Title: Retelling story through photo series to improve speaking skills of students in grade 8 of SMPN 3 Ranteangin (pre-experimental research). Retelling the story through photo series to improve students' speaking skills in 8th grade of SMP Negeri 3 Ranteangin. The result showed that the average score of the students on the pre-test was 59.16 and their score on the post-test after the implementation of story retelling using photo series was 67.86, with the gain being 8 amounted to .70.
This means that there was an improvement in students' speaking skills after they were taught through retelling using picture series. Story retelling using picture series could improve students' speaking skills in five aspects, pronunciation, grammar, vocabulary, fluency and comprehension. It can be concluded that retelling stories using picture series could be used to improve students' speaking skills.
Ummi Khaerati Syam, S. Pd., M. Pd., Head of Department of English Education for guidance and suggestions during the research. Heninger (2005) states that repeating a story with a series of pictures is one of the techniques that can be used to encourage students to learn speaking. Based on the above background, the researcher will conduct a research with the following title: “Retelling a story through a series of pictures to improve students' speaking skills in 8th grade students of SMPN 3 Ranteangin”.
Problem Statement
Objectives of the Research
Significance of the Research
Scope of the Research
Research can help teachers improve the quality of teaching, teacher-student relationships, create collaborative learning, and create an interesting classroom. Purwatiningsih (2015), in his journal "Improving speaking skill through storytelling technique using picture series". The finding of the study showed that the implementation of the technique was successful in improving the students' speaking ability, as the success criteria were met.
Retelling stories in the speaking lesson can improve students' speaking skills and students' self-confidence and motivation to speak. Retelling a story would be better if it was supported by other things, such as the teacher's role in the classroom, the media and facilities, and the student's activity. Acquiring or acquiring knowledge about a subject or skill through study, experience or instruction.” Similarly, teaching, which is implied in the first definition of learning, can be defined as:
Show to help someone learn how to do something, give instructions, guide in the study of something, provide knowledge, let know or understand." Teaching cannot be defined apart from learning.
Some Pertinent Ideas
- Concept of Speaking a. Definition of Speaking
- Cave Painting
- Oral Tradition
- Fable
- Myth
- Legend
- Theatre
- Text
- Film/TV
Following the definition of speaking, Burns and Joyce (1997) explain that Language is a tool for communication. Speaking is also one of the most used language arts by people around the world. This requires the simultaneous use of a number of capabilities that often develop at different rates.
Language first appears as words, both historically and in terms of how each of us learned our first language and any subsequent language. The bigger problem is how to increase students' motivation to learn the language. In general, students are highly motivated, but this is mainly a motivation for practical use of the language.
Harmer (2007) believes that students' integrative motivation is stronger than instrumental motivation in learning a foreign language. This will largely depend on understanding and empathizing with the culture and people. For example, when people use casual conversations, their purpose may be to make social contact with others or to establish a relationship, or to engage in harmless chit-chat that occupies most of the time students spend with friends.
If necessary, the teacher can help the child to reconstruct the meaning of the text by using open questions and introductory questions. A myth is a story usually about the creation of the world, or Gods/Goddesses and higher beings, or mythical characters (mythical meaning fabricated and almost completely implausible). It was the move from telling the story orally to acting it out, to give a much better interpretation of the story.
Theater began in ancient Greece and the Greeks staged stories in giant amphitheatres, which were excellent for acoustics as the bowl shape allowed the sound of voices to be carried to a mass audience. This meant that multiple copies of the book could be made, and eventually ways were found to cross them from different places as traffic developed.
Conceptual Fremework
Research Hypothesis
Sample
The sample selected using purposive sampling technique of eight classes, and in this research, the researcher sampled only one class. The researchers choose them as the sample of this research based on the assumption that the knowledge and skills in class VIII have standard knowledge of English language.
Indicators
Research Instrument
Scoring Rubric
Fluency 2
Accuracy 2
Clarity 2
- TIME
- Procedure of Collecting Data
- Implementation
- Post-Test
- Technique of Data Analysis
- The Findings
- The Students’ Improving of Pronunciation
- The Students Improvement of Vocabulary
The experiment will make the sample in eight meeting times, two meetings for the pre-test and the post-test. In data collection, the researcher uses the Pre-test before the Treatment and the last one is the Post-test. This activity was conducted to measure the students' speaking ability using a figure in the retelling of the story and to see whether the two groups have similar initial abilities or not.
2. Find the improvement percentage of the students' speaking accuracy and comprehension performance after using the debate method. To know the significant difference between the pre-test and post-test scores. The formula explained about the significance difference between pre-test and post-test will, by calculation, find the value of the t-test.
The purpose of the formula was to know the effective or not method in achieving oral communication skills of eighth grade students in SMP Negeri 3 Ranteangin. After obtaining the students' significance scores (t-value) it was compared to the t-table value. Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted because there is a significant difference between pre-test and post-test and after teaching speaking using story retelling method.
To find out the effectiveness of retelling story through picture method in achieving students' speaking skill in terms of accuracy and comprehension of eight grade at SMP Negeri 3 Ranteangin. A pre-test was administered before the treatment and post-test was administered after doing the treatment, which aimed to know if there was a significant difference in the students' speaking ability before and after the treatments were given to the students. The table above shows that the students' mean score for pronunciation in the pre-test was 52.26 and the students' mean score for vocabulary in the pre-test was 51.96.
While the average pronunciation score of the students in the post-test was 75.86 and the average score of the students' vocabulary in the post-test was 78. In other words, we can say that the improvement was significantly different and the skills of the students progressed. because the post-test mean score was higher than the pre-test.
Chart 4.2 Mean Score of Pre-test, Post-test, and Improvement of Vocabulary
Chart 4.3 Mean Score of Pre-test, Post-test, and Improvement of Comprehension
The table 4.2 above shows that there was an improvement in students' speaking in terms of pronunciation, vocabulary and comprehension before and after treatment was given. The mean of total mean score of pre-test (X1) was derived from the total score of pronunciation, vocabulary and comprehension (155.82) divided by the total number of students (30) and the result obtained was (5.19) , and the mean of total mean score of post-test (X2) was derived from the total score of pronunciation, vocabulary and comprehension (229.26) divided by the total number of students (30) and the result obtained was (7, 64).
Total Mean Score of Pre-test, Post-test, and Improvement of Pronunciation, Vocabulary
- The Classification of Students’ Pre-test and Post-test Scores
- The Comparison of the Test Result
- Hypothesis Testing
- Discussion
- The Improvement of the Students’ Speaking in term of Pronunciation One of the important elements in speaking is pronunciation. The
- The Improvement of the Students’ Speaking in Term of Vocabulary One of important elements in speaking is vocabulary. According to
- Conclusions
- Suggestions
Poor", while in table (Post-test of vocabulary) 0 students categorized in "Very poor" same with table (Pre-test of vocabulary). It is indicated that there is a difference in meaning between, the result of the students' pronunciation, vocabulary in speaking using Retell story through picture series after treatment In the pre-observation, in terms of the students' skills, the students had poor ideas, they did not have the topics, they had problems with how to develop topics, they had difficulty expressing ideas in a series of sentences, they had difficulty organizing ideas chronologically and coherently, and they had difficulty revising and.
These results are in line with Stephen's statement that the picture for writing is a supplementary material or develop students' writing skills, a systematic building of writing skills. The description of data collected from students' accuracy in term (pronunciation and vocabulary) and students' in speaking as explained in the previous section showed that students' speaking skill in accuracy. Based on the clues, it is proven that the students' improvement in accuracy in terms of pronunciation and vocabulary taught by using Retelling Story improved.
Improving students' speech in terms of pronunciation One of the important elements of speech is pronunciation. Most of the student's pronunciation is still influenced by the mother tongue with errors that cause pronunciation disorders. Improving students' speech in terms of vocabulary One of the important elements of speech is vocabulary.
Some students' speech contained irrelevant words and the meaning of their vocabulary was still confused and obscure. As a result, the students' average vocabulary score in the pre-test was still low. The above discussions show that using Story Retelling can improve students' vocabulary.
This increases the students' vocabulary and can make the students active in the classroom. Story retelling is not only interactive and analytical, it also requires students to make decisions about what they will not say and improve the students' vocabulary. The students' accuracy in terms of pronunciation and vocabulary in speaking English of the Eight Grade SMP Negeri 3 RANTEANGIN at can be achieved after applying the Retelling Story Method.
Since the students have the lowest score in comprehension, it is imperative that the teacher works to improve the students' understanding in comprehension.
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