IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH STORY COMPLETION TECHNIQUE IN SPEAKING ACTIVITY

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i ABSTRACT

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH STORY COMPLETION TECHNIQUE IN SPEAKING ACTIVITY AT

SMPN 2 KOTAGAJAH By

Erlin Arisca

Speaking is one of the central elements of communication. By speaking, the students can express their ideas. However, most of the students still have difficulties in their speaking skill and get difficulties in composing their own words. Then, learning speaking cannot be separated from vocabulary because speaking itself consists of many vocabularies which make language. It is an impossible to learn language without vocabulary. Therefore, English teachers should be able to provide the best method that can improve the students’ vocabulary mastery. The researcher tried to propose story completion as a method to improve the students’ vocabulary mastery.

The aim of this research was to find out whether there was a significant improvement of the students’ vocabulary mastery after they were taught by using story completion. This research was quantitative research which used one group pretest posttest design. The population of this research was the second year of the students of SMPN 2 Kotagajah. The sample of this research was VIII A class which consists of 30 students.

The data were analyzed by using t-test formula in SPSS 20.00 for windows. The result of the research showed that there was a significant improvement of the students’ vocabulary mastery after they were taught by using story completion. It could be seen from the result of the mean score from the pretest to the posttest, which was 76.09 in the pretest and improved to 89.04 in the posttest. The statistical result also proved that the students’ scores improved significantly because t table (10.333>2.045), p<0.005 (p=0.000). According to the data, it can be concluded that there was a significant improvement of the students’ vocabulary mastery from the pretest to the posttest.

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IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH STORY COMPLETION TECHNIQUE IN SPEAKING ACTIVITY AT

SMPN 2 KOTAGAJAH (A Script)

Erlin Arisca

ENGLISH EDUCATION STUDY PROGRAM ARTS AND LANGUAGE EDUCATION DEPARTMENT

EDUCATION AND PEDAGOGY FACULTY LAMPUNG UNIVERSITY

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CURRICULUM VIATE

Erlin Arisca was born in Tulung Balak, on January 14th, 1993. She is the first child from the greatest parents, Redy Pratekno and Sugiarti Ningsih. She has two brothers, named Eriko Setiawan and Hafidz Fatur Maulana.

She entered TK PGRI Tulung Balak before continuing her study to SDN 1 Tulung Balak. Then, she continued her study in SMPN 2 Kotagajah. She graduated from junior high school in 2008. After that, she entered SMAN 1 Kotagajah and finished her study in 2011.

She continued her study to S-1 degree of English Education Study Program, Teacher Training and Education Faculty (FKIP) of Lampung University in 2011. From July to September 2014, she carried out Teacher Training Program (PPL) at SMA N 1 Talang Padang.

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D ED I CATIO N

I would like t o dedicat e t his paper t o:

My beloved par ent s: Redy Pr at ekno and Sugiar t i Ningsih

My beloved br ot her s: Er iko Set iawan and Haf idz Fat ur Maulana

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iv M OTTO

"We must be knowledgeable to everything because we are living in a competitive world."

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ACKNOWLEDGEMENTS

Alhamdulillahhirabbil’alamin, praise to Allah SWT, the Almighty and Merciful God, for blessing the writer with faith, health, and opportunity to finish this research. This research entitled “Improving Students’ Vocabulary through Story Completion Technique in Speaking Activity at SMPN 2 Kotagajah”. This research is submitted as a compulsory fulfillment of the requirements for S-1 Degree of English Education Study Program in Language and Art Education Department of Teacher Training and Education faculty at Lampung University.

Gratitude and honor are addressed to all persons who have helped and supported the writer for the completion of this research. Since, it is necessary to be known that this research will never come into its existence without any supports, encouragements and assistances by several outstanding people and institutions. Therefore, the writer would like to acknowledge his respect and sincere gratitude to:

1. Prof. Dr. Cucu Sutarsyah, M.A. as the first advisor, for his criticism, motivation, and encouragement in encouraging the writer to think more scientifically and critically. 2. Drs. Huzairin, M. Pd. As the second advisor, for his assistance, ideas, guidance and

carefulness in correcting the grammatical structure of the writer’s research, paragraph by paragraph, sentence by sentence, and even word by word.

3. Dr. Ari Nurweni, M.A. as the examiner, for her support, encouragement, ideas, suggestions, and great motivation in supporting the writer to finish his study as soon as possible.

4. Prayitno Untoro, S. Pd. As the headmaster of SMPN 2 Kotagajah, for giving the writer permit to conduct the research.

5. Nurayalina, S. Pd. As the teacher of SMPN 2 Kotagajah, who has given full support for the writer.

6. All beloved students in SMPN 2 Kotagajah School in the even semester, school year of 2014/2015, for their participant as the subject of this research.

7. The writer’s beloved parents, Redy Pratekno and Sugiarti Ningsih, who have always prayed and motivated the writer.

8. The writer’s brothers, Eriko Setiawan and Hafidz Fatur Maulana. Who have given motivated the writer.

9. The writer’s small family, Esha, Emung, Amel, Lina, Nur, Puji, Nisa, and Ning who have companied the writer until finished her studied.

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10.The writer’s best friends, Lia Anggraini Sari, Reininta Kesuma Redante, Eva Mayang Sari and Irine Sonia Pratiwi, who have given the best memories for the writer.

11.The writer’s friends, Lia Annisa, Sofia Permata Sari, Luhayu, Erni Wijayanti, Yohannes Agung Pratama, Anggreini Khandari, who shared knowledge in finishing her script. 12.The writer’s partner, Barry Afriando, who gave her job and motivated the writer. 13.The special person, David Melsan, who has given full support and motivated the writer. 14.All of friends in English Department and All of friends in University of Lampung.

Finally, similar to other researchers, the writer believes that her writing is still far from perfection. There may be drawbacks and weaknesses in the research. Thus, comments, critiques, and suggestions are always welcome for the purpose of better research. Somehow, the writer hopes that research would give a positive contribution to the educational development, the reader, and to those who want to accomplish further research.

Bandar Lampung, July 6th 2015 The writer,

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TABLE OF CONTENTS

TITLE Page

ABSTRACT ...i

CURRICULUM VITAE ...ii

DEDICATION ...iii

MOTTO ...iv

ACKNOWLEDGEMENT ...v

TABLE OF CONTENT ...vii

LIST OF TABLE ...ix

LIST OF APPENDICES ...x

I. INTRODUCTION 1.1 Background ... 1

1.2 Formulation ... 4

1.3 Objective ... 4

1.4 Uses ... 4

1.5 Scope... 5

1.6 Definition of Terms ... 5

II. Literature Review 2.1. Review of Preview Research ... 7

2.2. Vocabulary Mastery ... 8

2.3. Concept of Vocabulary ... 10

2.4. The Importance of Vocabulary ... 12

2.5. Teaching Speaking ... 13

2.6. Characteristic of Successful Teaching Speaking ... 14

2.7. Concept of Storytelling ... 15

2.8. Story Completion Technique ... 17

2.9. Procedure of Teaching Speaking Trough SCT ... 18

2.10. Students Perception ... 18

2.10.1. Intention ... 20

2.10.2. Assessment type and Assessment Expectations ... 21

2.10.3. Conceptions of Learning ... 22

2.10.4. Motivation ... 22

2.10.5. Habit ... 23

2.10.6. Quality of the Learning Environment ... 23

2.10.7. Discipline and Department Specific Influence ... 24

2.10.8. Students Failure ... 25

2.11. Theoretical Assumption ... 25

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viii III. Research Method

3.1. Research Design ... 27

3.2. Population and Sample ... 28

3.3. Variables ... 28

3.4. Instrument ... 29

3.4.1. Vocabulary Mastery Test ... 29

3.4.2. Interview ... 30

3.5. Validity of the Instrument ... 30

3.6. Reliability of the Instrument ... 32

3.7. The Difficulty level of the test items ... 33

3.8. The Discrimination power of the test item ... 34

3.9. Data Collection Technique... 35

3.10. Research Procedures ... 36

3.11. Analyzing the Data ... 37

3.12. Data Analysis ... 38

3.13. Hypothesis Testing ... 38

IV. RESULT AND DISCUSSION 4.1. Result of the Research ... 40

4.1.1. Result of the Try-out Test ... 41

4.1.2. Result of the Pre-test ... 42

4.1.3. Result of Post-test ... 44

4.1.4. The Result of Aspect of Vocabulary Achievement ... 45

4.1.5. The Improvement of the Students’ Vocabulary Achievement .... 48

4.1.6. Students Perception ... 50

4.2. Discussion and Findings ... 52

4.2.1. The Finding of Teaching Vocabulary through Story Completion Technique ... 52

4.2.2. The Finding of the Significant Improvement of the Students’ Vocabulary Mastery through Story Completion Technique ... 54

4.2.3. The Finding of the Problems the Students Perception in Learning Speaking through Story Completion ... 55

V. CONCLUSIONS AND SUGGESTION 5.1. Conclusion ... 59

5.2. Suggestions ... 60

REFFERENCES ... 62

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vii

TABLE OF CONTENTS

TITLE Page

ABSTRACT ...i

CURRICULUM VITAE ...ii

DEDICATION ...iii

MOTTO ...iv

ACKNOWLEDGEMENT ...v

TABLE OF CONTENT ...vii

LIST OF TABLE ...ix

LIST OF APPENDICES ...x

I. INTRODUCTION 1.1 Background ... 1

1.2 Formulation ... 4

1.3 Objective ... 4

1.4 Uses ... 4

1.5 Scope... 5

1.6 Definition of Terms ... 5

II. Literature Review 2.1. Review of Preview Research ... 7

2.2. Vocabulary Mastery ... 8

2.3. Concept of Vocabulary ... 10

2.4. The Importance of Vocabulary ... 12

2.5. Teaching Speaking ... 13

2.6. Characteristic of Successful Teaching Speaking ... 14

2.7. Concept of Storytelling ... 15

2.8. Story Completion Technique ... 17

2.9. Procedure of Teaching Speaking Trough SCT ... 18

2.10. Students Perception ... 18

2.10.1. Intention ... 20

2.10.2. Assessment type and Assessment Expectations ... 21

2.10.3. Conceptions of Learning ... 22

2.10.4. Motivation ... 22

2.10.5. Habit ... 23

2.10.6. Quality of the Learning Environment ... 23

2.10.7. Discipline and Department Specific Influence ... 24

2.10.8. Students Failure ... 25

2.11. Theoretical Assumption ... 25

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viii III. Research Method

3.1. Research Design ... 27

3.2. Population and Sample ... 28

3.3. Variables ... 28

3.4. Instrument ... 29

3.4.1. Vocabulary Mastery Test ... 29

3.4.2. Interview ... 30

3.5. Validity of the Instrument ... 30

3.6. Reliability of the Instrument ... 32

3.7. The Difficulty level of the test items ... 33

3.8. The Discrimination power of the test item ... 34

3.9. Data Collection Technique... 35

3.10. Research Procedures ... 36

3.11. Analyzing the Data ... 37

3.12. Data Analysis ... 38

3.13. Hypothesis Testing ... 38

IV. RESULT AND DISCUSSION 4.1. Result of the Research ... 40

4.1.1. Result of the Try-out Test ... 41

4.1.2. Result of the Pre-test ... 42

4.1.3. Result of Post-test ... 44

4.1.4. The Result of Aspect of Vocabulary Achievement ... 45

4.1.5. The Improvement of the Students’ Vocabulary Achievement .... 48

4.1.6. Students Perception ... 50

4.2. Discussion and Findings ... 52

4.2.1. The Finding of Teaching Vocabulary through Story Completion Technique ... 52

4.2.2. The Finding of the Significant Improvement of the Students’ Vocabulary Mastery through Story Completion Technique ... 54

4.2.3. The Finding of the Problems the Students Perception in Learning Speaking through Story Completion ... 55

V. CONCLUSIONS AND SUGGESTION 5.1. Conclusion ... 59

5.2. Suggestions ... 60

REFFERENCES ... 62

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LIST OF TABLES Table

Page

1. Table of Specification of Vocabulary Test ... 31

2. Result of the Students’ Pre-test Score ... 43

3. Result of the Students’ Post-test Score ... 44

4. The Result Verbs Achievement ... 45

5. The Result Adjective Achievement ... 46

6. The Result Adverb Achievement ... 47

7. The Result Noun Achievement ... 47

8. The Students’ Mean Score of the Pre-test and Post-test ... 48

9. The Students’ Vocabulary Mastery Improvement ... 49

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LIST OF APPENDICES

Appendices Page

1. Try Out of the Instrument ... 65

2. Test of Vocabulary ... 73

3. Lesson Plan 1 ... 80

4. Lesson Plan 2 ... 86

5. Lesson Plan 3 ... 93

6. Interview in Indonesia ... 99

7. Interview in English ... 104

8. Students’ Score of Pre-test and Post-test ... 110

9. Result of Try Out ... 112

10.Upper Group Students ... 113

11.Lower Group Students ... 115

12.Analysis Difficulty Level and Discrimination Power ... 117

13.Reliability ... 119

14.Reliability of the Half Test ... 120

15.Reliability of Whole Test ... 121

16.Analysis Aspect of Vocabulary ... 122

17.Paired Sample Test ... 124

18.Frequency Table ... 125

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CHAPTER I INTRODUCTION

In order to introduce the research, this chapter deals with the reason for conducting it, such as: background, formulation of the research problems, objectives, uses, scope of the research, and definition of terms.

1.1. Background

In learning English, the students study four language skills namely listening, speaking, reading, and writing. Listening and reading are included into receptive skill where the students receive the language and decode the meaning to understand the message. While speaking and writing are included into productive skill where the students use the language which has been acquired and produce a message through speech or written text that they want others to understand.

Among those skills, speaking is one important skill that should be mastered by the students besides three other skills in learning a language. Speaking is different from other language skills, because it requires more power when it is performed in public. Through speaking people could express and deliver feeling and ideas directly. They make speaking more natural than other forms of communication. However, to speak

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well is not easy because someone who wants to speak should be able to make people who listen to him/her understand about their ideas.

In order to support the mastery of English speaking skills as mentioned above, it is essential to learn vocabulary, because the serious problem in teaching speaking is related to the condition of the students who are lack of vocabulary. Vocabulary refers to a list or set of words for a particular language or a list or set of words that individual speaker of a language might use (Hatch and Brown,1995: 1). According to Haycraft in Hatch and Brown (1995: 370) vocabulary is divided into two kinds: receptive and productive vocabulary. Receptive vocabulary is words that the students recognize and understand when they occur in a context, but which he/she cannot produce correctly. Productive vocabulary is words which the students understand, can pronounce correctly and use constructively in speaking and writing.

Learning speaking cannot be separated from vocabulary because speaking itself consists of many vocabularies which make language. It is an impossible to learn language without vocabulary. To make the students are interested in learning English and to be able to communicate in English, the teacher as a facilitator should be able to solve the problems faced in classroom and also the teacher must create a good atmosphere in classroom, select relevant materials and apply the suitable technique in order to make the teaching learning process run well.

Based on the researcher’s pre observation and interview with the English teacher of SMPN 2 Kotagajah, it was found that there were some difficulties in teaching

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speaking. First, the students were still facing the difficulties to speak fluently in front of people. Besides that, they were afraid to speak English in front of many people. They worried to make some mistakes in grammar, and they suddenly stopped speaking due to lack of vocabulary. Second, the teachers used limited number of techniques to teach students speaking especially in teaching narrative text. The teacher often used drama technique to teach speaking. Therefore, the teacher needs some information about new techniques for teaching speaking.

To cope with the problem, the teacher should find the technique to teach the students speaking. The researcher recommended a technique to teach speaking especially narrative text that was story completion. Story completion technique is an interesting technique that was introduced firstly by Hayriye Kayi (2006). In this technique, the students in a group are asked to continue the story which is told by the previous speaker based on their own creativity and imagination. Before that, the teacher began the story that must be continued.

Besides that, the researcher found the students’ perception in learning. The teacher as a facilitator should find a new technique in teaching learning to solve the problem, but the way to solve the problem should be relevant with the students’ perception, because students have their own perception. Student perceptions’ is one of important aspects that make teaching learning process run well; because a good point of the teachers are not also good points to students. Therefore, the researcher also analyzed the students’ perception in this research.

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1.2. Formulations

Based on the problem above, the researcher put the research questions as follows: a. Is there any difference of the students’ vocabulary mastery before and after

being taught through story completion technique at second grade of SMPN 2 Kotagajah?

b. How is the students’ perception toward the implementation of story completion technique?

1.3. Objectives

The objectives of this research are:

1. To find out the difference of students’ vocabulary mastery before and after being taught through story completion technique at the second grade of SMPN 2 Kotagajah.

2. To find out the students’ perception toward story completion technique.

1.4. Uses

The uses of this research are:

1. Theoretically, this research could verify the theories related to the story completion technique in teaching speaking process. Besides that, the findings of this research also enrich the theory of student’s vocabulary mastery.

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2. Practically, the finding of this research could be used by the teacher as a new information to teach the student’s speaking skill.

1.5. Scope

The researcher limited this study on vocabulary study, and the objects were focused on the increase of student’s vocabulary mastery through story completion technique in speaking activity and student’s perception toward the implementation of story completion technique. In teaching and learning process, the teacher used story completion technique to increase students’ vocabulary mastery. The material of learning was taken from students’ handbook used in VIII A class and other sources which were relevant to English curriculum of Junior High School. It is about narrative texts, such as Bawang Merah and Bawang Putih, Cinderrela, and Snow White.

1.6. Definition of Terms

Speaking

Speaking refers to a skill of the action of conveying information or expressing one's thoughts and feelings in spoken language.

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Vocabulary

Vocabulary refers to a set of lexeme, including single words, compound words, and idiom.

Narrative Text

Narrative text refers to a text of story which are inform and entertain the reader and listener. Narrative text consists of orientation, complication, and resolution.

Story Telling

Story telling refers to a kind of speaking activity where someone tells a story in front of the classroom, by adding some actions with their imagination.

Story Completion Technique

Story Completion technique refers to a technique to teach speaking skills where students sit in a circle and continue the story from the previous speaker.

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CHAPTER II LITERATURE REVIEW

This chapter discusses about the literature review that will be used in this study, such as: review of previous research, vocabulary mastery, concept of vocabulary, the importance of vocabulary, characteristics of successful teaching speaking, concept of storytelling, story completion technique, procedure of teaching speaking through story completion, students’ perception, intention, assessment type and assessment expectations, conceptions of learning, motivation, habit, quality of the learning environment, discipline and department specific influence, students failure, theoretical assumption, and hypothesis.

2.1. Review of Previous Research

There have been several studies dealing with teaching vocabulary. First, Ariestawati (2011) has done a research about the use of storytelling in teaching vocabulary to young learners. She used storytelling to see the students’ achievement of vocabulary, the finding showed that the use of storytelling was effective in improving students’ vocabulary mastery.

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Second, Rossy (2012) conducted a research about teaching vocabulary to young learners. The result showed that there were significant sequences conducted in teaching vocabulary to young learners, when the teachers could use song and storytelling.

Third, Kurniawan (2014) has done a research about improving the students’ vocabulary mastery through storytelling. The finding showed that the use of storytelling was effective in improving students’ vocabulary mastery.

Based on the previous studies above, it can be inferred that storytelling was able to improve students’ achievement of vocabulary. Therefore, the researcher was interest in using story completion technique to investigate whether there was an improvement of students’ vocabulary achievement.

2.2. Vocabulary Mastery

According to Hatch and Brown (1995: 1), the term vocabulary refers to a list or set of words for particular language or a list of words that individual speakers of language use. Since vocabulary is a list, the only system involved is that alphabetical order. The choice in vocabulary selection and methods used in teaching vocabulary are important factors. It needs the process of learning in context to get the meaning of words as stated by French (1983: 4). Vocabulary is a fundamental component of second language proficiency; one of the primary goals of language learning is to know the meanings of the words. It is needed to communicate successfully in the

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second language. Hornby (1995: 985) states that vocabulary is the total number of the words (with their meaning and with rules for combining them) making up the language. Burns and Broman (1975: 295) define that vocabulary is the stock of words used by a person, class or professional, all having much in common, yet each distinctly different. The primary thing in learning a language is the acquisition of a vocabulary. Therefore, success in learning English requires vocabulary acquisition.

From the definition above, it can be concluded that vocabulary is the total numbers of words, a list or set of words in a particular language that a person knows or uses. Vocabulary mastery is always being an essential part of English. Lewis and Hill (1990: 12) say that vocabulary mastery is important for the students. It is more than grammar for communication purpose, particularly in the early stage when students are motivated to learn the basic words. Without having proportional English vocabulary, students will get some difficulties in using English. Further, Madsen (1983:12) states that the purpose of vocabulary test is to measure the comprehension and production of words used in speaking or writing. It can be said that vocabulary mastery is a complete skill to understand the stock of words and their meanings of a particular language.

According to Beck and McKeown (1991), 5 to 6 year olds have a working vocabulary of 2,500 to 5,000 words. Whether a child is near the bottom or the top of that range depends upon their literacy skills coming into the first grade (Graves,1986; White, Graves & Slater, 1990). In other words, by the first grade, the vocabulary of the

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disadvantaged student is half that of the advantaged student, and over time, that gap widens.

2.3. Concept of Vocabulary

Since language is a means of communication, vocabulary has the important role in learning language. In other words, vocabulary is the basic element of language, which will make the language meaningful. Hornby (1984: 959) states that vocabulary is a total number of words (with rules for combining them) which make up a language.

Wallace (1988: 9) adds that vocabulary is the vital element of the language. If we have the vocabulary we need, it is usually possible to communicate after a fashion. An adequate vocabulary may enable the message to be expressed clearly.

Furthermore, in learning language the learner will try to use English, if he has certain number of vocabularies, even Rivers (1978 : 462) says that it would be impossible to learn a language without vocabulary. It means that without vocabulary the learner can not reach his/her purpose in learning language that aimed to communicate. This statement is supported by Wilkins (1983: 30) who says that without grammar little things can be conveyed, without vocabulary nothing can be conveyed.

Obviously the writer concludes that people can express his/her idea and opinion to other without thinking of grammar, whereas one cannot express his/her idea and opinion to other without having vocabulary. It can also be inferred that one can communicate with the other only if he or she masters adequate vocabulary.

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There are some types of vocabulary in English. Fries (1970: 45) classifies English words into a group, they are:

a. Content words

It represents the name of subject or things that is concrete nouns (cat, door, leave), action done by with this thing is verb ( read, walk, eat) and the qualities of this thing that is adjective (thin, bad, beautiful).

b. Function words

Function words are the words which are used as a means of expressing relation of grammar structure, such as conjunction (and, but, because), article ( a, an, the), auxiliaries (have, has, had).

c. Substitute words

Substitute words are those which the individual things or specific action as substitutes for whole forms classes of words, that identifies (anybody, anyone).

d. Distribute words

Distribute words are those that are distributed in use according to grammatical matter as the presence of negative, such as; any, either, too, yet.

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In this research, the researcher focused on content words. And other types of words such as function word and distribute word are also used in some questions.

2.4. The Importance of Vocabulary

Vocabulary is one element of the language that should be learnt and taught. It will be hard to master the language without mastering or understanding a certain number of vocabularies. McCharty (1990: 8) states that the importance of vocabulary in language learning is as follows: “no matter how successfully sounds of L2 are mastered, without words to express a wider range of meanings, communication in an L2 just cannot happen in any meaningful way.

From the definition above, it can be concluded that vocabulary is important in learning English because vocabulary is one element of language.

In addition, Coady and Huckin (1997: 5) argue that vocabulary is central and critical importance to typical language learner. It makes vocabulary become the basic element to master the four language skills, namely listening, speaking, reading and writing. Without having adequate vocabulary, a language learner will not be able to master the language skills. The meaning shows that vocabulary mastery has important roles in communication. In other word, we need vocabulary to master those four skills in language.

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2.5. Teaching Speaking

Teaching speaking is the way for students to express their emotions, communicative needs, interact to other people in any situation, and influence the others. For this reason, in teaching speaking skill it is necessary to have clear understanding involved in speech.

According to Hornby (1995: 37) teaching means giving the instruction to (a person): give a person (knowledge skill, etc). 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.

Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teach speaking.

Then in teaching speaking, there are also principles that should be known by the teacher. Nunan (2003: 54-56) 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.

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

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4. Plan speaking task that involves negotiation meaning.

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

So, based on the explanation above, it can be resumed that teaching speaking can make students communicate their idea, feeling, or opinion with some principles.

2.6. Characteristics of Successful Teaching Speaking

After knowing the concept of speaking, teaching speaking can be evaluated. The teacher should know whether the students are successful in speaking English well or not. Brown (2001: 270) says, spoken language is easy to perform, but in some cases it is difficult, in order that they can carry out the successful speaking, they must have some characteristics of successful speaking activity such as:

1). Learners talk a lot

As much as possible of the period of time allocated to the activity is in fact occupied by learners talk. This may be obvious, but often most time is taken up with teacher talk or pauses.

2). Participant is even

Classroom discussion is not dominated by a minority of talk active participants. All get a chance to speak and contributions are fairly evenly distributed.

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3). Motivation is high

Learners are eager to speak because they are interested in the topic and have something new to say about it, or they want to contribute to achieve a task objective.

4). Language is of an acceptable level

Learners express themselves in utterances that are relevant, easy comprehensible to teach other and of acceptable level of language accuracy.

Those are the characteristics of successful speaking which can be a parameter for the teacher to teach speaking.

2.7. Concept of Story Telling

There are many interesting techniques that can be used by the teacher to teach speaking so that the students can enjoy the learning process. One of those interesting techniques that can be used is story telling.

Barzaq (2009: 21) mentiones that stories can achieve several functions and purposes as follows:

1. Stories create interest; the writers of journal articles are advised to write their finding into story form due to the stories effects that make suspense by the chain of the events that the writers can create that evoke the learners’ interest and suspense to know the other details about the issues.

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2. Stories provide a structure for remembering course material, it is not easy to the learners to remember the concepts in isolation, but if the concepts and the difficult definitions existed in the flow of a story, it will be easier for the learners to remember them, additionally, stories may also help to create vivid metal image.

3. Stories are familiar and accessible form of sharing information; the stories may help the learners to ease their learning in mastering and understand the material, and a narrative opening in any scientific task simplifies allows the learners to grasp a concrete example before moving the most difficult points.

Barzaq (2009:5) states that story telling plays an important role in teaching: he specified some benefits of storytelling technique as follows:

a. It sparks students’ imagination and interest in the language skill.

b. It builds vocabulary, comprehension, story sequencing.

c. It improves listening and oral communication skill.

Brown (2001) says that the use of storylines, familiar situations and characters and meaningful purposes in using the language will make attention and retention of young learners improve.

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By the explanation above, it may help the learners to learn from other experiences and other’s wisdom in behaving in such situation.

2.8. Story Completion Technique

Kayi (2006) stated in his journal that story completion is an activity which is very enjoyable in whole class. Story completion is a good choice activity to push students do oral communication. Students are having free activity. Teacher is as the first person that begins the story, but after a few sentences the teacher stops narrating. Then, the students one by one continue the story. The students can tell and explore their idea about the story. They can use their own perception and imagination. The students can add a new character, even or description. So, the students will enjoying to study because they can speak freely by their own words.

The step in doing Story Completion activity:

 Introduction : Teacher explains about story completion and tells to students how to do it well

 Assessment : Teachers explain to the students to perform freely by their creativity. The teacher focuses to assess the vocabulary mastery of the students.

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Based on theory of the story completion above, the researcher gives the limitation of free speaking as stated above. The students are free to speak but they should complete the idea of the story that has been determined by the researcher for each student in a group. The students are free to tell the story by using their own words and they are free to use their gesture or even expression when conducting story completion.

2.9. Procedure of Teaching Speaking through Story Completion Technique

Based on Kayi (2006), speaking through story completion technique as follows:

1. Teacher starts to tell a story

2. The first speaker from a group students’ continue the story after the teacher stops narrating. Students start from the point on that previous one stooped.

3. Students should tell the idea of the story, so, the students will enjoy the speaking.

4. Students should think about part of the story, such as conflict in the story, climax until the resolution.

2.10. Students’ Perception

Perception as the awareness of things that you have by means of your senses, especially the sense of sight, refers to the cognitive psychological movement.

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Learning is than described as a simple information processing model. The human memory is compared to the processing of information by a computer. A short term working memory sorts out incoming perceptions and relates them to previous knowledge, and the long term memory stores experiences and conceptual knowledge. In this way, information processing conceptual hierarchies are developed. Memory involves logically ordered sets of concepts, stored in terms of increasing generality. This emphasis may apply to everyday objects whose defining features are readily deducted, but abstract concept, or those which have no agreed formal definitions cannot be stored in this way. They are built up from sets of experiences which are only partially shared with others. Learning thus becomes a matter of personal construction of meaning (Entwistle, 1997).

People are trying to make sense of their surrounding world, not just by cognitive logical thinking and reasoning, also by emotional and affective feeling, social sharing and motivational engagement, in which their biological and cultural self, their former experiences and their social environment have an important influence on what is truly meaningful. In this movement of constructivism, perception is more than an observation, much more than the awareness of things by means of the senses (Tynjälä, 1997). It can be said that perception not only thinking in the logical reasoning but also in the emotional, feeling, social and motivation.

Students’ perceptions are the beliefs or opinions that students have as a result of realizing or noticing something. Students’ perceptions are the result of direct experiences in the educational context. These experiences can be very different from

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teachers’ experiences or parents’ experiences of the educational context. Students in this respect, construct their own world. But not all students experience the same educational context. Thus, students’ perceptions can differ between different groups of students. And because of diverse personal characteristics and different individual histories, not every student experiences the same educational context in the same way, so individual differences in students’ perceptions can occur.

So, based on the explanation above, it can be resumed that Perceptions as pure observations, and perceptions as beliefs, opinions, interpretations, ideas, preferences, images and conceptions as a result of experience. In short, perceptions as a constructivist act of creating meaning.

According to (Entwistle, 1991) there are some factors that important influence on students’ perceptions of learning. There are intention, assessment type-expectation, conceptions of learning, motivation, habit, quality of the learning environment, discipline and department specific influences, and students’ failure. So, the researcher would like discuss factors that important influence on students’ perceptions of learning.

2.10.1. Intention

The first defining feature of a student’s approach to learning is the student’s intention for learning. It appears that there is a major distinction between whether learning is seen as requiring the reproduction of information presented, or the transformation of

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that information in the process of coming to understand it for oneself (Entwistle & Entwistle, 1991). A deep approach to learning goes together with the intention to understand ideas for oneself, while a surface approach is related to the intention to simply reproduce parts of the content.

Based on the definition above, it can be concluded that students’ intention are focus in learning that requiring of information to understand for oneself.

2.10.2. Assessment type and assessment expectations

It is found that different types of assessment seem to encourage deep or surface approaches to learning. Students are very strongly influenced by the form of assessment that they expect. Multiple choice formats, or an emphasis on detailed factual answers, push students towards a surface approach, while open, essay- type questions encourage a deep approach (Entwistle & Entwistle, 1991; Birenbaum, 1997). It can be said that students are expect the form of assessment based on their want.

Kirschner et al. (1993) found in their study that expectations of students with respect to the objectives of what they are about to study unequivocally influence what they encounter, independent of what actually is present. Entwistle and Entwistle (1991) found in their exploratory study that the nature of the questions influences the form of understanding which students are seeking in their studying. They found evidence that traditional degree examinations do not consistently test deep, conceptual

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understanding. Only questions which demand some reconstruction of the original lecture material and are judged on the basis of additional material and imaginative reorganization will satisfactorily identify students who have sought, and achieved conceptual understanding.

Based on the definition above, it can be concluded that students are expect about the objective should be relevant of students face to study.

2.10.3. Conceptions of Learning

These differences in perceptions (Marton & Saljo, 1997) within the same treatment, must originate from a variation in something which the participants ‘brought with them’ to the experiments. Their perceptions of the task reflect their past experiences of similar situations, and so mirror differences in their preconceived ideas of what it takes to learn. It can be concluded that concept of learning are taken from the past experience and their preconceived ideas about what their need to learn.

2.10.4. Motivation

The relation between approach to learning and motivation was the topic of Fransson‘s study (1977). The analysis of the interviews showed that the main effect on approach to learning came not from the experimental situation, but from the reported experiences of the students- whether they felt interested, threatened or anxious. It

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means that student’s motivation should be seen by students feeling, whether they feel interesting, threaten or anxious.

2.10.5. Habit

Students also prefer learning environments that enable them to study in the ways they have developed as a habit. From Pask’s (1988) work it seems that students will prefer a teaching style which directly supports their own learning style. Similarly, Entwistle and Tait (1990) found that students who reported themselves as adopting surface approaches to learning preferred teaching and assessment procedures which supported that approach, whereas students reporting deep approaches preferred courses which were intellectually challenging and assessment procedures which allowed them to demonstrate their understanding. It can be said that students doing that their usually doing and their study in the ways as their habit.

2.10.6. Quality of the Learning Environment

The results of the study (Trigwell & Prosser, 1991) showed that at the whole class or department level, a perceived heavy workload and less freedom in learning related to a reproducing orientation or a surface approach, and that perceived good teaching, clear goals and more freedom in learning related to a meaning orientation or a deep approach. Trigwell and Prosser (1991) conducted a study on the relationship between learning outcomes, perceptions of the learning environment and approaches to learning. The results suggest that perceived environments which encourage deep

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approaches to learning are more likely to facilitate higher quality learning than environments designed to discourage surface approaches. Students who have higher quality learning outcomes have adopted deeper and more relating ideas approaches to learning. It can be concluded that environment is the important aspect that make teaching learning process run well.

2.10.7. Discipline and department specific influences

In previous research on student ratings of teaching, it was found (e.g. Cashin, Noma, & Hanna, 1987) that students rated different academic disciplines differently. It was concluded that multiple causes were probably operating. Biglan (1973a, 1973b) suggested that academic disciplines differed along three dimensions: hard (disciplines that work from an agreed- upon paradigm) versus soft, pure (basic research) versus applied, and nonlife (disciplines that study inanimate objects) versus life. Despite the rhetoric of the past several years recommending the teaching of higher- order skills like critical thinking and problem solving, many disciplines still appear to be focusing more on teaching facts. Whether being taught facts or something higher, however, students report that they make progress in learning whatever the specific discipline emphasizes. One of the reasons different disciplines receive different ratings is that they have different course objectives for which different teaching methods are appropriate. It can be concluded that students discipline are based on the objectives that appropriate of teaching method.

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2.10.8. Students Failure

The evidence found for approaches to learning, is not generally applicable to all students. In the light of recent suggestions that failing students perceive their learning context in an atypical way, Entwistle, Meyer, and Tait (1991) reanalyzed data describing students’ study orientations in relation to their evaluations of courses and their preferences for different kinds of learning environments. Factor analysis and unfolding analysis demonstrate that failing students show interrelationships between study orientations and preferences for learning environments which point to a disintegration of the coherent patterns previously reported (Entwistle & Tait, 1990) in the full achievement range. Based on the definition above, it can be concluded that students’ failure will be found in perceive their learning context in an atypical way.

2.11. Theoretical Assumption

Considering the discussion of the literature review, the researcher assume that story completion technique can improve students’ vocabulary mastery. The researcher believes that speaking is one important skills that should be mastered, and vocabulary is one aspect to make speaking become better. Then, story completion technique based on Kayi (2006) is an activity where the students can tell and explore their idea about the story. Therefore, the researcher puts on an assumption that story completion technique can help the students to increase their vocabulary mastery.

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2.12. Hypothesis

Based on the theories and theoretical assumption, the researcher formulated the hypotheses as follow:

Ho : There is no a difference of students’ vocabulary mastery before and after being taught using story completion technique.

H1 : There is a difference of students’ vocabulary mastery before and after being taught using story completion technique.

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CHAPTER III RESEARCH METHOD

In this chapter, the researcher would like to discuss several sub of chapters, there are, research design, population and sample, variables, instrument, validity of the instrument, reliability of the instrument, the difficulty level of the test items, the discrimination power of the test item, data collecting techniques, research procedures, analyzing the data, data analysis, and hypothesis testing. All of those parts will be presented as follows.

3.1. Research Design

This research used quantitative research in order to know the improvement of students’ vocabulary mastery. This research also used qualitative research in order to know student’s perception toward story completion. One-Group pre-test and Post-test design was used to this research. The researcher used one class as the experimental class. This research was conducted to see whether there was an improvement of students’ vocabulary mastery after being taught by using Story Completion technique. The treatment was conducted three times. The researcher conducts pretest, treatment, and posttest. Here is the illustration of one group pretest posttest design.

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T1 X T2

Where: T1: Pretest X: Treatment T2: Posttest

(Setiyadi, 2004: 40)

3.2 Population and Sample

The population of this research was the second grade students of SMP Negeri 2 Kotagajah. SMP Negeri 2 Kotagajah have 8 classes in every grade. The researcher chose one class as the sample of this research by using random sampling. Finally the researcher decided to choose VIII A class as the sample. The numbers of students in the class were 30 students. This research was conducted in seven meetings, which was 1 meeting for tryout, 1 meeting for conducting pretest, 3 meeting for conducting treatment, and 1 meeting for conducting posttest and 1 meeting for conducting interview.

3.3. Variables

Hatch and Farhady (1982:12) said that variable as an attribute of person or an object which varies from person to person or from object to object. Besides, in order to

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assess the influence of the treatment in research, variable can defined as independent and dependent variables. According to Hatch and Farhady (1982:15), types of variable as follows:

1. Vocabulary mastery as independent variable (X) because this variable is major and will be investigated.

2. Speaking ability as dependent variable (Y) because this variable is measured to determine the effect of vocabulary mastery.

3.4. Instrument

Instrumentation refers to the tools or means by which investigators attempt to measure variables or items of interest in the data-collection process. There are two instruments that will be used in this research.

3.4.1 Vocabulary Mastery Test

The writer made multiple choice tests of vocabulary as pre-test and post-test to know the students’ vocabulary mastery. This test was conducted in the first meeting and the last meeting. This test was conducted to know the students’ different of vocabulary mastery before and after being taught through story completion technique in teaching speaking skill. For the test of vocabulary mastery, the researcher was prepared 40 items test in the form of multiple choices. After giving the test to the students, the

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researcher analyzed the appropriate test items in order to find the validity of the research. The test was conducted in 40 minutes for the tryout and 35 minutes for the test.

3.4.2. Interview

The interview was conducted to know student’s perception toward the implementation of story completion. The students’ answers were classifies and generalizes as the resource. Some representatives of the students as the interviewees were chosen from low and high scores based on the mean score of the post-test. The interview was in the form of open and informal questions in informal situation (the questions must be in the form of explanation or description rather than “yes” or “no” answers, to avoid the students from being reluctant to answer the questions were give and the situation helps the students to express what they feel freely). The interview contained eight questions related to the advantages of using story completion.

3.5. Validity of the Instrument

• Content Validity

The validity of the test is the extent to which it measures what it is supposed to measure and nothing else (Heaton, 1991:159). Content validity is concerned with whether test is sufficiently representative and comprehensive for the test. In the content validity, the materials gave were suitable with the school curriculum. To

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fulfill this validity, the researcher saw all the indicators of the instrument and analyze them whether the measuring instrument represent the material that is measure or not. The researcher used the table of specification to check content validity of the test items. The total percentage in the table indicates the relatives’ degree of emphasis of each content area and each instructional objective were given in the test. The table specification was used to determine which test was more relevant to our particular situation and was also necessary to check whether tests item has good content validity.

Table 1. Table of Specification of Vocabulary Test

Content Aspect Items Percent

Vocabulary Verbs 8,13,24,26,27,28,29,30,33 25.71%

Adjectives 1,3,4,6,7,9,14,15,31 25.71%

Adverbs 2,10,12,16,18,21,22,23 22.87%

Nouns 5,11,17,19,20,25,32,34,35 25.71%

Total 35 items 100%

• Construct Validity

Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language (Shohamy, 1985:74). Construct validity focused on the kind of test that is used to measure the ability. It means that the test items should really test the students whether they have mastered the material that has been taught or not. According to Setiyadi (2006:26), if the instrument just measure one aspect, for example vocabulary, the construct validity can be measured by

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evaluating all items in the test. If all items have measured vocabulary mastery of the students, this instrument has fulfilled construct validity.

3.6. Reliability of the Instruments

Reliability refers to the extent to which the test is consistent in its score and gives us an indication of how accurate the test score are (Hatch and Farhady, 1982: 244). To measure the coefficient of the reliability between odd and even group, the research uses the Pearson Product Moment formula as follows:

In which,

Rxy: coefficient of reliability between the first half and the second half items X : the total numbers of odd items (variable)

Y : the total numbers even items (variable) X2 : square of X

Y2 : square of Y

Then, the writer used “Spearman Brown’s Prophecy Formula” (Hatch and Farhady, 1982: 246) to determine the reliability of the test as follows:

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Notes:

r11 = the reliability of the test

rxy = the reliability of half of the test (Hatch and Farhady, 1982:246)

The criterion of reliability are:  0.90-1.00 : high  0.50-0.89 : moderate  0.0-0.49 : low

If the result of the reliability is less than 0, 50 then the item should be revised.

3.7. The Difficulty level of the Test Items

Level of difficulty (LD) relates to “how easy of difficult the item is from point of view of the students who took the test ” (Shohamy, 1985:79). The level of difficulty can be determined by dividing the number of students who get it right by the total number of students (Shohamy, 1985:79).

To see the level difficulty, the research used the formula as follow: LD =

in which:

LD : Level of Difficulty

R : the number of students who answer correctly N: the total of students following the test

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 Less than 0.30 = difficult

 0.30-0.70 = middle (good item)

 More than 0.70-1.00 = easy

(Shohamy, 1985)

Based on the statements above, it is clear that all the test item should based on the criteria above and the items which not fulfill the requirements should be omitted or revised.

3.8. The Discrimination Power of the Test Item

This index refers to the extent to which the item differentiates between high and lower levels students on the test. A good item according to this criterion is one that good students do well on and bad students fail. To see the discrimination index, the researcher uses the following formula:

DP =

In which,

DP: Discrimination Power

U: the total of correct answer of the higher group L: the total of correct answer of the lower group N: total number of students

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DP : 0,00 – 0,19 = poor

DP : 0,20 – 0,39 = satisfactory

DP : 0,40 – 0,69 = good

DP : 0,70 – 1,00 = excellent DP : - (negative) = bad items

3.9. Data Collecting Technique

There are some techniques that will be used to collect the data in this research. They are as follows:

1. Try Out

Try out was given in order to check the quality of the instruments in vocabulary mastery test. The test was multiple choices for vocabulary test. The tests were given in the first meeting. The try out administered in the C class of SMPN 2 Kotagajah as the experimental class in the first meeting before pre-test of teaching through story completion in the observation class.

2. Pretest

Pretest was given before presenting the treatment to know how far the students ability. The test was multiple choice for vocabulary test. The tests were given in the second meeting, the students will be tested in the second meeting to know the

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students vocabulary mastery before giving treatment using Story Completion Technique in teaching speaking.

3. Treatment

Treatment was conducted after giving the pretest. Treatment was the process of teaching the student through Story Completion technique. The treatment conducted three times during the research.

4. Posttest

Posttest was given after treatment. For vocabulary mastery, the students were given multiple choice tests. They have done the same activity in pretest. This test was designed to know the different of student vocabulary mastery after conducting the treatment.

5. Interview

The researcher gave the student interview in the last meeting after conducting the posttest. The interview was purposed to know how the students perception about Story Completion Technique and their vocabulary achievement.

3.10. Research Procedures

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1. Determining the population and sample of the research. The sample of the research was determined through simple random sampling. It means that the researcher did not know the ability of students in every class. The researcher selects the sample randomly using lottery.

2. Trying of instruments (vocabulary mastery test) in order to check its validity, reliability, difficulty level, and discrimination power.

3. Administering pretest. The researcher gave the test for the student using multiple choice tests to know the basic of students’ vocabulary mastery before being taught by using Story Completion in teaching speaking.

4. Giving treatment. The researcher used Story Completion technique as a tool in learning process. The researcher used three times to teach using Story Completion technique.

5. Conducting Posttest. Posttest was begin after the treatment, this test was designed to know the increasing of students’ vocabulary mastery.

6. Conducting Interview. The researcher gave the questions to students in the last meeting.

3.11. Analyzing the Data

The researcher analyzed the data by comparing the average score (mean) of the pretest and posttest. The average scores were to know the difference of the students’

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vocabulary mastery through story completion technique in teaching speaking. The statistical formula for counting the average score is as follows:

x = ∑

Where:

X : mean

∑x : total score

N : number of students

3.12. Data Analysis

To see whether there was an improvement of students’ vocabulary mastery, the researcher used these following steps:

1. Scoring the pretest and posttest

2. Calculate the score using SPSS to see whether there is an influence or not after the students are taught by using story completion technique.

3.13. Hypotheses Testing

Hypothesis of this research is:

1. There is a difference of the students’ vocabulary mastery after being taught through story completion technique in teaching speaking.

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The hypotheses are analyzed by using repeated measures T-test of Statistical Package for Social Science (SPSS). The researcher uses the level of significance 0.05 in which the hypothesis is approved if sign < p. it means that the probability of error in the hypotheses is only 5%.

H0 : There’s no influence

H1 : There’s an influence

If P < 0,05 H1 is accepted

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V. CONCLUSION AND SUGGESTIONS

This chapter describes the conclusion of the result of the research and also the suggestions from the researcher to the other researchers and English teachers who want to apply the story completion technique in teaching speaking.

5.1. Conclusions

Based on the research conducted in the VIII A Class of SMPN 2 Kotagajah and analyzing the data, the conclusions are dawn as follows:

1. There was a significant improvement of the students’ vocabulary mastery after being taught through story completion. Story completion was applicable to encourage the students to improve their vocabulary mastery. It was proved by the increase of the students’ mean score in the post-test which was higher than in the pre-test. The students’ mean score were increase from 76.09 to 89.04 which the gain was 12.95 specifically. Learning process using story completion made the students able to have a lot of vocabulary because they practiced speaking by their own word and their creativity. The students could discuss the text with their group. So, if they found some difficulties in comprehending new words, they asked

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their friends and discuss together. By practicing a lot, there will be an improvement of the students’ vocabulary mastery.

2. The researcher also found that there was a good perception from the students after learning English by using story completion. It could be seen from the result of the interview which showed that the students felt enjoyable, happy, and motivated. The students did not feel afraid anymore with their mistake in speaking because they had discussed their ideas and problems with their friends in the group.

5.2. Suggestions

Based on the result, it can be concluded that story completion was effective in improving the students’ vocabulary mastery. There are some suggestions regarding the use of story completion in teaching speaking.

 For teachers

There are some suggestions for the teachers who want to apply the story completion in the classroom as an alternative teaching method. Relating to the selection of the story, the selected story must be suitable with the teaching materials, students’ level and age. The story must not be too long, so that the story can be repeated again and again in the allocated time. In addition, the words and the sentences in the story must not be too complex. The familiar words and short simple sentences may enable students to understand and

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grasp the words’ meaning more easily and it may reduce the students’ confusion. With regard to the story aids used in story completion, such as pictures and gestures, the picture used must be clear and attractive, so that those pictures will be very helpful for the students’ understanding to both the words’ meaning and the story itself. Then, if the storyteller uses gestures, the gestures must be for the other students.

 For the next researchers

The followings are some suggestion for the next researchers who are interested in doing research on the use of story completion in English teaching. Regarding the subject of the study, the next researcher may involve two classes, a class as an experimental group and the other as a control group so that the result can be compared between the two classes. Relating to the language aspect, the next researchers may conduct the study on the use of story completion in other language aspects, such as grammar, listening, reading, and writing. Relating to the way of teaching, the next researchers should teach with a different way, that is, they can ask all of groups to perform together.

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