This result also led to conclusions that could improve students' speaking ability when telling stories using the picture series technique. He gave the researcher his blessing and mercy to complete this thesis titled “Using Picture Series Storytelling Technique to Improve Students' Speaking Skills in Eleventh Grade SMA Muhammadiyah 1 Metro.”.
Background Of Study
This means that most students of SMA Muhammadiyah 1 Metro still have low speaking skills. In this research, the researcher would try to use the technique of story telling with a series of pictures to improve the speaking skills of the students.
Problem Identification
The problem is that the students have low speaking ability, it takes a long time to teach students to speak, and the student may be afraid to speak. Because the use of storytelling through image series technique can improve students' speaking skills and increase student participation in English-speaking topics.
Problem Limitation
The researcher wants to build a student's speaking ability, so this research focused on the students' speaking ability is still low and learning technique used by the teacher was not interesting. So that the researcher wants to investigate whether the use of storytelling through picture series can improve the students' speaking ability at the eleventh grade of SMA Muhammadiyah 1 Metro in academic year 2017/2018.
Problem Formulation
The Objectives and Benefit Of The Study 1. The objectives
For students as an incentive technique to motivate their English speaking confidence, enjoy the learning process and more actively follow the lessons. For the teacher as an alternative technique that the teacher can use in English speaking learning.
- The Characteristics of Speaking
- Speaking Ability
- Teaching Speaking
- Measurement of The Students’ Speaking Ability
One of the benefits of spoken language is the process of imagining while someone is speaking showed you a certain number of hesitations, pauses, backtracking, and correlations. According to David Nunan, explain more that for most people, mastering the art of speaking is the single most important aspect of learning a second foreign language.
The Concept of Storytelling Technique 1. Definition of Storytelling Technique
- The Characteristics of Storytelling Technique
- The Elements of Storytelling
- Types of Picture
- The Advantages of Use Pictures
- Procedure of Storytelling By Picture SeriesTechnique
The picture series is intended to help students tell the story, in addition, it is expected to stimulate their motivation to speak. It is the use of the picture story technique to improve students' speaking ability in terms of content and delivery of the story.
Action Hypothesis
Variable of Research
Telling stories using the photo sequence technique is one technique that would be used in learning to speak. Improving the student's speaking skills can appear after using storytelling by using the photo sequence technique.
The Operational Definition of Variables
The independent variable in this research is the use of narrative technique by picture series technique. The researcher would observe the implementation of using storytelling by picture series technique used by the teacher.
Setting of Research
3 (good) Some errors in the use of sentence structures and grammatical form, but they do not hinder understanding. 3 (good) The use of interactive strategies is generally adequate, but sometimes encounters some difficulties.
Subject of Research
Research Procedure
Classroom Action Research
The aim of action research is to generate living theories about how learning has improved practice and informs new practice. Action research is a form of collective self-reflective inquiry undertaken by participants in a social situation in order to improve the rationality and fairness of their own social or educational practice, as well as their understanding of this. In traditional form of research, researchers research themselves in the company of other people, and those others do the same.
Action Plan
Planning is the first step of this teaching context and it is prepared the researcher did the action. In this step, the researcher prepared the lesson plan, test, observation sheet, story telling through picture series technique. In the implementation of action, the teaching learning process was done in the eleventh graders of SMA Muhammadiyah 1 Metro related to the schedule of English subject in this grade meter.
The important things in the teaching-learning process were observed by the employee using an observation sheet. And in cycle 2 an upgrade is done from cycle 1, it means if cycle 1 failed in cycle 2 then to review, and if cycle 1 is successful in cycle 2 as continuation of cycle 1. Cycle II. a) Plan. The employee is observed and the data collected during the learning process.
In step one, the researcher compares the distribution of pretest and posttest scores, the researcher examines and reflects on the student's attitude.
Data Collecting Technique
Documentation as the method used to extract information from the written source or document (for example: books, magazines, notes, and others). In this study, the researcher took the data from the school, such as the total of the students, teachers and the condition of the school.
Data Analysis Technique
Indicator of Success
Description of the Research Location 1. Research Setting
Description of the Research Result
In this research, the researcher conducted the pre-test on September 7, 2017, before the process of cycle one would be done. From the above table it can be seen that there are only 5 students who included for complete category and 21 students who included for incomplete category. So the researcher chooses story telling by picture series technique to improve students' speaking ability in the eleventh grades of SMA Muhammadiyah 1 Metro in the academic year 2017/2018.
Cycle I
So, the researcher chooses story telling by picture sequence technique to improve students' speaking ability in the eleventh graders of SMA Muhammadiyah 1 Metro in the Academic Year of. Based on the teacher's experience and the result of the speaking skill test in SMA Muhammadiyah 1 Metro, the researcher concluded that the problem faced by the students is as follows: Many students are not confident to speak English well . Next, the researcher showed the students the example of storytelling through picture series and the title is "Toba Lake".
The result of the student test was better than the student test before treatment. According to the result of the above observation, the learning process improved because there is difference between the activities of the students in the first meeting and the second meeting. Based on the result of cycle I, it appeared that there was an improvement of the result of pre-test and post-test 1. The students were sufficiently interested in the learning process although the condition of the learning process was still uncontrolled.
Some of the students did not focus on the material and they were still confused about talking with storytelling by picture series technique.
Cycle II
Then the researcher explained the deeper substance about the performance of the monologue of the narrative text. The researcher taught as a teacher, and the colleague followed the lessons by observing the students' activities. After the treatment in the first session, which included giving the material and doing the exercises, the researcher provided the students with post-test 2. In this session, the researcher got the students' score. posttest in cycle II.
It can be seen that there was an improvement in the score after test 1 and after test 2. This means that there was an improvement in the results after test 1 and after test 2 and that the learning process was successful. From the chart above, it can be seen that there is improvement from pre-test, post-test I and post-test II.
The difference between pre-test and post-test 1 is 9.43 and the difference between post-test 1 and post-test 2 is 8.27.
Discussion
The Result of Students’ Learning Process
Most students got mark ≥70 in the percentage of 73% and there is also an increase in students' activity. This means that students' score increased from pre-test to cycle I and cycle II. The improvement showed that the students will have good speaking ability if they are taught by specific technique.
Although the result of this study is not significant enough, the learning process can be considered successful, because more than 70% of the students were able to pass the minimum criteria 70 and students progressed.
The Implementation of Improving Speaking Ability through Storytelling by Picture Series Technique
Students must be active in learning speech by using the Storytelling by Picture Series Technique.
Conclusion
Students need to increase their achievement and their activation in learning English with the technique of telling stories through a series of pictures. Students need to increase their speaking ability by narrating a series of pictures in order to speed up the process of learning English. An English teacher should motivate students to be more active in learning English by using the technique of storytelling with a series of pictures in the process of learning English.
The English teacher is suggested to help the students to increase their speaking ability by using Storytelling by Picture SeriesTechnique. The principal is recommended to do the further research on increasing students' speaking ability by using Storytelling by Picture Series Technique. Jean McNiff and Jack Whitehead, Action Research: Principles and Practice (second edition), London and New York: RoutledgeFalmer.
Purwatiningsih, Improving Speaking Ability Through Story Telling Tehnique By Using Piture Series, Journal on English as a Foreign Language, Vol.5 Palangkaraya, Tahun 2015.
APPENDICES
Kompetensi Dasar
Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Teknik Pembelajaran
Sumber, Alat dan Bahan Pembelajaran
Langkah-Langkah Pembelajaran 1. Kegiatan Awal (Pendahuluan)
- Penilaian
Guru memberikan contoh teks monolog berbentuk narrative yang berkaitan dengan materi, seperti beauty and the beast berdasarkan gambar berseri. Memberikan umpan balik kepada siswa dengan memberikan penguatan secara verbal kepada siswa yang mampu menyelesaikan tugasnya. Memberikan motivasi kepada siswa yang kurang mampu dan belum mampu mengikuti materi pada teks narrative.
3 (good) Mostly effective use of vocabulary for the task with some examples of inappropriate ones. 3 (good) Some errors in the use of sentence structures and grammatical form, but these do not interfere. 3 (good) Use of interactive strategies is generally adequate, but sometimes experiences some difficulty in maintaining interaction consistently.
Guru memberikan contoh teks monolog berbentuk narasi yang berkaitan dengan materi, seperti Danau Toba berdasarkan rangkaian gambar.
Penilaian
4 Occasional pronunciation errors, a few inconsistencies in rhythm, intonation and pronunciation, but understanding is not impeded. 3 Mostly effective use of vocabulary for the task with some examples of. 3 Some errors in the use of sentence structures and grammatical forms, but these do not interfere with understanding.
