DEVELOPING STUDENTS' SPEAKING ABILITY THROUGH STORYTELLING.

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Page

1.4Significant of the Study……… 6

1.5Definition of Key Terms………... 6

1.6Scope of the Study……….. 7

1.7Thesis Organization………. 7

CHAPTER II LITERATURE REVIEW 2. 1The Nature of Speaking... 9

2.2 The Importance of Speaking in Language Learning………....….. 10

2.2.1 The Problem in Teaching Speaking Skill………. 12

2.2.2 The Classroom Speaking Activities………. 15

2.3 Storytelling………. 21

2.3.1 Types of Stories……… 22

2.3.2 How to Apply the Storytelling………. 26

2.3.3 The Advantages of Storytelling……… 28

2.4 Storytelling for Speaking Skills……….. 31

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3.4.1 Material……… 39

3.4.1.1 Material for Treatment………. 39

3.4.1.2 Material for Pre-test and Post-test……… 40

3.4.2 Teaching Procedures……… 40

3.5 Research Instruments………. 42

3.6 Variable and Hypotheses……… 45

3.7 Research Procedure……… 46

3.8 Data Collection Technique………. 47

3.8.1 Tests……….. 47

4.1.1 The Effect of the Use of Storytelling Technique in Teaching Speaking... 56

4.1.1.1Pre-test Scores of Experimental and Control Group.……….. 57

4.1.1.2Post-test Scores of Experimental and Control Group….………... 58

4.1.2 The Students’ Attitudes towards the Implementation of the Storytelling technique in teaching Speaking ………... 60

4.1.2.1Data from Questionnaires………... 61

4.1.2.1.1 The Students’ Attitudes toward the Use of Story in English………. 61

4.1.2.1.2 The Students’ Attitudes toward the Effects of the Story……….... 61

4.1.2.1.3 The Students’ Attitudes toward the Implementation of Storytelling Technique………... 62

4.1.2.1Data from Students Interview………... 63

4.2 Discussions………. 68

CHAPTER V CONCLUSIONS AND SUGGESTIONS Page 5.1 Conclusions……… 75

5.2 Suggestions……… 76

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

Speaking is one of the language skills which is important for second language

learners to be developed. Furthermore, “the mastery of speaking skill in English is a

priority for many second-language or foreign language learners” (Richards, 1990: 19).

Due to the important role of English in the global era, in Depdiknas (2006), the

Indonesian government explicitly emphasizes that the purpose of teaching and learning

of English in Indonesia is to make the students do something with English. According to

the Standard of Competence for the speaking skills, junior high school students are

expected to be able to express meaningful ideas for both simple transactional (to get

something done or get the information) and interpersonal (to get in touch with others for

social purposes) communication to interact with people in their nearest environment.

Depdiknas (2006) stated that the scope of the teaching English at SMP level

covers 1) the ability to comprehend and/or produce oral and/or written texts which are

realized in an integrative way in the four language skills, i.e. listening, speaking,

reading, and writing to achieve functional literacy level, 2) the ability to comprehend

and create short functional texts, and monologues, and also essays in the forms of

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communicative competence which includes linguistic competence dealing with the

knowledge of the language (grammar, vocabulary, and phonology), socio cultural

competence which relates with the use of language utterance acceptably in society,

strategic competence which deals with how to overcome problems which arise in the

process of communication, and discourse competence which deals with the ability to

construct or interpret a text based on a given context.

The objective in the speaking skill is high, so it is not easy to achieve. The

teachers and students face some difficulties in the teaching and learning of speaking.

Based on the observation in teaching-learning activity before the investigation, it was

found that the unsatisfactory condition was provoked by the monotonous teaching

technique used by the teacher. Also, the classroom activities tended to be

teacher-centered. The students were passive in the teaching-learning process. This phenomenon

above seems to be a problem that should be overcome by teachers because they are

involved directly in the teaching-learning process and they are the determinant factors

who control the students’ success in learning.

Related to the problems above, it can be said that in the EFL classroom, teachers

should try to develop speaking activities. The teachers should help their students by

providing written texts to be learned to enrich their knowledge. The teacher should

create a good learning situation in making the students happy, interested, and motivated

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creating good media, conducive situations, creative activities, in which the students will

be actively engaged in the learning process.

There are many techniques that can be applied in teaching speaking such as,

having a dialogue, playing games, singing songs, story-telling, oral reporting,

role-playing, small group discussion, and debates. Looking at the subject of this study, that is

the second-year students, the story-telling technique was used because it is a technique

or an approach in teaching language. Storytelling can be an enjoyable tool for practicing

both listening skills and verbal expression (Forest, 2000: 2 cited in Fitria). _{Activities in}

listening or reading a story can be matched with speaking by telling or retelling the story

with student’s own words.

Jennings (1992: 8) and Brumfit and Johnson (1979 in Mixon and Temu, 2006:

14) state that through story-telling, students with various language abilities find a

non-threatening medium to participate. Reading or telling a story in class is a way to learn a

new language. Through story-telling individuals can learn to express themselves and

make sense of the external world.

According to the 2006 Standard of Content, there are five genres that must be

taught to the junior high school students. They are descriptive, procedure, recount,

report, and narrative. Story is a part of narrative text. Storytelling is a technique to

perform narrative text to tell a story and entertain the audience using spoken or written

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Storytelling is a good means of developing speaking skills. According to

Wendlin (in Farris, 1991: 130), engaging students in storytelling activities develops

communication skills and encourages shared learning experiences. Telling stories

enhances oral language and sharpens listening. Thornbury also states that storytelling is

a universal function of language and one of the main ingredients of casual conversation

(2005: 95). By using storytelling students can practice listening and speaking skill in a

fun and interactive way. When the teacher tells stories to students, he/she communicates

with them, entertains them, and passes on information.

Telling stories is a good way to combine instruction and entertainment. Stories

are an effective tool for language teaching (Malkina, 1995: 1 cited in Fitria). Children

usually love stories. While listening to stories, children develop a sense of structure that

will later help them to understand the more complex stories of literature (Pedersen,

1995: 2 cited in Fitria). By using storytelling the teacher can create an atmosphere in

which the students can learn English and get entertainment.

Previous studies on the storytelling technique show that the use of story in the

classroom can increase the students’ interest in learning English. A study conducted by

Ningtyas (2006) found that storytelling can increase the interest of the fifth grade of

Elementary School students in learning English. Related to the use of story, Rachmajanti

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follow. Rahmana (2002) found that the combination of a story and pictures can stimulate

the students’ interest in learning English.

Based on the advantages of using storytelling in motivating students and getting

them more interested in speaking as reported by previous researchers above, this present

study was intended to see the effect of the storytelling in teaching speaking.

1.2 Research Question

The main focus in this research was to develop students’ speaking ability through

storytelling. The research questions that would be answered through this experiment

were as follows:

1 What is the effect of the use of storytelling technique in teaching speaking?

2 What are the students’ attitudes toward the implementation of the storytelling

technique in teaching speaking?

1.3Purpose of the Study

In relation to the problem of the study above, this study was intended to find out:

1. The effect of storytelling technique in teaching speaking.

2. Students’ attitudes toward the implementation of the storytelling technique in

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1.4Significant of the Study

The study is expected to contribute to the English teachers, headmasters and

other researchers. For the English teachers, the finding of this study can give them an

alternative way or technique in English teaching to improve the speaking ability of the

students and enhance their motivation. For the headmasters, the finding of this study

will give them sight in order to provide teachers some facilities to develop appropriate

techniques that can be applied in teaching-learning activities. For other researchers this

finding is also expected to be reinforcing reference in carrying out a study in a similar

field.

1.5Definition of Key Terms

To avoid misinterpretation and misunderstanding on the content of the study, it

is important to give clear definitions on the terms used in this thesis.

• Storytelling is the art of orally sharing a story or experience with an audience;

usually face to face (Berman, 2006). In this study, storytelling is a technique or the

art of using language in which the teacher presents a story orally in front of the

students and also the students do the same thing in front of their fellow classmates.

• Speaking is an interactive process of constructing meaning involving producing,

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ability to produce or express a story in terms of the content orally using the target

language including the performance in delivering the story.

1.6Scope of the Study

This study was focused on the implementation of the teaching of speaking using

storytelling to improve speaking skill of the second year students in Bandung. The story

materials were selected from fables. The story was presented with picture.

1.7Thesis Organization

This thesis consists of five chapters presented as follows:

1. Chapter 1: Introduction

This chapter presents the background of the study, research question, purpose of

the study, the significant of the study, research methodology, definition of key

terms, and thesis organization.

2. Chapter 2: Theoretical Framework

This chapter elaborates relevant theories that underpinned this study. The

theories deal theory with the nature of speaking, the importance of speaking in

language learning, storytelling, storytelling for speaking skills, and related

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3. Chapter 3: Research Methodology

This chapter covers the research methodology of this study that covers research

question, research design, research site, participants, data collection technique,

and data analysis.

4. Chapter 4: Findings and Discussions

This chapter presents the finding and discussion the data obtained in the study.

5. Chapter 5: Conclusions and Suggestions

This chapter highlights the conclusions of the finding of this study and presents

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CHAPTER III

RESEARCH METHODOLOGY

This chapter focuses on the process of conducting the research. These include

Research Design, Research Site, Research Participants, Research Instruments,

Research Procedure, Data Collection Technique, and Data Analysis.

3.1 Research Design

The design of the research was a quasi-experimental, a type of research

design which includes experimental and control groups without random sampling

(Hatch and Lazarraton, 1991). It was conducted in order to find out the significance

of using story-telling technique to improve the students’ speaking ability by

analyzing the result of the tests as quasi-experimental design (Hatch and Farhady,

1982; Hatch and Lazaraton, 1994; Dornyei, 2007). In sum, this quasi-experimental

design was used to test the Null-Hypothesis (H0); there is no difference in speaking

ability between the experimental and control group and both groups were from the

same populations. Storytelling technique was used in teaching the experimental

group, while control group was taught by using conventional technique. To support

the data from the treatment, the questionnaire and interview were also employed in

this study to see the attitudes from the students after being taught using storytelling

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In this study, there were two groups of grade VIII of a Madrasah

Tsanawiyah. One group was given the experimental treatment while the other did

not (Hatch and Farhady, 1982: 22 and Fraenkle and Wallen, 2007: 273). Both of

groups’ speaking ability was tested using the storytelling test. In the treatment

activity, the experimental group was taught by using storytelling technique, while

the control group was taught normally by using conventional technique. The

treatment was conducted in six meetings, each lasted for 90 minutes. After the

treatment has been done, the posttest was given to both the experimental and control

groups.

In order to support the validity of the research, the questionnaires and

interviewed were administered at the end of the program. The questionnaires and

interviewed were used to get the data of students’ attitudes toward the use of

storytelling in teaching speaking in the classroom to answer the second research

question. The attitudes covered the students’ feelings toward the implementation of

storytelling technique and the effects of the story and the technique to their

knowledge improvement and speaking skill.

3.2 Research Site

This study was conducted at a Madrasah Tsanawiyah in Bandung. The school

has 12 classes. There are 5 classes of VII grade, 5 classes of VIII grade and 5 classes

of IX grade. The number of students for each class is 32 students. The reason of

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research. Convenience factor should be taken into consideration to support the

researcher to carry out the research (Alwasilah, 2009).

3.3 Population and Sample

3.3.1 Population

Population can be defined as a group to whom the results of the study are

generalized (see Fraenkel and Wallen, 2007: 93). Based on the focus of the study,

the population of this research was the students of a MTs in grade VIII. The students

were taken as the population since speaking (narrative) can be found at the grade

eight in the draft of curriculum 2006.

3.3.2 Sample

The sample of this study was taken from the sample through purposive

sampling which sample was taken based on certain consideration, as Fraenkle and

Wallen (2007: 100) state that “on occasion, based on previous knowledge of a

population and the specific purpose of the research, investigators use personal

judgment to select a sample. Researchers assume they can use their knowledge of the

population to judge whether or not a particular sample will be representative”. Two

of the classes from the VIII grade were chosen as the sample. The total number of

the students from the two classes was 64 students. From those two classes, one class

was chosen as the experimental group and another class was chosen as the control

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the result of the summative test of the last semester. These two classes had similar

achievements. To keep their privacy and confidential real identities, their names

were disguised.

3.4 Materials and Teaching Procedures

3.4.1 Materials

3.4.1.1 Material for Treatment

Hutchinson and Waters (1987: 108) categorize some elements in designing

materials. First, input, it can be a text, dialogue, video recording, diagram or any

others. Second, content focus, language is used as a mean of conveying information

and feelings about something. Third, language focus, it is to enable the learners to

use language, how it works and practices putting it back together again. The last,

task, learners use the content and language knowledge they have built up through the

unit. Regarding these, the materials were designed related to those elements which

were arranged in the lesson plan.

The materials used to gather the data in this study were the materials to

conduct a treatment in the form of lesson plan. The materials for the experimental

class and the control class were the same. They were taken from internet.

Two stories were used for six meetings to both the experimental and control

group of this study. The stories were retrieved from internet. They were chosen on

the basis of topic, length and the interest of the students.

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3.4.1.2 Materials for Pre-test and Post-test

Both pre-test and post-test were in series of pictures form a natural basis for

narration (Hughes, 2003). These were used since the students were tested to check

their speaking ability in telling the story based on the pictures given. The tests were

held in 90 minutes.The pre-test was given in the first meeting in order to find out the

starting point of the students’ speaking ability before the treatments were conducted.

Meanwhile, the post-test term was conducted at the end of the teaching learning

process in order to find out the effect of the use of the storytelling technique to the

students’ speaking ability.

3.4.2 Teaching Procedures

The teaching speaking procedure for the experimental and control groups

were carried out in the same procedure by using pre-activities, whilst-activities and

post-activities. The main activities were begun with the teacher’s presentation and

ended with individual task for each student (see lesson plans for experimental and

control groups in Appendices 1 and 2).

Although both the experimental and control groups got the same procedures,

each group were treated with different teaching methods. The experimental group

was taught by using the storytelling technique and the control group was taught by

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Reading activities ware implemented to both experimental and control

groups before they move to speaking activities. The following table shows a brief

sample of classroom activities for experimental and control groups.

Table 3.1

• The T greets the students.

• The T asks something about the story that had been discussed in previous meeting.

• The T tells the objective of the lesson and explains the activity that Ss will do.

• The T and the O still divide Ss into 8 groups, each of which consists of 4 persons.

Pre activities

• The T greets the students.

• The T asks something about the story that had been discussed in previous meeting.

• The T tells the objective of the lesson and explains the activity that Ss will do.

• The T and the O still divide Ss into 8 groups, each of which consists of 4 persons. 2

Whilst activities

• The T presents a song which related to the topic

• The T and the O sing the song together to get the Ss relax and set a good atmosphere.

• The T tells the story in front of the class.

• The T does questions and answer with the students related to her performance.

• The T encourages and asks the Ss in each group to tell the story in turn (practice in small group), but before that they rehearse alone.

• The T gives the Ss opportunity to ask something related to their activity.

Whilst activities

• The T asks the Ss to discuss the story to identify the generic structure of the narrative text.

• The T asks questions. For example, the questions are:

- What is the title of this story? - Who is/are the characters? - Where did it happen? - When did it happen?

- What happened to the main characters? - What are the events?

- How was the ending? sad/happy? Etc

• The T gives the Ss opportunity to ask something related to their activity. 3

Post activities

• The T asks the students how they find about the activity and their Experience toward the activity.

• The T encourages and gives advice to develop their motivation and confidence.

• The T gives the Ss time to prepare themselves or act out the story.

• The T asks students to practice the story again at home and explains that they will perform a story individual in front of the class.

Post activities

• The T asks the students how they find about the activity and their Experience toward the activity.

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3.5 Research Instruments

Fraenkle and Wallen (2007: 113) defined instrumentation as the whole

process of preparing to collect data in a research. There were three kinds of

instruments which were employed in this research. They were recording, speaking

test, questionnaire, and interview.

The score of the students’ tests were used to know the effectiveness of

storytelling technique to improve students’ speaking ability. They were collected

through speaking test, pretest and posttest which were conducted to both

experimental and control groups. The speaking test for pretest had similar level of

validity, reliability, and level of difficulty with the speaking test for posttest. The

scoring system used in the test was adapted from Hadley, 2001 (Cited in Razak,

2009). It was in the form of rubrics for speaking ability testing which covered

Communication, Accuracy, Fluency, Vocabulary, and Pronunciation.

The questionnaire and interview were conducted to obtain data or

information about the students’ response to the implementation of the technique.

Before the instruments were administered, the validity and reliability were done.

Scarvia et al (1975) as cited in Arikunto (2007) stated that a test is valid if it

measures what it has to be measured. To obtain a valid result, this study employed

logical validity test in which the test was arranged based on the careful reasoning

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conducted to measure the speaking ability, the test was in the form of oral test. The

advisors were also asked to look at the content and format of the instrument and

judge whether or not it is appropriate (Fraenkle and Wallen, 2007). In terms of the

reliability of the test, the interrater reliability was used in which raters are required to

make judgments on the language produced by the students. Interrater reliability is

essentially a variation of the equivalent forms type of reliability in that the scores are

usually produced by two raters and a correlation coefficient is calculated between

them (Brown J.D., 1988 cited in Razak, 2009). The English teacher at the school was

asked to be a rater accompanying the researcher in giving scores to the oral interview

test. The scores of the two raters then be calculated using correlation analysis.

The try out of the instrument was done on September 20th 2011 to class VIII

B which has equal ability to the class VIII C and VIII E as subjects of the study. The

process of scoring was done by the researcher and the English teacher in the school

as the interrater to make sure that the score results were objective. The score result

was calculated using Correlation Analysis (Pearson Product Moment). The result of

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Table 3.2

Correlation Analysis of Pre-test Try Out Correlations

Yetty Izur

Yetty Pearson Correlation 1 .958**

Sig. (2-tailed) .000

N 32 32

Izur Pearson Correlation .958** 1

N 32 32

**. Correlation is significant at the 0.01 level (2-tailed).

Explanation:

On the metric Correlation table, the correlation coefficient value between the score from the first rater and the second rater is high (0.958).

Table 3.3

Correlation Analysis of the Post-test Try Out Correlations

Yetty Izur

N 32 32

**. Correlation is significant at the 0.01 level (2-tailed).

Explanation:

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The questionnaires and interview were also validated by consulting to the

expert to have logical validity and it can be stated to be valid, i.e. they are

understandable by many other people (Newman, 2003). And for the interview, the

advisors were also asked to look at the content and format of the instrument and

judge whether or not it is appropriate (Fraenkle and Wallen, 2007). In terms of

reliability, the questionnaires were analyzed for their internal consistency. For the

affective measurement and performance test scored using more than two choices like

Likert-Scales.

3.6 Variable and hypotheses

The characteristics of this study including the variabels and hypotheses are

shown in the following table:

Table 3.4

The Characteristics of the Study

Null Hypothesis (Ho) There is no difference between speaking ability of experiment and control groups.

Research Hypothesis (Hi) There is a significant difference between speaking ability of experimental and control groups.

Significant Level 0.01; two-tailed

Design Pre-test – post-test control group design

Dependent Variable Speaking ability

Measurement Score (interval)

Independent Variabel Storytelling

Measurement 1. Treatment to the experimental group

2. Treatment to the control group Statistical Procedure Independent t-test

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Some procedure were arranged to make the study runs in a well organized

way. The first, the try-out of the instrument was done to test its validity and

reliability of the test items. Second, the pretest was given to both experimental and

control groups. The results of the test were collected and analyzed as the preliminary

data about the students’ speaking ability. Third, both the experimental group and the

control group got a treatment. However, they got different treatment. The

experimental group got Storytelling technique for their speaking. The control group

got the conventional one. The conventional means, the teacher teach the story using

the usual way of teaching speaking conducted in the classroom. Fourth, the posttest

was given to the experimental and control groups to find out whether both groups

make different result or not. Fifth, the questionnaire and interview were conducted to

the experimental group.

Table 3.5

The Description of Research Procedure

N o

Date/Meeting Materials for Treatment Time Alocation

(minutes)

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3.8 Data collection technique

Several data collection techniques were employed to this research to obtain

deep and comprehensive analysis;

3.8.1 Recording

Recording was used to record the students’ voice when they tell a story in the

test. The researcher used a tape recorder or another kind of recorder like MP4. It was

done to make the students’ utterances in the speaking test –telling a story

individually– easy to be analyzed and contrasted to the scoring rubric.

3.8.1 Tests

The tests were conducted to participants to find out their improvement in

speaking ability statistically.

3.8.1.1Pre-test

The pre-test was conducted to identify the initial skill of the students in

speaking. It was given to both experimental and control group at the first meeting

before the treatment given. The test was in the form of oral test.

3.8.1.2Post-test

The post-test was principally conducted similarly as the pre-test. It was used

to measure the effectiveness of storytelling technique in improving students’

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3.8.2 Questionnaire

The questionnaire was conducted to obtain data or information about the

students’ attitudes toward the implementation of the technique to answer the second

research question. The questionnaire consisted of 11 close questions which covered

3 aspects; they were the students’ feelings toward the use of story in English, the

effects of the story and the implementation of storytelling technique to their

knowledge improvement and speaking skill. The questionnaires were written in

Bahasa Indonesia to avoid misunderstanding of students. The form of the

questionnaire was Likert Scale with the options of Strongly Agree, Agree, Uncertain,

Disagree, and Strongly Disagree. At the end of the questionnaire, an open-ended

questionnaire was also provided for the students to write about their comments on

the technique which were not covered by the close-ended questionnaire.

The questionnaire consisted of 11 statements. The statements covered three

issues: the first issue was on the students’ feeling toward reading the story

(statements number 1-2), the second issue was on the students’ feeling of the

usefulness of story (statements number 3- 5), and the third issue was on the students’

feeling to the implementation of the technique (statements number 6-11). In

addition, an open-ended questionnaire asked the students to give suggestion or

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3.8.3 Interview

The interview also conducted to obtain comprehensive data along with

triangulating the data taken. This interview revealed the students’ attitudes toward

the implementation of the storytelling in teaching speaking. The interview items

were open-ended questions using semi-structured interviews, in which had aim to

reveal specific information which could be compared and contrasted with

information gained from the test and questionnaire (Dawson, 2009). In this case,

face-to-face or to-one interviews (Cresswell, 1994: 150) were conducted. A

one-to-one interview was done after the questionnaires had been already answered by the

respondents. The interview was in the form of informal conversation to the students.

The interview was done at school. The interview was conducted in order to support

the data to answer the second research question.

3.9 Data Analysis

The results of this study were based on the recording, tests, questionnaires

and interview.

3.9.1 Recording

The recording of the students’ voice in telling the story tests were scored

based on the speaking score rubrics.

3.9.2 Score Data Analysis of the Tests

This quantitative analysis was used to see whether this technique was

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post-tests) that were applied. Since this research employed with quasi-experimental

design, the result of pre-test was used to seek the homogeneity of participants using

t-test (Hatch and Farhady, 1982; Hatch and Lazaraton, 1994; Dornyei, 2007) to

compare means of pre-test score to seek whether the participants is homogeny or not.

While the result of post-test was compared to seek the significant different

between two groups or it is known as intact group design (Hatch and Farhady, 1982;

Arikunto, 1993; Hatch and Lazaraton, 1994; Dornyei, 2007). The schematic

representation of this design is

( )

Where G1 is experimental group, G2 is control group, x is treatment and T1 is

post-test

The post-test score was analyzed using two-tailed another t-test to seek the

significance of the program by testing the Null-hypothesis that has been presented

above, since t-test aims to compare two means of different groups (Hatch and

Farhady, 1982; Hatch and Lazaraton, 1994; Dornyei, 2007).

The interrater was used to make sure that the scoring in speaking test was

objective. The score results from two raters in both tests, pre-test and post-test, were

calculated using Correlation Analysis (Pearson Product Moment). The results of the

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Table 3.6

Correlation Analysis of Control Group Pre-test Correlations

Yetty Izur

N 32 32

**. Correlation is significant at the 0.01 level (2-tailed). Explanation:

Table 3.7

Correlation Analysis of Pre-test Experimental Group Correlations

Yetty Izur

N 32 32

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Table 3.8

Correlation analysis of Post-test Control Group Correlations

Yetty Izur

N 32 32

izur Pearson Correlation .995** 1

N 32 32

Table 3.9

Correlation Analysis of Post-test Experimental Group Correlations

Yetty Izur

N 32 32

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Since the results of the correlation computation were significant, so the

scoring was objective.

The procedure compared the means of the experimental and control groups

to find out their significant difference. If any, there might be a possibility that the

means score of the two groups are different. The significant difference can be seen

after the t-value has been obtained. The formula is:

tobs = Difference between two sample means

Standard error of differences between means

t

Se : Standard deviation of experimental group

Sc : Standard deviation of control group

The statistical analysis was used to compare the performance of both the

students of experimental and control groups and to find out whether the means of the

groups are truly different. It was intended to see if there was an influence of using

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following step was to consult the value against the t-critical value in the t distribution

table and to find out the degree of freedom with the formula df = (n1 – 1 + n2 – 1)

(Hatch and Farhady, 1982: 112).

The hypotheses testing was conducted to see whether Ho is accepted or

rejected. Hatch and Farhady (1982) argue that the test alternative hypotheses (H1)

will be accepted if:

a. Mean of pre-test score is higher than that of pre-test score of the two classes

b. Mean of pre-test score of the experimental class is not different from that the

control class.

c. Mean of post-test score of experimental class is higher than that of the

control class.

To test null hypotheses (Ho), there are also some considerations should be

fulfilled. It will be received if:

a. There is no significant difference between mean of the post-test score and

pre-test score either of the experimental and control class.

b. There is no significant difference between mean of pre-test score of the two

classes.

c. There is no significant difference between mean of post-test score of the two

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3.9.3 Questionnaire

The close questions data from questionnaires were analyzed by calculating it

in percentage using frequency base with the following formula:

Number of students choosing certain option

Total number of the students (32) ,100 %

The data from open-ended questions were analyzed qualitatively. They were

transcribed and summarized based on the classification.

3.9.4 Interview

The interview data was recorded and transcribed to be analyzed using coding

and categorizing (Heigham and Croker, 2009). This type of data analysis made as

sense of data by systematically looking through it, clustering or grouping similar

idea and labeling them. After being transcribed and categorized, the data were

presented in the discussion to explore students’ attitudes toward the implementation

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This last chapter presents the conclusions and suggestions drawn from the

research findings and discussion in the previous chapter. The chapter is divided into

two parts, the first is conclusions and the second is suggestions.

5.1 Conclusions

This research aimed to discover: (1) the effect of the use of the storytelling

technique in teaching speaking; and (2) the students’ attitudes toward the

implementation of the storytelling technique in teaching speaking in the classroom.

The data was collected from tests (pre- and post-test), questionnaires and interview.

Regarding to the first question, the data gained from the independent t-test, it

showed that there was a significant difference between the post-test of students in the

experimental group, who were taught by using storytelling technique, and that of

students in the control group, who were taught by using the conventional technique. It

can be concluded that the storytelling technique in teaching speaking has a significant

effect in developing students’ speaking ability.

In terms of students’ attitudes toward the implementation of storytelling

technique in teaching speaking in the classroom, the data from the questionnaires and

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technique in teaching speaking. They liked this technique rather than the technique

that they got previously because they felt that it was interesting and made them enjoy

the teaching and learning process. Furthermore, the students felt that storytelling

activity could create fun and enjoyable environment in the classroom, so they would

not get bored and it could entertain them which could motivate them to learn more.

The storytelling technique was very useful in speaking class. It could help them to

develop their speaking ability and increase the students’ confidence in speaking

which helped the student to expressing their ideas and feeling easier. Finally, all these

indicate that implementing storytelling technique is worth implementing by teachers

in their classrooms.

5.2 Suggestions

As the completion of this research, the following suggestions can be given:

First, it is suggested that the teachers implement storytelling as one of

techniques in teaching English, especially in speaking class, because it give benefits

to the students’ performance. It is expected that teachers intending to implement

storytelling should be creative in finding story for the students to attract the students’

attention and interests in speaking.

Second, for further exploration, future researchers can extend the

investigation on storytelling technique by providing more samples from different

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teachers and the students involved in the implementation of the storytelling technique.

Moreover, the questionnaire in this study did not cover the learning background

experience. It is important to be asked because it influences the students’ ability. So,

the further researchers should include that aspect in the questionnaire to make the

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