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A. Background of the Research
English is the first foreign language in our country, which is taught from
Elementary level to University level. English also becomes the most essential
language in the world. Almost all the people from many different countries
around the world use it to communicate. The area of English has always
become a special interest. Its because of the importance of English in any
scope of our lives.
There are integrated skills to be mastered in English language such as:
Speaking, listening, reading, and writing. In the international relationship,
English speaking ability is very important to be able to participate in the wide
world of work. The speaking skill is measured in terms of the ability to carry
out a conversation in the language 1. This reality makes teachers and parents
think that speaking ability should be mastered by their students and their children.
On the contrary, for most people, speaking is the most difficult part
when they learn a foreign language. There are many obstacles in mastering
English. For people who wants to be competent in communicating with
English, they must change and expand identity as she or he learns the culture,
1 David Nunan, Language Teaching Methodology, New York, Prentice Hall: 1991. P.39
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social, and even political factors of English, that needed to speak appropriately
with a new voice, it is as Englishman2
.
Based on the reasons above, in recent years, English language teaching
has focused on teach the English language rather than teach about the English
language. The emphasis is not only on linguistic competence of the language
learners but also on the development of their communicative ability. In order to
develop the learners communicative ability, the teacher needs to create a
scenario to teach the target language in a vibrant, active and interesting manner.
In learning speaking skill, the students often find some problems. The
problem frequently found is that their native language causes them difficult to
use the foreign language. Other reason is because of motivation lack to practice
the second language in daily conversation. They are also too shy and afraid to
take part in the conversation 3. Many factors can cause the problem of the
students speaking skills. They are the students interest, the material, and the
media among others including the technique in teaching English 4. Many
techniques can be applied in teaching speaking including storytelling because
many research findings say that this technique is effective to use in teaching
speaking.
2 Arthur Hughes, Testing for Language Learners. Cambridge: Cambridge UniversityPress. 1991. P. 34
33 http://idb4.wikispaces.com/file/view/rc19-Teaching Speaking.html.4 David Nunan, Op. Cit.P. 64
2
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Storytelling is very important in teaching speaking because it gives
students an opportunity to practice communicating. With 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. Storytelling 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 5.
The storytelling would seem to be the ideal activity in which students
could use their English creatively and it aims to stimulate a conversation
situation in which student themselves and give them an opportunity to practice
and develop their communication skill.
The researcher tries to investigates the phenomenon of teaching
speaking in SMA N 1 Curup Utara which bring the main objective of the study
is to find out the effect of storytelling toward the students speaking
achievement. Before choose this place the researcher has taken an interview
with some students. When the researcher asked the technique that are used in
teaching speaking, Ayu said that in teaching speaking, the teacher still use
conventional technique that is perform a conversation that had prepared by the
teacher 6. Ratna also said that they felt bored in English speaking lesson
because the teacher only command them to perform the conversation 7. Mrs.5 http://iteslj.org/Articles/Kayi-Teaching Speaking.html.
6 Ayu Lestari, A Students of SMA N 1 Curup Utara. Interviewed on July 3 rd 20107 Ratna Susana, A Students of SMA N 1 Curup Utara. Interviewed on July 3 rd 2010
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Syafinar said that the teacher in this school is lack techniques in teaching
speaking, it caused of the students did not enjoy in studying it8
. Due to those
statements, the researcher thinks that teaching speaking by using storytelling
technique is important to be done because it is hoped to be effective in giving
some contribution to English Teacher in teaching reading. The population of
this study is second grade students of SMA N 1 Curup Utara. The researcher
chooses the second grade because second grade has study longer than first
grade whereas the third grade will follow the national examination.
Based on the background above, the researcher wants to conduct a
research about the effect of storytelling toward the students speaking
achievement (a experimental study on the second year of SMA N 1 Curup
Utara).
B. The Problem of the Research
The problems of this research are:
1. How is the students speaking achievement under conventional
teaching technique?
2. How is the students speaking achievement under the storytelling
teaching technique?
3. What is the effect of storytelling technique toward the students
speaking achievement?
8 Syafinar, A Teacher of SMA N 1 Curup Utara.Interviewed on July 3 rd 2010
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C. The Objective of the Research
The objective this research are to investigates:
1. The students achievement in speaking by using conventional teaching
technique.
2. The students achievement in speaking by using storytelling teaching
technique.
3. The effect of storytelling technique toward the students speaking
achievement.
D. The limitation of the Problem
This research researcher limits his problem only to investigates weather
there is a significant effect of using storytelling technique toward students
speaking achievement in SMA N 1 Curup Utara 2010-2011 academic years and
subject this research is second year students.
E. The Hypothesis of Research
Hi : There is a significant effect of using storytelling on students speaking
achievement
Ho : There is no significant effect of using storytelling on students
speaking achievement
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F. The Significance of the Research
1. For English Teacher
The result of this research is hoped to be effective in giving
some contribution to the English teachers (generally in SMA N 1 Curup
Utara) in using or developing their teaching techniques in teaching
speaking. It is also expected that teacher realizes that there are so many
alternatives techniques in teaching speaking.
2. For Students
The result of this research is also expected to the students, in
order to make the students feel enjoy when learning about reading. It is
also expected that students can absorb the material that are given by the
lecturer with joyful.
3. For Researcher
The result of this research is expected to the researcher can give
new knowledge and technique that can be used in teaching speaking. And
also the researcher can learn more through this study.
G. The Operational Definition
1. Effect
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Effect is a change produced by an action or a cause; a result or
outcome9
. So the other definition is an impression created in the mind of
spectator, reader, etc while watching a play, listening to music or looking
at painting 10. Effect in this research is the effect of storytelling toward
students speaking achievement.
2. Speaking Achievement
In generally, in doing an activity, a person is ordered to reach a
result, the result could as change the behavior, knowledge, skill or
attitude, and for the students the result is formed as mark (achievement).
AS. Hornby says achievement is something done successfully, with
effort and skill 11 .
According to W.J.S Purwodaminto Achievement is the result of
work, effort and soon 12. For the students it is formed by mark as the
result of the students learning in their school or college.
From definition above, its known that achievement is a high
achieving of work, effort and so on done successfully by someone.
Achievement in speaking skill is a skill in oral communication
which is language of knowledge about forms of language and meaning of
that form, and skill for using when and for whom using that form
9 AS. Hornby, Oxford Advanced Learners Dictionary of Current English, OxfordUniversity Press: 1995. P. 369
10 Jonathan Crowthers, Oxford Advanced Learners Dictionary, Oxford UniversityPress: 1985. P. 369
11 AS. Hornby, Op. Cit.P. 812 Purwodaminto, Kamus Besar Bahasa Indonesia.Jakarta: Balai Pustaka. 1979. P. 10
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naturally 13. It means, in speaking people need dominating the language
form, which use and it can be clever in place of when and for whom that
language will be used. Like English language, a people will be using
English language when it is speaking to the other people which able to
speak English, because impossible if it is using English language to
people who can not speak English. Because in speaking English the
listener should know the aim of people speaking.
3. Storytelling
Storytelling is an act of sharing event more intimates that
reading to another person or to a group 14. Storytelling is an ancient art that
is valuable instructional tool. Storytelling is an entertaining and stimulates
childrens imagination 15. So stories can stimulate the childrens
imagination, improve vocabulary and provide the children with good
models of usage and speaking. In addition, when the teacher shares with
students, it builds the students knowledge of stories, and their
appreciation of stories. Other opinion also said that Oral storytelling
performances and workshops directly support the development of literacy
by enriching the teaching of speaking and listening skills 16. Nunan in
13Sri Utari Subiyakto Nababan, Methodology Pengajaran Bahasa.Jakarta; Gramedia.1993. P. 23
14 Petty, TW and Jensen, MJ, Developing Children Language.London; Allyn andBacon. P. 3
15 Hokison K and Tomskins G, Language Art Content and Teaching Strategies.Texas:Merril Publihing Company. P. 143
16 http://www.crickcrackclub.com/CRICRACK/EDUCSPLF.HTM
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Hayriye Kayi also said that storytelling is one of activities that can
improve students speaking ability17
. The storytelling would seem to be
the ideal activity in which students could use their English creatively and
it aims to stimulate a conversation situation in which student themselves
and give them an opportunity to practice and develop their
communication skill.
H. Methodology of the Research
This research is experimental study. It attempts to find out the effect of
the storytelling on students speaking achievement. It is stated that
experimental research provides a systematic and logical method to observe the
effect of the certain manipulates one independent variable which is done under
careful control 18.
The researcher here manipulates one independent variable and one
dependent variable and observes the effect of what on the dependents variable.
There are two classes in this research. Those are control class (independent
variable) and experiment class (dependent variable). The actual teaching
(treatment) using storytelling technique will being do after the pre-test and then
the post-test is given to the sample students to find out the progress of their
learning.
17 http://iteslj.org/Techniques/Klancar-SpeakingSkills.html .18 Best John, Research in Education.New Jersey, Prentice Hall: P.57
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a. Population
Population is individual of group have one or more general
characteristic which become the centre of research. According to Frankell,
Population is group to which the researcher of the study indeed to
apply 19.
The population in this research is taken from all the students in
the second grade of SMA N 1 Curup Utara in 2010-2011 academic years.
Relegated to this research, the researcher chooses SMA N 1 Curup Utara
as the objective of the research because based on interview with some
students and teacher at this school before, the researcher found that
students have some problems in speaking English. The researcher chooses
the second grade as the subject because second grade has study longer
than first grade whereas the third grade will follow the national
examination.
b. Sample
The sample is taken in this research are through cluster sampling
technique because they are considering as homogenous based on the age
or level, so each element of population has the same opportunity to
become sample 20. Because of this research is experimental research the
sample only two classes are selected randomly.19 Jack, R. Frankell and Mormale Walln, How Design and Evaluate Research in
Education,Mc. Grow Hill, international Edition. P. 7820 Gay. L. R and Peter Airasian, Educational Research Competence for Analysis
Application.An imprint of practice hall, New Jersey, Columbus. P. 129
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c. Homogeneity
Before the sample is determined, the researcher gives the
homogeneity test in order to get the homogenous class. Gay and Peter
stated that Homogenous sampling is selecting participant who are very
similar in exercise, perspective or outlook; this produce a narrow,
homogenous sample, and make data collection and analysis sampler 21.
The mean of analysis sampler is the researcher determines the effect of
experiment variable both separately and in combination 22. In order word it
permits the researcher to determine if there is interaction between the
experiment variable and the control variable.
d. Instrument
To know the effectiveness of teaching speaking by using
storytelling, the researcher gives oral test to the students. Whereas the
researcher gives text about the story to the students and then the students
tell about the story using their words. Because the test is oral test, the
researcher divided the score into five criteria, which are the scores of
pronunciation, grammar, vocabulary, fluency and comprehension. Each
criteria, then is rated into five scale of rating scores, it is based on David
P. Haris scale rating scores 23.
21 Ibid. P. 13922 Ibid. P. 35523David P. Haris, Testing English as a Second Language, (New York: Mc. Graw Hill
Book Company, 1969), P. 84-85
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After that, to get the mean, the scores from all criteria are sum
and divided into five. The pre-test had been given before the treatment
was given. Moreover, the post-test was given after he had given the
treatment to the class.
I. Technique of Collecting Data
The instruments that are used in this research for collecting the data
before and after doing the experiment are:
Pre-test
This Pre-test will be given to the students in both groups,
experimental and control group in SMA N 1 Curup Utara in 2010-2011
Process of collecting the data
Controlled group Experiment group
Pre-test Pre-test
No treatment( conventionalTechnique)
Treatment(storytelling)
Post-test
Post-test
12
ScorePosttest-
Pretest
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academic years. And the test is given to the students in both groups before
the treatments are begun. The Pre-test is in oral test form. The test
consists of 10 questions. The scores are taken in five criteria, which are
the scores of pronunciation, grammar, vocabulary, fluency and
conversation. Then, to get the mean, the scores from all criteria are sum
and divided into five.
Treatment
The steps for experimental group are given as follows:
1. The researcher begins the class by telling about the title of the
story.
2. The researcher asks about the title of the story in order to build up
the some prediction.
3. The researcher divides the students in to some groups.
4. The researcher gives the students a copy of narrative text.
5. The researcher assigns the students to read the story silently.
6. The researcher discusses the text in group with the story and the
difficult words.
7. The researcher asks about the story and discusses the vocabulary
and grammar items to the students.
8. The researcher provides the students with a copy of list of
vocabulary related to the story.
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9. The researcher identifies and analyzes all aspect of the narrative
text together with the students.
10. The researcher discusses the message or social value of the text
with the students.
11. The researcher asks the students to read the text loudly.
12. The researcher gives the models to the students on how to
pronounce the words correctly.
13. The researcher administers the self-assessment sheets and reading
work sheets to the students.
14. The researcher administers peer-assessment sheets to the students
to assess the researcher performance.
15. The researcher asks the students to rehearse the story and tell it in
a small group.
16. The researcher encourages the students to rehears the story again
at home.
17. The researcher asks the students to tell the story individually in
front of class.
18. The researcher administers peer-assessment sheets.
19. The researcher records the students voice and assesses their
performance.
The steps for control group are given as follow:
1. The students are given the story.
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2. The researcher asks the students to tell the story by using their word
about 10 minutes.
3. The researcher asks the students to tell the story individually in front
of class.
4. The researcher administers peer-assessments sheets.
5. The researcher records the students voice and assesses their
performance.
Post-test
The students are given a Post-test to know the students progress
after the treatment. The test is similar with the pre-test. However, the
post-test is given after the treatment had been done by teaching speaking
using storytelling. The scores are taken in five criteria, which are the
scores of pronunciation, grammar, vocabulary, fluency and
comprehension. Then, to get the mean, the scores from all criteria are sum
and divided into five.
J. Validity and Reliability
a. Validity of Test
To decide whether the tests (homogeneity test, Pre-test and Post-
test) those were used are valid or not. The researcher uses validity test
because a test is said to be valid if measures accurately what is intended to
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measure 24. And the way to measure the validity of the test, the researcher
use Pearson formula as follow:
N XY
r xy = ( X 2 ) (Y 2 )
Where:
r : Instrument validity
X : Score in experiment group
Y : Score in control group
N : Number of students in a group 25
b. Reliability of Test
In collecting the data, reliability of test is necessary to be
measured too. A good instrument in collecting the data will be reliable, it
can give constantly to the test or it will be reliable if the researcher uses
the formula of reliability that is Spearmen Brown as follow:
r = N XY (X)( Y)
{N( X 2 )- (X)2 }{N( Y 2 )-(Y)2 }
24 Arthur Hughes, Op. Cit,P. 2225 Sumarna Suparta, Analysis Validitas, Reliabilitas dan Interpretasi Hasil Test,Rosda,
Bandung: 2004. P. 6
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Where:
r : Instrument validity
X : Score in experiment group
Y : Score in control group
N : Number of students in a group 26
K. Technique of Data Analysis
In order to get validity and reliability of the items of the test, the
researcher firstly tried out the test to the students from another class beyond the
experiments and the control class, then the items were analyze to know the
number of the items that can be used in Pre-test and Post-test. The researcher
also will analyze whether the students have the improvements in their speaking
comprehension after storytelling have been applied or in contrast. Then the data
from Pre-test and Post-test were analyzed by employing the t-test with the
formula:
t 0 = M 1 -M 2
SE M1 M2
Where:
t0 : The value the statistical significance of the mean difference be judge
M1 : Mean score of experiment group
M2 : Mean score of control group
26Sudijono Anas, Pengantar Evaluasi Pndidikan,Rajawali Press. Jakarta: 1998. P. 219
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SE M1-M2 : Standard error differentiation between mean score of experiment group
and mean score of control group.
L. Literature Review
A. Speaking
1. Definition of Speaking
Hornby said that speaking is the voice produced by making use
of language in an ordinary 27. It is the process to create language in
conversation. Language is essentially speech, and speech is basically
communication by sounds. In same line, people can be easier doing
communication with others. Speaking is in fact doing in one of the
most important human way 28. In addition Theodore Huebner said that,
speaking is a skill used by someone in daily life communication whether
at school or outside. The skill is acquired by much repetition; it
primarily a neuromuscular and not an intellectual process. It consists of
competence in sending and receiving messages 29. While According to
Chaney, speaking is the process of building and sharing meaning
27 As hornby , Oxford Advanced Learners Dictionary of Current English. Oxforduniversity press, 1974. P. 2
28 JF Wallword, Language and People Heinemann Educational Book . London 1978,P.70
29Theodore Huebner, Audio Visual Technique in Teaching Foreign Language, NewYork: Cambridge University Press, 1960. P. 5
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through the use of verbal and non-verbal symbols, in a variety of
contexts30
.
From the above definition, it can be inferred that speaking is
expressing ideas, opinions, or feelings to others by using words or
sounds of articulation in order to inform, to persuade, and to entertain
that can be learnt by using some teaching learning methodologies.
English occupies the first language in improving our lives,
especially in globalization era, needed the real condition of the societies,
students and workers environment 31. It means every one is demanded
to be able to use another language from different countries. The people
who do not have ability to use other language, of course will be left
behind. It can see it from the reality of live. That is why many
companies look for the employs with the criteria of English and people
who would like to apply the job must be able to speak English.
2. Speaking Evaluation
To know what ever achieved or not the education purpose in
teaching of speaking needs for doing measure evaluation. At nature
evaluation is activities to give judgment or value based on certain
30A. L. Chaney and T. L. Burke, Teaching Oral Communication in Grades K-8,Boston: Allyn & Bacon, 1998. P. 13
31 Ar Adi Candra . Kamus Inggris-Indonesia Indonesia-nggris.Surabaya: Arikola.1997. P. 289
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criteria. According to Anas Sudijono, evaluation is activities or process
to measure and then avulse how far the purpose has can performance32
.
According to Oemar H, evaluation is a process is importance in
education process 33.
From statement about it is clear that speaking performance is
activities or process in important in measure, observation and then to
evaluate how far students ability in speaking then to know goodness and
lack student speaking English.
Furthermore, Harris pointed out that speaking is a complex skill
requiring the simultaneous use of a number of disport rate. Either four or five
components are generally reorganized in analysis of the speech process. They
are Pronunciation, Grammar, vocabulary, and Fluency 34. To these should
probably be added comprehension for oral communication certainly requires a
subject to respond to speech as well as to initiator.
3. Speaking Achievement
In generally, in doing an activity, a person is ordered to reach a
result, the result could as change the behavior, knowledge, skill or
attitude, and for the students the result is formed as mark (achievement).
32 Sudijono Anas, Pengantar Evaluasi Pendidikan.Jakarta: Raja Grafindo Persada.2006. P. 23
33 Hamalik Oemar, Pendidikan Guru Berdasarkan Pendekatan Kompetensi.Jakarta:Bumi aksara
34David P. Haris, Op. Cit.P. 84-85
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AS. Hornby says achievement is something done successfully, with
effort and skill35
.
According to W.J.S Purwodaminto Achievement is the result of
work, effort and so on 36. For the students it is formed by mark as the
result of the students learning in their school or college.
From definition above, its known that achievement is a high
achieving of work, effort and so on done successfully by someone.
Achievement in speaking skill is a skill in oral communication
which is language of knowledge about forms of language and meaning
of that form, and skill for using when and for whom using that form
naturally 37. It means, in speaking people need dominating the language
form, which use and it can be clever in place of when and for whom that
language will be used. Like English language, a people will be using
English language when it is speaking to the other people which able to
speak English, because impossible if it is using English language to
people who can not speak English. Because in speak English the listener
should know the aim of people speaking.
4. Character of the Successful Speaking Activity
35 AS. Hornby, Op. Cit.P. 836 Purwodaminto, Kamus Besar Bahasa Indonesia.Jakarta: Balai Pustaka. 1979. P. 1037Sri Utari Subiyakto Nababan, Methodology Pengajaran Bahasa.Jakarta; Gramedia.
1993. P. 23
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We can learn it with knowing the characteristic of a successful
speaking activity, According Penny Ur, they are:
a. Learners talk a lot. As much as possible of the period
time allotted to the activity is in occupied by learner
talk. This may seem obvious, but often most time is
taken up with teacher talk or pauses.
b. Participation is even. A minority of talkative
participants does not dominate classroom discussion,
all get a chance to speak, and contributions are fairly
evenly distributed.
c. Motivation is high. Learners are eager to speak
because they are interested in the topic and have
something new to say about it, or because they want
to contribute to achieving a task objective and,
language is of an acceptable level learners express
themselves in utterances that are relevant, easily
comprehensible to each other, and of an acceptable
level of language accuracy 38.
38 Ibid. P. 121
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So, from the comprehend above speaking ability is potential to
expressing message by using English which is performed by the
students whether outside or inside the classroom.
5. Teaching speaking
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 of speaking skill is more demanding on the teacher
than the teaching of any other language skill 39. For this reason many
teacher give up the attempt to teach it and concentrate on what they call
a more intellectual approach to language teaching (the deciphering of
the written code and the discussion of its features, or the discussion of
the content of foreign language text).
Teaching speaking should improve student's communicative
skills, because only in that way students can express themselves and
learn how to follow the social and cultural rules appropriate in each
communicative circumstance.
39 Rivers M wilga, Teaching Foreign Language Skill.The university of Chicago Press.P. 160
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According to Nunan teaching speaking is :
- Produced the English speech sounds and sounds pattern
- Use word and sentences stress, intonation patterns and the rhythm of the
second language
- Select appropriate words and sentences according to the proper social
setting, audiences, situation, and subject matter.
- Organize their thoughts in a meaningful and logical sequence.
- Use language as means of expressing values and judgments.
- Use the language quickly and confidently with few unnatural pauses,
which are called as fluency. 40
B. Storytelling
1. Definition of storytelling
Storytelling is an act of sharing event more intimates that
reading to another person or to a group 41. Storytelling is an ancient art
that is valuable instructional tool. Storytelling is an entertaining and
stimulates childrens imagination 42. So stories can stimulate the
40http://iteslj.org/Articles/Kayi-TeachingSpeaking.html . Op. Cit.
41 Petty, TW and Jensen, MJ, Developing Children Language.London; Allyn andBacon. P. 3
42 Hokison K and Tomskins G, Language Art Content and Teaching Strategies.Texas:Merril Publishing Company. P. 143
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childrens imagination, improve vocabulary and provide the children
with good models of usage and speaking. Stories also encourage a sense
of the humor and increase students appreciation of literature. In
addition, when the teacher shares with students, it builds the students
knowledge of stories, and their appreciation of stories.
Storytelling is one of the activities that can promote students
speaking ability. According to Nunan in Hayriye Kayi Students can
briefly summarize a tale or story they heard from somebody beforehand,
or they may create their own stories to tell their classmates. Storytelling
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 43. Other opinion also said that Oral
storytelling performances and workshops directly support the
development of literacy by enriching the teaching of speaking and
listening skills 44. The storytelling would seem to be the ideal activity in
which students could use their English creatively and it aims to
stimulate a conversation situation in which student themselves and give
them an opportunity to practice and develop their communication skill.
2. The criteria for selecting stories
43 http://iteslj.org/Techniques/Klancar-SpeakingSkills.html . Op. Cit.44 http://www.crickcrackclub.com/CRICRACK/EDUCSPLF.HTM . Op. Cit.
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Tooze in Petty and Jensen has spelled out some generally
accepted criteria for choosing a story. The summarizes of the standard
as follow:
a. The story must have a good plot with something of interest to
resolve. The development of the plot must be easy to follow.
b. The characters must be believable. They are genuine and lifelike.
c. The background of the story must be authentic. The place, the
time, and the setting must give validity.
d. The moods of the story must make it ring true.
e. The style of language of the story must be appropriate the word
and the way they are put together should be natural, appropriate to
the place of the story and helpful in conveying the mood 45.
f. The story must be personally absorbing and involving.
Marrow in the Hoskisson and Tomskins also present other
consideration. They are:
a. The story has a simple, well-rounded plot.
b. Has a clear beginning, middle and end.
c. Has an underlying theme.
d. Has a small number of well-defined characters.
e. Contains dialogue.
f. Use repetition.
45 Petty and Jensen, TW and Jensen, MJ. Op. Cit . P. 5
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g. Use colorful language or catch phrases 46.
3. Storytelling technique
There are many ways to tell stories. Successful storytellers have
their own ways of telling their favorite stories.
Petty and Jensen also said that teacher should formulate brief
storytelling guidelines. They are:
a. Speak clearly
b. Speak so all can hear
c. Still stand
d. Look as your audience
e. Use colorful word
f. Have a good beginning and ending
g. Talk naturally
h. Be interested your story
According references above, the researcher assumes that it is
necessary for the English teacher to have ability in storytelling. The
success of storytelling can be seen if students are happy and enjoying. It
is hoped that if the students have an interest in learning English, they
will have a high motivation in learning speaking but also in learning
listening, reading and writing.
46 Hoskison K and Tomskkins . G, Op. Cit,P. 143-144
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M. Review of the Related Finding
The researcher has in this entitled The Effect of Storytelling Toward
the Students Speaking Achievement (A Experimental Study on Second Year
students of SMA N 1 Curup Utara in Academic Year 2010-2011) in learning
have been done recently by students as follows:
Sopian (2008) in his research entitled The Effect of Small Group
Activity on Students Speaking English performance (Experimental study on
the third year SMP N 2 Padang Ulak Tanding). He found that indicate small
group activity can improve the students speaking English performance
compared with conventional technique. The pre- test result showed that the
mean of the control class was 17,68, and the mean score of the experimental
class was 17,36. The t-count was found to be 0,033, smaller than the t-table
(0,003 < 2.00). Therefore, Ho was accepted and Hi was rejected. It means that
the both classes were of equal ability. As a result, they could be accepted as
samples for the experiment. The Post-test result showed that the mean score of
the control class was 18 and the mean sore of the experiment class was 21. The
t-count was found to be 4,91 bigger than the t-table. Therefore, Hi was accepted
and Ho was rejected. It means that, after treatment there was significant
difference in reading comprehension pot-test core average between the control
and the experiment class.
Exa Satria (2008) in her research entitled The Effect of Discussion and
Speech Technique toward Students Speaking Ability (An experimental
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research in SMA N 1 South Curup in Academic Year 2007-2008). She found
that indicate that using of discussion technique can develop students speaking
skill. Students more be brave to expressing their ideas, feeling, thoughts or
opinions concerning of this material. The mean score in experimental group
higher than control group (69,03 > 65,07). The using of speech technique was
better than conventional technique. The students can improve their pupil learn
and realize text contents that they submitted, the students can to say and easier
to make their pronunciation act. The mean score in experimental group was
70,07. It means that the score in experimental group higher than control group
(70,07 > 69,03).
Indra Kenedi (2009) in his research entitled The Effect of Storytelling
toward the Students Listening Achievement (A Experimental Study on the
Fifth Year Students of SD 09 Curup Tengah in Academic Year 2009-2010).
He found that indicate storytelling can develop students listening achievement.
It proved from the score in experimental group differs significantly from the
students in control group. The mean score in experimental group was 6,53. It
means that the score in experimental group higher than control group (6,53 >
4,55). It indicated that there was a significant different achievement by using
storytelling in teaching listening than using conventional technique.
From the result of the research which is found by the experts can
concluded that the problem of the research which the researcher investigated is
new. It had never yet been investigated, because of that the researcher interested
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to hold the research about The Effect of Storytelling toward the Students
Speaking Achievement.
Reference
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THE EFFECT OF STORYTELLING TOWARD STUDENTS
SPEAKING ACHIEVEMENT
(A Experimental Study on the Second Year of SMA N 1 Curup Utara in 2010-
2011 Academic Year)
PROPOSAL
33
Advisor
Ihsan Nul Hakim , MA
Nip. 19740212 199903 1 002
Co Advisor
Leffy Noviyenti, M.PdNip. 19761106 200312 2 004
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English Taddris Study Program Education (Tarbiyah)Departement
STAIN COLLEGE FOR ISLAMIC STUDIES( STAIN ) CURUP
2010