i by:
Fitri Khaerunnisa 1501071011
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2019
ii
THESIS OF SARJANA
presented as partial requirements at Islamic University of Mataram for the attainment of the Sarjana Degree in Study Program of
English Language Education
by:
Fitri Khaerunnisa 1501071011
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2019
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ْ سفْنأب م ْا رّيغي ّتح ْ قب م رّيغي ا هّ ّنإ
Allah will not change the fate of people until they change it themselves QS. Ar-Ra’du: 111
1Qur’an Surah” Ar-Ra’d (13), penerbit sahha, ayat 11.
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in every condition and thanks for your amazing love.
Furthermore, I don’t forget to say thanks to Limited Edition my friends, and all people who always ask me when I graduated from my sarjana degree and all that I can’t mention it one by one”.
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SAW, the best mankind in the world, along with his companion and the people who follow him well until the Day of Judgment.
In arranging this thesis, the writer got a lot of helps and encouragement.
The writer realized thatthis paper will not be accomplished without any helping from various sides. Therefore, the writer saysher great thanks to all sides.
1. Dr.Hj. Nurul Lailatul Khusniyah,M.Pd., as advisor I and HeryRahmat, M.Hum as advisor II whopatientally give the guidance and direction to the writer so that the thesis can be done on time.
2. Dr.Syarifudin, M.Pd. and Murzal, M.Pd. as chief and secretary of English Language Education Department.
3. Dr. Hj. Lubna, M.Pd. as a dean Faculty of Education and Teacher Training UIN Mataram.
4. Prof. Dr. H. Mutawali, M.Ag. as rector of UIN Mataram.
5. Ir. Husni Wardi, MBA, MPd the principal who has allowed the writer to do a research with all the teachers and officers in MA Darul Mahmudien NW Montong Gamang who have assisted in the research process.
6. All lecturers of English Language Education Department, Faculty of Education and Teacher Training UIN Mataram.
7. Mr. Muhammad Ali S.Sos(amak) and Mrs. Mahyuni (inaq). Thank you for your amazing love, affections, prayers, sacrifice, and the never ending supports. Andmy big families who always given support and prayers to the writer.
8. My classmate (Limited Edition), especially, JiyanWijaya, Nung, Jaya, Umam, Ristika, eva,and all people that I can not mention it on by one.
9. The writer’s special friends, Riyan,Hasna, Laely, Nisa thank you for being there when the writer needs you, the laughter, sadness and love we’ve spend and shared together was an unforgettable thing.
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The Author,
FitriKhaerunnisa
xi
APPROVAL ... iii
ADVISORS’ OFFICIAL NOTE ... iv
DECLARATION OF AUTHORSHIP ... v
RATIFICATION PAGE ... vi
MOTTO ... vii
DEDICATION ... viii
UCKNOWLEDGEMENT ... x
TABLE OF CONTENT ... xi
LIST OF TABLE ... xii
LIST OF APPENDICES ... xiii
ABSTRACT ... xiv
CHAPTER 1 INTRODUCTION ... 1
A. Background of Research ... 1
B. The Statement of Problem ... 5
1. Statement of Problem ... 5
2. Research Limitation ... 5
C. Objective and Significance of Research ... 5
1. Objective of Research ... 5
2. Significance of Research ... 5
D. Definition of Key Terms ... 7
CHEPTER II REVIEW OF RELATED LITERATURE AND RESEARCH HYPOTHESIS ... 9
A. Review of Previous Research... 9
B. Theoretical Bases ... 12
1. The nature of speaking ... 12
a. Definition of speaking ... 12
b. The element of speaking ... 13
c. Teaching speaking ... 15
d. Assessing speaking ... 19
2. The nature of storytelling ... 20
a. Definition of storytelling ... 20
b. The aims of storytelling ... 21
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C. Research Hypothesis ... 26
CHAPTER III RESEARCH METHOD ... 28
A. Approach and Type of Research ... 28
B. Population and Sample ... 29
1. Population... 29
2. Sample ... 30
C. Setting and Time of Research ... 30
D. Variables of Research ... 31
E. Instrument of Research ... 32
F. Procedure of Data Collection ... 36
G. Technique of Data Analysis ... 37
H. Validity and Reliability ... 43
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 45
A. Research Findings ... 45
1. Data Description ... 45
B. Discussion ... 58
CHAPTER V CONCLUSION AND SUGGESTION ... 64
A. Conclusion ... 64
B. Suggestion ... 65 REFERENCES
APPENDICES
CURRICULUM VITAE
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Table 4.1 Students Pre-Test Score Of Control And Experiment Class, 39.
Table 4.2 Data Description Of Pre-Test, 40.
Table 4.3 Students Post-Test Score Of Control And Experiment Class, 42.
Table 4.4 Data Description Of Post-Test, 43.
Table 4.5 Calculated Table Of Control Class, 44.
Table 4.6 Calculated Table Of Experiment Class, 45.
Table 4.7 Test Of Normality, 47.
Table 4.8 Test Of Homogeneity, 48.
Table 4.9 Test Of Hypothesis, 49.
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Appendix 3 Task Pre-Test and Post-Test Appendix 4 Score of Pre-Test and Post-Test Appendix 5 The Answer of Pre-test and Post-test
Appendix 5 The Calculated Score Of Pre-Test And Post-Test Appendix 6 The Normality Data And Homogeneity Variance Appendix 7 The T-Test
Appendix 8 Distribution of T-Table Appendix 9 Documentation
Appendix 10 Letter
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Fitri Khaerunnisa NIM 1501071011
ABSTRACT
The objective of this study was to find out whether there is any effect of narrative storytelling technique on students speaking skill of the first year students of MA Darul Mahmudien NW Montong Gamang or not. The method used quantitative with quasi-experimental pre-test and post-test control and experiment group design. Sample of the research amounted to 48 students were selected class XA as a control group and XB as experiment group. The findings showed that the use of narrative storytelling affects students’ speaking skill positively in experiment class. It can be seen from the mean score pre-test in experimental class (42,17) while the mean score of pre-test in control class (37,6) and score post-test in experimental class (69) was higher than the mean score of post-test in control class (39). Furthermore, the hypothesis testing by using paired sample t-test in SPSS 16.0 for windows showed the value of tcalculated>
t-tabel was 28,327 > 2,012 and its significance value because less than 0.05 (P = 0.00 < 0.05). It can be concluded that the alternative hypothesis (Ha) was accepted.
Keywords: Storytelling, Narrative Text, Speaking Skills.
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Fitri Khaerunnisa NIM 1501071011
ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui apakah ada efek teknik penceritaan narasi pada siswa yang keterampilan berbicara siswa tahun pertama MA Darul Mahmudien NW Montong Gamang atau tidak. Metode ini menggunakan kuantitatif dengan quasi-experimental pre-test dan post- test control dan experiment group design. Sampel penelitian berjumlah 48 siswa dipilih kelas XA sebagai kelompok kontrol dan XB sebagai kelompok percobaan. Temuan menunjukkan bahwa penggunaan penceritaan narasi mempengaruhi keterampilan berbicara siswa secara positif di kelas eksperimen. Hal ini dapat dilihat dari skor rata-rata pra-tes di kelas eksperimental (42,17) sementara skor rata-rata pra-tes di kelas kontrol (37,6) dan skor pasca-tes di kelas eksperimental (69) lebih tinggi dari skor rata-rata pasca-tes di kelas kontrol (39). Selanjutnya, pengujian hipotesis dengan menggunakan pengujian sampel berpasangan di SPSS 16.0 untuk windows menunjukkan nilai tcalculated> t-tabel adalah 28.327
> 2.012 dan nilai signifikansinya karena kurang dari 0,05 (P = 0,00 <
0,05). Dapat disimpulkan bahwa hipotesis alternatif (Ha) diterima.
Kata Kunci: Mendongeng, Teks Narasi, Keterampilan Berbicara.
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Fitri Khaerunnisa NIM 1501071011
مختصرةنبذة
ضرغلا نم اذه ثحبلا ه فرعم م اذإ ن ك نه ريث ت ين تل درس صص لا ى ع اطلا نيذلا
ن ثدحتي ار م اط نسلا
ىل أا MA Darul Mahmudien NW Montong Gamang .ا أ
دختسي اذه سأا يمكلا عم هبش يبيرجتلا لبق
ر بتخاا م
دعب ر بتخاا كحتلا يمصت ع مجملا
برجتلا . نّيع ثحب نم
ًبل ط84 ا ر تخا
ئف XA كحت ع مجمكXB جئ تنلاريشت . يبيرجت ع مجمك
ىلإ نأ ادختسا يا ر صص لا يدرسلا رث ي لكشب يب جيإ ى ع ار م اطلا يف ثدحتلا يف
ل صفيف )81. ( يبيرجتلا ئفلايف ر بتخاا لبق م جرد طس تم نم لذ ظحام نكمي . برجتلا نيحيبيرجتلا ئفلا يف ر بتخاا دعب م جرد )6 . ( كحتلا ئف يف ر بتخاا لبق م جرد طس تمنأ ( ) 6 ن ك ى عأ نم طس تم جرد م دعب ر بتخاا يف ئف كحتلا ( .)66 ة اع ى ع
، لذ
نإفنرت مجذ من ر بتخا ادختس بيضارتفاار بتخاا
يف SPSS 16.0 ل دجلا > نسحم ميقر ظيذفا ن ل t
ه 14361 >
، 1 1 ميق تيمهأ عجرت ىلإ لقأ نم
. 0 (P=0.00 < 0.05). ل بقج تنتسانكمي
يضرف يدب (
ه ).
م كلا يسيئرلا : يا ر
،صصقلا صنلا
، درسلا ار م
ثدحتلا .
CHAPTER 1 INTRODUCTION A. Background of Research
Generally, learning English primarily relates to skills, speaking, writing, reading and listening. Speaking is one of the important skills besides the other four skills. The reason beyond that statement is because speaking teaching can help students to increase their communicative knowledge and skills.1 As in Surah r-rahman, verse 4 reads:
ايبلا ه لع (
2
( (1) اسإا قلخ (He) created men [1] Taught him eloquence (good speaking)[2]2
In this epistle of Allah Swt. mentions that Allah the one who teaches manthe good wayto speak by which he is the perfect understood one among the creatures over all the affairs, and Dzat who created man and taught it to reveal (expression) Himself and the hang of others by conveying the obvious words then teach him good-speaking to reveal ideas in his mind.
Speaking is a unit of communication skills between two people to express someone's idea verbally as productive skills when the speaker generates expressions in the order of ideas and at the same time students get an idea or Message across. This means that we provide spoken
2Farid Yahya et,al.” the use of describing pictures in teaching speaking to the seventh grade students”journE English Education Study Program”.vol.3.number 1.P.2.
3Q.S. Al-Rahmaan [55]:3-4
4Devina Nizzu,”Improving Students’ Speaking Skills Through Retelling Story By Using
3Q.S. Al-Rahmaan [55]:3-4
1
language for someone to say what we need and try to understand what others are saying. People can express themselves to others to get a comfortable situation in understanding each other.
According to Byrne, speaking is oral communication. This is an activity done by people to communicate and interact with others in the right situation and correctly, one of the goals of the English language to make the student can communicate in the target language.3
Based on the quote, it can be said that people can give ideas and exchange information with others through an interactive process. In short, speaking is the ability to express something in spoken language. This is the act of providing information or expressing one's feelings in speech.
Speaking activities usually involves communicative conversation between the speaker as the person who conveys the message; and listeners as the person receiving the message. This message makes an important role for parents and teachers to think that this speaking ability must be mastered by their students.
In fact during the learning process most of teachers do not have suitable technique in teaching speaking. In learningspeaking, students often find some problems, like find difficult to use foreign language.
Another reason is lack of motivation to practice a foreign language, especially English in the conversation. They also feel too shy and afraid to take part in the conversation, many factor can cause problem for
4Devina Nizzu,”Improving Students’ Speaking Skills Through Retelling Story By Using Picture Series At Sman 7 Bandar Lampaung”,(Script, Faculty Of Teacher Training And Education Lampung University, Bandar Lampung, 2016),P.2.
student's.In addition, the speaking skills cover many complex aspects, such as (1.) Fluency (smooth flow of sound, syllables, and phrases combined together when speaking), (2.) pronunciation (a way for students to speak).
Produce a clearer language when they speak), (3.)Vocabulary (Word used in language), (4.) Comprehension (The ability to understand the intent of the speaker and the general meaning).4
The researcher found in MA Darul Mahmudien NW Montong- Gamang, the students were still having difficulty in speaking, especiallyEnglish. According to information that researcher get from the teacher that the ability of Grade X MA Darul Mahmudien NW Montong- Gamang, in terms of the score at their English lesson they are still lack, it was caused by their limitation in mastering the component of speaking.
Besides, students practiced to speak English is rarely, the student’s only have a little chance to practice speaking English either in the class or out of class. Meanwhile, many students in the class didn’t have the confidence to speak in English, and many of them had difficulty in speaking English because they lack of vocabulary and the desire to speak in English.
Seeing the importance of speaking, it would be better if each teacher could teach speaking to communicate in various contexts and situations. In this case teachershould have a more effective technique of teaching to teach speaking. The method used by teachers in this school is the lecture method, this method is assessed not effective to improve
5Widya Arum W, “Using Video-Typed To Enhance Speaking Ability of Young Learner”, English Language Teaching Forum.Vol.2, Number 1. 2013. P.3.
students speaking skills because students will be lack in practising english in the form of speaking, however researcher in this study are trying to use storytelling technique to help teacher in teaching speaking.
To solve the problem of students in learning to speak, researcher in this study tried to use storytelling techniques as one technique of teaching by using short stories and retelling stories that have been read or heard using the words of their own storyteller based on their understanding.
This research focused on using narrative text in terms of folklore as thematerial for storytelling. The advantages of this storytelling technique compared to the techniques the teacher uses in the school is that student’s can be personally involved into the story because they can identifycharacter in the story and try to interpret the Narrative stories. This technique allows teachers to introduce or serve new vocabulary andwhich will enrich their thinking and gradually enter to their own speech.
Finally, this research is entitled "The Effect of Narrative Storytelling On Students Speaking Skill of First Year of MA Darul Mahmudien NW Montong-Gamang”.
B. The Statement of Problem 1. The statement of problem
In line with the background, the research problem is formulated as follows:
Does the use of narrative storytelling affect the students’ speaking skill of the first year at MA Darul Mahmudien NW Montong Gamang?
C. Objective and Significance of Research 1. The objective of this research is:
To find out the effect of using narrative storytelling on students’ speaking skill of the first year at MA Darul Mahmudien NW Montong Gamang.
2. Significance of the research
The paper is expected to provide some contribution theoritically and practicallyfor:
a. Theoretical Benefit
1) The result of the research is expected to provide a valueable contribution to the development of speaking.
2) This researcher can provide the English teacher which is related to foreign language teaching and provide them with empirical evidence about the teachingof English at the senior high school.
3) The researcher hope that the result of this research can be useful for other researchers to develop new concepts related to
the effect of using storytelling in narrative text towards students’ speaking skills
b. Practical Benefits 1) Teacher
This study is expected to be useful for the teachers in teaching English speaking to improve the students speaking skills
2) Student's
This research is expected to improve students speaking skillsin narrative text by using storytelling.
3) Other Researcher
This researcher is expected to give information, model and reference to developed for future studies, the researcher hopes that other researchers evaluate, revise, recontruct or modify this researh and write the furher studies for other levels and objectives
D. Definition of Key Terms
There are several terms which need to elaborate in the area of the researcher, such as:
1. Speaking Skills
William, S. defines speaking way the developmentof therelationship between speaker and listener. As we know that speaking or oral ability is specific ability to give a speaker chance to
express ideas and opinion with other. Speaking is also called productive skill.5In this research, speaking skills as the main object of students skills in using storytelling technique.
2. Storytelling
Safdarian defines storytelling as the way of the students to retell stories in a different word construction after being told the stories by the teacher.6 In this study, storytelling was designed as an activity that enables the students to understand the story and able to tell the story with their own language development.
Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking.
3. Narrative Text
Meyers, argues that a narrative text is astory to entertain learner or reader about a past story or story related to the real experience, imaginary or complex event.7 In this study narrative text is one of teaching media that can entertain the student’s in the process of learning.
6Rezeki Ikrammuddin,”Using Storytelling Technique To Improve Speaking Ability In Classroom Action Research On The Second Grade Students’ Of Insan Qur’ani Boarding School, (Thesis, Faculty Of Tarbiyah And Teacher Training Ar-Raniry State Islamic University
Darussalam, Banda Aceh, 2017), P.7.
7Mukminatus Zuhriyah,” Storytelling To Improve Students’ Speaking Skill”.English Education:Jurnal Tadris Bahasa Inggris Vol.10,Nomor 1, 2017,P.5.
8 Ahlul Fikri,et.al,”Developing Speaking Skill Through Narrative Text”.E-Jurnal Pf 'English Language Teaching Society (Elts), Vol.2. No.3, 2014,P.2.
CHAPTER II
REVIEW OF RELATED LITERATURE AND RESEARCH HYPOTHESIS In this chapter, the researcher presents review of previous research of narrative storytelling or related to the title of the research that has been conducted by previous researchers, theoretical bases andresearch hypothesis.
The first part below is explaining review of previousresearch.
A. Review of Previous Research
In this research, there are some researchesthat have studied the use of storytelling.The First research Is done by Devina Nizzu Entitled improving students speaking skill through retelling story by using picture series at sman 7 bandar lampung. This research was aimed at finding out whether there was improvement on students’ speaking skills through retelling stories by using picture series and to investigate whether there was improvement on students’
speaking skills through retelling stories by using picture series in grammar, vocabulary, pronunciation, fluency, and comprehension. The population of this research was the second-grade students of SMAN 7 Bandar Lampung consisting of 36 students as experimental class, which was selected by using lottery. Speaking test was used to collect data in this research. The result showed that the students’ mean score of pre-test was 59.16 and their score of post-test after the implementation of retelling story by using picture series was 67.86, in which the gain amounted 8.70. It means that there was improvement
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on students’ speaking skills after being taught through retelling story by using picture series.8
The second research is done byInten Mujizat entitled the effectiveness of using storytelling technique on students’ speaking skill. This study aimed to find empirical evidence that storytelling technique can enhance students’
speaking ability at eleventh grade of MAN 1 Bekasi. The totalsample was 60 students. The method used of the research was quasi-experimental.The researcher chose the method because she wanted to know the effectiveness ofstorytelling technique in enhancing student’s speaking skill. The method used wasquantitative. It means the method and instrument involved numericalmeasurement and then statistical quantification. The result showed that the students’ speaking skill in experimental class that was given by the treatment through storytelling technique was improved more effectively than the control group.9
And the last research is done by Suci Rohmini entitled Improving Students’ Narrative SpeakingAbility Through The Princess And The DragonFilm at the Eighth Graders Of Mts Al Ishlah Pageruyung Kendal. The aims of this study is To describe the teaching narrative speaking using film is implemented at eight grade of MTs Al Ishlah Pageruyung Kendal and to find out the improvement of students’ narrative speaking after being taught using
9Devina Nizzu.Improving Students’ Speaking Skills Through Retelling Story By Using Picture Series At Sman 7 Bandar Lampaung,(Script, Faculty Of Teacher Training And Education Lampung University, Bandar Lampung, 2016).
9Inten Mujizat”The Effectiveness Of Using Storytelling Technique On Students’
Speaking Skill At The Eleventh Grade Of An 1 Bekasi Academic Year 106/2017. (A Skripsi, Department Of English Education Sciences, Syarif Hidayatullah State Islaic University Jakarta 2016).
film at the eight grade of MTs Al Ishlah PageruyungKendal. The used method was classroom action research. The result of this study shows that in the pre cycle, thestudents’ average score is 62.50. In the first cycle, the students’
average score is 70.36. From pre-cycle, first-cycle, and second-cycle the average of students’ score is always increasing. It means that there is an improvement of students’ narrative speaking ability after beingtaught using films. In conclusion, The Princess and the Dragon Film is effective to improve students’ narrative speaking ability.10
There are some similarities and differences between the three studies mentioned above with the researcher title. From the Devina Nizzu, Inten Mukjizat and Siti Rohmini studies, the similarities that these studies got are both of the researches were using storytelling in teaching speaking. However, the difference of the first study with the researchers study is it applied picture series along with storytelling while the researchers will apply narrative text in teaching speaking. While the second study only used storytelling without applying any other technique. And the las study used The Princess and the Dragon Film in the research. In researchers study, the benefit of using storytelling in narrative text is it can help the students to understand the culture of certain country where the story comes from with positive values within the given story. Moreover, retelling narrative text story can train the students to relax their mind and have empathy towards people’s situation in
10Siti Rohmini. Improving Students’ Narrative Speaking Ability Through The Princess And The Dragon Film at the Eighth Graders Of Mts Al Ishlah Pageruyung Kendal, (A Skipsi, Education And Teacher Training FacultyEnglish DepartmentWalisongo State Islamic University Semarang(Uin Walisongo Semarang)2015
the story. Furthermore, storytelling in narrative text also can help them to be active in speaking class.
B. Theoretical Bases 1. The Nature of Speaking a) Definition of speaking
Speaking is the activity of conveying language through mouth. To speak, we create sounds using many parts of our body, including the lungs, vocal tract, vocal cords, tongue, teeth,and lips.11 Moreover, speaking also defined as a communication or conversations activity between two people in order to exchanging information.
Brown defines speaking as an interactive process of constructing meaning, involving producing, receiving, and processing information. Its form and meaning are dependent on the context in which it occurs, including the participant, their collective experience s, the physical environment, and the purpose of speaking.12
Speaking commonly involves communicative conversation between the speaker, who delivers a massage, and the listener, who receives it. In learning English, it is difficult when learners have to consider and think about their ideas, what to say, language, grammar, vocabulary, pronunciation in one time and how to react with a person who communicates with them. In fact, speaking is also important for students.
11Mohammed Iqram Hossain, Teaching Productive Skills To The Students: A Secondary Level Scenario,( Brac University, Dhaka, Bangladesh,215).P.10.
12 Ratih Inayah,” Improving Students Speaking Skill Through Storytelling Technique”,Eltin JournalStkip Siliwangi Bandung Vol 3/1, April 2015, P.27..
In order to know the important speaking, we need to know the nature of speaking itself. In summary, speaking is the ability to express something in a spoken language. It is the action of providing information or expressing one feeling in speech.
b) The element of speaking
The ability to speak fluently needs not only knowledge of language features, but also the ability to process information and language ‘on the spot’. There are two elements needed in speaking. They are language features and social processing. Those elements will be described below.
1) Language features
Language feature is how we act and arrange the word when we express the language depend on our word. According to harmer in language features, There are some important elements in using the language, those are:13
(a) Connected speech: effective speakers of English need to be able to use fluent “connected speech” and produce the individual phonemes of English.
(b) Expressive device: the expressive device is pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and non-verbal (paralinguistic). These devices are used to show the speakers feel (especially in face-to-face interaction).
13Jeremy Harmer, The Practice of English Language Teaching, (England: Longman, 2001),P.269.
(c) Lexis and grammar: the use of a number of common lexical phrases, especially in the performance of certain language functions.
(d) Negotiation language: effective speaking benefits from the negotiatory language we use to seek clarification and to show the structure of what we are saying
2) Mental/ social processing
The speaker’s productive ability involves the knowledge of language skills as discussed above, it also dependent upon the rapid of processing skills, such as:14
a) Language processing: effective speakers need to able to process language in their own heads and put it into coherent order so that it comes out in forms that is not only comprehensible, but also convey the meanings that are intended.
b) Interacting with others: the most speaking involves interaction with one more participants. This means that effective speaking involves with listening and understanding each others. How the other participants are feeling and knowledge.
c) (On-the-spot) information processing: quite apart from our response to others’ feelings. It means that we also need to be able to process the information they tell us the moment we get it.
c) Teaching Speaking
14Ibid,P.269.
Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues.
Teaching speaking is a very important part of second language learning.
The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.
1. Teaching speaking is:
a. Produce the English speech sounds and sound patterns b. Use word and sentence stress, intonation patterns and the
rhythm of the second language.
c. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.
d. Organize their thoughts in a meaningful and logical sequence.
e. Use language as a means of expressing values and judgments.15
2. Activities to promote speaking a. Discussion
Discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things.
b. Simulation
Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on.
c. Role play
15Hayriye Kayi,” teaching language: activities to promote speaking in second language”
The Internet TESL Journal”. Vol. XII, No. 11, November 2006
One other way of getting students to speak is role- playing. Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel.
d. Brainstorming
In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information
e. Information gap
On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristic of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.
f. Storytelling
Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the
format of beginning, development, and ending, including the characters and setting a story has to have.16
d) Assessing speaking
According to Thornburry in Hasanah, that proposes two main ways to assessing students speaking skill. First, holistic scoring is the way of assessing speaking skill by giving it a single score on the basis of overall impression. It is also evaluate the work as a whole. Being quickly is its best advantages. The second way is analytic scoring. It is the way of giving a separate score for different aspects of speaking. Analytic scoring takes longer than holistic scoring, but requires tester to take a variety of factors into account and it is probably fairer and more reliable. Analytic scoring may be slower than holistic scoring, but it provides more feedback.
Moreover, analytic rubrics provide more detailed information about students skill. It is because when using analytic scoring, teachers use different aspects of speaking such as fluency, pronunciation, accuracy and vocabulary that can give more information about students’ speaking skill.17
Assessment rubric which is used in this research is based onspeaking scoring rubric proposed by Brown, 18it can be see in appendix.
16Ibid,P. 3.
17Khalifah Nur Hasanah (2012). “Improving Students’ Speaking Skill Through Simulation At Grade X Of Sma N 1 PrambananSleman, ( Thesis, FLA UNY, Yogyakarta, 2012).P.33.
18H Dougles Brown,Language Assesment: principle and classroom practice,(3red). (San Francisco, California: Longman, 2003), P. 173-174.
a. The Nature of Storytelling 1) Definition of storytelling
Storytelling is a flexible design research method with a broad range of applications, associated processes and variations. Storytelling can become an effective method for design knowledge transfer. According to Zaro and Saberri in Akhyak and Indramawan, storytelling is an activity involving the interaction between storyteller and audience and between an individual and the listener in the certain level.19 Moreover, Ebrahiminejad, Azizifar, Gowhary, and Jamalinesari stated that storytelling is one teaching method by using short stories.20 Storytelling has also been used as a communication tool.
From the beginning the story teaches us about life, about ourselves and others. Storytelling is one of the unique ways used by teachers to elevate students' understanding, tell in their own way and help students to use information and convey messages to others. Thus we can say that storytelling is a teaching method where students are asked to retell the contents of the story in different word constructs or according to their own understanding involving interactions between storytellers and listeners.
Barzaq defined storytelling as a knowledge management technique, a way of distributing information , targeted to audiences and a sense of information, she added that stories provide natural connection between events and concepts and finally , she added that visual storytelling is a way of telling stories through images.21
19Mukminatus Zuhriyah,”Storytelling To Improve Students’ Speaking Skill”.English Education:Jurnal Tadris Bahasa Inggris. Vol.10,Nomor 1, 2017,P.4-5.
20Ibid.P.5.
21Pravamayee Samantaray” Use of Storytelling Method To Develop Spoken English Skill”.International Journal Of Language And Linguistic.Vol.1.No 1. June 2014, P. 41.
2) The Aims Of Storytelling
There are some objectives of storytelling in teaching English skill;
a) To enhance students’ confidence in speaking skill b) To develop problem-solving
c) To teach narrative structure and practice description d) To improve pronunciation and intonation
e) To encourage interaction and share culture.22 3) Teaching speaking trought storytelling
Storytelling is the oldest form of educational activity in speaking skill that can stimulate the learners to enjoy the speaking learning process.
“Brown listed several types of classroom speaking activity in this following form”
(a) Imitative. Students practice an intonation or try to identify a certain vowel sound. The elements of language form are the focus of this activity.
(b) Intensive. This is speaking performance that is designed to practice some phonological or grammatical aspects of language. It is usually done in individual or even in pairs.
(c) Responsive. It means that students practice their language by answering some questions. This activity use simple utterances which can be meaningful and authentic.
22Ibid.P. 41.
(d) Transactional (dialogue). Transactional dialogue seeks for the purpose of getting or exchanging specific information. It is an extended form of responsive language.
(e) Interpersonal (dialogue). Interpersonal dialogue seeks for the purpose of maintaining social relationships than for the transmission of facts and information. Students are usually asked to have a dialogue about their feeling.
(f) Extensive (monologue). Students are asked to give extended monologues in the form of oral reports, summaries, or speeches.23 4) Procedure Of Storytelling
On itimplementation storytelling has some systematically procedure which both the students’ and teacher should do.
Samantaray describes the procedures of storytelling as follows:
a) The teacher prepares the outline of stories and writes them separately on colored papers and hangs them with the help of a thread on the white board.
b) The students are formed into groups of 5 members
c) Each group is asked to pick up a paper from the white board.
d) Groups are then given 15 minutes time to develop a story from the given outline.
23Inten Mujizat”The Effectiveness Of Using Storytelling Technique On Students’
Speaking Skill At The Eleventh Grade Of An 1 Bekasi Academic Year 106/2017. (A Skripsi, Department Of English Education Sciences, Syarif Hidayatullah State Islaic University Jakarta 2016).P.12.
e) They are then asked to come along with their group members and narrate the story before the class.
f) The best group is awarded.24 5) Advantages and Disadvantages
a. There are some advantages of use STT in teach speaking.
The most important advantages of storytelling may be summarized as follows:
1) Stories are motivating and fun and can help develop positive attitudes towards the foreign language and language learning. They can create a desire to continue learning.
2) Stories exercise the imagination. student can become personally involved in a story as they identify with the characters and try to interpret the narrative and illustrations. This imaginative experience 3) Listening to stories in class is a shared social experience. Reading and writing are often individual activities; storytelling provokes a shared response of laughter, sadness, excitement,and anticipation 4) Students enjoy listening to stories over and over again. This
frequent repetition allows certain language items to be acquired while others are being overly reinforced. Many stories also contain natural repetition of key vocabulary and structures. This help student to remember every detail, so they can gradually learn to anticipate what is about to happen next in the story. Repetition also
24Mukminatus Zuhriyah,”Storytelling To Improve Students’ Speaking Skill”.English Education:Jurnal Tadris Bahasa Inggris. Vol.10,Nomor 1, 2017,P.5.
encourages participation in the narrative. Following meaning and predicting language are important skills in language learning.
Which is not only enjoyable but can help build up Childs confidence and encourage social and emotional development. Help develop their own creative powers.
5) Listening to stories allows the teacher to introduce or revise new vocabulary and sentence structures by exposing the children to language in varied, memorable and familiar contexts, which will enrich their thinking and gradually enter their own speech.
6) Meanwhile there are disadvantages of use STT in teach speaking.
1) It takes quite long time to be implemented
2) It can make the students have lack of confidence to speak out loud.
3) Not only for students, as the teacher is an entertainer in learning process, it causes they should do monitoring intensively toward their main motives by applying storytelling.25
7) In other to anticipate the disadvantages there are:
a) Many provide reading books from storybooks or fairy tales to student’s b) Getting student’s to tell their own language as much as they can.
c) Expressing emotional expressions in the story such as angry, sad, or happy.
8) Narrative text
1) Definition of narrative text
25 Jan Woodhouse,”Strategies for Healthcare Education.(London:CRC Press,2007,). P.67
Narrative is a word often associated with the sophisticated world of literary fiction or oral tradition; however, more worldly narratives form an important part of our daily conversation. Through narrative, people rationalize their experiences, creating a coherent sense of self (a life story). In everyday conversation, experiences are shared through anecdotes, or recounts of day to day life. “Such narratives are an important way of building and maintaining relationships with others”.26Narrative text is a text which contains about story (fiction, non fiction, tales,folktales,fables.) and its plot consists of climax of the story (complication) then followed by the resolution27
Therefore, “Narrative is a text presented as nonfiction (e.g., biographies and memoirs) or fiction (e.g., novels and fables) stories that tell the reader who did what to whom and why”.28 And legend story is a story from ancient times, especially one that was to explain about natural events or to describe the early history of a place or people.
2) Narrative text in curriculum 2013
Narrative text in curriculum 2013 (current curriculum) is thought atthe tenth-grade of senior high school at odd semester. The aims of narrative text based on curriculum 2013 in learning process for students is to analyze the social functions, text structure and linguistic elements of
26 Patrick Kiernan,” Storytelling With Low-Level Learner:Developing Narrative Tasks”,Palgrave Macmillan, A Division Of Macmillan Publishers Limited 2005.P.59.
27Jessica Novia “Retelling Short Story To Improve Students Speaking Skills” English Education Study Program Language And Art Education Department Teacher Training And Education Faculty Tanjungpura University Pontianak 2017, P.4
28SulIstianingsih Patuan Raja, Huzairi” The Implementation Of Narrative Storytelling In Teaching Speaking” University Of Lampung.P.3.
some narrativetext, written and spoken of asimple folk legends. Moreover, the students also expected to able to compose a short and simple text of narrative in form of folk legends written and spoken with attention to the social structure of the text and linguistic elements correctly and fit the context.
C. Research Hypothesis
According to Pandey, & Pandey, A hypothesis is any supposition which we make in other to endeavor to deduce conclusion in accordance with facts which are known to be real under the idea that if the conclusion to which the hypothesis leads are known truths, the hypothesis itself either must be or at least likely to be true.29
Based on the assumptions above the researcher formulates twohypotheses as follows:
1. Ha: The use of narrative storytelling affects the students’ speaking skill of the first year at MA Darul Mahmudien NW Montong Gamang in academic year 2019/2020.
2. Ho: The use of narrative storytelling does not affect the students’ speaking skill of the first year at MA Darul Mahmudien NW Montong Gamang in academic year 2019/2020.
29Prabhat, P & Meenu, M.P, Research Methodology: Tool and Technique. (Romania:
Bridge Center, 2015),P.32.
CHAPTER III RESEARCH METHOD
In this chapter elaborated about: 1) approach and type ofresearch, 2) population and sample, 3) setting and time of research, 4)variables of research, 5) instrument of research, 6) procedure of datacollection, 7) technique of data analysis.
A. Approach and Type of Research
In this study, the researcherapplied quantitative approach using experimental design with experiment and control pre-post test.
Quantitative research is used objective measurement to gather numeric data that are used to answer or test to hypothesis.30It can concluded that quantitative a structure to collecting the data.While experimental design is a scientific investigation in which an investigator manipulates and controls one or more independent variables and observes the dependent variables or variable for variation concomitant to the manipulation of independent variables. The reason why the researcher choose this design is because there two classes namely experiment and control group that is equal with pre-test and post-test control group where there randomly in taking sampling because the researcher does not have enough authority to choose the particular classes randomly as a sample of researcher instead quasi experimental with non-equivalent design.31
30Ari.D.al,”introduction to research to education”, ( Wadsworth, Cengage Learning) 2010,P.22.
31Sugiyono, Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif Dan R&D, (Bandung, Alfabeta,2017).P116.
26
B. Population and Sample 1. Population
Population is a set of subjects (such as individuals, groups, institutions, countries, etc.). it exist id and only its subject can be distinguished from other subjects that do not belong to the very population. (Plumper, & Eric, ).32The population of this research is all of the students atten-grade ofMA Darul Mahmudien NW Montong-Gamang in academic year 2018/2019 with the total populationis 120 students which consist of four class.
Table 3.1
.Number of Population Class
Students Female Male Total
X A 12 12 24
X B 14 10 24
X C 15 10 25
X D 10 14 24
TOTAL 120
2. Sample
Sugiyono states that Sample is part of the number and characteristics of the population.33Therefore, in this study, the researcher used purposive sampling in selecting the sample. According to Arikunto,
“purposive sampling is obtained according to certain purposes not based on the stratum, random, or area. This technique may be conducted because
32Thomas Plumper and Eric Neumayer, Population and Sample Uncertainty.(United Kingdom : University of Essex, 2012), P.4.
33Sugiono, Metode Penelitian Pendidikan: Pendekatan kuantitatif , Kualitatif, dan R&D.
(Bandung: Alfabeta, 2017), P.62.
of some considerations, such as: restrictiveness of time, energy, and cost.”34Due to the reasons that have just been mentioned, it is convenient in many instances to use samples. The researcher used purposive sampling because the researcher does not have enough authority to choose the particular classes. Therefore the researcher divides the sample into experiment and control class from 4 classes of population. The researcher took 2 classes from 4 classes, selected 48students from the population to be the sample. For this study, class XAwhich consisted of 24 students was chosen as the control group, while class XB was chosen as the experimental group.
C. Setting and Time of Research 1. Setting of the Research
The setting of this research was MA Darul Mahmudien NW Montong-Gamang for first year’s students in Academic year 2019/2020.
MA Darul Mahmudien NW is located in Montong-Gamang village, Kopang Subdistrict. Its territory is included in Central Lombok Regency, West Nusa Tenggara.
2. Time of Research
The researcherconducted this research on November 2019, in first year students at MA Darul Mahmudien NW Montong-Gamang. Jln PendidikanMontong-Gamang, Kopang, Central Lombok.
34Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta, Pt Kinerja Cipta Jakarta, 2010).P.183.
D. Variable of Research
In this study there are two types of variables they are as follows : 1. Independent variable
According to Pandey, & Pandey, independent variable is the variable that is antecedent to the dependent variable is termed as an independent variable. The variable whose effect is going the known is known as experimental variable.35Thus, the independent variable in this study is storytelling.
2. Dependent variable
If one variable depends or is a consequence of other, it is termed as dependent variable.( Pandey, & Pandey).36 Base on the explanation above the dependent variable of this research is student’s speaking skills.
E. Instrument of Research
The research instrument is a tool or facility used by researcher in collecting data so that work is easier and the results are better so that it is easier to process.37Sugiono stated that “research instrument is a tools which is used to measure phenomena that observed. Specifically all of the phenomena are called research variable.”38
35Prabhat, P & Meenu, M.P, Research Methodology: Tool and Technique.(Romania:
Bridge Center, 2015), P.29.
36 Ibid.P.29
37Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta, Pt Kinerja Cipta Jakarta, 2010).P.203.
38Sugiono, Metode Penelitian Pendidikan: Pendekatan kuantitatif , Kualitatif, dan R&D.
(Bandung: Alfabeta, 2017), P.148.
1. Test
The instruments used in this research are Speaking test that is storytelling. The students did it in groups. They discussedfolklore and then one of them comes to the front of class to the retell the story in their own language by the instruction:”please retell about what you have discussed!”
There are four points that scored in this test they are:
a. Grammar b. Vocabulary c. Comprehension d. Fluency
e. Pronunciation
To give score to the students after the test, the researcher used categories based on the table below:
Table 3.2
Oral proficiency scoring categories Score Gramma
r
Vocabulary Comprehension Fluency Pronunciat ion 1 Error in
grammar are frequent, but speaker can be understo od by a native speaker used to dealing with foreigner s
attemptin g to
Speaking vocabulary inadequate to express anything but the most elementary needs.
Within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech, repetition, or paraphrase.
No specific fluency descriptio n. Refer to other four language areas for implied level of fluency.
Errors in pronunciat ion are frequent but can be understoo d by native speaker used to dealing with foreigners attempting to speaks his language.
speak his language .
₂ Can
usually handle elementa ry construct ions quite accuratel y but does not have through or
confident control of the grammar
Has speaking vocabulary sufficient to express himself simply with some circumlocut ions.
Can get the gist of most
conversations of non-equivalent subjects (i.e., topics that requires no specialized knowledge.
Can handle with confidence but not with facility most social situations, including introductio ns and casual conversati ons about current events, as well as work, family, and autobiogra phical informatio n.
Accents is intelligent though often quite faulty.
3 Control of grammar is good.
Able to speak the language with sufficient structural accuracy to participat e
effectivel y in most formal
Able to speak the language with sufficient vocabulary to
participate effectively in most formal and informal conversatio ns on practical, social, and professional
Comprehension is quite
complete at a normal rate of speech.
Can discuss particular interest of competenc e with reasonable ease, rarely has to grope for words.
Errors never interfere with understand ing and rarely disturb the native speaker.
Accent may be obviously foreign.
and informal conversa tions on practical, social, and professio nal topics.
topics, vocabulary is broad enough that he rarely has to grope for a word.
4 Able to use the language accuratel y on all levels normally pertinent to professio nal needs, errors in grammar are quite rare.
Can understand and
participate in any conversatio n within the range of his experience with a high degree of precision of vocabulary.
Can understand any
conversation within the range of his
experience.
Able to use the language fluently on all levels normally pertinent to
profession al needs.
Can participate in any conversati on within the range of his experience with a high degree of fluency.
Errors in pronunciat ion are quite rare.
5 Equivale nt to that of an educated native speaker.
Speech on all levels is fully
accepted by educated native speakers in all its features including breadth of vocabulary and idioms, colloquialis
Equivalent to that of an educated native speaker.
Has complete fluency in the
language such that his speech is fully accepted by educated native speakers.
Equivalent to and fully accepted by educated native speakers.
m, and pertinent, cultural references.
2. Documentation
After getting the data from speaking test, the researcher also used document to complete the data as the instrument such as: lesson plan of MA Darul Mahmudien NM Montong-Gamang.
F. Procedure of Data Collection
Test is a set of question, exercise, or practical activities to measure someone skill, ability, or knowledge
1. Pre-test
The researcher conducted pre-test first in both of classes, experimental group and control group. Pre-test is the beginning attending the class to know the students’ knowledge of the material that will be thought. The instrument consist of 5 items test consisting of one type: answering questions.
2. Treatment
The researcher gave the treatment in the experimental group only. The researcher in this treatment the teacher comes to the class. The researcher will teach speaking by using storytelling in narrative text. The experiment groups are given some materials which are consisted communicative aspects that will be taught by the teacher in different ways. The experimental group is taught by using storytelling technique, and the control group is taught by
using conventional method. The treatment is done for 2 meeting or weeks.
3. Post-test
Below are the students activities related to the storytelling implemented by the teacher in the class.
1) The teacher prepares the outline of stories and writes them separately on colored papers and hangs them with the help of a thread on the white board.
2) The students are formed into groups of 5 members
3) Each group is asked to pick up a paper from the white board.
4) Groups are then given 15 minutes time to develop a story from the given outline.
5) They are then asked to come along with their group members and narrate the story before the class.
6) The best group is awarded G. Technique of Data Analysis
To analyze the result of the test conducted both pre-test and posttest, the researcher used data analyzed method.
1. Descriptive Statistic
A process in analyzing data that describe, summarize data in a meaningful way is called as descriptive statistic.
a. Individual score
Where
S: score that student’s get Score maximal
b. The writer calculated the means score of both experimental and control group.
c. The writer draw standard deviation score of two groups.
d. The writer tested the significance of two deviations.
1) Mean score of experimental group:
2) Mean score of control group:
Where:
M: The mean score of two groups
X: The student final score for experimental group Y: The student final score for control group N: Is the number of sample
Is the sum
3) Finding the standard deviation of two groups. The formula as follows:
a. Find out the standards deviation of experimental group The formula is:
=
Where:
: the standard deviation for experimental group Where:
the standard deviation for experintal group N : the number of sample
Nx : the sample of the experimental group
b. Find out the standard deviation of control group The formula is:
y2 = y2 Where:
y2 : the standard deviation for control group N : the number of sample
Ny : the sample of control group
The last in the testing the hypothesis of this research, the writer will use the t-test
Where:
Mx : mean score of control group My : mean score of experimental group N : total number of the subject
X : the deviation of control group Y : the deviation of experimental group
The mean deviation and the square deviation of experimental class:
( mean deviation)
= – ( square deviation)
The mean deviation and the square deviation of the control class:
( mean deviation)
= – ( square deviation)
The mean score obtained through the formula above. Finally, the writer came to compilation of correlation coefficient of the two mean scores whether they were significant or not. So, the writer used the following formula:
Where:
My = the mean deviation score of control class
Y = the mean deviation between pre-test and post test of the control group
Mx = the mean deviation score of control class
X = the deviation between pre-test and post test of the experimental group
N = number of sample
Nx = number of sample in experimental class Ny = number of sample in control class
