THE EFFECT OF THE FIVE FINGER RETELLING TECHNIQUE ON STUDENTS’ SPEAKING SKILL.

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Iis Rismawati Sutedja, 2014

THE EFFECT OF THE FIVE FINGER RETELLING TECHNIQUE ON STUDENTS’ SPEAKING SKILL Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

The Effect of The Five Finger Retelling Technique on Students’ Speaking Skill

Abstract

This study is aimed to know the effect of the five fingers retelling technique in improving

the students’ speaking skill. This study was designed by using a quasi-experimental.

There were two groups, experimental and control group without random selection. Both groups were from the same population. This study was conducted at the eighth grade of a junior high school. The data were obtained from tests and questionnaires. The results of data analysis showed that the five fingers retelling technique succeeded in developing the

students’ speaking skill because there was a significant difference between the post-test

scores of students in experimental group and control group. The five finger retelling

technique was very effective to improve the students’ speaking skill. Overall the students’

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LIST OF TABLES

Page

Table 2.1 The Table of Speaking Test Scale ………...26

Table 2.2 The Oral Proficiency Test Scoring Categories………27

Table 3.1 The Table of Research Design ………44

Table 3.2 The Instruments Design………...50

Table 3.3 The Questionnaire Format………...53

Table 3.4 The Schedule of Students’ Activities ………..59

Table 3.5 The Rubric of Story Retelling Test ………...…..61

Table 3.6 The Scoring Categories of Story Retelling ……….62

Table 4.1 The Validity Test of the Instrument ………68

Table 4.2 The Reliability Test of the Instrument ………70

Table 4.3 The Pre-test Result of Experimental and Control Groups …………..71

Table 4.4 The Homogeneity Pre-test of Experimental and Control Groups …...72

Table 4.5 The Independent Samples Test of Experimental and Control Group..72

Table 4.6 The Post-test Result of Experimental and Control Groups ………….74

Table 4.7 The Post-test Result of Experimental Group and Control Group …...75

Table 4.8 The Independent Sample Test ………75

Table 4.9 The Paired Samples Statistics of Experimental Group ………...77

Table 4.10 Paired Samples Correlations of Experimental Group ………78

Table 4.11 Paired Sample Test of Experimental Group ………..78

Table 4.12 The Paired Samples Statistics of the Control Group ………..80

Table 4.13 Paired Sample Correlation of the Control Group ………...80

Table 4.14 Paired Sample Test of the Control Group ………..81

Table 4.15 The Result of Questionnaire Data Analysis ………...83

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LIST OF FIGURE

Page

Figure 2.1

The Picture of Five Finger Retelling Hand by Hotz…………...………...42

Figure 3.1

The picture of Five Finger Retelling Technique………49

Figure 4.1

The Chart of Post-test Result……….78

Figure 4.2

The Chart of Experimental Group Result………..83

Figure 4.3

The Chart of Control Group Result………85

Figure 4.4

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LIST OF SCHEME

Scheme 3.1

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LIST OF APPENDICES

Page

Appendix 1

The Written of Research Permission ………...103

Appendix 2

The Recount Text ………...105

Appendix 3

The Lesson Plans of Experimental Group ………..110

Appendix 4

The Score of the Test ………..144

Appendix 5

The Questionnaire ………...150

Appendix 6

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CHAPTER I INTRODUCTION

This chapter presents background of the study, research identification,

research questions, purpose of the study, significance of the study and thesis

organization.

A. Background of the Study

Speaking is a crucial part of life, people express their ideas by speaking.

Nowadays, speaking in English is also needed in order to interact or to

communicate with other people from other countries. The people who do not use

English as their national language have to learn English as the second language or

the Foreign Language (EFL). Kayi (2006, p.1) says that “speaking is a crucial part

of second language learning and teaching.” For the EFL students, Harmer (2007,

p.12) suggests that “it has been suggested that students of EFL tend to learn the

language so that they can use it when travelling or communicating with other

people, from whatever country, who also speak English.”

In Indonesia, English language is also taught as the foreign language

(EFL). The goal of teaching English is that the Indonesian students can use

English language for communication. The English language in all school levels is

presented in four skills, such as: listening, speaking, reading and writing.

According to the curriculum - 2006 as quoted in the Indonesian Ministry

Rules number 23 (2006, p. 25), the English lesson at the level of Junior High

School is also developed in four skills, namely: (1) listening, to understand the

meaning of oral discourse of the simple transactional and interpersonal, formally

or informally, in the forms of recount, narrative, procedure, descriptive, and report

in the context of daily life; (2) speaking, to express orally the meaning of the

simple transactional and interpersonal discourse, formally or informally, in the

forms of recount, narrative, procedure, descriptive and report in the context of

daily life; (3) reading, to understand the meaning of written discourse in the

simple transactional and interpersonal, formally or informally, in the forms of

recount, narrative, procedure, descriptive and report in the context of daily life; (4)

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discourse, formally or informally, in the forms of recount, narrative, procedure,

descriptive and report in the context texts of daily life. It is clear that English

speaking skill is taught at the level of Junior High School.

Based on the explanation of the English curriculum above, speaking skill

is learned by all students of Junior High School in their English lesson. But

unfortunately, the students’ skills in speaking English is still a problem for them.

They said that English speaking skill is more difficult than the other skills. This

argument is in line with Turk’s argument (2003, p.1), who says that “when we are

asked to speak, it is often not so easy.” Lazaraton (2001, p.103) also argues that

“the most difficult aspect of spoken English is that it is almost always

accomplished via interaction with at least another speaker”. There will not an interaction if there is no speaking activity.

Speaking English is not only a difficult activity but also a complex activity

for the students. There are many things that they have to think when they are

speaking English, as said by Thornbury (2005, p. 1) that “we now know that

speaking is much more complex than this and that it involves both a command of

certain skills and several different types of knowledge.” Musthafa (2001, p. 303)

also talks about the complex activity of speaking English, speaking activity needs

to use many linguistic skills not only one skill at a time, even though in a normal

communication event. This is also as stated by Bailey & Savage (1994 in

Lazaraton, 2001, p. 103) that “speaking in a second or foreign language has often

been viewed as the most demanding of the four skills.” So that before speaking, the students have to prepare everything. They have to prepare the appropriate

words and sentences to make the good connection with the utterances that were

said by the other speakers. The students have to know the use and function of

words in sentences, and also they have to know how to say the words in the right

way, “this is especially important since the way people speak is often significantly different from the way they write” (Harmer, 2007, p. 133).

For the EFL students, the difficulties will increase with the status of

English as the foreign language (EFL). The EFL students have to learn English

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English class, as stated by Lengkanawati (2007, p.661) that “English as the

Foreign Language (EFL) means the students only get the opportunity to use

English in their class interaction context, meanwhile in their living, there is no

opportunity to use the target language of their daily activities.” The same opinion

is also said by Kimtafsirah (2010, p. 2) that “speaking a language is especially

difficult for foreign language learners because effective oral communication

requires the ability to use the language appropriately in social interaction.” That is

why that most EFL students do not always speak in English although they are in

their English class.

Similar with the description above, many researchers also found some

speaking problems. In their research, they wrote that the students’ oral language

skill were far below grade level and they had problems with speaking English so

they could not respond actively in their English classes (Jianing, 2007; Songsiri,

2007; Masa, 2008). Other researchers stated that many students had some

difficulties in speaking and they could not communicate in English because they

can not speak fluently. The problems seem to happen in the teaching learning

process in the classroom context today in Indonesia. Many EFL teachers complain

about their speaking classroom in which a considerable number of students are not

responding actively in speaking exercises (Asniatih, 2009; Farida, 2011;

Setiawaty, 2012).

The students’ low speaking skill can be caused by two cases. It can be

caused by their problems themselves which have been discussed before, and it can

be also caused by the teachers’ way of teaching. Generally, some teachers still use

the old paradigm in their teaching process as explained in the following

paragraph.

The characteristics of the old teaching paradigm can be explained in some

steps. First, teachers just give the materials to their students. Budimansyah (2010,

p. 53) said that “the teachers teach just for delivering the material, it does not

matter whether the students study actively or not”. In line with Budimansyah, Lie

(2007, p. 3) also argues that one of the old teaching paradigms is transferring

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means the teachers do not know the students’ needs, they just give the material

which is printed in the curriculum. And of course they do not apply the

communicative activities in their teaching learning. Second, the teachers do not

teach all four skills of English lesson, especially speaking skill. They rarely teach

speaking skill in their classes. Musthafa (2001, p. 304) states that “most teachers

do not frequently offer speaking activities to the students in their class”. It can be indicated that the teachers seem powerless to raise the students’ speaking skill in

their English class. Most teachers just teach the material of reading and writing

which are tested in the national examination to their students. Third, the teachers

do not use the interesting technique or the teachers find difficulties to provide the

effective techniques in teaching speaking. In relation to this, Musthafa (2010, p.

124) suggests the use of “various teaching techniques for short periods of time to

avoid boredom on the part of learners and keep focus on the teaching items from

one instructional move to another so that children’s learning is ensured”. It means

that the English teachers have to prepare a good and interesting teaching planning

before they do their teaching learning process in their classes. So, when the

English teaching activity is interesting, the students will enjoy in learning English.

If the old paradigm is still used by the teachers, it will cause bad effect

toward the English learning especially in speaking skill. In the old paradigm, there

is no good communicative activity between the teacher and the student. On the

other hand, in the new paradigm, there is full of communicative activity.

According to Lie (2007, p. 3) the new paradigm is divided into four main parts,

such as: (1) knowledge is expressed, shaped and developed by the students; (2)

students construct their knowledge actively; (3) teachers need to develop the

competence and ability of students; and (4) education is a personal interaction

between the students and the interaction between teachers and students. The all

four parts really build communicative activities between students and teachers.

They can discuss about the English lesson to develop knowledge and competence,

or they can interact in their groups or in their classes.

Regarding to the new paradigm and the speaking problem above, the

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feel enthusiastic in the class of English learning, especially in speaking learning.

The English teachers need to use good and interesting techniques to enlarge and to

improve the students’ speaking skill in their teaching learning activities. One of

the possible techniques which can be used in the class is the five finger retelling

technique.

The five finger retelling technique is expected to improve the students’

speaking skill. By using this technique in the English activity, the students’

speaking and reading comprehension increase and they are able to understand,

synthesize and infer the story (Blickenstaff et al, 2013; Gibson, 2003). Related to

the five finger retelling technique, Harmer (2007, p. 130) also states that “we can

encourage students to retell stories which they have read in their books or found in

newspapers or on the internet.” Hence, the five finger retelling technique is one of the retelling techniques which can be tried by teachers in the classroom to

improve the students’ speaking skill. This technique can become a good teaching

model for practicing speaking, as stated by Musthafa (2001, p. 304) that “one

obvious example is that students need to have good models to learn from and a

great amount of exposure to language use in real life context.”

The five finger retelling technique is also relevant with the standard of

process which can be found in the Indonesian Ministry Rule number 41, 2007. It

states that the activity in the classroom must be interactive learning process, being

inspiring, joyful, challenging, motivating for students to participate actively and

provide enough space for innovation, creativity, and independence according to

their talents, interests, physical development and physiological learners. The five

finger retelling technique is a technique which fits with the standard of process

above. It means that this technique inspires and motivates students to interact with

their friends in their groups in a speaking activity when they discuss the story.

This technique is also joyful and challenging because students use their fingers as

the medium which can be played based on their desire. Then this technique can

make them become innovative and creative students because they have to build or

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Regarding to the all explanations above, this present quasi-experimental

study of the effect of the five finger retelling on the students’ speaking skill is

aimed at providing an alternative solution of the teachers’ problem in improving

the students’ speaking skill.

B. Research Identification

Based on the background above, it can be said that, in a Junior High

School, there has not been any research yet about the effect of the five finger

retelling technique on students’ speaking skill as an effort in improving the

students’ competence to communicate in English orally for their daily activity

needs.

C. Research Questions

According to the problem and the background of the study, the research

questions are formulated as follows:

1. Is the five finger retelling technique effective for developing students’

speaking skill?

2. What is the students’ perception toward the five finger retelling in learning

speaking?

D. Purpose of the Study

The purposes of this study are to find out:

1. The effect of the five finger retelling technique on the students’ speaking

skill.

2. The students’ perception towards the five finger retelling technique in

learning speaking.

E. Significance of the Study

Teaching speaking is an important part of foreign language teaching

learning process. The finding of this study is expected to contribute an innovation

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retelling technique that is used in this study is an interesting technique that can

enhance students’ speaking skill. It also can increase the motivation for the

students to improve their speaking ability. For headmasters, this finding will

inform them sight in order to provide teachers some facilities to develop the

appropriate techniques that can be applied in the teaching activities.

F. Thesis Organization

This thesis is organized into five chapters. Chapter I is introduction. It

deals with the background and the significance of the study.

Chapter II is the literature review. It presents the underlying theories

which include relevant research and publications concerning the concept of

speaking and the five finger retelling technique.

Chapter III is the research methodology. It focuses on the research method

and explains how the data were collected and analyzed in the light of theories

presented in chapter two.

Chapter IV is the data analysis, findings and discussions. The findings are

interpreted and discussed by relating and comparing them to the relevant studies

discussed in chapter two.

Chapter V contains the conclusions, limitations and recommendation. The

conclusions of this study are provided and suggestions for the English teachers

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter concludes the report of the research data analysis, findings

and discussion in the previous chapter. It consists of two main parts, the first is

conclusion of the research and the second is suggestion for the English teachers

and for the other researchers who would carry out the similar study.

A. The Conclusions

The aim of this study is to find out: (1) the effectiveness of the five finger

retelling technique in teaching speaking; and (2) the students’ perception toward the implementation of the five finger retelling technique in teaching speaking in

the classroom. The data were collected from pre-test, post-test and questionnaire.

The pre-test and post-test were analyzed by using SPSS 16.0 for windows and the

questionnaire was analyzed by using the percentage technique.

Regarding to the first question research, the data collection methods were

administered from the experimental and control groups. The results were analyzed

statistically. From of the independent t-test, it could be seen that there was a

significant difference between the result post-test of experimental and control

groups. The use of the five finger retelling technique in the experimental group

showed that the students’ scores of experimental group were better compared to

the students’ score of control groups. It can be concluded that the five finger

retelling technique is very effective and has positive impact on the students’

speaking skill.

The result of questionnaire was used to answer the second question

research. It showed the students’ perception on the implementation of five finger

retelling technique in teaching speaking at their classroom. This technique gave

the positive impact on the students’ perception of five finger retelling technique. The students liked the technique for some reasons: (1) the students felt interested

in English stories and learning to speak English by using the five finger retelling

technique; (2) this technique stimulated them to learn speaking English more and

to increase their confidence when they were speaking English; (3) the five finger

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was easier to apply, and it also motivated them to find out more new vocabularies;

(4) The five finger retelling technique enthused the students in developing their

speaking and their retelling.

B. Limitations

The five finger retelling technique is an innovation technique which can

improve the students’ speaking skill and gives benefits to the students’ performance. But in employing this technique, the researcher faced some

limitations. First, this technique needs much time. The students used much time in

applying this technique. So, the students’ activities in telling the story were not

maximal.

The second limitation is related to the text type. In applying this technique,

the researcher only developed the recount text. Hence the students only had the

limited experience in terms of text.

The third limitation is related to the description of students’ activities.

Because this study used the quantitative method, this study did not give an

in-depth description of the dynamics in the teaching learning process, whereas the

dynamics of the classroom is said to have a profound effect on the success of the

teaching learning process. A qualitative research design should provide a thick

description of the phenomena happening in the teaching learning process. A

combination of both research paradigms will give a better account of the teaching

learning process.

C. Recommendation

Based on the findings of this study, the five finger retelling is very

effective and has positive impact on the students’ speaking skill. Therefore this technique is strongly recommended for the English teachers to be implemented in

their classroom.

To get the best result which is expected, the future researchers are also

recommended to (1) prepare much time and manage the time effectively; (2) use a

variety of text types, for example, narrative text; (3) carry out a large scale

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Yarti, H. (2009). English Language Teachers’ Perceptions on School-Based Curriculum and its implementation. (Thesis). School of Postgraduate

THE EFFECT OF THE FIVE FINGER RETELLING TECHNIQUE ON STUDENTS’ SPEAKING SKILL.

Iis Rismawati Sutedja, 2014

ABSTRACT

The Effect of The Five Finger Retelling Technique on Students’ Speaking Skill

Iis Rismawati Sutedja, 2014

TABLE OF CONTENTS

Iis Rismawati Sutedja, 2014

Iis Rismawati Sutedja, 2014

Iis Rismawati Sutedja, 2014

LIST OF TABLES

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LIST OF FIGURE

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LIST OF SCHEME

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LIST OF APPENDICES

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CHAPTER I INTRODUCTION

A. Background of the Study

Iis Rismawati Sutedja, 2014

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B. Research Identification

C. Research Questions

D. Purpose of the Study

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F. Thesis Organization

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CHAPTER V

A. The Conclusions

Iis Rismawati Sutedja, 2014

B. Limitations

C. Recommendation

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