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Istiqomah Nur Rahmawati, 2014 Teaching Speaking Through Storytelling
Universitas Pendidikan Indonesia
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consist of 33 students. 2
Whilst activities The lecturer presents a song entitled ‘Old Mc Donald had a Farm’
which relate to the topic The Very Busy Spider. The lecturer introduces and sings the song to get the students relax and
set a good atmosphere. The lecturer tells the story in front of the class.
The lecturer does questions and answers with the students related to her performance.
The lecturer encourages ad asks the students in each group to tell the story in turn practice in small group.
The lecturer gives the students opportunity to ask something relate to their activity.
3 Post activities
The lecturer asks the students how they find about the activity and their experience toward the activity.
The lecturer encourages and gives advice to develop their motivation and self confidence.
The lecturer give the students time to prepare themselves or act out the story.
The lecturer ask students to perform in front of the class.
3.6.2. Scoring Rubric for Pre-test and Post-test
The score of the speaking test of students were used to know the effectiveness of storytelling technique in improving students’ speaking skill. They were collected
through pre-test and post-test which were conducted to the experimental group. The speaking test for pre-test had a similar level of reliability, and level of
difficulty with the speaking test for post-test. The scoring system used in the test was adapted from Hadley 2001. It was in the form of rubrics for speaking ability
testing which covered accuracy, fluency, vocabulary, and pronunciation. The collected data were calculated and analyzed using the following tabulation.
Table 3.5. Scoring Rubric for Storytelling PrePost-test
Accuracy A
4.5 – 5.0
show exceptional control of required grammar concepts and correctness in variety of context
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Istiqomah Nur Rahmawati, 2014 Teaching Speaking Through Storytelling
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
B 4.0
– 4.4 make some grammar mistakes that do not effect meaning
C 3.5
– 3.9 makes more serious mistakes that often give unintended meaning, although
generally adequate D
3.4 – 3.1
meaning generally obscured by grammar mistakes, very poor control of a wide range of concepts
E below 3.0
meaning completely obscured by grammar mistakes, totally inadequate control
Fluency A
4.5 – 5.0
normal, ‘thoughtful’ delay in formulation of thought in speech, language flows, extended discourse
B 4.0
– 4.4 take longer than necessary to organize thought
C 3.5
– 3.9 speech somewhat disjointed because of pause, language spoken is very
halting D
3.4 – 3.1
painful pauses make speech hard to flow E
below 3.0
speech totally disjointed, long pause interrupt flow of fluency and meaning Vocabulary
A 4.5
– 5.0 very conversant with vocabulary required
B 4.0
– 4.4 vocabulary mistakes generally do not affect meaning
C 3.5
– 3.9 adequate, although more serious mistakes give unintended meaning
D 3.4
– 3.1 meaning frequently obscured by minimalinadequate vocabulary
E below 3.0
meaning totally obscured, inadequate vocabulary Pronunciation
A 4.5
– 5.0 correct pronunciation and intonation, very few mistakes, almost native-like
B 4.0
– 4.4 some mispronunciation, meaning is still clear
C 3.5
– 3.9 pronounced foreign accent
D 3.4
– 3.1 meaning frequently obscured by poor pronunciation
E no effort at all and sound often incomprehensible
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Istiqomah Nur Rahmawati, 2014 Teaching Speaking Through Storytelling
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
below 3.0 Accuracy ______________x4 =
Pronunciation __________x6 = Fluency _______________x3 =
Vocabulary ____________x7 =
Adapted from Hadley, A.O. 2001.
Since the study implemented to measure the speaking skill, the test was in the form of oral test individual storytelling performance. The advisors were also
asked for help to look at the content and format of the instrument and judge whether or not it was appropriate. In terms of the reliability of the test, the
interrater was used in which raters are required to make judgments on the language produced by the students. The scores of the two raters were calculated
using SPSS 16 for Windows Program. Since this study employed with pre-experimental design, the result of pre-test
was used to know the basic skill of participants. The result of post-test was compared to seek the significant difference before and after the treatment given. It
was intended to see if there was an influence of using storytelling in teaching speaking.
3.6.3. The Questionnaires
