A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S.Pd. (Strata-1) in English Education
By
Tasya Rizky Amelia 11150140000092
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA
2019
i
iii ABSTRACT
Tasya Rizky Amelia (11150140000092). The Effect of Using Picture Series on Students’ Retelling Story (A Quasi-experimental Study at the Eleventh Grade of SMA Muhammadiyah 8 Ciputat in Academic Year 2019/2020). A skripsi of Department of English Education, Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta, 2019.
Advisor I: Didin Nuruddin Hidayat, Ph.D.
Advisor II: Dr. Atiq Susilo, M.A.
Key Words: Retelling Story, Picture Series
This study aims to obtain empirical evidence about the effect of using picture series on students' retelling story. The population of this research is eleventh grade students of SMA Muhammadiyah 8 Ciputat. The design used in this study is a quasi-experimental design. The samples used were 25 students who were selected using purposive sample techniques and then grouped into two classes, namely the experimental class and the control class. The instrument used was picture series consisting of pre-test and post-test. The results of this study were analyzed using t-test. The pre-test score results indicate that the average of the two classes does not differ too much. Meanwhile, the post-test score revealed that the experimental class scores were not too high compared to the control class. The results showed that the significance value (sig 2-tailed) was 0.001, while the alpha (α) significance was 0.05 or 0.001 < 0.05, and the significance was also supported by the results of the effect size which was 0.58, which means that it was at a moderate level. Therefore, it can be concluded that the application of picture series was effective to develop students’ retelling story at the eleventh grade of SMA Muhammadiyah 8 Ciputat in the academic year 2019/2020.
iv ABSTRAK
Tasya Rizky Amelia (11150140000092). Pengaruh Penggunaan Gambar Berseri pada Retelling Story Siswa (Penelitian Eksperimen Semu pada Kelas Sebelas SMA Muhammadiyah 8 Ciputat Tahun Ajaran 2019/2020). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta 2019.
Dosen Pembimbing I: Didin Nuruddin Hidayat, Ph.D.
Dosen Pembimbing II: Dr. Atiq Susilo, M.A.
Kata Kunci: Retelling Story, Gambar Berseri
Penelitian ini bertujuan mendapatkan bukti empiris tentang pengaruh penggunaan Picture Series terhadap Retelling Story siswa. Populasi penelitian ini adalah siswa kelas sebelas SMA Muhammadiyah 8 Ciputat. Desain yang digunakan dalam penelitian ini adalah desain quasi-experimental. Sampel yang digunakan sejumlah 25 siswa yang dipilih dengan menggunakan teknik sampel purposive dan kemudian dikelompokkan menjadi dua kelas, yakni kelas eksperimen dan kelas kontrol. Instrumen yang digunakan adalah picture series yang terdiri dari pre-test dan post-test. Hasil penelitian ini dianalisis menggunakan t-test. Hasil skor pre- test menunjukkan bahwa rata-rata dari kedua kelas tidak terlalu banyak berbeda.
Sementara itu, hasil skor post-test mengungkapkan bahwa skor kelas eksperimen tidak terlalu tinggi daripada kelas kontrol. Hasil menunjukkan bahwa nilai signifikansi (sig 2-tailed) adalah 0.001, sedangkan signifikansi alpha (α) adalah 0.05 atau 0.001 < 0.05 , dan signifikansi juga didukung oleh hasil tes efektivitas yaitu 0.58 yang berarti pada level sedang. Oleh karena itu, dapat disimpulkan bahwa pengaplikasian Picture Series efektif terhadap Retelling Story siswa di kelas sebelas SMA Muhammadiyah 8 Ciputat tahun ajaran 2019/2020.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent the Merciful
Praise be to Allah, who has given His love and affection, so that researcher can complete this skripsi entitled “The Effect of Using Picture Series on Students’
Retelling Story (A Quasi-experimental Research at SMA Muhammadiyah 8 Ciputat in the academic year 2019-2020).” Our blessings and greetings are given to our prophet Muhammad, who has brought us from the age of ignorance to an age full of knowledge as it is today.
The writer would like to express special gratitude and honor, especially for her unconditional love, H. Mukri and Hj. Munipah for their support and prayers that are always offered endlessly. Also, thanks to her big family, who are always supported her to be able to complete this research.
The writer realizes that she would not be able to complete this research without the support of those around her. Therefore, she would like to express her gratitude to the advisors, Mr. Didin Nuruddin Hidayat, Ph.D. and Mr. Dr. Atiq Susilo, M.A. for their advice, guide, and valuable support during the preparation of this skripsi.
Furthermore, the writer would like to express her sincere gratitude and appreciation to:
1. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, Ph.D., as the Head of the Department of English Education.
3. Zaharil Anasy, M.Hum., as the Secretary of the Department of English Education.
4. All lecturers in the Department of English Education for knowledge, support, and motivation during the lecture.
5. Hafis Umar, S.E., as the Principal of SMA Muhammadiyah 8 Ciputat, who has permitted the writer to be able to conduct the research.
6. Abdul Rohim, S.Pd., as the English teacher at eleventh-grade of SMA Muhammadiyah 8 Ciputat for his advice and support during the study.
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7. The students of XI IPS 1 and XI IPS 2 of SMA Muhammadiyah 8 Ciputat for their cooperation as a participant in this research.
8. All of her beloved classmates “Ketua Sudah Bersabda 2015” for the experience, friendship, and support during the study.
9. Her dearest friends “Sholehahku,” Risya, Njul, Nopea, Nulur, and Mpit for their friendship, happiness and big support for this research.
10. Her unpredictable friends “Kaum Bangsawan,” Tuti, Iie, Ketum, Padel, Ayuy, Awenk for the experience and bunch of laugh.
11. Her new family “Rumpi,” Sisil, Euis, Erni, Guntur, Anggun, especially for Saroh and Surya who always gave their best support during this research.
12. Her absurd friends “Sodara Jauh,” Babang, S. Kom and Dion S.T for all the love and happiness.
13. Her forever friends “Sorepagi,” Raron, Euis, Safira, Irma, Hesvi, and Erlina for all experiences, pleasure, and loyalty since junior high school.
14. For all people whose names cannot be mentioned individually for their contributions and support during this research.
Finally, the writer realizes that this research still has many mistakes and shortcomings. Therefore, the writer is very open to criticism and suggestions, as well as feedback to make this research even better.
Jakarta, December 5th, 2019
Tasya Rizky Amelia
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STATEMENT OF AUTHENTICITY
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TABLE OF CONTENT
ENDORSEMENT SHEET ... ii
ABSTRACT ... iii
ABSTRAK ... iv
ACKNOWLEDGEMENT ... v
STATEMENT OF AUTHENTICITY ... vii
TABLE OF CONTENT ... viii
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
CHAPTER I INTRODUCTION ... 1
A.Background of the study ... 1
B. Identification of the Problems ... 3
C. Limitation of the Problem ... 3
D.Formulation of the Problem ... 4
E. The Objective of the Research ... 4
F. Significance of the Research ... 4
CHAPTER II LITERATURE REVIEW ... 5
A.Retelling Story ... 5
1.The Definition of Retelling Story ... 5
2.The Use of Retelling Story in the Classroom ... 10
3.The Advantages of Retelling Story ... 11
B. Picture Series ... 13
1.The Definition of Picture Series ... 13
2.The Advantages of Picture Series ... 15
3.The Technique of Picture Series ... 15
C. Previous Study ... 17
D.Thinking Framework ... 19
E. Theoretical Hypothesis... 20
CHAPTER III RESEARCH METHODOLOGY ... 21
A.Place and Time of the Research ... 21
B. Research Design ... 21
ix
C. Population and Sample ... 22
D.Research Instrument ... 22
E. Technique of Data Collection ... 23
1.Pre-test ... 23
2.Post-test ... 23
F. Technique of Data Analyzing ... 27
1.Test of Normality ... 27
2.Test of Homogeneity ... 28
3.T-Test ... 29
4.Formulation of the Effect Size ... 29
G.Statistical Hypotheses ... 30
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 31
A.Research Finding ... 31
1.Data Description ... 31
2.Data Analysis ... 37
B. Discussion ... 42
CHAPTER V CONCLUSION AND SUGGESTIONS ... 44
A.Conclusion ... 44
B. Suggestions ... 44
REFERENCES ... 46
APPENDICES ... 51
x
LIST OF TABLES
Table 3.1 The Research Design ... 21
Table 3.2 Rubric for Assessing ... 24
Table 4.1 Pre-Test and Post-Test Score of Experimental Class... 31
Table 4.2 Pre-Test and Post-Test Score of Controlled Class ... 33
Table 4.3 Gained Score of Experimental Class ... 35
Table 4.4 The Gained Score of Controlled Class ... 36
Table 4.5 The Normality Test of Pre-Test and Post-Test in both of Class (Experimental and Controlled) ... 37
Table 4.6 The Homogeneity Test of Pre-Test in both of Class ... 38
Table 4.7 The Homogeneity Test of Post-Test in both of Class ... 39
Table 4.8 T-Test Calculation Result ... 39
Table 4.9 The T-Test Result of Post-Test Score ... 40
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LIST OF APPENDICES
APPENDIX 1 References Examination Paper ... 52
APPENDIX 2 Surat Bimbingan Didin Nuruddin Hidayat, Ph.D... 57
APPENDIX 3 Surat Bimbingan Dr. Atiq Susilo, M.A ... 58
APPENDIX 4 Surat Permohonan Izin Penelitian ... 59
APPENDIX 5 Surat Keterangan Penelitian dari Sekolah ... 60
APPENDIX 6 Surat Pengesahan Judul ... 61
APPENDIX 7 Rencana Pelaksanaan Pembelajaran ... 62
APPENDIX 8 The Instrument of Pre-Test... 78
APPENDIX 9 The Instrument of Post-Test ... 79
APPENDIX 10 The Instrument of Post-Test ... 80
APPENDIX 11 Research Documentation ... 81
1 CHAPTER I INTRODUCTION
A. Background of the study
One of the goals in the EFL class is to improve students' communicative skills so that they can express themselves using the target language appropriately based on their social and cultural context. To achieve this goal, the teacher applies different teaching techniques in the class. However, it is widely known that there is no single best method or technique to be applied in the teaching and learning process; the choice of method depends on the type of students, students 'motivation in learning new languages, students' attitudes towards language learning and so on. With the development of English as a global language of correspondence, there is obviously a requirement for some understudies to talk and interface in different circumstances through language.1 Many problems found in students to speak English in an EFL country. Based on the writer’s experience in teaching English at SMA Muhammadiyah 8 Ciputat, students are usually afraid to start speaking English; for example, when the teacher was asking the questions nobody response, the students feel a lack of vocabulary when they have to describe something, they use a straightforward word. Besides that, they don't dare to start talking unless asked by the teacher. Secondly, when they begin speaking, the vocabulary is direct and often stops halfway due to a lack of vocabulary.
Third, they are not confident, so when asked, the answer is usually long or hesitant. In line with this, The East Asian Learner Journal stated that students in Asia fear to commit errors and are criticized before their colleagues.
Students may react with short expressions since they probably would not feel sure or on the grounds that they are too timid to even consider replying.
Simultaneously, when they need to expand on their focuses, their talk can end up dreary, extreme or circumnavigating. This is somewhat a result of their
1Jo Mc Donough and Christopher Shaw, Materials and Method in ELT, (Oxford UK & USA:
Blackwell and Cambridge, 1993), p. 156.
absence of vocabulary and halfway on account of their circuitous method for conveying everything that needs to be conveyed.2
Speaking is likewise called productive skill. Everything that had been perused and tuned in to can be communicated through talking. By speaking, individuals can clarify what they had been perused and heard with the goal that everybody can get it. Foreign Language Anxiety (FLA) in speaking skills is one element in which many English as a Foreign Language teacher (EFL teacher) does not focus much. The idea of teaching four necessary English skills, namely listening, speaking, reading and writing, is somewhat bound by efforts to transfer knowledge and ignore students' anxiety in using English in class. The main reason is that fear itself is a complex problem because it involves the psychological condition of students.3
In any case, today's world requires that the objective of teaching speaking should to move forward students' communicative ability since, as it were in that way, students can express themselves through their arguments and assumptions, and they learn to express it communicatively but still follow existing social rules. According to William, the method used has often been said to be the cause of success or failure in language teaching.4 Thus, the method or technique that will be used by a teacher is very influential on what and how to teach the language.
Retelling story cultivates inventive reasoning. It additionally assists understudies with communicating thoughts in the arrangement of starting, improvement, and consummation, including the characters and setting a story must have.5 In this case, storytelling can be referred to as part of speaking.
Furthermore, media can be used in retelling stories as a tool for developing
2Byung-Eun Cho, Issues Concerning Korean Learners of English: English Education in Korea and Some Common Difficulties of Korean Student, The East Asian Learner, 1, 2004, p. 35.
3Christina Lhaksmita Anandari, Indonesian EFL Students’ Anxiety in Speech Production:
Possible Causes and Remedy, TEFLIN Journal, 26 (2), 2015, p. 2.
4William F. Mackey, Language Teaching Analysis, (London: Longman and Co. Ltd., 1996), p. 362.
5Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal, XII (3), 2006, p. 3.
students’ speaking ability. It will help students to be more active and understand their activities.
According to Brown, using various media will increase the likelihood that students will learn more and retain better what they have learned in improving the performance of the skills they hope to develop.6 Using pictures is one of the teaching media that can be used. A series of good images in a story binds the reader to the picture and creates the meaning of the picture; the story and the picture work together to push the story forward.7
Based on those explanations above, some researchers believe that picture series can affect students’ retelling story ability. In this case, the retelling story technique stimulates how students can encourage their speaking ability.
Picture series as a media can motivate them to be able to speak. For that reason, this research tries to investigate the use of retelling stories aided with picture series in fostering students’ speaking ability in the eleventh grade students of SMA Muhammadiyah 8 Ciputat. Also, this research expects that retelling stories supported with picture series can give better effects in fostering students’ ability to speak.
B. Identification of the Problems
Based on the background above, there are some problems found in the teaching of speaking. The issues are identified as follows:
1. Students have low vocabulary
2. Many students have less confidence in speaking C. Limitation of the Problem
This research is concerned on the effect of using picture series on students’ retelling story at the eleventh grade of SMA Muhammadiyah 8 in the academic year 2019/2020.
6Brown H. Douglas, Teaching by Principle: An Interactive Approach to Language Pedagogy.
(New York: Longman, 2004), p. 103.
7Denise I. Matulka, A Picture Book Primer: Understanding and using Picture Books. (London:
Greenwood Publishing Group, 2008), p. 7.
D. Formulation of the Problem
The question of the research is, “Was there any effect of using picture series on students’ retelling story?”
E. The Objective of the Research
The objective of the picture series was to find the empirical evidence on the effect of using picture series on students’ retelling story.
F. Significance of the Research
The result of this research is expected to bring advantages not only theoretically, but also practically:
1. Teachers, it is expected to help teachers to find the solution to solve the problem in teaching speaking and enriches teachers' knowledge in many ways.
2. Students, it is expected to motivate them to foster their speaking ability through picture series in retelling story.
3. Other researchers, it is expected to give any information and reference, especially for the researcher that have the same subject.
5 CHAPTER II LITERATURE REVIEW
A. Retelling Story
1. The Definition of Retelling Story
Retelling is the process of recalling what we hear and read. Furthermore, Stoicovy stated in Sasitorn Praneetponkrang journal that in relation to language teaching, retelling techniques can be used as a way to improve students' understanding and understanding of discourse. Retelling is reading or listening to what students remember from reading or listening and retelling what they recognize both verbally and in writing. This is a tool for developing student understanding. Johnson states that retelling is the most direct access to teaching and the reader's reaction to the text. Retelling signifies the reader's or listener's understanding of learning and creates a new character construction and reflects in the understanding of retelling.1
Retelling helps the reader or listener to respond to the structure of the story regarding the personal explanation of each message. This is the process of involving children in making texts and also allowing interoperability between adults and young students. Retelling motivates students about text for integration and personalization which also helps students see the components of message content and how the text is related to their experiences. Also, Koskinen stated in Sasitorn Praneetponkrang journal that retelling is a teaching technique that is useful for encouraging students in communication and improving understanding of spoken language.2 This gives the reader to separate the point of ideas and supporting details and retell helps the student to understand the meaning of the text. This encourages students to learn about story elements such as plot, arrangement, and character. The reader or listener recounts the story from there by remembering through speaking, drawing, or
1Sasitorn Praneetponkrang and Malinee Phaiboonnugulkij. The Use of Retelling Stories Technique in Developing English Speaking Ability of Grade 9 Students. Advances in Language and Literary Studies. 5 (5), 2014, p. 146.
2Ibid.
writing; and retelling can help students rethink ways to improve story retelling. In addition, Brown and Cambourne define that students need to think more before they retell stories from their understanding.3
Students also integrate retelling concepts such as vocabulary and story structure. Gambrell, Koskinen, and Kapinus interpret that retelling is focused on understanding the important role that spoken language displays in the creation and sharing of meaning.4
Retelling story technique has been known as one of the teaching activities in second or foreign language classes. One reason is because it relies heavily on words, offering a primary source and ongoing language experience for children. In addition, the story itself can be considered a treasure of language to be used as a language model for students of various levels and ages.
Retelling story is not constrained to diversion however can likewise be utilized as a helpful teaching tool in language classes. As storytellers, students have the chance to do everything – reading, writing, listening, and speaking.
The casual air and vivacious condition made by stories urge students to talk and examine with one another. They have a ton of fun exploring different avenues regarding sounds, outward appearances, feelings, and signals that make the story "right" to tell. Likewise, Nor Hasni said that by utilizing the great eye to eye connection and non-verbal communication these storytellers speak with their audience. As understudies tell and listen to a story, they become made up for a lost time in the story and disregard themselves and their anxiety. They become increasingly fearless in conveying everything that needs to be conveyed inventively. The exercises and aptitudes they learn will be utilized all through the educational program and life.5
3Brown, H., & Cambourne, B. Read and retell: A strategy for the whole language/natural learning classroom. (Portsmouth, NH: Heinemann, 1987).
4Gambrell, L.B., Koskinen, P.S., & Kapinus, B.A. Retelling and the reading comprehension of proficient and lessproficient readers. Journal of Educational Research, 84(6), 1991, p. 356-362.
5 Nor Hasni Mokhtar, Michi Farida Abdul Halim, and Sharifah Zurina Syed Kamarulzaman, The Effectiveness of Storytelling in Enhancing Communicative Skills, Procedia Social and Behavioral Sciences, 18, 2011, p. 164.
The teacher can use stories to help students practice their speaking, listening, reading, and writing skills. Retelling story becomes a useful technique for teaching English. Story time also makes a secure space for students and gives listening to the encounter with fun exercises. Individuals of all ages and places have told stories. Within the verbal convention, retelling story incorporates storyteller and audience. In any case, most children cherish stories, and storytelling is considered a learning convention. Usually exceptionally imperative in children’s language learning. With significant settings, normal redundancy, lovely characters, and energizing plots, stories can be utilized to create children’s language abilities, such as listening, creative ability, and foreseeing.6
According to Kayi, students can briefly summarize a story they heard from someone before, or they can create their own story to tell their classmates.7 Retelling story fosters creative thinking. More specifically, retelling story can help students express ideas in the format of beginning, development, and ending, including the characters and setting a story. As a learning tool, telling a story can also encourage students to explore their unique expressiveness and can enhance their ability to communicate their thoughts and feelings.
In line with this, Cliatt and Shaw cited from Sara Miller and Lisa Penny cuff journal reported that retelling story not only helps participants improve children's language and logic skills but also results in the development of positive attitudes towards teaching.8 Retelling story comprises of more than just telling stories. This may incorporate not as it was making stories but also utilizing pictures, acting, singing, composing stories and so on. Besides, retelling story could be a teaching technique in passing on occasions that happen within the world, thoughts, and ethical values. The instrument
6Lidiyatul Izzah and Mutiarani, The Power of Storytelling in Teaching English to Young Learners, 1, p. 73.
7 Hayriye, op. cit., p. 3.
8 Sara Miller, The Power of Story: Using Storytelling to Improve Literacy Learning, Journal of Cross-Disciplinary Perspectives in Education, 1 (1), 2008, p. 38.
accessible for individuals to protect and share their traditions, beliefs and social legacy.
The essential advantages of retelling story may be summarized as follows:
a. Stories are persuading and fun and can offer assistance to create positive states of mind towards foreign language and language leaning. They can make a craving to proceed with learning.
b. Stories exercise creative ability. Children can be ended up by and included in a story as they distinguish with the characters and attempt to translate the story and outlines. This inventive encounter makes a difference to create their inventive powers.
c. Listening to stories in the course could be a shared social involvement.
Perusing and composing are regularly person exercises; storytelling incites a shared reaction of laughter, pity, energy, and expectation which is not as it were pleasant but can offer assistance construct up a child’s certainty and energize social and enthusiastic development.
d. Children appreciate tuning in to stories over and over once more. This visit reiteration permits certain language things to be obtained whereas others are being excessively strengthened. Numerous stories moreover contain the normal redundancy of basic vocabulary and structures. This helps children to keep in mind each detail, so they can continuously learn to expect what is around to happen following within the story. Repetition also empowers cooperation within the narrative. The taking after meaning and foreseeing language are basic abilities in language learning.
e. Listening to stories permits the educator to present or change new vocabulary and sentence structures by uncovering the children to language in changed, vital and commonplace settings, which is able to enhance their considering and continuously enter their discoursethe children to language in changed, vital and commonplace settings, which
is able to enhance their considering and continuously enter their discourse.9
Listening to stories creates the child’s listening and concentrating abilities via:
a. Visual clues (for a case, pictures, and illustrations).
b. Their earlier information on how language works.
c. Their common knowledge.
This permits them to get it the general meaning of a story and to relate it to their individual experience.
Besides that, Siti Fachraini moreover specified a few benefits of the retelling story technique; firstly, the learners may pick up verbal skills’ that can progress the capacity to resolve interpersonal discourse and numerous other aptitudes. Furthermore, it incites creative ability by either telling or tuning in that will offer assistance to the learners to think about modern thoughts and construct self-confidence. At long last, it may offer assistance the learners to memorize from others’ encounters and other’s intelligence in carrying on in such a situation.10
Based on the explanation above, retelling stories is an excellent way to combine instruction and entertainment. Utilizing retelling story, understudies can practice tuning in and talking aptitudes in a fun and interactive way.
Students cherish stories. Whereas tuning in to stories, understudies create a sense of structure that will afterward offers assistance to them to get it the more complex stories of literature. Through retelling story, the educator can make an environment in which the understudies can learn English whereas being engaged.
Stoicovy also shows that based on several studies, retelling has a positive effect on language learning because it promotes students' ability to rearrange
9Mauro Dujmovic, Storytelling as a Method of EFL Teaching, Methodical Horizons: A Journal of Educational Theory and Practice, 1, 2006, p. 77.
10Siti Fahraini, The Effect of Using Storytelling Technique in Teaching Grammar for EFL Classroom (An Experimental Study at STKIP Bina Bangsa Getsempena Banda Aceh), Getsempena English Education Journal, 3 (2), 2017, p. 14.
information from texts they have read. In addition, Brown & Cambourne mentioned that during the retelling process students apply and develop their language knowledge through the internationalization of text features.
Retelling helps teachers identify students' level of understanding about what they are listening to or reading. In addition, retelling is a common method that many people use as part of their communication. To overcome difficulties in using the target language, retelling story is one of the recommended techniques that can help language learners improve their knowledge of vocabulary, grammatical structure, and pronunciation. In addition, stories provide various topics for students to start conversations with others.
Searfoss and Readence state that retelling story is an appropriate assessment tool to be used with ESL students. They also provide opportunities for students to present their ideas.
2. The Use of Retelling Story in the Classroom
Even though, students who do not have any experience on retelling story might face the problem of the difficulty in retelling process. In contrast, morrow found that children have difficulty in retelling, but doing practicing in retelling a story could be helped.11 However, increasing the quality and training facilities for retelling can help students succeed on the story retelling process. Teachers should teach the lessons before you read or listen to the teaching content because the children would be asked to retell the story.
Moreover, the teaching is instruction also depending on the retelling target. If teachers focus on instructing intention or chronological test such as teaching children to pay attention to what happen first, second and next.
Teaching or assessment students' capacity is the purpose that needs to use in class for integrating information and give a reference for the text. Teaching students and referring to each feeling or experiences that related to the text.
11Morrow, L. M. Retelling Stories: A Strategy for Improving Children’s Comprehension, Concept of Story Structure and Oral Language Complexity. Elementary School Journal, 85, 1985, p. 647-661.
The teaching technique of asking students to retelling story meaning by doing the pre and post discussion from stories will help to develop retelling story.12 Morrow suggested that to practice in retelling and discussions about the quality of retelling. Tape and role play can use to encourage students to specify their strengths and weaknesses.
3. The Advantages of Retelling Story
According to the writer has studied the theory of retelling a story, the writer finds the useful of retelling story from these theories that will be explained in the next. In the middle of 1980, Morrow had studied on series to evaluate the efficacy of a retelling strategy with young children. She focused on comprehension; concept, story structure, and oral language which were developed as variables. Morrow surveyed to teachers and they gave the opinions that retelling was difficult to use in children, so Morrow was motivated from teachers’ opinions to find out the way to help in teaching retelling. Teachers or parents read stories to children and those experimental groups make the oral retelling. Students or children demonstrated oral retelling with the significant gaining of language’s knowledge in each day.13
Morrow continued to study three different studies with kindergarten students, to decide specify guiding advantages of teaching and learning that are specific of retelling story. Children of the experimental group retell stories after listening in the last eight weeks of their instructions. When the children are offering to help improve retelling, the most important is found in the complexity of the experiment group in oral language and understanding of the story. The feeling of the story retelling and the structure of the elements and structure of the dictators of the story, originally built by the young children who are considered is a success at a lower level that are significant in the area through the test.
12 Ibid.
13 Ibid.
Despite the obvious benefits of the survey from kindergarten, children show that they are lack of chance in retelling story in school. Teachers' opinions of retelling story are difficult to learn for young learners can cause students do not have an opportunity in the retelling. However, there is enough information insists that retelling story is the valuable education which should be promoted in the classroom. Students have involved in retelling story that reflects on the holistic vision of language comprehension. The listener or viewer needs to integrate into the story as well as related parts of the story to one another and to customize information to either of the background of them.
Experience of the incident is different from the traditional method of teachers.
Teachers use little question that has been placed on the need for students to respond to the specific information about the messages.14
Two years later, Morrow reviewed the accumulating literature and described the multiple uses of retelling in reading comprehension assessment.
She mentioned that retelling was challenge task and children needed time to practice. Students should be told from teachers and they could retell stories and teachers should provide props in some cases to help students. Morrow also suggested using narrative and informational material in teaching retelling as an instructional strategies.15
Morrow had been researching in 1996 and writing about retelling over ten years and she summarized her observed. Retelling can indicate students’
abortion and restoration of text information and the learners’ comprehension.
Readers or listeners are allowed to instructor responses from their personal or individual from the text. In 2005, Morrow emphasized the benefits of retelling. Children can develop the comprehension of narrative text’s structure through retelling and including experience, original thinking, and organization though with literature experience. Morrow also mentioned about the need of
14Morrow, L.M. Effects of Structural Guidance in Story Retelling on Children’s Dictation of Original Stories. Journal of Reading Bahavior, 18, 1986, p. 132-152.
15Morrow, L.M. Young Children’s Responses to One Story Readings in School Settings.
Reading Research Quarterly, 23, 1988, p. 89-107.
setting a purpose of retelling and providing opportunities to practice.16 Brown and Cambourne developed retelling procedure by testing it in New Zealand and the department of education in New Zealand approved a comprehension strategy of retelling in 1980s. For a number of weeks or days, topic and genre were immersed in students’ learning. Then, children shared their prediction of a story before reading the text, and they retold or rewrote it without referring to the original work. Cambourne stated that retelling demands students to focus on the text’s meaning, remodel, and reflect on it.17
Another study from Gambrel, Pfeiffer, and Wilson showed that students in the fourth grade participating in story retelling and they can enhance language in the high performance result when using silent way when doing the test passages. These studies show that verbal imparting of what learners read or listen to learn significant in reaching understanding and discourse recognition.
The reader or listener gets knowledge in learning the organization and storage of character data. GamBrell, Pfeiffer, and Wilson defined that enhancing in retelling story by referring the content processing will support students to plan and promote learning in participated actively in management and engaging language efficiently.18
B. Picture Series
1. The Definition of Picture Series
Picture is one of the visual aids that can be used in teaching speaking. It makes something clearer. It is also can be used to create situation for speaking classes more clearly. Pictures can come from a variety of sources. Such as drawings, magazines, professionally published material, post cards, photographs, etc.19 One of the most common techniques for eliciting oral
16 Ibid.
17 Brown, H., & Cambourne, B. Read and Retell: A Strategy for the Whole Language/Natural Learning Classroom. (Portsmouth, NH: Heinemann. 1987).
18 Gambrell, L. B., Koskinen, P. S., & Kapinus, B. A. Retelling and the Reading Comprehension of Proficient and Lessproficient Readers. Journal of Educational Research, 84 (6), 1991, p. 356-362.
19 Jeremy Harmer. How to Teach English. (England: Pearson Education Limited. 2007).
p. 182.
production is through visual pictures, photographs, diagrams, and charts. A picture or series pictures as a stimulus for a longer story or description.20 According to Kreider there are two kinds of pictures or picture charts. Both kinds have definite uses in the language classroom.21
Using picture series is one of the ways to explain a real situation. Picture series can be used to motivate the students and to remind them what they want to say. This is one of the media that can make students enjoy the lesson.
According to Yunus cited from Padmaningtyas, a picture series is several related pictures which placed in a sequence. Its primary function is to tell a series of events or to tell a story.22 Therefore, it is very important for teachers to provide visual aids to facilitate teaching and learning. Picture is one of the visual aids that teachers can use in ESL classes.23 Pictures within the frame of illustrations, comics, posters, cartoons, drawing sheets, pictures in newspapers, magazines, calendars, photographs, maps, divider charts and much more that can be utilized as instructing help in language classes. As Wright expressed in his book, there are twenty sorts of pictures that can be utilized within the educating and learning process, such as; 1) Pictures of a single object. 2) Pictures of one person. 3) Pictures of celebrated people. 4) Pictures of a few people. 5) Pictures of individuals in action. 6) Pictures of places. 7) Pictures from history. 8) Pictures with a part of the information. 9) Pictures of the news. 10) Pictures of fantasies. 11) Pictures of maps and symbols. 12) Pairs of pictures. 13) Pictures and texts. 14) An arrangement of picture (Picture Series). 15) Related pictures. 16) Single fortifying pictures.
20 Brown, H. Douglas. Language Assessment: Principle and Classroom Practices. (New York: Oxford University Press. 2004). p. 180.
21 Kreider, Carol. J. Visual Aids for Teaching English to Speaker of Other Languages.
(Washington: Centre for Applied Linguistic, 1965). p. 4.
22Padmaningtyas Wulansari, Developing Picture Series for Teaching Listening Skills through Storytelling to the Fifth Grade Students of SD IT Insan Cendekia Boyolali, 2015, p. 35.
23Charanjit Kaur Swaran Singh, Tan Pei Mei, Maria Shu Abdullah, Wan Mazlini Othman, and Nor Azmi Mostafa, ESL Learners’ Perspectives on the Use of Picture Series in Teaching Guided Writing, International Journal of Academic Research in Progressive Education and Development, 6 (4), 2017, p. 77.
17) Ambiguous pictures. 18) Bizarre pictures. 19) Explanatory pictures. 20) Student and instructor drawings.24
The picture series is a suitable aid for retelling story activities. It provides visual support that helps students to have the motivation to tell stories, to understand storylines, and to predict what will happen next. Also, a good quality picture must be calculated by the teacher so that it is beneficial.
2. The Advantages of Picture Series
Picture series is one of the visual and print media, and it is broadly utilized for educational purposes. Picture series as one of the media that can be utilized by instructors within the educating and learning process has a few advantages. Based on Curtis and Bailey, restated by Muhibbudin, there are some benefits of using a picture series; it characterizes as takes after.25
a. Students can effortlessly compose a story since there are pictures that will direct them to step by step to make a full story.
b. Students will feel loose in composing the story since they think that they are playing with the cards (pictures).
c. They are not being constrained to construct a story, and their certainty slowly increases.
d. There is habit formation in this method (building information, modeling, development, and self-construction).
3. The Technique of Picture Series
In teaching speaking skills, there are several principles that should be considered by the teacher. One of the important principles is to provide something for learners that will encourage or stimulate them to talk. There are many things that can be presented to stimulate them to talk. In this case, visual stimuli in the form of a picture series were used in teaching speaking. Linking to visual or aural stimuli, Hill said that visuals have the advantages:
a. of being inexpensive,
24Andrew Wright, Picture for Language Learning, (Cambridge University Press: United Kingdom, 1989), p. 193.
25Muhibbudin. The Application of Picture Series to Improve Writing Skills. English Education Jounal (EEJ), 7 (13), 2016, p. 290.
b. of being available in most situations,
c. of being personal, that is, they are selected by the teacher, which leads to an automatic sympathy between teacher and materials,
d. consequent enthusiastic use, and
e. of bringing images into the unnatural world of the language classroom.26 Moreover, Harmer points out that the teacher can stimulate the students to produce oral compositions by showing them a series of pictures, miming a story, or playing them a tape with a series of sounds. Therefore, the Pictures Series Technique was used in teaching and learning speaking.27 In addition, Bailey stated that, in a speaking lesson, pictures and “manipulables” can provide the motivation for talking. Then, he also stated: Teaching Speaking in English by using The Picture Series Technique (Zainatuddar). Using pictures as the basis of speaking lessons also gives the learners something to talk about, something to focus on other than their own uncertainty with the new language. Whether you use colored photographs from calendars, advertisements cutout from magazines, or pictures you locate on the internet, pictures add interest to speaking lessons and can motivate people to speak.
Bailey stated that speaking and writing are both productive skills and pictures can often be used in similar ways to promote them. Wright additionally states that pictures can stimulate and provide information to be referred to in conversation and discussion as in storytelling.28
Moreover, Bowen stated that a sequence of pictures are a series of pictures on a single subject. They reveal their story or theme, like a strip cartoon. In a connected set of illustrations, for good selection and display, the teacher must:
a. Make the titles and captions large enough to read, or omit them all together and do the describing orally.
26 Hill, D. A. Visual Impact: Creative Language Learning through Pictures. (Harlow:
Longman. 1990).
27 Harmer, J. The Practice of English Language Teaching. (England: London: Longman Group. 1991).
28 Bailey, K. M. Practical English Language Teaching: Speaking. (New York: McGraw Hill.2005). p. 37.
b. Link pictures. There should be continuity of characterization, setting and subject from picture to picture, with figures of uniform size and recurring landmarks.
c. If book or magazine illustrations are copied, they should be simplified and parts not essential to teaching aims should be left out.
d. The pictures themselves should all be the same size and similarly mounted in order to make a set.29
C. Previous Study
Some researchers have researched to determine whether picture series techniques can foster students' speaking abilities. Furthermore, three previous related studies will be explained.
The first related study was entitled “The Influence of Retelling Story Technique in Improving Students’ Speaking Skill by using Picture Series at the First Grade Students of SMAN 3 Bandar Lampung 2017/2018 Academic Year” written by Siti Farhana. The research methodology of this research was a quantitative research which used a one-group pretest-posttest design. The subjects were 30 students of class X MIA 2 at SMAN 3 Bandar Lampung in 2017/2018 academic year. There were two raters to assess students' speaking performances, and the speaking test was used as the instrument. Furthermore, the mean score of a post-test (67.53) was higher than the pretest (55.73), and the gain was 11.8. The result of the research showed that t-value was more elevated than t-table (12.163 > 2.042) and the value of the significant level was 0.00 < 0.05. It means that there was a substantial improvement in the students’ speaking skill after being taught through retelling story technique by using picture series at SMAN 3 Bandar Lampung in 2017/2018 academic year.30
29 Bowen M. B. Look Here! Visual Aids in Language Teaching. (London: Modern English Publishers. 1991).
30Siti Farhana, “The Influence of Retelling Story Technique in Improving Students’ Speaking Skill by using Picture Series at the First Grade Students of SMAN 3 Bandar Lampung”, 2018.
Umi Hani Handayani conducted the second previous study. The research title of her research was “Retelling Story through Picture Series to Improve Students’ Speaking Skill (A Classroom Action Research at the Eleventh Grade Students of SMK Al-Wutsqo Kota Serang).” The research used classroom action research as a research methodology. She combined qualitative and quantitative data. Students’ interview took the qualitative data, observation and documentation; meanwhile, the quantitative data was taken from the final test. The result of this research there is an improvement in students’ speaking skill. It can be seen from the students’ achievement of speaking performance test each cycle wherein pre-cycle students’ speaking skill got a total of 1195 with an average of 54,5 (low). In the first cycle got a total of 1363 with an average of 61,7 (fair) and at the last of the second cycle, there was an increase in students English speaking skill to 1569 with an average of 71,3 (good). In the previous cycle, students’ average score is suitable based on the position of speaking proficiency. It found that retelling story by using picture series in improving students' speaking skill is effective.
The retelling story by using picture series can build student confidence. It can also increase student motivation in learning a story.31
Devina Nizzu conducted the last previous study. The title of her research was “Improving Students’ Speaking Skills through Retelling Story by using Picture Series at SMAN 7 Bandar Lampung.” The population of this research was the second-grade students of SMAN 7 Bandar Lampung consisting of 36 students as an experimental class, which was selected by using a lottery. The pre-test result was 59.16. Meanwhile, from the post-test result, was 67.86. It means that there was an improvement in students’ speaking skills after being taught through retelling story by using picture series. The most significant growth was achieved in vocabulary was 2.56 points from 11.60 to 14.16. It was proven by the result of Paired Sample T-Test, which showed that the value of two tails significance is (0.00) smaller than alpha (0.00 < 0.05) and it
31Umi Hani Handayani, “Retelling Story through Picture Series to Improve Students’
Speaking Skill (A Classroom Action Research at The Eleventh Grade Students of SMK Al- Wutsqo Kota Serang)”, 2017.
means that null hypothesis is rejected and the alternative hypothesis is accepted. It can be concluded that retelling stories by using picture series could be used to improve students’ speaking skills.32
Referring to all previous studies, retelling the story gets to be a suitable procedure for understudies to foster their talking capacity through classroom exercises that engage understudies to get it the lesson well. On the other hand, this inquires about has contrasted with all previous studies. To begin with, one of the prior studies utilized Classroom Action Research to urge the data in which collaborate quantitative and qualitative design. In the meantime, others have quasi-experimental as well. Although the writer used the speaking ability of narrative text like all researchers but have differences which is one of the researchers used random sampling to decide the sample by using lottery technique, unlike the writer who uses purposive sampling who got advice from the teacher. To conclude, retelling story becomes a meaningful technique for all researchers to make students active learners, even though each researcher has different research designs.
D. Thinking Framework
Speaking is a critical language ability that must be learned by understudies in learning particularly English. Understudies are anticipated to be able to communicate with others, deliver conclusions, and react to different articulations.
Based on the objectives of teaching and learning activities, the teacher must be able to choose and implement teaching strategies that are appropriate to the needs of students. The technique of retelling stories will give different feelings to students to provide their ideas through stories. It will make students learn in a fun way and get many advantages in speaking English.
Besides, using a picture series will also build confidence in students and increase student vocabulary. There are several benefits of storytelling,
32Devina Nizzu, “Improving Students’ Speaking Skills through Retelling Story by using Picture Series at SMAN 7 Bandar Lampung”, 2016.
namely, 1. Enrich vocabulary, because, with storytelling, students get a new vocabulary. 2. Focus, storytelling can make students more focused on the story. 3. Organize skills; excellent word organization can make students fluent in telling their stories because they have to say to their friends not for themselves so that students can manage fluency, pronunciation, and so on. 4.
Enhance confidence, by telling stories in front of the class it can help increase student confidence.
Seeing the advantages of storytelling that can enrich vocabulary, can make the focus and the ability to organize ideas can also help fluency in speaking and increase confidence that can help students in managing stages and pronunciation properly, therefore the combination of retelling story techniques and picture series as media can be an effective technique to develop students' performance.
E. Theoretical Hypothesis
Based on the theories and thinking framework above, the writer stated the formula hypothesis as follows:
1. Ha : through applying picture series can affect students’ retelling story.
2. H0 : through applying picture series cannot affect students’ retelling story.
21 CHAPTER III
RESEARCH METHODOLOGY A. Place and Time of the Research
The research took place in SMA Muhammadiyah 8 Ciputat, located at Jl.
Nangka No.4, Ciputat, Kec. Ciputat, Kota Tangerang Selatan, Banten 15411.
The research was conducted starting from July 22nd to August 26th, 2019.
B. Research Design
The method utilized in this research was a quantitative method with quasi-experimental which would be taken as an inquiry about the plan. By utilizing quantitative methods, the data uses numerical strategies called statistical procedures that give data to reply to research questions or hypotheses.1 In the meantime, the quasi-experimental design uses two classes.
The primary course will be displayed as an experimental class that will be instructed with treatment and the second course will be advertised as a controlled class will not be given treatment.2 The reason behind the application of this strategy is since the writer needs to know whether the independent variable (picture series) contains a noteworthy impact on the dependent variable (students’ retelling story).3
Table 3.1 The Research Design
1John W. Creswell, Educational Research Planning, (United State of America: Pearson, 2012), p. 13.
2William Wiersma and Stephen G. Jurs, Research Methods in Education, (Boston: Pearson Education, 2009), Ninth Edition, p. 167.
3W. Lawrence Neuman, Social Research Methods: Qualitative and Quantitative Approaches, (Harlow: Pearson Education Limited, 2014), p. 287.
Study Population Pre-observation Technique Post-observation
Controlled Class Pre-test No experimental
treatment Post-test Experimental Class Post-test Experimental
treatment Post-test
C. Population and Sample
The population of this research is the XI grade students of SMA Muhammadiyah 8 Ciputat, 2019/2020 academic year. It comprises of 105 students who are separated into four classes. The writer chose this population since the writer anticipates students to have a satisfactory understanding of speaking, particularly in retelling story.
The writer uses purposive sampling in taking tests. Purposive sampling is utilized in uncommon circumstances where a researcher needs to inquire about a particular reason. In this consider, there will be two classes taken as tests.43 One course will work as an experimental class, and the other course will work as a controlled class. The classes will be chosen based on data from the English teacher about the average grade of English lessons from the two classes. The writer will take research samples based on classroom situations and data from English teachers.
Furthermore, two classes: XI IPS 1 and XI IPS 2, will serve as research samples. Based on interviews with English teachers, the writer knows that XI IPS 1 and XI IPS 2 have similar intelligence and characteristics on speaking abilities. Therefore, the writer decided to choose XI IPS 1 as an experimental class to examine students' speaking abilities after being treated using Picture Series. XI IPS 2 functions as a controlled class.
D. Research Instrument
A set of speaking tests from storytelling was utilized as an instrument of this study. This test is utilized to measure students’ speaking abilities.
According to Neil J. Salkind, the objective of this test is to degree contrasts in person characteristics in learning.44 In this research, storytelling tests were separated into two sorts; pre-test and post-test. A pre-test is done before the writer applies Picture Series. The pre-test was utilized to measure students’
ability to talk. In the meantime, the post-test is done after the writer applies
43Ibid., p. 267.
44Neil J. Salkind, Exploring Research, (New Jersey: Pearson Education, Inc., 2011), Seventh Edition, p. 128.
Picture Series. The post-test was utilized to measuring the effect of utilizing Picture Series on students’ retelling story.
Pre-test and post-test are utilized to assess students’ retelling story, and reliability is required on assessment. Other than, the test can be relied upon in case it has been measured more than once and still has the same results.45 There are few aspects of the instrument to be reliable: knows the story, voice, acting, duration, audience, contact, appropriateness, and pacing.
E. Technique of Data Collection
Quantitative data is utilized in this study. Data was collected through a series of storytelling tests. They are separated into two sorts: pre-test and post-test.
1. Pre-test
The writer was given a pre-test for the experimental class and the control class. Pre-test comprises of a few instructions for students related to retelling story. After that, students should retell the story prepared by the writer. Also, this pre-test was given before the writer implements a picture series in learning narrative texts. Pre-tests are used to measure students' background knowledge about speaking in retelling the narrative text.
2. Post-test
Post-test was given to students after the treatment. In a controlled class, the writer is given a pre-test at the starting of the meeting. Then, learning narrative texts in class has taken place without implementing the Picture Series. At the end of the meeting, the writer gave students a post- test.
Meanwhile, the experimental class was treated using Picture Series in retelling story on the narrative text. At that point, the post-test was conducted within the experimental class. Post-test was used to measuring whether there
45Ibid., p. 110.
is a contrast between a controlled class not given treatment and an experimental class that has been given treatment.
In addition, to decide students’ scores in retelling stories about narrative texts in pre-test and post-test. The writer makes a tabulation of scores using rubrics adapted from the Texas Education Agency in the following table:46
Table 3.2 Rubric for Assessing
Criteria
weight Exemplary 4 – yes
Accomplished 3 – yes, but
Developing 2 – no, but
Beginning 1 – no
Knows
the Story 20%
Knows the story well;
has clearly drilled telling the story; uses no notes;
talks with confidence
Knows the story pretty well; a few practices;
may utilize notes;
reasonably confident
Knows a few of the stories;
has not drilled;
depends on notes;
shows up uncomfor table
Does not know the story;
peruses from notes
Voice 15%
Always talks loudly, gradually, and clearly
Correct
Usually talks loudly, gradually, and clearly
Correct articulation;
May talk as well delicately or as well quickly;
murmurs
Speaks as well delicately or as well quickly;
mumbles
46Texas Education Agency. Retrieved from http://cte.sfasu.edu/wpcontent/uploads/2012/01/
Storytelling.doc on May 2nd, 2019.
Criteria
weight Exemplary 4 – yes
Accomplished 3 – yes, but
Developing 2 – no, but
Beginning 1 – no articulatio
n; clarifies new words
does not clarify new words
occasiona lly
Incorrect articulati on of a few words;
does not clarify new words
Incorrect articulati on; does not know what new words mean
Acting 20%
Consistent ly
persuades and assists other
Quick to volunteer and help others
Generally works well with others
Seldom works well with others
Duration 5%
The story keeps going 5 to 7 minutes
The story endures less than 5 or more than 7 minutes
The story endures less than 4 or more than 8 minutes
The story keeps going less than 3 or more than 9 minutes
Criteria
weight Exemplary 4 – yes
Accomplished 3 – yes, but
Developing 2 – no, but
Beginning 1 – no
Audience
Contact 10%
The storyteller looks at all the
audience;
includes them with questions
The storyteller looks at a number of people within the gathering of people;
includes as it
were a
couple of with
questions
A story told to as it were 1
to 2
individua ls within the gathering of
people; a small audience involvem ent
The storytelle r does not see at the audience;
no endeavor to
include the gathering of people with questions
Pacing 10%
The story told at a suitable pace, depending on the storyline
The story told well, but a few parts
may be
hurried or dragged in a few parts
Story surged or dragged in a few parts
A story told at one pace;
no exciteme nt
Appropri
ateness 10%
The story is
formativel y suitable
Most of the story is formatively suitable for
Some of the stories are
formativel
The story is
formative ly
Criteria
weight Exemplary 4 – yes
Accomplished 3 – yes, but
Developing 2 – no, but
Beginning 1 – no for the
audience
the audience y suitable for the audience
improper for the audience
Props 10%
Outstandin g utilize of props;
props are suitable
Good utilize of props;
props are suitable
Uses props a few of the time; a few props not
suitable or are
diverting
Poor utilize of props;
uses no props or improper props
F. Technique of Data Analyzing
The collected data were analyzed by utilizing statistical analysis. At that point, the data from the experimental course and controlled course were being compared. The t-test was utilized in analyzing the data to know the effect of utilizing picture series on students’ retelling story. But some time recently analyzing the data, the distribution of normality and the homogeneity must be measured.
1. Test of Normality
An ordinary distribution in factual research is one of the critical suspicions before t-test can be performed. By normality test, it is decided whether the data will be regularly conveyed or not. The analysis of normality test in this research utilized Kolmogorov Smirnov with α = 0.05. Usually characterized as; if the normality test comes about < α = 0.05, hence the data
