TEACHING SPEAKING BY USING STORYtELLING TECHNIQUE TO THE SEVENTH GRADE STUDENTS OF SMP NEGERI 40 PALEMBANG THESIS BY HESTA APRIANTI M M 372012021

TEACHING SPEAKING BY USING S T O R Y t E L L I N G TECHNIQUE TO
THE SEVENTH GRADE STUDENTS OF SMP NEGERI 40 PALEMBANG

THESIS

BY
HESTA APRIANTI
M M 372012021

I
* - * 7 x > : *

MUHAMMADIYAH UNIVERSITY OF PALEMBANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
February 2017

TEACHING SPEAKING BY USING S T O R Y T E L L I N G TECHNIQUE TO
T H E SEVENTH GRADE STUDENTS OF SMP N E G E R I 40 PALEMBANG

THESIS

Presented to
Muhammadiyah University Palembang
in Partial Fulfillment of the Requirements
for the Degree of Sarjana in English Language Education

By
Hesta Aprianti
NIM 372012021

MUHAMMADIYAH UNIVERSITY OF PALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
February 2017

i

This thesis written by Hesta Aprianti has been certified to be examined

Palembang, February 2017

Advisor I ,

Rini Susanti, S.Pd., MA.

Palembang, February 2017
Advisor I I ,

Vita Nirmala, S.Pd., M.Pd.

fi

This is certify that Sarjana^s thesis of Hesta Aprianti has been approved by the
Board of Examiners as one of the requirements for the Sarjana Degree in
English Language Education

Sri Yuliani, S.Pd., M.Pd., Member

Indah Windra D.A. S.Pd., M.Pd., Member

Approved by

Acknowledged by
The Head of
English Educational Study Program,

S r i Yuliani,

S.Pd., M.Pd.

Hi

Motto and Dedications:
MOTTO

:

«:* It Is better to do well ttion to soy well help yourself, ond God will
help you

DEDICATIONS

^

:

M y beloved Pqrents, CHglfiqn S o n i 3 n 4 A n i S u m q r t i ) .

I bi-eqtbe is qs

i - e l i e v i n g as y o u i - l o v e t b q t k e e p s f l o w i n g t o s u p p o r t a n d Help m e w b e n 1 q m
down.
M y A d v i s o r , P r o f . D r . I n d ^ w q n S y q h r i q n d T r i R o s i t q s q r l , S.P.d, M . P d ,
already g i v e n m e m u c b k n o w l e d g e a b o u t tbesis.
/

M y b e l l o v e d sisters iAd,^\2t R a m a d b a m ) . T h a n k s {oat \foaY h e l p a n d
s u p p o r t prayer f o r m t tbesis

V

A l l m y classmates i n t h e a c a d e m i c year 2 0 1 2 , t l i a n k s f o r a great struggle,

togetherness, patience, understanding, support..

^

M y beloved Friends

M e g a I s t i k a , S.Pd-, A g u s D i n a t a , 5 . P d - , A g n e s S i l v i t a ,

S.Pd-, W i w i t A r i s t a , A . M d . , y o u a r e b e s t f r i e n d f o r m e
^

M y friends i n K K N , I always r e m e m b e r y o u all-

^

S t u d e n t s o f S M P M u h a m m a d i y a h 5 5 P a l e m b a n g , e s p e c i a l l y V11I.6, X 1 . 1 ,
XI.5,you are m y beloved students for me.

^

M y almamater, thanks for following everywhere

V

A n d m y green campus M u h a m m a d i y a h University

iv

ABSTRACT
A p r i a n t i , H e s t a . 2 0 1 7 . Teaching Speaking by Using Story Telling Technique to the
Seventh Grade Students of SMP Negeri 40 Palembang. T h e s i s , E n g l i s h E d u c a t i o n
Study P r o g r a m , Sarjana Degree ( S I ) , Faculty o f Teacher T r a i n i n g and Education o f
M u h a m m a d i y a h U n i v e r s i t y . A d v i s o r s : (1) R i n i S u s a n t i , S . P d , M A ( I I ) V i t a N i r m a l a
S.Pd, M . P d .
Key w o r r f s : S p e a k i n g , s t o r y t e l l i n g t e c h n i q u e .
T h e t h e s i s i s e n t i t l e d ''Teaching Speaking Using Story Telling Technique to the
Seventh Grade Students of SMP Negeri 40 Palembang ". T h e p r o b l e m o f t h i s r e s e a r c h
w a s i t is effective o r n o t t o teach speaking b y using s t o r v t e l l i n g technique t o the
seventh grade students o f S M P N e g e r i 4 0 Palembang. T h e objective o f this research
w a s w h e t h e r o r n o t i t is e f f e c t i v e t o t e a c h s p e a k i n g b y u s i n g s t o r y t e l l i n g t e c h n i q u e t o

t h e seventh grade students o f S M P N e g e r i 4 0 P a l e m b a n g ? . T h e hypotheses o f t h i s
s t u d y w e r e ( 1 ) H o : I t is n o t e f f e c t i v e t o t e a c h s p e a k i n g b y u s i n g s t o r y t e l l i n g t e c h n i q u e
to seventh grade students o f S M P N e g e r i 4 0 P a l e m b a n g , ( 2 ) H a : I t i s effective t o
t e a c h s p e a k i n g b y u s i n g s t o r y t e l l i n g t e c h n i q u e t o s e v e n t h grade s t u d e n t s o f S M P
N e g e r i 4 0 Palembang. T h e p o p u l a t i o n o f the research w a s 134 students comprised 4
classes. T h e samples w e r e 3 3 students.The samples w e r e selected b y u s i n g t h e
p u r p o s i v e s a m p l i n g technique and used oral test f o r c o l l e c t i n g the data. T h e data
o b t a i n e d w e r e a n a l y z e d b y u s i n g t-test. a l t e r n a t i v e h y p o t h e s e s ( H a ) w a s a c c e p t e d a n d
n u l l hypotheses ( H o ) was rejected. I n other w o r d s , it w a s effective t o teach narrative
text i n reading c o m p r e h e n s i o n b y using s t o r y t e l l i n g technique t o the seventh grade
students o f S M P N e g e r i 4 0 Palembang.

V

ACKNOWLEDGEMENTS

T h e writer has completed this thesis " T e a c h i n g Speaking b y U s i n g S t o r y
T e l l i n g Technique t o the Seventh Grade Students o f S M P Negeri 4 0 Palembang",
w h i c h is presented i n partial f u l f i l l m e n t f o r t h e Sarjana Degree ( S I ) at t h e E n g l i s h
Education Study Program, Language and A r t Education Department, Faculty o f

Teacher and Education, U n i v e r s i t y o f M u h a m m a d i y a h Palembang.
I n t h e process o f w r i t i n g this thesis, m a n y people g o t i n v o l v e d i n h e l p i n g t h e
w r i t e r i n o n e w a y o r a n o t h e r . T h e w r i t e r e x p r e s s e s h e r great a p p r e c i a t i o n t o t h e D e a n
of
Faculty
o f Teacher
Training
and
Education,
University o f
MuhammadiyahPalembang, T h e Head o f Language and Arts Department f o r
p r o v i d i n g her w i t h education facilities a n d supports, she w o u l d like t o express h e r
s i n c e r e g r a t i t u d e t o h i s a d v i s o r s , R i n i S u s a n t i S . P d , M . P d , as first a d v i s o r , a n d V i t a
N i r m a l a , S . P d , M . P d , as t h e s e c o n d a d v i s o r w h o h a d g i v e n h e r a l o t o f g u i d a n c e t o
c o m p l e t e t h e thesis, a n d a l l lectures w h o taught h e r a n d assisted h i m w h i l e she
studied at this faculty. She w o u l d also extend h e r special t h a n k s t o principal o f S M P
N e g e r i 4 0 P a l e m b a n g w h o a l w a y s g a v e s p i r i t u a l a n d financial s u p p o r t s .
F i n a l l y , t h e w r i t e r ' s thankfulness a n d loves are addressed t o h e r b e l o v e d
parents ( H a l f i a n S o n i a n d A n i S u m a r t i . ) , h e r beloved sister ( A d e l i a R a m a d h a n i ) , h e r
best F r i e n d ' s ( A g u s Dinata,S.Pd., M e g a Istika, W i w i t A r i s t a a n d A g n e s S i l v i t a ) . T h e

w r i t e r r e a l i z e s t h i s t h e s i s i s s t i l l f a r fi-om b e i n g p e r f e c t . T h e r e f o r e , a n y r e m a r k s , a n d
creative c r i t i c i s m s are a l w a y s w e l c o m e .
Palembang, Februari 2017

the writer

HA

vi

CONTENTS
Pages
TITLE

i

AGREEMENT PAGE

ii
iii

APPROVAL PAGE
MOTTO

iv

ABSTRACT

v

ACKNOWLEDGEMENT

vi

CONTENTS

vii

LIST OF T A B L E S

ix

LIST OF APPENDICES

x

CHAPTER I

INTRODUCTION
1.1.
1.2.
1.2.1
1.2.2
1.3.
1.4.
1.5.
1.6.

CHAPTER I I

I
3
4
4
4
4
5
5

LITEIL\TURE REVIEW
2.1.
2.2.
2.3.
2.4.
2.5.

CHAPTER I I I

Background
P r o b l e m o f the Study
F o r m u l a t i o n o f the study
Limitation o f the problem
Objective o f the Study
Significance o f the Study
Hypotheses o f the Study
Criteria o f the Hypotheses Testing

Concept o f Teaching
Concept o f Speaking
Concept o f Storytelling
Procedure o f Teaching
Previous Related Study

6
7
8
I I
11

METHOD AND PROCEDURE
3.1. Research M e t h o d
3.2. Operational D e f i n i t o n
a. T e a c h i n g
b. S p e a k i n g
c. S t o r y t e l l i n g T e c h n i q u e

vii

12
13

3.3.
3.3.1
3.3.2
3.4.
3.5.
3.6.
3.7.

CHAPTER IV

14
14
14
15
15
17
19
19
20
20

FINDINGS AND INTERPRETATION
4.1.
4.1.1
4.1.2
4.1.3
4.2.

CHAPTER V

Population and Sample
Population
Sample
Technique for C o l l e c t i n g data
V a l i d i t y o f the Test
Reliability o f the Test
Technique for analyzing the data
a. T h e P e r c e n t a g e A n a l y s i s
b. C o n v e r s i o n o f P e r c e n t a g e A n a l y s i s
c. T - t e s t

Findings o f the Study
R e s u l t s t u d e n t s ' s c o r e s i n pre-test
R e s u l t Students score i n post-test
T h e effectiveness o f the study
Interpretation about the D a t a

22
23
24
26
29

CONCLUSION AND SUGGESTION
5.1.
5.2.
5.2.1
5.2.2
5.2.3

Conclusion
Suggestion
Teacher o f English
Students
School

31
31
31
32
32

REFERENCES

33

APPENDICES

47

viii

L I S T OF T A B L E S
Tables

Pages

1.

T h e Population o f Research

14

2.

T h e Sample o f Research

15

3.

Test Specification

16

4.

T h e Score o f Reliability

18

5.

C o n v e r s i o n o f Percentage Range

20

6.

T h e D i s t r i b u t i o n o f pre-test

23

7.

T h e D i s t r i b u t i o n o f post-test

25

8.

T h e score pre-test and post-test

26

9.

T h e D e s c r i p t i v e Statistic o f pre-test score

28

10. T h e F r e q u e n c y o f D i s t r i b u t i o n s c o r e o f p r e - t e s t
11. T h e D e s c r i p t i v e A n a l y s i s o f post-test

29
30

12. T h e F r e q u e n c y o f D i s t r i b u t i o n score o f post-test

31

13. T h e R e s u l t o f H y p o t h e s i s T e s t

32

ix

LIST C F a P P E N ' T C E S
APPENDICES

Pages

1.

SuratKepiitusanPembimbiug

36

2.

SuratUsulJudul

37

3.

S u r a t U n d a n g a n S e m i n a r P n posal

38

4.

DaftarHadirdosen

39

5.

DaftarHadirMahasiswaPeseTa Semina - Pronusal

40

6.

DaftarPeserta Seminar

42

7.

SuratPermohonanRiset

43

8.

SuratljinPenelitian

44

9.

SuratKeteranganPenelitia.-'.

45

10. L a p o r a n K e m a j u a n P s m b i m b i n g S k r i p s i

46

1 1 . B u k t i t e l a h m e m p e r b a i k i s k i .psi h a s i l u j i a i

47

12. Surat K e t e r a n g a n Pertanggungjawabar- P e n u l i s a n S k r i p s i

48

X

1

CHAPTER I
INTRODUCTION

T h i s chapter presents: ( 1 ) background, ( 2 ) p r o b l e m s , ( 3 ) t h e objective o f
tlie study, and ( 4 ) t h e significance o f the research, ( 5 ) hypothesis, a n d ( 6 ) criteria
for testing hypothesis
1.1 Background
English

has become

a very

important language

along

with the

d e v e l o p m e n t o f science a n d t e c h n o l o g y . I t is a n access t o g e t i n t o g l o b a l i z a t i o n .
G o o d h u m a n resources need E n g l i s h t o compete i n t h e w o r l d . F o r t h e reason,
m a n y countries have begun t o introduce E n g l i s h even from the early level o f
education. I n Indonesia, E n g l i s h is taught as the first foreign language. T h e a i m o f
teaching E n g l i s h i s t o enable students t o listen, speak, read a n d w r i t e i n E n g l i s h .
I n other w o r d s , the students are engaged t o be able t o c o m m u n i c a t e i n E n g l i s h .
According t o B r o w n (2005:5), language is used f o r c o m m u n i c a t i o n .
People use language t o communicate w i t h other people i n order t o deliver
thoughts a n d feelings. E n g l i s h has become o n e o f the existent language i n the
w o r l d . E n g l i s h as a n i n t e r n a t i o n a l language has b e e n used b y m i l l i o n s o f people i n
t h e w o r l d . I t i s used either as second language o r f o r e i g n language. I n I n d o n e s i a
people u s e E n g l i s h as a f o r e i g n language. I t i s i m p o r t a n t f o r students i n I n d o n e s i a
to learn E n g l i s h , because people c o m m u n i c a t e a l l over the w o r l d , so that E n g l i s h
is o n e o f t h e i m p o r t a n t subjects t o b e learned b y students.
In teaching English w e must have four skills, they are listening, speaking,
reading a n d writing. Learning a language means trying t o get a good mastery o f

2

the language

for the purpose

o f c o m m u n i c a t i o n m u s t be s u p p o r t e d

by

the

c o m p o n e n t s o f E n g l i s h , t h e y a r e g r a m m a r , s p e l l i n g , a n d s p e a k i n g . S p e a k i n g is o n e
o f four language skills and the students should master. A c c o r d i n g to Y a h y a
( 2 0 1 0 : 8 6 ) . " S p e a k i n g is t h e use o f language o r a l l y " . T h e a b i l i t y t o c o m m u n i c a t e
i n a f o r e i g n language clearly and e f f i c i e n t l y contributes to the success o f learner i n
school and success later i n e v e r y phase o f life. O n e o f difficulties faced

by

Indonesian students i n mastering E n g l i s h is learning h o w to speak i n E n g l i s h . I n
t h i s case I h a v e notice after d o i n g i n t e r v i e w that s o m e teachers d o n o t focus o n
l i s t e n i n g a n d s p e a k i n g as m u c h as t h e y d o r e a d i n g a n d w r i t i n g . W h i l e r e a d i n g a n d
w r i t i n g are v e r y i m p o r t a n t , students need t o k n o w to listen and speak t o help t h e m
w i t h their reading and w r i t i n g . T h e r e f o r e i t is essential and language teachers p a y
great a t t e n t i o n t o teaching speaking.
A c c o r d i n g to C r a i g ( 2 0 1 1 : 2 ) , story t e l i n g has demonstrable,

measurable,

positive and irreplaceable value in teaching. Stories can help to enhance recall,
retention, and application o f concepts i n n e w situations. S t o r y t e l l i n g raises
enthusiasm for learning n e w subject matter. T h e excitement o f story t e l l i n g can
m a k e reading a n d learning fun and can Instill a sense o f w o n d e r about life a n d
learning. N a t i o n a l S t o r y t e l l i n g N e t w o r k defines story t e l l i n g is the interactive art
o f using words and actions to reveal the elements and images o f a story w h i l e
encouraging the listener's imagination. Story telling can i m p r o v e the
comprehension

and m a k e the s i t u a t i o n o f the c l a s s r o o m w i l l be

students'
interested.

A c c o r d i n g to Sara M i l l e r and L i s a P e n n y c u f f (2008:1), using story telling i n the
c l a s s r o o m is o n e w a y t o a d d r e s s l i t e r a c y d e v e l o p m e n t by i m p r o v i n g o r a l l a n g u a g e ,

3

reading comprehension, a n d writing. Because t h e interrelated nature o f the
p r o c e s s e s i n v o l v e d i n r e a d i n g a n d w r i t i n g s t o r y t e l l i n g is a n e f f e c t i v e p e d a g o g i c a l
s t r a t e g y t h a t c a n be w o v e n i n t o i n s t r u c t i o n t o i n c r e a s e s t u d e n t s c o m p e t e n c i e s i n a l l
areas.
Tn P P T . e x p e r i e n c e a t S M P N e g e r i 3 3 P a l e m b a n g , I f o u n d t h a t t h e
students w e r e confused about speaking. T h i s w a s perhaps due to the limitation o f
o p p o r t u n i t y t o practice, lack o f vocabulary w h i c h m o r e concern t o the fear o f
making mistakes w h e n speaking English. T h r o u g h story telling i n teaching
speaking, the students m i g h t be able t o structure t h e i r o w n ideas a n d experiences
a n d c o n t r i b u t e t o the discussion as a listener a n d as a speaker. T h e students can
develop their k n o w l e d g e o r understanding o f the matter being discussed. I n
additions story telling a l l o w s the students talk m o r e and should talk to each other
m o r e t h a n t o t h e teacher. Students t h e n c o m e t o t h e u n d e r s t a n d i n g tliat tlieir
perspective is v a l u a b l e a n d that t h e y need to listen t o others o p i n i o n s a n d r e m a r k s ,
So,based o n the description above this study tries t o conduct a research entitled
" T e a c h i n g S p e a k i n g b y U s i n g S t o r y - T e l l i n g T e c h n i q u e for the S e v e n t l i Grade
students o f S M P N e g e r i 4 0 Palembang.

2.

Problem of the Study
T h e problem o f study w i t h teaching speaking b y using story telling

technique for the seventh grade students o f S M P N e g e r i 4 0 Palembang.

4

2.1 Formulation of the Study
Based o n the background o f the study, the p r o b l e m can b e f o r m u l a t e d as
follows: "Is it effective t o teach speaking by using story telling technique for the
seventh grade students o f S M P N e g e r i 4 0 P a l e m b a n g ? "

2.2 Limitation of the Problem
The problem o f this study is limited o n teaching speaking by using story
telling technique f o r the seventh grade students o f S M P N e g e r i 4 0 P a l e m b a n g .

3.

Objective of the Study
T h e o b j e c t i v e o f t h i s s t u d y is t o find o u t w h e t h e r o r n o t i t i s e f f e c t i v e t o

teach speaking b y using story telling technique for the seventh grade students o f
S M P Negeri 40 Palembang.

4.

Significance of The Study
T h e r e s e a r c h e r e x p e c t e d , t h i s s t u d y w i l l be u s e f u l 1 ) f o r t h e r e s e a r c h e r . 2 )

f o r t h e s t u d e n t s , a n d 3 ) f o r t h e t e a c h e r s o f E n g l i s h , as f o l l o w s :
(1) T h e Researcher
B y c o n d u c t i n g t h i s s t u d y , i t w o u l d g i v e h e r a set o f e x p e r i e n c e h o w
t o m e a s u r e the students a c h i e v e m e n t t o speak E n g l i s h .
(2) T h e Students
T h e use o r story telling a l l o w s t h e students prepare their o w n
presentations and promotes oral c o m m u n i c a t i o n i n E n g l i s h t o reduce t h e
language anxiety and nervousness i n the classroom one t o the insecurity o f
b e i n g teased f o r m a k i n g m i s t a k e s .

5

(3) T h e Teachers o f English
T l i i s study w o u l d b e useful iixforaiation for the teachers o f E n g l i s h .
I n case the s t o r y t e l l i n g p r o v e s effective i n t e a c h i n g speaking, the teacher can
use the s i m i l a r m e t h o d t o replace the o l d ones.

5.

Hypotheses
T h e hypotheses o f this study are stated b e l o w :
a.

T h e n u l l hypothesis ( H o ) : It is not effective to teach speaking by using
story-telling technique.

b.

T h e alternative hypothesis ( H a ) : I t i s effective t o teach speaking b y
using story-telling technique.

6.

Criteria for Testing Hypothesis
T o test the h y p o t h e s e s , the c r i t e r i a o f t e s t i n g h y p o t h e s e s a r e used I t

means t o accept o r to reject the n u l l hypothesis w i l l use t-table w i t h degree o f
freedom (df=n-2) and 5 % as level o f significance. T h e criteria for testing the
h y p o t h e s i s a r e as f o l l o w e d :
1.

T h e a l t e r n a t i v e h y p o t h e s i s ( H a ) w i l l h e accepted i f the result o f t-test
calculation w i l l b e the s a m e o r greater t h a n that o f the critical v a l u e as
stated. I t m e a n s that n u l l h y p o t h e s i s ( H o ) w i l l be rejected.

2.

T h e n u l l h y p o t h e s i s ( H o ) w i l l be accepted i f the result o f test c a l c u l a t i o n
w i l l b e less t h a n o f the critical v a l u e s a s stated i n the f - v a l u e table. I t
m e a n s that alternative h y p o t h e s i s ( H a ) w i l l be rejected.

6

CHAPTER II
LITERATURE REVIEW

I n this part, t h e researcher describes a n d discusses about ( 1 ) t h e concept
o f teaching, ( 2 ) concept

o f speaking, ( 3 ) concept

o f story telling, ( 4 ) t h e

procedures o f teaching speaking b y using story telling, a n d ( 5 ) previous related
study.
2.1 Concept of Teaching
According t o Meizaliana (2006:2), teaching means the helping, giving
instruction, guiding, facilitating someone t o learn something, providing w i t h
knowledge, and causing t o k n o w o r t o understand i n learning process.
T e a c h i n g i s a n alternative process b e t w e e n t h e teacher a n d students a n d
a m o n g students t h e m selves. I n other w o r d s , teaching is n o t e x p l a i n i n g e v e r y t h i n g
b y a n a l l k n o w i n g teacher, b u t a s k i n g p r o b i n g question, g i v i n g t h e students t i m e
to think a n d respond sothat classroom interaction m a y come enlightening f o r all
concerned (Saleh, 1997:7).
T e a c h i n g i s t h e process o f attending t o people's needs, experience a n d
feelings, a n d m a k i n g specific interventions t o help t h e m learn particular things.
A c c o r d i n g t o H o m b y ( 2 0 1 0 ) , state " t e a c h i n g i s w o r k

o f teacher. T h e

teacher study k n o w l e d g e , skills, etc. T e a c h i n g i n a n interactive process teacher
and student a m o n g student t h e m s e l v e s " ( p . l 5 3 2 ) . Because that t h e teacher m u s t
create c o n f o r t a b l e class. S o that t h e student t o be creative a n d m o d e l i v e .

7

2.2 Concept of Speaking
A c c o r d i n g to B r o w n ( 2 0 0 1 ; 2 6 7 ) , is a n interactive process o f c o n s t r u c t i n g
m e a n i n g that involves producing and receiving and processing i n f o r m a t i o n . I t
f o r m a n d m e a n i n g s are depending o n the context i n w h i c h i t occurs. I n a d d i t i o n ,
speaking is the process o f b u i l d i n g and sharing m e a n i n g t h r o u g h the use o f verbal
and non-verbal symbols, i n a variety o f contexts (Chaney, 1998:13). W e generally
use speaking as a means o f c o m m u n i c a t i o n i n d a i l y interaction. T h e presence o f
speaker and listener i s a m u s t t o build u p a m u t u a l c o i m n u n i c a t i o n i n speaking
activity. T h u s , speaking i s considered t o be inseparable t o something w e call
c o m m u n i c a t i o n . C o n m i u n i c a t i o n is the w a y i n d i v i d u a l can s h o w the feelings, tell
the thoughts, ask questions, ask for help, argue, persuade, explain, and give order
each other.
S p e a k i n g is a s k i l l used by s o m e o n e i n d a i l y life c o m m u n i c a t i o n w h e t h e r
at school o r outside. S p e a k i n g i s expressing ideas, o p i n i o n s , o r feelings t o others
b y using w o r d s o r sounds o f articulation i n order to i n f o r m , t o persuade, and t o
entertain that can be learnt b y u s i n g s o m e teaching l e a r n i n g m e t h o d o l o g i e s .
A c c o r d i n g t o C h a n e y and B u r k (2008:9), " S p e a k i n g " i s the process o f
b u i l d i n g and sharing m e a n i n g t h r o u g h the use o f v e r b a l and n o n - v e r b a l s y m b o l s ,
i n a v a r i e t y o f contexts. S p e a k i n g is a crucial part o f second language l e a r n i n g and
teaching, the goal o f teaching speaking should i m p r o v e students' c o m m u n i c a t i v e
skills, students c a n express themselves i n each c o m m u n i c a t i v e
Speaking

circumstance.

is a productive skill w h i c h needs m o r e a n d m o r e practice a n d

acquisition t o o b t a i n a sense o f competence

a n d mastery i n t h e language.

8

A c c o r d i n g t o S l a v i n ( 2 0 0 1 : 1 2 ) , speaking is a crucial part o f the language l e a r n i n g
process. E f f e c t i v e instructors teach students speaking strategies - u s i n g m i n i m a l
responses, r e c o g n i z i n g scripts, and using language t o talk about language that they
c a n use t o h e l p t h e m s e l v e s e x p a n d t h e i r k n o w l e d g e o f the language a n d t h e i r
c o n f i d e n c e i n u s i n g it. T h e s e i n s t r u c t o r s ' h e l p students l e a r n l o speak so that the
students can use speaking t o learn. L a n g u a g e learners w h o lack confidence i n their
ability to participate successfully i n oral interaction should listen i n silence w h i l e
others do the talking.

23

Concept o f Story-TeJling
S t o r y - t e l l i n g is great w a y t o b u i l d the students' self confidence

and

relationship w i t h audiences. B u t i n Speaking, story-telling becomes a w a y to
measure the students' comprehension i n text. A c c o r d i n g to C r a i g ( 2 0 0 1 :
1), storytelling provides special education teachers w i t h a collaborative l i n k to the
general education classroom by d o i n g the f o l l o w i n g :
1.

P r o v i d i n ga social context for literacy

2.

H e l p i n g c h i l d r e n develop interesting ideas

3.

Encouraging role-taking and inferential comprehension

4.

D e v e l o p i n g literary themes

5.

Tapping children's prior knowledge
According to R a t u (2009),story telling is a p o w e r f u l tool f o r teaching

r e a d i n g a n d w r i t i n g . S t o r y l e l l i n g as a m e a n s o f h e l p i n g s t u d e n t s t o u n d e r s t a n d
c l a s s r o o m discourse and sense o f story. O r a l stories help students acquire the
context o f text. Students become keenly aware o f the unspoken m e a n i n g o f the

9

story's w o r d s by observing shifts i n the storyteller's body posture, tension, and
tone o f voice.
A c c o r d i n g to K a t h l e e n and Steele ( 1 9 9 7 : 6 ) , story t e l l i n g

first

and

f o r e m o s t is a s p e a k i n g a c t i v i t y , s o m e t h i n g w h i c h E F L s t u d e n t s n e a r l y e v e r y w h e r e
w a n t and need. It's also quite a practical t h i n g . S t o r y t e l l i n g w a s a c o m m o n
pastime. F o l k t a l e s a n d fables are o n e o f the oldest educational tools t h r o u g h w h i c h
cultures have passed d o w n values and l o r e f r o m one generation to the next.
F u r t h e r , K a t h l e e n a n d Steele ( 1 9 9 7 : 6 ) state that educators h a v e l o n g k n o w n that
the arts can contribute t o student academic success and e m o t i o n a l w e l l being. T h e
ancient art o f s t o r y t e l l i n g is especially w e l l - s u i t e d f o r student e x p l o r a t i o n . A s a
f o l k art, s t o r y t e l l i n g is accessible t o a l l ages and abilities. N o special e q u i p m e n t
beyond the i m a g i n a t i o n and the p o w e r o f listening and speaking is needed to
create artistic images. A s a learning tool, s t o r y t e l l i n g can encourage students to
explore their unique expressiveness

and can heighten a students

ability to

c o m m i m i c a t e thoughts and feelings i n an articulate, lucid manner.
A c c o r d i n g to R i c h a r d ( 2 0 0 8 ) , the m a s t e r y o f s p e a k i n g s k i l l s i n E n g l i s h is
a p r i o r i t y for m a n y second-language o r foreign-language l e a m e r s ( p . l 9 ) .
Story T e l l i n g is the social and culture activity o f c o n v e y i n g stories i n
words, sounds, and images, often by i m p r o v i s a t i o n , theatrics, o r embellishment.
N a r r a t i v e h a v e b e e n s h a r e d i n e v e r y c u l t u r e as a m e a n s o f e n t e r t a i n m e n t ,
education, cultural preservation and instiling m o r a l values.

10

2.4 Procedures of Teaching Speaking by Using Story-Telling Technique:
A.

Pre-activity (10 minutes)
1.

Greeting

2.

Checking attendance list

3.

A s k i n g several questions that relates t o the m a t e r i a l w h i c h i s g o i n g
t o be l e a r n t

B.

C.

•

H a v e y o u ever read a story?

•

W h a t kinds o f story that y o u l i k e ?

•

W h a t kinds o f story that tell about a n i m a l ?

Whilst activity (70 minutes)
1.

T h e students read the fable text that has g i v e n

2.

T h e students underline the difficult w o r d s and translate t h e m

3.

T h e students identify the characters o f the story i n the text

4.

T h e students identify the setting o f the text

5.

T h e students identify the events o f the story

6.

T h e students find out the purpose o f the story

7.

T h e student retell the text b y using their o w n w o r d s

8.

T h e students answer some question about the text

Post activity (10 minute)
(1) G i v e t h e students chance t o a s k some questions. (2) M a k i n g

conclusion about the fable text, ( 3 ) Salutation.

11

2.5 Previous related study
O n e o f the studies relating t o t h e cooperative conducted b y Darsini
(2013). H e r thesis was entitled ' Teaching Speaking Skill T h r o u g h Cooperative
L e a r n i n g M e t h o d o f E i g h t h G r a d e o f S M P N e g e r i 19 P a l e m b a n g .
T h e s i m i l a r i t i e s b e t w e e n t h i s thesis a n d her thesis are b o t h i n v e s t i g a t i n g
the same that w a s speaking. T h e differences h e r thesis a n d this thesis a r e
p o p u l a t i o n o f research a n d sample o f research I n this thesis used seventh grade
students and her research used e i g h t h grade.
T h e second study had been done b y W a h y u E r w a n t o " I m p r o v i n g T h e
S p e a k i n g A b i l i t y o f tlie S e v e n t h Grade Students o f S M P N e g e r i 33 P a l e m b a n g " .
H e r thesis described about h o w suggestopedia m e t h o d can i m p r o v e the speaking
ability o f the seventh grade students.
T h e similarities between this thesis and her thesis was t h r o u g h speaking
ability. T h i s thesis and her thesis used seventh grade students. T h e differences
b e t w e e n this thesis and her thesis are the technique f o r c o l l e c t i n g the data. T h i s
thesis used test b u t her thesis use m u s i c , m e d i a , a n d steps o f t e a c h i n g a n d l e a r n i n g
process.

12

BAB

III

RESEARCH PROCEDURES

3.1 Research Method and Procedure
Experimental Research is t h e m a i n method o f the model o f Research
available because i n e x p e r i m e n t a l research, the researchers do three requirements
o f a research t h e y are c o n t r o l l i n g , m a n i p u l a t i n g , a n d o b s e r v i n g . R i c h a r d s , ct.al
( 2 0 0 5 : 1 0 0 ) states that a n e x p e r i m e n t a l m e t h o d i s a n approach t o educational
research i n w h i c h t h e idea o f hypothesis is tested o r verified b y setting u p
situation i n w h i c h r e l a t i o n s h i p b e t w e e n different subjects o r variables can b e
determined.
T h e m e t h o d cased used w e a k e x p e r i m e n t a l designs. T h e s e designs w e r e
referred t o as " w e a k " because they d o n o t have built i n controls f o r threats t o
internal validity.
According t o Fraenkel a n d W a l l e n (1993:226) t h e one-group

pretest-

posttest design. I n t h e o n e - g r o u p pretest posttest design, a single g r o u p i s
measured o r observed n o t o n l y after being exposed t o a treatment o f s o m e sort,
b u t a l s o b e f o r e . A D i a g r a m o f t h i s d e s i g n i s as f o l l o w s :
T h e O n e - G r o u p Pre test-Posttest D e s i g n .
0
Pretest

X

0
Treatment

Posttest

13

3.2 Operational Definitions
The

title o f this thesis I s " T e a c h i n g Speaking b y U s i n g S t o r y - T e l l i n g

Technique for the Seventh Grade Students o f S M P Negeri 4 0 Palembang". T o
avoid misunderstanding, some terms used i n this study w e r e necessary to define:
a)

Teaching
Teaching i s guiding i n study o f something, facilitating learning,

enabling the learner to learn, setting the conditions for learning.

b)

Speaking
S p e a k i n g is the a b i l i t y o f t h e students t o expressing ideas, o p i n i o n , o r

feeling t o each others t o m a k e connection. T h e students can speak E n g l i s h
bravely and do interaction w i t h their friends.

c)

Story-Telling Technique
Story telling i s an action that convey the event o f the story i n w o r d

u s u a l l y b y using pictures a n d special s o u n d o f the characters

a n d often

include i m p r o v i s a t i o n o r e m b e l l i s h m e n t w h e n deliver the story itself. M a n y
people i n the w o r d have been shared story i n everywhere i n their o w n culture
and character as a means o f entertainment, education, cultural preservation
and deliver m o r a l lesson.
I n this research, the story t e l l i n g w i l l be a n a c t i v i t y that w i l l b e done
b y student w h e r e they are g o i n g t o retell the story that they h a v e read i t i n the
classroom.

14

3.3 Population and Sample
a.

Population
According t o Fraenkel and Wallen (1990:66), "population is the

g r o u p t o w h i c h the results o f the study are intended t o apply". T h e s e v e n t h
grade students o f S M P N e g e r i 4 0 P a l e m b a n g w a s used as the p o p u l a t i o n o f
study. T h e r e w e r e 1 6 6 students distribute i n f o u r classes.
Table 1. The Population of the Research
Number of the
No

Class
Student

1

VILE

33

2

VILF

35

3

VILG

33

4

VILH

33

Total

b.

134

Sample
A sample i s a group i n a research study o n w h i c h i n f o r m a t i o n i s

obtained ( F r a e n k e n a n d W a l l e n . 1991:67). T h i s study used this as t h e
technique

i n choosing t h e sample.

"Purposive

s a m p l i n g refers

t o as

j u d g m e n t a l s a m p l i n g that selects p a r t i c u l a r e l e m e n t f r o m the p o p u l a t i o n that
w a s representative t o address t h e purpose o f the research" ( F r a e n k e n a n d
W a l l e n , 1991:75). T h e r e a r e some reasons i n choosing the sample ( 1 ) t h e
students have never learned E n g l i s h b y using storytelling, ( 2 ) i n mastering
reading, t h e students o f t e n f i n d difficulties, ( 3 ) t h e classes h a d same teacher
i n l e a r n i n g E n g l i s h , ( 4 ) a n d t h e classes h a d s a m e total m u n b e r o f students.

15

Table 2. The Sample of the Research
Number of the Student
No

Class

1

Vll.G
Total

33

(Source: S M P Negeri 40 Palembang)

3.4 Technique for Collecting the Data
Tn c o l l e c t i n g t h e d a t a , s p e a k i n g t e s t w a s c o n d u c t e d . T h e s a m p l e s t u d e n t s
w e r e asked t o speak E n g l i s h i n short and s i m p l e sentence accurately and

fluency.

T e s t s w a s g i v e n t o a l l o w t h e students assess t h e effects o f e x p e r i m e n t a t i o n a n d t o
k n o w h o w far the students c o u l d understand w h a t t h e y h a v e learned.

3.5 Validity of the Test
I n t h i s i n v e s t i g a t i o n , i n c o l l e c t i n g data the w r i t e r used o r a l test, i n f o r m a t
pre-test a n d post-test. T h e pre-test w a s b e g i v e n t o t h e students before t h e
investigation.
T h e v a l i d i t y o f the test m a t e r i a l is checked t h r o u g h the content v a l i d i t y . T h e
v a l i d i t y o f the test m a t e r i a l w a s e s t i m a t e d t h r o u g h the contents v a l i d i t y , i t is a
f o r m o f v a l i d i t y , w h i c h w a s b a s e d o n t h e d e g r e e t o w h i c h a test i s a d e q u a t e l y
a n d s u f f i c i e n t l y , m e a s u r e d t h e p a r t i c u l a r s k i l l o r b e h a v i o r ( R i c h a r d s , et a l ,
1985:62). T h e extent t o w h i c h a test measures the quality it purports t o measure.
B e f o r e the test m a t e r i a l s b e i n g g i v e n t o t h e students, the appropriateness o f the
test m a t e r i a l s w e r e c h e c k e d t o t h e c u r r i c u l u m a n d c o n s u l t e d t o the thesis a d v i s o r s

16

Table 3. Test Specification
Type of

Standard
Objective

Indicator
Text

Competence
T o measure the

T o m e a s u r e the

T h e students are

O r a l test

students'

student's achievement

able to speak i n the

achievement in

to speak E n g l i s h i n

t h e m e m y pet.

their understanding

short and simple

activities i n the

about speaking skill

sentences b y u s i n g

days, h o b b y

story telling

in English correctly
i n terms o f their:
- Pronunciation
- Grammar
- Vocabulary
- Fluency
- Comprehension

3.6 Reliability of the Test
A c c o r d i n g t o Best a n d K h a n ( 1 9 9 3 : 2 0 8 ) , reliability refers t o t h e
consistency that t h e instrument o r procedure

demonstrates;

whatever i t is

m e a s u r i n g , i t d o e s so c o n s i s t e n t l y . T h e t e s t w i l l b e t r i e d o u t l o s a m p l e s t u d e n t s . I n
this study, t o k n o w the reliability i n speaking i s needed t w o judges. C o r r e l a t i o n
coefficient, the scores i s 0.855 C a r o i l (cited i n H e n i , 2 0 1 3 : 2 1 ) . T h e f o r m u l a o f
ranking method:

N{N^

-1)

17

Where:
R = Ranking Method
= Different Score
N = Students' Numbers
T h e s c o r i n g o f s p e a k i n g l e s t w a s j u d g e d b y t w o r a t e r s . T h e first r a t e r w a s
the w r i t e r a n d t h e second rater w a s m e a n t t o a v o i d t h e biased j u d g m e n t o f w r i t e r
t o w a r d e a c h score o f s t u d e n t ' s spjeaking test.
TABLE 4
T H E R E L I A B I L T Y OF T H E STUDENTS'
SPEAKING S C O R E
STUDENTS* SCORE B YJUDGE 1
No

Answer

S T U D E ^ ITS' S C O R E B Y J U D G E 2
D

D^

55

5

25

9

55

5

25

9

11

45

5

25

20

6

14

30

5

25

50

20

11

9

55

5

25

12

40

20

7

13

35

-5

25

9

n

45

20

10

10

50

5

25

20

12

8

60

20

12

8

60

0

0

9

20

9

8

45

20

9

8

45

0

10

20

12

8

60

20

11

9

55

-5

11

20

15

5

75

20

14

6

70

-5

25
25

12

20

9

11

45

20

10

10

50

5

25

13

20

12

8

60

20

11

9

55

-5

25

14

20

12

8

60

20

11

9

55

-5

25

15

20

14

6

70

20

15

5

75

5

25

16

20

9

11

45

20

9

11

45

0

0

17

20

9

11

45

20

10

10

50

5

25

18

20

y

11

45

20

10

10

50

3

25

19

20

8

12

40

20

9

11

45

5

25

20

20

8

12

40

20

9

11

45

5

25

Number
of items

Correct

Wrong

1

20

10

10

2

20

10

3

20

4

Answer

Number
of items

Correct

Wrong

50

20

11

9

10

50

20

11

8

12

40

20

20

5

15

25

5

20

10

10

6

20

8

7

20

8

Score

Score

__

__

18

INo
11

STUDENTS' SCORE B YJUDGE1
A wpi • CI
Number
Score
V I 1 CVl
TT 1 V U e
20

10

10

STUDENTS' SCORE BYJUDGE2

Q

11

7
11 u
0
Q
o
oQ
Q

D
25

•T i V l i ^
11

45

-5

J55 J

1) 0u

1
10
1u

50
JU

-5

50

z2 0u

11 U0

50
JU

0

0

ou

2ZU
0

11

AO
ou

2z 0u

1z

20

20

^ "X

20

1 0

20

11 2
z

z2 0u

11 2z

26

20

11

27

zu
20

9

11

45

zu
20

28

20

8

12

40

29

20

9

11

30

20

11

31

20

32
33

25

D

0

22
23
24

Score

20
A,\J
z2 0u

50

AM\J

11

WCF

Number
V I llClllS

1

11 u
0
o

J J

-5

25

AO
OU

0

0

1 1

OB
Q

0

0

9

11

45

0

0

20

8

12

40

u

u

45

20

9

11

45

0

0

9

55

20

11

9

55

0

0

12

8

60

20

12

8

60

0

0

20

10

10

50

20

9

11

45

-5

25

20

10

10

50

20

10

10

50

0

0

15

525

TOTAL

T h e c a l c u l a t i o n o f the reliability o f students' speaking scores.
GxTotald'
n{W-\)
R = \-

6x525
33(33'-1)
3150
33(1089-1)

R = l'

3150
32640

^ = 1-0.0965
= 0,9035
T h e result o f the reliability w a s 0.9035, u p i n 0.7.

19

3.7 Technique for Analyzing the Data
a.

The Percentage Analysis
The

technique used t o analyze t h e data i s obtained b y using

percentage f o r m u l a . T h e f o r m u l a is as f o l l o w :

.rlOO%
TxN
In which:
X = Result o f percentages
R = Total number o f correct answer
N = Total number o f sample
T = Total Number o f T
b.

Conversion of Percentage Range
A f t e r l o o k i n g at t h e r e s u l t o f t h e p e r c e n t a g e s t h e s t u d e n t s ' a b i l i t y , t h e

result w i l l be interpreted by u s i n g c o n v e r s i o n o f percentage range.

20

Table 5. Conversion of Percentage Ranges
Score (in Persentage)

Grade

Qualification

86-100

A

Exxellent

71-85

N

Good

56-70

C

Fair

41-55

D

Poor

0-40

E

Very Poor

(Source: Raport B o o k )

c.

T-Test
I n a n a l y z i n g t h e d a t a o b t a i n e d f r o m t h e test, S P S S ( S t a t i s t i c a l

Packages f o r t h e Social Sciences) 16.00 w i l l b e used. Firstly, t h e score o f pretest w i l l be c o m p a r e d w i t h post-test.
Rubrics of Speaking
NO
1.

2.

SPEAKING
COMPONENT
Pronounciation

Grammar

SCORE CRITERIA
1)

T h e students' h a s g e n e r a l l y g o o d p r o n o u n c i a t i o n

2)

T h e students' has g e n e r a l l y g o o d p r o n o u n c i a t i o n ,
with minor problem

3)

T h e students' p r o n o u n c i a t i o n i s n o t v e r y clear,
w i t h a number o f problem

4)

T h e students has p r o b l e m w i t h p r o n o u n c i a t i o n
that m a k e t h e response d i f i c u i t t o understand

5)

T h e students' h a v e m i s p r o n o u n c e s m a n y w o r d s

1)

N o errors, f u l l c o n t r o l o f c o m p l e x structures

2} A l m o s t n o e r r o r , g o o d c o n t r o l o f structure \
3)

S o m e errors, f a i r c o n t r o l s o f structure

4)

M a n y errors, p o o r o f structure

21

5) D o m i n a t e d by errors, n o c o n t r o l o f structure
3.

Vocabulary

1) U s i n g i h e v o c a b u l a r y and pharases such as n a t i v e
speakers
2) S o m e t i m e s t h e use o f inappropriate v o c a b u l a r y
3) F r e q u e n t u s e o f inappropriate v o c a b u l a r y ,
c o n v e r s a t i o n is l i m i t e d due t o l i m i t e d v o c a b u l a r y
4) U s i n g w r o n g v o c a b u l a r y and the v o c a b u l a r y i s
l i m i t e d so i t is d i f f i c u l t t o understand
5 } T h e v o c a b u l a r y i s v e r y l i m i t e d s o that t h e
c o n v e r s a t i o n is n o t possible

4.

fluency

1) F l u e n t as n a t i v e speakers, eye contact, posture a n d
poise, h a n d gestures used w i t h restraint and v e r y
g o o d taste
2 ) F l u e n c y seemed a bit disturbed by t h e language
p r o b l e m e y e contact posture a n d poise, h a n d
gesture used w i t h restaint and g o o d taste
3)

t he s m o o t h bit m u c h d i s t u r b e d by t h e language
p r o b l e m . e y e contact posture and poise, h a n d
genturcs used w i t h restraint

4 ) O f t e n hesitated a n d sloped
l i m i t a t i o n s o f language

because o f t h e

5 ) T a l k t o falter a n d sloped so that the c o n v e r s a t i o n
is n o possible.
5

Comprehesion

1) U n d e r s t a n d i n g a l l w i t h o u t d i f f i c u l t y
2 ) U n d e r t a n d s a l m o s t e v e r y t h i n g , e v e n t h o u g h t there
is r e p e t i t i o n
3 ) U n d e r s t a n d s m o s t o f w h a t w a s said
speaking some what slowed d o w n
4) D i f f i c u l t t o f o l l o w w h a t w a s said
5 ) C a n n o t understand e v e n s i m p l e c o n v e r s a t i o n

when

22

C H A P T E R IV
FINDINGS AND I N T E R P R E T A T I O N
T h i s chapter presents the findings o f the research a n d the interpretation o f
the data.

4.1

Findings
F r o m this research,

it w a s found that T e a c h i n g Speaking b y U s i n g

Storytelling t o t h e Seventh Grade Students o f S M P Negeri 4 0 Palembang w a s
effective. T h i s happened because i t gave a l o t o f a fun. interesting, a n d enjoyable
for students.
N e x t , t h e students' average score i n t h e pre-test w a s 5 0 . 6 8 . t h e average i n
the post-test w a s 7 1 . 7 4 . the m a t c h c alcu latio n, w a s 11.194, a n d the c r i t i c a l v a l u e
5 % ( 0 . 0 5 ) w i t h 3 2 degree o f f r e e d o m ( d f ) w a s 1.810. I t m e a n s that t h e obtained
' T " w a s m u c h higher t h a n " f ' critical value consequently t h e H o i s rejected a n d H a
is accepted. T n o t h e r w-ords. i t i s s i g n i f i c a n t l y e f f e c t i v e t o u s e s t o r y t e l l i n g i n
t e a c h i n g . T h e c o m p a r i s o n b e t w e e n s t u d e n t s ' s c o r e i n t h e p r e test a n d p o s t t e s t c a n
be seen i n t h e graph b e l o w .
100

20
0

T — I — I — I

12

1 — I — I — I — 1 — r — I — I — I — r — I — t — I

r — r — i — i

1—i—t

1 — i — i — i — i — i

1—i—r~~

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 2 0 2 1 22 23 24 25 26 27 28 29 30 31 32 33

Posttest

Pretest

G r a p h I : The Comparison Students' Score in the Pretest and Posttest

23

4.1.1

Students' Score in the Pre test
I n the Pre-test. i t w a s f o u n d that the highest score w a s 72.5 reached b y t w o

students, t h e l o w e s t score w a s 27,5 reached b y o n e student, a n d t h e average score
w a s 50.68. T a b l e I V b e l o w presents the c o m p l e t e data o f the students' score i n t h e
pre-test:
TABLE 6
T H E DISTRIBUTION O F T H E P R E T E S T
STUDENTS' SCORE BV JUDGE 1
No

Answer

Number
of items Correct

Score

Wrong

STUDENTS' SCORE BY JUDGE 2
Answer

Number
of items Correct

Score

Wrong

Students
Average
score

1

20

10

10

50

20

11

9

55

52.5

2

20

10

10

50

20

11

9

55

52.5

3

20

8

12

40

20

9

11

45

42.5

4

20

5

15

25

20

6

14

30

27.5

5

20

10

10

50

20

11

9

55

52.5

6

20

8

12

40

20

7

13

35

37.5

7

20

9

n

45

20

10

10

50

47.5

8

20

12

8

60

20

12

8

60

60

9

20

9

8

45

20

9

8

45

45

10

20

12

8

60

20

11

9

55

57.5

11

20

15

5

75

20

14

6

70

72.5

12

20

9

11

45

20

10

10

50

47.5

13

20

12

8

60

20

11

9

55

57.5

14

20

12

8

60

20

11

9

55

57.5

15

20

14

6

70

20

15

5

75

72.5

16

20

9

11

45

20

9

11

45

45

17

20

9

11

45

20

10

10

50

47.5

18

20

9

11

45

20

10

10

50

47.5

19

20

8

12

40

20

9

11

45

42.5

20

20

8

12

40

20

9

11

45

42.5

21

20

10

10

50

20

9

11

45

47.5

22

20

11

9

55

20

10

10

50

52.5

23

20

10

10

50

20

10

10

50

50

24

STUDENTS' SCORE BY JUDGE 1
Kns ver

Number
of items

Correct

Wrong

OJ

20

12

8

ZD

20

12

oz
ZD

20

oo
z/
oo

STUDENTS' SCORE BY JUDGE 2
Ans ver

Students
Average
Score

Number
of items

Correct

Wrong

60

20

11

9

55

8

60

20

12

8

60

11

9

55

20

11

9

55

20

9

11

45

20

9

11

45

20

8

12

40

20

8

12

40

29

20

9

11

45

20

9

11

45

30

20

11

9

55

20

11

9

55

J J

31

20

12

8

60

20

12

8

60

60

32

20

10

10

50

20

9

11

45

47.5

33

20

10

10

50

20

10

10

50

50

ZD

4.1.2

Score

Score

D / .J
Z A

Ou
DD

40
AC

45

Total

1672,5

Averajie

50.68

Students' Score in the Post test
A f t e r t a k i n g t h e pre-test, t h e students w e r e i n t r o d u c e d w i t h l e a r n i n g

speaking t h r o u g h storytelling, after d o i n g that, t h e w r i t e r gave the post-test t o t h e
students w l i i c h a i m e d at k n o w i n g the students progress i n l e a e m i n g speaking
T h e highest score w a s 9 0 reached b y o n e student, t h e l o w e s t score w a s 6 0
reached b y o n e student, and the average score w a s 71.74. T o be clearer about t h e
students' score i n the post-test the w r i t e r presents t h e m i n table V b e l o w :

25

TABLE 7
T H E DISTRIBUTION O F T H E POST T E S T
STUDENTS' SCORE BY JUDGE 1
No
1

Answer

Number
of items Correct
20

12

Score

Wrong
8

60

STUDENTS' SCORE BY JUDGE 2
Answer

Number
of items Correct
20

Score

Students
Average
Score
62.5

Wrong

13

7

65

z"

^

70
IS

72.5

A

2

20

14

6

70

20

14

3
4

'x

1

6

70

20

15

6
5

6

70

20

15

5

75

72.5

5

75

'Xt\

5

75

n

20
'X

/\

A

14
1

A

5

20
20

14
15

6

20

15

7

J\ft

1 c
1J

J

75

8

TA

18

2

OA

9

20

16

8

80

10

20

15

5

11

20

14

12

20

13

70

20
20

15

5

75

75

16

4

80

77.5

20

11 z

A

4

80

77.5

OA

18

2

OA

90

20

15

75

20

6

70

15

5

20

15

14

20

15

20

o

8

yu
75

77.5

15

5

75

75

20

14

6

70

70

75

20

15

5

75

75

5

75

20

14

6

70

72.5

14

6

70

20

15

5

75

72.5

20

16

4

80

20

15

5

75

77.5

16

20

16

4

80

20

15

5

75

77.5

17

20

14

6

70

20

15

5

75

72.5

18

20

1

6

70

20

15

5

75

72.5

19

'X/\

5

75

20

16

4

80

77.5

13

•^
1

65

65

14

6

OA

/U

70

20

20
20

A

14
15

zU

"7
/

65

20

14

6

7A

/O

OA

1J

21

7A

22

20

13

7

65

20

12

8

60

62.5

23

20

12

8

60

20

12

8

60

60

24

20

14

6

70

20

13

7

65

67.5

25

20

12

8

60

20

13

7

65

62.5

26

20

15

5

75

20

14

6

70

72.5

27

20

15

5

75

20

15

5

75

75

28

20

14

6

70

20

14

6

70

70

29

20

13

7

65

20

13

7
/

65

65

30

20

14

6

70

20

13

7

65

67.5

31

20

16

4

80

20

16

4

80

80

zU

zU

26

STUDENTS' SCORE BY JUDGE 1
No

Answer
Correct
13

Wrong

32

Number
of items
20

7

65

33

20

14

6

70

4.1.3

Score

STUDEb ITS' SCORE BY ,TUDGE 2
Score

Wrong
8

Students
Average
Score

60

62.5

6

70

70

Answer

Number
of items Correct
12
20
20

14

Total

2367,5

Averaee

71,74

The Effectiveness of the Using Storytelling in Teaching Speaking
T h e n u m b e r o f students w h o t o o k i n t h e pre-test a n d post-test w a s 3 3

students. T h e students' average score i n t h e pre-test w a s 5 0 . 6 8 , a n d t h e students'
average score i n t h e post-test w a s 71.74. I t means before b e i n g taught t h e
storytelling t h e students' average ability w a s i n "nearly sufficient" level. After
being taught through t h e storytelling, the students' average ability i n speaking
i n c r e a s e d from " n e a r l y s u f f i c i e n t " l e v e l t o t h e " n e a r l y g o o d " l e v e l . T a b l e 6 b e l o w
presents t h e c o m p l e t e data o f the students' score i n the pre-test and post-test:
TABLES
T I J E STUDENTS S C O R E IN T H E P R E - T E S T AND POST-TEST
Subject
number
1
2
3
4
5
6
7
8
9
10
11
12
13
14

The score of
the
Post test fXl)
62.5
70
72.5
72.5
75
77.5
77.5
90
77.5
75
70
75
72.5
72.5

The score of
the Pre test
fX2)
52.5
52.5
42.5
27.5
52.5
37.5
47.5
60
45
57.5
72.5
47.5
57.5
57.5

D

D^

10
17.5
30
45
22.5
40
30
30
32.5
17.5
-2.5
27.5
15
15

100
306.25
900
2025
506.25
1600
900
900
1056.25
306.25
6.25
756.25
225
225

27

Subject
number
15
16
17
18
19
20
21
22
23
24
25
26
27
28
2 9

30
31
32
33

The score of
the
Post test ( X I )
77.5
77.5
72.5
72.5
77.5
65
70
62.5
60
67.5
62.5
72.5
75
70
65
67.5
80
62.5
70

The score of
the Pre test
(X2)
72.5
45
47.5
47.5
42.5
42.5
47.5
52.5
50
57.5
60
55
45
40

v x ^ =2367,5

V X ^ = 1672,5

X n = 71.74

X 2 = 50.68

4d

55
60
47.5
50

D
5
32.5
25
25
35
22.5
22.5
10
10
10
2.5
17.5
30
30
20
12.5
20
15
20
= 695

25
1056.25
625
625
1225
506.25
506.25
100
100
100
6.25
306.25
900
900
400
156.25
400
225
400
S D = = 18375

A f t e r g a i n i n g the resu