Annual International Conference 2021 on Social Sciences

P R O C E E D I N G S

PROCEEDINGS

The 11

^th

Annual International Conference 2021 on Social Sciences

Banda Aceh, Aceh, Indonesia September 29-30, 2021

ISSN: 2089-208X

Universitas Syiah Kuala (USK)

Chief Editor:

Dr. Ratna Mulyany, BACC, MSACC

Editors:

Burhansyah, M.A.

Fitriyani, M.Sc

Saddam Rassanjani

Contents

Advisory Board ... vii

Organizing Committee ... viii

Scientific Committee ... ix

Preface ... x

Keynote and Invited Speakers ... xi

KEYNOTE AND INVITED SPEAKERS Technology and education -> Teacher matters Michele Notari ... xi

Research on Social Sciences during the Rapid, Unpredictable, and 'Forced' Transition of the Covid-19 Pandemic: Complex Challenges and Unexpected Opportunities Amirul Mukminin ... xi ARTICLES PUBLISHED IN THE PROCEEDINGS

Analysis of teacher performance innovation through innovative learning strategies in the era of industrial revolution 4.0

Muliati Usman, Fadhilah Fadhilah... 1-10 The phenomenon of news and stories in a collection of poetry Ada Apa Hari Ini, Den Sastro?

by Sapardi Djoko Damono

I Gusti Ayu Agung Mas Triadnyani, I Ketut Nama ... 11-19 Historical study of the role of the Juang City: Bireuen For the Indonesian independence revolution period

Muhjam Kamza, M Yusrizal, Mawardi Mawardi, Teuku Kusnafizal, Teuku Abdullah 20-28 Language attitude amongst Acehnese-speaking parents: in the discourse of Acehnese language maintenance

Ida Muliawati, Dara Yusnida ... 29-36 Code-mixing on social media: a case study among Acehnese youngsters

Dara Yusnida, Ida Muliawati ... 37-42 University teachers’ intercultural profiles and their own positionings towards intercultural language teaching and learning of English in three universities in Indonesia

Muhammad Aulia, Teguh Khaerudin ... 43-50 Community participation in maintaining the cleanliness and beauty of the city of Banda Aceh through the E-Berindah application

Alamsyah Taher, Mirza Desfandi, Daska Azis, Ahmad Nubli Gadeng, Intan Agusriati ....

... 51-63 A structural move analysis in The Introduction section of Indonesian EFL undergraduate students’ theses

Merina Devira, Purwati Purwati, Irma Dewi Isda, Baihaqi Baihaqi, Firman Firman ...

... 64-70 Looking into teacher’ use of language in creating student’s involvement and learning

opportunity in efl classroom

Rita Tauhida, Usman Kasim, Asnawi Muslem... 71-78 The use of storytelling technique with picture series in teaching

Nurul Fajriani, Asnawi Muslem, Kismullah Abdul Muthalib ... 79-85 Students’ attitudes toward the setting of online learning during the Covid-19 in Aceh

Sriayu Nahrisya, Iskandar Abdul Samad, Syamsul Bahri Ys, Denni Iskandar ... 86-95 The river eco-lexicons in the texts of Riau Malay

Mohd Fauzi, Denni Iskandar ... 96-106 The effectiveness of implementing Youtube media in improving speaking skills by Acehnese teachers

Asnawi Muslem, Ika Apriani Fata, Saiful Marhaban, Yulianti Yulianti ... 107-112 Effects of nutritional education on knowledge and snack foods election of junior high school students

Husnah Husnah, Sakdiah Sakdiah, Siti Hajar, Siti Zubaidah ... 113-119 Development of learning media to improve senior high school students' understanding on hydrological cycle materials

Daska Azis, Nadia Darti, Mohd Hairy Ibrahim, Mirza Desfandi, M Hafizul Furqan ... 120-128 Development of learning outcomes assessment instruments on excretory system materials Hajrazul Pitri, Ismul Huda, Hasanuddin Hasanuddin, Cut Narmaliah, Wiwit Artika, Rizki Zulia Ningsih, Syamsulrizal Syamsulrizal, Abu Bakar ... 129-132 The relationship of self-confidence with dribbling skill: a correlation study on young football players

Razali Razali, Zulfikar Zulfikar, Karimuddin Karimuddin, Myra Akbari ... 133-138 Social security and income of vulnerable workers during pandemic

Cut Zakia Rizki, Putri Bintusy Syathi, Fitriyani Fitriyani ... 139-143 The effect of connecting, organizing, reflecting, and extending (CORE) learning model on students’ learning motivation

Nurasiah Nurasiah, Abdul Azis, Sharfina Nur Amalina ... 144-156 Factors that drive consumer purchase decisions at 212 mart Lampriet Banda Aceh

Alfi Syahril Fuadi Jaya, Musfiana Musfiana, Pira Santiya ... 157-164 Exploring the strengths and weaknesses of ruangguru as online learning platform to support students’ learning activity

Titin Arifa Maulida, Saiful Akmal ... 165-172 Swearing is not caring: swear words in the Acehnese culture

Tgk Maya Silviyanti, Yunisrina Qismullah Yusuf, Nurul Aina, Dian Fajrina ... 173-178 Different word-meaning in Acehnese

Armia Armia, Iskandar Abdul Samad, Rostina Taib, Subhayni Subhayni, Cut Zuriana, Ramli Ramli, Maya Shafida, Hendra Heriansyah ... 179-190 The use of fishbone diagram technique to improve students’ writing ability

Usman Kasim, Nira Erdiana, Delfira Aulia ... 191-197

Teacher Development through a Training System in Central Aceh District

Alfi Syahril Fuadi Jaya, T.M Jamil, Syafira Fitri ... 198-203 The determinant of the working poor’s income in the South-West Areas of Aceh 2010 and 2020

T Zulham, Yayuk Eko Wahyuningsih, Tasdik Ilhamudin, Rollis Juliansyah ... 204-212 A portrayal of heroism values in a literary work of the Acehnese Heroine: Keumalahayati Diana Fauzia Sari, Raudhatul Jannah, Yunisrina Qismullah Yusuf, Yuliana Natsir ... 213-221

“It’s unfair” the effect of free riding and social loafing of group discussion in cooperative learning

Burhanuddin Yasin, Omar Khalifa Burhan, Ika Apriani Fata, Faisal Mustafa, Endang Komariah ... 222-228 The development of rainbow spin learning media in social sciences: ADDIE development model

Amiruddin Hasan, Sakdiyah Sakdiyah, Achmad Mustofa, Raudya Tuzzahra ... 229-233 Development of Uno Stacko learning media in economics subjects at state senior high school 1 Aceh Barat Daya

Nana Suraiya, Amiruddin Amiruddin, A Razak, Miranda Pertiwi ... 234-238 An investigation of the equivalent meaning of translation of idiomatic expressions in a movie Ika Apriani Fata, Burhansyah Burhansyah, Monalisa Ariska, Sofyan A Gani ... 239-249 The effectiveness of using online module based on e-learning on elementary school teacher study program at faculty of teacher training and education, Syiah Kuala university

Mislinawati Mislinawati, Intan Safiah, Nurmasyitah Nurmasyitah ... 250-255 Persuasive communication strategies used by physical education, sports, and health teachers in increasing students' learning motivation

Mansur Mansur, Ashabul Yamin Asgha, Masri Masri ... 256-260 Local Political Party and Ethnicity Influence on Acehnese Election

T.M Jamil, Irma Anggraini ... 261-269 Modifying the regulations in Geudeu-Geudeu martial art

Nyak Amir, Saifuddin Saifuddin, Riyan Maulana ... 270-274 Heart-lung endurance evaluation of calisthenics instructors from the physical, health and recreation education department of the faculty of teacher training and education of Syiah Kuala university

Syamsulrizal Syamsulrizal, Yeni Marlina, Muhammad Iqbal, Zahara Zahara ... 275-282 Kupiah riman ornament motif as a cultural representation of the Acehnese community

Ismawan Ismawan, Tri Supadmi, Tengku Hartati, Lindawati Lindawati ... 283-288 The existence of the saleum movement in Aceh traditional dance

Tri Supadmi, Lindawati Lindawati, Ismawan Ismawan, Helmunira Mahdi ... 289-294 Impact of time management on students’ academic achievement who balance study and work-life Fitriana Fitriana, Rosmala Dewi, Wisqa Nabilah, Sabrina M Phonna ... 295-301 Analysis of student ability in answering higher order thinking skills (HOTS) questions at SMAN 1 Banda Aceh

Zulfadhli Zulfadhli, Alfi Syahril Fuadi Jaya, Rahmat Fadhli ... 302-306

The dominant physical fitness of the Banda Aceh dragon boat athlete 2020

Sukardi Putra, Ifwandi Ifwandi, Maimun Nusufi, Amanda Syukriadi ... 307-312 Analysis of bullying from the perspective of the perpetrator

Zahra Nelissa, Karina Idrus, M Husen, Nurhasanah Nurhasanah ... 313-320 The society’s perception towards the impact of university students goes to children community

Diana Achmad, Asnawi Muslem, Riki Muhamanda ... 321-328 The Development of Video-Based Learning Media to Support Craft Practice

Rosmala Dewi, Nurbaiti Nurbaiti, Fitriana Fitriana, Febiyani Sakinah ... 329-335 Childfree Phenomenon in Indonesia

Sitti Muliya Rizka, Taat Kurnita Yeniningsih, Mutmainnah Mutmainnah, Yuhasriati Yuhasriati ... 336-341 The influence of scramble cooperative model on fourth grader students’ learning achievement on whole number calculation

Monawati Monawati, Alfiati Syafrina, M Yamin, Rahma Fitrah Ulfa ... 342-348 Improving primary teacher school students’ learning achievement in whole number operation using stad model

Monawati Monawati, M Yamin, Bukhari Bukhari, Erni Maidiyah ... 349-354 Infographic learning media based on the values of Gayo filigree embroidery to improve student character during the Covid-19 pandemic

Sufandi Iswanto, Zulfan Zulfan, Saipullah Saipullah ... 355-365 Blended learning for long-lasting education: benefits and constraints of blended learning implementation on ELT

Salvida Yunita, Asnawi Muslem, Saiful Marhaban ... 366-374 Developing students’ creative thinking skills through problem solving approaches to

geometry materials in grade 5 of private elementary school Banda Aceh

Fauzi Fauzi, Linda Vitoria, Said Darnius, Israwati Israwati... 375-381 Impact of Covid-19 on the local tourism industry in Aceh province Indonesia : comparison with and without pandemic Covid 19

Sartiyah Sartiyah, Nurma Sari ... 382-292 Developing of a reading assessment instrument for Indonesian language learning in

elementary school

Teuku Alamsyah, Mohd Rashid MD Idris, Muhammad Iqbal, Muhammad Idham ... 393-402 Mapping of tourism objects by using a geographic information system in Aceh Besar district Mirza Desfandi, Daska Azis, Ahmad Nubli Gadeng, Dita Ramadani Sunarti ... 403-414 The role of social sciences in human life

M Husin, Hafidh Maksum, Adnan Adnan, Israwati Israwati, Said Darnius ... 415-419 Pancasila as the value of cultural diversity in forming the character of the young generation of Indonesia Saiful Saiful, Rizal Fahmi ... 420-430 Yang patah tumbuh, yang hilang berganti: figuratives in a Banda Neira’s songs.

Chairina Nasir, Kismullah Abdul Muthalib, Magfirah Fitri ... 431-439

A Review of the Effectiveness of Product-Based Approach in the Teaching of Writing

Burhansyah Burhansyah, Masrizal Masrizal ... 440-443 The compliance in paying zakat obligation: an assessment of its predictors

Yuliana Saputri, Ratna Mulyany ... 444-451 Revival approach to increase MSMEs resilience during COVID-19: experience from Aceh, Indonesia

Syafruddin Chan, Kurnia Asni ... 452-459

Advisory Board

Prof. Dr. Ir. Samsul Rizal, M.Eng. Rector of Universitas Syiah Kuala, Indonesia Prof. Dr. Ir. Marwan Vice Rector I for Academic Affairs, Universitas

Syiah Kuala, Indonesia

Dr. Agussabti Vice Rector II for Financial Affairs, Universitas Syiah Kuala, Indonesia

Dr. Alfiansyah B.C. Vice Rector III for Alumnae and Student Affairs, Universitas Syiah Kuala, Indonesia

Dr. Hizir Vice Rector IV for Planning, Cooperation, and Community Affairs, Universitas Syiah Kuala, Indonesia

Prof. Dr. Taufik Fuadi Abidin Head of Institute for Research and Community

Services, Universitas Syiah Kuala, Indonesia

Organizing Committee

General Chairperson

Dr. Iskandar Abdul Samad, S.Pd., M.A, Universitas Syiah Kuala, Indonesia General Secretary

Elizar, PhD, Universitas Syiah Kuala, Indonesia Treasurer and Finance Chair

Risana Rachmatan, S.Psi., M.Si, Universitas Syiah Kuala, Indonesia Conference chairperson & Editor in Chief

Dr Ratna Mulyany, BACC., MSACC, Universitas Syiah Kuala, Indonesia Website Developer

Alim Misbullah, S.Si., MS, Universitas Syiah Kuala, Indonesia OCS Personnel

Wahyu Rinaldi, ST., MT, Universitas Syiah Kuala, Indonesia

Ridwan Saputra, S.Pt, Universitas Syiah Kuala, Indonesia

Scientific Committee

Chief Editor

Dr. Ratna Mulyany, BACC, MSACC, Universitas Syiah Kuala, Indonesia

Editors

Fitriyani, M.Sc, Universitas Syiah Kuala, Indonesia Burhansyah, M.A., Universitas Syiah Kuala, Indonesia Saddam Rassanjani, M.Sc., Universitas Syiah Kuala, Indonesia

Scientific Committee Members

Dr. Yunisrina Qismullah Yusuf, Syiah Kuala University, Indonesia Dr John Willison, The University of Adelaide, Australia

Dr Risti Permani, Deakin University, Australia Dr. Chanida Yarana, Naresuan University, Thailand Dr. Ghassan H. Mardini, University of Qatar, Qatar

Assoc. Prof. Dr. AKM. Ahsan Ullah, Universiti Brunei Darussalam Assoc. Prof. Dr. Riccardo Pelizzo, Nazarbayev University

Prof. Dr. Lilia Halim, Universiti Kebangsaan Malaysia, Malaysia Dr. Patrick Swanzy, University of the Western Cape, South Africa Dr Mailizar, Syiah Kuala University, Indonesia

Prof. Dr Rahmah Johar, Syiah Kuala University, Indonesia Dr Ratna Mulyany, Syiah Kuala University, Indonesia Dr. M. Yakub, Syiah Kuala University, Indonesia Safirotu Khoir, PhD, Universitas Gajah Mada, Indonesia

Preface

Assalamu’alaikum warahmatullahi wabarakatuh,

In the name of Allah, the most beneficent and the most merciful. May peace, mercy, and blessings of Allah be upon you. Shalawat and salam may everlastingly be upon our adoration, Great Prophet Muhammad (peace be upon him), his family, and companions.

Dear colleagues, professors, lecturers, researchers, ladies, and gentlemen. On behalf of Universitas Syiah Kuala (USK), we would like to express my sincere gratitude and welcome you to the 11th Annual

International Conference (AIC) 2021. It is an annual conference, organized by Universitas Syiah Kuala, the largest and oldest public university in Aceh. This year, as the same as last year, the conference is conducted virtually due to the COVID-19 pandemic. The conference consists of three sub-conferences: the 11th AIC on Sciences and Engineering, the 11th AIC on Environmental and Life Sciences, and the 11th AIC on Social Sciences.

We would like to thanks all the keynote and invited speakers specifically for Social Sciences, Prof. Dr.

Michele Notari and Prof. Amirul Mukminin, S.Pd, M.Sc.Ed., Ph.D., Universitas Jambi (Indonesia), who have accepted our invitation to share knowledge and experiences from their respective academic institutions.

There have been issues concerning how academic research can be disseminated and applied in the real world by the community. Many research is limited to the academic world and publication. Thus, all academics, researchers, and practitioners are required to work together to strengthen the dissemination of research and innovation to enhance the knowledge transfer to the community in the Fourth Industrial Revolution.

We want our research and innovation to benefit the wider community to better the environment and life.

We believe that research implication is for everyone in the community. No matter how much we can achieve in research and innovation, it is pointless without transferring. Therefore, this conference's primary goal is to exchange ideas, and it is expected that all parties attending may benefit from the conference.

Finally, we sincerely thank the advisory board, organizing committee, international scientific committee, institutions, companies, and volunteers for their hard works for the success of this conference. The committee has organized a vibrant scientific program, presented highly respected International speakers and publish this reputable conference proceeding. This conference proceedings contain 59 selected papers out of 84 papers presented at the 11^th AIC on Social Sciences.

Wassalamu’alaikum warahmatullahi wabarakatuh,

Prof. Dr. Ir. Samsul Rizal, M.Eng.

Rector of Universitas Syiah Kuala Dr. Iskandar Abdul Samad, S.Pd., MA Chairman of the 11^th AIC 2021

Keynote & Invited Speakers

Prof. Dr. Michele Notari

University of Teacher Education (Bern Switzerland) and University of Hong Kong

Michele Notari is Professor in technology enhanced learning at the University of Teacher Education in Bern Switzerland and the University of Hong Kong. His research area is computer supported collaborative learning, technology enhanced project-based learning, wearable computing, learning using Computer mediated reality and learning design fostering the 21st Century Skills. He was the founding president of the One Laptop Per Child organization Switzerland (part of onelaptopperchild.org) and founding member of NeoWay.org, wisdom accelerator for youth. Michele sits on several boards as expert for technology enhanced education including the Athena School of Management in Bombay and has given keynote talks at the Horasis conference, the Woman Justice Summit and many others. He runs and participates to different initiatives enabling and enhancing learning using technologies in remote areas in the world.

Prof. Amirul Mukminin, S.Pd., M.Sc. Ed., Ph.D

Jambi University (Indonesia)

Amirul Mukminin is a Professor in educational policy in the Graduate School/Faculty of Education, Universitas Jambi, Indonesia. He holds a PhD from Florida State University in Educational Leadership and Policy Studies with a specialization in sociocultural and international development education studies, an MS in educational sciences from Groningen University, the Netherlands, and BA in English Education from Universitas Jambi. He received a Fulbright scholarship to pursue his PhD and was an Erasmus Mundus postdoctoral researcher at the University of Groningen, the Netherlands. He also received a 2016–2017 Fulbright Senior Research at Claremont Graduate University, California. In 2020, he has been awarded a full fellowship for 6 months by the Institute of Advanced Studies Kőszeg, Hungary as a Senior Researcher for doing research on “The State of the Stipendium Hungaricum Scholarship Programme: Internationalizing Hungarian Higher Education Institutions.”

He will start his program in 2021.

Paper ID 4717

Proceedings of the 11th Annual International Conference (AIC) on Social Science, Universitas Syiah Kuala, September 29-30, 2021, Banda Aceh, Indonesia

79

The Use of Storytelling Technique with Picture Series in Teaching Speaking

1

Nurul Fajriani,

^2*

Asnawi Muslem, and

³

Kismullah Abdul Muthalib

1,2,3Department of English Education, Faculty of Teacher Training and Education, University of Syiah Kuala, Banda Aceh 23111, Indonesia;

*Corresponding author: drasnawi@unsyiah.ac.id

Abstract

The first grade students of State Senior High School 1 Gandapura batch 2020/2021 were having problems in speaking skill and yet they are expected to be able to express ideas in the interpersonal, transactional, and functional communication. Storytelling has been extensively implemented in the learning process and shows a significant result on students’ speaking skill. However, no study had ever highlighted an important gap in the literature about students’ anxiety in using storytelling technique with picture series.

This study aims to find out the significant difference in achievement between students who are taught by using storytelling technique with picture series and those who are not taught by using storytelling technique with picture series. Furthermore, it explores students’ anxiety in using storytelling techniques with picture series. Two classes were randomly selected for the sample of the study. Tests and questionnaires were used to collect the data. It was analyzed by using SPSS and Microsoft Excel. The finding shows that the students’ achievement in the experimental class group were significantly improved than those of the control class group in terms of speaking in English. In addition, most of the students experienced high level anxiety when they had little time to think about what they had to say in English as well as when their oral skills were tested. Subsequently, the students are likely to experience low level anxiety due to their poor pronunciation and intonation. However, they experienced a moderate level of anxiety when the storytelling technique with picture series was used in speaking.

Keywords: Speaking; storytelling technique; picture series; teaching speaking.

Introduction

According to the curriculum used in senior high school, students are expected to be able to express ideas in interpersonal, transactional, and functional communication (National Education Ministry, 2016). To achieve literacy, particularly in speaking skills, students must have good ability in speaking aspects, such as pronunciation, grammar, vocabulary, fluency, and comprehension.

Based on a preliminary study conducted in August 2020 by interviewing the curriculum representative and an English teacher who teaches the first grade students, the researcher found that the first grade students of State Senior High School 1 Gandapura in the academic year 2020/2021 were having difficulty in linguistic and non-linguistics problems in speaking skill. In addition, according to the curriculum representative, all the first grade students have the same ability in terms of English mastery.

Accordingly, the researcher intended to help students in overcoming these problems by proposing the use of storytelling techniques with picture series. Storytelling has “a strong power to hold students’ attention and encourage them to actively participate in oral and written activities related to the story they heard'' (Lucarevschi, 2016).

Furthermore, research findings from many practitioners indicate that storytelling

Nurul Fajriani, Asnawi Muslem, and Kismullah Abdul Muthalib

improves students’ vocabulary mastery, grammatical competence (Samantaray, 2014);

pronunciation (Lucarevschi, 2018); comprehension, sequencing, and story recall (Mokhtar et al., 2011; Kirsch, 2015). Also, studies showed that picture series is one of the alternative media used in improving students’ speaking achievement (Murni, 2018;

Purwatiningsih, 2015).

Despite numerous studies have examined the effectiveness of storytelling in developing students’ speaking skill (Kaltsum & Utami, 2015; Samantaray, 2014; Yunita, 2019), and picture series (Murni, 2018; Purwatiningsih, 2015), no study had ever highlighted an important gap in the literature about students’ anxiety in speaking through the use of storytelling technique with picture series. Particularly, no study has answered whether the use of storytelling technique with picture series makes students feel anxious and if so, what’s the reason behind this anxiety. This is in accordance with Lucarevschi (2016) who stated that since there was a shortage of literature about whether storytelling may have a negative impact on language learning, a further investigation is needed.

Therefore, this study related to the use of storytelling technique with picture series and students’ anxiety in using storytelling technique with picture series. Using quantitative research methods, this study aims to fill such a gap in the literature by finding out whether or not there is a significant difference in students’ speaking improvement between those who are taught by using storytelling technique with picture series and those who are taught with a conventional technique. Additionally, it aims to explore students’ anxiety in speaking English while using storytelling techniques with picture series.

Literature Review

Speaking is the ability to communicate ideas and messages in oral form (Efrizal, 2012).

Additionally, there are some significant aspects, such as: pronunciation, fluency, vocabulary use, grammar, and comprehensibility that should be highlighted by teachers or by the speakers (Brown, 2004).

Storytelling is defined as the art of telling a story or sharing experience to the listeners (Atta-Alla, 2012). In addition, storytelling has been extensively implemented in the learning process and shows a significant result on knowledge construction, motivation promotion (Hung et al., 2012), and more benefits to learners’ language development (Tsou, 2012). Harmer (2012) asserts that storytelling promotes the students to use a lot of languages, thus it is good for speaking activities.

Eddraoui and Wirza (2020) define foreign language anxiety as the feeling of unease, worry, nervousness and apprehension experienced by language learners in learning or using a second or a foreign language. Horwitz, Horwitz and Cope (1986) outlined a theoretical framework of foreign language anxiety and proposed three types of performance anxiety in classroom situations, namely communication apprehension, test anxiety, and fear of negative evaluation.

Research Method

The research employed a quantitative research study with experimental design. The population of the study was the entire first-grade students of SMAN 1 Gandapura in the academic year of 2020/2021 which consisted of five classes. Two classes were selected through simple random sampling; one class (Class X IPA 3) was treated as the experimental group and the other one (X IPS 1) was the control group. Each class consisted of twenty students.

The data were collected through tests and questionnaires. The test was aimed to measure students’ speaking skills. It was given in two sessions: pre-test and post-test

Proceedings of the 11th Annual International Conference (AIC) on Social Science, Universitas Syiah Kuala, September 29-30, 2021, Banda Aceh, Indonesia

81 from the experimental and the control class, the researcher used a rubric that had been adapted from Maulany (2013). The rubric consisted of five speaking aspects:

pronunciation, grammar, vocabulary, fluency, and comprehension.

The questionnaire was employed at the end of the meeting to answer the second research question of the study. The questionnaire consisted of 15 items that were used to measure students’ speaking anxiety and what makes them anxious while speaking English by using storytelling technique with picture series. All of these items were adapted from a mixture of previous studies (He, 2013; Jugo, 2020; Horwitz et al., 1986;

and Hamouda, 2013). The questionnaire adaptation was deliberately executed with the purpose in mind not only to know the students’ anxiety but also the relevancy of the question and the information to the students.

Results and Discussion

The students in the experimental class outperformed the students in the control class in terms of vocabulary, comprehension, and fluency. In contrast, the students in the control class outperformed the students in the experimental class in terms of the grammatical aspect.

Table 1. Response Means of the Items of Questionnaire Item

No. Items Means

6 I get worried when I have little time to think about what I have

to speak in English. 3.65

5 I feel more nervous when having to give important information

orally in English. 3.6

7 I feel nervous when having to be tested orally 3.45 13 Even if I am well prepared for speaking class, I feel anxious

about it. 3.45

9 When speaking in English, I often know all the words I need but

still fail to express myself easily due to anxiety. 3.4 15 I am scared that I would make noticeable grammatical errors. 3.4

4 I become anxious when I get stuck on one or two words in

speaking English 3.35

11 I always feel that the other students speak the foreign

language (English) better than I do. 3.35

2 I get anxious when I find I cannot speak in English fluently. 3.25 3 I feel that not knowing enough vocabulary is the biggest

problem preventing me from speaking in English easily. 3.2 14 I feel anxious when I make English oral presentations in front

of the class. 3.2

8 I am nervous if I have to speak English when I am not familiar

with the topic. 3.1

10 I tremble when I am to be called on to speak in an English

class. 2.95

12 I am afraid that the other students will laugh at me when I

speak in English 2.9

1 I feel embarrassed to speak English because I think I have poor

pronunciation and intonation. 2.35

The testing of the hypothesis indicated that the experimental class was significantly higher than the control class. The mean score of the experimental class in the post-test was 84.00 and the control class was 76.80, and the difference between the two means was 7.2. The value of ttable with degree of freedom was 38 and significant level 5% was 2.024. The tscore > ttable or 2.764 > 2.024 with the Sig. (2-tailed) value over 0.009 which indicated less than 0.05.

Nurul Fajriani, Asnawi Muslem, and Kismullah Abdul Muthalib

The finding of this study is in line with Yang and Wu (2012) and Hung et al.’s, (2012) studies, in which they concluded that storytelling improves students’ learning achievement. Pertaining to the subject of the use of picture series in teaching speaking, the result of the study also matches with numerous previous studies. For example, Aqib (2013, as cited in Widyaningrum, 2014) reports that the use of media (such as picture series) in teaching language skills, especially speaking skills helps students in understanding messages or ideas during the learning process. Azizi and Aziz (2019) adds that caption could improve students’ vocabulary mastery.

In relation to the students’ responses toward the use of storytelling technique with picture series on their anxiety in speaking class, the participants of this study only experience a moderate level of anxiety in speaking English by using storytelling technique with picture series.

Table 2 Mean Score Interpretation

Mean Interpretation

4.31–5.0 3.51–4.30 2.71–3.50 1.81–2.70 Below 1.8

Very high anxiety High anxiety Moderate anxiety

Low anxiety Very low anxiety

The mean score for item “I feel embarrassed to speak English because I think I have poor pronunciation and intonation”, and “I feel more nervous when having to give important information orally in English” were 3.62 and 3.5. It means that the students show a high level of anxiety in relation to those items. In contrast to item 1, the students show a low level of anxiety related to item “I feel embarrassed to speak English because I think I have poor pronunciation and intonation”.

Test Anxiety Factor

The students’ responses show that a high level of anxiety test comes from item 6 and 5, moderate level of anxiety corresponds to item 7, 13, 4, 2, 3, and 10, and low level of anxiety answers to item 1 only. Concerning item 6 with the statement “I get worried when I have little time to think about what I have to speak in English”, it can be said that this study was conducted during pandemic COVID-19 (started from February 16^th, 2021, until March 12^nd, 2021). During this time, the SMA Negeri 1 Gandapura, in regard to the government’s health protocol policy, reduced the session hours to 35 minutes per one-hour lesson. Thus, this study was conducted for 70 minutes for a two-hour lesson for each meeting. It can be said that 70 minutes in a week is a short time to learn speaking for those who are still in need of improvement in their speaking skills; whereas, before the pandemic, the students learn about 45 minutes for a one-hour lesson.

Therefore, it can be concluded that the students only have a short amount of time of preparation to think of what they have to say in English. This finding is in line with that of Yahya (2013), who found that there were two factors that affect text anxiety. The first factor is lack of preparation. Some indications caused by lack of preparation were cramming the night before the test, having bad time management and study habits, and failing to prepare text information. The second factor relates to worrying about past performances on tests, how friends and other students are doing, and the negative consequences of failure.

To sum it up, this finding indicates that the students have a tendency to experience test anxiety, but most of these items are moderate, except one item on low level and two items on high level. Additionally, other factor that contributes most to students’ anxiety related to test anxiety was “I feel more nervous when having to be tested orally”.

Proceedings of the 11th Annual International Conference (AIC) on Social Science, Universitas Syiah Kuala, September 29-30, 2021, Banda Aceh, Indonesia

83 Communicative Apprehension Factor

The results show that the students’ responses on communication anxiety items are moderate. The highest means of communicative anxiety was on item 9 “When speaking in English, I often know all the words I need but still fail to express myself easily due to anxiety”. It shows that the students have sufficient vocabulary mastery, yet they cannot speak effortlessly due to anxiety.

In regard to the students’ communication apprehension at SMA Negeri 1 Gandapura, demographic factors can be the main reason for this communication anxiety. The school is located in Bireuen regency where English is a foreign language, and the participants are not used to speaking in English; as a result, they feel shy to speak in front of others.

It is similar to that of Yahya (2013) who found that students who have lack of exposure to the language have to deal with communication anxiety. Students with high communication apprehension may experience great apprehension in every EFL communication (Hanifa, 2018). The findings of this study support the study of Brooks and Wilson (2014) who found that inexperience in speaking English may cause uncomfortable and anxious people to use English to speak in front of their peers.

Fear of Negative Evaluation Factor

The students’ responses on the items of fear of negative evaluation factors are moderate. However, the highest mean score was on the “I am scared that I would make noticeable grammatical errors” item. According to He (2013), such worry is mainly associated with students’ fear of negative evaluation. Students who experience fear of negative evaluation regard errors as a threat to their image and a source of negative evaluations either from the teacher or their peers so that they are worried about being looked down on for making mistakes.

This finding corresponds to the result of Yahya's (2013), which states that students may be sensitive to the evaluations, either real or imagined, of their peers. Furthermore, this finding is similar to that of Jones (2004, as cited in Yahya, 2013) who reported that students are afraid, and even panic because of the fear of committing mistakes or errors in front of others, or because of “a fear of appearing clumsy, foolish and incompetent in the eyes of learners’ peers or others”.

Conclusion and Suggestion

There is a significant difference in achievement between students who are taught by using storytelling techniques with picture series and those who are not taught by using this technique. However, the students feel anxious in using storytelling techniques with picture series. “Having little time to think about what to say in English”, and “feeling more nervous when having to give important information” are two main reasons that mostly contribute to this anxiety. This study provides the framework and the direction for future researchers to further investigate the ways to reduce students’ anxiety in using storytelling techniques with picture series in their speaking activities. Also, being aware of the importance of the psychological aspects that may affect students’ speaking performance is needed.

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