THE EFFECT OF USING STORYTELLING THROUGH VIDEO ON STUDENTS SPEAKING ABILITY.
ABSTRACT
Al Adawiyah, Rabiah. 2101121033. The Effect of Using Storytelling through
Video on Students’ Speaking Ability”. A Thesis. English Department. Faculty
of Languages and Art, State University of Medan. 2015.
Abstract
This study was focused on the investigation of the effect of using Storytelling
through Video on Students’ Speaking Ability. This study discovered the effect of
using Storytelling through Video on Students’ Speaking Ability. It was conducted
by using experimental research design. The population of this research was grade
XI students of SMA Negeri 1 Pantai Cermin divided into two groups, namely
experimental and control group. The experimental group was taught by using
Storytelling through Video, while the control group was taught by using lecturing
method (without Storytelling through Video). The instruments used to collect the
data was writing recount text. After the data were analyzed, it was found that the
value of t-observed was 3.909 with the degree of freedom (df)= 38 at the level of
significance 0,05. It means that t-observed was higher than t-table (3.909 > 2.024).
The result of this study showed that teaching speaking by using storytelling
through video was higher than that by using lecturing method (without using
storytelling through video). It implies that storytelling through video is
appropriate to be applied for speaking.
Keywords: Storytelling through Video, Speaking Ability
i
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, who always gives the
writer blessing, power, strength and love in her entire life and in terms of her
study, especially in completing this thesis entitled “The Effect of Using
Storytelling through Video on Students’ Speaking Ability” as one of the
requirements for the degree of Sarjana Pendidikan (S1) at English Department,
Faculty of Languages and Arts, State University of Medan. Shalawat and salam
for the Prophet Muhammad who brings us from darkness to the brightness.
The writer realizes that this thesis would not have been accomplished
without generous helps, supports, advices, and prays of others. Many people have
helped and contributed their ideas and time in completing this thesis and it would
be impossible to mention all of them. However, the writer would like to express
her sincerest gratitude and appreciation to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Dra. Meisuri, M.A., the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study
Program and the writer Academic Consultant.
Dr. Siti Aisah Ginting, M.Pd., the writer Thesis Consultant.
Dr. Rahmad Husein, M. Ed., the writer Thesis Reviewer.
The writer sincerely thanks to her Dad and her Mom for never giving up
on her and for their tireless pray and love to the writer not only in
completing this thesis but also in her life. The writer’s special gratitude
also goes to her dearest Brothers ( Fakhrurrozi, M.Pd., Rahmattulloh,
S.T., Abdul Halim, S.S.T., Najamuddin, S.Pd., Roni Pandapotan,
Abdul Rahim, Ade Ilham Syaputra and M. Abdillah Harkan) for
being so cute and relieving.
To her beloved Sisters (Patimah Sahro, S.Pd, Nur Azizah and Nur
Habibah) who always keep the writer on the right way and cover her with
so much love and caring.
ii
Special Thanks to writer’s Cousins, Masitoh, Rizki Ulfa and
Khairunnisa, who sincerely feed her and give her a shelter whenever she
need it.
Her very beautiful thanks for all the precious experiences in Sanggar
Teater LKK Unimed. To the unexplainable people who always do a lot of
unexplainable stupid things in her days, Mentari Asgara, Eva Dina,
Fenny Chairani, Rizki Akbar, Rahma Amelia, Asri Handayani, Putri
Viana, M. Rusdi, Tiarma Hutaoit and Ari Dondong Handoko.
Her dearest and beloved best friends, Mia Adilla Panjaitan, Afni Aisyah
Sihaloho, Maya L Hutapea, Sartika Dewi Panjaitan, Aprilza Azwani,
Suryani Hasibuan, and Sabar Parsaulian Harahap. Thanks for being
the sweet encouragers, constant supporters and amazing friends who she
can always count on in these last four years.
A big thanks to all the students of English Department, especially
ReAction (Reg A in Action) 2010, to all friends from PPLT SMA N 1
PANTAI CERMIN 2013, and for all people that can not be mentioned
one by one for their care, support, pray and love.
Finally the writer realizes that this thesis is far from being perfect. Therefore, the
writer will happily accept constructive criticism in order to make it better. The
writer hopes that this thesis would be beneficial to everyone.
Medan,
Februari 2015
The Writer
Rabiah Al Adawiyah
Reg. No. 2101121033
iii
TABLE OF CONTENTS
Page
ABSTRACT............................................................................................................ i
ACKNOWLEDGEMENTS.................................................................................. ii
TABLE OF CONTENTS...................................................................................... iv
LIST OF TABLE………………………………………………………………. .vi
LIST OF APPENDICES………………………………………………………...vii
CHAPTER I INTRODUCTION
A.
B.
C.
D.
E.
The Background of the Study................................................................
Problem of the Study..............................................................................
The scope of the Study...........................................................................
The Objective of the Study.....................................................................
The Significance of the Study.................................................................
1
4
5
5
5
CHAPTER II REVIEW OF LITERATURE
A. TheoreticalFramework............................................................................. 6
1. Students’ Achievement.................................................................. 6
2. Speaking ………………….......................................................... 10
3. Speaking Assessment ………………………............................... 11
4. Types of Speaking…………………......................................... 12
5. Media……………………………………….............................. 13
6. Video……………………………................................................. 14
7. Storytelling………........................................................................ 16
8. Storytelling through Video............................................................ 21
B. Conceptual Framework............................................................................ 23
C. Hypothesis................................................................................................ 25
CHAPTER III RESEARCH METHODOLOGY
A. Research Design................................................................................. 26
B. Population and Sample....................................................................... 27
1. Population..................................................................................... 27
2. Sample.......................................................................................... 28
C. The Instrument of Collecting Data...................................................... 28
D. The Scoring of the Test……………………………………………. 29
E. The Procedures of the Research.......................................................... 31
iv
F.
G.
H.
I.
1. Pre – test....................................................................................... 31
2. Treatment..................................................................................... 31
3. Post – test ................................................................................... 32
Controlling the Treatment................................................................... 33
The Validity and Reliability of the Test.............................................. 34
Technique of Data Analysis............................................................... 34
The Statistical Hypothesis………………………………………… . 35
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS
A. Data Analysis..................................................................................... 36
1. Testing Reliability of the Test...................................................... 36
2. Analyzing the Data by Using T-Test............................................ 37
3. Testing Hypothesis....................................................................... 38
B. Research Findings.............................................................................. 39
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion.......................................................................................... 40
B. Suggestion........................................................................................... 40
REFERENCES........................................................................................................ 39
APPENDICES……………………………………………………………………. . 41
v
LIST OF TABLES
Page
Table 3.1. Research Design .............................................................................. 31
Table 3.2. The Scoring Oral Test .................................................................... 33
vi
LIST OF APPENDICES
Pages
APPENDIX 1. The result of students’ Experimental Group (Pre-test) ............... 43
APPENDIX 2. The result of students’ of Experimental Group (Post-test)........... 44
APPENDIX 3. The result of students’ of Control Group ( Pre-test) .................... 45
APPENDIX 4. The result of students’ of Control Group ( Post-test)................... 46
APPENDIX 5 . The Calculation of t-test (The Data of Experimental Group)...... 47
APPENDIX 6 The Calculation of t-test (The Data of Control Group) ................ 48
APPENDIX 7.The Calculating of t-table and t-observed. ................................... 49
APPENDIX 8.The Statistical Anlysis for realibility Cofficient. .......................... 50
APPENDIX 9 Lesson Plan in Experimental Group ............................................ 53
vi
CHAPTER I
INTRODUCTION
A. Background of The Study
English as international language is important for human beings. It means
English is widely used in at least some parts of everyday life of some people
around the world. Learning English means learning language components and
language skills. Grammar, vocabulary, pronunciation, and spelling are
examples of language components. Meanwhile, language skill covers
listening, speaking, reading and writing.
Among the four skills, speaking is often considered as the most difficult
skill to be mastered by the students. Learning to talk in the foreign language is
often considered being one of the most difficult aspects of language learning
for the lecturer to help the students. The development of speaking skill is a
good source of motivation for most learners, who are normally much
concerned to be able to speak and understand a foreign language.
By speaking with others, people are able to know what kind of situation is
in the world. People know that language is a habit. Language is not only
taught and learnt but it is used as a habit. So people must be able to speak
English well because other people identify the English mastery with their
ability. So we can conclude that people who have ability to speak will be
better in receiving the information.
Teaching speaking in Senior High School in Indonesia is one of the main
of focuses in English teaching. The principle of teaching English is all
1
2
processes teaching should be communicative because the graduated of the
students in Senior High School are directed to have life skill for
communication to meet the need job opportunity, besides they can continue
their study to the higher level.
That is why the Government chosen instructional materials based on
notional and function syllabus to acquire communicative competence in
English. The students can express the meaning well with the appropriate form,
such as, in grammar, pronunciation and vocabulary.
The weakness of the students have in learning English, according to the
researcher’s observation is speaking ability. Their English Speaking ability is
still low. The indicators of the problems are as follows: First, the students feel
shy to express their ideas in English, second, the students do not know how to
apply different transactional and interactional expression in different situation.
Third, the students are afraid of making mistakes in grammar, pronunciation
and intonation. Fourth, the students have no courage to express their own
English ability; and finally, they never use English in their daily
communication either inside, or moreover outside the class because of their
limited vocabulary.
The cause of speaking problem could be seen from many factors. They
may come from students, teacher and syllabus. Based on the analysis of the
researcher, the causes are as follows: the teachers tended to teach
monotonously. The teachers did not apply various or creative teaching
3
techniques. The teacher usually focus their teaching on the written test which
was held in the mid or at the end of the semester, even in the final exam.
Wilkie (2001) states that in diagnosing the learning situations, teachers are
required to design the teaching techniques that will make the students easy to
follow and understand to the lessons given. Besides, in teaching English, the
teacher has to be able to make students participate in discussing the materials
actively, so that they will be able not only to understand what they are
learning in the class but also to express their ideas in English orally. The most
important thing to carry out in English teaching is that the teacher has to be
able to use an appropriate approach, strategy and model of teaching.
The researcher assumed that an appropriate approach is needed to improve
the students’ problem in speaking during teaching learning process. In other
words, students need something new in their learning process. Using media is
one of solutions that can help clarify the subject matter presented to students,
and prevent the occurrence of verbal self-student. By using media, it can help
teachers to make the new fun and active atmosphere in the classroom. It hoped
that the teaching and learning process becomes interesting and make the
students interested and motivated to learn the material.
Storytelling through Video is one of the ways that can be implemented in
teaching speaking. The combination of storytelling and video will be an
effective media that can attract the students attention and motivation.
4
Brown, Lewis & Har (1977:233) support that video can create a link
between mind, sight and hearing. If this condition happens, students will be
likely to focus on the material and will learn it in an optimum way.
Beside that storytelling is the interactive art of using words and actions to
reveal the elements and images of a story while encouraging the listener’s
imagination. Using storytelling in the classroom is one way to address literacy
development by improving oral language, reading comprehension, and
speaking. Because of the interrelated nature of the processes involved in
reading and speaking, storytelling is an effective strategy that can be woven
into instruction to increase students’ competencies in all areas. Engaging in
storytelling activities is a way to motivate even the most reluctant reader or
speaker.
Storytelling is defined as, “relating a tale to one or more listeners through
voice and gesture” (National Council of Teachers of English, 1992, p. 1).
Using of storytelling through video can be more appropriate media to be used
in increasing students’ speaking ability. Because the combination between
storytelling through video will be an interesting way that can attract the
students attention and motivation. The Students will not only watch a video
but the students know about the practice of combining images with a narrated
soundtrack including both voice and music. The students also be more active
because the will be asked to speak up during the teaching and learning
process. The students will be likely to focus on the material because of
5
storytelling through video encourage the listener’s imagination and exercise
the emotions of both teller and listener.
A. The Problem of the Study
Based on the background of the study, the problem is formulated as
follows: “Is there any significant effect on students’ ability in speaking by
using Storytelling through video?
B. The Objective of the Study
The objective of this study is to find out if the using of Storytelling
through Vide could significantly improves students’ speaking ability.
C. The Scope of the Study
There are many kinds of media in learning, they are audio media, visual
media and audio-visual media. Storytelling through Video is one of audiovisual media that can be used in teaching speaking. This study is focused on
the effectiveness of Storytelling through Video on students’ speaking ability in
Senior High School especially on second grade.
D. The Significance of the Study
Results of this study are expected to be giving out the theoretical and
practical significance. Theoretically, to enrich the learning of speaking by
using storytelling through video. Practically, to give much information for the
teacher especially English teacher as one of alternative way to teach speaking.
6
Then for the students, it is expected to be useful to increase students’ ability in
speaking. The last is the finding is expected to be useful for the other
researcher, who want to conduct the same research and interested in using
video especially storytelling through video as media in teaching speaking.
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
This study deals with using Storytelling through Video on students’ Speaking
Ability. After analyzing the data, conclusions are taking as follows : The students’
speaking ability was improved by applying Storytelling through Video. And then this
research found that the good media could help students to be more active and
interested in teaching and learning process, especially in speaking lesson. So Using
Storytelling through Video was an appropriate media to improve the students
speaking ability.
B.
Suggestion
In the relation to the conclusion above, the writer point out some suggestion as
folowing:
1) It suggested to the English Teacher to Use Storytelling through Video in
improving the students’ speaking with giving the interesting explanation,
good motivation and giving much time for the students to practice it.
2) It suggested to the students to be brave and want to try practice to speak up
in English Class.
40
41
REFRENCES
Ary, Donald. 2002. Introduction to Research in Education. Singapore:
Wardswirth.
Arsyad, A. 2009. Media Pengajaran. Jakarta: Grafindo.
Asyhar, Rayandra. 2012. Kreatif Mengembangkan Media Pembelajaran.
Jakarta:Grafindo
Berk, R. A. 2009. Multimedia teaching with video clips: TV, movies, YouTube,
and mtvU in the college classroom. International Journal of Technology in
Teaching and Learning, 5(1), 1–21.
Byrne, Donn. 1987. Technique for Classroom Activities. New York: Longman.
Brown, H. D. 2003. Language Assessment: Principles and Classroom Practices.
California: Longman.
Christine Goh. 2007. Teaching Speaking in the Language Classroom. Singapore :
SEAMEO
Regional Language Centre
Clark and Clark, HEV. 1997. Psychologyvand language: : An Introduction to
Psycholinguistic. New York : Harcourt Brace.
Edna Bravo. 2010. Video as a new teaching tool to increase student Motivation.
Barcelona, Spain: Department of Management Technical University of
Catalonia.
Elvira Wahyuni. 2012. The Use of Video in increasing speaking ability of the first
year student of SMA N 12 Pekan Baru . Riau: English Study Program of
FKIP Riau University.
Febriyanti Nurcahyasari and Enny Irawati. 2010. Using Music Videos to Improve
the ability in writing narrative text of the eleventh graders. Malang: State
University of Malang.
Kathleen B. Egan. 2010. Speaking : A Critical Skill and a Challenge. CALICO
Jurnal Volume 16. 1(3) 277-290.
KOCH T. (1998). Story telling: is it really research? Journal of
Advanced Nursing 28(6), 1182±1190.
42
Nunan, David. 1991. Oxford Advance Learners Dictionary of Current English.
London : Oxford University.
NYSED/SCALE Webinar. 2013. Implementing Video Analysis into Teacher
Education: Some Why’s and How’s. Department of Curriculum and
Teaching Hunter College. New York: University of New York.
Mike Sowden. 2012 . Storytelling or How to make people care about anything.
Asisi Itali: Fevered Mutterings
Sara Miller and Lisa Pennycuff. 2008. The Power of Story : Using Storytelling to
Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in
Education Vol. 1, No. 1 (May 2008) 36 – 43..
Sunwolf, Ph.D., J. (2003). The Storylistening effect. Workshop:
National Storytelling Conference. Chicago.
Wallace, T et al. 2004. Teaching speaking, listening, and writing. IBE: Geneva.
(http://area.dge.mec.pt/gramatica/whatspeakingis.htm) – Speaking - Accessed on
May, 13th 2014
(http://www.medialit.org/reading-room/10-benefits-media-literacy-education) –
Benefits of Using Media in Classroom - Accessed on July, 16th 2014
(http://educationlearning.wordpress.com/2009/01/16/function-and-benefitsoflearningmedia/)
Benefit of using media for teaching learning process - Accessed on July, 16th 2014
(http://chiasuanchong.com/tag/disadvantages-of-technology-in-the-classroom/)
Disadvantage of using media for teaching and learning process - Accessed on
July, 17th 2014
(http://www.storynet.org/resources/whatisstorytelling.html)-storytelling Accessed\
on July, 17th 2014
Al Adawiyah, Rabiah. 2101121033. The Effect of Using Storytelling through
Video on Students’ Speaking Ability”. A Thesis. English Department. Faculty
of Languages and Art, State University of Medan. 2015.
Abstract
This study was focused on the investigation of the effect of using Storytelling
through Video on Students’ Speaking Ability. This study discovered the effect of
using Storytelling through Video on Students’ Speaking Ability. It was conducted
by using experimental research design. The population of this research was grade
XI students of SMA Negeri 1 Pantai Cermin divided into two groups, namely
experimental and control group. The experimental group was taught by using
Storytelling through Video, while the control group was taught by using lecturing
method (without Storytelling through Video). The instruments used to collect the
data was writing recount text. After the data were analyzed, it was found that the
value of t-observed was 3.909 with the degree of freedom (df)= 38 at the level of
significance 0,05. It means that t-observed was higher than t-table (3.909 > 2.024).
The result of this study showed that teaching speaking by using storytelling
through video was higher than that by using lecturing method (without using
storytelling through video). It implies that storytelling through video is
appropriate to be applied for speaking.
Keywords: Storytelling through Video, Speaking Ability
i
ACKNOWLEDGEMENT
The greatest gratitude is expressed to Allah SWT, who always gives the
writer blessing, power, strength and love in her entire life and in terms of her
study, especially in completing this thesis entitled “The Effect of Using
Storytelling through Video on Students’ Speaking Ability” as one of the
requirements for the degree of Sarjana Pendidikan (S1) at English Department,
Faculty of Languages and Arts, State University of Medan. Shalawat and salam
for the Prophet Muhammad who brings us from darkness to the brightness.
The writer realizes that this thesis would not have been accomplished
without generous helps, supports, advices, and prays of others. Many people have
helped and contributed their ideas and time in completing this thesis and it would
be impossible to mention all of them. However, the writer would like to express
her sincerest gratitude and appreciation to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
Dra. Meisuri, M.A., the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study
Program and the writer Academic Consultant.
Dr. Siti Aisah Ginting, M.Pd., the writer Thesis Consultant.
Dr. Rahmad Husein, M. Ed., the writer Thesis Reviewer.
The writer sincerely thanks to her Dad and her Mom for never giving up
on her and for their tireless pray and love to the writer not only in
completing this thesis but also in her life. The writer’s special gratitude
also goes to her dearest Brothers ( Fakhrurrozi, M.Pd., Rahmattulloh,
S.T., Abdul Halim, S.S.T., Najamuddin, S.Pd., Roni Pandapotan,
Abdul Rahim, Ade Ilham Syaputra and M. Abdillah Harkan) for
being so cute and relieving.
To her beloved Sisters (Patimah Sahro, S.Pd, Nur Azizah and Nur
Habibah) who always keep the writer on the right way and cover her with
so much love and caring.
ii
Special Thanks to writer’s Cousins, Masitoh, Rizki Ulfa and
Khairunnisa, who sincerely feed her and give her a shelter whenever she
need it.
Her very beautiful thanks for all the precious experiences in Sanggar
Teater LKK Unimed. To the unexplainable people who always do a lot of
unexplainable stupid things in her days, Mentari Asgara, Eva Dina,
Fenny Chairani, Rizki Akbar, Rahma Amelia, Asri Handayani, Putri
Viana, M. Rusdi, Tiarma Hutaoit and Ari Dondong Handoko.
Her dearest and beloved best friends, Mia Adilla Panjaitan, Afni Aisyah
Sihaloho, Maya L Hutapea, Sartika Dewi Panjaitan, Aprilza Azwani,
Suryani Hasibuan, and Sabar Parsaulian Harahap. Thanks for being
the sweet encouragers, constant supporters and amazing friends who she
can always count on in these last four years.
A big thanks to all the students of English Department, especially
ReAction (Reg A in Action) 2010, to all friends from PPLT SMA N 1
PANTAI CERMIN 2013, and for all people that can not be mentioned
one by one for their care, support, pray and love.
Finally the writer realizes that this thesis is far from being perfect. Therefore, the
writer will happily accept constructive criticism in order to make it better. The
writer hopes that this thesis would be beneficial to everyone.
Medan,
Februari 2015
The Writer
Rabiah Al Adawiyah
Reg. No. 2101121033
iii
TABLE OF CONTENTS
Page
ABSTRACT............................................................................................................ i
ACKNOWLEDGEMENTS.................................................................................. ii
TABLE OF CONTENTS...................................................................................... iv
LIST OF TABLE………………………………………………………………. .vi
LIST OF APPENDICES………………………………………………………...vii
CHAPTER I INTRODUCTION
A.
B.
C.
D.
E.
The Background of the Study................................................................
Problem of the Study..............................................................................
The scope of the Study...........................................................................
The Objective of the Study.....................................................................
The Significance of the Study.................................................................
1
4
5
5
5
CHAPTER II REVIEW OF LITERATURE
A. TheoreticalFramework............................................................................. 6
1. Students’ Achievement.................................................................. 6
2. Speaking ………………….......................................................... 10
3. Speaking Assessment ………………………............................... 11
4. Types of Speaking…………………......................................... 12
5. Media……………………………………….............................. 13
6. Video……………………………................................................. 14
7. Storytelling………........................................................................ 16
8. Storytelling through Video............................................................ 21
B. Conceptual Framework............................................................................ 23
C. Hypothesis................................................................................................ 25
CHAPTER III RESEARCH METHODOLOGY
A. Research Design................................................................................. 26
B. Population and Sample....................................................................... 27
1. Population..................................................................................... 27
2. Sample.......................................................................................... 28
C. The Instrument of Collecting Data...................................................... 28
D. The Scoring of the Test……………………………………………. 29
E. The Procedures of the Research.......................................................... 31
iv
F.
G.
H.
I.
1. Pre – test....................................................................................... 31
2. Treatment..................................................................................... 31
3. Post – test ................................................................................... 32
Controlling the Treatment................................................................... 33
The Validity and Reliability of the Test.............................................. 34
Technique of Data Analysis............................................................... 34
The Statistical Hypothesis………………………………………… . 35
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS
A. Data Analysis..................................................................................... 36
1. Testing Reliability of the Test...................................................... 36
2. Analyzing the Data by Using T-Test............................................ 37
3. Testing Hypothesis....................................................................... 38
B. Research Findings.............................................................................. 39
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion.......................................................................................... 40
B. Suggestion........................................................................................... 40
REFERENCES........................................................................................................ 39
APPENDICES……………………………………………………………………. . 41
v
LIST OF TABLES
Page
Table 3.1. Research Design .............................................................................. 31
Table 3.2. The Scoring Oral Test .................................................................... 33
vi
LIST OF APPENDICES
Pages
APPENDIX 1. The result of students’ Experimental Group (Pre-test) ............... 43
APPENDIX 2. The result of students’ of Experimental Group (Post-test)........... 44
APPENDIX 3. The result of students’ of Control Group ( Pre-test) .................... 45
APPENDIX 4. The result of students’ of Control Group ( Post-test)................... 46
APPENDIX 5 . The Calculation of t-test (The Data of Experimental Group)...... 47
APPENDIX 6 The Calculation of t-test (The Data of Control Group) ................ 48
APPENDIX 7.The Calculating of t-table and t-observed. ................................... 49
APPENDIX 8.The Statistical Anlysis for realibility Cofficient. .......................... 50
APPENDIX 9 Lesson Plan in Experimental Group ............................................ 53
vi
CHAPTER I
INTRODUCTION
A. Background of The Study
English as international language is important for human beings. It means
English is widely used in at least some parts of everyday life of some people
around the world. Learning English means learning language components and
language skills. Grammar, vocabulary, pronunciation, and spelling are
examples of language components. Meanwhile, language skill covers
listening, speaking, reading and writing.
Among the four skills, speaking is often considered as the most difficult
skill to be mastered by the students. Learning to talk in the foreign language is
often considered being one of the most difficult aspects of language learning
for the lecturer to help the students. The development of speaking skill is a
good source of motivation for most learners, who are normally much
concerned to be able to speak and understand a foreign language.
By speaking with others, people are able to know what kind of situation is
in the world. People know that language is a habit. Language is not only
taught and learnt but it is used as a habit. So people must be able to speak
English well because other people identify the English mastery with their
ability. So we can conclude that people who have ability to speak will be
better in receiving the information.
Teaching speaking in Senior High School in Indonesia is one of the main
of focuses in English teaching. The principle of teaching English is all
1
2
processes teaching should be communicative because the graduated of the
students in Senior High School are directed to have life skill for
communication to meet the need job opportunity, besides they can continue
their study to the higher level.
That is why the Government chosen instructional materials based on
notional and function syllabus to acquire communicative competence in
English. The students can express the meaning well with the appropriate form,
such as, in grammar, pronunciation and vocabulary.
The weakness of the students have in learning English, according to the
researcher’s observation is speaking ability. Their English Speaking ability is
still low. The indicators of the problems are as follows: First, the students feel
shy to express their ideas in English, second, the students do not know how to
apply different transactional and interactional expression in different situation.
Third, the students are afraid of making mistakes in grammar, pronunciation
and intonation. Fourth, the students have no courage to express their own
English ability; and finally, they never use English in their daily
communication either inside, or moreover outside the class because of their
limited vocabulary.
The cause of speaking problem could be seen from many factors. They
may come from students, teacher and syllabus. Based on the analysis of the
researcher, the causes are as follows: the teachers tended to teach
monotonously. The teachers did not apply various or creative teaching
3
techniques. The teacher usually focus their teaching on the written test which
was held in the mid or at the end of the semester, even in the final exam.
Wilkie (2001) states that in diagnosing the learning situations, teachers are
required to design the teaching techniques that will make the students easy to
follow and understand to the lessons given. Besides, in teaching English, the
teacher has to be able to make students participate in discussing the materials
actively, so that they will be able not only to understand what they are
learning in the class but also to express their ideas in English orally. The most
important thing to carry out in English teaching is that the teacher has to be
able to use an appropriate approach, strategy and model of teaching.
The researcher assumed that an appropriate approach is needed to improve
the students’ problem in speaking during teaching learning process. In other
words, students need something new in their learning process. Using media is
one of solutions that can help clarify the subject matter presented to students,
and prevent the occurrence of verbal self-student. By using media, it can help
teachers to make the new fun and active atmosphere in the classroom. It hoped
that the teaching and learning process becomes interesting and make the
students interested and motivated to learn the material.
Storytelling through Video is one of the ways that can be implemented in
teaching speaking. The combination of storytelling and video will be an
effective media that can attract the students attention and motivation.
4
Brown, Lewis & Har (1977:233) support that video can create a link
between mind, sight and hearing. If this condition happens, students will be
likely to focus on the material and will learn it in an optimum way.
Beside that storytelling is the interactive art of using words and actions to
reveal the elements and images of a story while encouraging the listener’s
imagination. Using storytelling in the classroom is one way to address literacy
development by improving oral language, reading comprehension, and
speaking. Because of the interrelated nature of the processes involved in
reading and speaking, storytelling is an effective strategy that can be woven
into instruction to increase students’ competencies in all areas. Engaging in
storytelling activities is a way to motivate even the most reluctant reader or
speaker.
Storytelling is defined as, “relating a tale to one or more listeners through
voice and gesture” (National Council of Teachers of English, 1992, p. 1).
Using of storytelling through video can be more appropriate media to be used
in increasing students’ speaking ability. Because the combination between
storytelling through video will be an interesting way that can attract the
students attention and motivation. The Students will not only watch a video
but the students know about the practice of combining images with a narrated
soundtrack including both voice and music. The students also be more active
because the will be asked to speak up during the teaching and learning
process. The students will be likely to focus on the material because of
5
storytelling through video encourage the listener’s imagination and exercise
the emotions of both teller and listener.
A. The Problem of the Study
Based on the background of the study, the problem is formulated as
follows: “Is there any significant effect on students’ ability in speaking by
using Storytelling through video?
B. The Objective of the Study
The objective of this study is to find out if the using of Storytelling
through Vide could significantly improves students’ speaking ability.
C. The Scope of the Study
There are many kinds of media in learning, they are audio media, visual
media and audio-visual media. Storytelling through Video is one of audiovisual media that can be used in teaching speaking. This study is focused on
the effectiveness of Storytelling through Video on students’ speaking ability in
Senior High School especially on second grade.
D. The Significance of the Study
Results of this study are expected to be giving out the theoretical and
practical significance. Theoretically, to enrich the learning of speaking by
using storytelling through video. Practically, to give much information for the
teacher especially English teacher as one of alternative way to teach speaking.
6
Then for the students, it is expected to be useful to increase students’ ability in
speaking. The last is the finding is expected to be useful for the other
researcher, who want to conduct the same research and interested in using
video especially storytelling through video as media in teaching speaking.
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
This study deals with using Storytelling through Video on students’ Speaking
Ability. After analyzing the data, conclusions are taking as follows : The students’
speaking ability was improved by applying Storytelling through Video. And then this
research found that the good media could help students to be more active and
interested in teaching and learning process, especially in speaking lesson. So Using
Storytelling through Video was an appropriate media to improve the students
speaking ability.
B.
Suggestion
In the relation to the conclusion above, the writer point out some suggestion as
folowing:
1) It suggested to the English Teacher to Use Storytelling through Video in
improving the students’ speaking with giving the interesting explanation,
good motivation and giving much time for the students to practice it.
2) It suggested to the students to be brave and want to try practice to speak up
in English Class.
40
41
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