Storytelling as Speaking Activity

17

CHAPTER III RESEARCH METHODOLOGY

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 26 th until October 11 th , 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. 2 This 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 mee ting 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,2006p.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 was conducted 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-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.