IMPROVING STUDENTS’ LISTENING SKILL THROUGH STORYTELLING TECHNIQUE.

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IMPROVING STUDENTS’ LISTENING

SKILL THROUGH STORYTELLING

TECHNIQUE

A THESIS

Submitted to the English Department of State University of Medan in partial fulfillment of the requirement for the degree of Sarjana Pendidikan

By

NAME : DELLA JUNITA G NIM : 061222213170

STATE UNIVERSITY OF MEDAN

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Ginting, Della Junita. Improving Students’ Listening Skills through Storytelling Technique. A Thesis. The Faculty of Languages and Arts, State University of Medan. 2010

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i ACKNOWLEDGEMENTS

First of all, I would like to express my deepest praise to Jesus Christ for His blessing to finish this thesis as a partial fulfillment of the requirement to obtain the S1 Degree of Sarjana Pendidikan at the English Department, Faculty of Languages and Arts, State University of Medan.

This thesis could have been accomplished with the guidance, suggestion and comments from many people. I would like to express my sincere gratitude toward my consultant, Dra. Srijuriaty Ownie, M.A, Head of English Department for her guidance, suggestion, advice encouragement and her willingness to spend her valuable time in correcting this thesis until it comes into its present from.

My gratitude also goes to Prof. Dr. Khairil Ansari, M.Pd, Dean, Faculty of Languages and Arts and all the Vice Deans. Dr. Sumarsih, M.Pd Secretary of the English Department, Drs. Elia Masa Ginting, S. M. Hum, Head of Literature Study Program and Dr. Masitowari Siregar M.Ed, Head of English Educational Study Program, for all their valuable inputs and administrative assistance and all the lecturers of the English Department who have given their guidance, encouragement and knowledge to me throughout the Academic Year at Faculty of Languages and Arts, State University of Medan.

I would like to extent my thankfulness to Dra. Masitowarni Siregar M. Ed, Drs. Zainuddin M. Hum and Dra. Siti Aisyah Ginting M. Pd, for their valuable advice and suggestions as the reviewers at the Seminar Proposal presentation.

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support and for their endless love. My beloved and gracefully sister, Karla, Lia, Ingan, and Anna, my brother Bimbi, and my beloved son Obed for their prayers and support.

My thankfulness is also addressed to the principle of SMP HUSNI THAMRIN Medan, Ramadana, S.E for the support and administrative assistance and all the teachers and staffs in SMP HUSNI THAMRIN Medan for their support.

My appreciation to my friends Desnatal and Yanti for the beautiful friendship. Last but not least, thanks to Keonk, for the support and prays.

Medan, January 2010 The Writer,

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iv

2.1.1 Teaching Listening in Junior High School Students ……..…… 5

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APPENDIX B ……….. 39

APPENDIX C ……….. 40

APPENDIX D ………. 42

APPENDIX E ……….. 44

APPENDIX F ……….. 46

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40 APPENDIX C

Diary Notes

The first meeting (Monday, November 30th 2009)

In the first meeting the researcher applied the identification phase. The writer introduced herself and told the students her aim in doing the research. The students welcomed the researcher kindly. The writer started with collaborative research between the writer and the observer by interviewing the teacher of the same subject who continuously taught in the class. The teacher argued that the class was so potential and had good attitude in teaching learning process. The students showed their high enthusiasm with the project. In order to know the background of students’ listening skill, the researcher interviewed the students. Most of the students felt it was difficult to listen. Without giving any treatment, the listening test was given to the students.

The second meeting (Wednesday, December 9th 2009)

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The third meeting (Thursday, December 10th 2009)

The students looked more seriously than before. They felt that it was important to bring their dictionary. It indicated their enthusiasm to learn English. The writer asked the students to take notes when listen to stories. The students paid attention, concentrated to the speaker, and seemed relax during listening.

The fourth meeting (Wednesday, December 16th 2009)

The writer explained more about the storytelling technique. The students paid attention seemed so interested when the writer used the pictures and puppets while giving the presentation.

The fifth meeting (Thursday, December 17th 2009)

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42 APPENDIX D

Observation Sheet

Focus Indicator Very

bad Bad Good

Very good The

teacher

- The teacher greet the students and do warming up activity

- The teacher explain the generic structure and language features of narrative text

- The teacher explain the function of narrative text

- The teacher introduces and explains the storytelling technique procedure

- The teacher gives students chances to ask question

- The teacher observes students’ activities and behaviors while the running class

- The teacher discusses with the observer while facing the problem - The teacher motivates students to

show their best in listening skills

√

Students - The students listen and pay attention to the teacher’s explanations and instructions

- The students deliver questions while teacher gives them chances - The students deliver questions

while students have problems or do not understand the lesson.

- All the students come to follow the test

- The students use dictionary to help them to know the meaning of the story

- The students give good response to the activities in the classroom

- The students interest to the teacher’s explanation/story

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THE RESULT OF THE OBSERVATION SHEET

FIRST CYCLE SECOND CYCLE

- Many student did not understand about narrative text, generic structure and languages features of narrative text

- Many student were not brave to ask question. They were afraid to make mistakes

- Some students still could not pay attention and concentrate when the researcher as storyteller presented the story. They still kept talking with their friend beside them

- Some students still could not reach better score in listening test, because they vocabulary still low, so they could not understand the story well.

- Most of students have understood about narrative text, the generic structure and languages features of it.

- Many students more confidence to ask the questions and sometimes they made joke to the researcher after listened to stories. It means that storytelling technique was good to improve their listening skills.

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44 APPENDIX E

INTERVIEW

Interview with the students in the first time

The writer : What difficulty do you have in listening? Student I : I can’t hear the pronunciation clearly.

Student II : The speaker speaks too fast and I can’t control over it or have the speaker repeated his/her utterance.

Student III : My vocabulary is so low so it’s hard for me to understand what the speaker said.

The writer : What do you know about storytelling? Student I : I think it’s a story

Student II : I don’t know miss. I never hear the word Student III : Maybe it likes narrative

The writer : Have you ever listened to a story tale or fable like “ Kancil dan Buaya”

Student I : Yes, my grandmother ever told about it when I was kid Student II : Yes, but I’ve ever read it from the book

Student III : Yes, I’ve ever heard from radio or TV

Interview the students in the end of the research

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Student II : Yes, it does. It helps me enrich my vocabulary

Student III : Yes, it does. I get many benefit from it such as I can paid attention to the speaker, concentrate, and it is motivated me to write my own story.

Interview with the teacher in the first meeting

The writer : How long have you been teaching English in this school? The teacher : I’ve been teaching here more than 5 years

The writer : What do you think about this class?

The teacher : this is the favorite class. Most of the students in this class are very talented ones. They have good motivation to learn new things. The writer : How do you teach listening ?

The teacher : I usually ask them to listen to the tape then I ask them to answer the question as listening comprehension.

Interview the teacher in the end of the research

The writer : What do you think about storytelling technique to improve students’ listening skills?

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APPENDIX A

TABLE. A. 1. The Score Result of the first meeting until the fifth meeting

No NAMA

14 EMMANUELLA 40 50 70 80 90

15 FENNY 50 60 70 80 100

16 FERRY 50 60 70 80 100

17 FRAN 30 70 80 90 100

18 FRANJAYA 40 50 60 70 100

19 FRANSISCO 40 70 80 90 100

20 GIAN 50 60 70 80 100

26 JENNY SUSANTO 40 60 70 80 100

27 JENSEN 60 70 80 90 100

34 MICHAEL JHONSON 30 50 60 70 80

35 MICHAELA 70 80 90 100 100

36 NOVI 50 60 70 80 90

37 OSKAR 50 60 70 80 90

38 PERI GUNAWAN 40 70 80 100 100

39 PETER 50 70 80 90 100

40 RICKY 50 60 70 80 100

41 SHERLY 60 70 80 90 100

42 STEFFANIE 20 40 50 60 70

43 STEVEN 50 60 80 90 100

44 STEVEN WIJAYA 30 50 60 70 100

45 TINA 50 70 80 90 100

46 VANESSA 30 50 60 70 80

47 VENNY 50 60 70 80 100

48 WILLIUS 60 80 90 100 100

49 WILLY 30 50 60 70 100

50 WILLY ANDREAN 50 70 80 90 100

Total Σ_{x =} 2360 Σ_{x =} 3150 Σ_{x =} 3730 Σ_{x =} 4300 Σ_{x =} 4820

Mean ẋ 47.2 ẋ 63 ẋ 74.6 ẋ 86 ẋ 96.4

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BIODATA ALUMNI

UNIVERSITAS NEGERI MEDAN

Nama Lengkap (sesuai ijasah) : Della Junita Ginting Tempat Tanggal Lahir : Medan, 13 Juni 1977 Nomor Induk Mahasiswa : 061222213170

Program Studi : Pendidikan Bahasa Inggris

Jenjang Studi : S-1

Fakultas : Bahasa dan Seni

Ijasah memasuki Program Studi : Diploma III Universitas Sumatera Utara Tanggal Lulus (Ujian Skripsi) :

Indeks Prestasi :

Alamat setelah lulus : Jl. Keluarga No. 38 Medan

Telepon : 081376833261

Kode Pos : 20221

No Mata Kuliah yg Diambil Terakhir Sks Nilai

1 Language Literacy 2 B

Judul Tugas Akhir/Skripsi/Tesis : Tanggal Persetujuan Judul Improving Students’ Listening Skill 18 Maret 2009

Through Storytelling Technique Tanggal Mulai Penelitian 30 November 2009 Tanggal Meja Hijau

Dosen Pembimbing Dra. Sri Juriaty Ownie, M.A Dosen Penasehat Akademik DR. Busmin Gurning, M.Pd

Medan, Februari 2010-02-02

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46 APPENDIX F

LESSON PLAN

(First Cycle)

School : SMP Husni Thamrin Medan

Subject : English

Class/Semester : VIII (Eight) / 2

Standart Competence : Understanding meaning in simple transactional and interpersonal conversation to interact with the closest environtment

Basic Competence : Responding meaning in simple short monolog accurately, fluntely and acceptably to interact with the closest environtment in the form of narrative text

Indicator : Identifying the communicative aim of narrative text Identifying variety information in monolog narrative text

Text : Narrative text

Skill : Listening

Time : 2 x 40’

1. Learning Goal

- Students are hoped to be able to listen to the story tales/fables effectively

- Students are hoped to be able to understand the generic structure of narrative text

- Students are hoped to be able to understand the language features of narrative text

- Students are hoped to be able to identify the characters from the story tales/fables

- Students are hoped to be able to list and give meaning to the vocabularies from the story tales/fables

- Students are hoped to be able to answer the question based on the story tales/fables

2. Material

THE HARE AND THE TORTOISE

One day a hare met a tortoise. He laughed at him and said, “How slowly you walk!” The tortoise was angry. He said. “Let’s run a race and see who can get to that big tree first.”

“Do you hope to win the race?” said the hare. “What a joke! Shall we start now?” “Yes, said the tortoise. They started.

After a few moments the hare said to himself, “The tortoise is far behind. Let me lie down here and have a nap. I run very fast, so I can easily get to the tree first.” The hare soon went to sleep. After a while the hare woke up. The tortoise was near the tree now. The hare ran on towards the tree, but he was too late. The tortoise was at the tree first. “Have you already got to the tree? The hare said, in surprise.

Have walked steadily, so have won the race.”

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3. Method/Technique : Storytelling technique

4. Activities:

Opening

- Greeting the students and introduce my self.

- Ask the students if they ever have read story tales/fables - Ask the students their favorite tales

Main Activity

- Explaining the aim of narrative text

- Explaining the generic structure of narrative text - Explaining the language features of narrative text

- Explaining the meaning of some vocabularies which are found from the text - Listening to the story

- Identifying the characters from the story - Answer some question base on the story Closing

- Ask the student about the difficulty that they face during teaching learning process

- Conclude the lesson 5. Source/Media:

- Appropriate story tale books - Puppet and pictures

6. Evaluation

- Ask the students to answer ten questions after listen to the story Listen to the story and choose the best answer A, B, C or D

4. Do you think the hare underestimate the tortoise ? a. yes, it does c. yes, it do

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48 5. Who wanted to have a nap during the race ?

a. The hare c. The fox

b. The tortoise d. The goat 6. Did the hare go to sleep ?

a. yes, it did c. no, it did not b. yes, it does d. no, it was not 7. When the hare woke up, the tortoise was ?

a. far from the tree c. near the tree b. behind the tree d. beside the tree 8. Was the hare too late got to the big tree ?

a. no, it was not c. yes, it was b. no, it did not d. yes, it did 9. Who won the race finally ?

a. the tortoise c. neither b. the race d. the fox 10. The hare walked steadily ?

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LESSON PLAN

(First Cycle)

Subject : English

Skill : Listening

Time : 2 x 40’

- Students are hoped to be able to listen to the story tales/fables effectively

- Students are hoped to be able to understand the generic structure of narrative text

2. Material

AN UGLY DUCKLING

One bright sunny morning, near the lake, a mother duck was very pleased that her eggs had begun to hatch. ‘Cheeep. Cheeep” chirped the chicks. Mother duck was very proud of her fluffy duckling—but one of them looked different from the others.

“Quack! Quack! How can that duckling be one of mine?” Mother duck wondered. “He’s so big and ugly.” All the other chicks were mean and teased Sammy, the ugly duckling. They did not want to play with him.

Poor Sammy was very sad. “I don’t belong here,” he said. One day he packed his bags and left home to look for someone who wants to be his friend.

Soon he came to a pond. There he saw some ducks swimming. But they didn’t want to be his friends either. Poor Sammy was very unhappy, he then waddled away.

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50 Poor Sammy was so sad that he hid himself by the riverbank. One day he watched some beautiful swans fly past him. “I wish I were as magnificent as the swan,” he sighed.

Time passed by. Spring, summer, and fall went by. Finally spring came again. Sammy decided to go to come out of his hiding place. He looked at his reflection in the river. He was very surprised. What did he see? “Is that really me? I’m a beautiful swan!

“Look at that swan! He’s the most magnificent of them all!” said children in the town. Sammy had never felt happier in his life. He was no longer an ugly duckling.

3. Method/Technique : Storytelling technique

4. Activities:

Opening

- Greeting the students - Checking the attendance list

- Ask the students if they like the previous story

- Ask the students the baby of duck, chicken, goose, ect Main Activity

- Explaining the meaning of some vocabularies which are found from the text - Listening to the story

- Identifying the characters from the story - Answer some question base on the story Closing

- Ask the student about the difficulty that they face during teaching learning process

- Ask the students to answer ten questions after listen to the story Listen to the story and choose the best answer A, B, C or D 1. What animal was sammy?

a. a duck c. a dog

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2. Was Sammy different from the other ducklings? a. yes, he was c. no, he was not b. yes, he did d. no, he did not 3. Were the other ducklings kind to Sammy?

a. no, they are not c. yes, they were b. yes, they are d. no, they were not 4. Why Sammy left home?

a. because he taught that he did not belong to his family b. because he wanted to travel

c. because he didn’t like his family d. because he wanted to find his mother 5. Who almost cooked Sammy?

a. a man c. a swan

7. Where did Sammy hide himself? a. near river

b. by the river bank c. in the jungle d. in the hole

8. When did Sammy go to come out from his hiding place? a. in spring c. in autumn

b. in summer d. in winter 9. Where did he looked at his reflection?

a. in the mirror c. in the river b. in the glass d. in the sea

10. Did Sammy know that he was actually a swan? a. no, he did not

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52

LESSON PLAN

(Second Cycle)

Subject : English

Skill : Listening

Time : 2 x 40’

- Students are hoped to be able to listen to the story tales/fables effectively - Students are hoped to be able to understand the generic structure of narrative

text

2. Material

A FOX AND A GOAT

Have you ever heard any stories about foxes? A fox is told about as a sly animal which likes to cheat others by tricks.

One hot summer day when all the ponds and rivers were dry, a fox walked about to look for water to drink. At last he found an old well in which there was a little water. But the well was very deep, and the water was out of his reach.

He tried again and again to reach it, and at last he fell in but he could not get out. He was just like a prey in a trap.

By and by a goat came to the well and saw the fox in it. He asked the fox, “What is the water like down there?” “The water is very nice, and I cannot stop drinking it” said the fox. “Why not come down and try it?”

Down jumped the goat at once. As soon as he jumped down, the fox jumped on his back and got out of the well.

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4. Activity:

Opening

- Ask the students if they like the previous story - Ask the students to retell the previous story Main Activity

- Explaining the meaning of some vocabularies which are found from the story tales/fables

- Listening to the story

- Identifying the characters from the story - Answer the questions based on the story Closing

- Ask the student about the difficulty that they faced during teaching learning process

- Conclude the lesson 5. Source/ Media:

6. Evaluation

- Ask the students to listen to the stories and answer ten questions in multiple choice

a. yes, the well was very shallow b. yes, the well was very deep c. no, the well was not deep d. no. the well was not wide 4. Did the fox fall in to the well ?

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54 5. Could the fox get out of the well when he had drunk enough water ?

a. no, he couldn’t c. no, he can’t b. yes, he could d. yes, he can 6. Who came to the well after the fox ?

a. tiger c. a dog b. a bird d. a goat

7. How could the fox make the goat go down the well ? a. by cheating the goat c. by asking a question b. by singing a song d. by beating the goat

8. Is the water truly very nice and the fox cannot stop drinking it ? a. no, it is not c. no, it doesn’t

b. yes, it is d. yes, it does 9. Did the goat jump down the well at once ?

a. yes, he does c. yes, he did b. no, he is not d. yes, he does not

10. What did the fox do, as soon as the goat got down the well ? a. the fox jumped on the goat’s back and got out of the well b. the fox run away

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LESSON PLAN

(Second Cycle)

Subject : English

Skill : Listening

Time : 2 x 40’

- Students are hoped to be able to listen to the story tales/fables effectively - Students are hoped to be able to understand the generic structure of narrative

text

2. Material

A BEAR AND A LION

Once upon a time a lion and a bear caught and killed a goat. They had a quarrel over it.

“It is mine,” said the bear. “I caught it with my strong paws.”

“It is not yours. It is mine,” said the lion.” I killed it with my strong jaws.”

Then they began to fight over it. They ran up and down the hill, under and over the fallen trees, in and out of the forest. They bit and scratched with all their strength, but no one could overcome the other.

At last they both were tired out and could fight no longer. They lay upon the ground, panting and looking at each other.

A fox who was passing by at the time saw them with a dead goat near by. She ran up to them, took the goat home and ate it up.

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56 4. Activity:

Opening

- Ask the students if they like the previous story - Ask the students to retell the previous story Main Activity

- Explaining the meaning of some vocabularies which are found from the story tales/fables

- Listening to the story

- Identifying the characters from the story - Answer the questions based on the story Closing

- Ask the student about the difficulty that they faced during teaching learning process

- Conclude the lesson 5. Source/ Media:

6. Evaluation

- Ask the students to listen to the stories and answer ten questions in multiple choice

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5. Could someone overcome them ? a. yes, the fox could overcome them b. yes, they could overcome themselves c. no, no one could overcome them

d. no, they didn’t have time to eat the goat 6. What happened to them finally ?

a. finally they were happy

b. finally they ate the goat together c. finally they slept

d. finally they were tired out and could fight no longer 7. Who was passing by at the time ?

a. a fox c. a goat b. a dear d. a tiger 8. What did the fox see at the time ?

a. she saw the bear b. she saw the lion

c. she saw the bear and the lion

d. she saw the bear and the lion with dead goat bear by 9. What did the fox do ?

a. she ran up to them and took the goat home and ate it up b. she sit among them

c. she asked the goat to take home to them

d. she ran away because she was afraid with them 10. What can you get from the story above ?

a. we must be greedy

b. we must share our food with others / don’t be greedy c. don’t be sad

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1 CHAPTER I

INTRODUCTION

1.1 The Background of the Study

When we think of learning a language, traditionally we think of learning four basic skills: listening, speaking, reading and writing. Speaking and writing, which involve language production, are referred to as productive skills. Listening and reading, on the other hand, involve receiving messages and therefore, they are identified as receptive skills. However, this does not mean that one can or should threat any of these skills isolation. Listening skills, for example, can and must be integrated with the other skills areas, so that they are mutually supporting.

Listening is one of the most important skills. According to International Listening Association website, 85 percent of what we know, we learn from listening and 45 percent of our communication times is spent listening, 30 percent speaking, 15 percent reading, and 10 percent writing. Human communication is based on listening because it is the foundation for effectiveness of interaction. No communication process is complete without listening. Weak listening skills lead to misunderstanding.

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The main problem with listening seems to be the fact in real life situations the students have no control over the speed of what they are hearing and they cannot go back or ‘rewind’ to listen again, unlike reading. Although in class the listening materials are recorded and can be played again for student to listen again, it is usually under the control of the teacher who declares: ‘Let’s listen again’, (Underwood, 1989). Also, because of the speed at which native speakers

usually speak, students feel that they cannot keep up with the speaker’s speed and they are lost. They can not hear the pronunciation clearly. Hence, when they fail to understand every word while listening, they stop listening and lose the thread, which seems to be the reason for the state of panic and worrying they usually show before and during listening.

Another problem concerns the students’ limited vocabulary in the new language; they can sometimes hear the words clearly, but the problem may occur in understanding the meaning of words that they do not know.

To sort out the problems, teachers should do something to help their students to improve their listening skill. The teachers should look for a technique and apply it in the classroom. The technique, which can be applied to improve students’ listening skill, is storytelling.

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3 When students listen to stories, they will listen effectively because students are more likely to listen in the context of storytelling. If students are listening to something entertaining like stories, then they are likely to attend and get full benefit from the listening experience. Storytelling is a relaxed and entertaining activity and so it becomes enjoyable for everyone that in turn creates a better attitude in the learner towards learning and using the language.

1.2 The Problem of the Study

In relation to the background of the study, the problem of the study is formulated in the following question, “Does storytelling technique significantly improve students’ listening skills?”

1.3 The Scope of the Study

The writer focuses the research of the study on the use of storytelling technique in teaching listening especially in the form of narrative text, in this case is fable to the second-year students of SMP Husni Thamrin Medan.

1.4 The Objective of Study

The objective of the study is to find out whether storytelling technique can improve students’ listening skill.

1.5 The Significance of the Study

1. This study will be useful for English teachers in giving a better solution in applying a better technique in teaching listening.

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34 CHAPTER V

CONCLUSION AND SUGGESTIONS

5.1 Conclusion

Based on the result of the study there was an improvement on students’ listening skills by using storytelling technique. It was proved by the data, which showed the progression mean of students in every meeting. By analyzing the data it was found that students’ score increased from the first cycle until the second cycle. The mean of the pre-test was 47,2, the first cycle was 74,6 and the second cycle was 96,4. Therefore it was obtained the conclusion that the storytelling technique significantly improved students’ listening skill.

5.2 Suggestion

In line with the conclusion, some points are suggested either for teacher, students or reader:

1. It is suggested that English teachers can use storytelling technique to improve students’ listening skills. They should concentrate on their voice, maintain eye contact to the listeners, and use movement and props to attract students’ attention.

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