58
Istiqomah Nur Rahmawati, 2014 Teaching Speaking Through Storytelling
Universitas Pendidikan Indonesia
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| perpustakaan.upi.edu
The questionnaires were also validated by consulting to the expert to have validity. Then, the responses of the students to the questionnaires were analyzed
by computing the response frequencies then converting them into percentages.
Number of students choosing certain option x 100 Total number of the students 33
3.7. Research Procedures
3.7.1. Pre-test
The pre-test was carried out at September 28
th
2013 at 9.00-10.30 a.m. in the experimental group
to identify the students’ ability in speaking. Therefore, it was given in the matriculation class
to find the students’ basic skill or ability before they get the treatment. To get more information from students about the way they
retell the story in English, the researcher was equipped with recording tool to record the activities being held in the class. But, unfortunately, the tool was not
able to be used due to the electricity problem. Therefore, the researcher could not make documentations video recording for pre-test. The test material was in the
form of storytelling performance. Pre-test scores were supposed to serve as controlled variable to identify the ability of the students in speaking before giving
the treatment about storytelling. The following was the guideline of the pre-test.
59
Istiqomah Nur Rahmawati, 2014 Teaching Speaking Through Storytelling
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
Direction:
1. There are five picture series available.
2. Choose one of them.
3. How would you tell the story to your friend?
4. The time allocation is about 2-3 minutes.
5. Your scoring will be measured by your lecture using scoring sheet adapted from
Hadley, A.O. 2001.
Picture series 1 The Very Hungry Caterpillar --- see appendix.
Picture series 2 The Very Thirsty Caterpillar --- see appendix.
Picture series 3 The Great Big Enormous Turnip --- see appendix.
Picture series 4 The Very Busy Spider --- see appendix.
Picture series 5 The Little Indian Boy --- see appendix.
Figure 3.1. Guide for pre-test
3.7.2. Experimental Group Treatment
A series of treatment was given to the experimental group where the treatments were given for five meetings. In this study, the treatment used storytelling
technique in teaching speaking. The first treatment was conducted on October 4
th
2013 at 9.00-10.30 a.m. The material given in the first treatment was about a story entitled The Very Hungry
Caterpillar. The second treatment was conducted on October 11
th
2013 at 9.00- 10.30 a.m.. The material given in this treatment was still about the caterpillar but
in this time the title changed into The Very Thirsty Caterpillar. So the content of the story was still the same with the previous story but the vocabulary was
changed from the name of foods into the name of beverages. The third treatment was The Great Big Enormous Turnip, it was conducted on October 18
th
2013 at 9.00-10.30 a.m.. The next treatment was implemented on October 25
th
2013 at 9.00-10.30 a.m.. The material given in that time was The Very Busy Spider. The
60
Istiqomah Nur Rahmawati, 2014 Teaching Speaking Through Storytelling
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
last treatment was implemented on November 1
st
2013 at 9.00-10.30 a.m.. The students in that time learnt about the story entitled The Little Indian Boy.
There were three steps in giving treatment with storytelling. The first was preparation. In this step, the researcher began preparing the students to speak by
giving them the picture series with storyline or script in it that would be discussed. Then she did modelling and reinforcing. In this step the researcher introduced a
model of storytelling performance. Next, the researcher discussed how to tell a story fluently and attractively. In the second step, constructing, the researcher
asked the students to seat in groups of four or five. The researcher then asked the groups to practice retelling the story among them based on their own version.
After that, she asked the students to perform their story in front of the class voluntarily. It seemed that was not all groups could perform the storytelling due to
the limitation of the time. In the last step, closing, the students eventually had many difficulties in pronouncing some words correctly and expressing the story
confidently during the individual performance. She motivated the students to be more confident and correct their mispronunciations.
3.7.3. Post-test
