53
Istiqomah Nur Rahmawati, 2014 Teaching Speaking Through Storytelling
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
1 Pre-test
26-9-2013 7.15-8.50
Storytelling
Performance
2 Treatment 1
3-10-2013 7.15-8.50
The Very Hungry
Caterpillar
3 Treatment 2
10-10-2013 7.15-8.50
The Very Thirsty
Caterpillar
4 Treatment 3
17-10-2013 7.15-8.50
The Great Big
Enormous Turnip
5 Treatment 4
24-10-2013 7.15-8.50
The Very Busy
Spider
6 Treatment 5
31-10-2013 7.15-8.50
The Little Indian
Boy
7 Post-test and
Questionnaires 7-11-2013
7.15-8.50 Storytelling
Performance and Fill in the
questionnaires
3.6. Research Instruments
Fraenkle and Wallen 2007: 113 define instrumentation as the whole process of preparing to collect data in a study. There were three kinds of instruments which
were employed in this study. They were materials for pre-test and post-test, scoring rubric for pre-test and post-test, and questionnaire.
The score of the students’ test were used to know the effectiveness of
storytelling technique to improve students’ speaking ability. They were collected through speaking test, pre-test and post-test which were conducted to the
experimental group. The speaking test for pre-test was the same with the speaking test for post-test. The scoring system used in the test as adapted from Hadley
2001. It was in the form of rubrics for speaking ability testing which covered accuracy, fluency, vocabulary and pronunciation. The questionnaires were
conducted to obtain data or information about the students’ response to the implementation of the storytelling technique.
3.6.1. Materials for Pre-test and Post-test.
54
Istiqomah Nur Rahmawati, 2014 Teaching Speaking Through Storytelling
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
Hutchinson and Waters 198: 108 categorize some elements in designing materials. First, input, it can be a text, dialogue, video recording, diagram or any
others. Second, content focus, language is used as a mean of conveying information and feelings about something. Third, language focus, it is to enable
the earners to use language, how it works and practices putting it back together again. The last, task, learners use the content and language knowledge they have
built up through the unit. Regarding these, the materials were designed related to those elements which were arranged in the lesson plan.
Both pre-test and post-test were in narrative pictures series forms. The stories were retrieved from internet. They were chosen on the basis of topic, length and
the interest of the students. These were used since the students were tested to check their speaking ability in telling stories based on the pictures series given.
The test was held in 90 minutes. Each student did the oral test for 2 minutes. The pre-test was given in their matriculation class so it would not interrupt their daily
schedule for teaching learning process. It was used to find out the starting point of the students’ speaking ability before the treatments were conducted. Meanwhile
the post-test was conducted after the treatments were done in order to find out the effect of the use of the storytelling technique to the students’ speaking ability. The
treatments for the experimental were carried out by using pre-whilst-post activities. The main activities were begun with the lecture’s presentation and
ended with individual performance for each student.
Table 3.4. The Sample of Teaching Procedure
No Teaching Procedure
1 Pre-activities
The lecturer greets the students. The lecturer asks something about the picture series given.
The lecturer tells the objective of the lesson and explains the activity that the students will do.
The lecturer divides the students into some small groups. Each of which
55
Istiqomah Nur Rahmawati, 2014 Teaching Speaking Through Storytelling
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
consist of 33 students. 2
Whilst activities The lecturer presents a song entitled ‘Old Mc Donald had a Farm’
which relate to the topic The Very Busy Spider. The lecturer introduces and sings the song to get the students relax and
set a good atmosphere. The lecturer tells the story in front of the class.
The lecturer does questions and answers with the students related to her performance.
The lecturer encourages ad asks the students in each group to tell the story in turn practice in small group.
The lecturer gives the students opportunity to ask something relate to their activity.
3 Post activities
The lecturer asks the students how they find about the activity and their experience toward the activity.
The lecturer encourages and gives advice to develop their motivation and self confidence.
The lecturer give the students time to prepare themselves or act out the story.
The lecturer ask students to perform in front of the class.
3.6.2. Scoring Rubric for Pre-test and Post-test
