RETELLING STORY THROUGH PICTURE SERIES TO IMPROVE STUDENTS’ SPEAKING SKILL
(A Quasi Experimental Research in Teaching Narrative Text of the 8th Grade Students of Junior High School)
A Research Paper
Submitted to the English Education Department of FPBS UPI as Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
Ika Ratna Mulya 0902347
English Education Departmennt
ENGLISH DEPARTMENT OF EDUCATION FACULTY OF LANGUAGE AND ART EDUCATION
INDONESIA UNIVERSITY OF EDUCATION BANDUNG
By:
Ika Ratna Mulya 0902347
Approved by:
Main Supervisor
Pupung Purnawarman, M.S.Ed., Ph.D. NIP. 196810131998031001
Co-Supervisor
R. Della N. Kartika Sari A., S.Pd., M.Ed. NIP. 197704142001122003
Head of Department of English Education Faculty of Language and Arts Education
Indonesia University of Education
STATEMENT OF AUTHORIZATION
“I hereby certify that this paper entitled Retelling Story through Picture Series to Improve Students’ Speaking Skill is fully my own work. It contains no material which has been submitted to this university or any education institution, or
previously written by another person, except where due to the references or acknowledgements are made in the text of the paper and bibliography.
Bandung, Juni 2014
ABSTRACT
RETELLING STORY THROUGH PICTURE SERIES TO IMPROVE STUDENTS’ SPEAKING SKILL
Ika Ratna Mulya (0902347)
Main supervisor : Pupung Purnawarman, M.S.Ed., Ph.D.
Co-supervisor : Rd. Della Nuridah K.A., S.Pd., M.Ed.
This research investigated the use of retelling story through picture series to improve students’ speaking skill at the 8th
grade students of junior high school. It used a quasi-experimental design. It involved two classes which consist of 40
students in 8th grade of one of junior high schools in Bandung. The data were examined from the test (pre-test and post-test) and assessed by two teachers. The
data were analyzed based on the scoring system for speaking by Haris (1969, cited from Rizqon, 2011). Based on the statistical computation of dependent t-test, it
showed that retelling story through picture series is effective in improving students’ speaking ability (tobt 12.303 >tcrit 2.093, r = 0.518). In conclusion, the method revealed that retelling story through picture series can improve students’ speaking skill. In that, it has significant influences to students’ speaking activities. Moreover, this research explains that retelling story through picture series built students’ confidence. However, it is important for the teacher to help students develop their motivation/to create activities or use pictures to develop students’ motivation to get better result.
ABSTRAK
RETELLING STORY THROUGH PICTURE SERIES TO IMPROVE STUDENTS’ SPEAKING SKILL
Ika Ratna Mulya (0902347)
Main supervisor : Pupung Purnawarman, M.S.Ed., Ph.D.
Co-supervisor : Rd. Della Nuridah K.A., S.Pd., M.Ed.
PAGE OF APPROVAL ...i
STATEMENT OF AUTHORIZATION ...ii
PREFACE ...iii
ACKNOWLEDGEMENT ...iv
ABSTRACT ...vi
TABLE OF CONTENTS ...vii
LIST OF TABLES ...xi
LIST OF FIGURES ...xii
LIST OF APPENDICES...xiii
CHAPTER I INTRODUCTION ... Error! Bookmark not defined. 1.1 Background ... Error! Bookmark not defined.
1.2 Statement of Problems ... Error! Bookmark not defined.
1.3 The Purpose of the Research ... Error! Bookmark not defined.
1.4 Hypotheses ... Error! Bookmark not defined.
1.5 Significance of the Research ... Error! Bookmark not defined.
1.6 Limitation of the Research ... Error! Bookmark not defined.
1.7 Research Methodology... Error! Bookmark not defined.
1.7.1 Design ... Error! Bookmark not defined.
1.7.2 Population and Sample ... Error! Bookmark not defined.
1.7.3 Research Instrument... Error! Bookmark not defined.
1.7.4 Research Procedure... Error! Bookmark not defined.
1.8 Clarification of Key Terms ... Error! Bookmark not defined.
1.9 Organization of the Paper... Error! Bookmark not defined.
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2.2 Teaching Speaking ... Error! Bookmark not defined.
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2.2.2 The Use of Picture Series in Teaching SpeakingError! Bookmark not defined.
2.3 Retelling Story... Error! Bookmark not defined.
2.3.1 Retelling Story Using Picture Series in Teaching Speaking Error! Bookmark not defined.
2.3.2 Narrative Text ... Error! Bookmark not defined.
2.4 Retelling Story in Teaching English to Young Learners Error! Bookmark not defined.
2.5 Retelling Story and Speaking ImprovementsError! Bookmark not defined.
2.6 Effects of Retelling story using Picture Series in Teaching SpeakingError! Bookmark
not defined.
CHAPTER III RESEARCH METHODOLOGY .. Error! Bookmark not defined. 3.1 Research Design ... Error! Bookmark not defined.
3.1.1 Variables ... Error! Bookmark not defined.
3.1.2 Research Hypotheses ... Error! Bookmark not defined.
3.2 Research Subject ... Error! Bookmark not defined.
3.2.1 Populations... Error! Bookmark not defined.
3.2.2 Samples ... Error! Bookmark not defined.
3.4.1 Preparing the Lesson Plan... Error! Bookmark not defined.
3.4.2 Conducting the Pilot Test... Error! Bookmark not defined.
3.4.3 Conducting the Pre-test ... Error! Bookmark not defined.
3.4.4 Treatment ... Error! Bookmark not defined.
3.4.5 Conducting Post-test ... Error! Bookmark not defined.
3.5 Data Analysis ... Error! Bookmark not defined.
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3.5.5 Variance Homogeneity Test... Error! Bookmark not defined.
3.5.6 Independent t Test ... Error! Bookmark not defined.
3.5.7 Paired Sample t Test ... Error! Bookmark not defined.
CHAPTER IV FINDINGS AND DISCUSSION .... Error! Bookmark not defined. 4.1 Research Findings ... Error! Bookmark not defined.
4.1.1 Pretest Data Analysis ... Error! Bookmark not defined.
4.1.2 Posttest Data Analysis... Error! Bookmark not defined.
4.1.4 Paired t Test ... Error! Bookmark not defined.
CHAPTER V CONCLUSION ... Error! Bookmark not defined. 5.1 Conclusion... Error! Bookmark not defined.
5.2 Suggestion ... Error! Bookmark not defined.
BIBLIOGRAPHY APPENDIX
CHAPTER I INTRODUCTION
This chapter encompasses the introduction of the research which covers
background of the research, statement of problem, the purpose of the research,
hypotheses, significance of the research, limitation of the research, research methodology, clarification of key terms, and organization of the papers.
1.1 Background
Retelling story technique has been known as one of teaching activities in
second or foreign language classes. One of the reasons is because it relies so much on words, offering a major and constant source of language experience for
children (Wright, 1995, cited from Jianing, 2007). In addition, stories can be considered language treasures as models of language for students at different
levels and ages.
Miller and Pennycuff (2008) say that retelling story in the classroom is one way to improve speaking ability. In line with this, Pellowski (cited from Eliwarti, 2013) said that retelling story is an effective instructional strategy for enhancing the comprehension of proficient and less proficient students. He also believes that retelling story is one of the arts or crafts of narration of stories in verse/and prose
(Pellowski, in Eliwarti, 2013). As Eliwarti (2013) says, retelling story is part of speaking activities. It means, in this research, retelling story can play an important
role performance based on assessment of speaking. It helps them in learning about telling stories or events in details and in sequences. Students develop their favorite
2
Furthermore, as a tool of developing students’ speaking skill, a media can be used in retelling story. It helps students to be more active and understand about the activities. According to Brown (2004, p.180), using a variety of media will
increase the probability that the students will learn more and retain better what they learn in improving the performance of skill they are expected to develop. There are many types of teaching media that can be used to convey the lesson; one of the media that can be used is picture (Brown, 2004, p.180). In line with this, Harmer (2001, p. 134.) states that pictures is one of the variety of teaching aids which is used to explain language meaning construction, to engage students
in a topic, or as the basis of a whole activity. In addition, this research used picture as media for developing students’ speaking skill through retelling story.
On the other hand, Brezigar (2003) argues that retelling story nowadays increases the use of English for students. Oakley (2006) claims that retelling story is useful in assessing students’ comprehension, but then it has some limitation. Meanwhile, Ma (1994, cited from Yang, 2011) believes that storytelling is an efficient teaching strategy for non-native instructors in teaching. Furthermore, Miller and Pennycuff (2008) say that retelling story has a power to improve students’ speaking skill. According to Matulka (2008, p.4), a good picture series in a story ties the reader to the pictures and creates the meaning of the pictures,
story and pictures work together to propel the story forward.
Based on those explanations above, there are some researchers believe that retelling story can improve students’ speaking skill, but some others not. In this case, retelling story technique stimulates how students can improve their speaking
skills. Media used in order to motivate them to be able to speak is picture series. Therefore, this research tried to investigate the use of retelling story through picture series in improving students’ speaking skill in eight grade students of junior high school. In addition, this research expected that retelling story using picture series could give better effects in improving students’ ability in speaking.
Hopefully, this research can give some contribution for language teaching,
especially in retelling story technique.
1.2 Statement of Problems
This research is aimed at answering the following question:
“To what extent does retelling story using picture series improve students’ speaking skill at the 8thgrade students of Junior high school?”
1.3 The Purpose of the Research
Based on the statement of the problem, the purpose of this research is to investigate the use of retelling story through picture series in improving students’ speaking skill at the 8th grade students of junior high school.
1.4 Hypotheses
Realizing the problem about it, the hypotheses were made related to this subject. As this research used quantitative method, the hypotheses were aimed at answering research question temporary. The research that formulates hypothesis is
the research which uses quantitative method, it is the prediction about what researcher expects to find (Creswell, 2012, p.125). In line with this, Fraenkel et al
(2012) simply added that hypothesis is prediction about the possible outcomes of the research (p. 83).
The hypotheses formulated in the research are:
Ho : There is no significant difference between students speaking score in retelling story through picture series and retelling story through one sample picture: it means the technique is not effective to improve students’ speaking skill.
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sample picture: it means the technique is effective to improve students’
speaking skill.
1.5 Significance of the Research
The present research hopefully makes several significances for theoretical, practical, and professional benefits.
1. Theoretical benefit
The research findings hopefully make significant contributions toward the research about retelling story through picture series to improve students’ speaking skill particularly to 8th grade students of junior high school.
2. Practical benefit
The research findings are expected to provide information to the teacher in motivating students to improve their speaking skill, and also beneficially
useful to students and the readers who are interested in teaching English especially retelling story.
3. Professional benefit
The research can help teachers in improving the quality of teaching, teachers-students’ relationship, creating collaborative learning, and also creating an interesting classroom.
1.6 Limitation of the Research
this research was limited on teaching speaking on retelling story using picture
series in junior high school, especially in 8thgrade students.
1.7 Research Methodology 1.7.1 Design
This research deals with improving students’ speaking skill using picture series in communicating in English since it is often consider being one of some difficult aspects of language learning for the teacher to help the students with their difficulties.
In conducting the research, the writer applied quantitative research design as the research methodology. Quantitative method is a method that is dealing with
statistical analysis of the data in the form of scores and numbers (Creswell, 2012, p. 19). Furthermore, this research is used quantitative experimental design which
is analyzed by using t-test. The data is taken in 2 groups to identify the differences of using experimental group and control group. It is assessed by two teachers.
According to Creswell (2012, p.295), experiment is testing an idea to determine whether it influences an outcomes or dependent variables. Whereas, the independent variable of this research was retelling story through picture series and the dependent variable of this research was improvement of students’ speaking skill in retelling story. According to Fraenkel et al (2012, p.275), the design of the experimental group using pretest and posttest with the matching design is named
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M O1 X O2
MO1 C O2
Where: M: Matched subject
O1 : Students’ speaking score in pretest O2 : Students’ speaking score in posttest X : Treatment using picture series in retelling story
C : No treatment
(Adopted from Fraenkelet al, 2012, p.275)
1.7.2 Population and Sample
Fraenkelet al (2012, p. 92) explain that,
In educational research, the population of interest is usually a group of persons (students, teachers, or other individuals) who possess certain characteristics. In some cases, however, the population may be defined as a group of classrooms, schools, or even facilities. (Fraenkelet al, 2012, p. 92).
In line with this, Cresswel (2012) defines population as a group of individuals with some characteristics that can be identified by the researcher (p.142). In addition, Fraenkel et al (2012, p. 91) states that the sample is the small group of the population on the research site. The samples of this research are two classes. The first class was the experimental group and the second class was the
control group. Each class consisted of 35 students and the researcher took 20 students as the sample.
1.7.3 Research Instrument
This research involved two groups, experimental group and control group. The experimental group wasgiven the treatment by retelling story using picture series and the control group wasgiven the treatment by retelling story using one
beginning the students were given the pretest to measure their initialability in
speaking. Then, the teacher used picture series to tell the story, and then the students got the post-test on retelling story. The post-test was administered after
they understood about the story using picture series.
1.7.4 Research Procedure
The procedure of this research included several steps. The steps can be
seen as follows:
1. Preparing the lesson plan; 2. Conducting pilot test;
3. Explaining about narrative text and retelling story using one picture; 4. Conducting pretest;
5. Conducting the treatment, which is retelling story using picture series
for Experimental group; 6. Conducting posttest.
1.7.5 Data Analysis
Thedatawereanalyzed using quantitative analysis. In other words, the data
analysis was conducted to interpret data from the pre-test andpost-test: the pre-test purposed to measure the initial score of speaking ability, and the post-test purposed to measure the improvement of students’ speaking ability.The formative test was administered to measures the improvement of their speaking skill from
8
of t-test to examine the differences of pre-test and post-test from both control and
experimental groups. In addition, the significance of the test was analyzed by using computer programmed of Statistical Product and Service Solution (SPSS)
20.
1.8 Clarification of Key Terms
There are some terms in this research that need to be clarified. The definitions of them are as follows:
Pictures is one of the varieties of teaching aids which is used to explain
language meaning construction, engage students in a topic, or as the basis of a whole activity (Harmer, 2001, p.134).
Retelling story is one of the arts or crafts of narration of stories in
verse/and prose (Pellowski, cited from Eliwarti, 2013). It requires the reader or listener to integrate and reconstruct the part of a story (Gibson
et al., 2003)
Speaking is an interactive process of constructing meaning that involves
producing and receiving and also processing information (Brown, 1994, Burns and Joyce, 1997, cited from Nawshin, 2009).
Narrative is a kind of genre which has social function to amuse,
entertain and to deal with actual or vicarious experience in
different ways. Narrative deals with problematic events which lead to a crisis or a turning point of some kind, which in turn finds a
1.9 Organization of the Paper
This paper was organized in five chapters. Each chapter has some subtopics which help the reader to clarify and give detail on the information. The paper of
this research is organized as follows:
Chapter I. Introduction
This chapter encompasses the introduction of the research which covers background of the research, statement of problem, the purpose of the research, hypotheses, significance of the research, limitation of the research, research methodology, clarification of key terms, and organization of the
papers.
Chapter II. Theoretical Foundations
This chapter presents relevant theories to this research. In detail, this chapter explores some theoretical foundation of picture series, retelling story, and
teaching speaking. It provides some effects of picture series in retelling story.
Chapter III. Research Methodology
This chapter presents a discussion on the methodology employed in conducting this research. The description and account below involve; research design, research subject, research instrument, research procedures, and data analysis.
Chapter IV. Research Findings and Discussions
This chapter presents the results of data analysis and the discussions. This
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Chapter V. Conclusion and Suggestion
This chapter presents the conclusion and suggestion. It includes the explanation of the retelling story through picture series to improve students
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents a discussion on the methodology employed in
conducting this research. The description and account below involve; research
design, research subject, research instrument, research procedures, and data analysis.
3.1 Research Design
This research deals with improving students’ speaking skill using picture
series in communicating in English since it is often considering being one of some difficult aspects of language learning for the teacher to help the students with their
difficulties.
In conducting the research, the writer applied quantitative research design as
the research methodology. Quantitative method is a method that is dealing with statistical analysis of the data in the form of scores and numbers (Creswell, 2012, p. 19). Furthermore, this research is used quantitative experimental design which is analyzed by using t-test. The data is taken in 2 groups to identify the differences of using experimental group and control group. It is assessed by two teachers. According to Creswell (2012, p.295), experiment is testing an idea to determine
whether it influences an outcomes or dependent variables. Whereas, the independent variable of this research was retelling story through picture series and
the dependent variable of this research was improvement of students’ speaking
skill in retelling story. According to Fraenkel et al (2012, p.275), the design of the
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M O1
X O2 MO1 C O2
Where: M: Matched subject
O1 : Students’ speaking score in pretest O2 : Students’ speaking score in posttest X : Treatment using picture series in retelling story
C : No treatment
(Adopted from Fraenkel et al, 2012, p.275)
3.1.1 Variables
According to Fraenkel et al (2012, p.77), variables can be classified in two ways, quantitative variables and categorical variables. In this research, the variable dealt with quantitative method. It was because the research used experimental research. In addition, Creswell (2012) states that variable can be measured by researchers who have different values among different individuals or organizations (p. 112). It is divided into two variables, independent variables and dependent variables (Fraenkel et al, 2012, p. 80). According to those explanations,
this research classified the variables into dependent and independent variables as follows:
a. The independent variable
The independent variable is variable of the study which researchers choose to assess the possible affects one or more than one variable (Fraenkel et al,
2012, p.80). The independent variable of this research used picture series. b. The dependent variable
The dependent variable is variable which researchers observe to determine the effect of the independent variables presumed (Fraenkel et al, 2012, p.80), and the dependent variable of this research was the improvement
3.1.2 Research Hypotheses
Considering the problem mentioned above, the hypotheses were made related to this subject. As this research used quantitative method, the hypotheses
were aimed at answering research question temporarily. The research that
formulates hypothesis is the research in which use quantitative method, it is the prediction about what researcher expects to find (Creswell, 2012, p.125). In line with this, Fraenkel et al (2012) simply adds that hypothesis is the prediction about the possible outcomes of the research (p. 83).
The hypotheses formulated in the research are:
Ho : There is no significant difference between students speaking score in
retelling story through picture series and retelling story through one sample picture: it means the technique is not effective to improve
students’ speaking skill.
H1 : There is significant difference between students speaking score between retelling story through picture series and retelling story through one
sample picture: it means the technique is effective to improve students’
speaking skill.
3.2 Research Subject 3.2.1 Populations
Fraenkel, J. R. et al (2012, p. 92) explain that,
In educational research, the population of interest is usually a group of persons (students, teachers, or other individuals) who possess certain characteristics. In some cases, however, the population may be defined as a group of classrooms, schools, or even facilities.
35
(p.142). Considering about these explanation, the population of this research was
the eight grade students of junior high school in Bandung. Based on curriculum 2006, narrative text is taught in the eight grade of junior high school.
3.2.2 Samples
Fraenkelet al (2012, p. 91) describes sample as the small group of the population on the research. In line with Cresswel (2012), he adds that sample is subgroup of the target population and selected from the individuals who represent the whole population that the researcher place to study for generalizing the target population (p. 142).
Based on the explanation above, this research took two classes as the sample population. The first class was the experimental group and the second class was
the control group. A sample is a part of the population from which it was drawn (From http://www.audiencedialogue.net/kya2a.html), it is based on the sampling,
which involves getting information from only some members of the population. Each class consisted of 35 students and the researcher took only 20 students as the
sample.
3.3 Research Instrument
In this research, some instruments were used to collect the data. According to Fraenkel et al (2012, p.111), the whole process of preparing to collect data is
called instrument. It means that some device such as paper and pictures can be used as instrument. Therefore, the instrument used in this research was picture series. Picture series was used as the instrument to helped students in retelling story.
series and the control group was given the treatment by retelling story using one
sample picture. At the beginning the students were given the pre-test to measure their initial ability in speaking. After that, the students in control group got a
sample picture in retelling story, while experimental group got picture series in retelling story.
3.4 Research Procedures
3.4.1 Preparing the Lesson Plan
The lesson plan was designed to be implemented during treatment session.
It was designed for five meetings. The second and the last meeting were allocated to conduct the pre-test and post-test, while the other meetings were allocated to
implement the treatment by using picture series in retelling story.
3.4.2 Conducting the Pilot Test
Pilot test was conducted to find out the use of the instrument. In this research, pilot test was conducted to the students in another class. The class got the same instruction as the control group. There were 10 students as the sample population.
.
3.4.3 Conducting the Pre-test
Pretest was administered to the experimental and the control groups in the
beginning of the research before giving the treatment. This activity was conducted
to measure students’ speaking skill using one picture in retelling story and to see
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3.4.4 Treatment
According to Cresswell (2012), “in an experiment, the researcher
physically manipulates with interventions in one or more condition so that
individuals experience something different in the experimental conditions than in
the control conditions” (p.301). The treatment was conducted to the experimental
group after the pre-test done. For the control group, students got one picture in order to know the story, and then the teacher told the story while the students listened. In the end, students were supposed to retell the story based on their knowledge they got already. Nevertheless, for the experimental group, the teacher
used picture series to toldthe story, and then students could retell the story based on what they had listened and what the picture series explained.
Table 3.1 Time Schedule of the research
Date Experimental Group Control Group
April 5th, 2014 Teaching narrative text Teaching narrative text
April 7th, 2014 Pretest (Beauty and the
Beast using one picture)
April 8th, 2014 Pretest (Beauty and the
Beast using one picture)
April 12th, 2014 Beauty and the Beast
(Treatment using picture
series)
Story of MalinKundang
(Using one picture)
[image:25.596.110.522.398.749.2]using one picture)
April 21st, 2014 Story of MalinKundang
(Treatment using picture
series)
April 22nd, Posttest (The Frog Prince
using picture series)
3.4.5 Conducting Post-test
Post-test was conducted after the whole treatments that the teacher gave to
students were finished. The purpose of the post-test was to find out whether or not
retelling story through picture series could improve students’ speaking skill by
comparing two groups (experimental and control groups). In addition, there were 20 students in each group and the same students that already get the test in pretest as the sample to find out the result of posttest.
3.5 Data Analysis
The data were analyzed using quantitative analysis. In other words, the data analysis was conducted to interpret data from the test and post-test: the
pre-test purposed to measure the initial score of speaking ability, and the post-pre-test
purposed to measure the improvement of students’ speaking ability. The
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grammar, vocabulary, fluency, and comprehension. Meanwhile the tests were
assessed by two teachers. Second, the score were calculated by applying the statistical analysis of t-test to examine the differences of pre-test and post-test
from both control and experimental groups. In addition, the significance of the test was analyzed by using computer programmed of Statistical Product and Service Solution (SPSS) 20.
3.5.1 Scoring Technique
The scoring system, according to Haris (testing English as a second
language, 1969, cited from Rizqon, 2011),represents about some criteria of speaking score. They are pronunciation, grammar, vocabulary, fluency, and
comprehension. It can be described as follows:
Table 3.2 Scoring system of speaking test
Aspect Descriptor Score
Pronunciation Have few traces of foreign accent 5
Always intelligible, though one is conscious of
a definite accent 4
Pronunciation problem necessitate concentrated listening and occasionally lead to
misunderstanding
3
Very hard to understand because of
pronunciation problems, must frequently be asked to repeat.
2
Pronunciation problems so severe as to make
speech virtually unintelligible. 1
Grammar Makes few (if any) noticeable of errors of
grammar and word order. 5
Occasionally makes grammatical and/or word order errors which do not, however obscure the
meaning.
Make frequent errors of grammar and word
order which occasionally obscure meaning. 3
Grammar and word order errors make
comprehension difficult. Must often rephrase sentences and/or restrict him self to basic patterns.
2
Errors in grammar and word order so severe as
to make speech virtually unintelligible. 1
Vocabulary Use vocabulary and idioms to virtually that of
native speaker. 5
Sometime uses inappropriate terms and/or must
rephrase the idea because of lexical inadequate. 4
Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.
3
Misuse of word and very limited vocabulary
make comprehension quite difficult 2
Vocabulary limitation so extreme as to make
conversation virtually impossible 1
Fluency Speed as fluent and effortless as that of native
speaker. 5
Speed of the speech seems to be slightly
affected by language problems. 4
Speed and fluency are rather strongly affected
by language problems. 3
Usually hesitant; often forced into silent by
language limitations. 2
Speech is so halting and fragmentary as to
make conversation virtually impossible. 1
Comprehension Appears to understand everything without
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Understand nearly everything at normal speed, although occasional repetition may be
necessary.
4
Understand most of what is said at slower than
normal speed with repetition. 3
Has great difficulty following what is said. Can
comprehend only “social conversation” spoken
slowly with frequently repetition
2
Can not be said to understand even simple
conversation virtually impossible. 1
(Adopted from Haris, 1969, cited in Rizqon, 2011)
3.5.2 PilotTest Data Analysis
The test which was given before conducting pre-test was called pilot test. This test was conducted to find out the use of the instrument. The pilot test was
administered to the same grade out of the sample in this research. Moreover, speaking performance test was the instrument in this research. This test was administered to call VIIIC to find out whether the instrument of this study was
valid and reliable or not. This test was conducted on April 5th, 2014. If the students were able to complete the test and could retell the story based on the
instruction, then it could be concluded that the instrument could be used as pre-test and post-pre-test.
In this research, the data was calculated by using Pearson Product Moment (Kranzler and Morsound, 1999, p. 56). Based on the calculation (appendix C) the
3.5.3 Pre-test and Post-test Data Analysis
The same instruction of the pre-test and post-test were given to the experimental and control groups. The difference was using one picture and picture
series. In this research, the alpha setting was started at the level 0.05 (α = 0.05).
The data collected from the pre-test and post-test was computed using IBM SPSS Statistics 20 for Windows. The result was to examine the use of retelling story
through picture series in improving students’ speaking skill.
3.5.4 Normality of Distribution Test
Normality distribution test was calculated in order to investigate whether or not the distribution of pre-test scores in groups was normally distributed. Because the samples are 20 students, Kolmogorov-Smirnov test formula in IBM SPSS Statistics 20 for Windows was used to find out normality distribution.
1. Stating the hypothesis and setting the alpha level at 0.05 (two tailed).
H0 = The scores of the experimental group and control group are normally distributed.
H1 = The scores of the experimental group and control group are not normally distributed.
2. Analyzing the normality distribution using Kolmogorov-Smirnov test formula in IBM SPSS Statistics 20 for Windows.
3. Comparing the Asymp Sig. (probability) with the level of significance to
test the hypothesis. If the Asymp Sig. is more than the level of significance (0.05), the null hypothesis is accepted, so the test normally distributed.
3.5.5 Variance Homogeneity Test
Variance homogeneity was conducted to examine whether or not the
scores of the research was homogeneous. The statistical calculation of variance
Levene’s test formula in IBM SPSS Statistics 20 for Windows was used. The
steps were:
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H0 = The variance of the experimental group and control group are homogeneous.
H1 = The variance of the experimental group and control group are not homogeneous.
2. Analyzing the normality distribution using Levene’s test formula in IBM SPSS Statistics 20 for Windows.
3. Comparing the Asymp Sig. (probability) with the level of significance to test the hypothesis. If the Asymp Sig. is more than the level of significance (0.05), the null hypothesis is accepted, so the variance of the groups is
homogeneous.
3.5.6 Independent t Test
After collecting the data, the research was analyzed by using statistical analysis. According to Kranzler and Moursund (1999, p.91), they state that to
differentiate whether the students in control group and experimental group is significant or not, the formula of the data was used independent t-test. In this
research, to calculate the data, it was measured by using IBM SPSS Statistics 20 for Windows as follows:
1. Stating the hypothesis and setting the alpha level at 0.05 (two tailed). H0 = There is no significant difference between experimental groups’
scores and control groups’ scores.
H1 = There is significant difference between experimental groups’
scores and control groups’ scores.
2. Analyzing the t test score using IBM SPSS Statistics 20 for Windows.
3. Comparing t-obtained and t-critical. If t-obtained > t-critical, it means that the hypothesis is rejected, there is a significant difference between
two groups. In contrast, if t-obtained < t-critical, it means that the hypothesis is not rejected; there is no significant difference between
3.5.7 Paired Sample t Test
Paired t-test was used to find tout he differences between pretest on posttest in experimental and control groups. In this research, the paired sample
t-test was analyzed using computation IBM SPSS statistics 20. The steps are as follows:
1. Stating the hypothesis and setting alpha level at 0.05 (two tailed)
H0 = There is no significant difference between students’ speaking score in pretest and posttest.
H1 = There is significant difference between students’ speaking score in pretest and posttest.
2. Analyzing the t test score using IBM SPSS Statistics 20 for Windows.
3. Comparing t-obtained and t-critical. If t-obtained > t-critical, it means that the hypothesis is rejected, there is a significant difference between
59
CHAPTER V CONCLUSION
This chapter presents the conclusion and suggestion. It includes the
explanation of the retelling story through picture series to improve students
speaking skill and some suggestion for the further research.
5.1 Conclusion
This research aims at investigating the use of retelling story through picture series to improve students’ speaking skill at the 8th
of junior high school. The
result of the data showed that picture series in retelling story was effective to improve students’ speaking skill. The computation result shows that the students’ speaking ability in experimental group was improved after receiving the treatment by using picture series in retelling story. In addition, the experimental group has a
better result than the control group. It means that the use of picture series in retelling story during the treatments gives a significant impact to the students. The result proves that this method can be used in teaching speaking.
Based on the result, it can be seen that the use of picture series helps students in learning speaking skill. The students have some new vocabularies when retelling the story. In addition, the students could know some of verbs in the
past form. Even though it was complicated to explain the meaning of the picture, the teacher should repeat the verbs, but in times, students could get the meaning
and understanding in the story through picture series. In addition, retelling story using includes picture series can enhance students’ imagination and concentrates
the mind and clues about the story.
about the story. However, students’ characteristics were also important to be considered in conducting the method.
In short, it can be concluded that retelling story using picture series in improving students’ speaking skill was effective. The activity of retelling the story using picture series could build students’ confidence. It also could enhance students’ motivation in learning a story.
5.2 Suggestion
Based on the result, there are several suggestions for other studies in the
presents. These suggestions are focused on two parts, suggestion for English teacher and for further researchers who are interested in retelling story using
picture series.
In view of positive results of the study, the writer advices retelling story
using picture series in teaching speaking because the benefits are considerable for junior high school. To ensure the success, the teacher could bring the advantages of retelling story using picture series. Students can be more focused on the teacher explanation. Teacher can also be active in class to motivate students in retelling story through picture series.
There are also some suggestions for further researchers who are interested in
investigate the use of retelling story using picture series. First, for further researchers who want to use this kind of method, it would be necessary if the
teacher or researchers plan and manage the allocation effectively in optimizing in learning process. Second, researchers should be prepared to train the students
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