THE USE OF RETELLING NARRATIVE STORY METHOD TO IMPROVE SPEAKING SKILLS ON SECOND YEAR STUDENTS OF MTs SUNAN KALIJAGA KENDAL KECAMATAN AMPEL IN THE ACADEMIC YEAR OF 2014/2015 - Test Repository

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THE USE OF RETELLING NARRATIVE STORY METHOD

TO IMPROVE SPEAKING SKILLS

ON SECOND YEAR STUDENTS

OF MTs SUNAN KALIJAGA KENDAL KECAMATAN AMPEL

IN THE ACADEMIC YEAR OF 2014/2015

GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty

State Institute For Islamic Studies (IAIN) Salatiga

By:

ENDAH PRASTIWI NIM : 11308004

ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC

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DECLARATION

“In the name of Allah, the Most Gracious and the Most Merciful”

Hereby the researcher fully declares that this graduating paper is written by the researcher herself, and it is not containing materials written or has been published by other people’s ideas except the information from the references.

The writer is capable of counting for this graduating paper if in future this is proven of containing others ideas or thesis.

The writer makes this declaration, and she hopes this declaration can be understood.

Salatiga, September 9th , 2015 The Writer

Endah Prastiwi NIM : 113 08 004

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MINISTRY OF RELIGIOUS AFFAIRS

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

Jl. Tentara Pelajar No.2 Telp.(0298) 323706, 323433 Salatiga50721

Website : www.iainsalatiga.ac.id email: [email protected]

Ruwandi, M.A

The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR’S NOTE Case : Endah Prastiwi’s Graduating paper

Salatiga, September 9th 2015 Dear

Dean of Teacher Training and Education Faculty

Assalamu’alaikum Wr. Wb

After reading and correcting Endah Prastiwi’s graduating paper entitled “THE USE OF RETELLING NARRATIVE STORY METHOD TO IMPROVE SPEAKING SKILLS ON SECOND YEAR STUDENTS OF MTs SUNAN KALIJAGA KENDAL KECAMATAN AMPEL IN THE ACADEMIC YEAR OF 2014/2015”I have decide and would like to propose that if it could be accepted by the Teacher Training and Educational Faculty and I hope it would be examined as soon as possible.

Wassalamu’alaikum Wr. Wb

Counselor,

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MOTTO

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DEDICATION

This graduating paper is dedicated to:

Allah SWT.

My beloved husband (Muhamad Sulhani), my beloved parents,

my beloved sisters (Dewi Puspitarini and Linuria Asra Laily),

thanks for your support, encourage spirituals and material and

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ACKNOWLEDGEMENT

In the name of Allah, the most gracious and the most merciful, because of Him, the writer could finish this graduating paper. His wonderful blessing makes realize that nothing is difficult in His eyes. Thank for Your will and endless blessing in my life.

Peace and solutions always be presented to our beloved Prophet Muhammad SAW who has guided us from the darkness to the lightness.

In writing this paper, the writer is guidance and support by several people, so it can be finished, although there are still many mistakes. Therefore, the writer would like to express the deepest gratitude to:

1. Dr. Rahmat Hariyadi, M.Pd., as the Rector of IAIN Salatiga.

2. Suwardi, M.Pd, as the Decan of Teacher Training and Education Faculty of IAIN Salatiga.

3. Noor Malihah, Ph.D., as the Head of English Education Department of IAIN Salatiga.

4. Ruwandi, MA, as the advisor who has given suggests, corrections and support in the process of writing this final project.

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6. My deepest gratitude also goes to my beloved husband (Muhamad Sulhani) and my little angel (Anienda Fatiha Rahma) for all the warmest love, finance and support.

7. My beloved Mother, Father and my parent in law. Thanks for support and praying, no one better than you.

8. My best friends’ Uus and Risti thank for your kinds and togetherness.

9. All of my classmeets at TBI A

10.Everybody who can’t the writer mention one by one that has helped me to finish this graduating paper.

Salatiga, September 9th , 2015 The writer

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ABSTRACT

Prastiwi, Endah. 2015. “THE USE OF RETELLING NARRATIVE STORY METHOD TO IMPROVE SPEAKING SKILL ON SECOND YEAR

STUDENTS OF MTs SUNAN KALIJAGA KENDAL

KECAMATAN AMPEL 2014” A Graduating Paper. Educational Faculty. English Departement Institut of Islamic Study (IAIN). Consultant: Ruwandi, M.A

Keywords: Speaking Skill; Narrative Story.

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LIST OF TABLES AND FIGURE

Figure 2.1 Secret circle of any project 12

Figure 3.1 Research Design 30

Table 2.1 The Story Map of Narrative 16

Table 3.1 Educatioanal Facilities 23

Table 3.2 Organization Structure 24

Table 3.3 List of Teacher 25

Table 3.4 Profile of Students 26

Table 3.5 Data of Students 27

Table 3.6 Students Observation Sheet 33

Table 3.7 Asessment Scale for Oral Ability 35

Table 3.8 Students Achivement 37

Table 4.1 Clasification of Post-test result 42

Table 4.2 Result of observation cycle I 43

Table 4.3 Clasification of Post-test I result 43 Table 4.4 Clasification of Post-test II result 44

Table 4.5 Result of observation cycle II 46

Table 4.6 Result of Pre test 46

Table 4.7 Students Observation Sheet 48

Table 4.8 Result of Post test I 49

Table 4.9 Result of Post test II 51

Table 4.10 Result of Post test I and II 52

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CHAPTER I INTRODUCTION

A. Background of Study

Speaking is one of language skill which should be mastered by students. Besides speaking, students also need to master the other skills. The rats of they are: listening, reading and writing. If students are poor to master component above, it will difficult for students to study.

Mastering speaking is relly different from mastering the other skills. The difference is for instance the speaker and opponent in teach directly so they have no long time to prepare what they want to say. On speaking skill, the students must be active to product sentence automatically. Compare with other skill, speaking is more active and continuely used. Wardaugh (1977:3) state the language is a system of arbitrary vocal symbol used for human communication. English is considered as an international language because it is a language used widely by people all over the world. So, speaking skill is importantt to be mastered by students.

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to master speaking the students should master vocabulary, grammar, pronunciation, fluency and comprehension because it can help students to mix and match the word on speaking.

Based on my observation, the speaking skill of the second year students of MTs Sunan Kalijaga Kendal was still poor. For example, when speaking practice process the students often asked the meaning of word in English to Indonesian or Indonesian to English. On the other hand, when the teacher asked to the stdents for speaking English at teaching learning process the students felt difficult to say what they wanted to say. The minimum Achievement Criterion (KKM) of English subject of the second year students of MTs Sunan Kalijaga Kendal is 60, but almost students in that class got low scores (under the KKM). It made the teacher always carrying out remedial testing. (Haryati, Thursday 17th October).

According to the fact’ above, the students on the second year of MTs Sunan Kalijaga Kendal are still poor in speaking. The writer tries to look for the several problems faced by the second year students of MTs Sunan Kaijaga Kendal. The problems are various as follows:

1. The student’s enthusiasm and active learning are still not visible.

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6. The lack of the subject matter mastery, especially in speaking skill.

7. The learning processes and strategies used by the teacher are still monotonous and less interesting.

8. They are lack facility to improve their English Learning.

Based on observation in the previous explanations, one of the problems is because the students feel bored, since the teachers still use the same technique and the same strategy to teach. In teaching speaking, the teacher of MTs Sunan Kalijaga Kendal rarely gives practice for students. Retelling narrative story can be one of good methods to minimize the students’ boredom in learning English, especially in speaking skill.

The writer chooses retelling narrative story method because the mostly students in junior high school are still interested in fictive story. They always retell the movie or story the series on the television with their friends. The writer believes that retelling narrative story method is one of the methods that is appropriate and effective to teach speaking. Beside that, it can improve the academic achievement of students, because they do not require to continue learning, but they can learn by rolling.

Regarding the explanations above, the writer tries to conduct a research entitled “THE USE OF RETELLING NARRATIVE STORY METHOD TO IMPROVE SPEAKING SKILL ON SECOND YEAR STUDENTS OF MTs SUNAN KALIJAGA KENDAL KECAMATAN AMPEL IN THE ACADEMIC YEAR OF 2014/2015”

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1. Can the use of retelling narrative story method improve speaking skills on the second year student in MTs Sunan Kalijaga Kendal Kec. Ampel? 2. Does the application of retelling narrative story method signify speaking

skills improvement for student at MTs Sunan Kalijaga Kendal Kec. Ampel?

C. Objective of the Research The purposes of the study are:

1. To describe the use of retelling narrative story method to improve speaking skill on the second year student at MTs Sunan Kalijaga Kendal Kec. Ampel.

2. To know the application of retelling narrative story method signify speaking skill for student at MTs Sunan Kalijaga Kendal Kec. Ampel.

D. Benefit of the Research 1. For the researcher

a. The findings of the research can give a description on how to teach speaking skill by retelling narrative story method.

b. The findings of the research can improve the researcher speaking skill. 2. For the English teacher

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b. To help the teacher to decide the best technique for improving of ability speaking skill.

3. For the students

a. The finding of the research can improve students interest and gives motivation to improve their speaking skill.

b. Retelling narrative story can encourage students to learn English better.

E. Definition of Key Terms 1. Retelling Narrative Story

According to Hornsby (1994: 995) retelling is an activity in which tells ancient of past event (stories) for listener. It includes characters, events and settings are brought life.

Amanthor (2008:93)Narrative story is an imaginative story to entertain people. According to Bell (1993:32) narrative story is a story created to entertain, to gain and to hold a reader’s interest.

Therefore, retelling narrative story is an activity to tell ancient an imaginative story to entertain, to gain and to hold a reader interest.

2. Speaking skill

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period speaking skill is learned. Thus, speaking is the productive skill in the oral mode.

F. Literature review

In this paper, the writer summarizes two previous researches to prove the originality of this study. The first by Nafiatun (2013) conducted the research about the use of Elicitation Technique to Improve Students Speaking Skill. In this graduating paper, she analyzed about the use of elicitation as the medium technique to learning speaking skill. She concludes that learning speaking should use effective medium, so, teacher will know the strength and the weakness of their material and will be able to improve their speaking teaching.

The second study was done by Waluyo (2012) The aim of her study is to find out the effectiveness learning speaking skill by video. The result of her research is that good because the average 75, 60.

G. Graduating Paper Organization

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Chapter I is introduction it contents background of the study, focus of the research, objective of the research, benefit of the research, definition of key term, literature review and paper organization.

Chapter II containing about Theories. It reveals some ideas and opinion to the topic. In this section, consists of Definition of Speaking Skill, Principle of Teaching Speaking, Definition of Retelling Narrative Story, Kind of Retelling Narrative Story and Theoretical Framework.

Chapters III is Research Report it consists of The General Description of MTs Sunan Kalijaga Kendal, Method of the Research and Hypothesis of the Research.

Chapter IV is Research Finding it is about the Data Presentation, Data Analysis, and Discussion.

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CHAPTER II THEORIES

A. Speaking Skill

1. Definition of Speaking skill

Speaking skill is the ability to perform the linguistic knowledge in actual communication. Its function is to express some idea, feeling, thought and needs orally. According to Hornby (1995:318) speaking is making of words in an ordinary voice, uttering words, knowing and being able to use a language; expressing one in words, making speech.

According toHymes(1972) speak notonlyon the suitability ofasentencewiththe rules ofgrammar, butalsoconcerningcompliancewiththe

meaningandcontextof the sentence.Process

ofcommunicationbyusingalanguage,needs morethe abilitytouselanguagein accordancewith therules ofgrammar.

Hymesexplainedthattospeakproperly, someonenotonlylearn the vocabularyandgrammar, butalsothe contextoftheuse ofgrammar. The aspectsof speaking areSetting andScene. Settingsanaspectwhichincludes the timeandvenue for theaconversation. While thesceneislanguage style.

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neurological, semantic, and linguistic in nature, so that it is regarded as the most important form of communication.

Physical factors include motoric activities, body movement which supports speaking; psychological factors include a mental activity which is related to emotion, feeling, and the courage to express ideas. Neurological factors deals with the capacity of the brain nerve to produce language, while the semantic one relates with the meaning, and linguistics with the language itself.

There are some components to make fluent in producing speech, namely vocabulary, pronunciation, grammar, fluency and comprehension.

a. Vocabulary

Vocabulary is the word that is used in speaking. All language has words. Language emerges first as words, both historically and term of the way each or us learned our first and any subsequent language.

b. Pronunciation

Hornsby(1995:928) explains that pronunciation is a difficult component in learning speaking ability. Pronunciation itself is defined as the way in which a work is pronounced. It deal with phonology the study of how speech sounds structure and function in language.

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Grammar is partly the study of what forms or structure are possible in a language. Traditionally, grammar has been concerned almost exclusively with analysis at the level of the sentence. Grammar is a description of the role that governs how sentence are formed. d. Fluency

According to Hamer(1999:93) Fluency is the ability to process language speedily and easily. Fluency develop way do this is to use preassembled chunks of language. In speaking English, sometime fluency is more important and initial goals in a language rather than accuracy. Brown (2000:268) says that there are some features as fluency:

1) Pauses may be long but not frequent 2) Pauses are usually filled

3) Pauses occur at meaningful transitions points 4) In means that there are pauses in fluency e. Comprehension

Comprehension refers to understanding of language including comprehending what the speaker says. For oral communication it requires someone to respond the speech, if some speech he or she cannot respond what other speaker says automatically.

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Teaching speaking skill is focused on making students creative and active. The great part of time in process of learning speaking is dominated by students. Afterwards, it is dominated by instruction. It maximized the student’s competence in speaking. The students learn to think whey they are going to say with others on front of class. The students try to develop their creativity orally. Principles of teaching speaking are as follows Harmer(2001:102):

a. Help the students overcome their initial reluctance to speak b. Ask the students to talk about why they want to talk about c. Ask the students to talk about what they are able to talk about d. Provide appropriate feedback

e. Combine speaking with listening and writing

f. Incorporate the teaching of speech acts in the speaking.

3. Steps of Speaking

Hung Q. (2010:14)says that to achieve success in learning a new language we must do know the” secret Circle” of any project. And the secret circle can be described in the following:

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Source : Hung Q. (2010:14)

The writer carried out an action research with the following steps: a. Step 1 : Start Up

We start to speak up based our ability and the vocabulary that we have. b. Step 2 : Face some obstacle

May be we will find some problems to fluent speak up, but we must continue to speak up. Because it will do improving our ability on speaking.

c. step 3 : Make adjustment

In this step, we must make some adjustment and don’t stop here. We

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d. Step 4 : Achieve a small success

After we success make an adjustment, we will get small succes. But, we must remind to improve our ability.

e. Step 5 : Achive your target

We have conduct some steps above, and we will achieve our target to study speaking.

In the same book Hung Q. Pham (2010:89-90) say that the tecnique to develop of speaking skill is three steps. In will be describe as following:

a. Step 1 : Develop of fluency

The students will be working only on their fluency. They neet to set aside the pronounciation issue when they speak. When the students practicing of speaking do not neet to worry about their pronounciation. Just speak the way students feel confortable. The students fully focus on selecting the righ words and putting them in to the right order.

b. Step 2 : practice the pronounciation separately

The students will be focus more on polishing their pronounciation. To focus only on pronounciation and set aside the sentence building process, they can practice reading a loud rather than speaking spontaneously.

c. Step 3 : put the two things together

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1) Acquire the most common words and phrases by the Free reading and Sound-mapping listening techniques.

2) Start the first stage of speaking by practicing your free writing. The more you practice, the more quickly you will be able to pick up words and sort them into a proper order.

3) Develop your fluency first by practicing speaking without worrying about pronunciation. If you can write it down, you can speak it out.

4) Develop your pronunciation skills separately by practicing reading aloud.

5) Polish your speaking with pronunciation.

B. Retelling Narrative Story

1. Definition of Retelling Narrative Story

According to Hornby (1963:995) retelling is activity in which tells ancient of past event (stories) for listener. It includes characters, events and settings are brought life. Huda (2011: 151) says that retelling story is one of cooperative learning method. It was developed as an interaction among students, teacher and the learning material.

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So, retelling narrative story is activity to tell ancient an imaginative story to entertain, to gain and hold a reader interest.

2. The Characteristics of Narrative Story

According Keraf (2000:136) the characteristics of narrative story are:

a. Highligting element of the act or acts. b. Arranged in cronological order.

c. Trying to answer the question “what happened?” d. There is a conflict

The narrative is built by a story line. This groove will not be interesting if there is no conflict. In addition to the storyline, conflict and chronological arragement, the characteristic of more complete narrative revealed by Atar(2003: 31) as follows:

a. The form of a story about the event or the the students experience. b. Events presented in the form of events that actually occurred, can be

either purely imagination or a combination of both.

c. Based on the conflict, because without conflict ussually uninteresting narrative story.

d. Have an aesthetic volue.

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A story map

Beginning

Setting The place

Character The being involved

Problems

There’s always problem,

the knot, the source of tension

Middle Events

The organized around a plot, initiating events, subsquent events, rising excitement and climax (yhe high point in the story where the problem is solved). Including in these events maybe some roadblock that the character encounter while attempting to solve the problem.

End Resolution

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End The point of the story 3. The kind of narrative story

a. A myth

A mythis not quite the same of legend. Sometime a myth is loosely based on a real event but, more often than not, it is a story that has been created to teach people about something very important and meaningfull. Myths are often used to explain the word and major events, which, at the time, people were not able to understand – earthquakes, floods, volcanic eruptions, the rissing and setting of the sun, illness and death. Many of the myths relating to such events have survived for a very long time, sometime for thousands of years, as it is only in recent times that we have begun to understand why some of these things happend. It is considered a true sacred story in the remote past. (http://myths.e2bn.org/about/info272-what-are-myths.html) Example: Oedipus, Malin Kundang, Nyai Roro Kidul and etc.

b. A Legend

Legends are stories about people or events which have been

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Legendsmay be different from Myths but both are passed down from one generation to another orally or through the written medium.

Alegendis a narrative told as a true story with people and locations clearly identified. In other words the story of a legend is narrated like a historical event rather than functioning as a symbolic narrative. Thelegend may contain descriptions of historical events. Some examples of legends could be stories about Robin Hood which are set in the background of the England during the reign of Richard (1189-99).

Today the word legendis still used to talk about people and their singular deeds or actions but maybe in a more modern context. Thus it may be common to talk of a good football player as a “football

legend” or a “sporting legend” to describe the stalwarts of any sports. Similarly a famous actor or film personality can well be remembered as a “film legend”. By referring to the person as a legend, importance

is given to the skills or feats they have achieved in their respective fields. (www.innovateus.net/innopedia/what-are-legends)

c. Folktale

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d. A folklore

Folklore is the traditional art, literature, knowledge, and practice that are disseminated largely through oral communication and behavioral example. Every group with a sense of its own identity shares, as a central part of that identity, folk traditions–the things that people traditionally believe (planting practices, family traditions, and other elements of worldview), do (dance, make music, sew clothing), know (how to build an irrigation dam, how to nurse an ailment, how to prepare barbecue), make (architecture, art, craft), and say (personal

experience stories, riddles, song lyrics).

(www.afsnet.org/?page=WhatIsFolklore)

Folklore is so much a part of our everyday life that we don't always stop to think about it. Family traditions, holidays, special sayings, and foods, all these are part of folklore.

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4. The generic structure

The generic stucture of narrative story are:

a. Orientation it’s about the opening paragraph where the characters of the story are introduced.

b. Complication is where the problems in the story developed.

c. Resolution is how the problems in the story are solved."Happy ending" or "bad ending".

C. Theoretical Framework

The theoretical framework of teaching learning process about retelling narrative story to speaking skill mastery will be explain in this section.

Based observation the previous explanations, one of the problems is since the students feel bored, because teachers still use the same technique and the same strategy to teach. In teach speaking, the teacher on MTs Sunan Kalijaga Kendal rarely give practice for students. Beside that the mean of students in junior high school still interest with fictive story. They always retell the movie or story the series on the television with their friends.

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CHAPTER III RESEARCH REPORT

In this chapter, the researcher carries out the research report, which includes:

A. The General Description of MTs Sunan Kalijaga Kendal 1. The History MTsSunan Kalijaga Kendal

The name of this school is Madrasah Tsanawiyah Sunan Kalijaga Kendal that is takes shelter in the LP (lembaga pendidikan) Ma’arif NU Boyolali. The school is located in Kendal, Sampetan, Ampel, Boyolali, 57352. This school has been operation since June 1986.The location is not strategic because it far from public service. Most of students are going to school by walking, because there is no public transportations which can be use.

2. Situation of MTs Sunan Kalijaga Kendal

The location of MTs Sunan Kalijaga Kendal is not strategic, because it far from public service such as main street. The teaching learning process begins at 07.30 am and ends at 13.30 pm every day except on Friday and Saturday.

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EDUCATIONAL FACILITIES IN ACADEMIC YEAR OF 2013/2014

No. Facilities Number

1. Headmaster room 1

2. Teacher room 1

3. Library 1

4. Classroom 6

5. Lab. Computer 1

6. Administration room 1

7. OSIS room 1

8. Toilet 4

9. Warehouse 1

10. Circulation room 1

11. Lap. Volley 1

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3. The Organization Structure

The Organization Structure of MTs Sunan Kalijaga Kendal is: TABLE3.2

THE ORGANIZATION STRUCTURE OF MTs SUNAN KALIJAGA KENDAL IN ACADEMIC

2013/2014

Foundation

SchoolCommittee Headmaster

Treasurer Secretary

Teacher

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4. The profile of Teacher

In teaching learning process, the teachers have important roles. Their existence is always needed in every school of educational institution. They will give material of subject. The number of MTs Sunan Kalijaga Kendal teachers, look at the Following table.

TABLE3.3

THE LIST OF TEACHERS AND STAFF IN MTsSUNAN KALIJAGA KENDAL

IN ACADEMIC YEAR OF 2013/2014 No. Name of Teacher Education Subject

1. Ahmad Makarim Hidayat S.I Civic Education

2. Tri Noer Cayani S.I Indonesia Language

3 Manan SLTA The History of Islam

Civilization, Al Qur’an

Hadist

4 Muhsoni D.II Aqidah Akhlak

5 Wiwik Sundari D.II Social Science and Art

6 Juweri S.I Math

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8 Winarni Biology

9 Edi Ismail D.II Sport

10 Suyono D.III TIK

11 Wiji Lestari S.I Javanese Language

12 Arifin S.I Fiqih and Geography

13 Haryati S.I English

14 Wahib Kaqmal S.I Reading and Writing

Qur’an, Fiqh, Arabic

Language

15 Muntaha MTs Staff

5. The Profile of Students

The profile of students in the academic year of 2013/2014

TABLE 3.4

PROFILE OF STUDENTS IN ACADEMIC YEAR 2013/2014

No. Grade Students Number of

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1. VII 25 10 35 1

2. VIII 11 29 40 2

3. IX 20 16 36 2

56 55 111 5

The writer takes students of second years especially on VII.B class of MTs Sunan Kalijaga Kendal as the subject of research. There are 21 students in one class group. Data of students name are:

TABLE3.5

DATA OF STUDENTS NAME FROM SECOND YEAR IN ACADEMIC YEAR 2013/2014

No. Names of Students

1 Adek Efendi S

2 Ana Safitri

3 Bayu Pramana A

4 Purwanti Ningsih

5 Fitria Yuni Lestari

6 Isna Qurotul A

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8 Mulyani

9 Nur Candra Hariani

10 Putrid Yanti

11 Rigan Adi S

12 Rohati

13 Styoningrum

14 Siyamti

15 Sukarti

16 Suprihadi

17 Tri Juniardi

18 Tri Wijayanti

19 Vika Nur Aini

20 Bagas Indra S

21 Adya Kurniawan

B. Research Methodology

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Research can be defined as the process of problem solving. To solve the problem, we need a method. The choice of the method depends on the objective of the research. Related to this research, the writer uses descriptive quantitative approach. According to Hadjar (1999:274), descriptive research is a research that is generally used to collect information about the status or condition of the existing phenomenon in a factual and accurate. It intends to explain the condition trough the description of what actually happens when conducting the research.

Thus, the purpose of the purpose of descriptive research is to get the information about existing conditions and to find out the correlation among the variables(Mardalis: 2004; 26). Descriptive method is not only limited to collect and arrange the data, but also to analyze and interpret the meaning of the data.

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data collection process of this research is based on the sampling and questionnaire technique.

2. Type of Research

Type of research is Classroom Action Research. It means that, the writer will describe the phenomenon that arises from the object of the research factually, accurately by statistic method.

3. Research Subject

Since the study of this research is Classroom Action Research, the subject of the study will be taken from student, particularly second grade students of MTs Sunan Kalijaga Kendal. The writer chooses that school due to some factors such as the teacher and students have pleasant interaction.

Besides that, in MTs Sunan Kalijaga Kendal the student’s condition has intelligence which mean. The students need comprehended easy and interesting study. So, the writer will be applying retelling narrative story to some method teaching-learning process that makes students be happy and easy to comprehend.

Seeing the fact above, the writer believes that this subject is fulfilling the requirement of this research and to be representative institutions which applied effectiveness study English in teaching learning process.

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Classroom action research is research designed to help teacher to find out what is going on in their classroom, and use that information to make wise decision for the future.

The picture below is the brief description of component that is done in each cycle.

FIGURE 3.1

Research design cycle:

Source : Arikunto (2010:131)

To make the data in this research complete and clear, the writer describes the research design of teaching speaking skill as follow:

Planning At planning stage, the researcher formulates some procedural acts how to improve student’s speaking

skill by narrative story. The procedures are put in some lesson plans. In this saction the students will do pre-test to know the ability of speaking skill before

Acting

Planning Observing

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teaching speaking by narrative story

Acting At acting stage, the researcher tries to implement some tecniques or procedural acts that have been formulated at planning.

Observing When the researcher is implementing some technique or procedural acts in improving student’s

speaking skill by narrative story, she is also observing the teaching and learning process. The students will do post-test to know the ability of speaking skill after teaching speaking by narrative story.

Reflection After observation process is done, the researcher make a reflection to evaluate teaching learning process and the students’ speaking skill improved.

5. Data Collection method

The methods that the writer uses are library research, test, observation, interview,and documentation.

a. Test

A test is a series of questions of other which are used to measure the individual’s or group’s skill, knowledge, intelegence

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To get accurate data, the researcher uses pre-test and post-test. Pre-test is used to find out how far is the student’s ability before teaching speaking skill. And post-test is used to find out how far the students’ improve speaking skill after teaching-learning process. b. Observation

Observation means a technique of collecting data by observing the subject of the research directly. The writer uses this technique in order to investigate the running of the English teaching-learning process. In getting the data, the writer has came to speaking class to make an observation.

c. Interview

Interview means a technique of collecting the data by making a conversation with the particular purpose. Interview is held in face-to-face process. The writer asks both teacher and students to know more about teaching-learning process in speaking class.

d. Dokumentation

According to Arikunto (1998: 149) documentation is needed to know about the situation and condition of the students, teachers, and school’s profiles.

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data is a record of events in the past in the form of handwriting, pictures, or even literature works.

6. Research Instrument

The instrument used to collect the data is observation sheets and test. The writer use pre-test and post-test.

Question sheet

Pre-test Retell the narrative story about “Sleeping Beauty”! Post-test I Please retell the video about “ZUU” with your own

language.

Post-test II Make the narrative story about anything that you like and share with your friends in front of class.

TABLE 3.6 Students’ Observation Sheet

Object

Note A B C D

1 Adek Efendi S

2 Ana Safitri

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4 Purwanti Ningsih

5 Fitria Yuni Lestari

6 Isna Qurotul A

7 Lisa Ariani

8 Mulyani

9 Nur Candra Hariani

10 Putrid Yanti

11 Rigan Adi S

12 Rohati

13 Styoningrum

14 Siyamti

15 Sukarti

16 Suprihadi

17 Tri Juniardi

18 Tri Wijayanti

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20 Bagas Indra S

21 Adya Kurniawan

∑

Explanation : A : Pay attention

B : Activeness in asking questions C : Activeness in responding questions D : Entusiasm in doing test

7. Evaluation Criteria

In the oral test, the writer used speaking assessment rubric as the following:

TABLE 3.7

THE ASSESSMENT SCALE FOR ORAL ABILITY Aspect Score Details

Pronounciation 25 Easy to understand pronounciation and have a native accent

20 Easy to understand though with a certain accent

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make the listener must concentrated fully and sometimes there are misunderstandings

10 It is difficult to understand because of pronounciation problems, often asked to repeat

5 A serious pronounciation problems that cannot be understood

Grammar 25 No or few grammatical error

20 Occasionally makes grammatical errors but does not affect the meaning

15 Often make grammatical errors which affect meaning

10 A lot of grammatical errors that impede meaning and often rearranging sentences

5 A grammatical error is so severe that is difficult to understand

vocabulary 25 Using the vocabulary words and phrases such as native speakers

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15 Frequent use of inappropriate vocabulary, conversation is limited due to limited vocabulary

10 Using the wrong vocabulary and vocabulary is limited so it is difficult to understand

5 A very limited vocabulary so that the conversation is not possible

Content 25 Easy to express ideas although there is repeating in certain part

20 Sometimes difficult to express ideas due to limited vocabulary

15 Little difficult to express ideas verbally and a lot of repeating

10 Difficult to express ideas searching for vocabulary does not complete utterances

5 Limited to express ideas communication difficult although in simple dialogue

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The Students’s Achievement

Criteria of Assessment Grade

91 – 100 Excellent

81 – 90 Very good

71 – 80 Good

61 – 70 Fair

51 – 60 Poor

Less than 50 Very poor

8. Data Analysis

After collecting the data, the writer will calculate the mean of the students’ score. This method is used to know the students’ score of

speaking in each cycle. The formula according Hadi (1981 : 246) is: a. M =

Explanation:

M = Mean of students’ score ∑x = the sum ofstudents’ scores N = the total number of students

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The first step, the writer calculate SD, the formula is:

√ ( )

Explanation:

SD = Deviation Standart for one sample t-test D = Different between pre-test and post-test N = number of observation in sample

c. T-test

After calculating the SD, the writer doing test to know is there any significant differences or not between pre-test and post-test. The formula is:

(

)

(

_√

)

Explanation:

= T-test for the differences of pre-test and post-test

= Deviation Standart for one sample t-test = Different between pre-test and post-test = Number of observation in sample

C. Hypotheses of the Research

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Sunan Kalijaga Kendal, and Method of the Research.of the research “retelling narrative story method will be improving student’s speaking

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CHAPTER IV DISCUSSION

In this research, the writer analyzed data collected from twenty one students of the class VIII.B MTs Sunan Kalijaga Kendal in the academic year 2013/ 2014. It displays the discussion of the collected data since in the begining until the end of the research.

A. Description of MTs Sunan Kalijaga

Based on my observation, the location of MTs Sunan Kalijaga is not strategic, because it far from public service suct as main treet. At made observation, the writer look for the several problem. The problems are various as the student’s enthusiasm and active learning are still not visible, they are lack facility to improve their English learning, and the learning processes and strategies used by the teacher are still monotonous and less interesting.

In addition, the writer as a teacher and observer tried to apply narrative story method to minimize the students’ boredom in learning English, especially in speaking skill.

B. Description of Second Year Students of MTs Sunan Kalijaga

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word in English to Indonesian or Indonesian to English. On the other hand, when the teacher asked to the stdents for speaking English at teaching learning process the students felt difficult to say what they wanted to say. The minimum Achievement Criterion (KKM) of English subject of the second year students of MTs Sunan Kalijaga Kendal is 65, but almost students in that class got low scores (under the KKM). It made the teacher always carrying out remedial testing.

C. Description of Research Conduct

The observation started in 10 April and finish in 20 April 2014. Based on my observation, the students in this school to learning English specilly on speaking skill was still poor. So, the writer believes that retelling narrative story method is one of the methods that is appropriate and effective to teach English specially on speaking skill.

The teachers on MTs Sunan Kalijaga, supporting the writer to apply retelling narrative story as good methods to improve the students’ speaking skill.

D. Data Analysis 1. Cycle I

Moreover, the research would like to analize students’

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score of pre-test. The average of the students’ score was calculated as follow:

M = =

TABLE 4.1

The clasification of Pre-test result Criteria of

Assessment

Frequency Precentile Rank (%)

Grade

91 – 100 - - Excellent

81 – 90 - - Very good

71 - 80 - - Good

61 – 70 2 9,52 Fair

51 – 60 13 61,90 Poor

Less than 50 6 28,57 Very poor

TABLE 4.2

The result of observation cycle I

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Pay Attention 8

Activeness in asking question 2

Activeness in responding question 3

Entusiasm in doing test 8

1. Cycle II

a. Mean of Post-test I

M = =

TABLE 4.3

The clasification of Post-test I result Criteria of

Assessment

Grade

81 – 90 - - Very good

71 - 80 5 23.81 Good

61 – 70 11 52.38 Fair

51 – 60 4 19.05 Poor

Less than 50 - - Very poor

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M = =

TABLE 4.4

The clasification of Post-test II result Criteria of

Assessment

Grade

81 – 90 2 9.52 Very good

71 – 80 7 33.33 Good

61 – 70 11 52.38 Fair

51 – 60 1 4.76 Poor

Less than 50 - - Very poor

c. SD of Post-test I and Post-test II

From the data above, the teacher calculated SD of post-test I and post-test II.

√ ( )

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= √

The result of observation cycle II

Aspect Total

Pay Attention 6

Activeness in asking question 4

Activeness in responding question 3

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E. Cycle I

1. The result os student’s score pre-test can be seen in the table as follows:

TABLE 4.6 The result of pre test

No. Names of Students Pre Test

1 AdekEfendi S 55

2 Ana Safitri 60

3 BayuPramana A 55

4 PurwantiNingsih 60

5 FitriaYuni Lestari 40

6 IsnaQurotul A 60

7 Lisa Ariani 45

8 Mulyani 60

9 NurCandraHariani 50

10 Putrid Yanti 65

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12 Rohati 55

13 Styoningrum 70

14 Siyamti 55

15 Sukarti 45

16 Suprihadi 55

17 Tri Juniardi 45

18 Tri Wijayanti 55

19 VikaNurAini 40

20 BagasIndra S 60

21 AdyaKurniawan 65

∑ 1155

2. The students’ involvement during the lesson can be seen on the table bellow:

TABLE 4.7

Studens’ Obsevation Sheet

Object

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1 AdekEfendi S √

2 Ana Safitri √

3 BayuPramana A √

4 PurwantiNingsih √

5 FitriaYuni Lestari √

6 IsnaQurotul A √

7 Lisa Ariani √

8 Mulyani √

9 NurCandraHariani √

10 Putrid Yanti √

11 RiganAdi S √

12 Rohati √

13 Styoningrum √

14 Siyamti √

15 Sukarti √

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17 Tri Juniardi √

18 Tri Wijayanti √

19 VikaNurAini √

20 BagasIndra S √

21 AdyaKurniawan √

∑ 8 2 3 8

Explanation:

A : Pay attention : 8

B : Activeness in asking questions : 2 C : Activeness in responding questions : 3 D : Enthusiasm in doing test : 8

F. Cycle II

1. the result of students’ score of post-test can be seen in the table as follow:

TABLE 4.8 The result of post-test I

No. Names of Students Score

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2 Ana Safitri 80

3 BayuPramana A 60

4 PurwantiNingsih 70

5 FitriaYuni Lestari 55

6 IsnaQurotul A 75

7 Lisa Ariani 65

8 Mulyani 70

9 NurCandraHariani 70

10 Putrid Yanti 65

11 RiganAdi S 70

12 Rohati 70

13 Styoningrum 80

14 Siyamti 75

15 Sukarti 55

16 Suprihadi 65

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18 Tri Wijayanti 65

19 VikaNurAini -

20 BagasIndra S 75

21 AdyaKurniawan 70

∑ 1360

TABLE 4.9

The result of post-test II

No. Names of Students Score

1 Adek Efendi S 70

2 Ana Safitri 85

3 Bayu Pramana A 65

4 Purwanti Ningsih 75

5 Fitria Yuni Lestari 75

6 IsnaQurotul A 70

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8 Mulyani 70

9 Nur Candra Hariani 75

10 Putri Yanti 70

11 Rigan Adi S 80

12 Rohati 65

13 Styoningrum 85

14 Siyamti 65

15 Sukarti 70

16 Suprihadi 70

17 Tri Juniardi 75

18 Tri Wijayanti 70

19 Vika Nur Aini 75

20 Bagas Indra S 60

21 Adya Kurniawan 75

∑ 1510

TABLE 4.10

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No. Name of students

Post Test I

PostT est II

Different score (D)

D²

1 AdekEfendi S 65 70 5 25

2 Ana Safitri 80 85 5 25

3 BayuPramana A 60 65 5 25

4 PurwantiNingsih 70 75 5 25

5 FitriaYuni Lestari 55 75 20 400

6 IsnaQurotul A 75 70 -5 25

7 Lisa Ariani 65 65 0 0

8 Mulyani 70 70 0 0

9 NurCandraHariani 70 75 5 25

10 PutriYanti 65 70 5 25

11 RiganAdi S 70 80 10 100

12 Rohati 70 65 -5 25

13 Styoningrum 80 85 5 25

14 Siyamti 75 65 -10 100

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16 Suprihadi 65 70 5 25

17 Tri Juniardi 60 75 15 225

18 Tri Wijayanti 65 70 5 25

19 VikaNurAini - 75 75 5625

20 BagasIndra S 75 60 -15 225

21 AdyaKurniawan 70 75 5 25

∑ 1360 1510 185 7200

b. The students’ involvement during the lesson can be seen on the table bellow:

TABLE 4.11

Studens’ Obsevation Sheet

Object

Note A B C D

1 AdekEfendi S √

2 Ana Safitri √

3 BayuPramana A √

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5 FitriaYuni Lestari √

6 IsnaQurotul A √

7 Lisa Ariani √

8 Mulyani √

9 NurCandraHariani √

10 Putrid Yanti √

11 RiganAdi S √

12 Rohati √

13 Styoningrum √

14 Siyamti √

15 Sukarti √

16 Suprihadi √

17 Tri Juniardi √

18 Tri Wijayanti √

19 VikaNurAini √

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21 AdyaKurniawan √

∑ 6 4 3 8

Explanation:

A : Pay attention : 6

B : Activeness in asking questions : 4 C : Activeness in responding questions : 3 D : Enthusiasm in doing test : 8

G. Discussion

In this research, the writer acts as the teacher and learning process by Mrs. Haryati is English teacher in there. The writer arraged two cycles, each cycles consist of planning, action, observation and reflection. The whole steps of this research are explained in the description bellow:

1. cycle I

a. Planning

Before conducting the research, the writer prepared the instrument of the research, they are as follow:

1) Lesson plan

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2) Material

In the first cycle, the writer used theme about “telling

narrative story about Cynderella”. She used several books as a

resource and looking for the material in the internet. 3) Teaching aid

The writer prepared some instrument, such as: blank paper, rubric, and board maker.

4) Sheet for classroom observation

Sheet for classroom observation was prepared in order to know the condition of teaching learning proces.

5) Test (pre-test and post-test)

Pre-test was a test that was given to the students before the teaching learning process. Meanwhile, post-test was a test that was given to the students after teaching learning process was conducted.

b. The Implementation of the Action

On Wednesday 10 of April 2014, the researcher entered to the class. The atmosphere of the class was quite after reading Asmaul Husna. Every morning the students read Holy Qur’an and Asmaul

Husna before studying. Then the researcher began the lesson. Teacher : “Assalamualikum Wr. Wb.”

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Students : “Good morning miss.” Teacher : “How are you today?”

Students : (together) “We are fine, thanks you and you?” Teacher : “I fine too, thank you. Ok class, before our start

study English, let’s say basmallah together.” (teacher and students say bismillahrrohmaanirrohim)

Teacher : “Now, please you’re translating the words in English. Ok!”

Fitri : “Ok. And when you will introduce yourself miss?”

Teacher : “Before it, deal?”

Students : “Yes Miss” (almost of the students answered) Teacher : “Are you ready?”

Students : “Yes Miss” (almost of the students answered again)

Teacher :”Please you are translating in English.”(Teacher asked the name of words in English and students must translate with arrange) “ Makan-hidung-bebek-semua-senang.”

Then the students answer one by one and the teacher write on white board.

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Siyamti :”Duck” Bayu :”All”

Vika :”Happy, Miss.”

Teacher :” Ok, Right. Now you can read just on the first words.”

Ana :”Your name is Endah, Miss?” Vika :” Where do you life, Miss?”

Teacher :”Yes, I life in village Kaligentong and every day I teach in MI Kaligentong. I think enough, lets we continue study speaking. Okay. ”

The teacher introduced the mode of presentation in studying English gave the pre test for students. The writer asks to retell narrative story which the students know minimal on five sentences one by one. Actually, she found that most of the students were nervous and confuse to do the test. After finish all students pre test, she began the teaching learning process.

Teacher :”Look at this picture! Do you know what this picture?”

Students : All the students answere”Cinderella”

Teacher :”Right, this picture about Cynderella. Now, please read the story, look for the difficult word and retell in front of class.”

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Teacher :”Rich Kingdom is kerajaan kaya” Nia :” What is a fairy?

Teacher :”A fairy is peri baik hati”. You can look at dictionary.

And the students start to retell the story in front of class group by group, not long time bell is ringing.

Students :”Time is out Miss.”

Teacher :”Okay today our meeting is enough, let’s say hamdallah together.

Students : “Alhamdulillahirrobila’lamin” Teacher : “wasalamu’alaikum wr. Wb.” Students : “wa’alaikumusalam wr. Wb.”

The next meeting is on Saturday 13 April. As ussulally they read holly Qur”an and Asmaul Husna before starting the lesson, but

that day was different, they lookd very happy when we come. Then the teacher told the students about the topic that day, and ask the students about it.

Teacher : “Good morning students, how are you today?” Students : “ Good morning Miss, we are fine thank you,

and you?”

Teacher :” I’m fine too thank you. Ok class, let’s star our metting by saying basmallah together.

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Teacher : “ Today, we will discuss abou narrative text, pernahkah kalian dengar tentang narrative teks?(have you ever heard about narrative teks?) Students : “Yes Miss.”

Techer : “ What is narrative itself?

Ragil : “Narrative is story fictive Miss.”

Ana :”Seperti cynderella, putri tidur.” ( As Cynderella and Slepping Beauty)

Teacher : “ Ok narrative adalah teks yang menceritakan tentang imajinasi seseorang yang bertujuan untuk menghibur.” (the narrative story is an imaginative story to entertain people.”

Then the teacher explain about the generic structure of narrative story, what kind of tense used in narrative, and give some example about narrative teks. After that, the students asked to read and identify the generic structure.

Teachers : “ now, please read this text then tried to analyze the generic structure.”

After analyzingit the teacher discussed and asked whether any question or not, then she closed the meeting.

c. Observation

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companied by a collaborator observer. By monitoring the students’ activity in this action, we could see that the students were ready in the class when the teacher comes. Every morning before the lesson started, the students read holy Qur’an and Asmaul Husna.

The students looked so enthusiastic when to follow teaching learning process. The class situation was conducive; they were very enthusiasm to join the class and also more active than in the first meeting. In the research the teacher had dominant function. She served as a model; provide help, support, guidance, facilities to build up an interaction in all learning activities in English class. When students presented the result in front of class, students still did not have high confidences therefore they were so shy and afraid if they would do mistake on their pronunciation because they were not only lack of vocabulary but also in the using of grammar was not good enough such as they not like to Cinderella, this invitation is from the palace. But the students were active enough.

d. Reflection

Base on the observation of the cycle I, the researcher had to reflect the weakness that happened in the learning process to maximize the students’ speaking skill.

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2) The researcher has to motivate the students to present in front of class.

Furthermore, the mean score between pre–test and post–test shows an improvement. It can be seen from the comparison between the mean of pre–test and mean of post–test in the cycle I. The mean of the pre–test is 55 while the mean of the post–test is 64.76. Based on the comparison above, the method of retelling narrative story is successful to improve students’ speaking skill.

The improvements of students’ speaking skill can be seen from the students’ achievement in passing the standardized of score

(KKM) which is stated by the English teacher in 60. According to the results score of post – test, there are more than 50% of students can pass the standardized score (KKM). In this case, the researcher’s target has not been achieved yet. The researcher states the target of students’ improvement in speaking skills is more than 70% of the total students’ number. From the observation result, the researcher finds that the weaknesses of cycle I are inappropriate the passage and the lack of students’ vocabulary.

2. Cycle II

Base on the result of cycle I, it is necessary for the teacher to continue to the next cycle:

a. Planning

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1) Lesson plan as a guide for teacher, activities in the class, so teaching and learning process can be controlled.

2) Material video about narrative text. 3) Sheet for classroom observation.

4) Test (post-test) to know whether students’ speaking skill improve or not.

b. The implementation of the research

On Wednesday 17 April, the writer entered the class. As usual, all of the students’ were ready in the class. In action II,

the researcher revised the teaching learning process in cycle I where students’ still have difficulties in speaking skill. Some students’ had wrong pronunciation, did not understand the

teacher mean when she spoke in English, had many mistake in grammar and also some of them were low confident. Before starting the lesson, teacher gave an activity as the warming up. The situation as follows:

Teacher : “Assalamualaikum wr.wb.” Students : “Waalaikumusalam wr.wb.”

Teacher : “Good morning students, how are you today? Students : “Good morning Miss, I’m fine and how are

you?”

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Students : (together) “Bismillahirrohmaanirrohim.” Teacher : “Okay class, we will continue our study

yesterday, do you remember what has we learned yesterday. But now I will show you a video about narrative.”

Then teacher play the video. After that, the teacher asked to students about the story inside.

Teacher : “What do you think about this video?”

Students : “About the children which would have a dog Miss?”

Teacher : “Yes, Where did it take place?” Students : “The children house Miss.”

Teacher : “Ok please retell the video using your own words. Who will to retell the first?”

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Teacher :”Good, give applauses to your friend. Ok any other volunteer to retell the video?” (all the students is silent) ok let’s we try to analyze the

generic structure of the text and the language feature this video.( tapi sebelumnya mari kita ingat, narrative itu pakai presen tense yaitu yang terjadi saat ini, bukan telah terjadi maupun akan terjadi) are you understand? Students : “Yes Miss.”

Then teacher and students analyze the structure of the text. After that, the teacher gives post-test for the students.

Teacher: “I have video about Zuu make a cake on mother birthday, please retell this video with your own words, I give you 15 minutes to prepare it. Do you understand?”

Students : “Yes”

The teacher walked around the class in order to check the students along doing the test. Actually, she found that most of students were confused in doing the test. Some of them asked their friends. Then, she said “Ok everybody if you have any

difficulty don’t afraid to ask me, I will assist and guide you”.

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Teacher : “Ok class, time is up so give applause for us, I will so glad today because I can share my knowledge to you all. Thanks for your attention today and let’s close our meeting by

saying hamdallah together.” Students : “Alhamdulillahirobbilalamin.” Teacher : “ Wassalamualikum wr.wb.” Students : “Waalaikumusalam wr.wb.”

On Saturday, 20 April 2014 the teacher entered the class. As usually they read holy Qur’an and asmaul husna before starting the lesson. After it, the teacher began the lesson.

Teacher : “Assalamualaikum wr.wb.” Students : “Wa’alaikumusalam wr.wb.” Teacher : “Good morning every body.” Students : “Good morning Miss.” Teacher : “How are you today?”

Students : “we are fine, thank you and you?”

Teacher : “I’m fine too thanks you. Ok class, let’s star our meeting by saying Basmallah together.” Students : “Bismillahirrohmaanirohim.”

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Teacher : “Ok I will give you some test.” (All of the students silent) “Are you ready?”

Students : “No, takut Miss.” (No, I’m afraid Miss) Teacher :” Don’t afraid I didn’t will bite you,(all the

students is smile) we will study together, anggap saja tidak ada yang lebih baik dari you (make adjust that nothing better other you) Students : “Yes Miss.”

Teachers : “Ok please retell narrative story that you like. For example you can retell about Cinderella, Malin Kundang, Joko Tingkir, etc. I give you 15 minutes to prepare it.” (Then the teacher

asks students to doing it.)

Teacher : After few minute ”Have you finished?” Students : “Not yet Miss.”

Teacher : “OK 5 minute again.” Students : “Yes Miss.”

After finish, the students practice one by one in front of class. After all the students practice, the teacher gave little feedback to the students.

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(remember present tense uses verb1 as go not went)

Students : “Ok Miss.”

Teacher : “Because time is up, thanks’ for your attention and give applause for all of you. Let’s say Hamdallah together”

Students : “Alhamdulillahirobbil’alamin” Teacher :“Wassalamualaikum wr.wb.” Students : “Wa’alaikumusalam wr.wb.” Teacher : “Good bye and see you” Students : “See you Miss.”

c. Observation

The students looked enthusiastic in following teaching learning process. Teacher remained to the material that has been studied previously, with giving questions to students. There were some students who could answer the questions from the teacher, but also there were only several students who kept silence. After explaining the material, the teacher asked the students to retell story from the video with own words and retell narrative story that their like then practice it in front of class. At cycle II students look more confidence in conveying their opinions.

THE USE OF RETELLING NARRATIVE STORY METHOD TO IMPROVE SPEAKING SKILLS ON SECOND YEAR STUDENTS OF MTs SUNAN KALIJAGA KENDAL KECAMATAN AMPEL IN THE ACADEMIC YEAR OF 2014/2015 - Test Repository