It was then validated by the result of the calculation of the hypothesis testing helps from the program SPSS 21 the surveyed version of the variance to calculate and test the hypothesis testing. LIST OF TABLES Page Table 3.1 Rubric of the pronunciation criteria of the score test 33 Table 3.2.
INTRODUCTION
Research Question
What are the differences between those taught with narrative technique and without narrative technique in English Speaking at Grade XI in SMAN 2 Pangkep. How is the impact of the storytelling technique on the students' English speaking skills in class XI in SMAN 2 Pangkep.
Objective of the Research
The main focus in this study was to find out whether the results of the storytelling technique affect speaking skills or not.
Significance of the Research
Scope of the research
Previous of Related Study
- Types of Speaking
The role of the teacher in the classroom can influence the success of the teaching and learning process. In the structured approach, the student was asked to perform one or more specific oral communication tasks. The student's performance on the job was then assessed.
Concept of Storytelling 1. Definition of Storytelling
- Types of Storytelling
- Storytelling In Teaching Speaking English
Some classic examples include fables such as Bear and the Three Bears. and "The Tortoise and the Hare." Storytelling is a universal function of language and one of the main components of casual conversation.
Framework
Hypothesis Testing
Research Method
The procedure that is done then both take a post-test to find out the results. In research, it was necessary to limit the population so that the application of the research was a clear scope. Sugiono says that population is an area of generalization consisting of objects/subjects with specific qualities and characteristics determined by researchers to be studied and then draw conclusions.
The population is not only the number of objects/subjects studied, but includes all the characteristics/properties that the subject/object possesses. The population of this study is all students of class XI SMAN 2 Pangkep, with a total of 630 students, consisting of 7 classes, namely ABCDEFG class. According to this understanding, the sample should represent the same traits and characteristics as the research population, so that the results of the study can be generalized.
The researcher chose class A as the experimental class with 20 students and class B as the control class with 20 students.
Research Variable
Data Collecting Procedure
Before the treatment (experiment) was performed, the two classes (experimental and control groups) were given a pre-test to know the condition of the two classes before being treated. If after the first test the differences between these two classes did not differ much, then it would move on to the next phase, which is to offer a treatment (experiment). Learning steps in the control class were monitored using a conventional method that received no treatment.
The researcher developed the steps for learning to speak using storytelling techniques that were divided into three (3) learning steps (Bunanta). The narrator must be able to express his face according to the situation being told. Keep the pace of speech so that it is always the same pace or constant f) Storytellers should be able to arouse students' interest in the storytelling process.
During these steps, carried out by research online (google measure application), the researcher held another test, namely the final test. This final was conducted to determine how much influence or cause and effect the giving of treatment (treatment) was to the experimental class. Choosing the subject group to be placed in the experimental class and the control class.
Research Instrument
- Students mean score who were taught by storytelling technique and without storytelling technique in English speaking at grade XI of SMAN
- The Impact of Storytelling Technique to The Students English Speaking Skill at Second Grade of SMAN 2 Pangkep
In the experiment class, students used storytelling technique in learning process and the control class used conventional. An overview of the results of the speaking skills test of students from these two research classes before learning (pre-test) and after learning (post-test) in detail can be seen in appendix A.1 and 2. Based on the results of category score analysis showed that the students' speaking skill of class XI of SMAN 2 Pangkep in the experimental class was classified as "average/good with a proportion value of 85%."
The results of statistical analysis after using conventional / normal techniques; There were 7 students in the low category with a percentage value of 35%, there were. An overview of the results of the speaking skills test of students from the two research classes before learning (pre-test) and after learning (post-test) in detail can be seen in the appendix. The general description of the students' proficiency test results in the experimental class and the control class can be seen in the following table.
Based on The data table above the score of the research test results speaking skills of class XI students of SMA Negeri 2 Pangkep, from the (experimental) class that used storytelling techniques in the learning process and the (control) class used conventional / normal techniques in the learning process . It shows that there was an increase in the percentage of students' speaking skills in the experimental class by 7%. While in the control class there was a decrease in the percentage of students' speaking skills by 6% (from 49% to 43%).
Discussion
The steps in the storytelling technique that the researcher presented to the students through the speaking learning process were very well received and enthusiastically received by the students who were the researchers. It shows that students have better achievement after applying the treatment using the storytelling technique and the researcher was familiar with the students' use of the treatment. This was followed by a study by Fikriah (2016), which showed that the storytelling technique improved students' speaking skills, especially in terms of pronunciation accuracy, fluency and comprehension of constructed sentences.
They said that the use of storytelling technique there was an improvement in the teaching and learning quality of students and enjoyment when 'students implemented the storytelling technique and the speaking skills of the students improved, especially in pronunciation accuracy, fluency and understanding of produced sentences. Meanwhile, in this research, the researcher also used storytelling technique as a technique to teach narrative legend text. It is very appropriate with the findings that in teaching and learning process the use of storytelling technique is effective and influenced, the findings show that storytelling has a favorable effect on speaking skills in that students can speak confidently.
Based on the findings of the research in this research, there were no significant differences in the speaking in terms of the narrative legend text of the students before and after learning the storytelling technique. Thus, we can conclude that the influence of the storytelling technique on students' speaking achievements influenced the learning process of teaching in the second grade of SMAN 2 Pangkep in the academic year 2020/2021. This chapter discusses the conclusions and implications of the research findings, some suggestions regarding the findings to improve students' speaking skills using the storytelling technique.
Conclusion
Suggestion
It is suggested that the English teacher in SMAN 2 Pangkep in grade XI use the Storytelling technique as one of the alternative ways to improve students' speaking skills. It is suggested that the English teachers in SMAN 2 Pangkep in grade XI use this technique to know the students' speaking skills, especially pronunciation and fluency. By using this technique, students can use some aspects of themselves, such as their sound and visuals.
Furthermore, it is hoped for the next researcher to use this thesis as a supplement in other research related to developing students' speaking skills deeply, because it is a very effective strategy to do in English teaching. Akhyak, Dr and Indramawan Anik.2013."Improving students' English speaking competence through storytelling (Study in Pangeran Diponegoro Islamic College (STAI) in Nganjuk, East Java, Indonesia)". National Center for ESL Literacy Education. Accessed from http://www.cal.org/caela/esl_resources/digests/Speak.html. 2017).
The effect of using storytelling techniques on the speaking skills of SMAN 2 Pekanbaru freshmen students. Using the storytelling technique to improve the English speaking skills of primary school students”. English Education Journal (Eej). ERIC Clearinghouse for reading and communication skills Urbana IL. Accessible at: https://www.ericdigests.org/pre-923/speaker.htm.
APPENDICES
20 Tria
Distribution The Value of T-Table Level of significance (p) = 0.05
Based on the results of the above calculations, it can be concluded that there was a difference in the average pre-test and post-test learning results, which means that there was an influence or the impact of using storytelling techniques in improving students' speaking skills. in the second grade of SMAN 2 Pangkep, that is in terms of students' pronunciation and fluency. The researcher chose the observation checklist because it was easy to record and very simple to analyze statistically. One day his mother and brother went to the palace for a party, but the stepmother did not invite Cinderella.
Kompetensi Inti
Kompetensi Dasar
Indikator Pencapaian Kompetensi
Kegiatan Pembelajaran Pertemuan Pertama
- Penilaian
Guru secara acak memilih siswa untuk menceritakan sebuah cerita yang diberikan oleh guru. Kesimpulan Guru bertanya kepada siswa tentang kesulitan dalam menjelaskan tingkatan atau nasihat dalam bahasa tersebut. Bahasa ibu masih sedikit dipengaruhi pengucapan, namun tidak terdapat kesalahan fonologis yang berarti.
Often they speak quickly which makes it very slow to understand the typical social topic slowly. The pronunciation heavily influenced by the mother tongue with the errors that cause a communication breakdown with several "simple" grammatical and lexical errors. Complete the following observation sheet according to the observed indicators, namely by marking (√) in the yes or no column.
2 Kesenangan 1) Gemar dan tertarik untuk terlibat dalam pembelajaran dengan teknik bercerita 2) Antusias dalam melaksanakan tugas guru 3 Kreatifitas 1) Keterampilan dalam menyajikan materi yang akan disampaikan 2) Keterampilan dalam menyampaikan materi 4 Kemampuan Berpikir 1) Bertanya relevan pertanyaan. 1.1 : Mensyukuri kesempatan untuk dapat mengajarkan bahasa Inggris sebagai bahasa komunikasi internasional yang diwujudkan dalam semangat belajar. 12.1: Mengungkapkan makna dan langkah retorika dalam karangan pendek sangat sederhana dengan menggunakan ragam bahasa lisan, akurat, lancar dan berterima untuk interaksi dengan lingkungan terdekat ketika menceritakan kembali cerita legenda.
Indikator Pencapaian Kompetensi
Siswa menentukan fungsi sosial, struktur teks dan unsur kebahasaan cerita yang dibagikan.
Penilaian
Documentation/photos of student and teacher activities during the learning process. Enticing and daring activity.
