A COMPARATIVE STUDY OF STUDENTS’ SPEAKING ABILITY BETWEEN THOSE WHO ARE TAUGHT THROUGH STORY TELLING AND THOSE THROUGH STORY TELLING WITH SERIAL PICTURES AT THE SECOND YEAR OF SMAN 1 BANDAR LAMPUNG

ABSTRACT

A COMPARATIVE STUDY OF STUDENTS’ SPEAKING ABILITY BETWEEN THOSE WHO ARE TAUGHT THROUGH STORY TELLING AND THOSE THROUGH STORY TELLING WITH SERIAL PICTURES AT

THE SECOND YEAR OF SMAN 1 BANDAR LAMPUNG By

Fitri Chitra Amelia

This research was aimed to find out whether there is a significant difference of students’ speaking ability between those who are taught through storytelling and those through storytelling with serial pictures.

This research was conducted at SMAN 1 Bandar Lampung in academic year 2015/2016. The researcher randomly selected two classes among six classes at the second year students. The result was XI C class (experimental class) which was taught through storytelling with serial pictures and XI E (control class). Each class consists of 24 students.

This research was aimed to find out whether there is a significant difference of students’ speaking ability between those who are taught through storytelling and those through storytelling with serial pictures. To prove the hypothesis, the researcher used Control Group Pretest Posttest design. The data were analyzed by using independent group T-test. In this case, the researcher used SPSS 17 to prove whether the hypothesis is accepted or not. The result of Independent Group T-test which showed that the T-value (7.394) was higher than T-table (2.096), however the difference is not statically significant.

Based on the difference of the mean score of the experimental class and control class, it can be concluded that Storytelling with serial pictures gave a better improvement towards students’ speaking achievements.

ACKNOWLEDGEMENTS

Alhamdulillah, praise is always to THE ALMIGHTY ALLAH SWT for the gracious mercy and tremendous blessing that always guides the writer along her life. She believes that by the blessing and the grace of Allah SWT, she is able to accomplish this script, entitled “A Comparative study of students’ Speaking Ability between those who are taught through Storytelling with Serial Pictures and those through Storytelling without Serial Pictures” as one of the requirement to finish her Bachelor degree at English Education Study Program, Teacher Training and Education Faculty, Lampung University.

She would like to express her sincere and great appreciation to all people and institutions in which without the support, motivation, and assistant, this script would never be compiled. Her acknowledgement and gratitude are given to the first advisor, Prof. Dr. Cucu Sutarsyah, M.A., and also Budi Kadaryanto, S.Pd., M.A. as the second advisor who have given their ideas, questions, advices, even motivations to the writer to finish this final work and for obtaining the title of Bachelor of English Education (S.Pd.).

Her thankfulness is also dedicated to Drs. Heri Yufrizal, M.A. Ph.D. as the examiner for patiently giving much supports, inputs, helps, and corrections to improve this script better. Then, the writer is very thankful to Budi Kadaryanto, S.Pd., M.A., as the

writer’s academic advisor for her kindness and patience in guiding the writer during her study, and also the deepest appreciation for all the lecturers of English Education Department.

Her appreciation is also given to Drs. Badruzaman. S. Pd.,M.M. Pd. as the principal of SMAN 1 Bandar Lampung for providing the chance to conduct this research. Next, her thankfulness is addressed to Miss Dra Kastiani, S.Pd., for her guiding given to the writer during her research and also for the other English teachers of SMAN 1 Bandar Lampung: Nurma Rajaguguk, B.A., Teti Hernawati, M.Pd., who are very helpful. Then the writer also thanks to class X Social 1 and X Social 2 of 2013/2014 academic year for being cooperative during this research.

Another gratitude is given to my lovely close friends : Alex , Diah, Intan, Edo, Rizkur, Fitwul, Lia, Lona. Thanks for all the craziness, support, inspiration, and motivation which will never be forgotten. Next, the writer would like to say thanks also to her KKN/PPL team, her colleagues in English Department 2010 of Lampung University such as Abdul, Lucky, Dian.

Last but not least, her great indebtedness is also addressed to her beloved father, Amrozi, and her mother, Herida. It is truly undoubted that loves, cares, timeless prayers during days and nights, are everything for her. Her special gratitude is also given to her beloved siblings, Fitra Heramsyah and Ricky Heramsyah, and also my big family: Muty, Weny, Rika, Uwak Nunung, Uwak Kamalul, Ajo Awan for their

help and support financially to the writer. And special thanks for “YOU” for that supports, cares, motivation and everything to the writer.

Hopefully, this script will give positive contribution to development of education. The writer is completely aware that this script is far from the perfection. Therefore, constructive input and suggestion are expected to compose better paper in the future.

Bandar Lampung, May 2015

The Writer

APPENDICES

Page

1. Pretest ( Contril Class) ………. 51

2. The Story of Malin Kundang ( Control Class) ……… 52

3. The Rubic of GrradingSystem ……… 53

4. Pretest ( Experimental Class ) ……….. ………... 55

5. Posttest ( Experimental Clas ………56

6. The Story of Malin Kundang ……… 57

7. Lesson Plan ……… 80

8. Table of Rating Sheet Score Pre-test ( Experimental Group ) ……….. 90

9. Table of Rating Sheet Score Post-test ( Experimental Group ) ……… 91

10. Table of Rating Sheet Score Pre-test ( Control Group ) ………. 90

11. Table of Rating Sheet Score Post -test ( Control Group ) ……… . 90

12.The Descriptive Statistic of Pretest in Experimen Class………. 94

13.The Descriptive Statistic of Pretest in Control Class………. .. 95

A COMPARATIVE STUDY OF STUDENTS’ SPEAKING ABILITY BETWEEN THOSE WHO ARE TAUGHT THROUGH STORY TELLING

AND THOSE THROUGH STORY TELLING WITH SERIAL PICTURES AT THE SECOND YEAR OF SMAN 1 BANDAR LAMPUNG

(A Script)

BY

Fitri Chitra Amelia

ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ART EDUCATION DEPARTMENT FACULTY TEACHER TRAINING AND EDUCATION

UNIVERSITY OF LAMPUNG 2015

CURRICULUM VITAE

The name of the writer is Fitri Chitra Amelia. She was born in Bandar Lampung on Sept 06st, 1992. She is the third child of very great parents, Amrozi and Herida. Her father is a civil servant and her mother is a teacher. She has two lovely siblings, two brothers : Fitra Heramsyah and Ricky Heramsyah.

She went to a formal education institution for the first time at Kindergarten Dwi Tunggal, Bandar Lampung in 1997 and graduated in 1998. Then she continued her elementary level at SDN 1 Beringin Raya in 1998. Unfortunately, she graduated in 2004. She pursued her study at SMPN 13 Bandar Lampung and finished in 2007. Next, she continued at SMAN 1 Bandar Lampung and graduated in 2010.

She accomplished KKN program at Daya Murni Village, Tulang Bawang Barat district, Tulang Bawang Barat region and teaching practice program (PPL) at SMAN 1 Tumijajar from July to September 2013.

DEDICATION

Bismillaahirrahmaannirrohiim,By offering my praise and gratitude to Allah SWT for the blessing given to me, this piece of work is sincerely dedicated to:

1. The amazing inspirators for my life: my belovedBapakandMamah, Amrozi and Herida

2. My beloved brother and sister: Fitra Heramsyah and Ricky Heramsyah, also all my big family who cannot be mentioned all

3. My closest friends: Diah, Alex, Rizkur, Edo, Vita, Lona, Lia, Dian, Intan 4. My great almamater, Lampung University

A COMPARATIVE STUDY OF STUDENTS' SPEAKING ABILITY BETWEEN THOSE WHO ARE TAUGHT THROUGH STORY TELLING AND THOSE THROUGH STORY TELLING WITH SERIAL PICTURES

AT THE SECOND YEAR OF SMAN 1 BANDAR LAMPUNG

By

FITRI CHITRA AMELIA

A Script

The Language and Arts Department of Teacher Training and Education Faculty

Submitted in a Partial Fulfillment of The Requirements For S-1 Degree

in

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG

BANDARLAMPUNG 2015

LIST OF T TABLE OF CONTENTS

TABLE OF CONTENTS Page

4.1. The Descriptive Statistic of Pretest in Experimental Class …... 35

4.2. The Distribution of Frequencies of Pretest in Experimental Class ... 35

4.3. The Descriptive Statistic of Pretest in Control Class ... 36

4.4. The Distribution of Frequencies of Pretest in Control Class ... 36

4.5. The Descriptive Statistic of Posttest in Experimental Class ... 37

4.6. The Distribution of Frequencies of Posttest in Experimental Class .... 38

4.7. The Descriptive Statistic of Posttest in Control Class ... 38

4. 8. The Distribution of Frequencies of Posttest in Control Class... 39

4. 9. Normality Test of Pretest Scorein Experimental Class ………….. 40

4. 10. Normality Test of Pretest Score in Control Class ... 40

4. 11. Normality Test of Posttest Score in Experimental Class ... 41

MOTTO

“The unhappiest people in this world are those who care the most about what other people think.” (C. JoyBell C.)

TABLE OF CONTENTS

Page

CURRICULUM VITAE i

MOTTO ii

DEDICATION iv

ACKNOWLEDGMENT v

TABLE OF CONTENTS vi

LIST OF TABLE vii

APPENDIXES viii

I. INTRODUCTION

1.1 Background of the problem...……..1

1.2 Limitation of the problems ………... 3

1.3 Formulation of Research Questions………... 3

1.4 The Objective of the Research ...……. 3

1.5 Uses of the Research ...……..4

1.6 Scope of the research ...……..4

1.7 Definition of research...……. 5

II. LITERATUR REVIEW 2.1 Review of Previous Research ...…….6

2.2 The Concept of Speaking ...……..7

2.3 Teaching Speaking ...…….12

2.4 The Concept of Storytelling ...……14

2.5 Teaching speaking Through Storytelling ...……15

2.6 The Concept of Picture ...….. 16

2.7 The Procedure of Teaching SpeakingThrough Picture………. 18

2.8 The Advantages and Disadvantages Using Picture in Speaking…19 2.9 TheoreticalAssumption ……….. 20

2.10 Hypothesis ………. 20

III. RESEARCH METHODS 3.1 Research Design...…… 21

3.2 Population and Sample...…… 22

3.3 Data collecting Technique...…… 22

3.4 Research Procedure...…… 23

3.5 Data analysis ...…… 25

3.6 HypotesisTesting ………... 32

IV. RESULT AND DISCUSSION 4.1 Result ...…….34

4.1.1 The Result of Pretest ...…….34

4.1.2 Result of Posttest ...…….37

4.2 Hypothesis Test ...…….42

4.3 Discussion .. ...….. 42

V. CONCLUSIONS AND SUGGESTIONS 5.1 Conclusion ...…… 46

5.2 Sugestions ...…… 47

5.2.1 Sugestions for English Teacher……… 47

5.2.2 Sugestions to Father Reseachers ………...47

REFERENCES 48

I. INTRODUCTION

In this chapter there are several points that will be described that is background of problems, identification of the problems, limitation of the problems, formulation of research questions, objective and uses of the research, scope, and definition of terms.

1.1 Background of the problems

Language is a very important part in communication and used as a communication tool between countries in the world. English as an international language plays a very important as a communication tool in the world. In Indonesia, English is a foreign language that is taught formally since elementary school.

In Indonesia, the teaching of English is based on the School-Based Curriculum (KTSP). In reference to this Curriculum proposed by the Department of National Education in 2006, the objective of English teaching as a compulsory subject at junior high school level is to enable students to communicate in both oral and written forms. As the language is a means of communication, students have to be accustomed to speak utterances orally in the classroom, even in the very simplest way, such as greeting, answering, expressing ideas, giving responses, and the like. Thus, the students need to have a good speaking ability in order to achieve the objectives of English teaching and learning as stated in the current curriculum.

2

Based on the researcher experience in PPL, most students cannot participate in speaking English to express their opinion because in daily teaching-learning process most teachers didn’t concer to teach language about how to use it. Another problem which found by the researcher was that the teachers usually teach the students based on the book available only in their school, so that they become too dependent on those books and the students do not have any chance to do exercise either in written or oral form. Therefore, it makes them hard to learn English and become passive participants. In teaching and learning process, there are some components which make students can develop their communicative ability. One of them is the ability of the teacher to choose or to create a certain technique to teach English in a vibrant, active language, and interesting.

There are many ways to make an interesting activity in teaching speaking in the classroom. Using pictures, cards, and other visual aids usually add a great joy in the class. Language teachers use them as a meaningful teaching tool in order to attract students’ attention and facilitate them to understand the lesson better.

The other ways are doing group discussion, conducting role-play, games and using storytelling. However, storytelling has not been fully explored or developed by school in Indonesia. There is a certain fear that storytellers may interfere with school curriculum, and belief that school can do better without them. This story telling session is offers a frame which make a storyteller can work over a period of time with a class. If there is no funds for more than one session with a class, the session still

3

provides a model that I believe the teachers can draw on for their own story telling with students. Therefore story telling is very important for teaching speaking.

1.2 Limitation of the problems

This research is limited to study the comparison of students’ speaking ability between two groups of participants using different techniques: that arestorytelling with serial pictures andstorytelling without serial pictures in order to answer the problems that have been mentioned on the background of this research.

1.3 Formulation of Research Questions

By considering the identification of problem and the limitation of problem, the writer formulated the problem such as:

• Is there any significant difference of students’ speaking ability between those who are taught through storytelling with serial pictures and who are taught story telling without serial pictures?

1.4 The Objective of the Research

• To find out whether there is significant difference of students’ speaking ability between those who are taught throughstorytelling with serial pictures and who are taught story telling without serial pictures?

4

1.5 Uses of the Research

The findings of the research are expected to be beneficial not only theoretically but also practically.

• Theoretically, this research can be used as a reference for those who will conduct further research and enrich the theory about storytelling technique in teaching speaking.

• Practically, the result of this research may give information about the influence of storytelling speaking ability. This research also contribute some information about understanding language learning. Furthermore, this research can be used as logical consideration for the next research.

1.6 Scope of the Research

This quantitative research conducted in the second grade of SMAN 1 Bandar Lampung with two classes as samples of the research. The researcher selected two classes randomly, the second class that selected to be the experimental class was XI E and the second class that selected as the control class was XI C. The researcher conducted the research in two meetings for both classes. The material that selected based on the school curriculum.Narrative textwas the text used on the experiment

5

1.7 Definition of term

Speaking

Chaney and Burk (1998:13) defines speaking as the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.

Storytelling

Storytelling is the conveying of events in words, images and sounds often by improvisation of embellishment. It is an activity to visualize a story so that the viewers are able to imagine and understand it.

Serial Pictures

Brown (2008) states that picture is an image or resemblance; either to the eye or to the mind; that which, by it is likeness, brings vividly to mind some other things; as, a child is the picture of his father; the man is the picture of grief.

II. LITERATURE REVIEW

This chapter discusses literature review that deal with several points. i.e., English as review of previous research, the concept of speaking, the concept of storytelling, teaching speaking through storytelling through picture, the concept of picture, the advantages and disadvantages of storytelling using picture in speaking, theoretical assumption, and hypothesis.

2. 1 Review of Previous Research

Teaching speaking using pictures is a very useful activity in teaching speaking because it helps the students to develop their way of communicating in second language. As what Wood and Tinajero (2002) state that to help the students develop their communicative efficiency in speaking, there are some activities used in the classroom to promote the development of speaking skills in learners.

In addition, Leong (2003) finds that serial pictures make the learners enthusiastic to learn all four skills. Moreover, they like learning through series pictures because it was positive and interesting. They also spoke with confidence.

7

Purna (2005) states that series pictures activity could be implemented in language teaching learning. By using series pictures, it can improve the vocabulary of the students because it could appeal students’ interestby creating a fun learning.

Based on the previous research above, the researcher concludes that in improving the students’ speaking skills, the English teachers have to find out the appropriate teaching techniques or media in presenting the teaching materials in the classroom. Moreover, the use of picture as a teaching media is believed as the solution to break some difficulties in teaching speaking. It also can create interesting and enjoyable learning. By applying picture, the classroom will be designed communicatively and functionally based on the students’ needs.

2. 2 The concept of Speaking

Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney and Burk,1998:13). Speaking is a crucial part of second language learning and teaching. Speaking is a language skill besides listening, reading, and writing. There have been several definitions of speaking put forward by several experts. First, Chaney in Kayi (2006) says that speaking is a process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. Second, Byrne (1984) defines speaking as a two-way process between speaker and listener and it involves the productive skill and receptive skill of understanding. Third, McDonough and Shaw (1993) say that speaking is desire and purpose-driven, in other words we genuinely want to communicate something to achieve a particular end. This may

8

involve expressing ideas and maintaining social relationship and friendships. Fourth, speaking is fundamental and instrumental act. Speakers talk in order to have several effects on their listeners. They ask the listeners questions to get them provide information. They request things to make the listeners give it. They promise, warn, and exclaim to affect the listeners. The nature of the speech act should play a control role in the process of speech production. Speakers begin with the intention of affecting their listeners in a particular way (Clark and Clark in Nunan, 1991).

In order to achieve a communicative goal through speaking, there are two aspects to be considered – knowledge of the language, and skill in using this knowledge. It is not enough to possess a certain amount of knowledge, but a speaker of the language should be able to use this knowledge in different situations (Bygate,1991).

In addition, Bygate (1991) views the skill as comprising two components: production skills and interaction skills, both of which can be affected by two conditions: firstly, processing conditions, taking into consideration the fact that a speech takes place under the pressure of time; secondly, reciprocity conditions connected with a mutual relationship between the interlocutors.

There are some aspects that have to be dealt with in speaking. They are fluency, grammar, vocabulary, pronunciation, and comprehension (Harris, 1974). Since Harris does not define each of those speaking aspects, the researcher takes the definition

9

from other resources stated by several experts. Here are the explanations of speaking aspects based on several experts:

1. Fluency

Fluency can be defined as the ability to speak fluently and accurately. Sign of fluency include a reasonably fast speed of speaking and only a small number of pauses and “ums” or “ers”. This signs show that the speaker does not spend much time to find the language items needed to deliver the message (Brown, 2008).

2. Grammar

Grammar is the ability to manipulate structure and distinguish appropriate grammatical form in appropriate ones (Heaton, 1991).

3. Vocabulary

Syakur (1978) says that vocabulary means the appropriate diction which is used in Communication, in which the speaker needs sufficient vocabulary to communicate to others.

4. Pronunciation

Syakur (1978) states that pronunciation is the ability to produce comprehensible articulation easily. It is the way a word or language is spoken. On the other hand, Harris (1974) defines pronunciation as the intonation patterns.

10

5. Comprehension

Comprehension is the ability of understanding the speakers’ intention and general meaning (Heaton, 1991). It implies that if someone can express or respond well and correctly, he/she comprehends well.

According to Brown (2008), there are several types of classroom speaking performance which are explained as follows:

1. Imitative

A very limited portion of classroom speaking time may legitimately be spent generating “human tape recorder” speech, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction but, for focusing on some particular element of language form.

2. Intensive

Intensive speaking goes to one-step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activity, where learners are “going over” certain forms of language.

11

3. Responsive

A good dealt of student speech in the classroom is responsive short applies to teacher or students initiated questions or comments. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic.

4. Transactional (dialogue)

Transactional dialogue, that is carried out for the purpose of conveying or exchanging specific information is an extended form of responsive language. Conversation, for example, may have more of a negotiate nature to them than does responsive speech.

5. Interpersonal (dialogue)

Interpersonal dialogue is carried out more for maintaining social relationship than for the transmission of facts and information. The conversation is pretty trickier for learners because they can involve some or all of the following factors:

• A casual register • Colloquial language

• Emotionally charge language • Slang

• Ellipsis • Sarcasm

12

• A covert “agenda”

6. Extensive (monologue)

Students who are at intermediate to advanced level are called on to give extended monologues in the form of oral reports, summaries, or probably short speeches. In this, the register is more formal and deliberative. This monologue can be planed or impromptu.

From the explanation above, the researcher assumed that speaking is a process of building and sharing meaning, in which thought and knowledge are used to express what people would deliver and communicate in different situations. In speaking, there are several aspects that must be dealt with and it could be reference to assess the speaking activity. Some types of speaking activity are also illustrated. In this research, the researcher will use story telling with serial picture to improve students’ speaking ability.

2. 3 Teaching Speaking

While speaking means to make use of words in an ordinary voice, so teaching speaking is giving instruction to a person in order to communicate (Hornby, 1995). Teaching speaking means giving opportunity to learners to enable themselves understood. Harmer (2001) says that there are three main reasons to make students speak in the classroom. Firstly, speaking activities provide rehearsal opportunities to practice real-life speaking in the classroom. It means that the teacher provides

13

rehearsal for students to speak in the classroom. Secondly, speaking tasks, in which the students try to use the languages they know, provide feedback for both teacher and students. Finally, the students have more opportunities to activate the various elements of the language. They have stored in their brains, the more automatic their use of these elements become. As a result, students gradually become autonomous language users. In other words, the teacher had given the rehearsal and speaking task to students, so that the students have opportunities to remember the various elements of language.

Teaching speaking is to teach learners to produce speech sound patterns with appropriate words and sentences according to the proper social setting, audience, situation and subject matter, and also organize their thoughts in a meaningful and logical sequence ( Kayi, 2006).

Kayi (2006) says that there are five principles for teaching speaking, they are: 1. Be aware of difference between second language and foreign language in

learning context.

3. Give students chance to practice with both fluency and accuracy.

4. Provide opportunities for students to talk by using group work or pair work. 5. Plan speaking task that involve negotiation for meaning.

6. Design classroom activities that involve guidance and practice in both transactional and interaction speaking.

14

In brief, teaching speaking means giving the opportunity of students to study about how to combine their ideas and thoughts. Moreover, it is also about how students select the words and sentences orally which are appropriate to their social setting. Teaching speaking is the way for students to make an interaction to another person in any situation.

2. 4 The Concept of Storytelling

Storytelling is the conveying of events in words, images and sounds often by improvisation of embellishment. Stories or narratives have been shared in every culture as a means of entertainment, education, cultural preservation and in order to instill moral values. Crucial elements of stories and storytelling include plot, characters and narrative point of view. It is an activity to visualize a story so that the viewers are able to imagine and understand it. They can feel the real situation by looking and hearing the story teller. The performance should be supported by explicit articulation, good vocal and intonation in order to describe the situation clearly. Every student may use their own way to tell or retell about a story from a certain source or their experiences. They can explore their speaking ability widely by this technique. Narration has always been one of the main means of practicing speaking in the classroom, although this used to take the form of having learners recount for tales, amusing or dramatic incidents based on a series of pictures. More recently, the value of encouraging learners to tell their own stories have been recognized, and course books now include personalized narrating task, whether monolog or dialogic, as a matter of course.

15

2. 5 Teaching Speaking Through Storytelling

All of teachers hope to be success in teaching learning process. For the sake of this, the English teacher should try to present the material as well as possible. It means that a tendency of a variable exchange influence the other variable. From the statement above, it indicates that a variable can influence other variable. What the researcher means by variables are the story telling, which is symbolized by (X) and the student’s speaking ability as variable (Y). The teacher should be creative in teaching English, like using a certain technique to make the students interested and understood the lesson.

However, the technique has to be prepared by considering the advantages for the students, especially in speaking. The teacher should use an appropriate technique to increase the students’ ability. Oral telling is good to increase the students’ creativity. They have to prepare themselves before making statement with good structure and vocabularies. Indonesian speaker, for instance, will face difficulty to pronounce English sounds, which do not belong to Indonesia language or we will produces inappropriate English sounds similar to mother tongue sound. As we know Indonesia students have also difficulties in pronunciation English words as perfectly as the native speaker do. Pronunciation teaching not only makes students aware of different sounds, but can also improve their speaking, listening, and reading. Pronunciation skills in the foreign language will both affect literacy and be assisted by literacy development. Story telling is a technique to increase the students’ speaking ability. Speaking task is where the students are trying to use all and any language they know

16

provides feedback for both teacher and students. Teacher can see how well his/her class is doing and what language problems they are having, students can also see how easy they find a particular kind of speaking and what they need to do to improve their skills. Speaking activities can give them enormous confidence and satisfaction, and with appropriate guidance from the teacher can enlarge their knowledge about the lesson.

Storytelling is kind of students’ activity that can be applied to increase self confidence in expressing mind by using their own words. The students are hoped to be able to tell a certain story based on their own comprehension, they are also trained to listen and understand it by listening the speaker. They can also tell their experiences, willingness, and the teacher also may give them a story to retell to their friends by using their own language. The students have to perform their skill by considering the right grammar and pronunciation. Every person has different way of speaking, so that the teacher should be a good model by giving correct examples, in order to avoid students’ mistake. Storytelling can make the students more active because they have to plan and formulate what they want to present, and it is one of the teacher techniques in English teaching.

2. 6 The concept of Picture

Pictures as visual aids will attract students’ attention, and motivate them to learn. In addition, using series of picture means that the students try to connect the plot in the picture to be a link of story. Brown (2008) stated that picture can be used in many

17

stages of the instructional process, to introduce and motivate study of new topics, to clarify misconceptions, to communicate basic information, and to evaluate student’s progress and achievement.

Picture is an image or resemblance; either to the eye or to the mind; which, by it is likeness, brings vividly to mind some other things; as, a child is the picture of his father; the man is the picture of grief.

Harmer (2001:134) states that “Teachers have always used pictures or graphics – whether drawn, taken from books, newspapers and magazines, or photographs – to facilitate learning”. English teachers tend to feel that using pictures in teaching new words makes the process enjoyable and memorable. They also feel that pictures attract pupils’ attention and deepen their understanding of vocabulary. Pictures can also help learners with abstract words, as associating the word with a concrete object makes these words easier to remember. Harmer (2001:135) states that one of the most appropriate uses for pictures is for the presenting and checking of meaning. An easy way of explaining the meaning of the word aeroplane, for example, is to have a picture of one.

So the researcher assumed that picture can give a good impression on students and they are better preserved in the minds of the students. Picture also give the meaning of something, especially English speaking and picture is the term, belong visual aids, which have many functions in the teaching and learning process, to support and help

18

teacher, picture also gives the teacher some advantages and can give many attractive information and to motivate the students to improve their ability. Using the picture in teaching learning is very useful because can help student remember and to recognize the meaning of object. It means that by looking at a picture, students become easier to be more familiar to speak.

2. 7 The Procedure of Teaching Speaking through Picture

In increasing student’s speaking skills, the researcher modifies procedure of how to teach speaking through story telling with serial pictures learning. It is aimed to be more fully understood by teacher to make use this idea of research. In this research, the researcher will propose some steps in teaching speaking through picture:

Pre Activity:

• The teacher greets the students.

• The teacher tells the goals of learning instructions. • Students are introduced to the lesson procedures.

While Activity:

• The teacher tells about the topic that they will learn. • Students are offered the material

• The teacher show the pictures and the students pay attention to the picture • The teacher ask about the picture

19

• The teacher choose some students randomly to perform in front of the class. • The teacher asks all of the students to take values from the topic that has been

discussed and there will be a strong willingness and ability to implement and get used to daily life.

Post Activity

• Students are asked what they have done in every phase of learning and evaluate it.

• Students summarize the materials. • The teacher closes the meeting.

2.8 The Advantages and Disadvantages Using Picture in Speaking The advantages of using story telling through picture:

• The students are stimulated and motivated to become more observant and express themselves.

• The students are easier to understand the meaning to speaking on picture. • The students add the frequency of speaking activity.

The disadvantages of using story telling through picture technique: • Cannot depict motion as film does

• The student sometimes can get misunderstanding the meaning when they speak.

20

2. 9 Theoretical Assumption

The researcher assumes that teaching speaking through storytelling with serial pictures can improve students speaking performance because it is an activity which can help students to use the target language and allow them to say what they want to say and this activity is cognitively challenging. The students are expected to be able to communicate with other people, giving opinion, responding various statements. Based on the objective of teaching and learning activity, the teacher should be able to select and apply theappropriate teaching strategy related to the students’ need. There are many techniques of teaching speaking, and one of them is by applying storytelling with pictures technique. In addition, using series pictures activities will build self-confidences in the students. Therefore, serial pictures may be an effective technique for the students to improve their speaking performance.

2.10 Hypothesis

Based on the frame of thinking above, the researcher proposed hypotheses as follow: H0 : There is no significant difference of there is significant difference of students’

speaking ability between those who are taught through storytelling with serial picturesand who are taught story telling without serial pictures?

H1: There is significant difference of students’ speaking ability between those who are taught through storytelling with serial pictures and who are taught story telling without serial pictures?

III. RESEARCH METHODS

This chapter discusses about setting of the research design, subject of research, research procedure, the data collecting technique, thedata collecting instrument of research, data analysis, and hypothesis test.

3. 1 Research Design

In conducting this research, the researcher used control group pretest-posttest design (Setiyadi, 2006 : 143). This experimental method deals with two groups; one is an experimental class and another as control class. Each group received pretest, treatments, and posttest. Furthermore, the control class got treatment through storytelling and the experimental class got treatment through storytelling with serial pictures.

The research design used in this research can be represented as follows:

G1: T1 X1 T2

22

G1 :experimental class G2 :control class T1 :Pre test T2 :Post test

X1 :Treatment by using storytelling with serial pictures X2 :Treatment by using storytelling without serial pictures

3. 2 Population and Sample

The research was conducted at SMA N 1 Bandar Lampung. There were six classes at the second grade or class XI, and the researcher took two classes as the samples of the research. The researcher selected two classes randomly, the first class was the experimental class (XI E) and the second was the control class (XI C). The researcher conducted the research in two meetings for each class. The material was based on the school curriculum.Narrative textwas used on the experiment.

3. 3 Data Collecting Technique

In collecting the data, the researcher will use: • Pretest

The researcher conducted the pretest in 80 minutes. The purpose of this test was to know the students speaking performance before they received the treatments. In this case the researcher gave the topic to the students and let them to perform the monologue based on the topic and situation first then they should prepare and

23

perform it in front of the class, the test is done in individual. The last, teacher will record their monologue.

• Posttest

After conducting the treatment, the researcher gave post-test which take 80 minutes. The purpose of this test was to know the result of their speaking performance improves or not after receiving the treatments. The procedure of the post test was the same as the pre-test.

3. 4 Research Procedure

The procedures of the researcher can be seen as follows: • Selecting speaking materials

In selecting the speaking materials the researcher used the syllabus of the second year of Senior High School based on school based curriculum.

• Determining the instrument of the research.

The instrument in this research was speaking test. The writer conducted speaking test for the pretest and posttest, these test was aimed at gaining the data of students’ speaking ability score before treatment and after the treatments. In achieving the reliability of the pretest and posttest of speaking, inter rater reliability was used in this study. The first rater was the researcher herself and the second rater was the English class teacher of SMAN I Bandar Lampung. Both of them discussed and shared ideas of speaking criteria in order to obtain the reliable result of test.

24

• Determining Population and sample

The population of this research was the second year of SMAN 1 Bandar Lampung. There are 6 (Six) classes and two classes was taken as the sample to be the experimental and control class.

• Conducting The Pretest

Pretest was given before the writer applied the treatment to measure how far the competence of the students in speaking skills before the implementation of the treatments. The pre-test was conducted for about 80 minutes. In conducting the pretest the researcher provided some topics and let them to make a short monologue individually based on the topic provided. The test was done orally and directly, the teacher called each student one by one to come in front of class to perform their monologue. Then the researcher asked the students to speak clearly since the students’ voices was recorded during the test.

• Conducting The Treatment

After giving pretest to students both in experimental and control class, the researcher gave treatments using storytelling in control class and storytelling with serial picture in the experimental class. Each treatment took for 80 minutes. The researcher present the material for treatment in the subject through pictures. In selecting the material the researcher used the syllabus of the second year of Senior High School students based on school based curriculum. In this research, the experiment taught in in two meetings for each class.

25

• Conducting Post test

Posttest was conducted to measure the increase of students’ speaking ability after receiving the treatments. The posttest was administered for 80 minutes. In selecting the material the researcher used the syllabus of the second year of senior high school students on school based curriculum. In conducting the post test the researcher provided some topics and let them to make a short monologue individually based on the topic provided. The test was done orally and directly, the teacher called each student one by one to come in front of class to perform their monologue. Then the researcher asked the students to speak clearly since the students’ voices was recorded during the test.

• Analyzing the data

After collecting data, the researcher analyzed the data taken from two classes by using normality test, and hypothesis test.

3. 5 Data analysis

Data analysis needs careful thinking because data analysis is aimed at organizing the data. It makes the readers able to understand the result of the research. Data analysis is the process of organizing the data in order to gain the regularity of the pattern and form of the research. Data analysis will be done to create understanding for the data after following certain procedure final of result of the students can be presented by the researcher to the readers (Setiyadi, 2006).

26

After collecting the data that is students’ recording utterance in performing the activity, students’ opinion about series pictures, the data will analyze by referring the speaking score based on aspects of speaking.

Scoring for pretest – posttest is tabulating the result of the test and calculating the mean of the pretest and the posttest. Repeated Measure T –test will be used to draw the conclusion. The data computed through SPSS version 17. The hypothesis will be analyzed at the significance level of 0.05 in which hypothesis will approve if sig <α.

• Evaluating the Students’ Speaking

The researcher used inter-rater to give score of students’ performance. The rater gave the students’ score by listening to the voice record of each student. The rater in this research was the researcher herself and the English teacher in school. The record will help the rater to evaluate more objectively. Students' speaking performance was measured based on two principles: reliability and validity.

Reliability

Reliability refers to extend to which the test is consistent in its score and gives us indication of how accurate the test score are (Hatch and Farhady, 1982:224). In achieving the reliability of the pretest and posttest of speaking, inter rater reliability was used in this research. It means that there are two raters to judge students’ speaking performance. The first rater was the researcher herself and the second rater

27

was the English teacher at the class. Both of them discussed and put in mind of the speaking criteria in order to obtain reliable result of the test.

Inter-rater reliability of the pretest and posttest was examined by using statistical measurement:

R= 1 -Notes:

R : Reliability of the test N : Number of students

d1 : The different between R1 and R2 d2 : The Square of d1

1-6 : Constant number (Shohamy, 1985:213)

The standard of reliability

• very low reliability ranges from 0.00 to 0.19 • low reliability ranges from 0.20 to 0.39 • average reliability ranges from 0.40 to 0.59 • high reliability ranges from 0.60 to 0.79 • very high reliability ranges from 0.80 to 0.100 (Slameto 1998:147)

28

The reliability of the score in this research could be seen on the explanation below:

1. Result of Reliability of the Score in Pretest (experimental class) R= 1– 6.Σd2_

N(N2-1) R= 1–6. (100)_

24(576-1)

R= 1–600

13800 R= 1–0.04347

R= 0.95653 (Very high reliability)

2. Result of Reliability of the Score in Pretest (control class) R= 1– 6.Σd2_

N(N2-1) R= 1–6. (190)_

24(576-1)

R= 1–1140

13800 R= 1–0.082608

R= 0.91734432 (Very high reliability)

3. Result of Reliability of the Score in posttest (control class) R= 1– 6.Σd2_

N(N2-1) R= 1–6. (86)_

29

R= 1–516

13800 R= 1–0.0373913

R= 0.96260869(Very high reliability)

4. Result of Reliability of the Score in Post test (experimental class) R= 1– 6.Σd2_

N(N2-1) R= 1–6. (646)_

24(576-1)

R= 1–4200

13800 R= 1–0.065217

R= 0.9347826(Very high reliability)

Validity of the Test

Meizaliana (2009:82) states that the data is valid if the instruments used are also valid, and a test is reliable if it is constant, or it is reliable if the results of test show their consistency.

Hatch and Farhady (1982:250) defined validity as “the extent to which the result of the procedure serves the uses for which they were intended”. Content validity, the test

is a good reflection of what is thinking and the knowledge which the students to know. Shoamy (1985) states that is construct validity to measure the test will be examining to reflect what language.

30

Based on that quotation, validity refers to the extent which the test measures what it is intend to measure. This means that relates to the purpose of the test. The test measured based on the indicator.

• Scoring Criteria

Three aspects that was evaluated: pronunciation, fluency, and comprehension.

Aspects of

speaking Rating scales Description

Pronunciation

31-35 Speech is fluent and effortless as that native speaker.

26-30 Always intelligible though one is conscious of a definite accent.

21-25

Pronunciation problems necessitate concentrated listening and Occasionally lead to understanding.

16-20

Very hard to understand because of pronunciation problem most Frequently be asked to repeat.

10-15 Pronunciation problem so severe as to make speech unintelligible.

Fluency

31-35 Use of vocabulary and idiom virtually that is of native speaker.

26-30

Sometimes use inappropriate terms and must rephrase ideas, because of inadequate vocabulary.

21-25

Frequently use the wrong word, conversation somewhat limited because of inadequate vocabulary.

16-20 Misuse of words and very limited vocabulary make comprehension quite

31

difficult.

10-15 Vocabulary limitations so extreme as to make conversation virtually impossible.

Comprehension

27-30 Grammar almost entirely in accurate phrases.

23-26

Constant errors control of very few major patterns and frequently preventing communication.

19-22

Frequent errors showing some major patterns uncontrolled and causing

occasional irritation and

misunderstanding.

15-18 Few errors, with no patterns of failure. 10-14 No more than two errors during the

dialogue.

Table of Rating Sheet Score S’ Code Pron. (1-35) Fluent. (1-30) Compre. (1-35) Total (1-100) 1 2 3

32

3.6 Hypothesis Testing

The observer analyzed them in order to find out whether there were increasing in the students’ speaking ability or not after the treatment. The observer would use repeated measure T-test to find out the increasing of the treatment effect. The formulation could be seen as follows:

t = t and ∑ x² d =∑ d² - (

t : Test

Md : Mean

xd : Deviation of each subject (d - Md) ∑ x2d : Total of quadratic deviation N : Subject on sample

(Arikunto, 2010: 349-350)

The criteria are:

H0 : There is no significant different of the students’ procedure speaking achievement after being taught by using authentic material and non authentic material. The criteria is Ho (null hypothesis) is accepted if alpha level is higher than 0.05 (α> 0.05)

33

H1 : There is significant different of the students’ procedure speaking achievement after being taught by using authentic material and non authentic material. The criteria H1is accepted if alpha level is lower than 0.05(α < 0.05).

V. CONCLUSIONS AND SUGGESTIONS

5. 1 Conclusions

In line with the results of the data analysis and discussions, the researcher draws the following conclusions:

1. There is a difference of students’ speaking achievement between who are taught throughstorytelling with serial picturesand who are taughtstory telling without serial pictures. However the difference is not statistically significant. It was caused by the small number of the participants as the object of the research. Moreover, those technique derived from Active Learning are applicable in teaching to improve students' speaking ability at the second year of SMAN 1 Bandar Lampung. This can be identified from the increase of the students’ achievement in experimental class, i.e., their mean score of pretest (50.35) and their mean score of posttest (85.50) with an increase 35.15 points. While in the control class, the mean score of the pretest is 46.29 and the posttest is 65.68 with the increase was only 17.92 points.

2. Storytelling with Serial Pictures is more effective to help students improve their speaking ability. The data shows that the mean difference between experimental and control class is 19.82. This indicates that the experimental class has gained 19.82 points higher than the control class in the posttest.

✁

5. 2 Suggestions

Referring to the conclusion above, some suggestions can be listed as follows:

5.2.1 Suggestions for English Teacher

1. English teachers are recommended to apply Storytelling with Serial Pictures as one of the ways in teaching speaking of narrative text because it can help the students in comprehending the text easier.

2. Storytelling technique is better to be applied with serial pictures. Because by using serial pictures the students are stimulated and motivated to become more observant and express themselves.

5.2.2 Suggestions to Further Researchers

1. The researcher had applied Storytelling with Serial Pictures to increase the students’ speaking ability of narrative text achievement. Further researchers should apply other kinds of texts, i.e., descriptive, exposition, spoof, recount, report text etc.

2. Since the researcher just conducted her study at the second year of Senior High School. Further research can be conducted to get more evidence of the effectiveness of Storytelling with Serial Pictures on different level of student at senior high school in order to investigate whether there is any significant difference of the students’ increase in speaking achievement.

REFERENCES

Brown, H. Douglas. 2008Principles of language learning and teaching. Fifth edition. New York: Prentice Hall Regents. Englewood Cliffs.

Bygate, M. 1991.Speaking. Oxford: Oxford University Press.

Byrne, D. 1984.Teaching Oral English. New Jersey: Longman Group Ltd.

Chaney, A.L., and Burk T.L. 1998. Teaching Oral Communication in Grades K-8. Boston.

Harmer, Jeremy. 2001.The Practice of English Teaching. 3rdEd.Malaysia: Longman. Harris, D. 1974. Testing English as Second Language. New York: Mc. Graw Hill

Book Company.

Hatch, E. and Farhady, H. 1982. Research design and statistics for applied linguistics. Rowley, MA: Newbury House.

Heaton, J.B. 1991.Writing English Language Test. New York: Longman Inc. Hornby. 1995.Definition of Speaking Skill .New York: Publisher.

Kayi, H. 2006. Teaching Speaking Activities to Promote Speaking in Second Language. USA: University of Nevada.

McDonough, J and Shaw, C 1993.Materials and Methods in ELT. Blackwell: Oxford University Press.

Nunan, D. (1991). Language Teaching Methodology. A Textbook for Teachers. Prentice Hall.

Purna, Dian. 2005 The Use of Series Pictures in Teaching Speaking. Bandung: Universitas Pendidikan Indonesia.

Setiyadi, Ag. Bambang. 2006. MetodePenelitian untuk Pengajaran Bahasa Asing; Hand book.

✂ ✄

Shohamy, Elena. 1985. A Participal Hand Book in Language Testing for The Second Language Teacher.Tel Aviv: Tel Aviv University.

Slameto. 1998.EvaluasiPendidikan.Jakarta: BumiAksara.

Syakur. 1987.Language Testing and Evaluation.Surakarta: SebelasMaret University Press.

Wood and Tinajero. 2002. Using Pictures to Teach Content to Second Language Learners. New York: Middle School Journal.

32

3.6 Hypothesis Testing

The observer analyzed them in order to find out whether there were increasing in the students’ speaking ability or not after the treatment. The observer would use repeated measure T-test to find out the increasing of the treatment effect. The formulation could be seen as follows:

t = t and ∑ x² d =∑ d² - (

t : Test

Md : Mean

xd : Deviation of each subject (d - Md) ∑ x2d : Total of quadratic deviation N : Subject on sample

(Arikunto, 2010: 349-350)

The criteria are:

H0 : There is no significant different of the students’ procedure speaking achievement after being taught by using authentic material and non authentic material. The criteria is Ho (null hypothesis) is accepted if alpha level is higher than 0.05 (α> 0.05)

33

H1 : There is significant different of the students’ procedure speaking achievement after being taught by using authentic material and non authentic material. The criteria H1is accepted if alpha level is lower than 0.05(α < 0.05).

V. CONCLUSIONS AND SUGGESTIONS

5. 1 Conclusions

In line with the results of the data analysis and discussions, the researcher draws the following conclusions:

1. There is a difference of students’ speaking achievement between who are taught throughstorytelling with serial picturesand who are taughtstory telling without serial pictures. However the difference is not statistically significant. It was caused by the small number of the participants as the object of the research. Moreover, those technique derived from Active Learning are applicable in teaching to improve students' speaking ability at the second year of SMAN 1 Bandar Lampung. This can be identified from the increase of the students’ achievement in experimental class, i.e., their mean score of pretest (50.35) and their mean score of posttest (85.50) with an increase 35.15 points. While in the control class, the mean score of the pretest is 46.29 and the posttest is 65.68 with the increase was only 17.92 points.

2. Storytelling with Serial Pictures is more effective to help students improve their speaking ability. The data shows that the mean difference between experimental and control class is 19.82. This indicates that the experimental class has gained 19.82 points higher than the control class in the posttest.

✁

5. 2 Suggestions

Referring to the conclusion above, some suggestions can be listed as follows:

5.2.1 Suggestions for English Teacher

1. English teachers are recommended to apply Storytelling with Serial Pictures as one of the ways in teaching speaking of narrative text because it can help the students in comprehending the text easier.

2. Storytelling technique is better to be applied with serial pictures. Because by using serial pictures the students are stimulated and motivated to become more observant and express themselves.

5.2.2 Suggestions to Further Researchers

1. The researcher had applied Storytelling with Serial Pictures to increase the students’ speaking ability of narrative text achievement. Further researchers should apply other kinds of texts, i.e., descriptive, exposition, spoof, recount, report text etc.

2. Since the researcher just conducted her study at the second year of Senior High School. Further research can be conducted to get more evidence of the effectiveness of Storytelling with Serial Pictures on different level of student at senior high school in order to investigate whether there is any significant difference of the students’ increase in speaking achievement.

REFERENCES

Brown, H. Douglas. 2008Principles of language learning and teaching. Fifth edition.

New York: Prentice Hall Regents. Englewood Cliffs. Bygate, M. 1991.Speaking. Oxford: Oxford University Press.

Byrne, D. 1984.Teaching Oral English. New Jersey: Longman Group Ltd.

Chaney, A.L., and Burk T.L. 1998. Teaching Oral Communication in Grades K-8.

Boston.

Harmer, Jeremy. 2001.The Practice of English Teaching. 3rdEd.Malaysia: Longman. Harris, D. 1974. Testing English as Second Language. New York: Mc. Graw Hill

Book Company.

Hatch, E. and Farhady, H. 1982. Research design and statistics for applied linguistics. Rowley, MA: Newbury House.

Heaton, J.B. 1991.Writing English Language Test. New York: Longman Inc. Hornby. 1995.Definition of Speaking Skill .New York: Publisher.

Kayi, H. 2006. Teaching Speaking Activities to Promote Speaking in Second Language. USA: University of Nevada.

McDonough, J and Shaw, C 1993.Materials and Methods in ELT. Blackwell: Oxford University Press.

Nunan, D. (1991). Language Teaching Methodology. A Textbook for Teachers. Prentice Hall.

Purna, Dian. 2005 The Use of Series Pictures in Teaching Speaking. Bandung: Universitas Pendidikan Indonesia.

Setiyadi, Ag. Bambang. 2006. MetodePenelitian untuk Pengajaran Bahasa Asing;

✂ ✄

Shohamy, Elena. 1985. A Participal Hand Book in Language Testing for The Second Language Teacher.Tel Aviv: Tel Aviv University.

Slameto. 1998.EvaluasiPendidikan.Jakarta: BumiAksara.

Syakur. 1987.Language Testing and Evaluation.Surakarta: SebelasMaret University Press.

Wood and Tinajero. 2002. Using Pictures to Teach Content to Second Language Learners. New York: Middle School Journal.