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Table 2 shows the research flow and design applied in this research. Pre-treatment is the third phase of the phases in the self-training learning model
.
In this phase the responden carried out the English teaching activities using storytelling at elementary school. The
next phase, the fourth phase, is the phase of starting the treatment process. The respondens are given directions and counsilings according to the syntax of the self-
training learning model.
At the end of the fourth phase, the cycle turned back to the phase of 1
st
, 2
nd
, and 3
rd
and the respondens repeated the English teaching activities using storytelling for the second class, but in this phase the respondens were still in the guided by their lecturers
the researchers. Then the phase cycled back to the 4
th
, 1
st
, 2
nd
, and the 3
rd
phase. At this last phase the respondens took the role of teaching English to elementary school
students using storytelling for the third class activities. It was the post-treatment phase. The researchers assessed the respondens abilities in teaching English to elementary
school students using storytelling.
A. Research Object and Responden
Respondens of this study were 4 students of PGSD UPI Kampus Cibiru from English concentration. They were on the Field Experience Program and signing in the final
project. Their papers discussed about the application of story in English teaching and learning. The object of the study is the
respondens‟ skill in using storytelling to teach English to elementary school students. The skill was trained using self-training teaching
model
.
The aspect of the research was the respondens‟ skill in using storytelling to teach English to elementary school students. An instrument is used to assess the
respondens‟ skill in using storytelling to teach English at elementary school. Teacher Activities
Assessment Instrument or IPKG was the isntrument used to assess the respondens ability of teaching. Pseudonym was used to describe the four respondens of this
research to keep the privacy of the respondens Babbie, 2005. They were named as Sinta, Hani, Deni, and Tuti.
B. Setting
The research took place in Laboratory Elementary School of UPI Kampus Cibiru. The location was chosen for the research to give scientific additional input to the school as
the result of the research. This research would also give the same contribution to the development of English concentration in PGSD UPI Kampus Cibiru, so that qualified
English teachers for elementary school will be produced.
This study was conducted in the year 2013. Four students of the seventh semester of PGSD UPI Kampus Cibiru as the respondens, one expert in English
learning at elementary school to give expert judgement
,
an English teacher of Laboratory Elementary School of UPI Kampus Cibiru, grade 3 of Laboratory
Elementary School of UPI Kampus Cibiru and two lecturers as the research team were involved.
Research Instrument 1.
Teacher Activities Assessment Instrument IPKG This instrument was used to assess the respondens skill in using storytelling in
teaching English at elementary school. Structered assessment to assess the respondens in doing the storytelling at elementary school was recorded in this
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instrument. The assessment was based on the use of learning media as well as teacher‟s skill in managing the classroom interaction.
2. Questionnaire
Questionnaire was used to get data on respondens‟ understanding about using
storytelling in teaching English at elementary school. 3.
Video Recording Video Recording was used to record the whole teaching and learning process. The
record was then discussed to evaluate the strong and weak points of the teaching and learning process.
4. Photo Camera
Photo Camera was used to record the teaching and learning process. The record was then discussed to evaluate the strong and weak points of the teaching and
learning process. It was also used as a document of the respondens file i.e. Lesson Plan, Students Work Sheet, and some other media used for the teaching
and learning.
C. Data Collecting
