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CHAPTER I : Introduction

This chapter attempts to provide the introduction of this study related to the issue of

backgrounds to be discussed. It consists of basic consideration, problem statement, the

objective of the research, research significances, and research delimitation.

Basic Consideration

English as the world language for international communication and science, will be

used for communication in many countries. In English language learning there are fourth

skills that students must learn, there are speaking, reading, writing and listening. In this

research the researcher focus on speaking skill.

Speaking skill is an important part of communication in daily life which is needed in

communication, especially students use this skill as a tool to exchange their ideas, thought,

feeling, and opinion. Speaking is one of the skills that should be mastered by students

because they can easily to communicate with each other. Thornbury as cited in Sagar

Marneni and Bondeni Sravan Kumar (2007) says that speaking is a speech production that

becomes a part of our daily activities. In this case, everyone can communicate and give

information to the other. Speaking is one of four language skills in English subject that seems

to be a priority one because it is used to produce the ideas that are expressed in oral form

between two persons or more.

Speaking skill is becoming one of the basic competencies that should be mastered by

a student in junior high school. Moreover, teaching speaking in junior high school is not an

easy task for the teacher, because the teacher has to be creative and attractive in enhancing

students speaking ability. Speaking in the ninth grade based on the syllabus and curriculum is

the students share information or to communicate with the other students. Based on the
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syllabus and curriculum speaking in ninth grade is the students should be to speak practice

with the other students or to retell the story.

Based on the researcher experience when taught at SMP Negeri 5 Gorontalo, in

August 2018 the students were not paying attention to the teacher. Because they do not feel

interested in the speaking subject.because students are not confident. Besides, another

problem that commonly happens in speaking the subject is about pronouncing. In this case,

students refuse to speak in front of the class, because they are afraid of mispronouncing the

words.This situation is absolutely distracting the effectiveness of the learning process.

Therefore the teacher should use one method for teaching speaking that makes students active

and motivated in learning speaking. In this research, the researcher will use a method that is

storytelling in teaching speaking. Harmer as citied in Mujizat (2016) stated that storytelling is

one of methods in teaching speaking that students can briefly summarize a tale or story they

heard from somebody beforehand, or they may create their own stories to tell their

classmates. Based on the previous research that Dr. Akhyak (2013) has done this method

could help students be amazing to learn in the class. Because they will express their own

story told.

Besed on the researcher observation there are some method that could be used in

improving speaking. The first is simulation board. This method has some benefit to improve

speaking they are : 1. To give students chance to carryout a task or solve problem together ,

2. allowing students to do experiment with new vocabulary and structure, 3. giving students

the freedom to make their own choice and decision for expressing their opinion, 4. allowing

teacher monitor the progress and students participation. Furthermore it is a good method for

the students, because this method is able to increase students interest in speaking.However

the researcher found could cause such a lot of mispronouncing act that done by students.
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Besides, one called picture. It is declared by the teacher will relative need more time to play

this game.

Then the researcher found storytelling is a good method to improve students speaking

ablity. It support by Harmer as citied in Mujizat (2016) stated that storytelling is one of

methods in teaching speaking that 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 has many benefits for speaking class, such as; 1) Promoting a feeling of well-

being and relaxation, which means that students can express what they feel in their hearts. 2)

Increasing children’s willingness to communicate thoughts and feelings. It assists students to

improve their speaking and express their idea. 3) Encouraging active participation. It means

that the students can participate in class. 4) Increasing verbal proficiency, which means

improving their skills in oral communication. 5) Encouraging the use of imagination and

creativity. It requires students to use their imagination and communicate their idea when they

speak. 6) Encouraging cooperation between students. It will motivate students to cooperate

with other students. 7) Enhancing listening skills. It assists the students to improve their

listening skill.

Meanwhile, Purwatiningsih (2015) stated that storytelling is an excellent means of

developing the speaking skill. In this case, the researcher will use narrative storytelling in

teaching speaking. The researcher focuses on the narrative text in term of fairy tale story as

the material in storytelling. Therefore, based on curriculum narrative text is frequently in

narrative text is telling the story to entertain the reader or people. In this case, the narrative

text has many stories that make the students enjoy the class, and assist them to express their

feeling and retell the story by using their own words.

There are some previous studies related to this research which will be discussed

following. First, By Susanti Musa“ The influence of digital storytelling technique improving
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students speaking ability” which conducted in ten grade of a senior high school in Bandung.

This study has a goal to know whether students speaking ability in senior high school can

improve by using storytelling techniques. This research uses the quantitative method. Based

on the explanation above, the method of this study is the same as the researchers.This study

uses storytelling technique in teaching speaking, while the researcher study uses narrative

storytelling, which conducted at 9th grade of junior high school. Moreover, this study has a

similar purpose that tends to improve speaking ability. The different of this study from

researchers is the storytelling technique uses an LCD and laptop, while the researcher study

use textbook. Second, by Trianti Mandjrungi “Using everyday storytelling to improve

students speaking ability”. This research conduct to students of 8th grade in SMP

Bolangitang Barat. Furthermore, the differences between the researcher’s study with this

previous study could be seen at the subject that is used. The researcher is used narrative

storytelling, which means that the researcher will give the students a types of narrative text

but focused on the fairy tale story. while the previous study decided to choose everyday

storytelling. means that everyday storytelling that the students will tell their 'experience and

the entire story of their past. Moreover, this study has a similar purpose, which tends to

improve students speaking ability. The last is by Dr. Akhyak “ Improving the students

English speaking competence through storytelling. This research conduct at first semester

students of Pangeran Diponegoro Islamic college (STAI) of Nganjuk, East Java.

Thedifferences of the researchersstudy with is used in narrative storytelling, while the

previous study decided to choose storytelling. This research used qualitative and quantitative

methods. Moreover, this study has a similar purpose, which tends to improve students

speaking ability or not through storytelling.

Problem Statement
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Based on the basic consideration above, this study seeks to answer a question of how

can narrative storytelling improve students speaking ability?'

The Objective of Research

The objective of this study is to find out whether the use of narrative storytelling can

improve students in speaking ability or not.

Research Significance

The significances of this study are

- The benefit of this study for the English teachers is that storytelling is expected to

encourage the ways of the teacher in teaching speaking skill in English class.

- The benefit of this study for the students, they can express their idea in English

with their own words and the students can apply this method in learning English

Research Delimitation

In this research, the student's ability focuses on the students speaking skill, by using

narrative storytelling. In the narrative text, the researcher focuses on the fairy tale as one of

the kinds of narrative text. because the main focus of this research The teaching speaking by

using narrative storytelling. Besides, This research will be conducted at 9 grade of SMP N 5

Gorontalo.
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Chapter II: Literary Review

This chapter describes some aspects related to the theoretical bases. They are the

definition of speaking, the element of speaking, the definition of storytelling, current types of

storytelling, the concept of storytelling in speaking skill, and narrative text.

Speaking

This section covers many of the relevant studies that had been conducted, which tends

to point out the speaking skill. Furthermore, it discusses the definition of speaking, the

element of speaking. The explanation as follows :

Definition of Speaking

Speaking is one of the important parts of skills that should be mastered by students. It

teaches students to communicate and tell any information, idea, and opinion to others. Brown

(2004) as cited in Sofyan A Gani, et al.,(2015) points out that speaking is an interactive

process of constructing meaning, which involves producing, receiving, and processing

information.

Arta (2014) stated that speaking means the way of using language in oral

communication. Mukminatus (2017) opined that speaking is the way of people to express and

communicate ideas to others orally. Based on the two expert explanation, the researcher

concludes that speaking is the way of people to communicate or express their idea to the

others orally by using language. Iskandar Abdul Samad et al., (2017) said that speaking is

widely known as an ability to share thoughts, ideas, and intentions to the other people by

using language in oral form. Furthermore, it has meant that speaking is the ability to express

ideas by using language to other people.

Speaking refers to the way of telling something or to share information with other

people. Munawar (2015) stated that Speaking is the human ability to produce sound or voice

to share or express feelings and thoughts with others as a means of communication in life
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using. Bryne in Octavian (2012) as cited in Retno Fentari and Syaifudin Latif (2016) stated

that speaking is an as two-way process between speaker and listener that involves productive

skill and the receptive skill of understanding. It means that speaking is a process that

happened between speaker and audience.

Element of speaking

Brown (2004) as cited in Abdurahman Harun (2016), states that there are five

elements of speaking. There are grammar, vocabulary, comprehension, fluency, and

pronunciation. They will be explained as follow:

Grammar

Grammar is the tools of how to learn about using language properly. Al-

Mekhlafi and Nagaratnam (2011) as cited in Iskandar et al. (2017) write that grammar is a set

of rules that determines the structure of a language. Besides, it could be a way to combine

units of a language.

Vocabulary

Vocabulary is very important in learning English because vocabulary has an

important role in assisting students to speak English fluently by using a lot of words in our

daily lives. Darin Okta Saputri (2016) stated that vocabulary is a basis of language, which

very important to be learned. Moreover, by learning a lot of vocabulary, students will

automatically improve their confidence in speaking any kind of topic.

Comprehension

Comprehension is catching the purpose of what the people say and understanding

the point of the speakers' words. Hornby (1984) as cited by Riska Ananda (2017) defines it as

the ability to understand completely towards any speakers words and topics that are discussed

during the conversation.


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Fluency

Yingjie (2014) as cited in Iskandar et al. (2017) mentions that fluency is the

capability to speak smoothly and speedily to produce the appropriate word without thinking

too much. In other words, fluency means the ability to speak well without any stammering

moment.

Pronunciation

Pronunciation is very important for the speaker to say the English word because if the

speaker mispronounces the word, then it will cause a confuse or even misunderstanding. Sitti

Surrinah et al. (2015) stated that pronunciation is the way of the speaker in producing speech

sound to communicate with others.

Technique of teaching speaking

This section covers many of relevant studies that had been conducted, which tends to

point out the speaking skill. Furthermore, it discusses about the definition of teaching

speaking , types of speaking. The explanation as follows :

Teaching speaking

Speaking is a productive skill. It means that in speaking, we produce utterances or

spoken language. Fatsah as cited in Mamonto (2017) stated that speaking is not only

communicating with the other people but also get the information or share the idea with

others. Therefore the students should be to understand, using their current proficiency.

The teacher should make interesting material and give motivate the students to speak.

The teacher should pay attention to the students when they talking is true or not what they

say. Therefore the teacher should have a good method or give the students an interesting topic

which can make them motivated to speak in front of the class.


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Types of teaching speaking

Brown as cited in Prasetya (2015)There are six types of speaking area. Those six

categories are described as follows.

Imitative

Brown ( 2001) stated that this category is the ability to practice pronunciation

and focused on some of the basics of language form. That is only imitating a word, phrase or

sentence. The teacher uses drilling in the teaching-learning process. By using a drill, students

will get the opportunity to listen and orally repeat some words.

Intensive

Brown (2001) This category students’ speaking performance. They practice

some phonological and grammatical aspects of language. It usually the students make a group

to working task. The example is reading with a partner, reading aloud, reading the paragraph,

reading information from the chart.

Responsive

Brown and as cited in Dr. Akhyak (2013) stated that Responsive includes very

short discussion, standard greeting, and small talk, simple requests, and comments. This is a

kind of short replies to the teacher or student-initiated questions or comments, giving

instructions and directions. Those replies are usually sufficient and meaningful

Transactional

Brown, as cited in Prasetya (2015), says that Transactional is the purpose of

conveying or exchanging specific information. An example is a conversation that is done in

pair work

Interpersonal (dialogue)
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Brown, as cited in Prasetya (2015) Interpersonal, is the purpose of maintaining

social relationships. The forms of interpersonal speaking performance are interview, role-

play, discussions, conversations, and games.

Extensive (monologue)

Brown as cited in Akhyak (2013) stated that Teacher gives students extended

monologues in the form of oral reports, summaries, storytelling and short speeches, during

which the opportunity for oral interaction from the listener is either highly limited or ruled

out together.

Based on the theory above Brown explains the categories of speaking skills. In this

explanation about the student's activity in class, one statement emphasizes that storytelling is

included in speaking skill. story-telling is one of extensive it is one of students activity.

Definition of storytelling

Storytelling is the way of people to tell the story to other people. Coconi (2013) as

cited in Ratih Inayah (2015) opined that storytelling is communicating of events through the

use of words and sound. In other word storytelling is one of the way can make the students

motivation. Ahmad Syafi’i (2018) state that storytelling is a key to change student`s

motivation. There are many different types of stories, which are told for many different

purposes. As stated by the Stole in Amirudin (2013), stories tend to explain different

phenomena, cultural beliefs, attitudes, traditions, and so forth. Storytelling has many benefits

for speaking class, such as; 1) Promoting a feeling of well-being and relaxation, which means

that students can express what they feel in their hearts. 2) Increasing children’s willingness

to communicate thoughts and feelings. It assists students to improve their speaking and

express their idea.3) Encouraging active participation. It means that the students can

participate in class. 4) Increasing verbal proficiency, which means improving their skills in

oral communication. 5) Encouraging the use of imagination and creativity. It requires


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students to use their imagination and communicate their idea when they speak. 6)

Encouraging cooperation between students. It will motivate students to cooperate with other

students. 7) Enhancing listening skills. It assists the students to improve their listening skill.

Storytelling refers to one of the activities that someone can do to present a story by using

media and which functionally convey a message or information to other people. Moreover,

the researcher will give an interesting story, which easies to understand for students.

Consequently, they will easily get the point and express their thoughts about the story.

Besides, the students are also can practice retelling the story by using their own words.

Current Types Of Storytelling

There are current types of storytelling according to Lindsay M. Brown ( 1997)

as cited in Trianty Manjurungi (2017) stated that there are four types of storytelling such as

Narrative storytelling, Traditional storytelling, Revive or revivalis, and everyday storytelling.

The first is Narrative storytelling; means that someone who tells a story or discusses a fiction

that has a plot as a narrative. Narrative storytelling is the series of events associated to the

kind of text, which retell the story or preceding experience and it has the purpose to amuse or

interest the person who reads about the story, second is Traditional storytellingis more

focused on culture that has a function to protect or protect stories that have been published,

the third is Revive or revival storytellingrefers to efforts of contemporary storytellers to

conserve and promote traditional art storytelling. The activity such as event and performance,

the last is Everyday storytelling refers not only to the story but also encompass the total of

our everyday talk, narrative or else so that all our talk rework as storytelling. Storytelling is

something each person did

Based on the explanation about the current types of narrative of storytelling as follow

the researcher is interested to use narrative storytelling to help the students in improving their

speaking ability. The researcher strongly believes that using narrative storytelling could
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motivate the students to express their idea because it has many interesting stories that they

could retell again by using their own words

Concept of Storytelling In Speaking Skill

Speaking means to do communication or to share information with other people.

In this research, the researcher uses narrative storytelling as a way for students to improve

speaking through exchange their stories. When they tell the story to the other person it called

as storytelling or retell the story. Mukminatus ( 2017), opined that storytelling is to retell the

story by using the storytellers’ own words. Furthermore, when the storytelling applied its

English speaking skill, it could make students interest to talk.

Concept of storytelling in speaking skill based on Heather Forest (2000) as cited

in Trinty Manjurungi (2017)

 It is empowering for a child to be able to express his or her through and feelings

articulately through oral language. It means that to motivate the students to tell

their idea through language.

 The art of storytelling can be an enjoyable tool for practicing both listening skills

and verbal expression. It means that the art of storytelling is the media to increase

listening skill and oral expression

 The teacher can use expressive language to attract students interest to learn. It

means that the teacher considers a new method that interesting to apply in the

classroom.

 New vocabulary can be introduced and easily comprehended within a story’s

context. It means that increasing students vocabulary to understand the whole

story.

 People learn new skills when they are interested in the topic or when it is useful to

them. Finding folktales can stimulate reading and research interest. It means that
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the students get new skills when they feel attracted to the topic, which motivates

then to read the story.

 Storytelling is the way to emphasize the uniqueness of each person’s

imagination. It means that storytelling is can build students’ imagination.

 Comprehension or the ability to make sense of the plot of the story. It is facilitated

by being able to mentally map the story’s main events. It could help the students

to Easily understand the sequence of the story.

The Advantages and Disadvantage storytelling

Lie as cited in Trianty (2017) mentioned that storytelling has some advantages

such as :

1. Storytelling provides opportunities for one on one interaction among students around

school tasks and gives them opportunity to target the language community.

2. Working in pairs improving group relation, increase self-estem, and vocabulary

acquisition.

3. Storytelling will help students explore the words, pay attention to their own response.

Additionally it discovers layers of meaning and help the students to understand that

story.

4. Increase flexibility in language and deadline coherence of thought.

Based on explanation about the advantages of storytelling, it could be concluded that

storytelling will naturally can improve students speakaing ability.

Agustina ( 2019) stated that there are some disadvantages of storytelling 1. The

researcher will get some difficulties to set the process of learning properly in order to get

students attention and interests. 2 It will be difficult to conduct if the class room is crowded. 3

Sometimes, it is difficult to find words that understandble for all th group. However, in order

to avoid this disadvantages, the researcher will try to control the situation to get students
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attention. The researcher will ensure that storytelling is relevance and interest to the students,

and the researcher always monitor students in a group. Besides, the researcher will ensure the

relevancy of storytelling that interesting for the students.

Procedure teaching speaking using storytelling

Samantaray as cited in Zuhria (2017) describe the procedure of use storytelling in

teaching speaking. As follows:

1. The teacher hangs different written stories with colorful papers on the white board

2. The teacher asks the students to make groups of five

3. The teacher asks every group take a paper from the white board

4. The teacher asks them to develop a story in 15 minutes

5. The teacher asks them to retell their story based on the group discussion

6. The teacher gives award to the group considered as the best group.

Narrative text

Text is part of the writing that you read. In the text, there are some texts namely:

descriptive text, recount text, procedure text, and narrative text. Descriptive text is to

describe something like an interesting place, picture, or the person in detail. Recount text is to

retell something that happens in the past and retell the sequence of events. Procedure text is

the text of how to do make something. The narrative text is fiction and non-fiction story.

From the explanation about the types of text, the researcher will use narrative text in this

research as the material in teaching speaking.

Definition of narrative text

The narrative text refers to the fiction and nonfiction story. Pardyono (2007) as

cited Purba ( 2017) stated that narrative text is a kind of text that telling activities or events in

the past it shows problematic experience or resolution to give a moral lesson to the reader.

The purpose of narrative text is to entertain the reader in an interesting story.


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Generict structure of narrative text

According to Anderson and Anderson (1997) as cited Agusta the generic

structure of the narrative text are orientation, complication, resolution, and coda.

 Orientation

Set of the scene. In this part, the character will be introduced, such as the

main character and supporting character.

 Complication

Every story should have a problem because it makes the story sounds

interesting. Besides, the complication is the part where the problem arises.

 Resolution

This part is the end of the story. It is referred to as the conclusion of the

problem that happens in the complication before. The problem in the story

will be solved with a happy ending or a bad ending.

 Coda

This is a closing remark to the narrative. This part is optional, which can be

in the story or not. It consists of moral lessons and advice from the writers.

Types of narrative text.

Nurlaely (2017) stated that types of narrative text are a legend, fairy tale, and

fable.

 Legend

Legend is a narrative of human action that is received both by letter and

listener to take a place within human history. It is typically short, traditional

and historic. Some define legend as a folktale. The example of a legend in the

narrative text is:

a. Malin Kundang
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b. Sangkuriang

c. The story of Toba lake

d. The legend of Tangkuban perahu

 Fairy tale

The fairy tale is an English language term for the type of short narrative text.

Fairy tale typical features are a folkloric character as fairies, dwarves, giants

and usually magic and enchantment. The example of the fairy tale in the

narrative text is:

a. Cinderella

b. Pinocchio

c. Beauty and the beast

d. The story of Rapunzel

e. Snow white

 Fable

Fable is a short narrative text that makes a sense of moral point, which

including animal as a character that could speak and act like a human. The

examples of fable in the narrative text are:

a. The smartest parrot

b. Mouse, deer, and crocodile

c. The story of monkey and crocodile

d. The ants and the grasshopper

Based on the explanation about the types of narrative text the researcher will use a

fairy tale story in teaching speaking.


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There are some of the previous of the study related to this research which discusses in

following. First, by Susanti Musa“ The influence of digital storytelling technique improving

students speaking ability” which conducted in ten grade of a senior high school. The result of

this study shows the students post-test scores of students 2,106 and pre-test was 1,684. It

concludes that the use of storytelling techniques can improve students speaking ability.

Second is by Trianti Mandjrungi “Using everyday storytelling to improve students speaking

ability” the result of this study is the researcher use analyzed the data by using t-test and the

result shows that t coun = -7,13 at the level significance (α =0,05) and degree of freedom (df)

= 26-1 = 25, and t list was 2,06. It means that there are significant differences after applying

the storytelling method. Furthermore, this research found that everyday storytelling can

improve students speaking ability. The last is by Dr. Akhyak “ Improving the students

English speaking competence through storytelling. This research conduct at first semester

students of Pangeran Diponegoro Islamic college (STAI) of Nganjuk, East Java. The result of

this study is storytelling can improve students speaking competence.

Hypothesis

The hypothesis of this research is the use of narrative storytelling which expected to

improve students speaking ability.


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Chapter III: Methodology of Research

This chapter describes a brief overview of research that begins with the research

method, research variable, population and ample, data collection, data analysis, and

hypothesis verification.

Method of research

In this research, the researcher used quantitative method. Quantitative method is a

method that used statistically to analyze the data. It is because the researcher used numerical

number to analyze the data.

Research design

In this study, the researcher used pre-experimental design. Pre-experimental is

research that used one class pre-test and a post-test. Through this way, the researcher wants to

know whether narrative storytelling can improve students speaking ability or not.

O1 X O2
O1 = pre-test

X = tretmeant

O2 = post-test

Pre-test

The pre-test is the first step. Pre-test was given to the students before treatment. The

purpose of this technique is to find out student's basic skill in speaking before applying

narrative storytelling. The researcher used oral test. In this case, the researcher gave one
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narrative text (Snow White) and they will be asked to tell the story in front of the class. In

this section the researcher provide a text that contains a story about Snow white. After that,

students join in pairs and the researcher gave them 30 minutes to read and then tell each other

about the story. In addition, the researcher will ask to the students some of question.

Therefore, the researcher evaluated students speaking skill by asking them to speak the

answer of the students.

Treatment

In this section, the researcher gave the treatment to the students by applying narrative

storytelling in teaching speaking. This technique used as the way to improve students

speaking skill. The treatment conducted in six meetings. The treatment as follows below:

First meeting

In the first meeting, the researcher explain to the students about how to speak well

based on element of speaking, (pronounce, vocabulary, grammar, fluency and

comprehension) after that, the researcher explain how to retell the story in front of the class.

Second meeting

At the second meeting, the students divided into five groups. Then, the researcher

taught the topic of Narrative text titled Cinderella. After explain the material and the story of

Cindrella the researcher asked the students to discuss with their group. Next, the researcher

asked each group to retell the story of Cinderella in front of class. The researcher asked all

member of group to retell the story.

Third meeting

In the third meeting, the researcher asked the students to make a group as they did in

the previous meeting. Then, the researcher taught the topic about Beauty and the Beast. After

that the students discuss with their group. The researcher asked each group to retell the story
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of Beauty and the Beast in front of the class. Next, the researcher asked the all of member of

the group to retell the story in front of the class.

Fourth meeting

In the fourth meeting, the researcher taught the topic about Rapunzel. Then, the

teacher asked to the students to discuss with their group. After that, the researcher asked each

group to retell the story of Rapunzel in front of the class.

Fifth meeting

In the fifth meeting the researcher asked the students to make a group. Next the

researcher taught the topic about goldilocks and the three bears. Then, the researcher asked

the students to discuss with their group.

Six meeting

In the last meeting, the researcher taught the topic about The Little Mermaid. Then,

the researcher asked the students to discuss with their group.

Post-test

After the process of pre-test and treatment has done, the researcher gave the post-test.

In this step, the researcher gave them the same test as well as in the pre-test. Furthermore,

This test gave in the last meeting. The purpose of this technique is the researcher can find out

the differences in the result in pre-test and post-test and get the students average score before

and after giving the treatment.

Research variable

Arikunto (2006) opined that variable is all thing that become the object of research.

There are two variable in this study :

X : as independent (in this study using storytelling in teaching speaking)

Y : as dependent ( students speaking abiltity)

Population
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Arikunto (2009), stated that population is the totality of research subject. The

population of this research is students of the 9th grade of junior high school. The researcher

choose nineth grade because narrative text is frequently taught in ninth grade.

Sample

In taking the sample, the researcher used purposive sampling. Arikunto (2009) states

that purposive sampling is the sampling technique that is used to take a sampling from the

population which tended to one object depending on some consideration. In this study, the

researcher will choose class 9-1 as the sample of this study. It consisist of 25 students.

Data Collection

The researcher was collected the data by gave an oral test for students. The researcher

asked the students to tell the story one of the narrative text ( Snow white ). This test was

given in pre-test and post-tets. The researcher gave this test aimed to evaluate students

speaking ability after treatment that covers pronunciation, grammar, vocabulary, fluency, and

comprehension.

Data Analysis

Oral proficiency scoring categories that refer to five components, as suggested by

Brown (2004) use to measure the students speaking skill before and after applying narrative

storytelling. In this case, the researcher scoring their speaking ability by using a theory which

declared by Brown (2004):

Indicators Score Assessment

Pronounciation Errors pronounciation are frequent but can be

1 understood by anative speaker used to dealing with

foreigners attemting to speak his language

2 Accent is intelligible though often quite faulty


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Errors never interfere with understanding and rarely

3 disturbs the native speaker accent may be obviously

foreign
Errors never in pronounciation are quite rare

4
Equivalent and fully accepted by educated native

5 speakers

Speaking vocabulary inadequate to exxpress anything

1 the most elementary needs

Has speaking vocabulary sufficient to exxpress him

2 simply with some circumlocotions


Vocabulary
Able to speak the language with sufficient ocabulary to

3 participate effectively in mosy formal and informal

conversation on practical social and professional


Can understand and participate in any conversation

4 within the range of his experience with thw high degree

of precision vocabulary
Speech on all levels is fully accepted by educated native

5 speaker in all it is features breath of vocabulary or

idioms, colloquialisms and pertinent cultural references


Errors in grammar are frequent but speaker can be

Grammar 1 understood by native speaker used to dealing with the

foreignes attemting to speak his language


Can usualy handle elementary construction quite

2 accuratelly but does not have through or confident

control of grammar
Control grammar is good able to speak the language
23

3 with sufficient structual accurancy to participate

effectiely in most formal and informal conversation on

pratical, sosial and professional topics


Able to use language, accurately on all levels normally

4 partinent of professional needs. Errors grammars are

quite rare
5 Equivalent of that of an educated native speakers

No specific fluency description (refers to orher

1 language for implied level of fluency)


Can handle with confidence but not with faulty most
Fluency
2 social situation introduction and casual conversation

about current events as well a work, family and

autobiographical information.
Can discuss particular interest of competence with

3 resonable case, rarely has to group for words.


Able to use language fluently on all levels normally

4 partinent to professional needs. Can particiupate in any

convesation within the range of this experience with

high degree of the fluency.


Has complete fluency in the language such that this

5 speak is fully accepted by educated native speakers

Comprehension Within the scope of this very limited language

1 experience can understand simple question and

statements if deliverd with stowed speech repetition or


24

paraphrase
Can get the gist of most conversation of nontechnical

2 subject
Comprehension is quite complete a normal rate of

3 speech

4 Can understand any conversation within the range of his

experience
Equivalent to that of an educated native speaker

Normality Test

In analyzing the data, the normality test aims to know whether the data is normal.

The step of normality test :

1. Observation X1, X2, X3,.....................Xn becomes derivation Z1, Z2,

Z3,...................Zn by using formula ̅ Zi: Standard of value

Xi: Students score

X: Mean score

S: Derivation Score

2. Every definition has used the distribution of normal to count the definition by using

the formula = F(Zi) - P(Z Zi)

3. Then, count the proportion Z1, Z2, Z3,...........Zn which small or similar to Zi. If the

proportion is stated by S (Zi), therefore :

4. Counting the deviation from F (Zi) – S (Zi). Then, set the absolute value.

5. After that, determine the big value deviation and take as L 0


25

6. The data would be normal if L0 < llist

After collect the data the researcher used the statistical analysis to analyzing the data.

In analyzing the data the researcher used T-testing. The purpouse of this formula is to

measure the speaking ability in pre-test and post-test.

Md
t=
∑ x 2d
√ N (N −1)

Md : the difference mean score between pre-test and post-test

Xd : the derivation of each sample (d-Md)

Ƹx2d : the total of square derivation

N : number of sample

d.b : The degree of freedom (N-1)

Testing Hypothesis

H0 : Cannot improve students speaking ability

H1 : Narrative storytelling can improve students ability in speaking

a. H0 will be accepted if tcount≤ttable

b. H1 will be accepted if tcount≥ttable


26

Chapter IV : Finding And Discussion

This chapter describe the research finding and discussion of this study. The finding

section will explain the description about the result of students pre - test and post - test.

The description data

This section expalined about some point score of students in pre-test, treatment and

post-test form. Its aimed to know the students achievment before and after apply the narrative

story telling. The data as folow:

The Description of pre-test data


27

This step was analyzed with the pre-test data result. The pre-test was applied before

conducting the treatment and post-test. In the pre-test data the total number of sample is 25

students. As a result of pre-test data it found that the lowest score was 5 and the highest score

was 9.

By the range of interval class of class (R) was 4, the amount of interval class (K) was

5, the wide of class (P) was 1. In adition the researcher present the frequency relative of each

score those students got in percentage of 100% as follows:

Class interval F absolute F relative

5 6 24%

6 6 24%

7 6 24%

8 5 20%

9 2 8%

Based on the table above, the researcher noticed that most of these students have such

a lack ability in speaking skill. It can be seen by paying attention to the number of student

who got the lowest score ( 5 ). Meanwhile, there were only 2 of students who got the highest

score . This score ( 9 ). Was not hit the perfect number already. However, it was such an

unexpected level of speaking ability that could be reach by those two students in this pre-test.

As the first step in doing this research, the researcher conducted a pre-test. In this

case, the researcher did not give any treatment to these twenty five students as the

participants. In the other words, the result of the students test was originally came up from

their thoughts. Accordingly, the researcher applied five aspect of speaking as follows:

Indicator Total Score Percentage


Comprehension 34 20,5%
Fluency 31 18,7%
Grammar 27 16,3%
Vocabulary 36 21,7%
28

Pronounce 38 22,9%

According to the table above, the researcher has decided to give more explanation

about this five aspect. These they are:

1. Pronounce

As the data that has displayed on the table showed that pronounce became the

aspect which got the highest total of score. However, this number of score was not

reach the perfect level. In this thing, the researcher noticed that most of students

were frequently mispronounce some words, especially a word when they use

unfamiliar words in their speaking performance.

2. Vocabulary

The result of the data showed that vocabulary was considering as one of the aspect

that still got the low score. In addition, the reearcher found that the students had a

problem in choosing an appropriate word that will be put into their speaking

performance. This might be cause of limited vocabulary that mastery at.

3. Grammar

In this case, the researcher found that the students got the worst score.

Additionally,this score considering as the aspect which got the lowest total of

score. This atmosphere proved that grammar is the aspect that possible became the

biggest problem among those four other aspect. In the other words, tihs aspect

might be counted as the thing that mostly students lack at.

4. Fluency

After analyzing the data, the researcher noticed that students fluency were totally

lack. The fact, said that most of students ability in speaking were low, it is because

the students did a lot of mistakes in performing their speakig in front of the class.
29

They often did pause, because they felt stuck, shy possibly confused, and afraid of

making mistakes.

5. Comprehension

In this aspect, the researcher found that the total score of this 25 students are 34.

This result proved that most of students have such a lack comprehension in

mastering speaking skill. It was probably beacause of some factors that affect their

ability in speaking skill. It was pointed out to two biggest problems that might a

distract the students. These two problems are about their first language

(Indonesian) and motivation in learning English.

The Description of treatment

After doing the pre-test, the result of data pre-test the students score still low.

Therefore, in this section the researcher using narrative storytelling in teaching speaking .

This technique help to improve students speaking skill. The researcher use this technique in

six meetings. In every meeting has different topic they such as : Cinderella, Beauty And The

Beast, Rapunzel, Goldilocks And The Three Bears, And The Little Mermaid. The results

achieved in each meeting will be described below:

First meeting

The first meeting was held on 15 January 2020 . I purposely came to their class to do

research that related to English. Most of students did not understand what the researcher

talked about. Therefore, the researcher tried to used Bahasa to make the student understand.

The researcher explained the way to retel the story in front of the class. In this case, the

researcher asked the students to retell story in front of the class. Morever, the researcher gave

them explanation about the element of the speaking.


30

- First, the researcher explain about the pronounce. In this meeting, when the

researcher gave the explanation, some of students asked and they want the

researcher givethe example of how to pronounce the word.Therefore, the

researcher guided the students to pronounce the word.

- Second, how to use the vocabulary. In this section, the students asked teacher

about the meaning of some words that they did not know. Then the researchers

translate the word.

- Third, the researchers consider the grammar. In this step, the students felt

confused about the grammar, because when they learn English subject, they

did not pay attention about the grammar. They just simply follow the teachers

explanation without asking more about grammar. Therefore, in this section,

the researcher tried to re-explain about the garmmar or how to use the

structure of language.

- Fourth, the researcher explained about how to speak fluently. In this section,

the students ask to the reseracher how to speak fluently, therefore the

researcher explained to the students how to speak fluently

- The last is the researcher explained about how to understand the purpose or

the meaning of sentence that the speaker talks about. In this section, the

students should understand the story.

Second meeting

The second meeting was held on january 16, 2020. The treatment was given to the

students and the topic was about “ Cinderella”. The procedure of use storytelling as below

- First, the researcher divided the students into five group. Each group consisted of 5

students. In this section, when the researcher divided them into a group, the students
31

got quite noisy to find their members of group. Therefore the students want to sit with

their classmate. Then the researcher tried to control the class to be on the set.

- Then the researcher gave one of narrative text in each group with the titled Cinderella.

In this step, all of the group members got one story. Every member in each group

must help each other in order to make all of the members mastered the text that has

given. Accordingly, students asked about how to retelling the story. Furthermore, the

researcher explained the way in retelling story that has been given.

- Then the researcher asked to understand the meaning of that story. Every member of

each group discussed about the story in 15 minutes. In this step, When the researcher

gave topic, the students look confused, because they did not pay attention to the

teacher instruction.

- At the solution, the teacher tried to re-explained the step of how to speak in front of

the class. In this meeting, most of students knew about the story, because the story is

sounded familiar for them. However, the students did not know how to pronounce

the word and feel affraid of mispronouncing the words. Then, the researcher gave the

student an example of how to produce the word. In this section, the researcher guide

the students how to pronounce the word and the students follow.

- After that every group star to retell the story in front of the class. In this section the

students retell their story based on the group discussion. In this situation, all the

students got a chance to retell the story that has been given by the researcher to their

group. In this case, the students delivered the story by taking their turn from the first

to the fifth students. In this meeting, every group just one or two can retell the story in

front of the class because the other students felt affraid to mispronounce.

- So in this section the students pronounce was low because the students are

misspronounce.
32

Third meeting

In this meeting, the students sit in a group seme with a previous meeting.each group

consist of 5 students. In this section the student loocked calm because the students still with

the same group as in the first meeting. However, the story has been discussed was different,

the topic is about the Beauty And The Beast.

- First, the researcher divided the students into five groups. Each group consists of 5

students. In this section, when the researcher divides the student into a group, the

students looked calm because they were still with the same group in the first meeting.

- However, the story that has been discussed was different, this are was about Beauty

and The Beast. The researcher asked to understand the meaning of that story. Every

member of each group discussed about the story in 15 minutes. In this meeting the

students was noisy because the students said that the story is very long it made the

students felt difficult to understand the word.

- In this section, they have lack vocabulary in English, because this story has a few

newly vocabulary for the student. some students asked the teacher about the meaning

of some unfamiliar word. Thus, the researcher guided them to translate the difficult

word and pronounced it together.

- After that every group retell the story in front of the class based on the group

discussion in stage from the first student to the other students.

- In this section, in every group some of students have started to retell the story in front

of the class, although they still wrong in pronounce the word. At the solution when

the students mispronounce the researcher tried to give them the way how to

pronounce the word.

- In this meeting the students lack of vocabulary. Therefore the story in this meeting

was new for students and the story was very long.
33

Fourth meeting

The fourth meeting was held on April 23, 2020. The treatment was given to the students

and the topic about “ Rapunzel”. The researcher use storytelling in the learning process. The

procedure of this method such as:

- In this meeting, the researcher divided the students into five groups that consist of

five students. In this step, the teacher changed the member of groups because Some

of them looked unhappy because they are already comfortable to discuss with their

friends in the previous group.

- In this section, the researcher gave the students a narrative text which titled Rapunzel.

- The teacher asks the students tried to understand the meaning of the story. Every

member of each group discussed about the story in 15 minutes.

- In this meeting, the students looked happy because the story are familiar for them, in

this case, the students understand about the story, but they did not know how to

pronounce the word. Besides, some students felt afraid of mispronouncing the words.

The researchers help them to pronounce the word.

- After that every group retell the story in front of the class. In this section the students

retell their story based on their group discussion. In this section almost of the students

begin to retell the story in front of the class compare in the second day of meeting just

one or two students.

- At the end of the class, the students were felt more enjoyable and they were more

active in the classroom activity.

- In this meeting the students low in pronounce same as in second meeting.

Fifth meeting
34

The fifth meeting was held on April 29, 2020. The researcher taught about the new

topic that is about “Goldilocks And Three Bears”. Then, the researcher use storytelling in the

learning process. The step of this methode such as:

- First, the researcher divided the students into group each group consist of five

students. In this step, the students enjoy playing the game because the teacher did not

change the member of groups.

- The researcher gave a story titled Goldilocks and Three Bears. Most of students did

know about this story, because this story sounded unfamiliar for them.

- The teachers ask the students tried to understand the meaning of the story. Every

member of each group discussed about the story in 15 minutes.

- Therefore, the researcher helped them to understand the story. Every meeting, the

students get more active by giving many feedbacks. In this case, the students are

being able to pronounce the word well. However, some students still asked how to

pronounce the word and the meaning the difficult of word.

- After that, the researcher guided them to pronounce the word and translate the difficult

word. Then, the researcher asked the students to retell the story in front of the class.

- Then, the researcher asked the students to retell the story based on their group

discussion. In this section, the students begin accustomed with the activity in the

classroom.

Sixth meeting

The sixth meeting was held on April 30, 2020. The treatment was given to the students

and the different topic that is about “Little Mermaid”. The researcher applied the Fun Easy

Learn English application in the learning process. The step of this playing this application

game such as:


35

- In the last meeting, the researcher divided the students into five groups. Each group

consists of five students. In this section, the students were very noisy. Then, the

researcher asked them to follow the researchers’ instruction.

- The researcher gave a story titled the Little Mermaid.

- Then, the researcher ask the students to discuss the story in 15 minutes

- In this meeting, in every group seemed to be enthusiastic in doing the assignments

which given by the researcher. Some of the students asked about the way of

pronouncing the words that sound unfamiliar for them.

- Nevertheless, most of them felt easily to understand and speak it out in front of the

class. In this step, every group more active in retell the story. Although some of

students asked about some of the word that they did not know.

- At the solution, the researchers give them to try to understand the word that they did not

know and the way how to pronounce the word.

The Description of the Post-Test

After gave treatmen, the post-test was given to the students. The instrument is the same

in the pre-test. The post-test data was conducted to know students’ speaking ability after use

storytelling. In the post-test data the total number of sample is 25 students.

As a result of post-test data it found that the lowest score was 10 and the highest score

was 15. The mean score of pre-test was 11,88 and the score of standar deviation was 1,42, the

range of class (R) was 5, the amount of interval class ( K ) was 6, the widw of class (P) was

1. In adition the researcher present the frequency relative of each score those students got in

percentage of 100% as follows:


36

Class interval F absolute F relative


10 6 24%
11 4 16%
12 5 20%
13 8 32%
14 1 4%
15 1 4%

Based on the table distribution frequency of the post-test, there were a lot of students

who got a low score. This number of students proved that most of students still got lack

ability in speaking. Although the students had some treatments before, but the fack said that

the students could not make their score much more better. By looking at the table, the

number of students (6) who got the lowest score (10) is bigger than the number of student (1)

who got the highest score (15).

After doing some treatments, the researcher conducted a post test. In this case, the

result of the test showed the improvment in every aspect of speaking that assess by the

researcher. The students score getting a little bit better. However, the total score of each

aspect did not hit the excellent number. The detail of the five aspect have displayed in this

tabel below:

Indicator Total Score Percentage


Comprehension 63 21,2%
Fluency 50 16,8%
Grammar 50 16,8%
Vocabulary 64 21,7%
Pronounce 70 23,5%

According to the table above, the the researcher has decided to give more explanation

about this five aspect. These they are:


37

1. Pronounce

In this aspect, the researcher noticed that students pronounce was became a lot better.

The students seemed to be able to pronounce the word well. Althought the total score

did not hit the perfect level, but pronounce is considering as the aspect which got the

highest total of score.

2. Vocabulary

The total score and the table were seemed to be increased. This fact proved that

students vocabulary were became better. Regarding to this, the students adapted and

applied some new vocabularies through the treatment in some previous meetings.

3. Grammar

The result of the post-test showed that grammar ability of students made a little

improvment. In this case, the researcher found that students grammar was became

better, especially in word structure. However, same as the total score of the fluency,

grammar aspect is also got the lowest score among others aspect.

4. Fluency

Some treatments that has been given to the students in some previous meetings gave

the positive result. It can be seen at the number of the total score that seemed to be

improved. Additionally, through the post test that has been conducted, the researcher

found that students fluency were became better.the students seemed to be rare in

doing pause. However, fluency is considering as the aspect that got the lowest total of

score among the other aspect.

5. Comprehension

After doing some treatments, the students showed as a significant improvment in

comprehension aspect. By looking at the number of score that has displayed. On the
38

table it can be conclude that treaments in some previous meetings gave a positive

result towards the students comprehension.

80

70

60

50

40 Pre test
Post test
30

20

10

0
Comprehension Fluency Grammar VocabularyPronounciation

Based on the comparing the pre-test and the post-test. graphs on each aspects of

speaking, it could be concluding that: this aspect of pronounce, vocabulary highest increased

score on the post-test from the score of the pre-test. Even the researcher found that the

students can improve the students speaking ability, but the students have low in some aspect.

The aspect are grammar and fluencey. It was happend because in the test the students are not

pay attention about their grammar, they just speak and pay attention their correct sentence.

The normality data pre-test

In analyzed the data pretest the researcher used the Liliefors method, it was found L0=

0,154 This value is obtained from the big value of∑ F (¿ Zi )−S(Z i)¿. Moreover, the level of

significance with α = 0,05, the critical of value Llist25 = 0,173; it obtained from the number of

samples was 25 students. Thus, it could be conclude that the data of pre-test was normal

because L0< Llist or 0,154<0,173 (appendix ).

The normality data post-test


39

In analyzing the data the researcher used Liliefors method to analyze the normality of

post-test. Based on result normality testing it was found L0 =0,152 This value is obtained

from the big value of∑ F (¿ Zi )−S( Z i)¿. Moreover, the level of significance with α = 0,05,

the critical of value Llist25 = 0,173; it obtained from the number of samples was 25 students

also found that the Ltable= 0,173. It means that L0< Ltable or 0,152<0,173. It could be concluding

that the data in post-test was normal distribution because the score of L0 low than Llist

(appendix ).

Hypothesis

The hypothesis analyzed by using the level of significance with α= 0,05 as

follows:

H0 will be accepted if tcount< ttable

H1 will be accepted if tcount> ttable

H0 = narrative story telling cannot improving students’ speaking ability

H1 = narrative story telling can improve students’ speaking ability

Testing hypothesis

The researcher used T-Test formula is to measure the speaking ability in pre-test and

post-test.

The T-Test formula:

Md
t=
∑ Xd2
√ N (N −1)
40

5,2
¿
24,6
√ 25(25−1)

5,2
¿
24,6
√ 600

5,2
¿
√0,041
5,2
¿
0,20

¿ 26

Based on the T-test calculation, the result of the T-Test was 26. The result of the T-

Test used to verifying the hypothesis of this research.

The tcount is the result T-. While the analyses of the ttable used two tailed test with the

level significance α= 0,05 as follow:

Tlist = (1 – ½ α) (n - 2)

= (1-1/2 (0.05)) (25-2)

= (1- 0,025) (23)

= (0,975) (23)

= 22,43  23

= 2,069

N Df (n-1) Md Ƹxd2

25 24 5,2 24,6

Ttest higher than Tlist : 26 > 2,069

It was found that the tcount was 26 and the ttable was 2,069. It showed that the hypothesis = H1

(accepted) because tcount > ttable or 26 > 2,069(see the apendix)


41

Therefore, it could be conclude that the using of narrative storytelling can improve

students speaking ability especially in fairy tale story.

Discussion

In this section, the researcher expalined about the discussion that related to the

answer the research question. It is about improving the students speaking ability. Based on

the data analysis pre-test section, the researcher found that the students speaking ability was

in the low level.

Morever, most of students felt difficult to master speaking skill, particularly in

vocabulary and pronuciation. In this case, of students revealed that feeling nerveous because

one of the factors that cause a problem, especially when they try to speak in front of the class.

Besides, they also affraid of mispronouncing some english word. Thus, the researcher gave

treatment to the students by using narrative story telling to help students in improving

speaking ability. In speaking skill, five components of speaking is important for speaker.

In the pre – test, students got low score in retelling the story. The students know about

the story but they were frequetly mispronounce some words. It shows that most of students

were lack in vocabulary and fluency as well. Accordingly, the researcher organized the

treatment section in six meeting. As the result, the researcher found that using narrative

storytelling can help students to improve students speaking ability. There are some factors

that makes this study being successful.

Firstly, the result of this study found that using storytelling in teaching speaking could

make students relax and active. Stoyle as cited in Amirudin (2013) stated that the storytelling

in classroom could assist the students to feel more relax, active, creative and communicate

their feelings and thought as well. It can be seen by considering the result in every meeting.
42

An example in first meeting some of students can rettel the story and the next meeting until

the last meeting the all of the students were going to try to speak in front of the class.

Therefore, it will affect for students to learn and improve their speaking skill. Based on this

explanation, it can conclude that the students felt relax that can improve their speaking

ability.

Secondly, the result of this study the researcher found that the students got more

active in learning process. The researcher divided the students in five groups to discuss about

some narrative stories. The purpose of this groupwas to trigger the students interest to be

active in doing discussion and sharing their opinion with their group. Morever, the students

could add their knowledge by learning vocabularies and also the way to speak and understand

the story. Therefore, it can made the other members of group to understood the story and

participated in group. Accordingly, the theory by Lie as cited in Trianty ( 2017) ) stated that

working in pair improving group relation, increase self-estem and new vocabulary. It can

conclude that the students working in group can improve their speaking and new vocabulary.

Furthermore, Agustina (2019) stated that there are some disadvantages during the

process of using story teeling in teaching speaking. The explanation as follow:

 The students got some difficulties to set the process of learning

The researcher found this problem in the second meeting when the researcher divided

the students in group, They were more noisy, because they wanted to choose the member of

group on their own. Their complained that in group sometimes can not work together. They

have different character such as some are quiet, some are lazy, or naughty. Additionally, the

researcher found that the students were lack of confident in doing their task. It was

happened they did their task with their close friend. Conseguently, the researcher decided to

change the member of the group to make them work together.


43

Correspondingly, the researcher found that the students still about confused how to retell

the story in front of the class. As the solution to this situation, the researcher explaned again

about the wayto retell the story and how to pronounce the word well.

 The students felt difficult to understand some newly vocabularies

This problem was occured at the third meeting, because in this meeting the researcher

give the story which tittled Beauty and the best. The students found some words that difficult

to understand. It is because the story has a few newly vocabulary for them. Besides, some of

the students did not know how to pronounce the word . As the solution, the researcher to

guided the students to translate the difficult word.

In fact, story telling could help the students to improve their speaking ability. They

could be more active in class, enjoy, relax, and felt be motivate the students to speak. It

support by Stole as cited in Amirudin ( 2013) stated that some of the benfits of storytelling

for teaching speaking is the studentd feel relax, share their idea, participation in class,

improve their oral comunication, imagination and creativity, and motivate students to

cooperate with other students.

Chapter V : Conclusion and suggestion

This chapter presents the conclusion of this study. Besides, there are some

suggestions that gave in relation with this research and for English education.

Conclusion

Based on the data findings, narrative storytelling had some advantages in the learning

process:
44

The first the students can relax and excited in learning because they feel fun and relax

in the classroom it can be seen from the students attitude during in the teaching and learning

process. Second, by using narrative storytelling in learning process the students more active

in retelling the story. The last is working in group can make students more active and shre

their opinion with the members of group.

Based on the result of data analyzed the researcher concludes that by using narrative story

telling in the class, the students speaking had improve . it was proved the differences

between pre-test and post-test data results. Morever, it was proved that the hypothesiss ( H1 )

of this study is accepted, because tcount was bigger than tlist.

In other contrast, the use of storytelling not really improve, especially in compenent of

speaking. The students speaking was improved, but the students have low ability in some of

component. The component are grammar and fluency. it is because in componet of grammar,

the students do not pay attention with the rule of sentence, and in fluency the students did a

lot of mistake and sometimes they often did pause when they told the story. Therefore, it can

conclude that the use of narrative storytelling can improve students speaking ability.

Suggestion

According to the result of this study, the researcher would like to give some

suggestion.

1. The first, the teacher has to consider using this method in English learning especially

in teaching speaking it is because this method can help students improve their

speaking skill.
45

2. The researcher should found the best way that can make the students motivated and

not bored in learning English.

3. The second is the other researcher can use this method as their reference in doing the

some of research in other skill or in other component of speaking.

4. The researcher should controlling the students in make group, it is because the

students have different character such as some are quite some are lazy, or naughty.

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