Storytelling will stimulate the learners to do imitate speaking, intensive speaking as the preparation before they perform the storytelling. Then, the
learners will be motivated to response the story as the audience. Also, s
torytelling will give many good impacts for the learners’ speaking
skills, because storytelling makes the learners comprehend how to speak with the good gesture and intonation. It is useful for the learners to continue to the
extensive speaking. From this explanation, storytelling can be implemented not only in speaking
class, but also in various kind of work. Teacher can take this as a creative way in the class to take a job as its topic.
D. Previous Relevant Study
There are some previous relevant studies t
hat can be reference for the writer’s
research. The first relevant study was done by Ayu Fitriana Student Number: 108014000065 with her thesis entitled The Effectiveness of Role Play on
Students’ Speaking Skill
. This study is generally attempted to find the effectiveness of role play on
students’ speaking skill for the first grade students at
SMP Muhammadiyah 37 Parung academic year 20132014. To know whether this technique effective or not, the writer used pre-experimental study applied in VII.5
class. The study had been done in six meetings that were designed; first meeting was
for pre-test, 4 meetings were for treatments, and the last meeting was for post-test. As the quantitative method, the writer analyzed the data by using t-test. The result
showed
that there was significant difference on the students’ speaking achievement taught with Role Play. The students’ mean of pre
-
test’s score of
experiment class was 51.64. Then in post-test, the mean score of experiment class was 63.64. In other words, role play technique is effective in teaching speaking
skill for the first grade of junior high school students.
20
20
Ayu Fitriana, The Effectiveness of Role Play on Students’ Speaking Skill, English Jakarta: Education Department UIN Jakarta, 2014p. i
Another Reserach was done by Toni Maharjo, with his research that entitled Teaching English Speaking Using Storytelling Technique at SMP Pasundan
Purwakarta.
The objective of this research entitled “Teaching English Speaking
Using Story Telling Technique at SMP
Pasundan Purwakarta” was to find out
whether or not Teaching English Speaking Using Story Telling Technique was effective to improve the student speaking ability. This research used one group
pretest-posttest design and quantitative research method. The instrument of this research was pretest and posttest.
The population of this research was 66 of the first grade students of SMP Pasundan Purwakarta and the sample was 33 students selected using simple
random sampling technique. The data of this research were collected by giving the pretest and posttest to the students
’
sample. The collected data were analyzed by using t-test formula. The results of data analysis showed that the mean scores of
pretest was 54.54 and the mean scores of posttest was 71.51, the t-obs was 12.12. The tcri value with degree of freedom df was 32 and significance level at 0.05
was 2.042. Based on the data analysis the alternative hypothesis H1 of this research was accepted because the t-obs was higher than t-table 12.122.042. It
also meant that teaching English speaking using story telling technique was effective to improve the student speaking ability.
21
The significant difference between two previous relevant studies with the
writer’s research is about research design. Two previous studies used Classroom
Action Research CAR to prove that the storytelling technique is effective and
enhance students’ speaking skil
l. Meanwhile, the writer in this study used Quasi- Experimental design.
Quasi-Experimental design is identified as a comparison group that is similiar as possible to the treatment group. The reason why the writer used the research
design is because the writer wants to prove tha
t students’ speaking skill by using
21
Toni Maharjo, Teaching English Speaking Using Storytelling Technique at SMP Pasundan Purwakarta, Bandung: English Education Study Program and Arts Department STKIP
Siliwangi, 2011p.1
storytelling treatment will be more enhanced than the students without using storytelling technique.
E. Thinking Framework
Among the four skills, speaking is increasingly important in second or foreign language settings. However in indonesia, it is very difficult for students to
communicate with other people in English effectively. Ordinarily, students must or need to communicate in English but they cannot
perform the task successfully due to such possible reasons as tension or emotion, shyness and lack of effective communication skills in English.
Therefore, being able to speak English efficiently the teacher must generate a need to speak, to make students to practice. In order to develop English learning
and teaching, the teachers should provide some good technique that can involve the students in practicing speaking and also give some motivation.
Here, the researcher thinks that retelling story will make the speaking activity became joyful and attractive. Through story-retelling technique, she believes the
students will be more motivated to speak English freely because at the first, they have been stimulated to comprehend the story. It is also makes the students enjoy
the learning process.
F. The Research Hyphothesis
Based on the theory above, there are two kinds of hyphothesis which can be estimated here, those are:
H
a
: There is a significant effect of using storytelling technique in teaching speaking
H
0 :
There is no a significant effect of using storytelling technique in teaching speaking
From the basic problem of the study and theoretical framework which have been started, the writer draws the hyphothesis of the study which can be started as
follows:
