The Effectiveness of Using Storytelling Technique on Students Speaking Skill (A Quasi- Experiment Study at the Eleventh Grade of MAN 1 Bekasi in Academic Year 2016/2017)

Academic Year 2016/2017)

“A Skripsi”

Presented to the Faculty of Tarbiyah andTeachers’ Training in a Partial

Fulfilment of the Requirement for the Degree of S.Pd. (S-1) in English Education

By : Inten Mujizat 1112014000012

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

Studentsn Speaking

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Bekasi in Academic Year

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written by Inten Mujizat student's regis&ation number 1112014000012, was examined by the Committee on November 24n, 2016. The shipsi has

been accepted and declared to have fulfilled one of the roquirements for the degree of 'uS.Pd."

(S-1) in English Education.

CHAIRMAN

SECRETARY

EXAMINER

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Jakart& November 24n, 2A16 EXAMINATION COMN{ITTEE

: Dr. AIek M.Pd.

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Academic Year 2016/2017)

A Skripsi

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfilment of the Requirement for the Degree of S.Pd. (S-1) in

English Education

Approved by the Advisors

Advisor I Advisor II

Dr. Farida Hamid, M.Pd. Ertin, M.A. TESOL.

NIP. 19631010 199103 2 003

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama

Tempat/Tgl.Lahir

Jurusan/ Prodi

Judul Skripsi

: lnten Mujizat

: Sukabumi,2SMei 1994

: Pendidikan Bahasa Inggris

:The

Effectiveness

of

Using

Storytelling Technique on Students' Speaking

Skill

(A

_{Quasi-experiment} Study at the Eleventh Grade

of

MAN

1

Bekasi

in

Academic Year

20t612017)

Dosen Pembimbing : t. Dr. Farida Hamid, M.Pd.

2-Ertin, M.A.TESOL.

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya

bertanggung jawab secara akademik atas apa yang saya tulis.

Pernyataan ini dibuat sebagai satu syarat menempuh Ujian Munaqasah.

Jakarta, 13 Oktober 2016

ilI

Inten Mujizat 1 1 12014000012

iv

the Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta, 2016.

Key Words:Speaking, Storytelling

This study aimed to find empirical evidence that storytelling technique can enhance students’ speaking ability ateleventh grade of MAN 1 Bekasi. The total sample was 60 students. The method used of the research was quasi-experimental. The researcher chose the method because she wanted to know the effectiveness of storytelling technique in enhancingstudent’sspeaking skill. The method used was quantitative. It means the method and instrument involved numerical measurement and then statistical quantification. The data showed that the mean score of pre-test in experimental class was 73.96666667, while the mean score of pre-test in control group class was 74.03333333. Meanwhile, the mean score of post-test in experimental class was 78.3, and the mean score of post-test in control group class was 74.9. The statistical analysis showed that the minimum gained score of experimental class was -5 and the minimum gained score of control group class was -8. While, the highest gained score of experimental class was 14 and control group class was 8. The average gained score of experimental class was 4.133333333, and for control group class were 0.866666667. It can be concluded that the students’ speaking skill in experimental class that were given by the treatment through storytelling technique were improved more effectively than the control group.

v

Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016

Kata Kunci: Diari, Menulis, Recount teks

Penelitian ini bertujuan untuk menemukan bukti secara empiris bahwa teknik belajar storytelling dapat meningkatkan kemampuan berbicara siswa/i di MAN 1 bekasi. Total sampel yang terlibat sebanyak 60 siswa. Metode yang digunakan dalam penelitian ini adalah quasi-eksperimen. Penulis memilih metode tersebut karena ia ingin mengetahui keefektifan teknik belajar storytelling dalam meningkatkan kemampuan speaking siswa. Metode yang dilakukan adalah pendekatan kuantitatif. Dalam artian, metode dan instrument yang dilibatkan berupa perhitungan angka dan kuantifikasi statistik. Data menunjukan bahwa hasil rata-rata dari nilai pre-test kelas experimental adalah 73.96666667, sedangkan kelas control 74.03333333. Rata-rata hasil nilai post-test kelas experimental adalah 78.3, dan rata-rata hasil post-test dari kelas control adalah 74,9. Selain itu, dari hasil statistic analisis menunjukan bahwa hasil minimum perolehan nilai dari kelas experimental adalah -5 dan kelas control -8. Sedangkan, hasil maksimum perolehan nilai dari kelas experimental adalah 14 dan kelas control 8. Rata-rata perolehan nilai dari kelas experimental adalah 4.133333333, dan kelas control adalah 0.866666667. Dengan demikian, dapat disimpulkan bahwa kemampuan speaking siswa dari kelas experimental yang telah diberikan serangkaian treatment pembelajaran melalui teknik belajar storytelling telah meningkat secara efektif dari pada kelas control.

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Praised to be Allah, Lord of the World, who has given the writer His love, guidance and strenght to finish the last assigment of her study. Peace and blessing be upon Prophet Muhammad SAW, his families, his relatives, and all his followers.

It is a pleasure to acknowledge the help and contribution to all of the lecturers, institution, family, friends, who have contributed to help the writer

finishing this ‘skripsi’, so this assignment was able to be presented to Faculty of Tarbiya and Teachers’ Training as partial fulfilment of requirements for the

degree of S.Pd (S1) in English Education Department.

In arranging this ‘skripsi’, a lot of people provided motivation, advice,

support and eve remark that help the writer. The writer would like to express the deepest gratitude to her wonderful parents, Mr. Tamam, and Mrs. Sugiharti for giving her motivation, guidance, and pray all the time.

Moreover, the writer would like to express the great honor and deepest gratitude to her advisors, Mrs. Farida Hamid, M.Pd., and Mrs. Ertin, M.A. TESOL., for their valuable advice, guidance, comments, correction, and suggestionand who have been patient to help the writer finishing this ‘skripsi’.

Besides, the writer would also deliver special gratitude to:

1. Dr. Ahmad Thib Raya, M.A, as the Dean of Faculty of Educational Sciences 2. Dr. Alek, M.Pd., and Zaharil Anasy, M.Hum., as Head and Secretary of the English Educatuion Department

3. All lecturers and staffs in English Education Department who have taught the writer some useful knowledges and skills

4. Mrs. Neneng Sunengsih, M.Pd., as the Advisor of Class A in academic year 2012/2013

5. The Head of MAN 1 Bekasi, Drs. H. Badru Tamam, M.Pd. and all the teachers of MAN 1 Bekasi, for giving the writer permission to conduct the study

vii

8. All friends in class A who always make the writer happy.

The words are not enough to express my gratitude for all their help in finishing this ‘skripsi’. The writer realized that this ‘skripsi’ is far for being

perfect. Therefore, it is pleasure for her to get critiques and suggestion to make

this ‘skripsi’ better.

Jakarta, Oktober 2016 The Writer

v ii i

ENDORSEMENT SHEET ... ii

SURAT PERNYATAAN KARYA SENDIRI ... iii

ABSTRACT ... iv

ABSTRAK ...v

ACKNOWLEDGEMENT ... vi

TABLE OF CONTENT... viii

LIST OF TABLES ...x

LIST OF APPENDICES ... xi

CHAPTER I: INTRODUCTION ...1

A. Background of the Study...1

B. Identification of the Problem ...3

C. Limitation of the Problem ...3

D. Formulation of the Problem ...4

E. The Objective of the Study ...4

F. Signifaicance of the Study ...4

CHAPTER II: THEORETICAL FRAMEWORK ...5

A. Speaking...5

1. Definiton of Speaking ...5

2. Function of Speaking ...6

3. The Elements of Speaking ...7

B. Storyteling ...9

i

x

E. Thinking Framework...15

F. The Hyphothesis of the Study ...15

CHAPTER III: RESEARCH METHODOLOGY ...17

A. Time and Place of the Research ...17

B. The Research Design...17

C. Population and Sample...18

D. Research Instrument...19

E. Technique of Data Collection ...22

F. Techniques of Data Analysis ...23

G. The Statistical Hypothesis...26

CHAPTER IV: RESEARCH FINDINGS ...27

A. Data Description...27

1. Pre-test...27

2. Post-test ...30

3. Gained Score ...32

B. Data Analysis ...34

C. The Hyphothesis Testing...40

D. Interpretation ...40

CHAPTER V: CONCLUSION AND SUGGESTIION...42

A. Conclusion ...42

B. Suggestion...43

REFERENCES...44

4.1 The Students’ Pre-test Scores of Experimental Class ...27

4.2 The Students’ Pre-test Scores of Control Group...28

4.3The Students’ Post-test Scores of Experimental Class ...30

4.4 The Students’ Post-test Scores of Control Group ...31

4.5 The Students’ Gained Comparison Scores Between Pre-test and Post-test ....33

2. Post-test Scoring Rubric ...61

3. Pre-test Questionnaire ...62

4. Post-test Scoring Rubric ...63

5. Post-test Questionnaire ...64

6. Lesson Plan Meeting I...65

7. Lesson Plan Meeting II ...70

8. Lesson Plan Meeting III-IV ...74

9. Grading Scales of Speaking ...78

10. The Result of Pre-test in Experimental Class ...81

11. The Result of Pre-test in Control Group ...83

12. The Result of Post-test in Experimental Class ...85

13. The Result of Post-test in Control Group ...87

14. The Result of Gained Scores...89

15. Table of Degree of Freedom ...92

1

A. Background of the Study

English has become an international language that is taught in almost all level of education in the world. People realize that the main purpose of learning foreign language is to use it in communication both in oral or written form. The data revealed by British Council shows that the number of English speaker have reached 1.75 billion people or about a quarter of world population.1This large number is caused by the existence of English language in almost all aspect of life.

According to Richard’s statement,the mastery of speaking skill in English is a priority for many second-language or foreign language learners. He said that speaking is a primary basic skill to tell and share ideas in communication2_{. Thus,} speaking is one of the language skills that must be learned to start the communication.

Considering the importance of mastering the speaking skill in language teaching, the national policy through the regulation of minister of national education reflects the importance of English in the standard of content. Also, Indonesia establishes English as prominent foreign language taught as school and one of subjects tested in national exam.3This determination is intended to prepare Indonesian students in facing globalization era. Therefore, they are able to compete with other people from where English becoes second or first language.

Focusing on the problem in English Foreign Language (EFL), the problems observed by the researcher happened at MAN 1 Bekasi in teaching and learning English especially in teaching speaking. Dealing with the expectation of the

1_{British Council, The English Effect, 2013, p.5 (www.britishcouncil.org).}

2_{Jack C.Richards,Teaching listening and Speaking, (New York: Cambridge University} Press, 2008), p.19.

3 _{Goverment Regulation of Indonesia, No. 32 year 2013, about The Changes on the} Goverment Regulation of Indonesia Number 19 Year 2005 about National Education Standard Article 70, 77 J, and 77K, (sindikker.dikti.go.id)

objective in speaking skill is not easy and simple, either for the teachers or students. They face some difficulties in the teaching and learning of speaking.

Based on the researcher’s experience and observation in classroom activities, the researcher found some problems.

First, commonly students feel afraid and nervous when they want to speak or communicate using English in front of their classmates. Second, the students do not have any ideas or initiative to speak English, it is caused by the lack of vocabulary, grammatical patterns, and lack of practicing English speaking. Third, the students still frequently made mistakes in pronouncing the English words. Fourth, their problems with prosodic features such as intonation, stress, and other phonological nuances still cause a misunderstanding in communication. Those problems make the students reluctant and unmotivated to speak.

The object of this study are students in eleventh grade at MAN 1 Bekasi. According to the standard competence for the speaking skill for the beginning semester, students in eleventh grade of senior high school are expected to be able to express meaningful ideas for both simple transactional (to get something done or get the information) and interpersonal ( to get in touch with others for social purposes) communication to interact with people in their nearest environment. The students at this level are forced to achieve the informational level which is to be able to communicate orally and in written form to find information.4

In order to solve the students’ problems and enhance their speaking ability,

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 storytelling technique will make the speaking activity became joyful and attractive. Storytelling is a means for sharing and interpreting experiences. Through storytelling 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.

4 _{Bambang Sudibyo, Peraturan Menteri Pendidikan Nasional Republik Indonesia;}

Standar Kompetensi Lulusan Untuk Satuan Pendidikan Dasar dan Menengah (Indonesia: Kementerian Pendidikan Nasional Republik Indonesia, 2006), pp. 366

According to Harmer, 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. So, the students can share their ideas in storytelling.5

Moreover, in pedagogical theory there are strong supports for the story telling technique to be used in language teaching. In summary, storytelling is an interactive approach between students, teacher, and materials that is recommended to be applied in the classroom.

For the reason above, the writer wants to prove how storytelling technique can enhance students’ speaking ability. So, the writer interested in conducting a

research entitled: The Effectiveness of Storytelling Technique on Speaking Ability of the Eleventh Grade Students of MAN 1 Bekasi in Academic Year 2016/2017

B.

Identification of the Problem

Based on the information presented above, the writer identifies the problems: 1. Commonly, students in MAN 1 Bekasi feel afraid and nervous when they

want to speak or communicate using English in front of their classmates. 2. The students do not have any ideas or initiative to speak in English, it is

caused by the lack of vocabulary, grammatical patterns, and lack of practicing English speaking.

3. The students still frequently made mistakes in pronouncing the English words. 4. Problems with prosodic features such as intonation, stress, and other

phonological nuances still cause a misunderstanding in communication.

C. Limitation of the Problem

After the problems had been identified, they were limited. The research is intended to overcome the problem in point one to four which related to the problems of speaking at eleventh grade of MAN 1 Bekasi.

D. Formulation of the Problem

The formulation of the problem is as follow: “Can storytelling technique improve speaking skill at eleventh grade of MAN 1 Bekasi?”

E. The Objective of the Study

The objective of the study is to find empirical evidence that storytelling technique can improve students’ speaking ability at eleventh grade of MAN 1 Bekasi.

F. Significance of the Study

This study is expected having some significances not only for the writer herself, but also for three groups of people such English teacher, students, and other researchers.

1. For teachers

The result of this study is expected would make the teacher use storytelling technique in teaching speaking, in order to make the classroom more attractive. 2. For students

Hopefully, the using of storytelling technique in teaching and learning speaking can give the students a lot of opportunities to be creative and brave in their speaking performance.

3. For other researchers

The writer hopes this study can be a reference to other researchers who want to study about the storytelling technique to enhance students’ English skills.

5

A. Speaking

In this study, the term speaking is one of the four skills related to language teaching and learning. As a language skill, speaking is sometimes underrated or, in other word, taken for granted. In teaching English, most teachers have been concerned with the teaching of written language. This language is characterized by well-formed sentences that are integrated into highly structured paragraphs.1

In fact, speaking is also important for students. In order to know how important speaking is, we need to know the nature of speaking itself.

1. The Definition of Speaking

Some language learning experts have tried to define speaking in their own way. Richards said that speaking is the verbal use of language and a medium through which human beings communicate with each other.2 _{It is the most} demanding skill that people need to communicate in everyday situation. We must make ourselves understood by the people we are speaking with, and this is not an easy task, especially at the beginning and intermediate levels.

In other words, speaking is seen as an interactive process of constructing meaning that involves producing and receiving information in order to get the particular end between speaker and listener.

Based on Oxford Dictionary, speaking is simply concerning putting ideas into words to make other people grasp the message that is conveyed.3 When people communicate with others, speaker will use some utterances in order to tell their

1 _{David Nunan, Designing Tasks for the Communicative Classroom, (Cambridge:} Cambridge University Press, 2001), p. 58

2 _{Jack C. Richards & Willy A, Methodology in Language Teaching, (New York:} Cambridge University Press, 2002), p. 204.

3_{Oxford University Press,Oxford Learner’s Pocket Dictionary. (New York: Oxford} University Press, 2003), p. 426.

purpose to the listener. The speaker should be able to transform their ideas into words and make sure the listener understand what he is talking about.

Speaking is also depending on the context speaking being used. People learn language because they want to apply language in specific purpose.4 For example, speaking between students is about the assignments, score and everyday situation at school. It is different if speaking used by air traffic controllers.

They often speak in English to guide aircraft through the skies. It is also different with speaking used by fisherman because they often speak about the boats, weather and fish harvest among fisherman.

In summary, speaking is the ability to express something in a spoken language. It is the action of providing information or expressing one feeling in speech. Speaking activities commonly involves communicative conversation between the speaker, who delivers a massage, and the listener, who receives it.

There is an information gap between what speaker said and what listener received when they are talking. Both of them should be able to comprehend the information given in order to achieve communicative end. This means that students not only should have knowledge of target language forms and functions, but also knowledge of the interaction between the speaker and listener in order their meaning are made clear.

2. Functions of Speaking

According to Richard, there are two main function of speaking. The first is interactional function of speaking which serves to establish and maintain social relations, and the second is transactional function, in which focus on the exchange of information. 5_{Moreover, speaking has three communicative functional; talk as} interaction entertain, talk as transaction, and talk as performance.6

4 _{Jeremy Harmer,The Practice of English Language Teaching, (New York: Longman,} 1991),p. 343

5 _{J.Richard, Teaching Listening and Speaking-From theory to Practice,(New York:} Cambdrige University Press: 2008), p.21

The first is to talk as interaction; it refers to what people normally mean by “conversation” and describes interaction that serves a primarily social function. This Funtion focuses on the speakers and how they wish to present themselves to each other than on the message. For the example, when people meet, they exhange greetings, engage in small talk, telling the experience, and so on.

Another function is talk as transaction; it refers to situation where the focus is on what is said or done. The message and making oneself understood clearly and accurately is central focus, rather than participants and how they interact socially with each other. For example, students may be engaged in hands-on activities to explore concepts associated with floating and sinking.

The last function is talk as performance. It is about public talk, talk transmits information before audience, such as classroom presentation, public announcements, and speeches.

In addition, there is a relation between the three functions of speaking with storytelling technique. Storytelling is one of speaking activity which force or stimulate students to perform their speaking skill. So, it means that storytelling can encourage the students use the fucntion of speaking.

3. The Elements of Speaking

Oral communication can be maintained by having some components as follow:

a. Pronunciation.

Pronunciation focuses on production and identification of the sounds, stress patterns, and intonation in English. It introduces multiple-choice hearing identification.7 _{English pronunciation is considered by some aspects. First, it} relates to the speech organs and how the organs produce sounds. The flow of air which comes from lungs will have modification at vocal cord, pharynx, mouth, and nasal cavity. It happens as the open and close of the vocal cord. While, the

7_{Harold S Madsen, Techniques in Testing,(New York: Oxford University Press, 1983),} p.57

upper part of speech organs like at pharynx, mouth, and nasal cavity, the air will be modified into plosive, lateral, velar, nasal, bilabial, alveolar, dental, etc.8

Without a good pronunciation, listeners cannot understand what another person says and this will make the communication process more difficult. Therefore, pronunciation has a central role in both academic and social fields in the way that students can be able to participate and integrate successfully in their community.

b. Grammar

Grammatical is about profiency in matters ranging from inflections to syntax.9 We will not be able to say the language without knowing the pattern of the language itself.

Since knowledge of grammar is essential for language learner, it is clear that students need some knowledge of these rules to be able to speak correctly. Students should learn grammar such as modals, modifiers, prepositions, clauses and other grammatical features.

c. Vocabulary

Vocabulary is one of important elements in teaching and learning speaking. It is important for language learners to choose appropriate words in certain situations in order to make their speaking meaningful.10

For example, when people want to describe their feeling about something, they have to be able to find a word which reflects their feeling. Therefore, students need to understand the importance of meaning in context and the facts about word formation and how to twist words to fit different grammatical contexts.

d. Fluency

Fluency is the ability to speak spontaneously and eloquently with no pausing and with absence of disturbing hesitation markers. It also refers to some aspects

8_{Gerald Kelly,How to teach Pronunciation(England: Pearson education Limited, 2000).} pp. 4- 6.

9 _{Harold S Madsen,Op.Cit., p. 34}

10_{Paul Bogaards, & Batia Laufer-Dvorkin,Vocabulary in a Second Language: Selection,}

like responding coherently within the turns of the conversation, using linking words and phrases, keeping in mind a comprehensible pronunciation and adequate intonation without too much hesitation. Fluency cannot be separated from accuracy. Accuracy refers to the mastery of phonology elements, grammar and discourse.

e. Comprehension

The last speaking element is comprehension. Comprehension means the understanding and the interpretation of what is said. It is about students’ profiency

in speaking on all professional and general topics without a big effort and smooth as good as the native speakers.11

In conclusion, pronunciation, grammar, vocabulary, fluency, and comprehension are the important and complementary components in the

development of students’ speaking skill. These elements support each other to

gain the goal of speaking.

Moreover, those elements will be the instrument or scoring rubric for the speaking test in this study. Each element has the scoring scale to measure the

learners’ speaking skills. Then, the scores will be collected as the data of the research.

B. Storytelling

1. Definition of Storytelling

Storytelling has been used as a means of communication since earliest times. Stories create magic and a sense of wonder at the world. Stories teach us about life, about ourselves, and others. Storytelling is a unique way for students to increase an understanding, respect, and appreciation for other culture.

Wilson explains that storytelling is an activity that can be defined very simply as that which is done by storytellers. As human being, people usually tell their story to other. They tell other about their feeling, opinion, ideas, or even anything

11_{Arthur Hughes,Testing for Language Teachers,( Unites Stated: Cambirdge University} Press, 2003), p. 112

happened in their lives. It is very simple to tell story to other, as simple as expressing what is on mind.12

As people like to share their stories or experience, it is explained further on the book of Wilson, storytelling is thought of as something belonging to a pre-industrial or mythical past. Stories have been shared in every culture as a means of entertainment, education, cultural preservation, and instilling moral values. Crucial elements of storytelling include plot, characters, and narrative point of view.

As the understanding of storytelling explained above, it can be concluded that actually storytelling is an activity to share what is on mind. It has many benefits, such as for entertainment, education, cultural preservation, and instilling moral values. It is also has elements that have to be noticed, they are plot, characters, and narrative point of view.

2. The Aims of Storytelling

According to Ellis and Brewster, storytelling technique can motivate students to develop positive attitudes towards the foreign language and language learning. In every story, there will be a moral message can be taken, whether it is negative or positive. If it is negative, teacher must tell the students not to copy, but if it is positive, teacher must tell the students to do so.13Moreover, through storytelling students will be taught listening, good oral language, plot, sequencing, characterization.

Also, the importance of storytelling is about visualization, so storytelling mentally stimulates students as they naturally begin to imagine and make sense of the story while they listen.14

12 _{Daniel Gray Wilson, Storytelling in Organizations, (London: Harvard Univeristy,} 2002), pp. 4-5.

13 _{Gail Ellis and Jean Brewster, The Storytelling Handbook for Primary English}

Language Teachers,(United Kingdom: British Council, 1991), p. 2.

14 _{Hilary Dawn, Oral Storytelling and Student Learning; Once Upon A Classroom,} (Canada, National Library, 1999) pp.6-7

Storytelling can increase students’ ability to share social experience.

Storytelling is not only enjoyable, but can help build up students’ confidence and

encourage social and emotional development.

Oral storytelling allows students to show their communication skill. It results in the use of paralinguistict features (gestures, facial expression) as well as linguistic features (use tense, linking devices, clarification of ambiguity).15

Moreover, there are some objectives of storytelling in teaching English skill; (a) to enhance students’ confidence in speaking skill (b) to develop problem solving (c) to teach narrative structure and practice description (d) to improve pronunciation and intonation (e) to encourage interaction and share culture16

Here, the writer believes that storytelling technique is an effective strategy that incorporation the aesthetic ways of knowing into instruction. Also, storytelling has one benefit in enhancing the arts of education of English and surely motivate students to connect with their learning process.17

From those aims of storytelling, it can be concluded that storytelling gives many benefits besides improving speaking skills. Other skills that can be improve through storytelling, such as students’ positive attitudes towards the foreign language and language learning, listening, good oral language, plot, sequencing, characterization, students’ ability to share social experience and linguistic features.

C. Storytelling as Speaking Activity

Storytelling is the oldest form of education activity in speaking skill that can stimulate the learners to enjoy the speaking learning process. It has many benefits, such as for entertainment, education, cultural preservation, and instilling moral

15_{Ibid., p.7}

16 _{Pravamayee Samantaray B.Ed, M.phil, Use of Story Telling Method to Develop} Spoken English Skill:International Journal of Langauge & Linguistics,Vol. 1, No. 1, (Vietnam, 2014) p. 41

17 _{Sara Miller & Lisa Pennycuff, The Power of Story; Using Storytelling to Improve} Literacy Learning: Journal of Cross-Diciplinary- Perspectives in Education, Vol. 1, No. 1, (May, 2008) pp.41-42

values. It is also has elements that have to be noticed, they are plot, characters, and narrative point of view.

Moreover, Brown listed several types of classroom speaking activity in this following form:18

1. Imitative. Students practice an intonation or try to identify a certain vowel sound. The elements of language form are the focus of this activity. 2. Intensive. This is speaking performance that is designed to practice some

phonological or grammatical aspects of language. It is usually done in individual or even in pairs.

3. Responsive. It means that students practice their language by answering some questions. This activity use simple utterances which can be meaningful and authentic.

4. Transactional (dialogue). Transactional dialogue seeks for the purpose of getting or exchanging specific information. It is an extended form of responsive language.

5. Interpersonal (dialogue). Interpersonal dialogue seeks for the purpose of maintaining social relationships than for the transmission of facts and information. Students are usually asked to have a dialogue about their feeling.

6. Extensive (monologue). Students are asked to give extended monologues in the form of oral reports, summaries, or speeches.

7. Other interactive techniques. These include interviews, games, jigsaw, problem-solving activities, role-play and discussion.19

It is clear that storytelling is one activity that relates to many types of speaking activity. Storytelling is an activity that needs a storyteller and audiences, so, the learners will be a speaker and audience, they have to perform their story and response another story.

18 _{H. Douglas Brown, Language Assessment- Principle and Classroom (New York:} Pearson Education, 2001), pp. 271—277.

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, storytelling 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 that 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 onstudents’ speaking skill for the first grade students at

SMP Muhammadiyah 37 Parung academic year 2013/2014. 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, 2014)p. 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 (12.12>2.042). 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 skill. 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 that 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, 2011)p.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:

Ha : There is a significant effect of using storytelling technique in teaching speaking

H0 : 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:

“There is a significant effect of using storytelling technique in teaching speaking at Eleventh Grade of MAN 1 Bekasi”

17

A. Time and Place of the Research

This study had been held at MAN 1 Bekasi. It is located on KH.Dewantara street No.43, North Cikarang, Bekasi. It was conducted on the first semester. This study begun from August 26thuntil October 11th, 2016.

B. The Research Design

In this research, the writer used a quantitative study in terms of gathering and evaluating data. Quantitative method is a method which the investigation focus on the use of postpositive statement for developing knowledge, the use of enquiry strategies such as experiment, surveys, and collect data on predetermined instruments to get specific statistics data. Also, it defines as a method in research to collect, analyze, and show data in form of numeric than narrative.1

Thus, this study was conducted to get empirical evidence about the effect of using storytelling technique to enhance students’ speaking skill through administering pretest and post-test to get the scores and to have statistics data.

In this research, the researcher used a quasi-experimental design. Quasi-experimental design is identified as a comparison group that is as similar as possible to the treatment group.2This quasi-experimental was designed to find out

the effectiveness of using storytelling technique to enhance students’ speaking

skill. The procedures in this quasi-experimental design are as follows: 1. Pre-test

The pre-test was conducted in the first meeting to measure students’ speaking

skill before treatment. The researcher gave an oral test. The students both in

1_{Subagio Budi Prajitno, Metode Penelitian Kuantitatif (Bandung: Universitas Islam} Negeri SGD Bandung,2006)p.1

2_{Howard White and Shagun Sabarwal,Quasi- Eperimental Design and Method(United} Stated: UNICEF, 2014), p.1

experimental and control class wereinterviewed and asked some question about the last holiday which they did recently.

2. Treatment

The two groups were given a different treatment. It could be explained as follows:

a. Experimental Class

In the classroom, the teachertaught the students about narrative text or fiction story. Then the students were taught of some important ways to retell the narrative story by using storytelling technique.

b. Control Group

In the classroom, the teacher only taught and explained about narrative text. Then the students were given some exercises in oral such as reading the narrative text loudly in front of the class. The teacher did not ask the students to memorize and retell the story.

3. Post-test

The post-test wasconducted in the last meeting to measure students’ speaking

skill after getting the treatment. The researcher gave an oral test again. Similar with the pre-test, the students both in experimental and control class were interviewed and asked some questions, but the topic used is about the next holiday which they will celebrate.

C. Population and Sample

Population is a group of individuals who have the same characteristics, while sample is a subgroup of the target population that the researcher plans to study for the purpose of making generalization about the target population.

The population of this research was the whole eleventh grade students of MAN 1 Bekasi which consists of 304 students divided into ten classes, five classes for XI MIPA and five for XI IPS. The writer chose this population because based on the syllabus, students at the eleventh grade in the first semester are focused in learning narrative, and the writer wanted to elaborate the learning by using storytelling teacnique, especially to enhance speaking skill. The samples of

the research were the students of XI MIPA 3 as the controlled group class and XI MIPA 5 as the experimental class. Each class consists of 30 students. In selecting the sample, the researcher used a convenience sampling. This technique means that the writer took sampling from a group who are conveniently available and permitted by the school to be involved in the study.3 _{The reason why the writer} chose XI MIPA 5 as the experimental class, because pre-test scores of this class is lower than XI MIPA 3. Therefore, the writer wanted to prove that the experimental class could achieve the improvement by conducting this study.

D. Research Instrument

1. Test

Test used as the instrument in this research. The researcher gave the oral test in pre-test and post-test. Pre-test was given to the students to measure their speaking skill before the treatment while the post-test was given to the students to measure their speaking skill after getting the treatment. The test that was given to the students both in experimental and control class is the same. The topic of pre-test is about the last holiday, and the topic of post-pre-test is about the next holiday. Both of pre-test and post-test were conducted in duration 1-2 minutes conversation. During the test, the teacher directly gave some scores based on the rubric she prepared for each student.

In determining the score, furthermore, the writer used oral rating scale proposed by David P. Harris. The scoring rubric of the test provided a measure of quality of performance on the basis of some criteria: pronunciation, grammatical, vocabulary, fluency and comprehension.4

Table 3.1

3_{Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Study in}

Education; Seventh Edition,(New York: McGraw Hill, 2009), p.98

4_{David P. Harris,Testing English as a Second Language, (New York: Tata McGraw-Hill} Publishing Company Ltd, 1969), p. 83.

Four Components of Grading Speaking Scale

No Aspects Description of Indicator Score

1 Pronunciation • Have few traces of foreign accent.

• Always intelligible, though one is conscious of a definite accent.

• Pronunciation problems

necessitate concentrated listening and occasionally lead to

misunderstanding.

• Very hard to understand because of pronunciation problems. Frequently be asked to repeat.

• Pronunciation problems to severe as to make speech virtually unintelligible.

5

4

3

2

1

(95-100)

(85-94)

(75-84)

(65-74)

(below 65)

2 Grammar • Makes few (if any) notice able

errors of grammar or word order.

• Occasionally makes grammatical; and/or word order errors which do not,however, obscure meaning.

• Makes frequent errors of grammar and word order which occasionally obscure meaning.

• Grammar and word order errors make comprehension difficult. Most often rephrase sentences and/or restrict him to basic pattern.

5

4

3

2

(95-100)

85-94)

(75-84)

• Errors in grammar and word order to severe as to make speech virtually unintelligible.

1 (below 65

3 Vocabulary • Use vocabulary and idioms is

virtually that of a native speaker.

• Sometimes uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.

• Frequently uses the wrong words; conversation somewhat limited because of inadequate

vocabulary.

• Misuse of words and very limited vocabulary make comprehension quite difficult.

• Vocabulary limitations so extreme as to make conversation virtually impossible.

5

4

3

2

1

(95-100)

(85-94)

(75-84)

(65-74)

(below 65)

4 Fluency • Speech as fluent and effortless as that of a native speaker.

• Speed of speech seems to be slightly affected by language problems.

• Speed and fluency are rather than strongly affected by language problems.

• Usually hesitant; often force into silence by language limitations.

• Speech is so halting and fragmentary as to make

5

4

3

2

1

(95-100)

(85-94)

(75-84)

(65-74)

conversation virtually impossible.

5 Comprehension • Appears to understand everything without difficulty.

• Understands nearly everything at normal speed, although

occasional repetition.

• Understands most of what is said at slower-than-normal speed with repetitions.

• Has great difficulty following what is said. Can comprehend

only ‘social conversation’spoken slowly and with frequent

repetitions.

• Cannot be said to understand even simple conversational English.

5

4

3

2

1

(95-100)

(85-94)

75-84)

(65-74)

(below 65)

E. Technique of Data Collection

There are some steps in collecting the data for this study. It is including of pre-test and post-pre-test. The pre-pre-test and post-pre-test will be given to the students of experimental class and control class. The pre-test will be given at the beginning of the meeting before the treatment. While, the post-test will be given to the students after three-time treatments were done. Furthermore, the score of the pre-test and post-test from experimental class will be compared with the control class. Then, those two scores will be used as numerical data to measure the effectiveness of using storytelling technique to enhance speaking skill.

F. Techniques of Data Analysis

The researcher will analyze the data by using statistical analysis. In analyzing the data, the t-test will be used to find out the effectiveness of using storytelling technique to enhance speaking skill. The formula of t-test is as follows:5

t =

M

M

SE

SE

The steps that must be done in calculation are:

1. Determining mean of variable X, with the formula as follows:

M =

Σx

N

2. Determining mean of variable Y, with the formula as follows:

M =

Σy

N

5 _{Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada}

2014), p. 314.

M : Mean of the score of experimental class M : Mean of the score of control class SE_ᴍ : Standard error of experimental class SE_ᴍ : Standard error of control class

M : Mean of the score of experimental class

Σx : Sum of the students’ score of experimental class

3. Determining standard of deviation score of variable X, with formula as follows:

SD =

Σ ²

4. Determining the standard deviation score of variable Y, with formula as follows:

SD =

Σy²

N

5. Determining standard errors of mean of variable X, with the formula as follows:

SE

=

SD

N

1

M : Mean of the score of control class

Σy : Sum of the students’ score of control class

N : Number of the students of control class

SEMx : Standard error of experimental class

SDx : Standart deviation score of experimental class

6. Determining standard errors of mean of variable Y, with the formula as follows:

SE

=

SD

N

1

7. Determining of standard errors of different mean variable X and variable Y, with the formula as follows:

SE

_ᴍ

=

SE

_ᴍ

²

+ SE

_ᴍ

²

8. Determining to, with the formula as follows:

t =

M

M

SE

_ᴍ

SE

_ᴍ

9. Determining t-table with the degree of freedom (df) in significant level 5% and 1% with the formula as follows:

Df = (N + N ) 2

SEMy : Standard error of control class

Mx : Mean of the score of experimental class My : Mean of the score of control class SEMx : Standard error of experimental class SEMy : Standard error of control class

Df : Degree of freedom

N : Number of students of experimental class N : Number of students of control class

H. The Statistical Hypothesis

The hypothesis of statistic that used in this research is: H0 : μ 1 = μ 2

Ha : μ 1 μ 2

H0 : Null Hypothesis Ha : Alternative Hypothesis

μ 1 : The students’ achievement in writing recount text, who are taught by using

storytelling technique.

μ 2 : The students’ achievement in writing recount text, who are taught without

using storytelling technique.

The assumption of the hypothesis as follows:

1. If t-test > t-table in significant level of 5%, the null hypothesis is rejected and the alternative hypothesis is accepted. It means that there is significant difference between the students’ speaking achievement by using storytelling technique and the students’ speaking achievement without using storytelling technique at the eleventh grade students of MAN 1 Bekasi ( 1 2). The use

of storytelling technique is effective to enhance students’ speaking skill. 2. If t-test < t-table in significant level of 5%, the null hypothesis is accepted

and the alternative hypothesis is rejected. It means that there is no significant difference between the students’ speaking achievement by using storytelling technique and the students’ speaking achievement without using storytelling technique at the eleventh grade students of MAN 1 Bekasi( 1 = 2). The use

27

A.

Data Description

The part shows the general description of the students’ scores in both the

experimental class and control group. The description is divided into some sections: pre-test, post-test, gained score, and data analysis.

And it is the data were collected from the results of students’ scores of pre-test and post-test in both experimental class and control group. The followings are the descriptions:

1. Pre-test Score

Table 4.1

The Students’ Pre-test Scores of Experimental Class (XI MIPA 5)

No Name Criteria Mean Score P r o n u n c ia tio n G r a m m a r Vo c a b u la r y F lu e n c y Co m p r e h e n sio n

1 Student 1 75 75 75 75 75 75 2 Student 2 80 75 75 70 70 74 3 Student 3 75 75 75 75 75 75 4 Student 4 80 80 75 75 70 76 5 Student 5 80 80 75 75 70 76 6 Student 6 75 75 75 75 75 75 7 Student 7 80 80 70 75 75 76 8 Student 8 80 80 70 75 75 76 9 Student 9 80 80 70 75 75 76 10 Student 10 70 75 75 70 70 72 11 Student 11 70 75 75 70 70 72

12 Student 12 70 75 75 70 70 72 13 Student 13 70 75 75 70 70 72 14 Student 14 70 75 75 70 70 72 15 Student 15 80 80 70 75 75 76 16 Student 16 80 80 70 75 75 76 17 Student 17 70 75 75 70 70 72 18 Student 18 75 75 75 75 75 75 19 Student 19 75 75 75 75 75 75 20 Student 20 75 75 75 75 75 75 21 Student 21 75 75 75 75 75 75 22 Student 22 80 80 80 85 80 81 23 Student 23 80 80 80 75 75 78 24 Student 24 60 70 70 70 60 66 25 Student 25 80 80 75 75 70 76 26 Student 26 80 80 75 75 70 76 27 Student 27 70 70 70 70 60 68 28 Student 28 70 70 70 60 60 66 29 Student 29 70 60 70 70 60 66 30 Student 30 80 80 80 80 75 79

Total 2219

Mean 73.96666667

Table 4.2

The Students’ Pretest Scores of Control Group (XI MIPA 3)

No Name Criteria Mean Score P r o n u n c ia tio n G r a m m a r Vo c a b u la r y F lu e n c y Co m p r e h e n sio n

1 Student 1 70 75 75 70 70 72 2 Student 2 70 75 75 70 70 72 3 Student 3 70 75 75 70 70 72

4 Student 4 70 75 75 70 70 72 5 Student 5 75 75 75 75 75 75 6 Student 6 75 75 75 75 75 75 7 Student 7 70 75 75 70 70 72 8 Student 8 75 75 75 75 75 75 9 Student 9 80 75 75 70 70 74 10 Student 10 75 75 75 75 75 75 11 Student 11 80 80 75 75 70 76 12 Student 12 80 80 75 75 70 76 13 Student 13 80 80 80 75 75 78 14 Student 14 69 69 69 69 69 69 15 Student 15 80 80 75 75 70 76 16 Student 16 80 80 80 85 80 81 17 Student 17 80 80 80 75 75 78 18 Student 18 70 60 70 70 60 66 19 Student 19 80 80 75 75 70 76 20 Student 20 80 80 75 75 70 76 21 Student 21 70 70 70 70 60 68 22 Student 22 70 70 70 70 60 68 23 Student 23 70 70 70 70 60 68 24 Student 24 80 80 80 80 80 80 25 Student 25 80 80 75 75 70 76 26 Student 26 80 80 75 75 70 76 27 Student 27 70 70 70 70 60 76 28 Student 28 80 80 75 75 70 76 29 Student 29 70 75 75 70 70 72 30 Student 30 75 75 75 75 75 75

Total 2221

Mean 74.03333333

As mentioned of scores in pre-test in the tables, it can be clarified that the mean score of pre-test in experimental class was 73.96666667, while the mean score of pre-test in control group was 74.03333333. And from the scores of both

scores in pre-test (experimental class and control group). Here, the control group got the higher mean score than the experimental class.

2. Post-test Score

Table 4.3

The Students’ Post-test Scores of Experimental Class (XI MIPA 5)

No Name Criteria Mean Score P r o n u n c ia tio n G r a m m a r Vo c a b u la r y F lu e n c y Co m p r e h e n sio n

1 Student 1 75 75 75 75 75 75 2 Student 2 80 80 80 80 80 80 3 Student 3 80 80 80 80 80 80 4 Student 4 84 84 84 84 84 84 5 Student 5 75 75 75 75 75 75 6 Student 6 80 80 80 80 80 80 7 Student 7 80 80 80 85 80 81 8 Student 8 80 80 80 85 80 81 9 Student 9 80 75 75 70 70 74 10 Student 10 75 75 75 75 75 75 11 Student 11 80 80 80 75 75 78 12 Student 12 80 80 80 85 80 81 13 Student 13 80 80 80 75 75 78 14 Student 14 70 70 70 70 70 70 15 Student 15 80 80 80 80 80 80 16 Student 16 80 80 80 85 80 81 17 Student 17 80 80 80 75 75 78 18 Student 18 80 80 80 85 80 81 19 Student 19 80 80 75 75 70 76 20 Student 20 80 80 75 75 70 76 21 Student 21 80 80 80 85 80 81 22 Student 22 80 80 75 75 70 76

23 Student 23 75 75 75 75 75 75 24 Student 24 80 80 80 80 80 80 25 Student 25 80 80 80 80 80 80 26 Student 26 80 80 80 75 75 78 27 Student 27 80 80 80 85 80 81 28 Student 28 80 80 75 75 70 76 29 Student 29 80 80 80 80 80 80 30 Student 30 80 80 80 75 75 78

Total 2349

Mean 78.3

Table 4.4

The Students’ Post-test Scores of Control Group (XI MIPA 3)

No Name Criteria Mean Score P r o n u n c ia tio n G r a m m a r Vo c a b u la r y F lu e n c y Co m p r e h e n sio n

1 Student 1 80 80 70 75 75 76 2 Student 2 80 80 70 75 75 76 3 Student 3 70 75 75 70 70 72 4 Student 4 75 75 75 75 75 75 5 Student 5 80 80 80 80 80 80 6 Student 6 75 75 75 75 75 75 7 Student 7 80 80 70 75 75 76 8 Student 8 80 80 70 75 75 76 9 Student 9 75 75 75 75 75 75 10 Student 10 75 75 75 75 75 75 11 Student 11 80 80 70 75 75 76 12 Student 12 80 80 70 75 75 76 13 Student 13 75 75 75 75 75 75 14 Student 14 75 75 75 75 75 75

15 Student 15 80 80 75 75 70 76 16 Student 16 80 80 80 85 80 81 17 Student 17 80 80 75 75 70 76 18 Student 18 80 75 75 70 70 74 19 Student 19 70 75 75 70 70 72 20 Student 20 70 75 75 70 70 72 21 Student 21 80 75 75 70 70 74 22 Student 22 80 75 75 70 70 74 23 Student 23 80 75 75 70 70 74 24 Student 24 70 75 75 70 70 72 25 Student 25 80 80 75 75 70 76 26 Student 26 70 75 75 70 70 72 27 Student 27 80 80 75 75 70 76 28 Student 28 80 80 75 75 70 76 29 Student 29 70 75 75 70 70 72 30 Student 30 70 75 75 70 70 72

Total 2247

Mean 74.9

The table 4.3 and table 4.4 above inform that the mean score of post-test in experimental class was 78.3, and the mean score of post-test in control group was

74.9. It is means that there was a significant score of experimental class and control group in post-test, control group was increased in post-test session than in pre-test. But, for this session, the experimental class got the higher score than the control group. It proves that using storytelling technique is effective to enhance

students’speaking skill.

3. Gained Score

After showing the comparison of students’ pre-test and post-test scores, the table shows the gained score among those two classes/ the gained score can be

seen from the increasing score of students’ pre-test scores compared with

Table 4.5

The students’ gainedcomparison scores between pre-test and post-test of both Experimental Class (XI MIPA 5) & Control Group (XI MIPA 3)

No

Experimental Class

Score

Control Group Class

Score

Name Name

1

Student 1 0 Student 1 4

2 Student 2 6 Student 2 4

3

Student 3 5 Student 3 0

4

Student 4 8 Student 4 3

5 Student 5 -1 Student 5 5

6

Student 6 5 Student 6 0

7

Student 7 5 Student 7 4

8 Student 8 5 Student 8 1

9

Student 9 -2 Student 9 1

10 Student 10 3 Student 10 0

11

Student 11 6 Student 11 0

12

Student 12 9 Student 12 0

13 Student 13 6 Student 13 -3

14

Student 14 4 Student 14 6

15

Student 15 2 Student 15 0

16

Student 16 5 Student 16 0

17

18 Student 18 6 Student 18 8

19

Student 19 1 Student 19 -4

20

Student 20 1 Student 20 -4

21

Student 21 6 Student 21 6

22

Student 22 -5 Student 22 6

23

Student 23 -3 Student 23 6

24

Student 24 4 Student 24 -8

25

Student 25 4 Student 25 0

26 Student 26 2 Student 26 -4

27

Student 27 13 Student 27 0

28

Student 28 10 Student 28 0

29

Student 29 14 Student 29 0

30

Student 30 -1 Student 30 -3

Mean 124 26

Total Score 4.13333333 0.866666667

The table 4.5 shows that the minimum gained score of experimental class was -5 and the minimum score of control group was -8. The highest score of experimental class was 14 and control group is 8. The average gained score of experimental class was 4.13333333 and for control group was 0.866666667.

B. Data Analysis

The data of the students’ was analyzed by using t-test to prove whether there

class as the X variable and control group as the Y variable. But, before using the formula of t-test, the students’ score in the experimental class and control group were tabulated to calculate the gained score of each class. It can be seen as follows:

Table 4.6

Statistical Calculation of Gained Score Both the Experimental and Control Group Class

No. X Y X-MX Y-MY (X-MX)² (Y-MY)²

1.

0 4

-4 3 16 9

2.

6 4

2 3 4 9

3.

5 0

1 -1 1 1

4. 8 3 4 2 16 4

5.

-1 5

-5 4 25 16

6.

5 0

1 -1 1 1

7. 5 4 1 3 1 9

8.

5 1

1 0 1 0

9.

-2 1

-6 0 36 0

10.

3 0

-1 -1 1 1

11.

6 0

2 -1 4 1

12. 9 0 5 -1 25 1

13.

6 -3

2 -4 4 16

14.

4 6

-6 5 36 25

15.

2 0

-6 -1 36 1

16.

5 0

17. 6 -2 2 -3 4 9

18.

6 8

2 7 4 49

19.

1 -4

-3 -5 9 25

20.

1 -4

-3 -5 9 25

21.

6 6

2 5 4 25

22.

-5 6

-9 5 81 25

23.

-3 6

-7 5 49 25

24.

4 -8

0 -9 0 81

25. 4 0 0 -1 0 1

26.

2 -4

-6 -5 36 25

27.

13 0

9 -1 81 1

28.

10 0

6 -1 36 1

29.

14 0

10 -1 100 1

30. -1 -3 -5 -4 25 16

Total 124 26 646 404

Mean 4.13333333 0.866666667 21.53333333 13.46666667

X = Gained Score of Experimental Class Y = Gained Score of Control Group

MX = Mean Score of Gained Scores of Experimental Class MY = Mean Score of Gained Scores of Control Group

According to the data in the table above, the result of the students’ pre-test and post-test further in each class is calculated by using t-test in some steps as follows:

1. Determining mean of variable X, with formula as follows:

Mx = x N Mx = 124

30 Mx = .

2. Determining mean of variable Y, with formula as follows:

My = y N My = 26

30 My = .

3. Determining standard of deviation score of variable X, with formula as follows:

SDx = x² N

SDx = 646 30 SDx = 21.5

4. Determining standard of deviation score of variable Y, with formula as follows:

SD = y N

SD = 404 30 SD = 13.4 SD = .

5. Determining standard error of mean of variable X, with formula as follows:

SE x = SDx N 1 SE x = 4.63

30 1 SE x = 4.63

29 SE x = 4.63

5,38 SE x = .

6. Determining standard error of mean of variable Y, with formula as follows:

SE = SD N 1 SE = 3.66

SE = 3.66 29 SE = 3.66 5,38 SE = .

7. Determining standard error of different mean of variable X and variable Y, with formula as follows:

SE x SE у = SE x²+ SE у²

SE x SE у = (0.86) + (0.68)²

SE x SE у = 0.73 + 0.46

SE x SE у = 1.19

SE x SE у = .

8. Determining, to with formula as follows:

t = M M SEᴍ SEᴍ

t =

. _. .

t =

._.

t

=

9. Determining with degree of freedom (df) in significant level of 5% and 1% with formula as follows:

Df = (30 + 30)–2 Df = 60–2 Df = 58

The value of df (degree of freedom) is 58. The value of 70 in the table “t”

score at significant level of 5% = 2.00

10. The comparison between t-observation and t-table:

2.00 < 3

C. The Hypothesis Testing

After obtaining the data by using t-test formula, it is used to prove the result of the hypothesis as follows. Based on the description of the data calculation, it shows that:

1. The value of t-observation is 3

2. The degree of freedom (df) is 58, so the value of t-table in significance level of 5% = 2

Because the value of t-observation > t-table, it proves that the null hypothesis is rejected and the alternative hypothesis is accepted which stated that there was significant different between the students’score in speaking before and after using storytelling technique at the eleventh grade students of MAN 1 Bekasi.

D. Interpretation

From table 4.1 and 4.2, it can be concluded that the mean score of pre-test in experimental class was 73.96666667, and the mean score of pre-test in control group was 74.03333333. And from the scores of both classes, it means that there

was a difference between the students’ achievement of scores in pre-test (experimental class and control group), the control group class got the higher mean score than the experimental class. Meanwhile, the table 4.3 and 4.4 showed that the mean score of post-test in experimental class was 78.3 and the mean score of post-test in control group was 74.9. It means that there was a significant score of experimental class and control group in post-test, control class was increased in

post-test session than in pre-test. But, for this session, the experimental class got the higher score than the control group.

Moreover, the table 4.5 also showed that the minimum gained score of experimental class was -5 and the minimum score of control group was -8. The highest score of experimental class was 14 and control group was 8. The average gained score of experimental class was 4.13333333 and for control group was 0.866666667. It proves that using storytelling technique is effective to enhance

students’speaking skill.

Based on the calculation of t-test, it is known that the result of t-observation is 3 and the degree of freedom (df) is used in the significance level of 5% = 2.00. By comparing the value of t-observation and t-table, it can be known that the result of calculation of t-observation is higher than t-table, so the null hypothesis is rejected and the alternative hypothesis is accepted. Thus, there is significant different

between the students’ score in speaking test that using storytelling technique and

the students’ score in speaking test without using storytelling technique at the eleventh grade students of MAN 1 Bekasi. It means that the use of storytelling is effective to enhance students’ speaking skill at the eleventh grade students of MAN 1 Bekasi.

42

A. Conclusion

This study had quasi-experimental design which was intended to get empirical evidence of the effectiveness of using storytelling technique to enhance

students’ speaking skill at the eleventh grade of MAN 1 Bekasi. Based on the statistical analysis, the scores of experimental class in pre- test were lower than the control group. The data showed that the mean score of pre test in experimental class was 73.96666667, while the mean score of pre-test in control group was 74.03333333. From the scores of both classes, it means that there was a difference

between the students’ achievement of scores in pre-test (experimental class and control group).

Moreover, there is also a significant difference between the experimental class and control group scores in post-test. Meanwhile, the mean score of post-test in experimental class was 78.3, and the mean score of post-test in control group was 74.9. It means that, in the post-test session, the experimental class got the higher score than the pre-test, and also higher than the control group. The statistical analysis showed that the minimum gained score of experimental class was -5 and the minimum gained score of control group was -8. While, the highest gained score of experimental class was 14 and control group was 8. The average gained score of experimental class was 4.133333333, and for control group was 0.866666667.

The technique is effective to be applied in teaching speaking skill. It can develop confidence, vocabulary, grammar, and comprehension. It can be concluded that the students’ speaking skill in experimental class that were given by the treatment through storytelling technique were enhanced more effectively than the control group.

B. Suggestion

There are two internal threats to the findings of the study. First, is about the time management. The writer had to manage her time to keep consistence in study and she also had to take a sample of research to complete the research. These things surely made her a bit confused. But, finally the writer had successfully finished all her works by making a schedule and estimating the time.

Based on the findings, several suggestions can be made:

1. The students who need improvement in their speaking skill may try to practice with storytelling technique. The writer thinks that the using of storytelling technique in teaching and learning speaking can give the students a lot of opportunities to be creative and brave in their speaking performance.

2. The teacher should try to put the storytelling technique in speaking class. It can help the students enjoy, bacause the writer suggests that the storytelling technique in teaching speaking, can make the classroom more attractive.

REFERENCES

Ayu Fitriana, The Effectiveness of Role Play on Students’ Speaking Skill, English. Jakarta: Education Department UIN Jakarta, 2014.

Bogaards, Paul & Batia Laufer-Dvorkin. Vocabulary in a Second Language: Selection, Acquisition, and Testing. Amsterdam: John Benjamins Publishing, 2004.

British Council,The English Effect, (www.britishcouncil.org), 2013.

Brown, H. Douglas. Teaching by Principles: Language Assessment. New York: Pearson Education, 2004.

Dawn, Hilary.Oral Storytelling and Student Learning; Once Upon A Classroom. Canada, National Library, 1999.

Ellis, Gail and Jean Brewster. The Storytelling Handbook for Primary English Language Teachers.United Kingdom: British Council, 1991.

Fraenkel, Jack R. and Norman E. Wallen. How to Design and Evaluate Study in Education; Seventh Edition.New York: McGraw Hill, 2009.

Gerald Kelly, How to teach Pronunciation. England: Pearson education Limited, 2000.

Goverment Regulation of Indonesia, No. 32 year 2013, about The Changes on the Goverment Regulation of Indonesia Number 19 Year 2005 about National Education Standard Article 70, 77 J, and 77K, (sindikker.dikti.go.id)

Harmer, Jeremy. How to teach English, China: Pearson Education Limited, 2007.

Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman, 1991.

Harris, David P. Testing English as a Second Language. New York: Tata McGraw-Hill Publishing Company Ltd, 1969

Hughes, Arthur. Testing for Language Teachers. Unites Stated: Cambirdge University Press, 2003.

Madsen, Harold S. Techniques in Testing. New York: Oxford University Press, 1983.

Miller, Sara & Lisa Pennycuff, The Power of Story; Using Storytelling to Improve Literacy Learning. Journal of Cross-Diciplinary- Perspectives in Education, Vol. 1, No. 1, 2008.

Nunan, David . Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press, 2003.

Oxford University Press. Oxford Learner’s Pocket Dictionary. New York: Oxford University Press, 2003.

Richards, Jack C. Teaching listening and Speaking. New York: Cambridge University Press, 2008.

Richards, Jack C. & Willy A. Methodology in Language Teaching. New York: Cambridge University Press, 2002.

Samantaray, Pravamayee B.Ed, M.phil, Use of Story Telling Method to Develop Spoken English Skill. Vietnam: International Journal of Langauge & LinguisticsVol. 1, No. 1, 2014

Sudibyo, Bambang. Peraturan Menteri Pendidikan Nasional Republik Indonesia; Standar Kompetensi Lulusan Untuk Satuan Pendidikan Dasar dan Menengah. Indonesia: Kementerian Pendidikan Nasional Republik Indonesia, 2006.

Sudjono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada 2014.

Toni Maharjo, Teaching English Speaking Using Storytelling Technique at SMP Pasundan Purwakarta. Bandung: English Education Study Program and Arts Department STKIP Siliwangi, 2011.

White, Howard and Shagun Sabarwal. Quasi- Eperimental Design and Method.

United Stated: UNICEF, 2014.

Wilson, Daniel Gray. Storytelling in Organizations. London: Harvard Univeristy, 2002.

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KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)

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PENDIDIKAN BUDAYA DAN KARAKTER BANGSA

Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMA / MA

Sekolah : MAN 1 Bekasi

Standar

Kompetensi Kompetensi Dasar

Materi Pembelajaran

Nilai Budaya & Karakter Bangsa Kewirausahaan/ Ekonomi Kreatif Kegiatan Pembelajaran Indikator

Penca-paian Kompetensi Penilaian

Alokasi Waktu Sumber Belajar Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari 1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisas i) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunaka n ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaik an pendapat, meminta • Responding to express-ions of making, accepting and declining an invitation

• Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

• Percaya diri (keteguhan hati, optimis). • Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik). • Pengambil resiko (suka tantangan, mampu memimpin) • Orientasi ke

masa depan (punya perspektif untuk masa depan)

• Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan pendapat/rasa puas dan tidak puas beserta responnya. • Mendengarkan percakapan interpersonal/tr ansaksional melalui tape secara klasikal • Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok • Mengidentifikasi kata yang didengar • Mengidentifikasi makna kata • Mengidentifikasi hubungan antar pembicara • Mengidentifikasi makna tindak tutur menyampaikan pendapat • Merespon tindak

tutur menyampaikan pendapat • Mengidentifikasi makna tindak tutur menyatakan puas

• Merespon tindak tutur menyatakan puas • Mengidentifikasi makna tindak Tertulis (PG dan Uraian) Quiz Tugas

1 x 45

1 x 45

4 x 45

Developing English Competenc ies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

puas, dan menyatakan tidak puas

• Merespon tindak tutur menyatakan tidak puas • Mengidentifikasi konteks situasi 1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisas i) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunaka n ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutu: menasehati, • Responding to expres-sions of making and cancelling an Appointment

• Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

• Percaya diri (keteguhan hati, optimis). • Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik). • Pengambil resiko (suka tantangan, mampu memimpin) • Orientasi ke

masa depan (punya perspektif untuk masa depan)

• Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan menasehati /memperingatka n/melulus kan permintaan dan menyatakan perasaan beserta responnya secara kelompok. • Mendengarkan percakapan transaksional /interpersonal melalui tape secara klasikal • Mengidentifikasi makna tindak tutur menasehati • Merespon tindak

tutur menasehati • Mengidentifikasi

makna tindak tutur

memperingatkan • Merespon tindak

tutur

memperingatkan • Mengidentifikasi

makna tindak tutur meluluskan permintaan • Merespon tindak

tutur meluluskan permintaan • Mengidentifikasi makna tindak tutur menyatakan perasaan • Merespon tindak

Tertulis (PG dan Uraian) Quiz Tugas Developing English Competenc ies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet

meluluskan permintaan, serta menyatakan perasaan relief, pain, danpleasure 2. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative,dan analytical expositiondalam konteks kehidupan sehari-hari 2.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

• Responding to instruc-tions

• Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

• Percaya diri (keteguhan hati, optimis). • Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik). • Pengambil resiko (suka tantangan, mampu memimpin) • Orientasi ke

masa depan (punya perspektif untuk masa depan) • Mendengarkan undangan rapat yang disampaikan secara lisan melalui tape secara klasikal. • Mendiskusikan

isi dan bentuk bahasa yang digunakan secara berkelompok

• Mengidentifikas i topik sebuah teks fungsional pendek yang didengar • Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar • Mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar. Tertulis (PG dan Uraian) Quiz Tugas 2 x45 2 x45 Developing English Competenc ies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah

makna dalam teks monolog yang menggunaka n ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative,dan analytical exposition instruc-tions toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab (keteguhan hati, optimis). • Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik). • Pengambil resiko (suka tantangan, mampu memimpin) • Orientasi ke

masa depan (punya perspektif untuk masa depan) sebuah cerita/laporan /exposisi secara klasikal. • Mendiskusikan

isi teks yang didengar secara berpasangan. • Mendiskusikan bentuk bahasa lisan berdasarkan teks yang didengar secara kelompok.

main ideadari teks report yang didengar • Mengidentifikasi

tokoh dari cerita yang didengar • Mengidentifikasi kejadian dalam teks yang didengar • Mengidentifikasi ciri-ciri dari benda/orang yang dilaporkan • Mengidentifikasi kasus yang didengar • Mengidentifikasi argumen yang didengar (PG dan Uraian) Tugas

1 x 45

1 x 45

1 x 45

English Competenc ies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet Berbicara 3. Mengungkapkan makna dalam teks percakapan transaksional dan 3.1 Mengungkap-kan makna dalam percakapan transaksional (to get things done) dan

• Using expressions of making, accepting and declining an invitation

• Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat

• Percaya diri (keteguhan hati, optimis). • Berorientasi pada tugas (bermotivasi, Bermain peran secara • berkelompok • Menggunakan tindak tutur menyampaikan pendapat • Merespon tindak

tutur

Tugas

Performans

6 x 45 Developing English Competenc ies

for Grade X Senior