1.1 Background of the Study
High demand on English proficiency is clearly needed as the result of
Science and Technology development. Despite the importance of this
language, the fact that many students cannot communicate in English seems to
be the common problems in the learning and teaching issue of the classroom
context today in Indonesia.
It is revealed from the fact that many EFL teachers complain about
their speaking classrooms in which a considerable number of students are not
responding actively in speaking exercises. Related to this case, how to motivate
the students in the speaking classroom have long been the teachers concerns.
Therefore, it is necessary to find out the main factors affecting the students’
participation.
Many factors may affect students negatively in taking part in speaking
activities during the teaching experiences. Firstly, the large number of students
which usually consist of 40 students or more become problematic. This
provides fewer opportunities for them to practice speaking. Richard (2001: 20)
states that class size affects the quality of instruction in which it should not
exceed fifteen for most language classes. Secondly, students tend to conceal
less they improve their speaking skills, and the more they are afraid of doing
so. Lastly, most teachers prefer teaching grammar to productive skills, such as
speaking and writing. This is supported by Mustafa (2001) and Paul (2003)
who explain that many teachers in Asia tend to focus their teaching on
grammatical items and knowledge of syntax.
Similar to the description above, Kirkpatrick (2001 in Frandono, 2005:
3) who had conducted a study concerning EFL teaching condition in ASEAN
countries found that “The teaching of English in schools in Indonesia and in
many other countries of ASEAN has not been successful. Graduates of
secondary schools, despite many hours of learning English over several years,
often have little English proficiency.” Therefore, one of solutions that the
teacher can do to solve the problems mentioned above is by providing students
with something different and interesting. Storytelling is the possible choices
(Cox, 1999; Harmer, 2001; Jianing, 2007).
Storytelling is one of the techniques that can be used in teaching
narrative. Narrative text is one of the text types recommended by the
curriculum to be introduced to the learners as stated in one of the competence
standards of outcome designed by BSNP (Badan Standard Nasional Pendidikan
or Board of Education National Standard) that:
The students are expected to understand the meaning of short oral discourse, conversation, and monologue in the forms of narrative (narrative, recount, news item) and descriptive (report, descriptive, explanation) in daily lives contexts.
Consequently, the primary aim to conduct this study is to look into how
speaking is taught through storytelling and what kinds of oral production that
the students carried out during the instructional process. This instruction was
implemented in the schedule of the teaching of narrative text.
1.2 The research Questions
There were two research questions that the present study sought to
answer.
1. How is speaking taught through storytelling?
2. What kinds of oral production did the students carry out during the
teaching and learning process?
1.3 The Purpose of the Study
This study was intended to portray some efforts made by the teacher in
the classroom when teaching speaking through storytelling. Therefore, this
study tried:
2. To elaborate the oral production that the students carried out during the
teaching and learning process.
1.4 The Scope of the Study
This study elaborated the classroom interaction performed by the
teacher and students. It involved an EFL teacher and a class of year ten
students in one of Islamic Senior High Schools (MAN) in Kendari. The study
focused on the ways speaking were taught through storytelling and the kinds of
speaking that the students produced during the process of teaching speaking
through storytelling.
1.5 The Significance of the study
By conducting this study, there were some expectations aimed to gain
as the significance of this study.
a. The result of this study is expected to give contribution towards the
enhancement of the quality of teaching productive skills (Gebhard, 2000),
especially in the teaching of speaking skill.
b. This study is expected also to enrich the literature review on the teaching of
1.6 Definition of Terms
In this study, several terms are regarded as the key to facilitate
understanding on this study concept more easily. The key terms are teaching
speaking and storytelling which need to be defined in their specific meaning.
Teaching speaking is not separated from other objectives (Brown,
2001; Hughes, 2004; Thorburry, 2005). It means that when we teach speaking,
other skills like listening, reading and writing will be involved in the process,
we cannot avoid them by teaching speaking skill only separated from other
skills. Teaching speaking is also meant that the student are given opportunities
to speak in English through activities which allow them to use their
imagination and which they feel they are able to do and so gain in confidence
(Gebhard, 1996; Harmer, 2001).
A storyteller and education practitioner in PREL’s Pacific Center for
the Art’s and Humanities in Education, Gere (1992), defines storytelling as the
act of using language and gesture in colorful ways to create scenes in the mind
of the listener. Storytelling in EFL context is defined as the process whereby
teachers present texts in the form of telling stories to facilitate comprehension
or students retell texts in a new construction to develop integrative skills
(Yuling, 2004, Yuling010@hotmail.com). Further, Yuling explains that
climate in which students could develop skills in listening, speaking, reading,
and writing.
From the above definitions, it can be inferred that teaching speaking
through storytelling aimed to enrich students’ language learning experience
which focused on their speaking skill, although other skills such as listening,
reading, and writing were involved during the process. In this case, the use of
story is considered helpful to provide models and contexts to guide the students
when practicing to use the language through storytelling. Story is also helpful
to stimulate their imagination, avoid boredom, and have them gain self
confidence when they have lived through the story. However, the roles of
teacher in this context are still important to determine the students’
achievement optimally.
1.7 Methodology
This chapter presents general description of conducting this study in
terms of the data collection technique. The main instrument of gathering the
data in this study is the classroom observation, and the other instrument is
students’ questionnaires. In doing the observation, the researcher acted as the
participant observer in which she performed real teaching and the observation
as well. However, it was rather difficult to do this at the same time. To avoid
biases in such situation, the researcher was helped by assistants who was taking
used as the recorder. Questionnaires were delivered after the instructional
process in order to obtain supporting data from the students’ viewpoints about
the instruction. A more detailed description is presented in Chapter Three.
1.8Outline of the Thesis
There are some subsequent chapters which cover this thesis. Chapter 2
displays relevant literature concerning the theories that shape this study.
Chapter 3 outlines the design and methodology of the study. This includes a
description of the research site and the participants, the techniques of data
collections and analyses. Chapter 4 involves reporting and discussing the data
findings from the observation and students’ questionnaires. Chapter 5 draws
some conclusions found from the data analysis process. This offers some
CHAPTER III. METHODOLOGY
This chapter discusses aspects related to research methodology. It
covers the research design, the site, and participants of the study, data
collection, and data analysis.
3.1 The Research Design
This study uses a qualitative approach which is considered appropriate
to observe the process of teaching speaking through storytelling. A qualitative
approach portrays any recurring phenomena in the observation field, describes
them, reports and gives further analysis and elaboration as well as
interpretation (Alwasilah, 2002; Kitao & Kitao, 2002). In this study, the
qualitative case study (Merriam, 1998) was conducted to investigate classroom
activities and kinds of oral production that were carried out by the students
when the teaching of speaking through storytelling was implemented. This is in
line with Nunan (1992) who explains that the study of an individual language
learner is a case, and that the same can be said for the study of an individual
classroom. This was supported by Merriam (1998: 19) who stated that a case
study design is employed to gain an in-depth understanding of the situation and
meaning for those involved; and that the interest is in process rather than
To obtain the needed data, two techniques of data collection were used
in this study, classroom observation and questionnaire. In this context,
classroom observation was conducted to look into some activities performed in
teaching speaking through storytelling and kinds of oral production that the
students carried out during the teaching and learning process. Questionnaire
was administered to students after the teaching and learning process in order to
obtain the supporting data from their viewpoints. MP3, a digital camera, and
field note were used to record the activities and situation which occurred
during the process.
3.2 The Research Site
This study was conducted at one of Madrasah Aliyah Negeri in
Kendari. For ethical reason, the school name is not mentioned. This school has
seven year ten classes in academic year of 2008/2009. One of these classes had
been chosen as the research site for the study. Choosing this school enables the
researcher to have easy access because she is one of the teacher staffs.
Therefore, she has been familiar with the school and the students. Being
familiar with the students, it is expected that there will be natural performance
in the instructional process during this study (Emilia, 2005).
As a ‘Madrasah Model,’ this school has been expected to have the
expectation, many ways and strategies have been done, i.e. when introducing
the concept of narrative text, storytelling is used in teaching speaking skill.
3.3 Participant
The participants of this study were an EFL teacher and students of a
year ten class who were chosen as purposive sampling (Creswell, 1994;
Merriam, 1998). There were 31 students whose ages were between 14 and 16
years old participating in this study. The reasons for choosing these
participants were that (1) the students in this age might have more interested in
stories (Paul, 2003; Jianing (2007); Harmer, 2001); (2) almost all students in
this class (X3) were on the same levels, in terms of their eagerness to
participate during the learning as indicated in the preliminary study.
3.4 Preliminary Study
The preliminary study was conducted for two weeks, from 3rd to 17th
of August, 2008. In this phase, the researcher performed real teaching in some
classes including the class where this study would be conducted. This was done
in the effort to establish rapport between the researcher and the participants
(Alwasilah, 2002) prior to the main study because a good rapport was needed
for a successful storytelling procedure, as Carol Birch said, "Storytelling is not
about performance but about relationships. The storyteller is the bridge
http://www.callofstory.org/en/archive/articles). This was also conducted in
order that the validity and reliability of the research may be gained optimally
(Alwasilah, 2002) Therefore, in this study, questionnaire was tried out by
having the students to fill it out after the teaching process.
Several findings got from the questionnaires after the teaching process.
These findings were important as consideration for the main study as the
following:
1. Most students (68% from 25 students) expected that the stories were
selected by the teacher because from the reasons they wrote, it was
revealed that they were busy with home works from other teachers, and
they believed that the teacher could choose the stories which fit their needs
and levels.
2. 44% of the students preferred working in groups because they could share
the problem more easily as well as they felt more confident working
together. Whereas, 52% of the students preferred to listen to stories told by
the teacher. However, most of them preferred that the teacher used no
English during the whole lesson.
3. 60% of the students were interested in the storytelling technique, but 30%
3.5 Main Study
Based on the information from the preliminary study, the researcher
then made revision both in the implementation of the teaching and the
questionnaire. This was done as an ongoing process until the main study was
conducted from the 4th to the 19th of February 2009.
3.5.1 Teaching Procedure
In the instructional process of teaching speaking through storytelling
involved two sessions of teaching procedures. In these two sessions, speaking
was taught integrated with other skills, listening, reading, and writing.
In the first session, the teaching process was conducted in which
teacher told a story while students were listening. When the students seemed to
understand the story content, they were asked to identify the narrative
structures of the story they had just listened and then voluntarily retold the
story in their own words as the speaking tasks.
In the second session, students sat in groups of five to discuss a story
given with available picture. In this process, each group needs to understand
an incomplete story given through reading task. After that, they discussed and
re-created the end of the story guided by the picture. This task involved writing
activities as students re-created the story. All group members then practice
students dominating the activities, each group member was chosen randomly as
the group representative.
Assessment on the students’ performances was done as an ongoing
process (Croker, 1999) either when they retold the teacher’s story or when they
presented the result of the group discussion through storytelling. Information
about students’ social interactions was also available during the discussion. In
this case, the teacher used the speaking format criteria designed by BSNP
(2004) as indicated in Chapter Two.
3.5.2 Stories
As indicated in Chapter Two, the stories used in this study were
selected by the teacher. In session one, the story which the teacher told is
derived from Derewianka’s Book (1990). It is chosen for some considerations.
Firstly, it is a kind of mystery tale which may attract students’ curiosity.
Secondly, the structure of the story is considered clear to represent the structure
of narrative text. Thirdly, the character and plot of the story is simple and
suitable for the students’ level; and the last, the story is short that it can be
presented in two hours of lesson period. In session two, the teacher used Hill’s
collection Stories for Reproduction (1972) for elementary and intermediate
level, published by Oxford University Press. As indicated in Chapter Two, the
considered fit with the High School students in terms of the topic or content
which is contextual, and the language is not too difficult or too easy. The
stories provided also some communicative pictures. In addition, at the end of
each story, there is a surprising event which is likely to make the text more
engaging. The stories used in this study were displayed in Appendix 5.
3.6 Data Collection Technique
Classroom observation and questionnaire were used as the data
collection techniques of this study.
3.6.1 Classroom Observation
This study employed participant observation where the teacher was also
the researcher of this study (Kitao & Kitao, 2002; Merriam, 1998). As the
participant observer, the researcher was involved in the setting’s central
activities to reveal depth information (Merriam, 1998: 100; Creswell, 1994:
150). The purpose of such observation enables the researcher to “discern
ongoing behavior as it occurs and to make appropriate notes about its salient
features” (Cohen & Manion, 1994: 110). However, by employing participant
observation, it was rather difficult for the researcher to perform two activities
at once. In this case, she was assisted by two assistants who acted as the
important events during the observation process (Cohen & Manion, 1994:
112).
Classroom observation was conducted in a year ten class which
consisted of 31 students. The observation was held for five meetings from 4th
to 18th of February 2009. The first meeting on 4th of February was done to
introduce the teaching program to the students. In this meeting, the researcher
acted as the teacher who continued the last material that the students had learnt
from the prior teacher. It aimed to make this study run naturally in which the
students regarded the researcher as their teacher instead of the stranger.
Therefore, this meeting was not recorded yet to avoid unnatural behavior of the
students.
There were two lesson plans which were used for the two sessions of
the teaching program as mentioned in the main study. They were displayed in
Appendix 1.
Basically, this study was carried out in line with the student’s schedule
in teaching and learning activity after being consulted with the English teacher
who handled the class of X3 where this study was conducted. The research
schedule is displayed in Appendix 6.
3.6.1.1 Recording
Recording process employed in this study was consisted of audio and
researcher relied on very much as the main to provide the data needed. This
tool recorded what the teacher and the students said in their interaction during
the teaching and learning process. This aimed to obtain data regarding the way
teacher explained the activities which the students would perform, motivated
the students to speak, and the way she told story. This also aimed to get the
data of the ways students did the storytelling. Video-recording which was run
by a cameraman can facilitate the researcher to record activities that the teacher
and students did during the instruction. This is to follow what Bogdan and
Biklen (1992) have explained that an audio recorder can create the illusion that
research is effortless, and video recorder can describe the real situations, even
every second of the activities but not in detail for all participants. Hence, the
researcher used these two instruments in order to obtain more complete data,
because the more complete the recording, the easier it is to analyze the data.
3.6.1.2 Fieldnotes
Since the main instrument of this study was relied on audio and video
recorder which provided detailed activities and conversation between the
teachers and students during the teaching and learning process, fieldnote taking
was employed to note the setting and the observer commentaries. The
setting, the participants and the activities done by the teacher and students
(Merriam, 1998:106).
Fieldnote taking in this case may provide additional data or information
that captured anything at a particular time. Although the researcher was
assisted by a partner, she sometimes took some notes and comments on the
occurance that she considered important. Fieldnote taking results are displayed
in Appendix 4.
3.6.2 Questionnaire
Questionnaire was delivered to the students after the whole teaching
process had been conducted. There were 31 sheets of questionnaires distributed
but only 28 were returned back. The type of questions designed in the
questionnaire is the mixture of closed and open ended type (Nunan, 1992:
143). It aimed to facilitate the participants to respond to the questions more
easily and accurately, so that they reflect what the participants want to say
(Nunan, 1992). The questionnaire and the data obtained are displayed in
Appendix 3.
3.7 Data Analysis
The analysis technique employed in this study consisted of three
activities which cover activities in categorizing, validating, and interpreting the
(1984 in Silverman, 2005) explain three ongoing activities concerning this
process, data reduction, data display, and conclusion drawing or verification.
However, those activities were not done separately, as Creswell (1994: 153)
suggests that “the data analysis is conducted simultaneously with data
collection, data interpretation, and narrative reporting writing.” In this study,
the three processes were done soon after the first observation was conducted as
explained in the following.
3.7.1 Data Categorization
After recording classroom activities and interaction in the observation,
the transcription was done by watching and listening to the audio and
video-recording for several times in the act of providing categorization. This was
done continuously from the second observation to the end of the program in
order to avoid the missing data (Alwasilah, 2002; Krueger, 1998). In the first
observation, the data analysis was only from the field note because recording
was not done yet.
When analyzing the observation transcripts and questionnaire results,
the coding and categorization were constructed as follows:
1. Coding
2 Categorization
Research Focus Categories Data Resources
1. The ways speaking
To maintain validity and gain a more valid and accurate data, Merriam
(1998) proposes some strategies that can be used to ensure the validity of
investigation such as triangulation. In the present study, the data were obtained
from two sources, observation and questionnaire. Hence, the analysis of the
data from these two techniques may confirm the emerging findings (Merriam,
1998: 204). This was aimed at enhancing the validity of the study to get a
‘true’ fix on a situation by combining different ways of looking at different
Another effort of validating the data findings in the present study is by
recording the teaching process using multiple instruments, audio and video
recorder as well as field note. Conducting the preliminary study was another
effort to achieve the data validation (Alwasilah, 2002).
3.7.3 Data Interpretation
In the present study, the act of transcribing all the interaction between
teacher and students during the process of teaching speaking through
storytelling was done in the effort of obtaining clear picture of what exactly
happened in the classroom during the instruction process. In this case,
inductive analytical approach (Alwasilah, 2002) was employed by which the
data analysis was begun while being gathered. As the characteristics of
qualitative research, the analysis was tentative and provisional throughout the
study and only become comprehensive once when the data were completely
collected (Merriam, 1998).
Ongoing data analysis and interpretation were based on data mainly
from observation and questionnaire. In this case, the activities of both teacher
and students that occur during the teaching of speaking through storytelling
were obtained from observation and supported by the data from questionnaire,
process were obtained from observation through audio and video-recording.
The result from both data collection were directly compared and interpreted.
In categorizing the data finding, some process of selecting, focusing,
simplifying the data into the research foci or research questions was done. This
enabled the researcher to interpret the data based on the central themes of this
study and the related theory, and then concluded the finding. In the conclusion
process, some activities were done such as, deciding what the data meant,
explaining them and also providing some possible configurations on the
findings (Miles and Huberman, 1984:22 in Silverman, 2005:176).
3.8 Concluding Remarks
This chapter has presented a brief discussion of methodology in
conducting the study including the research design, site, participants, data
collection techniques, and data analyses. Process of data analyses or
interpretation of the data findings will be discussed in detail in the next
chapter. The next chapter will also present the conclusions and suggestions
This chapter covers the conclusion of the research findings based on the
questions proposed in chapter one. Some suggestions are also addressed to the
present study for further research, and for those who are willing to use the
findings for EFL teaching and learning.
5.1 Conclusion
Findings of this research are based on the research questions concerning
how speaking is taught through storytelling. Therefore, some activities
performed by teacher and students before, during, and after the storytelling are
elaborated to portray the way speaking was taught through storytelling. This
chapter also covers the kinds of oral productions that the students carried out
during the learning process. By looking into the activities occurred during the
process and the kinds of oral production that the students carried out during
their learning, it can be seen the strengths and weaknesses of teaching speaking
through storytelling.
Analysis of observation and questionnaire data shows that teaching
skills, namely listening, reading, and writing skills. It indicates that speaking
cannot be taught separatedly from other skills.
Other results show that storytelling was performed by both the teacher
and students. Teacher’s storytelling was aimed at stimulating students’ listening
comprehension; and through the students’ storytelling and story retelling; it is
aimed at stimulating their speaking skill. Through group discussion, students’
reading and writing skills are also stimulated, particularly when they were asked
to understand and re-created the story given.
The data from observation and questionnaire also indicate that the
students performed storytelling and story retelling enthusiastically despite the
limited vocabulary. It is due to their understanding on the story content
motivates them to talk. In this case, what many experts stated about storytelling
that can enhance student’s motivation to get engaged in the speaking activities
is proved. However, teacher’s role is also crucial in such teaching program to
provide language models, to stimulate and motivate students to speak more and
to design the tasks and activities which are suitable for the students’ needs and
levels of competence, and the like.
Other limitations of this study are that students still used their native
language, Bahasa Indonesia, during the discussion process. It is due to their
their limited English. In addition, the teaching foci are still limited on fluency
rather than accuracy as seen when the teacher did not correct too much on the
students’ grammatical error during their telling although she aimed to reduce
distraction on their concentration and effort in finishing the story; and to avoid
loosing motivation interest because of too much correction.
The finding of the second problem also indicates that the speaking types
which the students produced are still limited, in the sense that those speaking
were produced due to the teacher who took the initiation to ask questions rather
than the students. This made the instruction tended to be a one-way direction
and more teacher-centered. However, they did not lose the opportunities to
practice their speaking as indicated when they performed storytelling or when
they worked in groups to re-create the end of the story and when they were
chosen randomly to report the result of group discussion. These also show the
evidence that student-centered was also implemented in this teaching program.
From the observation data, it is indicated that the oral production that the
students carried out during the learning process include extensive or monologue,
transactional, responsive, and imitative. These speaking productions rely on the
tasks and activities that the teacher designs for the students learning. In this
Besides, speaking is the focus of this teaching program, however,
interpersonal oral production in which students interact one another by using
colloquial language naturally and spontaneously is not gained yet. It is caused
by the nature of storytelling activities which involve monologue speaking
dominantly and the students’ limited English which could not facilitate them to
carry out the interpersonal dialogue during the learning.
5.2 Limitations of the Study
As indicated by the previous chapters, there are some limitations of this
study. First of all that the time allocation of the teaching speaking through
storytelling was very short so that there were still many students in the teaching
program cannot speak during the process. Consequently, the result was still far
from expectation. As a matter of fact, regarding the students’ limited English,
such teaching program should be done much longer to gain the teaching and
learning objective optimally.
In terms of research methodology, the limitation of this study is that it
involved a small number of students. Whereas in fact, to make the findings
more convincing, the study should involved more students with different levels.
5.3 Suggestions an recommendations
Some suggestions related to the process and findings of this study need
to be considered for further research.
In spite of the fact that the stories used in the teaching program of this
study can fulfill the criteria of the students’ needs in terms of the difficulty
levels, the content, and student’s age, as indicated in the findings, nevertheless,
it would be more interesting and challenging for them when the story are
selected by themselves in order that they can be involved in a meaningful
learning process optimally.
Conducting a teaching where storytelling is used as a tool or technique
demands the teacher’s ability and creativity to use any kinds of strategy more
flexible. It means that the teacher needs to take the learning objectives, the
materials, the students’ needs, age, and levels into some consideration when
planning to conduct such teaching and learning.
Using storytelling in the teaching program also needs the teacher to
provide challenging tasks and activities proportionally for the students.
Nevertheless, the tasks should not neglect their needs and level of competences.
In the case of students’ English ability is considered sufficient, teacher can used
student-centered approach optimally to give students a wide opportunity to
With reference to the findings, it is recommended that it would be
important if the storytelling technique is trained to other EFL teachers in order
to be implemented in their teaching practice. Besides, using storytelling in EFL
classroom would be effective and helpful to develop students’ language skills if
it is implemented gradually and continuously as an ongoing process in the
language learning. Therefore, the teaching of speaking through storytelling
should be done much longer in order to gain the learning objective more
optimal, particularly when the learner’ English levels are still low.
Also, further research on using storytelling in the teaching program is
still open widely for developing other language skills, such as listening, reading,
and writing as well as developing the students’ vocabulary, appreciation on
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