i ABSTRACT
THE INFLUENCE OF STORY TELLING TECHNIQUE ON STUDENTS’ SPEAKING ABILITY AT THE FIRST GRADE OF SMAN 10 BANDAR LAMPUNG
By
DEDE JIHAN RASIKA
Speaking is one of the important skills that a learner should acquire. It is very important in order to enable them to communicate effectively through oral language because inability of the
students to speak may lead them to be unable to express their ideas even in simple form of conversation. Therefore, the researcher tried to propose storytelling technique to increase students’ speaking ability.
The purposes of this research were to investigate whether or not storytelling technique has influence toward students’ speaking ability and to find out whether or not storytelling give positive respond in English teaching learning. The study employed one group pretest posttest design. There were two raters to judge the students’ speaking performances. Repeated measure t-test was used to analyze the data and the hypothesis t-testing was computed using SPSS version 15.0.
The result showed that storytelling technique is applicable to increase the students’ speaking ability, especially in terms of fluency, grammar, pronunciation, vocabulary, and
comprehensibility. In pretest students’ mean score was 49.13 while in posttest it became 62.86. in terms of the aspects of speaking, it can be reported that students’ fluency increased from 9.80 to 12.26 (gain of 2.46), pronunciation increased from 10.00 to 12.53 (gain of 2.53), grammar increased from 9.86 to 13.00 (gain of 3.14), vocabulary increased from 9.60 to 12.40 (gain of 2.80), and the comprehensibility increased from 9.86 to 12.66 (gain of 2.80).The result of the questionnaires gave a very positive respond toward the storytelling technique on students speaking ability. It can be seen by score of the questionnaire. There were 16 students got score between 41-50 score with the percentage 53.33%, 13 students got score between 31-40 with the percentage 43.33%, and only 1 student who got score between 21-30 with the percentage 3.33%. There were 29 from 30 students who gave a good respond toward this technique with the
THE INFLUENCE OF STORY TELLING TECHNIQUE ON
STUDENTS’ SPEAKING ABILITY AT THE
FIRST GRADE OF
SMA NEGERI 10 BANDAR LAMPUNG
(A Result)
By
DEDE JIHAN RASIKA 0913042003
Advisors:
1. Dr. Muhammad Sukirlan, M.A. 2. Drs. Ramlan Ginting Suka
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
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CURRICULUM VITAE
Dede Jihan Rasika was born on May 6th, 1992 in Bandar Lampung. She comes from a lovely family of three children and she is the second child of a wonderful couple, M. Darwis and Endang Sukasih. Her Father is a civil servant and her mother is a house wife. She has two beloved siblings, one brother and one sister: M. Arif Proklamasi and Dede Putri. She also has a very beloved grand mother: Embah Sri.
After attending kindergarten at TK Aisyah in 1997, she continued her study to at Elementary School of SDN 2 Talang and graduated in 2003. She pursued her study at SMPN 3 Bandar Lampung and graduated in 2006. She continued at SMAN 10 Bandar Lampung and graduated in 2009.
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MOTTO
If there are 100 receivers, be the part of it eventhough
you are the 100th.
(Endang Sukasih)
If you want to be a successful person, get out of your
comfort zone.
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DEDICATION
By offering my praise and gratitude to Allah SWT for His abundant blessing to me, this script is proudly dedicated to:
The greatest inspirations in my life: my beloved Father and Mother, M. Darwis and Endang Sukasih.
My beloved Brother and Sister: M. Arif Proklamasi, Dede Putri and all my big family who cannot be mentioned directly in this script.
My beloved grandmother: “Embah” Sri hartati
UKM-U ESo Lampung University
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2.4.Problem with Speaking Activity... 15
2.5Concept of Story telling………. 18
2.6 Procedure of Teaching Speaking……….. 22
2.7 Theoritical Assumption... 23
III. RESEARCH METHODOLOGY... 3.1 Research Design... 25
3.2 Population and Sample... 26
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3.4 Research Procedure……… 27
3.5 Criteria of Evaluating Students’ Speaking Ability …... 28
3.5.2 Reliability……… 28
4.7 Discussion and Finding... 51
V. CONCLUSSION AND SUGGESTION... 5.1 Conclussion... 55
5.2 Suggestion... 56
REFERENCES... 57
I. INTRODUCTION
This chapter discusses several points relating to the reasons for conducting the research: introduction which deal with background of the problem, formulation of the problems, objectives of the research, uses of the research, scope of the research and definition of terms, classify as follows.
1.1Background of the Problem
Learning other languages has been emphasized because it is generally perceived that people who can speak languages other than their first language (L1) have access to a greater number of career possibilities and can develop a deeper understanding of their own and other cultures. Due to its widespread use over the world, English has been considered the most highly regarded language for people whose native language is not English (Kim, et al, 1992). When people from different countries want to communicate with each other, English is often the language of choice. More than half of the world’s publications are written in English, and a significant amount of high
technology is developed based on English (Kim, et al, 1992).
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these reasons, today almost all people from the top to the lower level of social status have to master the English. This is due to the development of science and technology which is transferred mostly in English. In other words, English becomes very important language to master.
English is a means of communication in science and technology, education, and other activities among nations. Being able to communicate with other people from foreign countries requires the language used by the people. As Richards and Rogers (1986:130) stated that Language is viewed as a vehicle for communicating meaning and messages. It means that we have to be able to understand other languages to communicatee one another. Teaching English to young learner has been steadily increasing in recent years. This is partly a response to the growing demand that English is one of the most important means in acquiring access of modern technology in Indonesia. English is the first foreign language and it is required to be taught in Elementary up to Universities. In this case, teachers should have good interesting techniques in teaching to get better interaction to the learners.
practicing speaking skill. Even it becomes the most difficult skill from the other skills. This condition can be caused by some reasons. The first is the students lack participation in the classroom. The students listen what the teacher is explaining. They carry out a passive learning in which the teacher take a role dominantly in learning process. As a result, the students will never be trained to speak up and they do not have a chance to practice speaking English. Consequently, they will feel unconfident when they have to speak English on the other occasion.
The second is the way the teacher presents the materials. The teachers depend on the text book. Their orientation in learning language is mastering the grammar by answering the question provided on the book. By these conditions, the class will not be interesting for the students. It can make them feel bored. When the students find that they are always given such activity in which it seems to be the same with the previous one, they will be lazy to attend the class and it can cause the gap between the students and the teacher.
Based on the researcher’s pre observation at SMAN 10 Bandar Lampung, most of the
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To overcome the problem, it is suggested that the teacher should find other technique that can encourage the students to learn English especially for communication. One of the techniques which can be used to help teachers in presenting speaking ability to learners is story telling.
Story telling especially engages our narrative mind in the service of language learning in the classroom. It is a tool as shadowing, summarizing, retelling, action logging, and news lettering increase students’ comprehension, negotiation of meaning and
feelings of community. These intensifying activities allow learners’ multiple
opportunities to respond deeply to stories and experience shifts in their beliefs and attitudes. This then leads to more lively participation role in the teaching speaking ability. Story telling contributes in achieving teaching learning objectively. Unfortunately, many English teachers do not realize that story telling model is important to encourage their learner towards English.
Storytelling is one of the most powerful forms of art/communication known to humans and explains why it possesses such great potential as a teaching-learning tool. By using storytelling as a technique in teaching speaking, it is expected that the students are active, fun, cooperative, responsible, and independent learner because in storytelling has some segments to be active learners of speaking class.
produce communicative and understandable story, that is shown by early planned point of view purpose, coherence plot, communicative images, correct structure of sentences, and correct dictions, eloquent fluency, clear conventional style, and understandable pronunciation. However, techniques in applying storytelling still need to be explored in order to make students participate more and be interested in learning speaking. Techniques used also have to be able to make students produce good sentences that can communicate what students actually mean to the audiences well.
Based on the statement above, the writer is very interested in researching, and the writer entitles her script “The Influence of Story Telling Technique Towards Student’s Speaking Ability at the First Grade of SMAN 10 Bandar Lampung”
1.2Formulation of the Problem
Based on the background, the writer formulates the research problem as follows: 1. Is there any influence of Story Telling technique towards students’ speaking
ability?
2. What is the students’ respond towards storytelling technique in teaching speaking?
1.3Objective of the Research The objective of this research is:
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2. To find out the students’ respond toward storytelling technique in teaching
speaking.
1.4 Uses of Research
The uses of this research were:
1. Theoretically, the result of this research is expected to give information to the reader about the influence of Story Telling technique towards students’ speaking ability.
2. Practically, this research can be used as information for the English teacher especially teacher at SMAN 10 Bandar Lampung to create good interaction that reflects the ideal of speaking class by using Story Telling technique.
1.5 Scope of the Research
curriculum of senior high school (KTSP for English). In addition, to know the students’ increase of speaking ability, an oral performance was employed. The oral
performance was about performing storytelling and it was evaluated in terms of five aspects of speaking which are grammar, vocabulary, pronunciation, fluency, and comprehensibility.
1.6 Definition of Terms
In order to avoid misunderstanding, definition or terms are provided as follows: Speaking is an ability of every students in telling the story in front of the audiences clearly.
Storytelling is retelling the story that has been read, by adding some actions or changing voice confidently and expressively in front of the class.
Influence is something that can change students’ ability after being taught by storytelling.
Learning is when students have better speaking skill after being taught by storytelling technique.
II. LITERATURE REVIEW
This chapter discusses the literature review that was used in this study, such as concept of speaking, type of speaking, concept of storytelling technique, concept of teaching speaking, problems with speaking activity, concept of storytelling, procedure of teaching speaking through storytelling, effective storytelling performance skills, theoretical assumption and teaching speaking through story telling.
2.1 Concept of Speaking
Speaking is a productive skill in which the speaker produces and uses the language by expressing a sequence of ideas and at the time she/he tries to get ideas or the message across. In this case, there is a process of giving message, which is called as the encoding process. At the same time, there is a process of understanding the message of the first speaker.
interaction. Each participant has to be able to interpret what is said to him, and reply with the language he has which reflects his own intention. Speaking is the instrument of language and the primary aim of speaking is for communication. From this definition, it is clear that the students learn to speak in order to be able to communicate. Language is for communication, and in communication, a speaker has a choice not only about what to say but also how to say it (Fiona, 2007).
Haris (1974) defines speaking as the encoding process whereby we communicate our ideas, thought, and feeling orally. It means that we produce spoken message to someone. Spoken message includes ideas, thought and feeling that we want to share, influence, or interact to other people. So here, speaking situation involves aq speaker who put a message with words or sentence that has content and a listener.
Lado (1961: 240) describes speaking as the ability to express oneself in life situation, or the ability to report acts or situations in precise words, or the ability to converse, or to express a sequence of idea fluently. This ideas means that speaking emphasizes more to the ability of an individual to convey something whether it is in the form of expression, report with the language he has.
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oral language. Speaking is the instrument of language and primary aim of speaking is for communication (Tarigan,1987:5).
Biber (1999) states that spoken language takes place in real time, and are subject to the limitations of working memory so that its principles of linear construction are adapted to that purpose. A writer can retract a sentence and it can be as if it never existed for the reader.
From the definitions above, it can be concluded that speaking is two-way process between speaker and listener and it involves both encoding and decoding process. Speaking must fulfill several aspects, according to Harris (1974:84) there are:
1. Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency includes a reasonable fast speed of speaking and only a small numbers of pauses. It means that when a person make a dialogue with another person, the other person can give respond well without difficulty.
2. Grammar
3. Vocabulary
Nobody can communicate effectively if they donot have sufficient vocabulary. So, vocabulary means the appropriate diction which is used in communication. 4. Pronunciation
Pronunciation refers to the ability to produce easily comprehensible articulation. In other definition, pronunciation is the intonation pattern.
5. Comprehension
Syakur (1987) defines comprehension for oral communication that requires a subject to respond to speech as well as to initiate it. Comprehensibility denotes the ability of understanding the speakers’ intention and general meaning. This idea means that if a person can answer or express well and correctly, it shows that he/she comprehends or understands well.
2.2 Types of Speaking
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politeness that is essential for harmonious social relations (Brown and Levinson, 1978). Brown (2001: 250) says that much of our language-teaching energy is devoted to instruction in mastering English conversation. He classifies the types of oral language as follows:
1. Monologue
- Planned (such as speeches and order prewritten material) usually manifest little redundancy and are therefore relatively difficult to comprehend.
- Unplanned (impromptu lecturers and long “stories” in conversation, for example) exhibit more redundancy, which make for ease in comprehension, but the presence of more performance variables in order hesitations can either help or hinder comprehension.
2. Dialogue
- Interpersonal (unfamiliar and Familiar), can be subdivided into those exchanges that promote social relationships.
- Transactional (Unfamiliar and Familiar), to convey proportional or factual information.
2.3 Concept of Teaching Speaking
themselves understand. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary and to observe the social and cultural rules that apply in each communication situation.
Chaudron (1998) says that the essence of human language is human activity on the part of the individual to make him understand by another. Using language is also an activity that allows people to communicate with each other. So it is clear that language is very important. The teacher teaches speaking by carrying out the students in certain situation when the topic is being talked about. It should be familiar for the students, so that they can understand about their language needs.
Harris (1974:3) stated that achievement test indicates the extend to which an individual has mastered the specific information. To help the students develop communicative efficiency in speaking, teacher can use a balanced activities approach that combines language input, structured output, and communicative output.
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previously learned items. Instructors often use structured output exercise as a transition between the presentation stage and the practice stage of lesson plan. Textbooks exercise also often make good structured output practice activities.
In communicative output, the students’ main purpose is to complete a task, such as
obtaining information, developing a travel plan, and creating a video. To complete a task, they may use the language that the instructor has just presented, but they also may draw on any other vocabulary, grammar, and communication strategies that they know. In communicative output activities, the criterion of success is whether the student gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message.
According to Harmer (1990), the aim of teaching speaking is to train students for communication. Therefore, language activities in speaking class should focus to language use individually. This requires the teacher not only to create a warm and humanistic classroom atmosphere, but also to provide each student to speak.
As Brooks in Richard and Rogers (1986:49) states that speak is language. Primary what is spoken and only secondarily what is written.
1. Students talk a lot
As much possible of the period of time allotted to the activity is in fact occupied by student talk. This may seems obvious, but often most time is taken up with teacher talk or pauses.
2. Participation is even
Classroom discussion is not dominated by talkative participants: all get to change to speak and contribution are fairly evenly distributed.
3. Motivation is high
Students are eager to speak: because they are interested in the topic and have something new to say about it, or they want to contribute in achieving the task objective.
4. Language is of an acceptable level
Students express themselves in utterances that are relevant, easily comprehensible each other, and of an acceptable level of language accuracy.
2.4 Problems with Speaking Activity
Problems with speaking activity according to “storytelling in the EFL speaking class room article” can be concluded as follows:
a. The Students Are Nervous and Afraid of Making Mistakes.
To get high scores in the Higher Education Exam is nearly the only goal of the high school students. For some reason, there is no oral English test in the Higher
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usually over 50 students in each class, the students have little chance to practice speaking in class. This leads to the result that the speaking skills of most students are comparatively lower than other skills such as listening, reading and grammar.
Secondly, the fear of "losing face" prevents the students from speaking English (Zhu, 2003). Face is still of great importance to most Chinese. On the one hand, it motivates people to work hard to win face; on the other, people tend to conceal their mistakes and weaknesses for fear of losing face. For many English learners, they believe if they make mistakes or fail to find suitable words to express themselves, they will lose face. To protect themselves from being laughed at, they are reluctant to speak
English. So there is the vicious circle: the less they speak, the less they improve their speaking skills, and the more they are afraid of speaking.
b. The Topics Are Not Interesting.
The dominating oral English teaching materials focus on situational or/and
dialogues on these situational topics are hard to develop in depth and width. People tend to lose interest in what they learn if they find they make little progress.
Another problem with this kind of topic-based speaking training is you can't expect all the listeners to be interested in your hobby or major. Moreover, the other students in the classroom are talking about similar things, which could hardly offer anything new to each other. Consequently, the audiences in the speaking classroom are not very attentive and the speakers just make a perfunctory effort instead of getting involved, not even to mention enjoying it. To many of them, the job is just a job.
c. The Classroom Atmosphere Is Not Encouraging.
The effect of classroom atmosphere on language learning, especially an oral class, is obvious and immediate. A free and light-hearted atmosphere promotes
communications, while a nervous and stiff atmosphere builds invisible obstacles in communications. Dialogues about daily life and routine work lack variation, do not sound enchanting, and are unlikely to create an animated classroom atmosphere.
d. Feedback of the Listeners Is Not Supportive.
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else instead of listening attentatively to the speakers, the speakers tend to, consciously or unconsciously, speed up or cut down their words, trying to flee back to their own seats as quickly as they can (students are often asked to present in the front of the classroom and face the class in order to build better communications since there are usually 40 to 50 students in each class). Even the slightest indifference or impatience indicated by the audience can be immediately felt by the speakers, which, in turn, greatly inhibits their passion to communicate. Of course, teachers can force the audiences to listen to the speakers but it is of no use blaming them. The most effective way is to offer the audiences something different and interesting!
2.5 Concept of Story Telling
Story telling especially engages our narrative mind in the service of language learning in the classroom. It is a tool as shadowing, summarizing, retelling, action logging, and news lettering increase students’ comprehension, negotiation of meaning and feelings of community. These intensifying activities allow learners’ multiple
opportunities to respond deeply to stories and experience shifts in their beliefs and attitudes. This then leads to more lively participation role in the teaching speaking ability. Story telling has some purposes, they are:
1. Arise imagination
2. Provide context for introducing new language 3. Create an interesting reason for listening
language skills of second language learners in a classroom. Storytelling has long held an important role in history. People have passed down stories from generation to generation. It has served as a way to explain and understand the world. There are many different types of stories, which are told for many different purposes. Stories help explain different phenomena, cultural beliefs, attitudes, traditions, and much more. The intention of Story Telling technique is to serve as much as possible comprehensible input for the learner (Brune, 2004). It is in accordance with
Krashen’s hypotheses. Here are the hypotheses from Krashen (Brune, 2004).
1. Acquisition-Learning Hypothesis
It states that there is a difference between the process of learning and acquisition of second language. Learning refers to the explicitly explained and consciously learned the target language. Meanwhile, acquisition is similar with how children learn their first language and it should become the intention of foreign language teaching. 2. Natural Order Hypothesis
The implication of this hypothesis is that grammar rules do not need explicit explanation since it will be acquired in a set order.
3. Monitor Hypothesis
It claims that when learning a second language, learners need monitor to correct
their utterance.
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This hypothesis states that learners need comprehensible input while learning the second language.
5. Affective Filter Hypothesis
This last hypothesis claims that there are several factors that could have good or bad
impact towards learners’ attitude or the atmosphere in the learningprocess of
the target language.
A central, unique aspect of storytelling is its reliance on the audience to develop
specific visual imagery and detail to complete and co-create the story, Austin. (1962)
states that in its most basic form, storytelling is a process where a person (the teller),
using vocalization, narrative structure, and mental imagery, communicates with the
audience who also use mental imagery and, in turn, communicate back to the teller
primarily trough body language and facial expression in an ongoing communication
cycle. Storytelling is co-creative and interactive.
Besides, by using storytelling students can practice their pronunciation and have
ability in using speaking for communicative purpose. When using storytelling as a
technique of teaching speaking, teachers are suggested to manage the time allocations
and activities included because storytelling in learning speaking is only a teaching
technique not the teaching material to be taught. Therefore, the teaching activities
should still about language teaching and the time used should be more allocated for
According to Santa Barbara City College, in performing storytelling, a storyteller should employ these storytelling stages:
1. Introduction
Start the story with a statement that catches the audience’s attention, for example: a relevant quotation, question, fact, or definition. They are introduced to the main characters of the story, their goals, and the obstacles they are likely to face to achieve their objectives.
The main conflict in the story is introduced, as well as the major antagonist who will stand in the way of the protagonist objectives. It sets up the story so that the story engages the attention of the audience. It generally takes up about one quarter of a story’s total length.
Besides, provide the information the audience will need to understand the story: Who are the major characters? When and where is it taking place?
2. Main body
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Once the false resolution has been encountered, the action in the story generally points inevitably toward a necessary climax. Then, telling the events using time chronologically, from beginning to end, is the most common and clear way to tell a story. Whether telling chronologically or not, use transition words to clearly indicate to the reader what happened first, next, and last. Some time transition words are next, finally, during, after, when, and later.
3. Conclusion
In the final segment of storytelling, the results of the story’s main conflict come to dramatic confrontation. This is called the Climax. It is the point where key struggles are waged and an eventual victor is determined.
Following the climax, Closure is introduced into the story, which simply means that all the major conflicts, issues, or ideas in the story are resolved.
2.5 Procedure of Teaching Speaking through Storytelling
In this research, the researcher made the procedures of teaching speaking through storytelling as follows:
a. Pre Activity
-Teacher opens the class with greetings.
-Teacher explains to the students about the generic structure of narrative text -Teacher explains to the students about storytelling and effective of
-Teacher gives the students example of storytelling performance. -Teacher gives hand out in the form story text.
a. While Activity
-Students do silent reading for 20 minutes and divides the story into 3 parts.
-Teacher gives time for students to ask problems understanding the text -Students take turn retelling the story in front of the class.
-Teacher keeps the situation in the class conducive to in when students’ perform story telling.
- Teacher records the students’ performance in storytelling.
b. Post Activity
-Teacher comments on student’s performance. -Teacher closes the lesson with greeting.
2.7 Theoretical Assumption
The primary reason to recommend storytelling in teaching speaking is that stories are motivating and immensely interesting, can best attract listeners and promote communication. "The excitement and drama of storytelling provide a context that holds students' attention." (Cooter, 1991; Bla, 1998).
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regarded as the models of language and treasures of the culture, from which learners at various language levels and age groups can find suitable stories to read and tell. It would be a waste and pity if they are neglected in the course of EFL/ESL. In addition, stories are easily accessible; storybooks can be found in bookstores and borrowed from libraries or friends. Today, the most convenient and quickest way to find stories is from the Internet. “Storytelling …… costs nothing, is enjoyable, and can be used
anywhere and at any time” (Babelan, 2010).
Thirdly, the lively atmosphere and real life environment created by stories encourages the students to talk and discuss with each other. When telling and listening to a story, the learners will easily be plunged into the plots and the scene and forget about themselves, which will, to a great degree, relieve their nervousness. Colon-vila (1997) also commented that storytelling helps EFL learners become more self-confident to express themselves spontaneously and creatively. However, teachers have not been zealous to use it in the classroom.
According to those reasons, the researcher assumes that the teacher can develop the student’s speaking ability through the implementation of storytelling in speaking
III. RESEARCH METODOLOGY
This chapter discusses about the methods of research will be used in this study, such as: research design, population and sample, data collecting technique, research procedures, analyzing the data, data analysis, hypothesis testing.
3.1 Research Designs
This quantitative research was conducted in order to know whether there is influence
of students’ speaking ability after being taught through storytelling or not.
One-Group pre-test and Post-test design was used to this research because the writer used
one class as the experimental class. The treatment was conducted three times by using
narrative text. The writer conducts pretest, treatment, and posttest. Here is the
illustration of one group pretest posttest design
T1 X T2
Where:
T1: Pretest
X: Treatment
T2: Posttest
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There are several reasons for choosing one group pretest-posttest design to be
employed in the research. This design is chosen since it is not feasible to apply true
experimental design. The sample of the research is chosen randomly. Thus, one group pretest-posttest design is chosen. Besides, it is impossible to involve control group in the research because of the limitation of time and cost which also became consideration.
3.2 Population and Sample
The population of this research is the students of the first year of SMAN 10 Bandar Lampung in 2012. There are eight classes. The writer chose one class randomly by using simple random sampling. And writer chose X6 as the sample. The number of students in the class is 30 students. The rasearcher test all the students in class X6 one by one. This research was conducted 5 meetings, which is 1 meeting for conducting pretest, 3 meetings for conducting treatments, and 1 last meeting for conducting posttest and distributing the questionnaires.
3.3 Data Collecting Technique
1. Pretest
This is done before presenting the treatment to know how far the students’ ability in speaking. The writer administers the pretest to all of the students. The researcher gave 3 options of story and the students will chose one of the stories then the researcher recorded the students’ performance.
2. Treatment
This is done after pretest to teach the students speaking through storytelling. There will be three times of treatments. The researcher will treat the students until they can reach the objectives.
3. Posttest
This is done after the treatment to know how far the students master the material given by the writer. The test is designed to measure the increase of the students’ speaking ability after treatments are given. The writer will administer the posttest to all of the students by recording them one by one.
4. Questionnaire
This step is done after the posttest, to know the students’ responds towards storytelling technique in teaching speaking.
3.4 Research Procedures
The material is based on the following procedures.
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2. Determining the population and sample of the research: the sample of the research is determined through simple random sampling. It means that the sample is selected randomly by using lottery.
3. Administering pretest. The writer asks the student to stand in front and storytelling to know the students’ basic speaking ability. This step, the writer uses
video recorder to record all the activities done by students.
4. Giving treatment. The writer gives three times treatments by using narrative text. 5. Conducting Post-test. The posttest is aimed to find out the students’ speaking
ability given the instruments which is used as their speaking technique. 6. Giving the questionnaire.
3.5 Criteria of Evaluating Students’ Speaking
The form of the test is subjective test since there is no exact answer. In this test the researcher used inter-rater to assess students’ performance, the performances were given score and recorded together by the researcher and English teacher. The rater gave the score by recording the students’ performances. The researcher recorded the
students’ utterances because it helped the raters to evaluate more objectively. The test
of speaking was measured based on two principles, reliability and validity.
3.5.1 Reliability
the ideas that no measurement is perfect even if we go to the same scale there will always be differences.
The statistical formula for counting the reliability is as follow: Formula:
R : Reliability
N : Number of Students
D : The different of Rank Correlation 1-6 : Constant Number
After finding the coefficients between raters, the researcher then analyze the coefficient reliability with standard reliability below:
a. A very low reliability ( range from 0.00 to 0.19) b. A low reliability ( range from 0.21 to 0.39) c. An average reliability ( range from 0.40 to 0.59) d. A high reliability ( range from0.60 to 0.79) e. A very high reliability ( range from 0.80 to 0.100)
Slameto ( 1998: 147)
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Raters reliability
Reliability pretest Posttest Criteria
0.86 0.99 Very high reliability
From the criteria of the reliability and the calculating above, it can be concluded that the reliability of the rater is very high. it means that the first raters’ way of
scoring was similar to the researchers’. They had almost the same scoring system.
3.5.2 Validity
Validity refers to the extent to which the test measures what was intended to measure. This means that it relates directly to the purpose of the test. Content of validity, the test is a good reflection of what has been taught and the knowledge which the teacher wants her students to know. Content of validity can best be examined by the table of specification (shohamy, 1957: 74). Construct validity concerns with whether the test is actually in line with the theory of what it means to the language (shohamy, 1985:74) that is being measured. It would be examined whether the test actually reflect what it means to know a language. It means that the test measured certain aspect based on the indicator.
3.6Instrument of The Research
3.6.1 Speaking Test
The researcher conducted speaking test into 4 sections which are pretest, treatments, posttest, and giving the questionnaires. The pretest, posttest, and distributing the questionnaires were conducted one time and the treatments were conducted 3 times with 3 narrative stories, they are timun emas, bawang merah bawang putih and queen aji bidara putih. The materials are narrative short story which was taken from students’ handbooks. The researcher asked the students to speak clearly since the students’ performance is being recorded during the test. The form of the test was
subjective test since there is no exact answer, the teacher gave the score of the students’ speaking ability based on the oral rating sheet provided. The teacher
assessed the students concern on five aspects namely pronunciation, vocabulary, fluency, grammar, and comprehension. In the test the researcher used inter rater, that was the researcher and the English teacher. In evaluating the students’ speaking scores, the researcher and other rater, which is the class teacher, listened to the students’ record and used the oral English. The researcher recorded the students’ utterance because it helps the raters to evaluate more objectively. Rating sheet modified from Harris (1974:84). Based on the oral rating sheet, there are five aspects to be tested namely pronunciation, vocabulary, fluency, grammar, and comprehension. Here are the rating scales.
Pronunciation
5. Has few traces of foreign accent
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3. Pronunciation problems necessitate concentrated listening occasionally lead to miss understanding.
2. Very hard to understand because of pronunciation problems must frequently be asked to repeat.
1. Pronunciation problems to serve as to make speech virtually unintelligible.
Grammar
5. Make few (if any) noticeable errors of grammar of word order.
4. Occasionally makes grammatical and/ or word order which do not, however, obscure meaning.
3. Make frequent errors of grammar and word order errors, obscure meaning.
2. Grammar and word orders make comprehension difficult must often rephrase sentences and/ or restrict him to basic pattern.
1. Errors in grammar and word order to severe as to make speech virtually unintelligible.
Vocabulary
5. Use of vocabulary and idioms is virtually that of native speaker.
4. Sometimes uses inappropriate terms and / or must rephrase ideas because of lexical inadequacies.
3. Frequently uses the wrong words, conversation somewhat limited because of inadequate vocabulary.
1. Vocabulary limitation to extreme as to make comprehension virtually impossible.
Fluency
5. Speed as fluent and effortless as that of native speakers problems. 4. Speed of speech seems to be slightly affected by language problems. 3. Speed and fluency are rather strongly affected by language problems. 2. Usually hesitant, often forced into silence by language problems.
1. Speech is as halting and fragmentary as to make conversation virtually impossible.
Comprehension
5. Appears to understand everything without difficulty.
4. Understand nearly everything at normal speed although occasionally repetition maybe necessary.
3. Understand most of what is said at lowers that normal speed with repetition.
2. Has great difficulty following what is said. The students can comprehend only “social conversation” spoken with frequent repetition.
1. Cannot be said understand even simple conversation of English.
The score of each point was multiplied by four, so the highest score is 100. Here is the identification of the scores.
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get 2, so 2 x 4 =8 get 1, so 1 x 4 = 4 For example:
A student gets 3 in pronunciation, 4 in vocabulary, 4 in fluency, 3 in grammar, and 4 in comprehension. Therefore, the student’s total score will be:
Pronunciation 3 x 4= 12
It means he gets 68 for speaking
The score of speaking based on the five components can be compared in the percentage.
Scoring sheet of Speaking:
Table: Linguistic Evaluation Form of Story Telling Student’
code
Pronunc iation
3.6.2 Questionnaire
Giving questionnaire was conducted at the last time after conducting pretest, treatments, and posttest. The researcher distributed the questionnaire in the
classroom. The researcher used questionnaire to know the students’ respond toward storytelling technique. There were 10 kinds statements that was filled out by the students. Each of statements is related to the storytelling technique. To score the questionnaire, the researcher used the guidelines from Osgood et al.(1957). There were 5 options of scoring the questionnaire. They are “Strongly Agree/SA” scored 5, “Agree/S “ scored 4, “Neutral/BS” scored 3, “Disagree/TS” scored 2 and “Strongly
Disagree/STS” scored 1.
3.7 Analyzing the Data
The writer analyzes the data by comparing the average score (mean) of the pretest and posttest to know whether there is an influence of students’ speaking ability through storytelling technique.
Where: : mean ∑x: total score
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3.8 Data Analysis
In order to see whether there is an improvement of students’ speaking ability, the
writer examines the students’ score using these following steps:
1. Scoring the pretest and posttest.
2. After getting the raw score, the writer tabulates the results of the test and calculating the score of the pretest and posttest. Then the writer uses SPSS to calculate mean of pretest and posttest to see whether there is an influence or not after the students are taught by using storytelling.
3. Drawing conclusion from the tabulated result of the pretest and posttest. The writer uses statistical computerization i.e. repeated measures T-test of Statistical Package for Social Sciences (SPSS) for windows version 15 to test whether there is an influence or not. The writer uses this formula:
3.9 Hypothesis Testing Hypothesis of this research is:
There is an influence of students’ speaking ability after the students are taught by
H0 : There’s no influence H1 : There’s an influence
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V. CONCLUSION AND SUGGESTION
This chapter discusses some points relating to the result after conducting the research. And here are the final finding which deals with conclusion and suggestion as follows:
5.1 Conclusions
Having conducted the research at the first grade of SMAN 10 Bandar Lampung and analyzing the data, the researcher would like to state some conclusions as follows:
1. Based on those conclusion above, storytelling technique give significant influence toward students’ speaking ability in english learning proccess. It can be seen by the significant
increse of students pretest score and posttest score and the possitive respond that was given by the students toward this technique.
2. There is significant increase of students’ speaking ability before and after pretest and postest after being taught by stortelling technique. It can be proved by from the increase of the students’ mean score in the pretest and posttest. The result of posttest is higher than
3. There is a positive respond toward storytelling technique. It can be reported that 53.33% students scored 41-50, 43.33% students scored 31-40, and only 3.33% student scored 21-30.
5.2 Suggestions
Considering the findings of the research, the research would like to recommend some suggestion as follows:
1. Since there is increase on students’ speaking ability after being taught by storytelling technique , english teachers are suggested to use storytelling technique to teach speaking especially at the first grade of senior high scool students because most of the lessons is about narrative text. The students will be easier to speak up, to express themselves to tell the story bacause it is more interesting and have so much fun.
2. For the teachers who want to implement the storytelling technique to teach speaking, it is better to use story text of unpopular fairytale as the learning media. It will be much better if the teachers let the students know an uncommon fairytale so that they will not be bored with the popular story they have read and they can create sentence by their own words when retelling the story.
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