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IMPROVING STUDENTS’ SPEAKING PROFICIENCY BY USING STORY COMPLETION METHOD AT TENTH GRADE OF MA AT-
TAHZIB KEKAIT IN ACADEMIC YEAR 2019/2020
By Ratni Juliani NIM. 160107140
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2020
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IMPROVING STUDENTS’ SPEAKING PROFICIENCY BY USING STORY COMPLETION METHOD AT TENTH GRADE OF MA AT-
TAHZIB KEKAIT IN ACADEMIC YEAR 2019/2020
Thesis of Sarjana
Presented as partial requirements at Mataram State Islamic University for the attainment of the Sarjana Degree in English Education Department
By:
Ratni Juliani NIM. 160107140
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2020
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vii MOTTO
ماباأ نفسهام محَتٰىيغِيروابق و رم ليغِي َّ َنا إ
Artinya : “Sesungguh -Nya Allah tidak akan mengubah keadaan suatu kaum sebelum mereka mengubah keadaan diri mereka sendiri ” (A r- Ra‟d: 11).
1
1Departemen Agama RI. QS dan Terjemahannya. Al-Jumanatul Ali (Jakarta : CV J-ART, 2005) h. 528
viii DEDICATION
This thesis is dedicated to:
“My beloved parents, my father (Sahdin) and my mother (Murni) who always love, pray, guide, support, motivate and always give some advice to study hard and big thanks for the effort in making my education run well and successful. My belovedolder sister, my younger brother and my nephew (Lili Suriani, M. Irwansyah and M.Davin Alfa Reza) who always accompany me when everything is not going well. I love them so much. Finally, for all of my lecturers who has guided me in finishing my thesis.
“My Almamater, UIN Mataram”
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ACKNOWLEDGMENTS
Alhamdulillah, all price to Allah SWT for blessing, opportunity, health, and merciful. Praise and salutation to Prophet Muhammad SAW, (peace be upon him) and His family. The writer could finish this project as one of the requirements for the Bachelor Degree of Educational Studies (S.Pd) at English Education Study Program of State Islamic University (UIN) of Mataram in 2020.
The researcher realizes that it would be impossible to complete this thesis without many contributions, support and help from the other. The researcher would like to express her deep gratitude and appreciation to the following:
1. Prof. Dr. H. Mutawali, M.Ag as rector of state Islamic University (UIN) of Mataram.
2. Dr. Hj. Lubna, M.Pd, the Dean of Teachers Training and Education Faculty, UIN Mataram.
3. Dr. Syarifudin, M.Pd, the head of English Language Education Study Program, Faculty of Education and Teachers Training,UIN Mataram.
4. My advisors, Mr. Dr. Syarifudin M.Pd. as the first advisor and Mrs. Jumrah, M.Pd. as the second advisor who had giving me time, guided and advised patiently during the arrangement of this final project.
5. All of my lecturers of the English Education Study Program of Mataram State Islamic University, thanks for teaching and giving a lot of worth knowledge to me along of my study in this University.
6. Ahmad Juani, S.Pd as the headmaster of MA At-Tahzib Kekait who has given permission of doing the research.
7. Mutawip, M.Pd, an English teacher of MA At-Tahzib Kekait and all teachers who have given permission and support to the researcher for doing this research.
8. My parents Murni and Sahdin, my sister and brother Lili Suriani and M.Irwansyah who always support me in everything.
9. All of my big family especially my aunty Supiati who always cares and supports my parents materially and financially.
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TABLE OF CONTENTS
COVER ... i
TITLE PAGE ... ii
APPROVAL ... iii
ADVISORS’ OFFICIAL NOTE ... iv
STATEMENT OF AUTHENTICITY ... v
RATIFICATION ... vi
MOTTO ... vii
DEDICATION ... viii
ACKNOWLEDGEMENT ... ix
TABLE OF CONTENT ... xii
LIST OF TABLES ... xiv
LIST OF FIGURE... xv
LIST OF APPENDICES... xvi
ABSTRACT ... xvii
CHAPTER I INTRODUCTION ... 1
A. Background of Research ... 6
B. Subject of Action... 7
C. The Statement of Problem ... 7
D. Objective of Research ... 7
E. Significance of Research ... 7
CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS ... 9
A. Review of Previous Research... 9
B. Theoretical Bases ... 13
1. Speaking proficiency ... 13
a. The Nature of Speaking ... 13
b. Component of Speaking Skill ... 15
c. Teaching Speaking ... 16
d. Activities to Promote Speaking ... 19
e. Assessment of Speaking ... 25
2. Story Completion Method ... 28
a. Definition ofStory Completion Method ... 28
b. The Prosedure of Story Completion Method ... 29
c. The Advantages of Story Completion Method ... 30
xii
d. The Disadvantages of Story Completion Method ... 31
e. The way to Overcome Disadvantages ... 31
C. Hypothesis ... 31
CHAPTER III RESEARCH METHOD ... 33
A. Setting of Research ... 33
B. Object of Research ... 33
C. Design of Research ... 33
D. Planning... 35
E. Taking Action... 40
F. Observing ... 41
G. Reflecting ... 41
H. Instrument of Research ... 42
I. Indicator of Success ... 45
CHAPTER IV FINDING AND DISCUSSION ... 47
A. Description of Research Setting ... 47
B. Research Findings ... 51
C. Discussion ... 72
CHAPTER V CONCLUSION AND SUGGESTIONS ... 79
A. Conclusion... 79
B. Suggestions ... 80
REFERENCE ... 82
APPENDICES ... 86 CURRICULUM VITAE
xiii
LIST OF TABLE Table 3.1 Rubric Assessment of Speaking Test, 34.
Table 3.2 The Interpretation of Teacher and Students Observation Result, 43.
Table 3.3 The Interpretation of Students Scores, 44.
Table 4.1 The Data of Teachers in MA At-Tahzib Kekait, 49.
Table 4.2 Number of Students, 49.
Table 4.3 School Facility, 51.
Table 4.4 The Scores of Students‟ Speaking Skill in Cycle 1, 57.
Table 4.5 Teacher‟s Activities, 60.
Table 4.6 Students Activities, 61.
Table 4.7 The Scores of Students‟ Speaking Skill in Cycle 2, 67.
Table 4.8 Teacher‟s Activities, 68.
Table 4.9 Students Activities, 70.
Table 4.10 Students‟ Speaking Achievement for Cycle I and Cycle 2, 74.
Table 4.11 The Students‟Raising Speaking Ability in Cycle I and Cycle 2, 75.
Table 4.12 Teacher performances from Cycle 1 to Cycle, 76.
Table 4.13 The Scoring of Students Learning Participant from Cycle 1 to Cycle 2, 77.
xiv
LIST OF FIGURE
Figure 3.1 Kemmis & Mc Taggart Action Research Design, 34.
Figure 4.1 Students Classical Achievement,75.
Figure 4.2 Teacher Performancefrom Cycle 1 to Cycle 2,76.
Figure 4.3 Students Learning Participant,77.
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LIST OF APPENDIXES
Appendix 1 Picture in Cycle 1 Appendix 2 Picture in Cycle 1I Appendix 3 Lesson Plan
Appendix 4 Teacher and students Observation Sheet Cycle 1 Appendix 5 Teacher and students Observation Sheet Cycle II Appendix 6 Speaking Test Cycle I and Cycle II
Appendix 7 The Score of Students Learning Outcome Cycle 1 Appendix 8 The Score of Students Learning Outcome Cycle II
xvi
IMPROVING STUDENTS’ SPEAKING PROFICIENCY BY USING STORY COMPLETION METHOD AT TENTH GRADE OF MA AT-TAHZIB KEKAIT IN
ACADEMIC YEAR 2019/2020 BY
RATNI JULIANI 160107140 ABSTRAK
Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan berbicara bahasa Inggris pada siswa dengan melalui metode melengkapi cerita.
Oleh karena itu, masalah penelitian ini bisa diutarakan sebagai berikut:
Bagaimana bisa metode melengkapi cerita dapat meningkatkan kemampuan berbicara bahasa Inggris pada siswa?.Tujuan belajar adalah untuk meningkatkan kemampuan berbicara bahasa Inggris siswa dengan menggunakan metode melengkapi cerita. Oleh karena itu, metode penelitian ini adalah penelitian tindakan kelas.Penelitian ini menggunakan 2 siklus, setiap siklus terdiri dari rencana, aksi, pengamatan, dan refleksi.Data yang diperoleh melalui tes dan pengamatan.Tes adalah untuk mengukur pencapaian kemampuan berbicara bahasa Inggris pada siswa, pengamatan adalah untuk mengetahui pelaksanaan atau implementasi dengan menggunakan metode melengkapi cerita selama proses belajar mengajar.Dari hasil penelitian, peneliti menemukan bahwa metode melengkapi cerita dapat meningkatkan kemampuan berbicara bahasa Inggris pada siswa. Oleh karena itu, selama proses belajar mengajar siswa-siswa menjadi lebih aktif dan berpartisipasi dalam proses belajar mengajar. Disamping itu, peneliti menunjukkan penemuan bahwa kemampuan berbicara bahasa Inggris pada siswa meningkat dari siklus ke siklus.Siklus pertama, skor siswa memperoleh 67.61 atau 58% oleh karenanya siswa tidak mencapai ketuntasan kriteria.Sementara itu, data dari aktivitas guru pada siklus pertama adalah telah memperoleh 68% jadi kategorinya baik dalam berpartisipasi.Selanjutnya, data dari aktivitas siswa pada siklus pertama telah memperoleh 57% jadi kategorinya cukup dalam berpartisipasi.Selanjutnya, pada siklus kedua skor siswa memperoleh 79.61 atau 87% jadi siswa mencapai ketuntasan kriteria. Sementara itu, hasil data dari aktivitas keduanya guru dan siswa pada siklus ke 2 hasil aktivitas guru memperoleh 93% jadi kategorinya sangat bagus dalam berpartisipasi. Selanjutnya, hasil data dari aktivitas siswa memperoleh 87% jadi kategorinya sangat bagus dalam berpartisipasi.Oleh karena itu, dengan menggunakan metode melengkapi cerita yakni bisa meningkatkan kemempuan berbicara bahasa Inggris siswa, antusias siswa, dan motivasi belajar Bahasa inggris.
Kata Kunci:Kemampuan Berbicara, Metode Melengkapi Cerita
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IMPROVING STUDENTS’ SPEAKING PROFICIENCY BY USING STORY COMPLETION METHOD
BY
RATNI JULIANI 160107140 ABSTRACT
The purpose of this research is to enhance the students‟ Speaking proficiency through story completion method. Therefore, the problem of this research ishow can story completion methodimprove students‟ speaking proficiency. The purpose of study is to Improve Students‟ Speaking proficiency through the use of story completion method. Therefore, the methodology of this research is Classroom Action Research (CAR). It was conducted in two cycles.
Each cycle consists of planning, action, observation and reflection. The data obtained from test and observation.Test used to measure students‟ achievement in speaking proficiency, and observation used to know the implementations of story completion method during teaching learning process. From the result of the research, the researcher found that story completion method can improve students‟
speaking proficiency. Therefore, during teaching and learning process, the students were involved and active in teaching and learning process. The findings show that the students‟ speaking proficiency increase from cycle to cycle. In the first cycle, the students‟ scores were 67.61 and only 58% students could pass the passing grade. Meanwhile, the data from teachers‟ activities in cycle 1 obtained 68% so the category is good participation. Furthermore, the data from students‟
activities in cycle 1 obtained 57% so the category is enough participation.
Furthermore, in the second cycle, the students‟ scores obtained 79.61 or 87%
students could pass the passing grade. Meanwhile, the data from both teachers‟
and students‟ activities in cycle 2 the result of data from teachers‟ activities were obtained 93% so the category is very good. Meanwhile, the results of data from students‟ activities were obtained 87% so the category is very good. Therefore, using story completion method is able to improve the students‟ speaking skill, students‟ enthusiasm and motivation in learning English.
Keywords: Speaking Proficiency, Story Completion Method
1
CHAPTER I INTRODUCTION A. Background of Research
Human life really needs tools to communicate and interact with each others. In this case, language is a tool for communication. As Sapir said that Language is purely not an instinctive method of communication ideas, emotions, and desires through a voluntary symbol system.Language is a set of sounds and common symbols used to communicate. The function of language is to share ideas with another. In fact, we know that in this world, one country with another has different languages. To overcome these facts, international languages are needed as a solution to be able to communicate with people in other countries and one of the international languages is English2.
Language is interpreted as a material of communication, but in study, we continuously come up against the question of what it is to be
„competent‟ in communicating. We communicate, but our communication has no guarantee of success, and the feedback we get from the words and actions of the others often indicates that they have received something different from what we thought we were transmitting. Therefore, languageand communication have an inseparable relationship with each
2Edward Sapir,” Languange an Introduction to Study of Speech”, New York: n.d, April 1921.
other so everyone must know that language is a tool used for communication.3
According to Harmer and Pourhosein Gilakjani human communication is very complex process. Someone needs to communicate when they want to convey the information. It means that the speaker uses communication to transmit something for someone. Speakers use language according to their own purpose. So for the effective communication, the speaker must be a listener and speaker at the same time.4
In the globalization era, English has become an international language that has been used to communicate throughout the country both as a native language and a second or foreign language. The role of English in everyday life is very big. Not only helps someone to communicate with everyone from various cultures in the world, but it can bring people closer, it can make business and negotiations easier. So that English is taught and learned everywhere because people have found out that mastering English will create a good career as well as increase your potential.
There are four abilities in English that must be mastered namely;
speaking, listening, reading and writing. Among these four abilities, speaking is one of the most important abilities that should be mastered well in learning language. It must be taught skillfully and
3Ratna Kurnia Dewi,”improving Student‟s Skill through Dialogue”, (Thesis, Teacher Training and Education Faculty of Sebelas Maret University, Surakarta, 2017), p. 1.
4 Lai-Mei Leong & Seyedeh Masoumeh Ahmadi, “An Analysis of Factors Influencing Learners‟ English Speaking Skill”, International journal of Research in English Education, 2017, p. 34.
communicatively in learning activities in order to reach the goal of Indonesia curriculum5.
Speaking is the essential skill to be developed and enhanced as a means of effective communication. Speaking skill is considered as one of the most difficult aspects of language learning. Many students find it difficult to express their ideas in spoken language effectively. They stop talking because they face psychological obstacles or cannot find the suitable words and expressions6. So that they cannot say anything even just introduce their self.
Speaking skill is very different with other skill in English because it requires the ability to show in public. It means that speaking requires strength and good mentality to appear publicly. Through it, people are able to show and express their feeling or ideas directly. Thus making their speaking more natural than other kind of communication. However, speak well in English is not easy, people should be able to give understanding to people who listen to them and express their ideas7.
Based on the preliminary observation in MA At-Tahzib Kekait on Monday, 21st October 2019 at the tenth grade, from the interview with students and teacher of English subject, the researcher found that there
5Buana Mutiara Santerika, “The Influence of Using Story Completion Technique Toward Students‟ Speaking Ability”, (Thesis, Tarbiyah and Teacher Training Faculty Raden Intan State Islamc University of Lampung, 2018), p. 2.
6Lai-Mei Leong & Seyedeh Masoumeh Ahmadi, “An Analysis of Factors Influencing Learners‟ English Speaking Skill”, International Journal of Research in English Education, 2017, p. 34.
7 Shima Ghiabi, “Investigating the Effect of Story Retelling Technique as a Closed Task Vs Story Completion as an Open Task on EFL Learners‟ Speaking”, International Journal of English and Education, vol. 3, Number 3, July 2014, p. 1.
were many students could not speak English well, they said that English is difficult and boring because the English learning methods used by their English teachers were less interesting or still use the conventional method, only focused on reading, writing, and group discussions. So, it has an impact on student‟s motivation to learn that makes them very bored in the classroom activity. Besides, lack of vocabulary and rarely practice also the reason they cannot speak English well. As a consequence, when I told them to introduce themselves using English, they are awkward and afraid of being wrong in speaking. From the interview with the teacher, I asked about the students‟ comprehension in speaking English and his method when delivering material. He answered that most of the students of class X-A were still categorized into low ability in speaking, but still try some methods when teaching English in the classroom especially in improving speaking practice8.
Besides that, according to the researcher, teaching English in the high school level requires an interesting method, it will attract students to be active and understand the material. Therefore, one of the objectives of learning English in high school is to enable students to master language skills, one of them are speaking. Richards and Renandya stated that we use speaking to give instruction or to get things done9. It means, when a student wants to convey his goal, it is necessary to speak in order that the
8 Mutawip, Wawancara, Kekait, 21thof October 2019.
9 Devi Widyaningsih and Hasti Robiasih, “Teacher‟s Strategies in Teaching Speaking Skill for Eleventh Grade Students at SMA Bopkri 2 Yogyakarta”, Journal of English Language and Language Teaching (JELLT), Vol.2, Number 1, 2018, p. 46.
purpose is delivered properly. Vocabulary, grammar, and pronunciation must be mastered in speaking. It is needed to make students fluent and accurate in speaking.
To achieve the goal, it is necessary to have strategies that can help students speak well. Reiser and Dick argue that teachers can use different strategies of teaching to achieve teaching learning goals. In learning, teachers are given a chance to apply various teaching strategies that can help students speak well10. The strategies were used based on students‟
needs and interests.
To overcome the problems, teacher should be able to choose a good method in teaching English. The researcher suggests one method to the English teacher of MA At-tahzib Kekait that is Story Completion method.Story Completion is one of a new technique in teaching speaking of narrative text which can increase the students speaking skill. It might be caused by the real-life situation of the class which can make the students interested in following the lesson. As Kayi states that story completion is an activity which very enjoyable in whole class11. Besides, this method makes the students to talk more because they have same opportunity to speak. Beside make the class fun and promote the student‟s motivation, this method also can make students memorize some vocabularies.
10Ibid.
11Syaprizal Gita,”Teaching Speaking by Using Story Completion Technique‟‟, Jurnal Perspektif Pendidikan, Vol. 12, Number. 2, December 2018, p. 32.
Referring to some of the explanations above, the researcher assumes that it is very suitable for conducting a research entitle
“Improving Student‟s Speaking Proficiency by Using Story Completion Method at the Tenth Grade of MA At-Tahzib Kekait in Academic Year 2019/2020”.
B. Subject of Action
The subject of action is the tenth grade students of MA At-Tahzib Kekait in Academic year 2019/2020 especially students of class X-A which consist of 31 female students in one class. The researcher takes this class because this class is still low in speaking but they are very enthusiastic when they study in the classroom. So they support the title of my research also.
C. The Statement of Problem
Based on the background of research above, the statement of problem is;
How can the story completion method improve students‟ speaking proficiency at the tenth grade of MA At-Tahzib Kekait in academic year 2019/2020?
D. Objective of Research
The objective of this research is to improve students‟ speaking proficiency through the use of story completion method at tenth grade of MA At-Tahzib Kekait in academic year 2019/2020.
E. Significance of Research
The researcher expects that this research can provide some significances to the quality of teaching and learning English as follow:
1. Theoretical significance
The researcher hopes that the outcomes of this research can be as a new reference for teaching English in MA At-Tahzib Kekait, and can be used for future researcher related to the story completion method.
2. Practical significance
a. For the teachers/lectures
The result of this research is expected to give a positive contribution to all of the teachers/lecturers especially an English teachers, so that they can improve the teaching learning process in the class which is more interactive and fun by applying the story completion as the method to the language teaching methodology.
b. For the students
Through this method, the researcher expects that all of the students are able to speak English well and can apply it in everyday life. The students will become more active, interested, and happy to learn English in the classroom.
c. For the school
This research is expected to be able to increase the institutions‟ quality in teaching and learning English.
9 CHAPTER II
REVIEW OF RELATED LITERATURE AND HYPOTHESIS A. Review of Previous Research
1. Review of Previous Research
The researcher takes some previous researches in order to support the research and make this research valid. There are four different previous studies as follow;
The first research conducted by Hesta Apriantiabout “Teaching Speaking by Using Storytelling Technique to the Seventh Grade of SMP Negeri 40 Palembang”12. The objective of this research was to find out whether or not storytelling technique effective to teach speaking. The result showed that teaching speaking by using storytelling was effective and could increase the students‟ ability which is proved by the average score in pre-test was 50,68, while in the post-test was 71,74 or good level.
The researcher finds the similarity and the differences from this research. The similarities are both focusing on student‟s speaking ability. While the differences between the previous studies with this research arein the research method used experimental research, applied storytelling as a method to teach speaking, and the object of the research was the seventh grade of SMPN 40 Palembang which
12Hesta Aprianti, “Teaching Speaking by Using Storytelling Technique to the Seventh Grade of SMP Negeri 40 Palembang”, (Thesis, English Language Education Program of Muhamadiyah University of Palembang, 2017), p. 55.
consist of 4 classes with the total of students are 134, but she took samples of 33 students. Meanwhile, this study uses classroom action research (CAR) and applying story completion method in teaching speaking, this research also takes 31 students in the tenth grade.
The second study was done byRian Wulandari entitle
“Improving Student‟s Speaking Ability through Communicative Language Games at SMPN 1 Prambanan Grade VIII”13.The aims of this study was to improve student‟s speaking ability by applying Communicative Language Games. The findings showed that was successful. The students‟ mean scores in the post-test was higher than in the pre-test before gave a treatment, the mean scores in the pre-test was 2,1 while after the treatment in cycle II, the scores in post-test showed 3,4. The result also indicated that communicative language games could improve students‟ interest and motivation in learning English in the classroom.
Based on the researcher‟s analysis , it can be found the similarity and the difference, both research are focusing on improving speaking skill by adopting classroom action research (CAR) as the research method. Meanwhile, the difference is this study uses story completion method, while the previous research used communicative language games as a method to teach speaking.
13Rian Wulandari,”Improving Student‟s Speaking Ability through Communicative Language Games at SMPN 1 Prambanan Grade VIII”, (Thesis, English Language Education of University of Yogyakarta, 2014).
The third research conducted by Gallis Nawang Ginusti entitle“Improving the speaking skills of grade VIII students of SMP Negeri 2 Godean through Pictures”.14The aims of this study was to improve students speaking ability through picture. The subject of this research were 32 students of the eight grade of SMP Negeri 2 Godean. The result showed that the implementation of picture could improve student‟s ability in many aspects not only in speaking aspect but in other things suchas students‟ enthusiastic in learning, students‟
motivation increased, learning process affected and students achievement improved. The findings also indicated that the improvement of students speaking skill can be seen from the result of comparison scores obtained in the pre-test and post-test where 20, 22 the scores of pre-test and 27, 30 in the post-test. It is proof that the treatment was successful.
The similarities of both research are focus on improving speaking skill, in designing research that applying the Classroom action research (CAR), in taking the data from qualitative and quantitative using teacher and student‟s worksheet and speaking test.
Otherwise, the difference can be seen from the method used where this study uses story completion method while the preceding study used picture as a method, in collected the data, the previous study also used interview guidelines and questioners.
14Gallis Nawang Ginusti, “Improving the speaking skills of grade VIII students of SMP Negeri 2 Godean through Pictures”,(Thesis, Faculty of Tarbiyah and Teacher Training, University of Yogyakarta, 2014).
The fourth research conducted by Mohammad Roisul Ashdaq about “The Use of Story Completion Technique to Improve Students‟ Speaking Ability of International Class Program Boarding Students of Teacher Training and Education Faculty of State Institute For Islamic Studies Salatiga Batch 2015”15. The aims of this research was to find out the result of the use of story completion technique to improve students‟ speaking ability. The result showed that the students enjoy the class in using story completion technique, the students have deep attention in the class, the students have high motivation to learn English, and the students can speak as long as they want and the lecturer being active to guide the class by using story completion technique.
Based on the researcher analyze, both researches has similarities on improving the speaking ability, and use story completion method, both researcher also uses classroom action research that has two cycles; each cycle consist of planning, action observation, and reflection.
The differences from this research and the previous research are in taking the subject were 10 students in International Class Boarding Students batch 2015. While this research takes 32 students in high school. In collecting the data the previous research used test,
15Mohammad Roisul Ashdaq,“The Use of Story Completion Technique to Improve Students‟ Speaking Ability of International Class Program Boarding Students of Teacher Training and Education Faculty of State Institute For Islamic Studies Salatiga Batch 2015”, (Thesis, English Education Department of Teacher Training Studies IAIN Salatiga, 2017).
observation and documentation, while this research uses test and observation.
B. Theoretical Bases a. Speaking proficiency
1)The Nature of Speaking
Speaking is one of the important aspect in teaching and learning process. The purpose of teaching speaking is to train the student to be able to express their ideas meaningfully in the real life16. Speaking requires the ability to utilize the appropriate, acceptable and comprehensible spoken language through communication in many kind of opportunity17. Another goal of speaking is to improve communicative skill in interacting with others. When the students accept a language, they not only learn how to arrange and deal with sentences that are truly successful linguistic units from complexity, learners also learn how to use sentences correctly to achieve communicative goals.
In relation to English today, Indonesia as a developing country must state that the English language education curriculum is one of the mandatory subjects that must be read starting from the secondary school level to the university level
16Wahyuni Sri and Yulianti F,”The Use of Guessing Game to Improve Student‟s Speaking Skill”, 2017, p.14.
17Syarifudin, “Compensatory Communication Strategies Employed by EFL Students in Taking Turns Talking of a Speaking Class”, Asian EFL Journal, Vol. 23, Number 6, 2 November 2019, p. 110.
that aims to make it easier for students to apply it in their daily lives18
Some experts has explain the definition of speaking, there are; first, According to Tarigan, Talking is about the ability to make sounds or words to encourage or convey ideas or feelings. Additional, According Hornbys said that it was in a short conversation that could be used to convey feelings through conversation with others19. Syakur in Warisatul revealed that there are some very important components such as: accuracy consisting of grammar and vocabulary, pronunciation, comprehension and fluency so that speaking ability is called a complex skill. Therefore teachers must choose and apply methods that are suitable for students so that they get a lot of understanding of speaking skills.20
It can be conclude that speaking is one of the important role in communication in this real life. By communicating with others, they are able to create relations, share some information‟s or ideas and find some opinions.
18Asrobi seken and suarnajaya, “The Effect of Information Gap Technique and Achievement Motivation toward Students‟ Speaking Ability”, E-Journal Program Pascasarjana Universities Pendidikan Ganesha Program Studi Pendidikan Bahasa Inggris, vol. 1, 2013, p. 2.
19Ibid.
20 Warisatul and Rudi H, “Student‟ Speaking Assessment Used by English Teacher Based On The 2013 curriculum‟‟, English education journal, vol. 8, Number 3, 2018, p. 360.
2)Components of Speaking
Harris in Baihaqi said that there are five components in speaking, those are pronunciation, grammar, vocabulary, fluency, and comprehension. The explanation can be seen below 21
a) Pronunciation
Pronunciation is the way in which a language is spoken.
How to use the language when a teacher teaches English, they need to make sure they can understand the way they speak. Students must be able to say what they want to say22. b) Grammar
Grammar is a part of learning about what forms or structures might exist in a language. Traditional grammar is fully related to analysis at the sentence level. Grammar is a description of rules governed by how to arrange sentences.
c) Vocabulary
Vocabulary is the total number of words that make up a language. Those words are used as the conversation tools.
According to Diamond and Gutlohn, vocabulary is knowledge of words and the meaning of words. Language learners cannot communicate or express their ideas both in
21Baihaqi, ‟‟ The Influence of Speaking Club in Improving Students‟ Speaking Ability‟‟, (Thesis, Tarbiyah And Teacher Training Faculty UIN Ar-Raniry Banda Aceh, 2016), p. 12.
22Buana Mutiara Santerika, “The Influence Of Using Story Completion Technique Toward Students‟ Speaking Ability”,(Thesis, Tarbiyah And Teacher Training Faculty Raden Intan State Islamic University of Lampung, 2018), p. 23.
oral and written form if they do not have adequate vocabulary.
d) Fluency
According to Hughes in Lai-Mei Leong & Seyedeh Masoumeh Ahmadi, fluency is the ability of students to speak in understandable way so as not to communicate because the listener might lose their interest. In addition, Hedge said that the ability to answer coherently by connecting words and phrases, supporting voices clearly, and using pressure and intonation23.
e) Comprehension
Comprehension is quite complete with normal speech speed.
Comprehension is the ability to understand something, in this speaking ability. When we will master the conversation, it will be easier for us to understand the other components of the conversation. This means students must understand what they are going to say.
3)Teaching speaking
In general, the purpose of language is for communication. Therefore, teaching foreign language such as English is also emphasized on facilitating the students to communicate like in oral or speaking. As stated by Al-Sibai in Al
23 Lai-Mei Leong and Seyedeh Masoumeh Ahmadi, “An Analysis of Factors Influencing Learners‟ English Speaking Skill”, International journal of Research in English Education, 2017, p. 36.
Hosni that the use of English as a second language (ESL) or foreign language (EFL) in oral communication is without a doubt, one of the most common but extremely complex activities need to be considered especially when teaching English language cause we live at a time where the capability to speak English fluently has become a must, particularly who want to improve in certain fields of human exertion. Furthermore, Haozang in Al Hosni states that the focus of teaching speaking, of course is to increase the oral production of the students. Therefore, language teaching activities in the classroom should aim in maximizing individual language use.24
Developing speaking skill is very important in EFL/ESL program. Nunan and Sheppard states that success in learning a language in term of the capability to have interact and communicate at language target. Therefore, speaking may became a priority for most English students. As cited from Nunan, & Celce-Murcia.
Speaking instruction is important because it helps students acquire EFL speaking skills thus converse spontaneously and naturally with native speakers. Furthermore, if the right speaking activities are taught in the classroom, speaking can raise general learners' motivation and make the English language classroom a fun and dynamic place to be25.
24 Samira Al Hosni, ‟‟Speaking Difficulties Encountered by Young EFL Learners‟‟, International Journal on Studies in English Language and Literature (IJSELL), Vol. 2, Number 6, June 2014, p. 22-30. Retrieved from www.arcjournals.org
25Ghang Zhou, “Approaches to Language Teaching and Learning”, Journal of Language Teaching and Research, Vol. 6, Number 4, July 2015, p. 799.
Syarifudin states that teaching speaking to the EFL learners is one of the most significant in learning a foreign language especially English26. The principal aim of teaching speaking is to enhance learners spoken communication skill, so they can express theirself using English appropriately27. Teaching speaking is to teach English language learners to produce English sound pattern, use word and sentence stress, intonation, select appropriate words and sentences28.
Further, Nelasco explains what people actually do when they are speaking29. They are as follows:
a) They share meaningful information b) They take turn
c) They use body language and gesture to emphasize d) They use stress and intonation
In other words, people try hard to convey their feeling, ideas and arguments by using non- verbal language, such as:
gesture, body language, stress and intonation.
4)Activities to Promote Speaking
There are some activities to promote speaking according to Hayriye Kayi30
26Syarifudin, “An Instructional Model For Enhancing EFL Learners‟ Speaking Proficiency”, Journal Of English Language Education, Vol. 2, Number 1, 2019, p. 91.
27Ibid, p. 92
28Waode Hamisa, “Developing Student‟s Speaking Ability through Story Completion”, Journal of English Language Teaching,Vol. 5, Number. 1, June 2018, p. 58.
29Fitra Murni AR, “Enhancing Students‟ skill in Speaking Narrative by Using Picture Series”, English Language Teaching and Research, Vol.2, Number. 1, December 2018, p. 115
a) Discussion
Discussions can be conducted by a teacher for various reasons with the aim of reaching conclusions, sharing ideas with other students about an event, or finding solutions to solve problems in their discussion groups. Before the discussion, the teacher determines the purpose of the discussion activities. Thus, the discussion points are in accordance with the purpose of holding the discussion, so students do not need time to talk to each other about things that are not in accordance with the theme. For example, students can be grouped into teams that are approved or not approved. In implementing this discussion method, the teacher can divide students into 4 or 5 members in each group, and provide a discussion theme. Then each group works on the topic according to the time determined by the teacher. After that, one group meeting resulted in a discussion for friends. Discussions must be shared with the group team. In the end, the teacher decides which group is active and defends the idea well as the winner.
b) Role Play
30Hayriye Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second Language”,ITESLJ, Vol. 12, Number 11, 2006. Available on: http://itesj.org/Techniques/Kayi- TeachingSpeaking.html,access on 15th October 2019, at 09.00.
One way to make students speak is the Role Play method. In this method, students can be the role of others according to the context or text that has been made. In roleplay activities, the teacher explains to students how to implement this method. Then students are given time to discuss and prepare their respective roles. After that each group presents the story in the form of role playing.
c) Simulations
Simulation is very similar to role playing but the difference is that simulation is more complicated than role play. In the simulation, students are instructed to bring items into class to create a more tangible environment. For example, if a student acts as a teacher, then students look like a teacher. If a student becomes a singer, then the student carries a microphone.
d) Information Gap
In this activity, students must work together with group pairs. In a paired group of two, students will have information that other couples do not have. Then he will get that information from his partner. After that, they will share information with other friends. This activity aims to solve problems and gather information.
Each partner plays a very important role because the task
cannot be completed if the partner does not provide the information that other people need. This activity is very effective to improve students' ability to speak because everyone has the opportunity to have an opinion.
e) Brainstorming
In this method, students are given a topic. Then students are given time to generate ideas. Depending on the context, brainstorming of individuals or groups is effective and students generate ideas quickly and freely.
A characteristic of good brainstorming is that students are not criticized for their ideas so students will be open to sharing new ideas.
f) Storytelling
In this method, storytelling is the process of retelling a story that was read or heard from students before31. Students can briefly summarize a story or story.
They can also make their own stories to tell their classmates. Students can also tell puzzles or jokes. For example, at the beginning of each class session, the teacher can call on several students to tell short riddles or jokes as an opening. In this way, in addition to the
31 Nurmawati, “The Implementation Of Daily Conversation Method (Dcm) To Improve Students‟ Speaking Ability At Ma‟had Al Jami‟ah Uin Raden Intan Lampung”, (Thesis, UIN Raden Intan, Lampung, 2018), p. 43.
teacher can improve students 'speaking skills can also attract students' attention to focus on learning.
g) Interviews
To implement this method, students can conduct interviews with everyone according to the chosen topic.
Interview is a good idea for students, before conducting interviews, the teacher gives rubrics to students so that they know what types of questions they can ask or what path to follow, but students must prepare their own interview questions32. By conducting interviews, teachers provide opportunities for students to practice their speaking skills and also practice to socialize with many people. After conducting interviews, each student can present the results of their studies in front of the class.
h) Story Completion
This method is a very fun method, all students speak freely where students sit in a circle according to the group that has been shared. For this activity, a teacher starts telling stories, but after a few sentences he stops telling stories. Then, each student begins to tell from the point where the previous one stopped. Each
32Ibid, p. 45
student can add four to ten sentences. Students can add new characters, events, descriptions, and so on.
i) Reporting
Before coming to class, students are asked to read a newspaper or magazine. Then the students report to their friends what they find as the most interesting news in front of the class. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives.
j) Playing Cards
In this game, students should divide groups of four. Each group will represent a topic. Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other students in the group. However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production. Rather, students ask open-ended questions to each other so that they reply in complete sentences.
k) Picture Narrating
This activity is based on several sequential pictures. Students are asked to tell the story taking place
in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.
l) Picture Describing
Another way to use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture33. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills.
m) Find the Difference
In this activity students can work in pairs and each pair is given two different pictures and look for similarities and differences in these images. For example, images of boys playing soccer and other images of girls playing tennis. Students pair up to discuss similarities and or differences in pictures.
33Ibid, p. 51
Improving students' ability in speaking is one of the goals that must be achieved in teaching English.
Therefore, choosing the right method is a must because it will have a good impact on students, especially to motivate learning. According to the researchers themselves, teaching English, especially in improving speaking, must use fun and enjoyable methods to increase student enthusiasm in terms of teaching and learning in class. Some of the methods above are very good to apply, but in this study, the researchers tried to apply the completion of the story as a method in teaching speaking
5)Assessment of speaking
Due to the process of learning, assessment and other matters which are considered to be more complex than previous curriculum, some teachers still have some problems in its implementation. Since speaking is categorized into skill.34 Brown states that while speaking is productive skill that can be directly and empirically observed. Those observations are invariably influenced by accuracy and the effectiveness of test
34 Warisatul and Rudi H, “Student‟ Speaking Assessment Used by English Teacher Based On The 2013 curriculum‟‟, English education journal, vol. 8, Number 3, 2018, p. 360.
take‟s which necessarily compromises the reliability and validity of an oral production test.35
In assessment of speaking, there are five categories that the researcher will assess depend on Brown‟s theory such as Grammar, vocabulary, comprehension, fluency, and pronunciation. The assessment rubric can be seen below.
Table 3.1
Rubric assessment of speaking test36
No Grammar Vocabulary Comprehension Fluency Pronunc iation 1 Errors in
grammar are frequent
Speaking vocabulary inadequate to express anything but the most elementary needs
Understand simple question and statements if delivered with slowed speech, repetition, or paraphrase
Freque nt repetiti on and/or self- correcti on
Errors in pronunci ation are frequent
2 Can usually handle elementar y
constructi ons quite accurately but does not have through or confident control of
Has speaking vocabulary sufficient to express himself simply with some circumlocu tions
Can get the gist of most
sentences of non-technical subjects
Can handle with confide nce but not with facility
Accent is intellige nt though often quite faulty.
35Brown, H.D, “Language Assessment: Principle and Classroom Practic”, 2004, p. 140- 141.
36Ibid. p.173-174
the grammar 3 Control of
grammar is good.
Vocabulary is broad enough that he rarely has to grope for a word
Comprehension is quite
complete at a normal rate of speech.
Can discuss particul ar interest of compet ence with reasona ble essay
Error never interfere with understa nding and rarely disturb the native speaker.
4 Errors in grammar are quite rare.
Can understand any
sentence within the range of his experience with high degree of precision of
vocabulary.
Can understand any
conversation within the range of his
experience.
Able to use the languag e fluently on all levels normall y pertine nt to professi on all needs
Errors in pronunci ation are quite rare.
5 Almost equivalent to that of an educated
Speech on all levels is fully accepted by educate native speakers in all its features
Equivalent to that of an educated native speaker.
Has complet e fluency in the languag e such as his speech is fully accepte d by educate d native speaker s
Can pronoun ce correctly and articulat e clearly
Criteria for score:
5= Excellent 3= Good 1= Poor
4= very Good 2 = Average b. Story Completion Method
1) Definition of Story Completion
Story completion method is very interesting technique that brings students feel free and enjoy in speaking activities. Based on Kayi;
Story completion is very enjoyable, whole-class, free speaking activity for which students sit in a circle. For this movement, an educator begins to tell a story, but after a couple of sentences he or she stops narrating, then each students starts to narrate from the point where the previous one stopped. Each students is supposed to add from four to ten sentences. Students can add new characters, event, and descriptions and so on.37
Completing stories is one of the new method in teaching speaking which is able to improve students' speaking skills. Due to the real class that can make students interested in taking lessons because the intended story is very fun activity throughout the class. Learners will easily be immersed into the story line because they have to tell part of the story that was decided. This technique helps students improve their speaking skills.
2) The Procedure of Story Completion Method
37 Shima Ghiabi, “Investigating The Effect Of Story Retelling Technique As A Closed Task Vs Story Completion As An Open Task On EFL Learners‟ Speaking”, International Journal Of English And Education, vol. 3, Number 3, July 2014, p. 22.
In applying story completion method, the researcher mention her procedure of playing this method. The researcher mention her procedure of playing story completion method as follow;
a) The teacher (narrator) starts to tell a story, for example the topic of the story is holiday, she will tell the first sentence of the story such as; yesterday, I and my friends went to the Senggigi beach.
b) After a few sentences she stops narrating
c) Student A start to narrate from the point where the previous one stopped
d) Student B is supposed to add four to ten sentences
e) Each student can add new characters, event, description, and so on until the story is finished.
3) Advantages of Story Completion Method
Story completion method has some advantages according to Ghiabi in Rahmawana there are;38
a) Stories promote a feeling of well-being and relaxation.
b) Increase children's willingness to communicate thoughts and feelings.
c) Encourage active participation.
d) Increase verbal proficiency.
38Rahmawana,”Using Story Completion in Teaching Speaking to the Second Grade Students of SMAN 6 Soppeng”, (Thesis, Tarbiyah and Teaching Science FacultyAlauddin State Islamic University of Makasar, 2017), p. 17.
e) Encourage use of imagination and creativity.
f) Encourage cooperation between students.
g) And enhance listening skills.
Besides giving a positive impact on students‟ speaking ability, this method also has a good impact on students‟
intercultural understanding, such as;39
a) Allow students to explore their own cultural roots b) Allow students to experience diverse cultures
c) Enable students to empathize with unfamiliar people/pla ces/situations
d) Offer insights into different traditions and values
e) Help students understand how wisdom is common to all peoples/all cultures
f) Offer insights into universal life experiences g) Help students consider new ideas
h) Reveal differences and commonalties of cultures around the world
4) Disadvantages of Story Completion Method
Besides offer some advantages effects, the story completion method also has the disadvantages, as follow:
a) For the Student‟s, they need many vocabularies to tell story
39 Ibid.
b) For the teacher, they should prepare the story which agree with the student‟s age, ability, and knowledge.
c) The complexity of collected data may lead to an important degree of subjectivity in data interpretation d) The findings of the study cannot be generalized to all
population
e) Technique tends to be expensive and time consuming 5) The way to overcome the disadvantages
To solve the disadvantages of this method, the researcher has prepare the best way in which the students will have some vocabularies exercise before conducting to the material. The teacher will give ten until fifteen vocabularies earlier to open the class. This vocabulary will be given to students before and after learning with the aim that the next meeting students have memorized and accustomed to daily vocabulary so that in applying the story completion method they will easily apply some of the vocabularies that given by the teacher. By giving some vocabularies at the end of the learning process in the class in order to the time consuming so that the activities in the class that has been arranged in lesson plan can be run on time.
C. Hypothesis
“Story completion method can improve students‟ speaking proficiency”
32 CHAPTER III RESEARCH METHOD A. Setting of Research
The researcher took place in MA At-Tahzib Kekait which is located in Gunung Sari West Lombok exactly at Jl. Jurusan Tanjung KM.8 Kekait village. This school is an Islamic boarding school that has two levels of education namely Islamic junior high school and Islamic senior high school that accredited by national accreditation agency. The researcher did classroom action research at the second semester of XA students in academic year 2019/2020 fromMarch to April 2020.
B. Object of Research
The object of this research arestudents activity, teacher activity and the implementation of students speaking proficiency by using story completion method.
C. Design of Research
In the classroom action research (CAR), there are several research models that can be used such as Kurt Lewin's model, Kemmis and Mc Taggart‟s model, Jhon Elliott‟s model, Schmuck‟s model and Stringer‟s model. This study uses Kemmis and McTaggart‟s model because this is educate the researcher be a good instructor.
The procedure of Classroom Action Research adopted from Kemmis and McTaggart model can be seen below:40
Figure 3.1
Definition of term:
a) Planning
Planning is the first step of the research. It was done after collecting the data which consisted of the problem.
The researcher arranges the plan to improvement in teaching learning. So After finding out the problem faced by student, the researcher plans the action to solve that problem.
40 Muhammad and Muljono,” Action Research:Teori, Model, dan Aplikasi”, translated.
Ratni Juliani, (Kencana Prenadamedia Group, 2014), p. 19.
Cycle 1 Observing
Planning 1
Reflection Action
Action
Observing Planning 2
Cycle 2
Reflection
b) Acting
Action is the treatment carried out by the researcher in accordance with the planning has been drafted in by researcher. At this stage, the researcher begin to apply the method.
c) Observing
Observation is to determine the effectiveness of action or gather information about lack of action that has been carried out. During the action, the researcher collected the data through the act of observing learning process and the obstacles which might appear41.
d) Reflecting
Reflecting is the step to analyze about the observation or planning new. Reflection means evaluating the effect or result of the action whether the target is achieved or unachieved. If the target is not reached, the researcher must carry out the second cycle and the cycle can be stop if the target is achieved.
D. Planning
The researcher plans the action that conducted in two cycles, such as the following;
41 Gallis Nawang,‟‟Improving the Speaking Skills of Grade Viii Students of SMP Negeri 2 Godean through Pictures‟‟, (Thesis, English education department of Yogyakarta state university, 2014), p. 50.
1. CYCLE 1 1. Plan
For cycle 1, the plan can be illustrated as follow;
1) Preparing lesson plan, rubric, and material
2) Preparing the students attendance list and scoring list 3) Preparing the media for teaching, the researcher use
LCD projector to show the slide presentation 4) Preparing a test
5) Preparing students and teacher worksheet as a an observation
6) Preparing hand phone to take documentation 2. Action
1) First, the teacher present the slide show about the material
2) Second, the teacher explain the material
3) Third, the teacher give a chance for students to ask about the material
4) Fourth, the teacher divide a students into some groups 5) Next, the teacher explain about how to apply the story
completion method
6) Next, the teacher tell a story as an example
7) Next, the teacher give opportunity for every group to continue or complete the story
8) Then, the student A start to narrate from the point where the previous one stopped
9) Then, the student B is supposed to add four to ten sentences
10)Each students can add new character, event, description, and so on until the story finished.
11)Last, the teacher gives feedback and motivation for students.
3. Observation
In these activities, the researcher collaborates with the English teacher in MA AT-Tahzib kekait.The researcher was observing teaching learning process by monitoring the students‟ activities and attentions during the action. The observing is focus on students‟ speaking skill. The researcher also observed the students‟ attention, the activeness in asking and answering the questions, and enthusiasm in doing the test.
Besides, the researcher also observed the teacher and students activities, it started from the learning process until the end of the learning process. The researcher notice all the activities related with the learning process use check list.Then, the researcher collected the score of the students.
4. Reflection
In this stage, the researcher reflects all the activities such as evaluate the lesson plan, evaluate how the learning process run, and calculate the scores of students. The target scores of students are depend on the passing grade (KKM). If the score of students were less than the passing grade, it means the researcher will conduct the next cycle. The next cycle conducted as same as in cycle 1 including plan, action, observation, and reflection.
2. CYCLE 2
This cycle was conducted if the target in the cycle 1 cannot be achieve. This cycle will be same as in the cycle 1. The researcher planned the cycle as below;
a) Plan
For cycle II, the plan can be illustrated as follow;
1) Preparing lesson plan, rubric, and material
2) Preparing the students attendance list and scoring list o Preparing the media for teaching, the
researcher use LCD projector to show the slide presentation
3) Preparing post-test
4) Preparing students and teacher worksheet as a an observation
5) Preparing hand phone to take documentation b) Action
1) First, the teacher present the slide show about the material
2) Second, the teacher explain the material
3) Third, the teacher give a chance for students to ask about the material
4) Fourth, the teacher divide a students into a group
5) Fifth, the teacher explain about how to apply the story completion method
6) Next, the teacher start to tell a story
7) Then, the teacher give opportunity for every group to continue or complete the story
8) Last, the teacher give feedback and motivation for students
c) Observation
This part is same as the phase on cycle 1. The researcher collaborate with the English teacher in MA AT- Tahzib kekait. The researcher was observing teaching learning process by monitoring the students‟ activities and attentions during the action. The observing is focus on students‟ speaking skill. The researcher also observed the students‟ attention, activeness in asking questions, answering questions, and
