THE USE OF STORYTELLING TECHNIQUE TO ENHANCE STUDENTS’
ENGLISH SPEAKING ABILITY
(An Experimental Study At SMPN 1 Kutapanjang, Gayo Lues)
\
THESIS
Submitted in Partial Fulfillment Of the Requirement for the Degree of
“Sarjana Pendidikan”(S1)
by
SUKRI YANTO 1711060045
ENGLISH DEPARTMENT
BINA BANGSA GETSEMPENA UNIVERSITY BANDA ACEH
2021
LIST OF CONTENT
ABSTRACT ... i
ACKNOWLEDGEMENT... ii
LIST OF CONTENT ... iv
LIST OF TABLE ... vi
LIST OF APPENDICES ... vii
CHAPTER I INTRODUCTION... 1
1.1 Background Of Study ... 1
1.2 Research Question ... 5
1.3 Objective of Study ... 5
1.4 Scope of Research... 6
1.5 Significances of Study ... 6
1.6 Key Term of Definition ... 7
1.7 Hypothesis of Study... 8
CHAPTER II REVIEW OF LITERATURE ... 9
2.1 The Concept of Speaking ... 9
2.1.1 Definition Of Speaking ... 9
2.1.2 The Characteristics of Speaking ... 11
2.1.3 Teaching Speaking ... 11
2.1.4 Functions of Speaking ... 12
2.1.5 The Problem and Solution with Speaking Activity ... 13
2.1.6 The Criteria of a Successful Speaking Activity ... 15
2.1.7 Classroom Speaking Activities ... 16
2.1.8 The Teaching Speaking Cycle ... 18
2.1.9 Cognitive processes in speaking ... 19
2.2 Storytelling ... 20
2.2.1 Definition Of Storytelling ... 20
2.2.2 Concept of Storytelling ... 21
2.2.3 The Characteristics of Storytelling ... 22
2.2.4 The Elements of Storytelling ... 22
2.2.5 The Advantage Of Storytelling ... 23
2.2.6 Forms of Storytelling ... 24
2.2.7 Storytelling as Speaking Activity ... 25
CHAPTER III METHODOLOGY ... 27
3.1 Research Design ... 27
3.2 Setting of Research ... 28
3.3 Population and Sample ... 28
3. 4 Instruments of the Study ... 29
3.5 Technique of Data Collection ... 29
3.6 Technique of Data Analysis ... 37
CHAPTER IV RESULTS AND DISCUSSION ... 42
4.1 Research Results ... 42
4.2 Description of Research Result ... 43
4.3 Normality Test ... 48
4.4 Homogeneity Test ... 51
4.5 Hypothesis Test... 52
4.5 Discussion ... 55
CHAPTER V CONCLUSIONS AND SUGGESTIONS... 58
5.1 Conclusions ... 58
5.2 Suggestions ... 59
REFERENCES... 60
APPENDIX ... 63
CHAPTER I INTRODUCTION
In this chapter, the writer explained some points, namely; background study, research question, object of the study, scope of the research, significances of the study, key term of the definition, hypothesis of the study.
1.1 Background Study
Speaking was the productive skill. It could not be separated from listening.
When we spoke we produced the text and it should be meaningful. In the nature of communication, we could find a speaker, a listener, a message and a feedback.
However, speaking could not be separated from pronunciation as it encouraged learners to learn the English sounds correctly.
According to (Megawati, 2018:18), the mastery of speaking skill in English was a priority for many second language learning as well as the effectiveness of their English course on the basis of how much they have improved in their spoken language proficiency. It meant that second language learning as the effective way to improve their speaking skill to increasethe students’ ability in spoken language.
Hughes (2011:200) stated that, speaking skill considered to be difficult skill.
It showed from the observations during the teaching and learning process. There were students who have many obstacles in learning to speak English. They found it
difficult to start speaking, to compose correct sentences, to maintain continuous conversation, to pronounce the words correctly, even to express their feeling, ideas, and thought.
Teaching speaking means to teach students to produce the English speech sounds and sounds patterns, to use word and sentences stress, intonation patterns, and the rhythm of the second language, to select appropriate words and sentence according to the proper social setting, audience, situation and subject matter, to organize their thoughts in a meaningful and logical sequence, to use language as a mean of expressing values and judgments, to use the language quickly and confidently with few unnatural pauses, which was called as fluency (Inayah, 2016:17).
Sara and Lisa (2018:1), using storytelling in the classroom was one way to address literacy development by improving oral language. .Because the interrelated nature of the processes storytelling is an effective pedagogical strategy that can be woven into instruction to increase student competencies in all area.
In addition, Coconi (2013:15) defined storytelling was the communicating of events through the use of words and sounds. This showed of expression and improvisation, which giving a plot or narrative point of the story. There were
different types of storytelling that are shared within many different cultures of the world, aiming to spread moral values, entertainment, inspiration and advice.
Based on preliminary interview to the teacher at SMPN 1 Kutapanjang on 15th of June 2020, the teacher stated that the students’ skill in speaking were lacking. This was due to the limitation of fluency, accuracy, clarity, intonation, volume and content. This problem happened in the school because the teacher rarely replay English speaking in the classroom during teaching and learning process.
There are many technique to teach speaking English for the students. For instances, practicing dialogues, playing games, singing songs, storytelling, oral reporting, role playing, small group discussions, giving speeches, news reading, poetry reading and debates. But in this research, the writer chose to use storytelling as a technique to improve speaking abilities of students at SMPN 1 Kutapanjang, Gayo Lues.
Bin (2016:196) said that storytelling could be an enjoyable tool for practicing both listening skills and for verbal expression. Besides, storytelling as a teaching technique has been extensively used in preschools and elementary schools up to university level where the teacher can choose stories from folk tales, guide books, literary tales, real life stories, festivals, and mythology.
Related to the implementation of storytelling in teaching, several previous studies have been conducted. First, the research was done by Inayah (2016) found
that the teachers and students may face some problems in the teaching and learning of speaking. Thus, this study attempts to investigate the effect of storytelling on students’ speaking ability and students’ attitudes toward its implementation of storytelling technique. It used a quasi-experimental design involving 30 students in the experimental group and in the control group respectively. The experimental group was given the treatment with storytelling technique, while the control group with conventional technique. The instruments used were speaking test (pre-test and post-test) given to both groups, and questionnaires to the experimental group only.
The result of this study shows that: 1) the storytelling technique had an effect on improving students’ speaking ability because there was a significant difference between the posttest scores of students in experimental and control groups with the level of significance of 0,05 the t-observed (2,106) was higher than t-table (1,684).
2) Overall, students’ attitudes toward the implementation of storytelling technique were positive because they enjoyed the learning process and they were interested in the story. Moreover, the storytelling technique could help them to improve their speaking ability.
Then, another study was conducted by Irawan (2015); it was a collaborative action research project to study the use of Picture-Based Storytelling Technique to improve the speaking skills of SMPN Kisaran. This study was designed to improve the students’ speaking skills by using a picture-based storytelling technique. The
objective of this study was to study how a picture-based storytelling technique can improve the speaking skills of eleventh grade students at SMP Kisaran. The findings from this study indicated that using a picture-based storytelling technique was successful in improving speaking skills. Thus it could be concluded that using a picture-based storytelling technique was effective in improving the skills, the participation and the motivation of the students.
Based on explanations above, the writer interested in doing research entitled
“The Use of Storytelling Technique to Enhance Students’ English Speaking Ability ( An Experimental Study at SMPN 1 Kutapanjang)”.
1.2 Research Question
In this research, the writer interested to find the answer of the questions; “Is the use of storytelling technique to enhance students’ English speaking ability at SMPN 1 Kutapanjang?”
1.3 Objective of Study
In relation to the research question, object of study in this research that the writer would know the use of storytelling technique to enhance students’ English speaking ability at SMPN 1 Kutapanjang.
1.4 Scope of Research
The scope of the study, the writer limits this study as follows:
1. The topic limited for using storytelling technique 2. The study was an experimental study.
3. The population limited to the Junior School Students of SMPN 1 Kutapanjang.
1.5 Significances of Study
This study is hoped can give some positive contributions to the English language learning context and would be beneficial for many sides such as for;
students, teacher and writer.
1. For the students
The result of this study may help the students to improve their skill in speaking. They interested in learning English speaking since they serve a lot of pleasure. In fact, they motivated in learning English has foreign language through this research.
2. For the teachers
This study would be useful or the teacher of English.. In case the storytelling proves effective in teaching speaking.
3. For the writer
The writer got experience how to measure the student achievement to speak English. After that, the writer can use this learning through story telling. In fact, it was appropriate and effective in teaching speaking skill.
1.6 Key Term of Definition
Based on the title in this research, the writer explained two definitions, namely;
speaking and storytelling.
1.6.1 Speaking
Based on Ikramuddin (2017:5), defines speaking as development of the relationship between speaker and listener. In addition, speaking determining which logical linguistic, psychological a physical rule should be applied in a given communicate situation. It meant that the main objective of speaking was for communication. So, from this explanation above, the writer knew the improvement of students speaking ability at SMPN 1 Kutapanjang for instances was vocabulary, pronunciation and grammar. The writer did by using storytelling technique.
1.6.2 Storytelling
According to Craig (2011:2), storytelling has demonstrable, measurable, positive and irreplaceable value in teaching stories can help to enhance recall retention and application of concepts in new situations. Storytelling raises enthusiasm for learning new subject matter.
Storytelling may be regarded as a sort of play. When storytelling is going on, the tellers and listeners can give some feedback to each other. In this sense, the participants need to be physically present together. Furthermore, in this research
knew about teaching learning in speaking students by using storytelling exactly about narrative text.
1.7 Hypothesis of Study
Hypothesis of study in this research are;
a. Alternative Hypothesis (Ha):
“The use of storytelling technique is effective to enhance students’ English speaking ability at SMPN 1 Kutapanjang”.
b. Null Hypothesis (Ho):
“The use of storytelling technique is not effective to enhance students’ English speaking ability at SMPN 1 Kutapanjang”.
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