TEACHING SPEAKING THROUGH STORYTELLING.

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Istiqomah Nur Rahmawati, 2014

Teaching Speaking Through Storytelling

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TEACHING SPEAKING THROUGH STORYTELLING

(A Study at a University in Bandar Lampung)

A Thesis

Submitted in Partial Fulfillment of the Requirements for Master’s Degree in English Education

By:

Istiqomah Nur Rahmawati

1101126

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ii

2014

COPYRIGHT

TEACHING SPEAKING THROUGH STORYTELLING (A Study at a Universityin Bandar Lampung)

oleh:

Istiqomah Nur Rahmawati

S.Pd Universitas Negeri Yogyakarta, 2008

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Sekolah Pascasarjana Universitas Pendidikan

Indonesia Program Studi Pendidikan Bahasa Inggris

Januari 2014

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

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v

DECLARATION

I hereby certify that this thesis entitled TEACHING SPEAKING THROUGH STORYTELLING (A Study at a University in Bandar Lampung) is completely my own work. I am fully aware that I have quoted some statements and ideas from various sources. All of the quotations are already acknowledged.

Bandung, January 2014

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENT

Page

TITLE i

COPYRIGHT ii

APPROVAL PAGE iii

DECLARATION iv

TABLES OF CONTENT v

LIST OF TABLES viii

LIST OF FIGURES ix

ABSTRACT x

PREFACE xi

ACKNOWLEDGMENT xii

Chapter I. Introduction 1

1.1. Bacground to the Study 1

1.2. Purpose of the Study 4

1.3. Research Questions 4

1.4. Research Design 4

1.5. Research Hypothesis 5

1.6. Significance of the Study 5

1.7. Definition of the Terms 6

1.8. Scope of the Study 6

1.9. Thesis Organization 6

Chapter II. Literature Review 8

2.1. Speaking 8

2.2. Teaching Speaking 12

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2.4. Techniques in Teaching Speaking 21

2.4.1. Storytelling 22

2.4.2. Group Discussion 32

2.4.3. Role-Play 33

2.4.4. Games 34

2.5. Lecturer’s Role in the Speaking Classroom 35

2.6. Lecturer’s Strategies in Teaching Speaking 36

2.7. Speaking and Other Skills 46

2.8. Assessing Speaking Performance 47

Chapter III. Research Method 49

3.1. Research Design 49

3.2. Research Questions 50

3.3. Research Hypothesis 50

3.4. Population and Sample 51

3.5. Research Setting 52

3.6. Research Instruments 53

3.6.1. Materials for Pre-test and Post-test 53

3.6.2. Scoring Rubric for Pre-test and Post-test 54

3.6.3. The Questionnaires 56

3.7. Research Procedures 57

3.7.1. Pre-test 57

3.7.2. Experimental Group Treatment 58

3.7.3. Post-test 59

3.7.4. The Questionnaires 60

3.8. Clarification of Key Terms 60

Chapter IV. Findings and Discussions 61

4.1 The improvement of Students’ Speaking Skill through Storytelling 61

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4.1.2. Post-test Scores of Experimental Group 67

4.2. The Students’ Responses towards the Use of Storytelling Technique in Teaching Speaking

73

4.3. Discussion 82

4.4. Closing Remarks 88

Chapter V. Conclusions and Suggestions 89

5.1. Conclusions 89

5.2. Suggestions 91

REFERENCES 93

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF TABLES

Page

Table 2.1. Guidelines on How to Select Appropriate Tales and What to Consider both during and after Storytelling

41

Table 3.1. The Research Design 49

Table 3.2. The Characteristics of the Study 51

Table 3.3. Time Schedule of the Treatment 52

Table 3.4. The Sample of Teaching Procedure 54

Table 3.5. Scoring Rubric for Storytelling Pre/Post-test 55 Table 4.1. The Calculation of pre-test Score of Experimental Group 62

Table 4.2. The Score List 63

Table 4.3. Frequency Analysis of Pre-test 64

Table 4.4 One-Sample t-test of Pre-test 66

Table 4.5 The Calculation of Post-test Score of Experimental Group 67

Table 4.6. Frequency Analysis of Post-test 69

Table 4.7 One-Sample t-test of Post-test 71

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES

Page

Figure 3.1. Guide for Pre-test 58

Figure 3.2. Guide for Post-test 59

Figure 4.1. Bar Chart of Pre-test Score 63

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

The objective of this study entitled ‘Teaching Speaking through Storytelling’ was to find out whether or not storytelling technique was effective to improve the students’ speaking skill and to find out the students’ responses towards the implementation of teaching speaking through storytelling. This study used a quantitative analysis method by using a pre experimental design. The population of the study was the students of a university in Bandar Lampung. The sample of the study was the first semester students of English Education. The data used in this study were the class observation data, speaking test and questionnaires given to the experimental group. To answer the first research problem, the data from speaking test were analyzed using t-test. The result showed that there was significance difference between the mean of pre-test and post-test, whereas the mean of post-test (91.15) was higher than the mean of pre-test (59.33). This means that the use of storytelling was effective in improving students’ speaking ability. The second research problem was answered by the data from questionnaires. The data showed that, in general, students give positive responses toward teaching speaking through storytelling. Therefore, it is suggested that the lecturers implement storytelling as one of techniques in teaching English, specifically in speaking class since it gives benefits to the students’ English skill and performance. It is expected that lecturers when they implement this technique should be more creative in finding story for the students to attract their attention and interests in teaching learning process. It will be better if the story is the local one with good values. Second, it is recommended that the lecturers use storytelling technique not only in speaking class but also in another class such as listening, reading, or writing. They can apply the technique and modify the teaching learning process based on their teaching styles. Then, as for further study, the future researchers are suggested to conduct further study using storytelling technique. Some possibilities may be more comprehensive for the future study in terms of level of classes, duration of time, and the use of other techniques to compare.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter presents aspects related to the background of the study, the purpose of the study, the research questions, the significance of study, the definition of terms, the scope of study and thesis organization.

1.1 Background of the Study

Speaking is a key to communication. It is an interactive process of constructing meaning that involves producing, receiving, and processing information. Brown (2001) states that form and meaning depend on the context which they occur, including the participants themselves, their experiences, the environment, and the purpose of speaking. They are spontaneous, open ended, and evolving. Outside the class, speaking is used twice as often as listening, which is in turn is used twice as much as reading and writing. In the class, speaking and listening is the most often used skill.

Speaking is a process to convey and sharing ideas and feelings orally. Speaking involved some skills such accuracy, fluency, vocabulary, and pronunciation. All of those elements need to be mastered by the students. In teaching and learning process, the teachers and lecturers give less attention to speaking. Therefore, if students do not learn how to speak or do not get any opportunities to speak in the class, they may soon lose their interest in learning. Students, who do not develop strong oral skills during this time, will find it difficult to perform their teaching practice in later semesters.

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they have to perform or teach in the class for Praktik Pelatihan Lapangan (PPL) or pre-service training. It is necessary to find out the main factors affecting the students’ performance. Many factors may affect students in taking part in speaking activities during their previous six semesters. Through observation that was held during matriculation class, it was indicated that the students’ speaking skill was low. Having listing the causes, at least there were for problems; (1) lack of vocabularies, (2) the poorness of arranging utterances, (3) lack of ideas to speak, and (4) afraid to speak. The problems mentioned above cause the incompetency of students’ speaking skill. Besides that, the participation of the students in the class tended to be passive where the teaching learning activities was lecturer-oriented. Too much emphasized on grammar caused the language used was bahasa Indonesia.

Speaking is perhaps the most demanding skills for the teachers and lecturers to teach in a foreign language education (Scott and Ytreberg, 1990). Teaching students to speak English as a foreign language is very challenging and rewarding for most English lecturers. The truth is that for many lecturers, the speaking class is actually one of the most difficult to teach well (Folse, 2006). If the English lecturers want their students to be able to speak English, then the lecturers have to speak English in front of their students when delivering out their English lesson.

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Students’ speaking skill improvement depends on what they experience in teaching and learning process. English lecturers should be able to create meaningful learning activities. How students acquire a language, Musthafa (2001) suggests that the students need language exposure, engagement, and supports. He elaborates that the most serious challenges facing our English teachers and lecturers include the issue of exposure to real-life English use, students’ engagement in real-life communicative activities, and all kinds of environmental supports, learning to speak in a second or foreign language will be facilitated when students are actively engaged in attempting to communicate (Nunan, 1991). English lecturers will always look for ways to improve students’ competence and performance; how they can help students to learn English most effectively and efficiently so that they can use the language for real teaching in the future. Therefore, one of solutions that the lectures can do to solve the problems mentioned above is by providing students with something different and interesting. Various teaching method and technique have been used to improve their motivation and speaking skills. One of them is storytelling (Cox, 1995; Harmer, 2007b; Jianing 2007). Storytelling (Cox, 1995; Harmer, 2007b; Jianing 2007) is one of the techniques that can be used to motivate and encourage the students to speak in front of the audience. Lecturers can use plenty resources, including storytelling, in order to optimize students’ learning process.

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Although using storytelling in English class might still satisfy nowadays, it is almost used in the kindergarten, primary school, and higher education respectively. In the level of higher education and undergraduate are rarely studies English through storytelling (Jianning, 2007). Because of the older age, the simple storytelling may not be enough interesting for learning English of undergraduate students. However, based on the researcher’s observation, in general the students who study in this university do not have any experience at all in learning storytelling. They even do not familiar with the fables and fairytales. Therefore, the researcher decided to implement the storytelling techniques in speaking class and to use the very simple story to see their responses.

In line with storytelling and teaching speaking in the class, the syllabus in this subject (Speaking for General Purpose I) aims that in the end of the first semester, students are able to identify objects, pictures, and photographs, and to retell picture series, a very short story, or simplified novels. It is clear that speaking is targeted to be taught in the first semester to students and storytelling might facilitate that purpose.

Having students tell stories in the class is advantageous, for storytelling encourages them to work on their fluency, accuracy, pronunciation and vocabulary in delivering ideas. Consequently, the primary aim to conduct this study is to look into how effective speaking is taught through storytelling and the students’ responses towards the implementation of teaching speaking through storytelling.

1.2 Purpose of the Study

This study was intended to:

1. Find out the effectiveness of using storytelling in improving students’ speaking

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2. Find out the students’ responses towards the implementation of teaching speaking through storytelling.

1.3 Research Questions

The study addressed the following research questions:

1. Can storytelling technique improve students’ speaking skill?

2. What are the students’ responses towards the implementation of teaching speaking through storytelling?

1.4Research Design

The method used in this study is quantitative. This study will be used one group pre test-post test of pre-experimental design. The design can be illustrated as follows:

T1 X T2

T1 : Pre-test

X : Storytelling treatments T2 : Post-test

1.5Research Hypotheses

This study proposed null hypothesis (H0) and alternative hypothesis (HA) formulated as follows:

H0 2 HA 1 ≠ 2

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.6Significance of the Study

With regard to the significance of the study, this research has the potential to the theory, practical and professional practices.

1. Theoretically, the result of this study is expected to shed light on and enrich the literature about teaching speaking through storytelling.

2. Practically, this study provides information related to teaching speaking through storytelling so that teachers and lecturers can use this technique as one of techniques to teach speaking in the class.

3. Professionally, the study can be an input for the teachers and lecturers to teach speaking through storytelling. While for the institution, this study will give information in order to know that storytelling technique is exist and can improve students’ speaking skill. In this way, both teachers/lecturers and institution can work collaboratively to improve their students’ speaking skill.

1.7 Definition of Terms

In this study, several terms were regarded as the key to facilitate understanding on this study. The key terms were speaking, teaching speaking, and storytelling which need to be defined in their specific meaning.

Speaking is an interactive process of constructing meaning involving producing, receiving, and processing information (Brown, 2001). In this study, speaking is the ability to produce or express a story in terms of the content orally using the target language including the performance in delivering the story.

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that the students were given opportunities to speak in English through activities which allowed them to use their imagination and which they feel they are able to do and to gain in confidence.

Storytelling is not just a listening experience but an interactive participatory process as well where the students can be assisted in the telling of the story and helped them to solve the problems of the characters as plot unfolds (Smith and Robinson, 1986). Conducting storytelling is suggested in the class since it is one of the activities that might facilitate and motivate students in learning speaking of English.

1.8Scope of the Study

This study was focused on the implementation of the teaching speaking through storytelling to improve speaking skill of the students in the class of Speaking for General Purpose I. The story materials were selected from fables and fairytales. The stories were presented with pictures to help the students in delivering the story.

1.9. Thesis Organization

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

RESEARCH METHOD

This chapter focuses on the process of conducting research. These include Research Design, Research Questions, Research Hypothesis, Population and Sample, Research Setting, Research Instruments, and Research Procedures.

3.1. Research Design

The design of the research was a pre-experimental, a type of research design which only include experimental groups without random sampling (Hatch and Lazaraton, 1994). It was conducted in order to find out the significance of using storytelling technique to improve students’ speaking ability by analyzing the result of the tests as pre-experimental design. (Hatch and Farhady (1982); Hatch and Lazaraton (1994)). The research administered pre-test and post-test to the experimental groups. Then the pre-test scores were analyzed to know their capability of speaking before the treatment. The experimental group was given a treatment using storytelling technique. The design can be illustrated as follows:

Table 3.1. the Research Design

T1 X T2

T1 : Pre-test

X : Storytelling treatments T2 : Post-test

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50 Istiqomah Nur Rahmawati, 2014

to involve control group in the study due to limitation of time and cot which were also became the consideration.

There are two variables in this study which are the independent and dependent variables. Variable according to Hatch and Farhady (1982: 12), ‘is as an attribute of a person or of an object, which varies from person to person or from object to object.’ they state that independent variable is major variable to be investigated, which is selected, manipulated, and measured by the study. On the other hand, in their opinion, dependent variable is variable to be observed and measure to determine the effect of the independent variable. In line with their opinion, Lane (2003: 1) mentions variables are as ‘properties or characteristics of some event, object, or person that can on different values or amounts. He states when conducting study, experimenters often manipulate variables. He further explains that the variable manipulated by an experimenter is named independent variable and dependent variable is the variable when the experimenter seeks to determine the effect of the independent variable. The independent variable of the study is the implementation of storytelling technique. Meanwhile, the dependent variable of the study is students’ speaking skill.

The treatment was implemented in five meetings, each lasted for 90 minutes. After the treatments were done, the post-test was given to the experimental group. The post-test scores were analyzed to know their capability of speaking after the treatment. To support the data from the treatment, the questionnaires were also employed in this study to see the responses from the students after being taught using storytelling technique.

3.2.Research Questions

The research questions in this study were:

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2. What are the students’ responses towards the implementation of teaching speaking through storytelling?

3.3. Research Hypothesis

Hypothesis, according to Marczyk, DeMatteo, and Festinger (2005: 8), is ‘simply an educated - and testable – guess to your research question.’ Based on their opinion, it can be concluded that hypothesis is prediction about expected relationship between two variables tested in the research.

Null hypothesis (H0) was used in this study as foundation. The null hypothesis

(H0) in this study is that there is no difference of students’ speaking skill between

before and after storytelling treatment. While the alternative hypothesis (HA) in this study is that there is a significant difference of students’ speaking skill between before and after storytelling treatment.

The statistical analysis of t-test was applied in this study to determine the mean of pre-test scores was different from that of post-test scores; with the level of significance of 0.05. The significance of the test was analyzed by using SPSS 16 for windows. speaking skill between before and after storytelling treatment.

Significant level 0.05

Design One group pre-test – post-test design

Dependent variable Students’ speaking skill.

Measurement Score

Independent variable The implementation of storytelling technique.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.4. Population and Sample

The population of the study was the students of a university in Bandar Lampung. The sample of the study was the first semester students of English Education. There were eight classes involved in this study as the population and not all of them were considered as sample of this study. This study involved one class from the eighth existing classes. So, it was taken purposively. The sample was taken based on certain consideration.

3.5.Research Setting

The study was conducted in a university in Bandar Lampung. In academic year 2013/2014 the Speaking for General Purpose I had eight classes. However, there were only thirty three students participating in this study or one class due to the constraint of time. The selection of the participants was based on several reasons. First, the students were the freshmen so their ability in general was almost in the same level. Second, this university has not tried storytelling as one of technique in teaching speaking yet. And the last, this university was very welcome the researcher to conduct the study. Considering those reasons, the researcher tried to conduct storytelling as an alternative technique in English teaching, especially in teaching speaking, to the first semester students in this university.

The researcher planned to conduct her research for seven meetings for each class. The research schedule of the treatment was figured out in table 3.

Table 3.3.

Time schedule of the treatment

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1 Pre-test 26-9-2013 7.15-8.50 Storytelling

Performance

2 Treatment 1 3-10-2013 7.15-8.50 The Very Hungry

Caterpillar

3 Treatment 2 10-10-2013 7.15-8.50 The Very Thirsty

Caterpillar

4 Treatment 3 17-10-2013 7.15-8.50 The Great Big

Enormous Turnip

5 Treatment 4 24-10-2013 7.15-8.50 The Very Busy

Spider

6 Treatment 5 31-10-2013 7.15-8.50 The Little Indian

Boy

Fraenkle and Wallen (2007: 113) define instrumentation as the whole process of preparing to collect data in a study. There were three kinds of instruments which were employed in this study. They were materials for pre-test and post-test, scoring rubric for pre-test and post-test, and questionnaire.

The score of the students’ test were used to know the effectiveness of storytelling technique to improve students’ speaking ability. They were collected through speaking test, pre-test and post-test which were conducted to the experimental group. The speaking test for pre-test was the same with the speaking test for post-test. The scoring system used in the test as adapted from Hadley (2001). It was in the form of rubrics for speaking ability testing which covered accuracy, fluency, vocabulary and pronunciation. The questionnaires were conducted to obtain data or information about the students’ response to the implementation of the storytelling technique.

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Hutchinson and Waters (198: 108) categorize some elements in designing materials. First, input, it can be a text, dialogue, video recording, diagram or any others. Second, content focus, language is used as a mean of conveying information and feelings about something. Third, language focus, it is to enable the earners to use language, how it works and practices putting it back together again. The last, task, learners use the content and language knowledge they have built up through the unit. Regarding these, the materials were designed related to those elements which were arranged in the lesson plan.

Both pre-test and post-test were in narrative pictures series forms. The stories were retrieved from internet. They were chosen on the basis of topic, length and the interest of the students. These were used since the students were tested to check their speaking ability in telling stories based on the pictures series given. The test was held in 90 minutes. Each student did the oral test for 2 minutes. The pre-test was given in their matriculation class so it would not interrupt their daily schedule for teaching learning process. It was used to find out the starting point of the students’ speaking ability before the treatments were conducted. Meanwhile the post-test was conducted after the treatments were done in order to find out the effect of the use of the storytelling technique to the students’ speaking ability. The treatments for the experimental were carried out by using pre-whilst-post activities. The main activities were begun with the lecture’s presentation and ended with individual performance for each student.

Table 3.4.

The Sample of Teaching Procedure

No Teaching Procedure

1 Pre-activities

 The lecturer greets the students.

 The lecturer asks something about the picture series given.

 The lecturer tells the objective of the lesson and explains the activity that the students will do.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu consist of 33 students.

2 Whilst activities

 The lecturer presents a song entitled ‘Old Mc Donald had a Farm’ which relate to the topic (The Very Busy Spider).

 The lecturer introduces and sings the song to get the students relax and set a good atmosphere.

 The lecturer tells the story in front of the class.

 The lecturer does questions and answers with the students related to her performance.

 The lecturer encourages ad asks the students in each group to tell the story in turn (practice in small group).

 The lecturer gives the students opportunity to ask something relate to their activity.

3 Post activities

 The lecturer asks the students how they find about the activity and their experience toward the activity.

 The lecturer encourages and gives advice to develop their motivation and self confidence.

 The lecturer give the students time to prepare themselves or act out the story.

 The lecturer ask students to perform in front of the class.

3.6.2. Scoring Rubric for Pre-test and Post-test

The score of the speaking test of students were used to know the effectiveness of storytelling technique in improving students’ speaking skill. They were collected through pre-test and post-test which were conducted to the experimental group. The speaking test for pre-test had a similar level of reliability, and level of difficulty with the speaking test for post-test. The scoring system used in the test was adapted from Hadley (2001). It was in the form of rubrics for speaking ability testing which covered accuracy, fluency, vocabulary, and pronunciation. The collected data were calculated and analyzed using the following tabulation.

Table 3.5.

Scoring Rubric for Storytelling Pre/Post-test Accuracy

A 4.5 – 5.0

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu B

4.0 – 4.4

make some grammar mistakes that do not effect meaning

C 3.5 – 3.9

makes more serious mistakes that often give unintended meaning, although generally adequate

meaning completely obscured by grammar mistakes, totally inadequate control

take longer than necessary to organize thought

C

painful pauses make speech hard to flow

E below

3.0

speech totally disjointed, long pause interrupt flow of fluency and meaning

Vocabulary A 4.5 – 5.0

very conversant with vocabulary required

B 4.0 – 4.4

vocabulary mistakes generally do not affect meaning

C 3.5 – 3.9

adequate, although more serious mistakes give unintended meaning

D 3.4 – 3.1

meaning frequently obscured by minimal/inadequate vocabulary

E

correct pronunciation and intonation, very few mistakes, almost native-like

B 4.0 – 4.4

some mispronunciation, meaning is still clear

C 3.5 – 3.9

pronounced foreign accent

D 3.4 – 3.1

meaning frequently obscured by poor pronunciation

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu below 3.0

Accuracy ______________x4 = Pronunciation __________x6 = Fluency _______________x3 = Vocabulary ____________x7 =

Adapted from Hadley, A.O. (2001).

Since the study implemented to measure the speaking skill, the test was in the form of oral test (individual storytelling performance). The advisors were also asked for help to look at the content and format of the instrument and judge whether or not it was appropriate. In terms of the reliability of the test, the interrater was used in which raters are required to make judgments on the language produced by the students. The scores of the two raters were calculated using SPSS 16 for Windows Program.

Since this study employed with pre-experimental design, the result of pre-test was used to know the basic skill of participants. The result of post-test was compared to seek the significant difference before and after the treatment given. It was intended to see if there was an influence of using storytelling in teaching speaking.

3.6.3. The Questionnaires

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The questionnaires were also validated by consulting to the expert to have validity. Then, the responses of the students to the questionnaires were analyzed by computing the response frequencies then converting them into percentages.

Number of students choosing certain option x 100% Total number of the students (33)

3.7.Research Procedures

3.7.1. Pre-test

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Direction:

1. There are five picture series available. 2. Choose one of them.

3. How would you tell the story to your friend? 4. The time allocation is about 2-3 minutes.

5. Your scoring will be measured by your lecture using scoring sheet adapted from Hadley, A.O. (2001).

 Picture series 1 (The Very Hungry Caterpillar) --- see appendix.

 Picture series 2 (The Very Thirsty Caterpillar) --- see appendix.

 Picture series 3 (The Great Big Enormous Turnip) --- see appendix.

 Picture series 4 (The Very Busy Spider) --- see appendix.

 Picture series 5 (The Little Indian Boy) --- see appendix.

Figure 3.1.

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last treatment was implemented on November 1st 2013 at 9.00-10.30 a.m.. The students in that time learnt about the story entitled The Little Indian Boy.

There were three steps in giving treatment with storytelling. The first was preparation. In this step, the researcher began preparing the students to speak by giving them the picture series with storyline or script in it that would be discussed. Then she did modelling and reinforcing. In this step the researcher introduced a model of storytelling performance. Next, the researcher discussed how to tell a story fluently and attractively. In the second step, constructing, the researcher asked the students to seat in groups of four or five. The researcher then asked the groups to practice retelling the story among them based on their own version. After that, she asked the students to perform their story in front of the class voluntarily. It seemed that was not all groups could perform the storytelling due to the limitation of the time. In the last step, closing, the students eventually had many difficulties in pronouncing some words correctly and expressing the story confidently during the individual performance. She motivated the students to be more confident and correct their mispronunciations.

3.7.3. Post-test

After doing the treatment for five times, the researcher conducted the post-test. It was held at November 8th 2013 for the experimental group at 7.30-09.00 a.m. It was basically conducted similarly as the pre-test. The post-test guideline and story were still the same with the pre-test guideline and story. The pre-test was used to measure how effective the treatment of storytelling technique when it was given to the students. The post-test items were equal to that of in the pre-test. The following was the guideline of the post-test.

Direction:

1. There are five picture series available. 2. Choose one of them.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 4. The time allocation is about 2-3 minutes.

5. Your scoring will be measured by your lecture using scoring sheet adapted from Hadley, A.O. (2001).

 Picture series 1 (The Very Hungry Caterpillar) --- see appendix.

 Picture series 2 (The Very Thirsty Caterpillar) --- see appendix.

 Picture series 3 (The Great Big Enormous Turnip) --- see appendix.

 Picture series 4 (The Very Busy Spider) --- see appendix.

 Picture series 5 (The Little Indian Boy) --- see appendix.

Figure 3.2. Guide for Post-test

3.7.4. The Questionnaires

The use of questionnaires in this study was intended to find out the students’ responses towards the implementation of teaching speaking through storytelling. Having done the storytelling to the experimental group, the researcher gave to the students the questionnaires dealing with the treatment. It was conducted right after the researcher finished doing the post-test in the class at November 8th 2013 for the experimental group

The questionnaires were used in this study consisted of 15 questions. Those questions consisted of questions related to teaching learning speaking that they had been experienced before the research was conducted and the teaching learning speaking through storytelling technique.

3.8. Clarification of Key Terms

To avoid the possibility of misinterpretation to the study here are some terms that should be clarified.

1. Effectiveness

Effectiveness in this context is indicated by the measures of speaking sill before and after the implementation of storytelling technique.

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The term of students in this context is the students of the first semester of English Department in a university.

3. Storytelling

Storytelling technique is the language learning technique based on the coordination of narrative text and action (gestures, voice, and mimics) 4. Speaking skill

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This last chapter presents the conclusions and suggestions drawn from the research findings and discussions in the previous chapter. The chapter is divided into two parts, the first is conclusion and the second is suggestions.

5.1Conclusions

In general, the study was successful in some ways but there were some limitations. This study was intended to find out the effectiveness of using storytelling in improving students’ speaking skill and to find out the students’ responses towards the implementation of teaching speaking through storytelling. The data were collected from the tests (pre-test and post-test) and the questionnaires. From the finding and discussion in the previous chapter, some conclusions can be drawn. Most significantly, the students’ speaking skills improved since they learnt to speak English using storytelling technique.

Regarding to the first questions, the data gained from the paired sample t-test.From the table 14, the mean score of pre-test was 40.70 (with SD = 28.806), and the standard error mean was 5.014. After the treatments, the mean score of post test was 91.15 (with SD = 9.938), and the standard error mean was 1.730. It was clear that there was significance difference between the pre-test and post-test score of the experimental group. Based on the computation of Paired Sample Correlation, it was shown that the correlation between pre-test and post-test was r = 0.456 with sig = 0.000. Since the value of r was close to 1 and the sig. < 0.05, there was a strong correlation among te pre-test and post-test.

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(-Istiqomah Nur Rahmawati, 2014

90 11.219) was consider as positive scores. The value of t-table for df = 32 was 2.042, which meant that the value of observed was higher than the value of t-table (11.219 > 2.042). In result that there was a significant difference scores of experimental group before and after the treatments. Therefore, it can be concluded that teaching speaking through storytelling had a significant effect in developing students’ speaking ability.

In terms of the second questions, the students’ responses towards the implementation of teaching speaking through storytelling in the class, the data from the questionnaires showed that they have positive attitudes to the use of storytelling technique in teaching speaking.

Based on the data of the questionnaires, it showed that, all of students at least have experienced in learning English before they study in that university. Almost half of the students’ motivation to choose English Education as their major in that university was because they wanted to be an English teacher. However, even though nearly all of the students said that they like speaking as one of their subject however nearly half of the students considered that they mastered reading skill better than other skills. They found the difficulties in speaking English because they felt difficult to share the idea due to the limitation of vocabulary and lack of grammar. It happened because the teaching of English speaking activities were making and reading aloud the dialogue.

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91 English and felt more enthusiastic in learning speaking. The students could feel the benefits of storytelling technique since it increases the confidence in speaking English, it motivates them in learning speaking, and they felt the enhancement in the communicative competence. It was also shown that all of the students agree that storytelling technique helped them in improving their speaking skill.

Most of the students felt that storytelling could increase their motivation in learning English because it was fun and enjoyable. The story also helped them to enrich their vocabulary and to practice their pronunciation. Moreover, storytelling would help them to increase their self-confidence in speaking English. The conclusion of the questionnaires showed that students had highly positive responses towards the use of storytelling technique in their speaking class.

For most of them, it was the first experience to get this technique so that they felt so interesting. And since it was fun it made them enjoy the teaching and learning process. Once they enjoy the process they would not get bored and it could entertain them which could motivate them to learn more.

The use of storytelling was very useful in the class. It could help the students to develop their speaking skill and increase their confidence in speaking English. They were able to express their idea and feeling more, they also were able to practice to stand and perform in front of the class. In conclusion, all these explanations indicate that implementing storytelling technique can provide an alternative teaching technique for lecturers in teaching speaking in a meaningful way and enjoyable way.

5.2Suggestions

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92 what students’ responses towards teaching speaking through storytelling such as few research participants, few classroom observations and it was conducted only at one university. Based on the findings, some suggestions are provided for the English lecturers, the students, and the future researchers.

First of all, it is suggested that the lecturers implement storytelling as one of techniques in teaching English, specifically in speaking class since it gives benefits to the students’ English skill and performance. It is expected that lecturers when they implement this technique should be more creative in finding story for the students to attract their attention and interests in teaching learning process. The lecturer should be able to use other source books or stories as guidance to prepare the materials in order to get the appropriate story. It will be better if the story is the local one with good values. Next, it is recommended that the lecturers use storytelling technique not only in speaking class but also in another class such as listening, reading, or writing. They can apply the technique and modify the teaching learning process based on their teaching styles. Moreover, the lecturer had better consulted and discussed with other lecturers to design the materials, the story, and the setting of the classroom. The collaborative work was needed in the preparation of implementing storytelling technique.

Second, it is recommended that the students use storytelling technique as a learning strategy to practice their speaking ability and to improve their self confidence to do the public speaking, which can be done in outside the classroom. They can apply the strategy by practicing and performing in front of the audience. The students also must improve their speaking ability through listening to a lot of English story that they could get from the radio, television, and many other media. They could also read the stories from internet, magazines, or newspaper.

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