ON THIRD SEMESTER SPEAKING PERFORMANCE OF STUDENTS OF ENGLISH DEPARTMENT OF STATE INSTITUTE OF ISLAMIC STUDIES OF METRO. THE INFLUENCE OF STORY COMPLETION TECHNIQUE ON THIRD SEMESTER STUDENTS' SPEAKING PERFORMANCE OF ENGLISH DEPARTMENT OF STATE INSTITUTE OF ISLAMIC STUDIES OF METRO.
INTRODUCTION INTRODUCTION
Background of The Study
Based on the standard minimum requirement of State Institute of Islamic Studies of Metro, the students who got score <60 (D and E) are failed. Therefore, the researcher tried to apply Story Completion Technique to solve the above problems and to develop the students.
Problem Identification
The researcher found some problems when they conducted the practical study, such as students having lack of vocabulary, poor pronunciation, poor grammatical accuracy, difficulty generating ideas, lack of confidence and poor performance in speaking.
Problem Limitation
The limitation was very useful for the researcher to determine the focal point of the problem he was analyzing. In order to avoid the breadth of the discussion, the researcher wants to limit the problem in this research only to: "Students spoke English poorly."
Problem Formulation
The Objectives and Benefits of the Research 1. Objectives of the research
- What Makes Speaking Difficult?
- The Elements of Speaking
- The Function of Speaking
Then David Nunan said that Speaking was the single most important aspect of learning a second or foreign language, and success was measured in terms of the ability to hold a conversation in the language.3. Chaney in Kayi said that speech is the process of building and sharing meaning through the use of verbal and nonverbal symbols, in different contexts.4 Next, Brown H.
The Concept of Speaking Performance
- The Definition of Speaking Performance
- Types of Speaking Performance
- The Measurment of Speaking Performance
- The Steps of Story Completion
- The Differences Between Story Telling and Story Completion Storytelling and story completion are good techniques in
- The Advantage and Disadvantage of Story Completion
The story completion technique asked the students to create their own story based on the previously decided teacher. From the above explanation, we could conclude that the story completion technique was a good choice for speaking performance. The first step was explaining how to complete the story and how to do it right to the students.
Meanwhile, the technique of completing the story, the students are free to speak but must complete the idea of the story that has been determined by the teacher for each student in the group. Students are free to tell the story using their own words and are free to use their own gesture or even expression when completing the story.
Theoretical Framework and Paradigm
- Theoretical Framework
- Paradigm
If the story completion technique could be well applied in English learning, the speaking students' performance would be good. However, if the Story Completion Technique is not well applied in English teaching, the performance of speaking students would be bad. Based on the above paradigm, the researcher hypothesizes that the use of story completion technique gives an impact on speaking performance.
If the use of the story completion technique was good, it means that the use of the story completion technique had a positive and significant impact on speaking performance. The story completion technique was poor, meaning that there was no positive and significant effect of using the story completion technique on speaking performance.
Hypothesis Formulation
Research Design
- Sample
- Sampling Technique
A population was defined as all members of any well-defined class of people, events, or objects.28 Furthermore, Creswell said that a population is a group of individuals who share the same characteristics.29 The population of this research was third-grade students. semester of the Metro State Institute of Islamic Studies, which was 148 students. Third semester joint student of the English department of Metro National Institute of Islamic Studies. From the above definition, the sample in this research was the third semester of Class C of the Department of English Education of Metro National Institute of Islamic Studies, which consists of 24 out of 35 students.
Fox in Yogesh sampling was explained as follows in social science, it was not possible to collect data from every respondent relevant to our study but only from some fraction of the respondents. Four classes of students in the third semester of Metro National Institute of Islamic Studies were conducted using a purposive sampling technique based on prior knowledge of the population and the specific purpose of the research.
The Operational Definitions of Variables
- Independent Variable
- Dependent Variable
Students can finish the story from the point where the previous one stopped. It would be administered to third semester students of Metro State Institute of Islamic Studies. To measure students' speaking performance34, this can be seen in Table 4. Range of scores for marking students' speaking performance.
Speaking performance can be defined as the ability to speak as if telling a story or speaking in an overheard conversation so that the listener understands what they are saying. Students are able to express their thoughts or ideas through the story, .. c) Students manage to complete the story with their own words.
Data Collecting Method
- Test
- Video Recorder
- Documentation
In addition, a post-test was a measurement of an attribute or characteristic that was assessed for participants in an experiment after a treatment.36 The researcher uses a post-test to know the speaking skills of the students after using Story Completion Technique and to get the result of the observation. The researcher recorded the speaking test while the students told the story in pre-test and post-test. Video recording was used in this study because the researcher focused on five aspects of speaking, namely fluency, pronunciation, vocabulary, grammatical accuracy, and interaction strategies.
Therefore, the researcher used video recording as one of the instruments in this research to know the students' interactional strategies to know the students' expressions, which requires scoring in live performance. It used to get detailed information about the state of the collage, students, teacher and history of the State Institute for Islamic Studies of Metro.
Research Instrument
- Instrument Blueprint
The pre-test was done to measure students' speaking performance in story completion before experimental treatments about the use of story completion were given. The researcher would test the students by asking them to narrate from the point where the previous one stopped based on the story. Finally, the researcher gave the post-test to know the students' speaking performance using story completion technique.
The researcher would test the students by asking them to tell from the point where the previous one left off using story completion technique.
Data Analysis Technique
According to Donal Ary, the Chi-Square tests are the most commonly used significance tests when it comes to nominal data. They compare observed frequencies and expected frequencies.37 To investigate the significant differences between observed frequencies and expected frequencies in this study, the researcher uses the Chi-Square formula. The data would be analyzed as the result of the pre-test and post-test by using the T-test formula to know the significant influence in using the story completion technique by the speaking performance of the students.
Description of the Research Setting 1. Research Setting
This change of status was contained in Presidential Regulation No.71, dated August 1, 2016, according to the Presidential Regulation, the establishment of IAIN Metro was a change of form from the State Islamic College (STAIN) Jurai Siwo Metro. Department Enforcement License from the Director General, TBI was located at IAIN Metro on Jl. To pay attention to the importance of English, IAIN Metro makes several slangs to represent the college, and one of the slangs was bilingual.
The other policy that shows the importance of English in IAIN Metro was the inclusion of English in courses in all departments besides in the English department of the college. The researcher conducted post-test in the last session of the research to compare the students' speaking performance before and after a treatment was given.
Hypothesis Testing
It means that the result of the student's speaking performance after using the story completion technique was satisfactory. Frequency distribution of pre-test and post-test in the third semester of English education of Metro State Institute for Islamic Studies. Moreover, after putting the above data into Chi-Square analysis, the researcher observed that it was 10.12.
Interpretations
- Interpretation of t observed
- Interpretation of observed
It can be concluded that there was a positive and significant influence of the use of Story Completion Technique on students' speaking performance at the third semester of English Education of State Institute of Islamic Studies of Metro. This means that there was a positive influence of using Story Completion Technique on students' speaking performance at the third semester of English Education of State Institute of Islamic Studies of Metro. It can be concluded that there was a significant influence of the use of Story Completion Technique on students' speaking performance at the third semester of English Education of State Institute of Islamic Studies of Metro.
The hypothesis used in this present research was that the use of the story completion technique had a significant effect on the speaking performance of students in the third semester of English education at Metro State Institute of Islamic Studies. This means that the use of the story completion technique had a significant effect on the students' speaking performance in the third semester of English education at Metro State Institute of Islamic Studies.
Limitation
Thus, we agree with Hayriya Kayi's statement that the story completion technique could help students with difficulties in their speaking performance. In addition, the story completion technique itself was a free speaking activity so that students could more easily create their ideas in their speaking without worrying about making mistakes in their speaking performance. The way of speaking after the previous speaker has stopped telling the story has been shown to help students generate ideas as they draw their imaginations from their friends' ideas.
It made the students more fluent with their own ideas in their own words. Such that the Story Completion technique has a positive influence on the students' speaking performance in the third semester of English Education of State Institute for Islamic Studies of Metro.
Conclusion
In short, there was a positive and significant influence of the use of Story Completion as a technique on the students' Speaking Performance as a result of the treatments. Using Story Completion to teach speaking made it easier for the students to build their motivation to speak English. By using Story Completion students are interested so that the students are more active in the learning process.
Furthermore, Story Completion could be a good solution for the teacher to teach students speaking performance, students would be more active in the learning process. By using this technique, the teaching and learning process became more interesting, pleasant and relaxed, and all the students would actively participate in the teaching and learning process.
Suggestion
Completion Technique on Students' Speaking Performance at Third Semester of English Education of State Institute of Islamic Studies of Metro. The researcher suggests that the speaking lecturer should choose an excellent technique in teaching speaking class so that the student can participate more fully in the class and understand the material delivered by the lecturer, because through an excellent technique in teaching and learning, could automatically improve the student's motivation in the learning process and try to accept the material taught by the lecturer. The students should be more active in learning to speak English, if they do not understand the lesson delivered by their teacher, they should ask the teacher.
The researcher largely expects that this study can contribute to the principle, such a reference for further study in learning especially in the Speaking English subject. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, San Fransisco: Longman, Second Edition, 1994.
