Using Story Completion in Teaching Speaking to the Second Grade Students of SMAN 6 Soppeng - Repositori UIN Alauddin Makassar
USING STORY COMPLETION IN TEACHING SPEAKING TO
THE SECOND GRADE STUDENTS OF
SMAN 6 SOPPENG
A Thesis
A Thesis
Submitted in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan in English Education Department of
Tarbiyah and Teaching Science Faculty of
UIN Alaudddin Makassar
By
RAHMAWANA
Reg. Number 20400113129
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR
2017
PERNYATAAN KEASLIAN SKRIPSI
Mahasiswi yang bertanda tangan di bawah ini: Nama : Rahmawana NIM : 20400113129 Tempat/Tgl.Lahir : Madining, 7 April 1994 Jur/ Prodi/ Konsentrasi : Pendidikan Bahasa Inggris Fakultas/ Program : Tarbiyah and Keguruan/ S1 Alamat : Jl. Mustafa Dg, Bunga VI Romang Polong, Gowa Judul : Using Story Completion in Teaching Speaking
Skill to The Second Grade Students of Senior High School in SMAN 6 SOPPENG menyatakan dengan sesungguhnya dan penuh kesadaran bahwa skripsi ini adalah hasil karya penulis. Jika di kemudian hari terbukti bahwa ia merupakan duplikat, tiruan, plagiat, atau dibuat orang lain, sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
PERSETUJUAN PEMBIMBING
Pembimbing penulisan skripsi saudari Rahmawana NIM. 20400113129, mahasiswi Jurusan Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar, setelah dengan seksama meneliti dan mengoreksi skripsi yang bersangkutan dengan judul
“Using Story Completion
in Teaching Speaking to The Second Grade Students of SMAN 6
SOPPENG”, memandang bahwa skripsi tersebut telah memenuhi syarat- syarat ilmiah dan dapat disetujui untuk diajukan ke sidang munaqasyah.
Demikian persetujuan ini diberikan untuk dipergunakan dan diproses selanjutnya.
ACKNOWLEDGEMENT
Alhamdulillahi Robbil Alamin . The researcher express her highestgratitude to the almighty Allah swt, who has given her blessing, mercy, health, and inspiration to complete this thesis. Salam and Shalawat are due to the highly chosen Prophet Muhammad saw., her families and followers until the end of the world.
Further, the researcher also expresses sincerely unlimited thanks and big affection to her beloved parents Abdul Rahman and Asirah for their prayer, financial, motivation and sacrificed for her success, and their love sincerely and purely without time.
The researcher also considers that in writing this thesis, many people have also contributed their valuable guidance, assistance, and advices for her completion of this thesis. They are:
1. Prof. Dr. Musafir Pababbari, M.Si., as the Rector of Alauddin State Islamic University of Makassar.
2. Dr. H. Muhammad Amri, Lc., M.Ag., the Dean of Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar.
3. Dr. Kamsinah, M.Pd.I and Sitti Nurpahmi, S. Pd., M. Pd as the Head and Secretary of English EducationDepartment of Tarbiyah and Teaching Science Faculty of UIN Makassar.
4. Dr. H. Abd. Muis Said, M.Ed.TESOL as the first consultant and Dr. H.
Muh. Rusdi T., M.Ag. as the second consultant who have given their really valuable time, patience, supported, assistance, advices and guided the researcher during this writing.
5. The most profound thanks delivered to all the lecturers of English Education Department and all the staffs of Tarbiyah and Teaching Sciences faculty at Alauddin State Islamic University of Makassar for their multitude of lesson, lending a hand, support and guidance during the researchers’ studies.
6. Many thanks to the headmaster of SMAN 6 Soppeng Drs. RAHMAT, M.
Si for the opportunity to do the research in his school.
7. English teacher of SMAN 6 Soppeng Hj. Majdah S.Pd.,M.Pd for her time, guidance, and advice during the research.
8. Thanks to all the teachers and all the staffs of SMA Negeri 6 Soppeng for the guidance and helps.
9. Thanks to all the second grade students of office administration department (XI IPA 1 and XI IPA 2) of SMA Negeri 6 Soppeng in academic year 2017/2018 who gave their time so willingly to participate in this research.
10. The researcher’s lovely sisters, Rahmania and Rahmatullah, S.Pd, who always supports, motivates, helps the researcher.
11. The researcher’s lovely friends Asriani, S.E, Suardianto, S.H, Dwi Reski
Novianti, Amd. Kep, A. Iswatun Hasanah, S.Pd, Syaiful, Hermiati S, Mirnawati, Muhammad Akhyar, Andi ArmanArdiansyah, Najamuddin for their support and solidarity
12. Special thanks to researcher’s beloved classmates in PBI 7 and PBI 8 and all my friends in PBI 2013 who could not be mentioned here. Thanks for sincere friendship and assistance during the writing of this thesis
13. All of the people around the researcher’s life whom could not mention one by one by researcher who has given a big inspiration, motivation, spirit, do’a for her. The researcher realizes that the writing of this thesis is far from perfect. Remaining errors are the researcher’s own; therefore, constructive criticisms and suggestions will be highly appreciated. May all the efforts are blessed by Allah swt., Aamiin.
Makassar, 20 Nopember 2017
LIST OF CONTENTS
PageTITLE PAGE ................................................................................................. i
PERNYATAAN KEASLIAN SKRIPSI ....................................................... ii
PERSETUJUAN PEMBIMBING................................................................. iii
PENGESAHAN SKRIPSI ............................................................................. iv
ACKNOWLEDGMENTS ............................................................................. v
LIST OF CONTENTS ................................................................................... viii
LIST OF FIGURE.......................................................................................... x
LIST OF TABLES ......................................................................................... xi
LIST OF APPENDICES................................................................................ xii
ABSTRACT .................................................................................................... xiii
CHAPTER I. INTRODUCTION1 A. Background ....................................................................
3 B. Research Problem ............................................................
3 C. Research Objective ..........................................................
3 D. Research Significance .....................................................
4 E. Research Scope ..............................................................
5 F. Operational Definition of Terms ....................................
CHAPTER II. REVIEW OF RELATED LITERATURE A. Some Previews Related Research Findings ...................... 6 B. Some Pertinent Ideas ......................................................... 8 C. Conceptual Framework ...................................................... 18 D. Hypothesis .......................................................................... 19 CHAPTER III RESEARCH METHOD
21 A. Research Design .............................................................
B. Research Variable ............................................................
22 C. Population and Sample ........................................... ........
22 D. Research Instrument ........................................................
23 E. Data of Collecting Procedure ........................................
23 F. Technique of Data Analisis ..............................................
24 CHAPTER IV FINDINGS AND DISCUSSIONS A. Findings ...........................................................................
31 B. Discussion ........................................................................
37 CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusion .......................................................................
39 B. Suggestion .......................................................................
40 BIBLIOGRAPHY
APPENDICES CURRUCULUM VITAE
LIST OF FIGURE
page Figure 1 Research Design ...........................................................................
21
LIST OF TABLES
pages Table1 The distribution of frequency and percentage score of experimental class score in pre-test ....................................................................
32 Table 2 The distribution of frequency and percentage score of control class score in pre-test ..............................................................................
32 Table 3 The distribution of frequency and percentage score of experimental class score in post-test ..................................................................
33 Table 4 The distribution of frequency and percentage score of control class score in post-test ..................................................................
34 Table 5 The mean score and standard deviation of experimental class and control class in Pre-test and Post-Test ..........................................
35 Table 6 Distribution the value of t-test and t-table ....................................
36
LIST OF APPENDICES
Appendix A The Row Score of the Students’ Pre-test and Post-test in Experimental Class
Appendix B The Row Score of the Students’ Pre-test and Post-test in Control Class
Appendix C The mean score of Experimental Class and Control Class Appendix D Standard Deviation of Experimental Class and Control Class Appendix E The significant Different Appendix F Distribution of t-Table Appendix G Lesson Plan Appendix H Research Instrument Appendix I Documentation
ABSTRACT Name : Rahmawana Reg. Number : 20400113129 Department/faculty : English Education/Tarbiyah and Teaching Science Using Story Completion in Teaching Speaking to The
Title : Second Grade Students of SMAN 6 SOPPENG Consultant I : Dr. H. Abd. Muis Said, M.Ed.TESOL.
Consultant II : Dr. H. Muh. Rusdi T., M.Ag.
This research aimed to determine the use of story completion technique in improving students’ speaking skill at the second grade students of SMAN 6 Soppeng. The independent variable of this research was Story Completion Technique and the dependent variable was students’ speaking skill.
The population of this research was the second grade students of SMAN 6 SOPPENG which consist of 170 students. The sample of the research consisted of 42 students which were taken by using purposive sampling technique, 21 students from XI IPA 2 as experimental class and 21 students from XI IPA 1 as control class.
The instrument used of this research was test. The test was used in the pre- test and post-test. The data indicated that, there was a significant difference between the students’ pre-test and post-test in the experimental class and pretest and post-test in the control class. T he mean score of the students’ pre-test of experimental group was (2,88) with standard deviation was (0,79) and the mean score on the post-test was (4,21) with standard deviation was (0,94) in the experimental class was higher than mean score of pre-test (3,28) with standard deviation was (0,76) and the mean score of the post-test was (3,47) with standard deviation was (0,48). From the t-test, the researcher found that, the value of the t- test (4.11) was higher than the t-table (2.021) at the level of significant 0.05 with degree of freedom (df) = 40.
The result of the t-test also shown that, the use of Story Completion as technique in teaching speaking was effective in improving the students’ speaking ability because the t-test, 4.11, was higher than t-table, 2.021 (4.11
2.021). Based on the finding and discussion of the research, the researcher drew a conclusion that, the use of story completion is effective to improv e the students’ speaking ability in the second year students at SMAN 6 SOPPENG.
CHAPTER I INTRODUCTION A. Backgroud Speaking is one of the important skill in language because speaking is an
activity used by the people to communicate with other. According to Bailey and Savage (1994) stated that, speaking in a second or foreign language has often been viewed as the most demanding of the four skills yet for many peoples. Speaking is seen as the central skill. The desire to communicate with others, often face to face and real time, drives us to attempt to speak fluently and correctly. In the learning process speaking is one of the skill that student have to do. Therefore communication or speaking is the goal of English language teaching is to develop student ability in using English.
Hornby (1995) stated that, speaking as the skill that the students will be judged upon most in real-life situations. It is an important part of everyday interaction and most often the first impression of a person is based on his/her ability to speak fluently and comprehensively.
There are two factors that increase students’ speaking skill, those are internal and external factors. Internal factors comes from the students’, such as motivation, confident as well as background knowledge. In external factors comes from the teacher, such as method and environment. Up to now, most of the students still have difficulties in learning speaking. They always think speaking practicing speaking in the class, they did not brave enough to speak up, especially in front of the class. Sometimes, they also feel anxious and less confident about their speaking, pronunciation, or grammar.
Based on the researcher interview with the English teacher of SMAN 6
th
SOPPENG on May 14 2016 in Limpongmajang , it can be reported that, the teacher still found several problems in teaching speaking. Firstly, the students still face the difficulties to speak fluently in front of many peoples. Besides that, they were also afraid to speak English in front of many peoples. They were worried to make some mistakes in grammar, and then they suddenly stopped speaking due to lack of vocabulary. It was because they seldom use English to communicate with their friends. Secondly, the teacher still used limited number of technique to teach students
’ speaking in teaching. The teacher often used drama technique to teach. Therefore, the teacher really needed some information about new techniques for teaching speaking.
To cope with the problems, the teacher should find the technique or method to overcame the students ’ speaking problem. One of recommended technique is Story Completion. This technique very enjoyable, fun and make the students more active in the learning process.
Referring to some previous explanations above, the researcher expect to used this technique, the students will be more motivated to speak if that related with the hot issue. The researcher wants to conduct a research entitled
“Using
Story Completion in Teaching Speaking to The Second Grade Students of
SMAN 6 SOPPENG ”B. Research Problem
Based on the previous background, the researcher states that the problem statement of this research is “To what extent can story completion technique increase students
’ speaking skill at Second Grade Students of SMAN 6 SOPPENG?
C. Research Objective
The specific objective of the research is “To find out can story completion increase students ’ speaking skill at Second Grade Students of SMAN
6 SOPPENG”
D. Research Significance
The result of this experimental class is really expected to take care some sigificances to teaching and learning speaking as follows:
1. Theoritical significance
Some previous researcher had already proved that, story completion in general is good to be applied in English class to increase the students’ achievement in speaking skill and to simulate the student s’ to be active in the class. So that way, the researcher may use one of the technique named Story Completion Technique.
2. Practical significances
a. Significances for the students Through this technique, the researher expect that all of students are able to speak English. Futhermore, this technique can make all of the student actively in mastering the material because they will speak one by one and help one another to complete the goals.
b. Significances for the lectures/teachers This research is ex pected to help the lectures guiding their students’ speaking skill in general and their students’ interpersonal speaking competence in particular. The researcher also expect this research’s result can give positive contributions for all of the teachers/lectures in the class. The lectures can be easily control their students; and achieve the goals effectively.
E. Research Scope
This research is limited on the use of story completion at the Second Grade Students in SMAN 6 SOPPENG to improve speaking skill of the students.
It is focused on the students ’ speaking skill and In this research, the researcher focused on two criterias. The speaking criteria chosen for this research are fluency and comprehensibility.
F. Operational Definition of terms
This section, the researcher would like to give the operational definitions of topic as follows:
1. Speaking Speaking is one of the skills in English teaching, and process between speaker and listener that use to communicate to each other and giving information,
Speaking not only production of sounds but the use of indeed of the whole body, the use of gesture and so on.
2. Story Completion Story completion is one of the techniques that use to teaching speaking a. where the students have to complete the story systematically.
CHAPTER II LITERATURE REVIEW This section presents the review of related literature dealing with some related research findings and some pertinent ideas. A. Some Previous Related Research Findings This chapter presents the literature review which deals with the previous
related research findings and pertinent ideas. Many researchers have reported their research about speaking and story completion. Some of the findings of related research are presented in the following section.
a). Findings about Story Completion
Arisca (2015)
Improving Students’ Vocabulary Mastery Story Completion
Technique in Speaking Activity at SMPN 2 Kotagajah. the researcher concludes that,
there was a significant improvement of the students ’ vocabulary mastery from the pretest and posttest after they were taught by using Story Completion. In this research, the highest improvements of the students
’ vocabulary mastery were in verb achievement.
Sukma (2015) The Effect of Using Story Completion Toward Eight Grade
Student’s Speaking Ability of SMP N 1 Mumbulsari Jember in the 2014/2015
Academic Year . The researcher found that, there was a significant effect of using
story completion toward eight grade students’ speaking ability of SMP 1 Mumbulsari in the 2014/2015 academic year, where the students had a great enthusiasm to learn and can make the students easily to describing a story well on speaking ability.
b). Findings about Speaking
Some researchers have already explored their research about improving students ’ speaking ability through some teaching ways and learning procedural text.
There were some researchers will be presented below : Samad, M. (2014), Improving The Students Speaking Ability in Organizing
Ideas by Using Cue At MTsN Model Makassar . The result of the researcher
concluded that students’ speaking ability in producing imperative sentence at the students of MTsN Model Makassar tend to be improved after using cue cards in learning and teaching process. She added that, the students
’ also enthusiasm toward the use of cue card in learning process.
Nurdiana, A. (2014),
Enhancing Students’ Speaking Comprehension
Through Whole Brain Teaching at PIBA Students Of Islamic State University
. The researcher concluded that, whole brain teaching strategy can
Alauddin Makassar
enhanced student s’ speaking comprehension after giving treatment for two cycles, it can be proved from the increasing data significantly.
Syahrir, M. (2014), Improving The S
tudents’ Speaking Ability by Using Biography in Picture at The Second Year of Islamic Boarding School MA As ’Adiyah Putra Pusat Sengkang. The researcher concluded that,
the students’ speaking ability in producing question at the second year of Islamic Boarding School MA As’Adiyah Putra Pusat Sengkang tend to be improved after applying Biography in pictures.
Applying Biography in pictures can improve the students’ speaking ability in producing question. It proved from the result of the test improve in every cycle, and also the students’ passion, motivation and enthusiasm in learning process.
From the explanation above, it can be said that, the previous related findings above were in line each other, where the teacher have to be more sensitive to find the interest of students’ in learning English, moreover for the speaking skill.
The differents of the previos findings with the research of the researcher were, the previous findings using Story Completion in Vocabulary, Speaking with the different techniques, different Subject and the researcher findings focus on speaking skill in fluency and comprehensibility, different subject, technique and design.
By considering the previous related findings above, the researcher was interested in Using Story Completion in Teaching Speaking Skill at Second Grade
Students of Senior High School in SMAN 6 SOPPENG.
B. Some pertinent ideas
1. The Concept of Speaking
a. Definition of Speaking
Speaking is known as oral skill that plays necessary role in human interaction and communication. Learning to speaking is considered more difficult by students than learning to understand the spoken language. Speaking ability is important process of language leaning. When the people communicate their ideas, minds and feeling to the other to deal so far with the concept of oral skills.
There are some definitions given by linguists and in the following : 1) Widdowson (1978:58) “speaking is active or productive and makes use of the aural medium. If people think of speaking in term of use, however, the situation was rather different. To begin with an act of communication trough speaking was commonly performed in face to face interaction and occurs as part of dialo gue or other form of verbal exchange”. 2) Byrne in Muhtar (2014) says that, oral communication is a process between speakers and listeners, involving the productive skill o speaking and the receptive skill o understanding. Both the speakers and the listeners have positive function to perform. The speakers has encode the message to be conveyed and appropriate language while the listeners (no less actively has to decode or interpret) the massage.
3) Brown (2001) speaking is an interactive process of constructing that involves producing and receiving information, its forms and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment , and the purposes for speaking, it is often spontaneous, open-ended an involving.
4) Bahar (2013) speaking is the act of saying something orally in which the act is built by a language system containing grammar, vocabulary, pronunciations as well as cultural awareness in a spoken discourse. 5) Fulcher (2003) Speaking is the verbal of language to communicate with others. Its function is to convey message which lies in structure and meaning of all languages, whether it is written or spoken. 6) Another definition is from Harmer (1991) who states that, when two people talked to each other, it means that, speaker makes a define decision to address someone. Speaking forced on him in some way probably but still can that they want or intend to speak or he will keep silent. He has some communicative purposes namely speaker say things because they want something to happen of what they say. He select from his language store. The teacher has an alternative capacity to create new sentence if he is a native speaker.
Therefore, in formal environment between teachers and students have to always interact to make communication. Because in the fact, most of our daily communication remain interactional. It can interest in language was essential. Therefore, language instruction should provide learners with opportunities for meaningful communicative behavior about relevant topic by using interaction as the key to teach language for communication because communication derives essentially from interaction.
b. Kinds of speaking
Speaking is commonly divided into two kinds. Manser in Juniati (2014) points out kinds of speaking. They are speaking performance and speaking competency.
a. Speaking performance
Manser in Juniati (2014 ) states that, performance is the person’s process or manner of play. Therefore, people may concluded that, speaking performance is the doing of speaking. It involves the way where someone communicates the formations, ideas and opinions to other one.
b. Speaking competency
Manser in Juniati (2014) states that, competency is having the ability, skill, and knowledge to do something. Then through this basic definition, people may concluded that, speaking competency is in which someone has capable, adroit and knowledge to speak skillfully.
c. The element of Speaking
In speaking, speakers are not only expected that they can speak and communicate with others but also they must understand the elements involved in English speaking particularly. Harris in Amri (2013) states here as follows :
a. Pronunciation
Many students study English speaking decided that, English is difficult to learn. Especially pronunciation, most of the student are lazy to learn it. So, commonly when the students speak, the teacher is difficult to understand what they are saying. it means that student have low understanding about pronunciation.
Pronunciation is ant or result of producing the sound speech including articulation, vowel formation accent and style. The concept of “pronunciation or the sound of the language” may be said to include :
1). Pitch Pitch is a way to show the speakers mood. Most of the people have a pitch range that normally sign of tension or emotion, for example, the pitch of the speakers voices may change dramatically. We often speak at a higher pitch that usual we are frightened or exited. But, sometimes when we are tired, bored, or down our pitch may be lower than normal.
2). Intonation Intonation is really important in communicating in order to know what the speakers means. Intonation tells the listeners what someone means and how they fell about it. Indeed, to recognize the difference between making a statement and asking a question.
3). Sound and spelling Sound and spelling is two cases which are really needed in speaking skill.
Both of them use to help a listener accept the message from the speaker easily.
4). Stress Stress is the term use to describe the point in a word or phrase. Stress is vitally important in conveying meaning of words, phrase and sentences.
b. Vocabulary Good in Siska (2014) defines vocabulary as content and function words of language which are learned so thoroughly so that become part of child’s understanding, speaking, and later reading and writing vocabulary.
c. Grammar According to Oxford Dictionary (2011), Grammar is rules of forming words and making sentences.
d. Comprehensibility According to Kiftiah (2014) said that, comprehensibility is a ability to understand, know or get the speakers’ point (message) to other or partner.
e. Fluency
According to Hornby in Kiftiah (2014) states that, fluency is the quality or condition of being fluent.
d. Principle of Teaching Speaking
Brown in Amiqah (2014) classify as the principle foe designing speaking techniques, they are : 1). Technique should cover the spectrum of learners’ need, from language- based on accuracy to message-based on interaction, meaning and fluency.
2). Techniques should be intrinsically motivating. 3). Techniques should encourage the use of authentic language in meaningful context.
4). Provide appropriate feedback and correction. 5). Take advantage for your knowledge of English to inject the kinds of corrective feedback that are appropriate for the moment.
6). Capitalize on natural link between speaking and listening. Many active technique that involve speaking will also of course including listening.
7). Give student opportunity to imitate oral communication.
Principle of teaching speaking have to notice by teacher in order to make students comfortable and motivate in learning. Teacher also have to give students ’ opportunity to imitate and practice more talk.
The important point of speaking was something as message that one received information from someone and message sent be verbal and non-verbal language.
However, generally people used verbal language to communicate whether face or not.
e. The characteristic successful of speaking.
According to Penny Ur in Juniati (2014), there are some characteristics of speaker when their knowledge is used in speaking activities. They involve : a. Leaner talks a lot. As much as possible, the period of the time allotted to the activity is in fact accepted by leaner talk. This way seems obvious about often must time is taken up by teachers’ talk.
b. Participant is even. Classroom discussion is not dominated by minority of talkative participants, they all get a chance to speak, and contribution is fairly and evenly distributed.
c. Motivation is high. Learners are able to speak, because they are interested in the topic and have something new to say about it, or because they want to contribute to achieve task objective.
d. Language is of an acceptable level. Learners expresses themselves in utterances that are relevant easily comprehensible to each other, and of an acceptable level of language accuracy
2. The concept of Story Completion Technique
a. Story completion
Story completion is one of the techniques that use to improve students speaking skill. According to Kayi (2006) said Story completion is a very enjoyable, whole-class, free-speaking activities for which students sit in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on.
According Ghiabi (2014) t his technique helps students’ speaking skills improving. In this type of teaching students creativity also improve; in contrast to story retelling, in this technique students must use vocabulary of their own. This is an open task and it is students who manage the story and try to complete it. There are a number of ways in which story completion can enhance intercultural understanding and communication. Stories can:
a) Allow students to explore their own cultural roots
b) Allow students to experience diverse cultures
c) Enable students to empathize with unfamiliar people/places/situations
d) Offer insights into different traditions and values
e) Help students understand how wisdom is common to all peoples/all cultures f) Offer insights into universal life experiences
g) Help students consider new ideas
h) Reveal differences and commonalties of cultures around the world C. There are other benefits of story completion.
According to Ghiabi there are benefits of story completion, such as: a) Stories promote a feeling of well-being and relaxation.
b) Increase children's willingness to communicate thoughts and feelings.
c) Encourage active participation.
d) Increase verbal proficiency.
e) Encourage use of imagination and creativity.
f) Encourage cooperation between students.
g) And enhance listening skills.
There are some advantages of using story completion technique in teaching speaking. According to O’Malley and Pierce in Ghiabi (2014) said story completion gives students an opportunity to speak at length, if they can, without teacher interruption in an informal setting. Teacher can ask students to tell a story as if they were telling it to someone who is not familiar with it. According to
O’Malley and Pierce in Ghiabi (2014) said that, story/text completion has many advantages. There is: a) Students produces oral report
b) Can be scored on content or language components
c) Scored with rubric or rating scale
d) Can determine reading comprehension, and speaking development C.
Conceptual Framework
According to Shrouf, F (2014) Speaking is the key of communication. By considering what good speakers do, what speaking tasks can be used in class, and what specific needs learners report, teachers can help learners to improve their speaking and overall oral competency.
The conceptual framework of this research is as follows:
Teaching Speaking
Controlled Class Experimental Class
Using Story Completion Using Conventional Teaching Technique in Teaching Method In Teaching speaking
Speaking The Students’ Speaking skill Based on framework before, the researcher teach speaking using Story Completion in two classes. First is experimental class and the second was control class. In experimental class, the researcher used Story Completion technique in teaching Speaking. Different from control class, the researcher used conventional teaching method in teaching speaking.
D. Hypothesis
The hypothesis of the research is formulated as follows:
1. H
1
: The use of Story Completion techn ique can enhance the students’ ability in speaking at the Second Grade in Senior High School SMAN 6 SOPPENG
2. H : The use of Story Completion technique cannot enhance the students’ ability in speaking at the Second Grade in Senior High School SMAN 6 SOPPENG
CHAPTER III RESEARCH METHOD This chapter presents about the research design, research variable,
population and sample, research instrument, procedure of collecting data and technique of data analysis.
A. Research Design
The research was conducted with Quasi Experimental Design; exactly Nonequivalent Control Group Design that involving two groups of classes. One group was treated as the experimental class and other group was treated as the control class. In experimental class, the Story completion Technique was conducted as well as post-test and pre-test and the control class was only get the post-test and pre-test.
This is a model of Quasi-Experimental Design, exactly Non-equivalent Control Group Design.
E O
X O
1
2
_______________ Where:
C O
3 O
4 E : Experimental class
C : Control class O
1 : Pre-test (in experimental class)
O : Pre-test (in control class)
3 X : Treatment that will be given for experimental class by using Story
Completion Technique O
2 : Post-test (in experimental class)
O
4 : Post-test (in controlled class)
(Sugiyono, 2015:116)
B. Research Variables
There was two variables of this experiment research. They were Independent variable and dependent variable: First, the independent variable was Story completion technique, which is the by use this technique; it will be help the students to improve their ability in English especially in speaking.
Second, the dependent variable was the students’ speaking skill. Dependent variable was affected by independent variable. This research shows that, Story Completion technique affects the students’ ability in speaking or not.
C. Population and Sample 1.
Population
Population was the total member of research respondents, while sample was a part or representation of population that was researched. The population of this research was taken from the Second Grade Students of SMAN 6 SOPPENG in academic year 2016/2017. The total numbers of population were 170 students, consists of 6 classes.
2. Sample
Tiro (2011) states that, sample as a number of members which is taken from population. The technique sampling used in this research is purposive sampling. The researcher was taken two classes as sample and divided into two groups, experimental class and control class. The researcher was taken XI IPA. 1 consist of 25 students as experiment class and XI IPA.2 consist of 25 students as the control class.
D. Research Instruments
To obtain the data, the researcher was begin the tests that consists of pre-test and post-test. The purpose of pre test is to know how far the speaking skill of the students before using Story Completion technique and the Purpose of post test was to know the improvement of students’ ability in speaking after using Story Completion technique.
E. Data Collecting Procedure
The researcher was collect the data by test (pre-test and post-test) 1.
Pre-test
To collect the data, the researcher was administer a pre-test to both classes. It was tested to the students. The Pre-test was intended to know the prior knowledge of the students on speaking skill before giving the treatment.
2. Treatment
a. The way the researcher improves the students’ speaking skill is treatment by using Story Completion technique. After giving the Pre-test, the researcher was conducted the treatment by using Story Completion technique; it was used in experimental class only, while in the control class was not. The treatment was gave for at least six meetings.The procedures of treatment in experimental class, as follows: The researcher introduces herself.
b. The researcher introduces the introduction materials to the class.
c. The researcher explained about the materials
d. The researcher divides the students into 4-5 groups e. The researcher explained Story Completion technique.
f. The researcher gave explanation how to do Story Completion technique in learning process.
g. The researcher tell the title of the story
h. The researcher ask the every groups to complete the story i. The researchers tell the first sentence about the story and continue by the students. Every student’s in the groups have a chance to speak 2-3 sentences. j. The researcher never forgets to motivate the students by given positive feedback and support them to believe that they can do well.
3. Post-test
After the treatment, the post-test was used after giving treatment to the students. The test was same with the pre-test before. In this post-test, the researcher was saw the improvement of the students after giving treatment.
F.
Technique of Data Analisis
This research would be analyzed by using statistical analysis, the steps were taken in statistical analysis as follows:
1) The table for fluency scoring and criteria in pre-test and post-test:
Classification Score Criteria
Speak without too great an effort with fairly wide range of expression. Excellent
6 Searches for words occasionally but only one or two unnatural pauses.
Has to make an effort time to search for words. Nevertheless, smooth delivery Very good
5 on the whole and only a few unnatural pauses. Although has to make an effort and search for words, there are not too many unnatural pauses, Fairly smooth
Good 4 delivery mostly. Occasionally fragmentary but succeeded in conveying the general meaning, fair range of expression.
Has to make an effort too much of the time, often has to search the desire Average
3 meaning. Rather halting delivery and fragmentary, range of expression often limited. Long pauses while he searches for the desire meaning. Frequently
Poor 2 fragmentary and halting delivery.
Almost gives up making the efforts at time. Limited range of expression.
Full of long and unnatural pauses. Very halting and fragmentary
Very poor 1 delivery. At times gives up making the effort. Very limited range expression.
2) The table for comprehensibility scoring in pre-test and post-test:
Classification Score Criteria
Excellent
6 Easy for the listener to understand the speaker’s intention and general meaning. Very few interruptions or clarifications required.
Very good
5 The speaker’s intention and general meaning are fairly clear. A few interruptions by the listener for the sake of clarification are necessary. Good