of speaking and only a small number of pauses and “ums” or “ers”. This signs show that the speaker does not spend much time to find the language items needed to deliver the message (Brown, 2008).
2. Grammar
Grammar is the ability to manipulate structure and distinguish appropriate grammatical form in appropriate ones (Heaton, 1991).
3. Vocabulary
Syakur (1978) says that vocabulary means the appropriate diction which is used in Communication, in which the speaker needs sufficient vocabulary to communicate to others.
4. Pronunciation
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5. Comprehension
Comprehension is the ability of understanding the speakers’ intention and general meaning (Heaton, 1991). It implies that if someone can express or respond well and correctly, he/she comprehends well.
According to Brown (2008), there are several types of classroom speaking performance which are explained as follows:
1. Imitative
A very limited portion of classroom speaking time may legitimately be spent generating “human tape recorder” speech, for example, learners practice an
intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction but, for focusing on some particular element of language form.
2. Intensive
Intensive speaking goes to one-step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activity, where learners are “going over” certain forms
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3. Responsive
A good dealt of student speech in the classroom is responsive short applies to teacher or students initiated questions or comments. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic.
4. Transactional (dialogue)
Transactional dialogue, that is carried out for the purpose of conveying or exchanging specific information is an extended form of responsive language. Conversation, for example, may have more of a negotiate nature to them than does responsive speech.
5. Interpersonal (dialogue)
Interpersonal dialogue is carried out more for maintaining social relationship than for the transmission of facts and information. The conversation is pretty trickier for learners because they can involve some or all of the following factors:
• A casual register • Colloquial language
• Emotionally charge language • Slang
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• A covert “agenda”
6. Extensive (monologue)
Students who are at intermediate to advanced level are called on to give extended monologues in the form of oral reports, summaries, or probably short speeches. In this, the register is more formal and deliberative. This monologue can be planed or impromptu.
From the explanation above, the researcher assumed that speaking is a process of building and sharing meaning, in which thought and knowledge are used to express what people would deliver and communicate in different situations. In speaking, there are several aspects that must be dealt with and it could be reference to assess the speaking activity. Some types of speaking activity are also illustrated. In this research, the researcher will use story telling with serial picture to improve students’ speaking ability.
2. 3 Teaching Speaking
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rehearsal for students to speak in the classroom. Secondly, speaking tasks, in which the students try to use the languages they know, provide feedback for both teacher and students. Finally, the students have more opportunities to activate the various elements of the language. They have stored in their brains, the more automatic their use of these elements become. As a result, students gradually become autonomous language users. In other words, the teacher had given the rehearsal and speaking task to students, so that the students have opportunities to remember the various elements of language.
Teaching speaking is to teach learners to produce speech sound patterns with appropriate words and sentences according to the proper social setting, audience, situation and subject matter, and also organize their thoughts in a meaningful and logical sequence ( Kayi, 2006).
Kayi (2006) says that there are five principles for teaching speaking, they are: 1. Be aware of difference between second language and foreign language in
learning context.
3. Give students chance to practice with both fluency and accuracy.
4. Provide opportunities for students to talk by using group work or pair work. 5. Plan speaking task that involve negotiation for meaning.
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In brief, teaching speaking means giving the opportunity of students to study about how to combine their ideas and thoughts. Moreover, it is also about how students select the words and sentences orally which are appropriate to their social setting. Teaching speaking is the way for students to make an interaction to another person in any situation.
2. 4 The Concept of Storytelling
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2. 5 Teaching Speaking Through Storytelling
All of teachers hope to be success in teaching learning process. For the sake of this, the English teacher should try to present the material as well as possible. It means that a tendency of a variable exchange influence the other variable. From the statement above, it indicates that a variable can influence other variable. What the researcher means by variables are the story telling, which is symbolized by (X) and the student’s speaking ability as variable (Y). The teacher should be creative in teaching English, like using a certain technique to make the students interested and understood the lesson.
However, the technique has to be prepared by considering the advantages for the students, especially in speaking. The teacher should use an appropriate technique to increase the students’ ability. Oral telling is good to increase the students’ creativity.
They have to prepare themselves before making statement with good structure and vocabularies. Indonesian speaker, for instance, will face difficulty to pronounce English sounds, which do not belong to Indonesia language or we will produces inappropriate English sounds similar to mother tongue sound. As we know Indonesia students have also difficulties in pronunciation English words as perfectly as the native speaker do. Pronunciation teaching not only makes students aware of different sounds, but can also improve their speaking, listening, and reading. Pronunciation skills in the foreign language will both affect literacy and be assisted by literacy development. Story telling is a technique to increase the students’ speaking ability.
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provides feedback for both teacher and students. Teacher can see how well his/her class is doing and what language problems they are having, students can also see how easy they find a particular kind of speaking and what they need to do to improve their skills. Speaking activities can give them enormous confidence and satisfaction, and with appropriate guidance from the teacher can enlarge their knowledge about the lesson.
Storytelling is kind of students’ activity that can be applied to increase self confidence in expressing mind by using their own words. The students are hoped to be able to tell a certain story based on their own comprehension, they are also trained to listen and understand it by listening the speaker. They can also tell their experiences, willingness, and the teacher also may give them a story to retell to their friends by using their own language. The students have to perform their skill by considering the right grammar and pronunciation. Every person has different way of speaking, so that the teacher should be a good model by giving correct examples, in order to avoid students’ mistake. Storytelling can make the students more active
because they have to plan and formulate what they want to present, and it is one of the teacher techniques in English teaching.
2. 6 The concept of Picture
Pictures as visual aids will attract students’ attention, and motivate them to learn. In
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stages of the instructional process, to introduce and motivate study of new topics, to clarify misconceptions, to communicate basic information, and to evaluate student’s progress and achievement.
Picture is an image or resemblance; either to the eye or to the mind; which, by it is likeness, brings vividly to mind some other things; as, a child is the picture of his father; the man is the picture of grief.
Harmer (2001:134) states that “Teachers have always used pictures or graphics –
whether drawn, taken from books, newspapers and magazines, or photographs – to facilitate learning”. English teachers tend to feel that using pictures in teaching new words makes the process enjoyable and memorable. They also feel that pictures attract pupils’ attention and deepen their understanding of vocabulary. Pictures can
also help learners with abstract words, as associating the word with a concrete object makes these words easier to remember. Harmer (2001:135) states that one of the most appropriate uses for pictures is for the presenting and checking of meaning. An easy way of explaining the meaning of the word aeroplane, for example, is to have a picture of one.
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teacher, picture also gives the teacher some advantages and can give many attractive information and to motivate the students to improve their ability. Using the picture in teaching learning is very useful because can help student remember and to recognize the meaning of object. It means that by looking at a picture, students become easier to be more familiar to speak.
2. 7 The Procedure of Teaching Speaking through Picture
In increasing student’s speaking skills, the researcher modifies procedure of how to teach speaking through story telling with serial pictures learning. It is aimed to be more fully understood by teacher to make use this idea of research. In this research, the researcher will propose some steps in teaching speaking through picture:
Pre Activity:
• The teacher greets the students.
• The teacher tells the goals of learning instructions. • Students are introduced to the lesson procedures.
While Activity:
• The teacher tells about the topic that they will learn. • Students are offered the material
• The teacher show the pictures and the students pay attention to the picture • The teacher ask about the picture
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• The teacher choose some students randomly to perform in front of the class. • The teacher asks all of the students to take values from the topic that has been
discussed and there will be a strong willingness and ability to implement and get used to daily life.
Post Activity
• Students are asked what they have done in every phase of learning and evaluate it.
• Students summarize the materials. • The teacher closes the meeting.
2.8 The Advantages and Disadvantages Using Picture in Speaking The advantages of using story telling through picture:
• The students are stimulated and motivated to become more observant and express themselves.
• The students are easier to understand the meaning to speaking on picture. • The students add the frequency of speaking activity.
The disadvantages of using story telling through picture technique: • Cannot depict motion as film does
• The student sometimes can get misunderstanding the meaning when they speak.
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2. 9 Theoretical Assumption
The researcher assumes that teaching speaking through storytelling with serial pictures can improve students speaking performance because it is an activity which can help students to use the target language and allow them to say what they want to say and this activity is cognitively challenging. The students are expected to be able to communicate with other people, giving opinion, responding various statements. Based on the objective of teaching and learning activity, the teacher should be able to select and apply theappropriate teaching strategy related to the students’ need. There are many techniques of teaching speaking, and one of them is by applying storytelling with pictures technique. In addition, using series pictures activities will build self-confidences in the students. Therefore, serial pictures may be an effective technique for the students to improve their speaking performance.
2.10 Hypothesis
Based on the frame of thinking above, the researcher proposed hypotheses as follow: H0 : There is no significant difference of there is significant difference of students’
speaking ability between those who are taught through storytelling with serial picturesand who are taught story telling without serial pictures?
III. RESEARCH METHODS
This chapter discusses about setting of the research design, subject of research, research procedure, the data collecting technique, thedata collecting instrument of research, data analysis, and hypothesis test.
3. 1 Research Design
In conducting this research, the researcher used control group pretest-posttest design (Setiyadi, 2006 : 143). This experimental method deals with two groups; one is an experimental class and another as control class. Each group received pretest, treatments, and posttest. Furthermore, the control class got treatment through storytelling and the experimental class got treatment through storytelling with serial pictures.
The research design used in this research can be represented as follows:
G1: T1 X1 T2
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G1 :experimental class G2 :control class T1 :Pre test T2 :Post test
X1 :Treatment by using storytelling with serial pictures X2 :Treatment by using storytelling without serial pictures
3. 2 Population and Sample
The research was conducted at SMA N 1 Bandar Lampung. There were six classes at the second grade or class XI, and the researcher took two classes as the samples of the research. The researcher selected two classes randomly, the first class was the experimental class (XI E) and the second was the control class (XI C). The researcher conducted the research in two meetings for each class. The material was based on the school curriculum.Narrative textwas used on the experiment.
3. 3 Data Collecting Technique
In collecting the data, the researcher will use: • Pretest
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perform it in front of the class, the test is done in individual. The last, teacher will record their monologue.
• Posttest
After conducting the treatment, the researcher gave post-test which take 80 minutes. The purpose of this test was to know the result of their speaking performance improves or not after receiving the treatments. The procedure of the post test was the same as the pre-test.
3. 4 Research Procedure
The procedures of the researcher can be seen as follows: • Selecting speaking materials
In selecting the speaking materials the researcher used the syllabus of the second year of Senior High School based on school based curriculum.
• Determining the instrument of the research.
The instrument in this research was speaking test. The writer conducted speaking test for the pretest and posttest, these test was aimed at gaining the data of students’
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• Determining Population and sample
The population of this research was the second year of SMAN 1 Bandar Lampung. There are 6 (Six) classes and two classes was taken as the sample to be the experimental and control class.
• Conducting The Pretest
Pretest was given before the writer applied the treatment to measure how far the competence of the students in speaking skills before the implementation of the treatments. The pre-test was conducted for about 80 minutes. In conducting the pretest the researcher provided some topics and let them to make a short monologue individually based on the topic provided. The test was done orally and directly, the teacher called each student one by one to come in front of class to perform their monologue. Then the researcher asked the students to speak clearly since the students’ voices was recorded during the test.
• Conducting The Treatment
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• Conducting Post test
Posttest was conducted to measure the increase of students’ speaking ability after
receiving the treatments. The posttest was administered for 80 minutes. In selecting the material the researcher used the syllabus of the second year of senior high school students on school based curriculum. In conducting the post test the researcher provided some topics and let them to make a short monologue individually based on the topic provided. The test was done orally and directly, the teacher called each student one by one to come in front of class to perform their monologue. Then the researcher asked the students to speak clearly since the students’ voices was recorded
during the test.
• Analyzing the data
After collecting data, the researcher analyzed the data taken from two classes by using normality test, and hypothesis test.
3. 5 Data analysis
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After collecting the data that is students’ recording utterance in performing the activity, students’ opinion about series pictures, the data will analyze by referring the
speaking score based on aspects of speaking.
Scoring for pretest – posttest is tabulating the result of the test and calculating the mean of the pretest and the posttest. Repeated Measure T –test will be used to draw the conclusion. The data computed through SPSS version 17. The hypothesis will be analyzed at the significance level of 0.05 in which hypothesis will approve if sig <α.
• Evaluating the Students’ Speaking
The researcher used inter-rater to give score of students’ performance. The rater gave the students’ score by listening to the voice record of each student. The rater in this research was the researcher herself and the English teacher in school. The record will help the rater to evaluate more objectively. Students' speaking performance was measured based on two principles: reliability and validity.
Reliability
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was the English teacher at the class. Both of them discussed and put in mind of the speaking criteria in order to obtain reliable result of the test.
Inter-rater reliability of the pretest and posttest was examined by using statistical measurement:
R= 1 -Notes:
R : Reliability of the test N : Number of students
d1 : The different between R1 and R2 d2 : The Square of d1
1-6 : Constant number (Shohamy, 1985:213)
The standard of reliability
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The reliability of the score in this research could be seen on the explanation below:
1. Result of Reliability of the Score in Pretest (experimental class) R= 1– 6.Σd2_
N(N2-1) R= 1–6. (100)_
24(576-1)
R= 1–600
13800 R= 1–0.04347
R= 0.95653 (Very high reliability)
2. Result of Reliability of the Score in Pretest (control class) R= 1– 6.Σd2_
N(N2-1) R= 1–6. (190)_
24(576-1)
R= 1–1140
13800 R= 1–0.082608
R= 0.91734432 (Very high reliability)
3. Result of Reliability of the Score in posttest (control class) R= 1– 6.Σd2_
N(N2-1) R= 1–6. (86)_
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R= 1–516
13800 R= 1–0.0373913
R= 0.96260869(Very high reliability)
4. Result of Reliability of the Score in Post test (experimental class) R= 1– 6.Σd2_
N(N2-1) R= 1–6. (646)_
24(576-1)
R= 1–4200
13800 R= 1–0.065217
R= 0.9347826(Very high reliability)
Validity of the Test
Meizaliana (2009:82) states that the data is valid if the instruments used are also valid, and a test is reliable if it is constant, or it is reliable if the results of test show their consistency.
Hatch and Farhady (1982:250) defined validity as “the extent to which the result of
the procedure serves the uses for which they were intended”. Content validity, the test
is a good reflection of what is thinking and the knowledge which the students to
know. Shoamy (1985) states that is construct validity to measure the test will be
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Based on that quotation, validity refers to the extent which the test measures what it is
intend to measure. This means that relates to the purpose of the test. The test
measured based on the indicator.
• Scoring Criteria
Three aspects that was evaluated: pronunciation, fluency, and comprehension.
Aspects of
speaking Rating scales Description
Pronunciation
31-35 Speech is fluent and effortless as that native speaker.
26-30 Always intelligible though one is conscious of a definite accent.
21-25
Pronunciation problems necessitate concentrated listening and Occasionally lead to understanding.
16-20
Very hard to understand because of pronunciation problem most Frequently be asked to repeat.
10-15 Pronunciation problem so severe as to make speech unintelligible.
Fluency
31-35 Use of vocabulary and idiom virtually that is of native speaker.
26-30
Sometimes use inappropriate terms and must rephrase ideas, because of inadequate vocabulary.
21-25
Frequently use the wrong word, conversation somewhat limited because of inadequate vocabulary.
31
difficult.
10-15 Vocabulary limitations so extreme as to make conversation virtually impossible.
Comprehension
27-30 Grammar almost entirely in accurate phrases.
23-26
Constant errors control of very few major patterns and frequently preventing communication.
19-22
Frequent errors showing some major patterns uncontrolled and causing
occasional irritation and
misunderstanding.
15-18 Few errors, with no patterns of failure.
[image:47.612.106.519.83.371.2]10-14 No more than two errors during the dialogue.
Table of Rating Sheet Score
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3.6 Hypothesis Testing
The observer analyzed them in order to find out whether there were increasing in the students’ speaking ability or not after the treatment. The observer would use repeated measure T-test to find out the increasing of the treatment effect. The formulation could be seen as follows:
t = t and ∑ x² d =∑ d² - (
t : Test
Md : Mean
xd : Deviation of each subject (d - Md) ∑ x2d : Total of quadratic deviation N : Subject on sample
(Arikunto, 2010: 349-350)
The criteria are:
33
V. CONCLUSIONS AND SUGGESTIONS
5. 1 Conclusions
In line with the results of the data analysis and discussions, the researcher draws the following conclusions:
1. There is a difference of students’ speaking achievement between who are taught throughstorytelling with serial picturesand who are taughtstory telling without serial pictures. However the difference is not statistically significant. It was caused by the small number of the participants as the object of the research. Moreover, those technique derived from Active Learning are applicable in teaching to improve students' speaking ability at the second year of SMAN 1 Bandar Lampung. This can be identified from the increase of the students’
achievement in experimental class, i.e., their mean score of pretest (50.35) and their mean score of posttest (85.50) with an increase 35.15 points. While in the control class, the mean score of the pretest is 46.29 and the posttest is 65.68 with the increase was only 17.92 points.
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5. 2 Suggestions
Referring to the conclusion above, some suggestions can be listed as follows:
5.2.1 Suggestions for English Teacher
1. English teachers are recommended to apply Storytelling with Serial Pictures as one of the ways in teaching speaking of narrative text because it can help the students in comprehending the text easier.
2. Storytelling technique is better to be applied with serial pictures. Because by using serial pictures the students are stimulated and motivated to become more observant and express themselves.
5.2.2 Suggestions to Further Researchers
1. The researcher had applied Storytelling with Serial Pictures to increase the students’ speaking ability of narrative text achievement. Further researchers should apply other kinds of texts, i.e., descriptive, exposition, spoof, recount, report text etc.
REFERENCES
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Bygate, M. 1991.Speaking. Oxford: Oxford University Press.
Byrne, D. 1984.Teaching Oral English. New Jersey: Longman Group Ltd.
Chaney, A.L., and Burk T.L. 1998. Teaching Oral Communication in Grades K-8. Boston.
Harmer, Jeremy. 2001.The Practice of English Teaching. 3rdEd.Malaysia: Longman. Harris, D. 1974. Testing English as Second Language. New York: Mc. Graw Hill
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Hatch, E. and Farhady, H. 1982. Research design and statistics for applied linguistics. Rowley, MA: Newbury House.
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Kayi, H. 2006. Teaching Speaking Activities to Promote Speaking in Second Language. USA: University of Nevada.
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Purna, Dian. 2005 The Use of Series Pictures in Teaching Speaking. Bandung: Universitas Pendidikan Indonesia.
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Shohamy, Elena. 1985. A Participal Hand Book in Language Testing for The Second Language Teacher.Tel Aviv: Tel Aviv University.
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Syakur. 1987.Language Testing and Evaluation.Surakarta: SebelasMaret University Press.
