IMPROVING STUDENTS’ SPEAKING SKILL USING STORYTELLING AT ISLAMIC BOARDING SCHOOL MTS TSULLAMUL MA’AD AL-MA’ARIF
PENUJAK GRADE VII ACADEMIC YEAR 2020/2021
By
UNITA HUSNUL HATIMI NIM: 170107117
STUDY PROGRAM OF ENGLISH LANGUANGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM 2023
IMPROVING STUDENTS’ SPEAKING SKILL USING STORYTELLING AT ISLAMIC BOARDING SCHOOL MTS TSULLAMUL MA’AD AL-MA’ARIF
PENUJAK GRADE VII ACADEMIC YEAR 2020/2021
Presented as Partial Requirement at State Islamic University of Mataram for the Attainment of the Sarjana Degree in English Education Department
By
UNITA HUSNUL HATIMI NIM: 170107117
STUDY PROGRAM OF ENGLISH LANGUANGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM 2023
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vii MOTTO
ََسَّفَن َ نَع َ نِم ؤُم َ ةَب رُك َ نِم َِبا َرُك ََاي نُّدلا ََس فَن َُالل َُه نَع َ ةَب رُك َ نِم َِبا َرُك َِم وَي َِةَماَيِقل ا َ نَم َو ََرَّسَي ىَلَع َ رِس عُم ََرَّسَي َُالل َِه يَلَع ىِف اَي نُّدلا
“Whoever helps a Muslim in a distress in the world, Allah will help him in distress on yhe day of judgment, and whoever lightens (the burden) of a muslim who is in trouble, Allah will lighten (his burden) in the world and the hereafter
(Abu Hurairah r.a)
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DEDICATION
The writer dedicates this graduation paper to:
Allah Subhanahu Wata’alaa……..
All of her families, especially for her beloved parents (Mawaluddin and Safi’ah), who always love, pray, guide, support and motivate her in every situation.
Her husband (Muhammad Khairul Azmi), thanks for always beside her in every situation.
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ACKNOWLEDGEMENTS
Alhamdulillah, all prise to Allah SWT for blessing and mercy, opportunity and health. Blessing and salutation be given to our prophet Muhammad SAW (peace be upon him) and his fmily. The writer could finish this project as one of the requirements for the bachelor degree of educational studies (S.Pd) in 2021.
The writer realizes that this thesis could not be accomplished without support, help, suggestion and guidance from many people. Therefore, the writer would like to express her deep gratitude and appreciation to the following:
1. Dr. Syarifudin, M.Pd., as the first advisor, for his valuable advice, correction, suggestion and guidance during the writing process of this thesis.
2. Kasyfur Rahman, M.Pd., as the second advisor, for his constructive correction, help, support and guidance.
3. Dr. Yek Amin Azis, M.Pd., her academic supervisor, for his valuable advice and suggestion during her study.
4. Dr. Ika Rama Suhandra, M.Pd., the Head of English Language Education Study Program, Faculty of Education and Teacher Training, State Islamic University of Mataram.
5. Dr. Jumarim, M.H.I., the Dean of Education and Teacher Training Faculty, State Islamic University of Mataram.
6. Prof. Dr. H. Masnun Tahir, M.Ag., the Rector of State Islamic University of Mataram.
7. All of the lecturers of English Education Study Program, for their lesson, knowledge and dedication during her study.
8. Drs. H. Hadiwijaya, the Headmaster of MTs Tsullamul Ma’ad Al-Ma’arif Penujak, for his permission of conducting the research.
9. Manggi, S.Pd., the English Teacher of MTs Tsullamul Ma’ad Al-Ma’arif Penujak, for his support and cooperation during the research.
10. Mawaluddin and Safi’ah, her beloved parents, for their love, support and guidance in every situation.
11. Muhammad Khairul Azmi, her husband, for everything.
12. All friends of her, for their support and help during the writing of this thesis.
13. All of her beloved people and families who cannot be mentioned one by one.
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TABLE OF CONTENTS
COVER ... i
TITLE PAGE ... ii
ADVISORS’ APPROVAL ... iii
ADVISORS’ OFFICIAL NOTE ... iv
STATEMENT OF AUTHENTICITY ... v
RATIFICATION ... vi
MOTTO ... vii
DEDICATION ... viii
ACKNOWLEDGEMENT ... ix
TABLE OF CONTENTS ... xi
LIST OF APPENDICES ... xiii
LIST OF FIGURES ... xiv
LIST OF TABLES ... xv
ABSTRACT ... xvi
CHAPTER I INTRODUCTION ... 1
A. Background of Research ... 1
B. Subject of Action ... 3
C. The Statement of Problem... 3
D. Objective of Research ... 3
E. Significance of Research ... 3
CHAPTER II REVIEW OF RELATED LITERATURE ... 5
A. Review of Previous Research ... 5
B. Theoretical Bases ... 7
a. Speaking ... 7
(1) Definition of Speaking ... 7
(2) Functions of Speaking ... 8
(3) Teaching Speaking ... 9
(4) The Speaking Competencies of Grade VII Students ... 10
(5) Problems in Speaking ... 11
(6) Types of Classroom Speaking Performance ... 12
(7) The Importance of Teaching Speaking ... 13
b. Storytelling ... 14
(1) Definition of Storytelling ... 14
(2) The Aims of Storytelling ... 16
(3) Types of Storytelling ... 17
(4) Storytelling as Speaking Activity ... 17
(5) Teaching Procedures by Using Storytelling Method ... 19
(6) The Advantages of Storytelling ... 20
c. Conceptual Framework ... 20
C. Hypothesis ... 21
CHAPTER III RESEARCH METHOD ... 23
A. Setting of Research ... 23
B. Object of Research... 24
C. Design of Research ... 24
D. Instrument of Research ... 25
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E. Method of Collecting Data ... 28
F. Analysis of Data... 29
G. Phase of Action ... 30
H. Phase of Monitoring ... 32
I. Indicator of Success ... 32
CHAPTER IV FINDINGS AND DISCUSSION ... 34
A. Research Findings ... 34
1. Pre-Action Observation ... 34
2. The Implementation of Cycle 1 ... 35
3. The Implementation of Cycle 2 ... 38
4. Students’ Perception ... 53
B. Discussion ... 54
CHAPTER V CONCLUSION AND SUGGESTIONS ... 59
A. Conclusion ... 59
B. Suggestions ... 60
REFERENCES... 61
APPENDICES ... 63
CURRICULUM VITAE... 160
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List of Appendices Appendix 1: Lesson Plan, 65
Appendix 2: Pre-test Question, 102 Appendix 3: Post-test Question, 103
Appendix 4: Students’ Score of Pre-action, 104
Appendix 5: Cycle 1: Students’ Score of Meeting 1, 105 Appendix 6: Cycle 1: Students’ Score of Meeting 2, 106 Appendix 7: Cycle 1: Students’ Score of Meeting 3, 107 Appendix 8: Cycle 2: Students’ Score of Meeting 1, 108 Appendix 9: Cycle 2: Students’ Score of Meeting 2, 109 Appendix 10: Cycle 2: Students’ Score of Meeting 3, 110 Appendix 11: Students’ Score in Cycle 1, 111
Appendix 12: Students’ Score in Cycle 2, 112
Appendix 13: Observation Sheet (Subject of Observation: The Students), 113 Appendix 14: Observation Sheet (Subject of Observation: The Teacher), 139 Appendix 15: Field Notes, 141
Appendix 16: Questionnaire, 154 Appendix 17: Attendance List, 156 Appendix 18: Documentation, 158 Appendix 19: Curriculum Vitae, 160
xiv List of Figure Figure 1. : Classroom Action Research Cycle, 30
xv List of Tables
Table 1. Standard Competencies and Basic Competencies of Speaking for Grade VII Students, 10
Table 2. Class Profile Before Taking Action, 23 Table 3. Assessment Guidelines of Speaking Skill, 25 Table 4. Speaking Skill Assessment Grid, 26
Table 5. Classification of Speaking Skill Score, 27 Table 6. Students’ Score of Pre-Action, 34
Table 7. The Mean Score of Students’ Speaking Skill and Activities of Pre-action and Action Cycle 1, 43
Table 8. The Classification of Students’ Speaking Skill Score in Cycle 1, 43
Table 9. The Mean Score of Students’ Speaking Skill and Activities of Pre-action, Action Cycle 1 and Action Cycle 2, 51
Table 10. The Classification of Students’ Speaking Skill Score in Cycle 2, 51
Table 11. The Students’ Achievement of Learning Speaking in Pre-action, Cycle 1 and Cycle 2, 52
Table 12. The Result of Questionnaire on Students’ Perception on the Use of Storytelling Technique in Learning Speaking, 53
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IMPROVING STUDENTS’ SPEAKING SKILL USING STORYTELLING AT ISLAMIC BOARDING SCHOOL MTS TSULLAMUL MA’AD AL-MA’ARIF
PENUJAK GRADE VII ACADEMIC YEAR 2020/2021 By
UNITA HUSNUL HATIMI NIM: 170107117
ABSTRACT
The objectives of this research were: 1) to figure out the significances of storytelling in improving students’ speaking skill at MTs Tsullamul Ma’ad Al- Ma’arif Penujak Grade VII Academic Year 2020/2021 and 2) to figure out students’
perceptions on the use of storytelling in learning speaking. This research was a classroom action research. The research conducted in two cycles. Each cycle consisted of planning, action, observation and reflection. Pre-test conducted before the researcher applied storytelling technique and post-test conducted in each meeting of the cycles. The data was collected through test, observation, field notes and questionnaire. Test used to measure students’ speaking skill. Observation used to know the students’ and teacher’s activities during teaching and learning process.
Field notes used to obtain actual representation or situation of teaching and learning.
While questionnaire used to find out student’s perception on the use of storytelling technique.
The results of research showed that storytelling technique had successfully improved students’ speaking skill. Students’ mean score of pre-action was 65,20. In cycle 1, it increased and reached 72,78. In cycle 2, it increased again and reached 80,58. In line with this, students’ activities during teaching and learning process were also improved. The students were more active and highly participated during learning. They were also more motivated towards the learning and more confident in speaking English. In addition, students gave positive response towards the implementation of storytelling technique in learning speaking. The amount of positive response gained was 87,79%. In sum, the implementation of storytelling technique had successfully improved students’ speaking skill, also improved students’ activities and built attractive learning experience for students.
Keywords: Speaking, Storytelling
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IMPROVING STUDENTS’ SPEAKING SKILL USING STORYTELLING AT ISLAMIC BOARDING SCHOOL MTS TSULLAMUL MA’AD AL-MA’ARIF
PENUJAK GRADE VII ACADEMIC YEAR 2020/2021 By
UNITA HUSNUL HATIMI NIM: 170107117
ABSTRAK
Penelitian ini bertujuan untuk: 1) mengetahui peningkatan kemampuan berbicara siswa dengan menggunakan teknik bercerita pada siswa kelas VII MTs Tsullamul Ma’ad Al-Ma’arif Penujak Tahun Akademik 2020/2021 dan 2) mengetahui tanggapan siswa terhadap penggunaan teknik bercerita dalam pembelajaran. Penelitian ini adalah penelitian tindakan kelas. Penelitian dilakukan dalam dua siklus. Setiap siklus terdiri dari perencanaan, tindakan, pengamatan dan refleksi. Tes pra-tindakan dilakukan sebelum peneliti menerapkan teknik bercerita dan tes pasca-tindakan dilakukan disetiap pertemuan pada siklus 1 dan 2. Data-data diperoleh melaui tes, lembar pengamatan, catatan lapangan dan kuisioner. Tes digunakan untuk mengukur kemampuan berbicara siswa. Lembar pengamatan digunakan untuk mengetahui aktifitas siswa dan guru selama proses belajar mengajar. Catatan lapangan digunakan untuk mendapatkan gambaran situasi aktual selama proses belajar mengajar. Sedangkan kuisioner digunakan untuk mengetahui tanggapan siswa terhadap penerapan teknik bercerita dalam pembelajaran.
Hasil penelitian menunjukkan bahwa teknik bercerita berhasil meningkatkan kemampuan berbicara siswa. Nilai rata-rata siswa pada pra-tindakan adalah 65,20.
Pada siklus 1, nilai rata-rata siswa meningkat menjadi 72,78. Pada siklus 2, nilai tersebut meningkat lagi menjadi 80,58. Sejalan dengan hal tersebut, aktifitas siswa selama pembelajaran juga mengalami peningkatan. Siswa menjadi lebih aktif dan penuh partisipasi selama proses pembelajaran. Mereka juga semakin termotivasi untuk belajar dan semakin percaya diri dalam berbicara bahasa Inggris. Selain itu, siswa memberikan tanggapan yang positif terhadap penerapan teknik bercerita tersebut. Persentase tanggapan positif yang diperoleh sebesar 87,79%. Ringkasnya, penerapan teknik bercerita berhasil meningkatkan kemampuan berbicara dan aktifitas siswa dan memberikan pengalaman belajar yang menarik bagi siswa.
Kata Kunci: Kemampuan Berbicara, Teknik Bercerita
1 CHAPTER I INTRODUCTION
A. Background of Research
Speaking skill is one of the basic skills in language that need to be achieved. According to Djiwandono, speaking is an active language activity of a language user, which demands real initiative in the use of language to express oneself verbally1. Besides, Tarigan defines speaking in a more specific way, that is the ability to pronounce articulated sounds or words to express and convey thoughts, ideas, and feelings. It is a process of delivering messages verbally by the speaker to the message recipient2. In other words, speaking is conveying messages through spoken language.
In Indonesia, junior high school students are demanded to be able to master English as stated in the KTSP (Kurikulum Tingkat Satuan Pendidikan) that the aim of English and learning process in junior high schools is to enable students to use English functionally which is to communicate in spoken and written form to deal with daily life communication. Speaking skill is the main skill of English language that needs to be achieved by the students. In order to achieve the goal of speaking competence, a good interaction between teachers and students is required within the teaching and learning process. A teacher is expected to be able to improve students' skills by considering and paying attention to linguistic and non-linguistic aspects and need to choose the right method in teaching English to be able to develop speaking skill and learning objectives will be achieved.
In this study, the observations were made during teaching practice (PPL) for 2 months, namely August to September 2020. The writer found that students in class VII were less active, less interaction and feedback from them, many students did not pay attention during teaching and learning process, most of them were silent, hesitate and embarrassed to speak when an instruction or question was given, and still stammered and stiff in speaking. Students’ low speaking skill also can be seen from the speaking average score, namely 65.20. This average score did not reach the
1Djiwandono, M. Soenardi.1996.Tes Bahasa Dalam Pengajaran. Bandung: ITB Publishing. p. 68
2 Tarigan, H. G. 2008. Berbicara Keterampilan Berbahasa. Bandung: Angkasa. p. 16
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passing grade determined which was 75. Then it could be concluded that the students of grade VII still did not have speaking skill by which they could barely communicate the information or message they get from the learning. This was caused by inappropriate strategy applied by the teacher during learning, that is, the use of lecturing method. The teacher was too active and dominated the learning process while the students only listened without asking or giving interaction. This one-way interaction made students feel bored, lack of interest and less enthusiastic in participating during learning. Therefore, it is necessary to apply a better and appropriate learning strategy or method to create a two-ways interaction and arouse students’ interest and enthusiasm in learning.
One of the appropriate methods to improve speaking skill is story-telling method. According to Harmer, the method of storytelling can develop students’
linguistic intelligence.3 This method will encourage students to have verbal abilities which are essential in human life. Besides, students will learn how to dialogue and make narratives. This method encourages students to enjoy telling stories or speaking. After gaining the experience of telling stories, students will think to show their own existence. This arouses students to learn to speak better. Improving speaking skill is important, because speaking skill affects a person's social and personal life. In addition, students can work with others in an atmosphere of mutual cooperation and have the opportunity to process information and improve communication skills. It will create a two-ways interaction and make a more interesting learning. Storytelling can be used by all levels. Thus, it will improve students' speaking skill.
Based on the description above, it is necessary to conduct research on efforts to improve speaking skill using the storytelling method. It is assumed that the storytelling method can improve speaking skill of the students of MTs Tsullamul Ma’ad Al-Ma’arif Penujak Grade VII Academic Year 2020/2021.
3 Harmer, J. 2001. The Practice of English Language Teaching. London: Longman. p. 27
3 B. Subject of Action
The subjects of this research are students of Grade VII of MTs Tsullamul Ma’ad Al- Ma’arif Penujak Academic Year 2020/2021. There are 15 students in total, all of them are female students.
C. The Statement of Problem
Based on the explanation above, the writer would like to state the problems of this research. The problems that arise are as follows:
1. What are students’ perceptions on the use of storytelling in learning speaking?
2. How can storytelling improve students’ speaking skill at MTs Tsullamul Ma’ad Al-Ma’arif Penujak Grade VII Academic Year 2020/2021?
D. Objective of Research
According to the statement of problems above, the specific purposes of this research are as follows:
1. To figure out students’ perceptions on the use of storytelling in learning speaking.
2. To figure out the way storytelling improves students’ speaking skill at MTs Tsullamul Ma’ad Al-Ma’arif Penujak Grade VII Academic Year 2020/2021.
E. Significance of Research
This research has both theoretical and practical significances, as follows:
1. Theoretical significances
The results of this study are expected to be useful for future research, especially related to speaking skill using storytelling method. It also provides data that can be used as reference for further investigation.
2. Practical significances a. For students
They could improve their speaking competence which includes linguistic and non-linguistic aspects of English language, so that they would be more active during teaching and learning process.
b. For teachers
Teachers know the appropriate techniques and learning strategies to be applied in teaching speaking skill of English language. They are also required to become more creative and innovative in creating a good interaction during learning, so that the learning objectives will be achieved accordingly.
4 c. For school (institution)
As a benchmark or reference for developing the school institution in general and to develop the quality of teaching and learning English specifically. School can provide a better facilities and infrastructures including learning media, tools, books etc, that would create a conducive and comfortable learning situation in the classroom.
5 CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Previous Research
There are many studies about the implementation of storytelling method in teaching speaking. In this section, the writer discusses briefly about some of the previous studies on storytelling method to give clear foundation, understandings, and to give significant contribution and support to the present study.
First, the study conducted by Siti Munawaroh (2012) entitled “Using Storytelling to improve speaking skills of the student of SMP 10 Mataram”. The result clearly pointed out that the students’ ability in speaking, especially in finding specific information was categorized low. Thus, the study was proposed to answer the research questions: can the speaking skills of the second year students of SMP 10 Mataram in academic year 2011/2012 be improved trough storytelling technique?.
The classroom action research was carried out through implementing storytelling method in two planned cycles. The result of the post-test in each cycle obviously showed that there was significant improvement concerning the subjects’ ability in speaking ability especially in finding specific information genre. This result can be seen from the progressing mean score of pretest (20,07%), post-test 1 (31,03%) and post-test 2 (86,21%). To support this research, the researcher was administering the questionnaire and it showed that the quantity of the subjects who strongly agreed with the implementation of the technique. In addition, this classroom action research proved that storytelling technique can improve students’ speaking ability at second grade of SMP 10 Mataram in academic year 2011/2012. Furthermore, the subjects also responded positively towards the implementation of storytelling method.
Therefore, the writer interested to do research by using storytelling method in MTs Tsullamul Ma’ad Al-Ma’arif to measure and to improve the students’ speaking skill.
The present research had similar characteristic with the previous research which was using storytelling technique and both used classroom action research (CAR) as method in collecting data. The differences were in terms of instruments of research applied, the material used and in terms of subject of research. The previous research applied observation sheets and questionnaire in collecting data, while the
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present research would add more instruments such as field notes and documentation to obtain more comprehensible and accurate data. The material delivered in previous research was seemingly monotous or one-kind material while the present research used various and more attractive material. Besides, Munawaroh conducted the research at second grade students of SMP 10 Mataram while this research was conducted at MTs Tsullamul Ma’ad Al-Ma’arif Penujak and the subjects of research were the students of class VII academic year 2020/2021. More importantly, the previous research only focused on the final output of the action or on the improvement achieved by not mentioning students’ activities through learning, while the present reseach clearly described students’ speaking improvement and students’
activities progress during learning.
Second, the study conducted by Rani Permanasari (2015) entitled Teaching English Speaking Using Storytelling Technique at SMP 4 Mataram. The objective of this research was to find out whether teaching English speaking using storytelling technique was effective or not to improve students’ speaking ability. This research used one group pretest-posttest design and quantitative research method. The instrument of this research was pretest and posttest. The population of this research was 66 of the first grade students of SMP 4 Mataram and the sample was 33 students selected using simple random sampling technique. The data of this research were collected by giving pretest and posttest to the students’ sample. The collected data were analyzed by using test formula. The results of data analysis showed that the mean scores of pretest was 54.54 and the mean scores of posttest was 71.51. It meant that teaching English speaking using story telling technique was effective to improve the student speaking ability.
The present research had similarities with the previous research above by which both were using storytelling in improving students’ speaking skill. The subjects of research were also looked alike that were the first grade students of secondary school. However, the previous research took a big population of research which were 66 students while this research’s subjects were only 15 students in which they were easier to control so that it brought the effects towards the validity and accuracy of research findings. More importantly, the previous research only focused on improving students’ speaking skill, while the present reseach investigated both the
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effectiveness of storytelling in improving speaking skill as well students’ perception on the use of the technique.
It was expected that by reviewing two previous studies, the writer could have clear foundation and understandings in doing analysis of this research. However, as stated above, both previous research had similarities as well differences with present research in particular aspects.
B. Theoretical Bases
The process of review of related literature is intended to provide related information to the research problems which may be able to guide the writer to find out the right solution for those problems.
a. Speaking
1. Definition of Speaking
One expert has different definition of speaking from another. Thornbury states that speaking is an activity in real life that is carried out by speaker to carry out his/ her ideas to interact with listeners. The activities are unplanned and their continuity is based on situations.4
According to Ladouse (in Nunan, 2003), speaking is described as the activity as the ability to express oneself in the situation, or the activity to report acts, or situation in precise words or the ability to converse or to express a sequence of ideas fluently.5 Furthermore, Wilson defines speaking as development of the relationship between speaker and listener.6
Another definition comes from Cameron which says that speaking is about making people understand speaker’s feeling and ideas by doing an act of communication using language. At the time people produce utterances, they deliver their meanings, feelings, ideas and desires.7 Brown and Yule point out that the loosely organized syntax, the use of non-specific words and phrases and the use of fillers such as ‘well’, ‘oh’, and ‘uhuh’ make spoken language feel less
4 Thornbury, S. 2005. How to Teach Speaking. London: Longman. p. 20
5 Nunan, D. 2003. Practical English Language Teaching. New York: Mc Graw-Hill. p. 23
6 Wilson, S. 1983. Living English Structure. London: Longman. p. 5
7 Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press. p. 40
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conceptually dense than other types of language such as expository prose (in Nunan, 2003).8
Caroline defines that speaking is a basic oral communication among people in society. It is speaking which serves as natural means of communication of the members of the community for both expression of thought and form a social behaviour.9 Additionally, Harmer says that speaking is the process of building and sharing meaning through the use of verbal and non-verbal in variety of context.10
From the definitions above, it can be concluded that speaking is an activity in which the speaker produces utterances to express his/ her ideas in order to exchange information, so the listener understands what the speaker means.
2. Functions of Speaking
Speaking is very important, especially in daily communication. A person is recognized that he/ she is educated from the way and what he/ she is speaking.
When speaking, someone has to know what to speak and understand the ideas of what he/ she is talking about.
Harmer states that through speaking, the students will understand ideas, opinions and information from other people.11 Moreover, Brown and Yule (1983) (in Richard, 2006) made a useful distinction between the interactional functions of speaking, in which it serves to establish and maintain social relations, and the transactional functions, which focus on the exchange of information.12
Brown and Yule (in Richards, 2006) propose speech activities which are quite distinct in term of function and require different teaching approaches, as follows:
1. Talk as interaction
Talk as interaction refers to what we normally mean by “conversation” and describes interaction that serves a primarily social function. When people meet, they exchange greetings, engage in small talk, recount recent experiences, and so,
8 Nunan, D. 2003. Practical English Language Teaching. New York: Mc Graw-Hill. p. 25
9 Caroline, T. 2003. Practical English Language Teaching Young Learners. New York: Mc.Graw- Hill. p. 45
10 Harmer, J. 2001. The Practice of English Language Teaching. London: Longman. p. 22
11 Ibid. p. 87
12 Richards, J. 2006. Communicative Language Teaching Today. Cambridge: Cambridge University Press.
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on because they wish to be friendly and to establish a comfortable zone of interaction with others. The focus is more on the speakers and how they wish to present themselves to each other than on the message.
2. Talk as transaction
Talk as transaction refers to situations where the focus is on what is said or done. The message and making oneself understood clearly and accurately is the central focus, rather than participants and how they interact socially with each other. Burns (1998) distinguishes between two different types of talk as transaction. The first type involves situations where the focus is on giving and receiving information and where the participants focus primarily on what is said or achieved. The second type is transactions that focus on obtaining goods or services, such as checking into hotel or ordering food in a restaurant.
3. Talk as performance
The third type of talk that can usefully be distinguished has been called talk as performance. This refers to public talk, that is, talk that transmits information before an audience, such as classroom presentations, public announcements, and speeches. The focuses are on both message and audience.
Speaking has its functions which cover talk as interaction, transaction and performance which have been mentioned above. The functions of speaking show that speaking is not only about producing the language, but it also functions for some different purposes in daily communication.13
3. Teaching Speaking
After talking about the definition, and functions of speaking, this thesis will discuss about teaching speaking which includes principles in teaching second language, problems in speaking, types of classroom speaking performance, and the importance of teaching speaking. Teaching speaking to ESL learners is to:
1. Produce the English speech sounds and sound patterns.
2. Use word and sentences stress, intonation patterns and the rhythm of the second language.
13 Richards, J. 2006. Communicative Language Teaching Today. Cambridge: Cambridge University Press.
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3. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.
4. Organize their thoughts in a meaningful and logical sequence.
5. Use language as a means of expressing values and judgments.
6. Use the language quickly and confidently with few unnatural pauses, which are called as fluency.14
4. The Speaking Competencies of Grade VII Students
The grade VII students have to achieve speaking competencies that are stated in the KTSP (Kurikulum Tingkat Satuan Pendidikan). Below is a table showing the standard of competency and the basic competencies of speaking for the grade VII students in semester two.
Table 1. Standard Competencies and Basic Competencies of Speaking for Grade VII Students
Standard Competence Basic Competence Speaking
9.Expressing meaning in short simple verbal transactional and interpersonal conversations to interact with the surrounding environment
9.1 Expressing meaning in a short simple functional verbal text by using a variety of spoken language accurately, fluently, and acceptable to interact with the surrounding environment
9.2 Expressing meaning in a short simple monologue using a variety of spoken language accurately, fluently, and acceptable to interact with the
surrounding environment in the form of narrative, descriptive and procedure texts
14 Nunan, D. 2003. Practical English Language Teaching. New York: Mc Graw-Hill.
11 5. Problems in Speaking
Students find problems when doing speaking activities in the classroom.
Richards (2006) states that learners feel difficult in presenting a good image of them and sometimes avoid situations that call for this kind of talk. This can be a disadvantage for some learners where the ability to use talk for conversation can be important.15 Hatch (in Richard, 2006) emphasizes that second language learners need a wide range of topics at their disposal in order to manage talk as interaction. Initially, learners may depend on familiar topics to get by. However, they also need practice in introducing new topics into conversation to move beyond this stage.16
Below are some characteristics of spoken language that make speaking difficult proposed by Brown (2007).
1. Clustering
Fluent speech is phrasal, not word by word. Learners can organize their output both cognitively and physically (in breath group) through such clustering.
2. Redundancy
The speaker has an opportunity to make meaning clearer through the redundancy of language. Learners can capitalize on this feature of spoken language.
3. Reduced forms
Contractions, elisions, reduced vowels, etc., all form special problems in teaching spoken English. Students who don’t learn colloquial contractions can sometimes develop a stilled bookish quality of speaking that in turn stigmatizes them.
4. Performance variables
One of the advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number of performance hesitations, pauses, backtracking, and corrections. Learners can actually be taught how to pause and hesitate.
15 Richards, J. 2006. Communicative Language Teaching Today. Cambridge: Cambridge University Press. p. 24
16 Ibid.
12 5. Colloquial language
Make sure your students are reasonably well acquainted with the words, idioms, and phrases of colloquial language and that they get practice in producing these forms.
6. Rate of delivery
Another salient characteristic of fluency is rate of delivery. One of your tasks in teaching spoken English is to help learners achieve an acceptable speed along with other attributes of fluency.
7. Stress, rhythm, and intonation
This is the most important characteristic of English pronunciation. The stress-timed rhythm of spoken English and its intonation patterns convey important messages.
8. Interaction
Learning to produce waves of language in a vacuum – without interlocutors – would rob speaking skill of its richest component: the creativity of conversational negotiation.17
The problems mentioned above occur very often in English classroom.
English teachers are expected to find the solution of the problems.
6. Types of Classroom Speaking Performance
In English classroom, students are expected to perform their English speaking. These are the kinds of oral production that students are expected to carry out in the classroom proposed by Brown (2007).
1. Imitative
A very limited portion of classroom speaking time may legitimately be spent generating “human tape recorder” speech, where, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
17 Brown, H. 2007. Principles of Language Teaching and Learning Fifth Edition. NewYork: Pearson Longman. p. 115
13 2. Intensive
Intensive speaking goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activity, where learners are “going over” certain forms of language.
3. Responsive
A good deal of student speech in the classroom is responsive: short replies to teacher- or student-initiated questions or comments. These replies are usually sufficient and do not extent into dialogues (categories 4 and 5). Such speech can be meaningful and authentic.
4. Transactional (dialogue)
Transactional language, carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language.
5. Interpersonal (dialogue)
The other form of conversation mentioned in the previous chapter was interpersonal dialogue, carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.
6. Extensive (monologue)
Finally, students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned or impromptu.18
7. The Importance of Teaching Speaking
Speaking is a crucial part of second language learning. The goal of teaching speaking should improve students’ communicative skills, because only in that way, students are able to express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance.
Qureshi (in Permanasari, 2015) says that communication takes place, where there is speech. Without speech we cannot communicate with one another.
18 Brown, H. 2007. Principles of Language Teaching and Learning Fifth Edition. NewYork: Pearson Longman. p. 120
14
The importance of speaking skills hence is enormous for the learners of any language. Without speech, language is reduced to a mere script.19
Thornbury (2005) explains that for a long time it was assumed that the ability to speak fluently followed naturally from the teaching grammar and vocabulary, with a bit of pronunciation thrown in. We know that speaking is much more complex than this and that involves both command of certain skills and several different types of knowledge.20
Richards (2006) says that the mastery of speaking skills in English is a priority for many second-language or foreign language learners. Consequently, learners often evaluate their success in language learning as well as the effectiveness of their spoken language proficiency.21
Harmer also points out that the ability to speak fluently presupposes not only a knowledge of language but also the ability to process information and language ‘on the spot’.22
Speaking is of course very important in daily life. This is the most used skill by many people to exchange information. This influences many parts of daily communication so much. For that reason, teaching speaking in the classroom is really important.
b. Storytelling
1. Definition of Storytelling
Storytelling has been used as a means of communication since earliest times. Stories create magic and a sense of wonder at the world. Stories teach us about life, about ourselves, and others. Storytelling is a unique way for students to increase an understanding, respect, and appreciation for other culture.
Wilson explains that storytelling is an activity that can be defined very simply as that which is done by storytellers.23 As human being, people usually tell their story to other. They tell other about their feeling, opinion, ideas, or even
19Permanasari, Rani. 2015. English Speaking Using Storytelling Technique at SMP 4 Mataram.
Unpublished Thesis. Mataram: Mataram University. P. 32
20Thornbury, S. 2005. How to Teach Speaking. London: Longman. p. 2
21Richards, J. 2006. Communicative Language Teaching Today. Cambridge:Cambridge University Press. p. 19
22Harmer, J. 2001. The Practice of English Language Teaching. London: Longman.
23Wilson, S. 1983. Living English Structure. London: Longman. p. 21
15
anything happened in their lives. It is very simple to tell story to other, as simple as expressing what is on mind. As people like to share their stories or experience, it is explained further on the book of Wilson, storytelling is thought of as something belonging to a preindustrial or mythical past. Stories have been shared in every culture as a means of entertainment, education, cultural preservation, and instilling moral values. Crucial elements of storytelling include plot, characters, and narrative point of view.
Coconi (in Fitria, 2000) defines storytelling is the communicating of events through the use of words and sounds. This is an art of expression and improvisation, which revolves around a plot and/or narrative point of view.24 There are a number of different types of storytelling that are shared within many different cultures of the world, aiming to spread moral values, entertainment, inspiration and advice.
In addition, Maynard (in Irawan, 2011) define storytellingas the way people communicate their experience, the way they understand the experience of others, the way they liberate their imaginations, the way they make sense of the world and their own position within it. He states that stories are important to people, politics, and education. Stories are how people make sense of themselves and their worlds. "Storytelling is a task shared by storyteller and story listeners, it is the interaction of the two that makes a story come to life".25 While Baker and Greene (1985: 34) emphasize that the story has its own components; storyteller, story listener and a topic, and most of the stories are taken from real life.26 Further they state several characteristics of a good story to have a single theme, clearly defined, a well-developed plot; the style should contain vivid words and pictures, having pleasing sounds and rhythm, should have characterization, be faithful to source, have dramatic appeal, be appropriate to listeners, be short and contains simple words and sentences, be effective, contain active verbs, avoid adjectives,
24Fitria. 2000. Improving Students’ Listening Skills through Storytelling. Unpublished Thesis. Malang:
State University of Malang. Accessed on 16th March 2021. p. 21
25Irawan, H. 2011. Using Picture-Based Story Telling Technique to Improve the Speaking Skill of the Eleventh Graders of MAN Kisaran. Unpublished Thesis. Malang: University of Malang. p. 34
26Permanasari, Rani. 2015. English Speaking Using Storytelling Technique at SMP 4 Mataram.
Unpublished Thesis. Mataram: Mataram University. p. 30
16
contain expressions of opinion, cite quotes, facts, sources, be edited with appropriate punctuation, grammar and capitalization.
As the understanding of storytelling explained above, it can be concluded that actually storytelling is an activity to share what is on mind. It has many benefits, such as for entertainment, education, cultural preservation, and instilling moral values. It is also has elements that have to be noticed, they are plot, characters, and narrative point of view.
2. The Aims of Storytelling
According to Ellis and Brewster (in Munawaroh, 2012), storytelling technique can motivate students to develop positive attitudes towards the foreign language and language learning.27 In every story, there will be a moral message can be taken, whether it is negative or positive. If it is negative, teacher must tell the students not to copy, but if it is positive, teacher must tell the students to do so.
Moreover, through storytelling students will be taught listening, good oral language, plot, sequencing, characterization. Also, the importance of storytelling is about visualization, so storytelling mentally stimulates students as they naturally begin to imagine and make sense of the story while they listen.
Storytelling can increase students’ ability to share social experience.
Storytelling is not only enjoyable, but can help build up students’ confidence and encourage social and emotional development. Oral storytelling allows students to show their communication skill. It results in the use of paralinguistict features (gestures, facial expression) as well as linguistic features (use tense, linking devices, clarification of ambiguity). Moreover, there are some objectives of storytelling in teaching English skill;
a. to enhance students’ confidence in speaking skill b. to develop problem solving
c. to teach narrative structure and practice description d. to improve pronunciation and intonation
e. to encourage interaction and share culture
27Munawaroh, Siti. 2012. Using Storytelling to Improve Speaking Skills of the Student of SMP 10 Mataram”. Unpublished Thesis. Mataram: Mataram University. p. 12
17
Here, the writer believes that storytelling technique is an effective technique that incorporation the aesthetic ways of knowing into instruction. Also, storytelling has one benefit in enhancing the arts of education of English and surely motivate students to connect with their learning process. From those aims of storytelling, it can be concluded that storytelling gives many benefits besides improving speaking skills. Other skills that can be improve through storytelling, such as students’ positive attitudes towards the foreign language and language learning, listening, good oral language, plot, sequencing, characterization, students’ ability to share social experience and linguistic features.
3. Types of Storytelling
There are two types of storytelling, they are oral and written storytelling.
In oral storytelling, students are not limited by their writing abilities. They can use vocabulary that is likely most accessible to them. Written storytelling allows the student to reflect more deeplythan with oral storytelling. Student can revise and expand their responses in written storytelling.
For instances, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way, not only will the teacher address students’ speaking ability, but also get the attention of the class. It reveals now that storytelling can be seen in encouraging learners in using the language for a range of different purposes and functions as they tell based on different topics and themes (Heninger in Fitria, 2000).28 It isimportant to teach the students how to retell a story and what will be expected of their storytelling.
4. Storytelling as Speaking Activity
Storytelling is the oldest form of education activity in speaking skill that can stimulate the learners to enjoy the speaking learning process. It has many benefits, such as for entertainment, education, cultural preservation, and instilling moral values. It is also has elements that have to be noticed, they are plot,
28Fitria. 2000. Improving Students’ Listening Skills through Storytelling. Unpublished Thesis. Malang:
State University of Malang. p. 32
18
characters, and narrative point of view. Moreover, Brown (2007) listed several types of classroom speaking activity in this following form:
1. Imitative
Students practice an intonation or try to identify a certain vowel sound. The elements of language form are the focus of this activity.
2. Intensive
This is speaking performance that is designed to practice some phonological or grammatical aspects of language. It is usually done in individual or even in pairs.
3. Responsive
It means that students practice their language by answering some questions.
This activity use simple utterances which can be meaningful and authentic.
4. Transactional (dialogue)
Transactional dialogue seeks for the purpose of getting or exchanging specific information. It is an extended form of responsive language.
5. Interpersonal (dialogue)
Interpersonal dialogue seeks for the purpose of maintaining social relationships than for the transmission of facts and information. Students are usually asked to have a dialogue about their feeling.
6. Extensive (monologue)
Students are asked to give extended monologues in the form of oral reports, summaries, or speeches.
7. Other interactive techniques
These include interviews, games, jigsaw, problem-solving activities, role-play and discussion.29
It is clear that storytelling is one activity that relates to many types of speaking activity. Storytelling is an activity that needs a storyteller and audiences, so, the learners will be a speaker and audience, they have to perform their story and response another story. Storytelling will stimulate the learners to do imitate speaking, intensive speaking as the preparation before they perform the
29Brown, H. 2007. Principles of Language Teaching and Learning Fifth Edition. NewYork: Pearson Longman. p. 23
19
storytelling. Then, the learners will be motivated to response the story as the audience. Also, storytelling will give many good impacts for the learners’
speaking skill, because storytelling makes the learners comprehend how to speak with the good gesture and intonation. It is useful for the learners to continue to the extensive speaking.
From this explanation, storytelling can be implemented not only in speaking class, but also in various kind of work. Teacher can take this as a creative way in the class as its topic to create a good interaction and communicative learning.
5. Teaching Procedures by Using Storytelling
There are three steps of teaching by using storytelling technique, adapted from Morrow (in Fitria, 2000), they are:
1. Pre storytelling
Teacher begins the class with an introduction to the lesson objective and the contents that students must study each lesson and students try to think about storytelling. Teachers should familiarize students with storytelling introduction, how to focus on the main idea and how to support students. Then, teacher asks the students to watch a simple monologue narrative video and also ask them to think about the story they watch.
2. Guideline storytelling or while storytelling
Students will learn story structures which consisted of plot, point of view, setting, characteristic, and ending. Teachers also provide students with the questions for guideline. At last in guideline storytelling, discussion (sharing ideas) is needed to supports the ability of storytelling by doing the previous and post discussion from stories.
3. After storytelling or Post storytelling
Students retell the stories independently in class and teacher give feedback to the students after they finish telling the story.30
30Fitria. 2000. Improving Students’ Listening Skills through Storytelling. Unpublished Thesis. Malang:
State University of Malang. p. 16
20 6. The Advantages of Storytelling
The act of storytelling generally brings advantages to the learners. The teacher may use storytelling to create comfortable condition when he/she knows that the learners are moody to study. The teacher can also use storytelling to gain the learners’ attention when their focus spread out. In short, the storytelling strategy is beneficial for learners in their learning activities. Pedagogically, storytelling strategy brings advantageous result to improve the learners speaking ability. Wilson (1983) states that storytelling is an important way that can be applied to provoke the result of learners’ learning.31
From the point of view above, it can be understood that through storytelling, both of teacher and learners can obtain benefit. The teacher benefits of trying to organize their way in uttering sentences logically. This means that the teacher effortfully to sequentially tell the story to be understood by learners. In the same way, the learners also get many benefits of telling stories. Furthermore, Wilson explains that the teacher effort in sharing stories to the children is essential part of their growth in literacy because stories have advantages, as follows:
1. increase children knowledge and understanding of others races and beliefs 2. introduce children to a wider range of story sharing experiences
3. stimulates children imagination
4. expand vocabularies and provide children with good models of usage, enunciation, and pronunciation
5. encourage children to listen, concentrate, and follow event-structured material 6. challenge assumption and introduce new ideas in a nonthreatening way 7. develop children’ thinking skill
8. increase the children appropriation of literature and reinforce cultural values32 c. Conceptual framework
Speaking is one of the four skills of language that students have to master in order to prove that they master the target language, in this case, English. Speaking is the most used skill to communicate with people, so it is clear that speaking is absolutely part of everybody’s life. In learning a foreign language, students find
31Wilson, S. 1983. Living English Structure. London: Longman. p. 25
32Ibid.
21
many problems and difficulties, especially when they have to produce it in the spoken form.
To overcome the problems regarding speaking activities in the classroom, the teacher should creatively find new breakthrough in designing the activities.
Unfortunately, many teachers seem to see these problems as something simple. They tend to use very traditional ways of teaching English. In speaking activities, the most commonly used method is lecturing method and memorization. Teachers are continuously explaining the materials without feedback or interaction from the students. It is so boring as students do not feel challenged and motivated in doing the task. It is neither communicative. Consequently, the real communication that should be established in learning English does not exist. The goal of learning language is not achieved. The problems also occurred in MTs Tsullamul Ma’ad Al-Maarif Penujak when the researcher did the observation. The teacher said that it is difficult to teach speaking if the students have to produce their own utterances, so that he provided a material and explained it and asked the students just to do the homework. As what the researcher observed, students got bored. They just memorized some vocabularies, but that was it. They only memorized without getting the real communication. There was no information exchange in the activities.
Based on the problems stated above, the researcher comes up with the idea of using communicative technique to improve students’ speaking skill. Storytelling method is chosen to make learning more fun, challenging, interesting, and motivating. Students will enjoy learningto speak English. Their intrinsic motivation to be able to master English will be triggered since they are happy with the learning process. Intrinsic motivation will lead them to meaningful learning. The knowledge and English mastery will be stored in long-term memory and resulting automaticity in speaking English. Finally, the ultimate goal of teaching and learning speaking is achieved. The students’ speaking skills are improved.
C. Hypothesis
Based on previous description of related theories and basic assumption above, the hypotheses of this research are:
1. Alternative Hypothesis (Ha)
22
Students’ speaking skill can be improved by storytelling technique at seventh grade students of MTs Tsullamul Ma’ad Al-Ma’arif Penujak.
2. Null Hypothesis (Ho)
Storytelling technique cannot improve students’ speaking skill at seventh grade students of MTs Tsullamul Ma’ad Al-Ma’arif Penujak.
23 CHAPTER III RESEARCH METHOD
A. Setting of Research
This research is conducted in class VII semester II (even) academic year 2020/2021 of MTs Tsullamul Ma’ad Al-Ma’arif Penujak on October 2021. Class VII faces north and is between classes VIII and office. The class arrangement is adjusted based on the grade level. The classroom area is approximately 7 × 8 meters2. The student seats face west. To the south side of the student seats there is an archive cupboard that stores textbooks. One whiteboard is in front facing the student seat and approximately one meter away is teacher's desk. On the teacher's desk there are textbooks for teaching. In addition, next to the teacher's desk, there is a flagpole. Behind the student seats there is also a table to put textbooks, learning media and other equipment. On the walls, there are lots of students’
artwork in the form of pictures and writings. On the south wall there is a student data bank and a slogan board. There are 26 chairs and 13 tables, which students sit in pairs. Tables and chairs are still in a good condition and proper to use. In overall, classroom VII is comfortable to use for the teaching and learning process.
Students of class VII are very heterogeneous in terms of their speaking abilities; but most of them are not able to speak English, only a few students who have fair speaking skill. Shortly, the students' speaking skill scores are low. This can be seen from table 3 below which describes the class average score before the action is taken.
Table 2. Class Profile Before Taking Action
Class Total Students Average Score of Speaking Skill
VII 15 65,20
Table 3 above describes the average score of speaking skill before the action is conducted. The average score is 65.20 of the 15 students, only about 26,67% have passed the standard determined, while 73,34% have not completed
24
it. The standard passing grade should be achived is 75. This description is used as the root of the problem to improve students' speaking skill. Thus, researcher and class VII teacher collaborate to provide solutions so that students' speaking skill will be improved. In this case, the researcher applies the storytelling technique.
B. Object of Research
There were four objects of this research, namely:
1. Students’ activities by using storytelling technique 2. Teacher’s activities by using storytelling technique 3. Students’ speaking skill by using storytelling technique
4. Students’ response towards the implementation of storytelling teechnique C. Design of Research
The design used in this research is classroom action research. According to Hopkins (in Munawaroh, 2012) classroom action research is a form of reflective study, which is conducted by the researcher to increase the rational competence of their actions in carrying out tasks and develop understanding towards the conditions of learning practices. It is a reflective process in which instructor gather empirical data to improve the teaching practice.33 In other words, classroom action research is a method of finding out what works best in a particular classroom so that the teacher can improve students’ learning.
This research is a collaborative classroom action research which means that the researcher does not conduct research on his own, but collaborates with the teacher of class VII in investigating problems, planning learning steps, making lesson plans, designing instruments as observation guidelines, and determining learning steps with the storytelling method. The collaboration made here as the teacher himself who takes the action while the researcher observes the ongoing process of the action. In collaborative classroom action research, essentially the position of the researcher is as a part of the situation and condition of the setting he observes.
33Munawaroh, Siti. 2012. Using Storytelling to Improve Speaking Skills of the Student of SMP 10 Mataram”. Unpublished Thesis. Mataram: Mataram University. p. 40
25 D. Instrument of Research
Research instrument is a tool to measure specific natural or social phenomena. The instruments in this study are used to measure the roles and the significances of the storytelling technique implementation in improving students’
speaking skill. The tools used as data collectors are tests, observation sheets, and field notes.
1. Test
As stated earlier, a test is a systematic instrument for measuring a sample of behavior. The test is used to measure students' speaking skill with the storytelling method. Direct oral test is given to the students in order to know their speaking skills especially in retelling story. In this research, test is divided into two categories; pre-test and post-test. The aim of pre-test is to measure the students’
speaking skill before treatment. On the other hand, post-test is to measure their speaking skill after giving treatment. The topic of pre-test is about the last holiday, and the topic of post-test is about the stories that have been taught. Both of pre- test and post-test are conducted in duration of 2-3 minutes conversation. During the test, the researcher directly gives some scores based on the assessment guidelines. Besides, questionnaires is given to each student to know their perceptions on the use of storytelling method. The following is an assessment guideline and a speaking skill assessment grid.
Table 3. Assessment Guidelines of Speaking Skill
No Aspect Rated aspect Score
1 Linguistic Intonation 20
Pronunciation 20
Diction/Vocabulary 10
Structure/Grammar 10
2 Non-Linguistic Fluency 10
Material Presentation 10
Attitude 10
Courage 10
Total 100
26
Table 4. Speaking Skill Assessment Grid
Rated Aspect Indicator Score Criteria
Intonation 1. Quite precise intonation placement 18 - 20 Very good 2. Precise intonation placement 15 - 17 Good 3. Less precise intonation placement 12 - 14 Satisfactory 4. Wrong intonation placement 9 - 11 Poor
Pronunciation 1. Very good words pronunciation 18 - 20 Very good
2. Good words pronunciation 15 - 17 Good
3. Bad words pronunciation 12 - 14 Satisfactory 4. Incorrect words pronunciation 9 - 11 Poor
Diction /Vocabulary
1. Quite proper use of the diction/vocabulary 8 - 10 Very good 2. Proper use of the diction/vocabulary 5 - 7 Good 3. Less proper use of the diction/vocabulary 3 - 4 Satisfactory 4. Improper use of the diction/vocabulary 1 - 2 Poor
Structure /Grammar
1. Fully structured and grammatically correct sentences uttered
8 - 10 Very good
2. Partially structured and grammatically correct sentences uttered
5 - 7 Good
3. Unstructured and grammatically incorrect sentences uttered but still understandable
3 - 4 Satisfactory
4. Sentences uttered are out of order and meaningless
1 - 2 Poor
Fluency 1. Very fluent in speaking 8 - 10 Very good
2. Fluent in speaking 5 - 7 Good
3. Less fluent in speaking 3 - 4 Satisfactory
4. Stammered in speaking 1 - 2 Poor
Material Presentation
1. Material presented is quite relevant with the story
8 - 10 Very good
2. Material presented is relevant with the story
5 - 7 Good
3. Material presented is less relevant with the 3 - 4 Satisfactory
