THE USE OF RETELLING NARRATIVE STORY METHOD TO IMPROVE SPEAKING SKILLS ON SECOND YEAR STUDENTS OF MTs SUNAN KALIJAGA KENDAL KECAMATAN AMPEL IN THE ACADEMIC YEAR OF 2014/2015 - Test Repository
THE USE OF RETELLING NARRATIVE STORY METHOD
TO IMPROVE SPEAKING SKILLS
ON SECOND YEAR STUDENTS
OF MTs SUNAN KALIJAGA KENDAL KECAMATAN AMPEL
IN THE ACADEMIC YEAR OF 2014/2015
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education Faculty State Institute For Islamic Studies (IAIN) Salatiga
By:
ENDAH PRASTIWI
NIM : 11308004
ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING
AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC
STUDIES (IAIN) SALATIGA
2015
DECLARATION
“In the name of Allah, the Most Gracious and the Most Merciful”
Hereby the researcher fully declares that this graduating paper is written by the researcher herself, and it is not containing materials written or has been published by other people ’s ideas except the information from the references.
The writer is capable of counting for this graduating paper if in future this is proven of containing others ideas or thesis.
The writer makes this declaration, and she hopes this declaration can be understood.
Salatiga, September 9th , 2015 The Writer
Endah Prastiwi NIM : 113 08 004
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA Jl. Tentara Pelajar No.2 Telp.(0298) 323706, 323433 Salatiga50721 Website :
Ruwandi, M.A
The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR’S NOTE
Case :
Endah Prastiwi’s Graduating paper th
Salatiga, September 9 2015 Dear Dean of Teacher Training and Education Faculty
Assa lamu’alaikum Wr. Wb
After reading and correcting Endah Prastiwi ’s graduating paper entitled “THE
USE OF RETELLING NARRATIVE STORY METHOD TO IMPROVE SPEAKING SKILLS ON SECOND YEAR STUDENTS OF MTs SUNAN KALIJAGA KENDAL KECAMATAN AMPEL IN THE ACADEMIC YEAR OF 2014/2015 ”I have decide and would like to propose that if it could be
accepted by the Teacher Training and Educational Faculty and I hope it would be examined as soon as possible.
Wassa lamu’alaikum Wr. Wb
Counselor,
Ruwandi, M.A NIP. 19661225 200003 1 002
MOTTO
MANJADDA WA JADDA
DEDICATION
This graduating paper is dedicated to: Allah SWT. My beloved husband (Muhamad Sulhani), my beloved parents, my beloved sisters (Dewi Puspitarini and Linuria Asra Laily), thanks for your support, encourage spirituals and material and love in my life.ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful, because of Him, the writer could finish this graduating paper. His wonderful blessing makes realize that nothing is difficult in His eyes. Thank for Your will and endless blessing in my life.
Peace and solutions always be presented to our beloved Prophet Muhammad SAW who has guided us from the darkness to the lightness.
In writing this paper, the writer is guidance and support by several people, so it can be finished, although there are still many mistakes.
Therefore, the writer would like to express the deepest gratitude to: 1.
Dr. Rahmat Hariyadi, M.Pd., as the Rector of IAIN Salatiga.
2. Suwardi, M.Pd, as the Decan of Teacher Training and Education Faculty of IAIN Salatiga.
3. Noor Malihah, Ph.D., as the Head of English Education Department of IAIN Salatiga.
4. Ruwandi, MA, as the advisor who has given suggests, corrections and support in the process of writing this final project.
5. All of lecturers in English departement faculty of IAIN Salatiga.
6. My deepest gratitude also goes to my beloved husband (Muhamad Sulhani) and my little angel (Anienda Fatiha Rahma) for all the warmest love, finance and support.
7. My beloved Mother, Father and my parent in law. Thanks for support and praying, no one better than you.
8. My best friends’ Uus and Risti thank for your kinds and togetherness.
9. All of my classmeets at TBI A 10.
Everybody who can’t the writer mention one by one that has helped me to finish this graduating paper.
th
Salatiga, September 9 , 2015 The writer
Endah Prastiwi
11308004
ABSTRACT
Prastiwi, Endah. 2015. “THE USE OF RETELLING NARRATIVE STORY
METHOD TO IMPROVE SPEAKING SKILL ON SECOND YEAR STUDENTS OF MTs SUNAN KALIJAGA KENDAL KECAMATAN AMPEL 2014” A Graduating Paper. Educational Faculty. English Departement Institut of Islamic Study (IAIN). Consultant: Ruwandi, M.A Keywords: Speaking Skill; Narrative Story.
The aims of this research are 1) to find out and analyzed the application of retelling narrative story method to signify speaking skills. 2) to know the improv ement of students’ speaking skill after teaching-learning speaking through narrative story. The data collection method used in this research are observation, test and documentation. The data analysis used base in t-test. There are two cycles. Each cycle consists of planning, action, observation and reflection. The findings show that the students’ speaking skill increases from pre-test to post-test. The mean of pre-test is 55, and the mean of post-test II 71.90. The T-calculation is
2.42. The result shows that the T-calculation higher than T-table (1.33). Based upon the data analysis and discussion the writer condducted that Narrative Story Method is able to improve the students’ speaking.
TABLE OF CONTENTS
TITLE …………………………………………………………………………… i
DECLARATION …..…………………………………………………………… ii
ATTENTIVE COUNSELOR NOTES ……………………………………….. iii
PAGE OF CERTIFICATION ……………….……………………………...... iv
MOTTO …………………………………………………….………………....... v
DEDICATION ……………………………………………………………...….. vi
ACKNOWLEDGEMENT …………………………………………………… vii
ABSTRACT . ........................................................................................................ ix
TABLE OF CONTENTS…………………………………………………......… x
LIST OF TABLE AND FIGURE .................................................................... xiii
CHAPTER I: INTRODUCTION A. Background of Study .....…...……………………….. 1 B. Statement of the Problem ....………………...……… 4 C. Objectives of the Research ………………….……… 4 D. Benefit of the Research ……………………….……. 4 E. Definition of Key Term ...……………………….….. 5 F. Literature Review ....................…..………………..... 6 G. Graduating Paper Organized …....………………….. 7
CHAPTER II : THEORIES A. Speaking Skill 1. Definition of Speaking Skill ................................... 8 2. Principle of Teaching Speaking ............................ 11 3. Step of Speaking ................................................... 11 B. Retelling Narrative Story 1. Definition of Retelling Narrative Story ................ 14 2. The Characteristics of Narrative Story ................. 15 3. The Kind of Narrative Story ................................. 17 C. Theoretical Framework ............................................. 20 CHAPTER III: RESERCH REPORT A. The General Descriptions of MTs Sunan Kalijaga Kendal 1. The History of MTs Sunan Kalijaga …………... 22 2. Situation of MTs Sunan Kalijag …………...….. 22 3. The Organization Structure ........……………..... 24 4. The Profile of Teacher ……...………………..... 25 5. The Profile of Students ...…………………........ 26 B. Reserach Methodology 1. Research Approach ..........................…………... 28 2. Type of Research ................................................ 29
4. Research Desighn ............................................... 30 5.
Data Collection Method ..................................... 32 6. Research Instrument .......................................... 33 7. Evaluation Criteria ............................................. 35 8. Data Analysis ..................................................... 38 C. Hypotheses of the Research ...................................... 39
CHAPTER IV: DISCUSSION A. Description of MTs Sunan Kalijaga .............
……..... 40
B. description of the Second year Students of MTs Sunan Kalijaga ...................................................................... 40
C. Description of Research Conduct .............................. 41 D.
Data Analysis ............................................................ 41 E. Cycle I ....................................................................... 46 F. Cycle II ..................................................................... 49 G.
Discussion ................................................................. 55 H. Research Summary ................................................... 69 I. Research Limitation .................................................. 71
CHAPTER V : CLOSURE A. Conclusion ………………….......…………………. 72 B. Suggestion …………………...……………………. 73 BIBLIOGRAPHY
LIST OF TABLES AND FIGURE
37 Table 4.1 Clasification of Post-test result
51 Table 4.10 Result of Post test I and II
49 Table 4.9 Result of Post test II
48 Table 4.8 Result of Post test I
46 Table 4.7 Students Observation Sheet
46 Table 4.6 Result of Pre test
44 Table 4.5 Result of observation cycle II
43 Table 4.4 Clasification of Post-test II result
43 Table 4.3 Clasification of Post-test I result
42 Table 4.2 Result of observation cycle I
35 Table 3.8 Students Achivement
Figure 2.1 Secret circle of any project33 Table 3.7 Asessment Scale for Oral Ability
27 Table 3.6 Students Observation Sheet
26 Table 3.5 Data of Students
25 Table 3.4 Profile of Students
24 Table 3.3 List of Teacher
23 Table 3.2 Organization Structure
16 Table 3.1 Educatioanal Facilities
30 Table 2.1 The Story Map of Narrative
12 Figure 3.1 Research Design
52
CHAPTER I INTRODUCTION A. Background of Study Speaking is one of language skill which should be mastered by students. Besides speaking, students also need to master the other skills. The rats of they
are: listening, reading and writing. If students are poor to master component above, it will difficult for students to study.
Mastering speaking is relly different from mastering the other skills. The difference is for instance the speaker and opponent in teach directly so they have no long time to prepare what they want to say. On speaking skill, the students must be active to product sentence automatically. Compare with other skill, speaking is more active and continuely used. Wardaugh (1977:3) state the language is a system of arbitrary vocal symbol used for human communication.
English is considered as an international language because it is a language used widely by people all over the world. So, speaking skill is importantt to be mastered by students.
Because the speaking is the productive and needs direct activities, this is rather difficult for second year student of MTs Sunan Kalijaga Kendal. To be skillful they need to master vocabulary, grammar, pronunciation, fluency and comprehension. If students can master components above, it will be easyier to study. However, the students on the second year of MTs Sunan Kalijaga Kendal to master speaking the students should master vocabulary, grammar, pronunciation, fluency and comprehension because it can help students to mix and match the word on speaking.
Based on my observation, the speaking skill of the second year students of MTs Sunan Kalijaga Kendal was still poor. For example, when speaking practice process the students often asked the meaning of word in English to Indonesian or Indonesian to English. On the other hand, when the teacher asked to the stdents for speaking English at teaching learning process the students felt difficult to say what they wanted to say. The minimum Achievement Criterion
) of English subject of the second year students of MTs Sunan Kalijaga
(KKM
Kendal is 60, but almost students in that class got low scores (under the KKM). It made the teacher always carrying out remedial testing. (Haryati, Thursday 17th October).
According to the fact’ above, the students on the second year of MTs Sunan Kalijaga Kendal are still poor in speaking. The writer tries to look for the several problems faced by the second year students of MTs Sunan Kaijaga Kendal. The problems are various as follows: 1.
The student’s enthusiasm and active learning are still not visible.
2. The students rarely ask questions, although teachers often ask the students if they have problems or the explanations are not clear or less understood.
3. Their activities in working or practice English learning are also still poor.
4. The lack of encouragement to work on and present it in front of the class.
6. The lack of the subject matter mastery, especially in speaking skill.
7. The learning processes and strategies used by the teacher are still monotonous and less interesting.
8. They are lack facility to improve their English Learning.
Based on observation in the previous explanations, one of the problems is because the students feel bored, since the teachers still use the same technique and the same strategy to teach. In teaching speaking, the teacher of MTs Sunan Kalijaga Kendal rarely gives practice for students. Retelling narrative story can be one of good methods to minimize the students
’ boredom in learning English, especially in speaking skill.
The writer chooses retelling narrative story method because the mostly students in junior high school are still interested in fictive story. They always retell the movie or story the series on the television with their friends. The writer believes that retelling narrative story method is one of the methods that is appropriate and effective to teach speaking. Beside that, it can improve the academic achievement of students, because they do not require to continue learning, but they can learn by rolling.
Regarding the explanations above, the writer tries to conduct a research en titled “THE USE OF RETELLING NARRATIVE STORY METHOD TO
IMPROVE SPEAKING SKILL ON SECOND YEAR STUDENTS OF MTs
SUNAN KALIJAGA KENDAL KECAMATAN AMPEL IN THE
ACADEMIC YEAR OF 2014/2015 ”1. Can the use of retelling narrative story method improve speaking skills on the second year student in MTs Sunan Kalijaga Kendal Kec. Ampel?
2. Does the application of retelling narrative story method signify speaking skills improvement for student at MTs Sunan Kalijaga Kendal Kec.
Ampel? C.
Objective of the Research
The purposes of the study are: 1. To describe the use of retelling narrative story method to improve speaking skill on the second year student at MTs Sunan Kalijaga Kendal
Kec. Ampel.
2. To know the application of retelling narrative story method signify speaking skill for student at MTs Sunan Kalijaga Kendal Kec. Ampel.
D. Benefit of the Research 1.
For the researcher a.
The findings of the research can give a description on how to teach speaking skill by retelling narrative story method.
b.
The findings of the research can improve the researcher speaking skill.
2. For the English teacher a.
To help the teacher in reaching knowledge about the technique for improving of ability speaking skill. b.
To help the teacher to decide the best technique for improving of ability speaking skill.
3. For the students a.
The finding of the research can improve students interest and gives motivation to improve their speaking skill.
b.
Retelling narrative story can encourage students to learn English better.
E. Definition of Key Terms 1.
Retelling Narrative Story According to Hornsby (1994: 995) retelling is an activity in which tells ancient of past event (stories) for listener. It includes characters, events and settings are brought life.
Amanthor (2008:93)Narrative story is an imaginative story to entertain people. According to Bell (1993:32) narrative story is a story created to entertain, to gain and to hold a reader ’s interest.
Therefore, retelling narrative story is an activity to tell ancient an imaginative story to entertain, to gain and to hold a reader interest.
2. Speaking skill
According to Tarigan (1990: 3-4) speaking is a language skill period speaking skill is learned. Thus, speaking is the productive skill in the oral mode.
F. Literature review
In this paper, the writer summarizes two previous researches to prove the originality of this study. The first by Nafiatun (2013) conducted the research about the use of Elicitation Technique to Improve Students Speaking Skill. In this graduating paper, she analyzed about the use of elicitation as the medium technique to learning speaking skill. She concludes that learning speaking should use effective medium, so, teacher will know the strength and the weakness of their material and will be able to improve their speaking teaching.
The second study was done by Waluyo (2012) The aim of her study is to find out the effectiveness learning speaking skill by video. The result of her research is that good because the average 75, 60.
G. Graduating Paper Organization
In order to have guidance for writer in writing the thesis or reader on the whole content of the thesis, the writer needs to set up the organization of the thesis writing as follow:
Chapter I is introduction it contents background of the study, focus of the research, objective of the research, benefit of the research, definition of key term, literature review and paper organization.
Chapter II containing about Theories. It reveals some ideas and opinion to the topic. In this section, consists of Definition of Speaking Skill, Principle of Teaching Speaking, Definition of Retelling Narrative Story, Kind of Retelling Narrative Story and Theoretical Framework.
Chapters III is Research Report it consists of The General Description of MTs Sunan Kalijaga Kendal, Method of the Research and Hypothesis of the Research.
Chapter IV is Research Finding it is about the Data Presentation, Data Analysis, and Discussion. Chapter V is closure consisting of conclusion and suggestion.
CHAPTER II THEORIES A. Speaking Skill 1. Definition of Speaking skill Speaking skill is the ability to perform the linguistic knowledge in
actual communication. Its function is to express some idea, feeling, thought and needs orally. According to Hornby (1995:318) speaking is making of words in an ordinary voice, uttering words, knowing and being able to use a language; expressing one in words, making speech.
According toHymes(1972) speak notonlyon the suitability ofasentencewiththe rules ofgrammar, butalsoconcerningcompliancewiththe meaningandcontextof the sentence.Process ofcommunicationbyusingalanguage,needs morethe abilitytouselanguagein accordancewith therules ofgrammar.
Hymesexplainedthattospeakproperly, someonenotonlylearn the vocabularyandgrammar, butalsothe contextoftheuse ofgrammar. The aspectsof speaking areSetting andScene. Settingsanaspectwhichincludes the timeandvenue for theaconversation. While thesceneislanguage style.
Tarigan (1990: 3-4) say that Speaking skill is a language that is developed in child life, which is produced by listening skill and at that period speaking skill is learned. Speaking is a human behavior which makes neurological, semantic, and linguistic in nature, so that it is regarded as the most important form of communication.
Physical factors include motoric activities, body movement which supports speaking; psychological factors include a mental activity which is related to emotion, feeling, and the courage to express ideas. Neurological factors deals with the capacity of the brain nerve to produce language, while the semantic one relates with the meaning, and linguistics with the language itself.
There are some components to make fluent in producing speech, namely vocabulary, pronunciation, grammar, fluency and comprehension.
a.
Vocabulary Vocabulary is the word that is used in speaking. All language has words. Language emerges first as words, both historically and term of the way each or us learned our first and any subsequent language.
b.
Pronunciation Hornsby(1995:928) explains that pronunciation is a difficult component in learning speaking ability. Pronunciation itself is defined as the way in which a work is pronounced. It deal with phonology the study of how speech sounds structure and function in language.
Grammar is partly the study of what forms or structure are possible in a language. Traditionally, grammar has been concerned almost exclusively with analysis at the level of the sentence. Grammar is a description of the role that governs how sentence are formed.
d.
Fluency According to Hamer(1999:93) Fluency is the ability to process language speedily and easily. Fluency develop way do this is to use preassembled chunks of language. In speaking English, sometime fluency is more important and initial goals in a language rather than accuracy. Brown (2000:268) says that there are some features as fluency:
1) Pauses may be long but not frequent
2) Pauses are usually filled
3) Pauses occur at meaningful transitions points
4) In means that there are pauses in fluency e.
Comprehension Comprehension refers to understanding of language including comprehending what the speaker says. For oral communication it requires someone to respond the speech, if some speech he or she cannot respond what other speaker says automatically.
Teaching speaking skill is focused on making students creative and active. The great part of time in process of learning speaking is dominated by students. Afterwards, it is dominated by instruction. It maximized the student’s competence in speaking. The students learn to think whey they are going to say with others on front of class. The students try to develop their creativity orally. Principles of teaching speaking are as follows Harmer(2001:102): a.
Help the students overcome their initial reluctance to speak b.
Ask the students to talk about why they want to talk about c. Ask the students to talk about what they are able to talk about d.
Provide appropriate feedback e. Combine speaking with listening and writing f. Incorporate the teaching of speech acts in the speaking.
3. Steps of Speaking Hung Q. (2010:14)says that to achieve success in learning a new language we must do know the” secret Circle” of any project. And the secret circle can be described in the following:
FIGURE 2.1 Source : Hung Q. (2010:14) The writer carried out an action research with the following steps: a.
Step 1 : Start Up We start to speak up based our ability and the vocabulary that we have.
b.
Step 2 : Face some obstacle May be we will find some problems to fluent speak up, but we must continue to speak up. Because it will do improving our ability on speaking.
c. step 3 : Make adjustment
In this step, we must make some adjustment and don’t stop here. We must try again. If we find an another obtacle we will make adjustment d.
Step 4 : Achieve a small success After we success make an adjustment, we will get small succes. But, we must remind to improve our ability.
e.
Step 5 : Achive your target We have conduct some steps above, and we will achieve our target to study speaking.
In the same book Hung Q. Pham (2010:89-90) say that the tecnique to develop of speaking skill is three steps. In will be describe as following: a.
Step 1 : Develop of fluency The students will be working only on their fluency. They neet to set aside the pronounciation issue when they speak. When the students practicing of speaking do not neet to worry about their pronounciation. Just speak the way students feel confortable. The students fully focus on selecting the righ words and putting them in to the right order.
b.
Step 2 : practice the pronounciation separately The students will be focus more on polishing their pronounciation. To focus only on pronounciation and set aside the sentence building process, they can practice reading a loud rather than speaking spontaneously.
c.
Step 3 : put the two things together In this step, the students must combine of step 1 and step 2. It will be
1) Acquire the most common words and phrases by the Free reading and Sound-mapping listening techniques.
2) Start the first stage of speaking by practicing your free writing.
The more you practice, the more quickly you will be able to pick up words and sort them into a proper order.
3) Develop your fluency first by practicing speaking without worrying about pronunciation. If you can write it down, you can speak it out.
4) Develop your pronunciation skills separately by practicing reading aloud.
5) Polish your speaking with pronunciation.
B. Retelling Narrative Story 1.
Definition of Retelling Narrative Story According to Hornby (1963:995) retelling is activity in which tells ancient of past event (stories) for listener. It includes characters, events and settings are brought life. Huda (2011: 151) says that retelling story is one of cooperative learning method. It was developed as an interaction among students, teacher and the learning material.
Narrative story is an imaginative story to entertain people Amanthor (2008:93). According to Bell (1993:32) narrative story is a story which created to entertain, to gain and hold a reader interest.
So, retelling narrative story is activity to tell ancient an imaginative story to entertain, to gain and hold a reader interest.
2. The Characteristics of Narrative Story
According Keraf (2000:136) the characteristics of narrative story are: a.
Highligting element of the act or acts.
b.
Arranged in cronological order.
c.
Trying to answer the question “what happened?” d.
There is a conflict The narrative is built by a story line. This groove will not be interesting if there is no conflict. In addition to the storyline, conflict and chronological arragement, the characteristic of more complete narrative revealed by Atar(2003: 31) as follows: a.
The form of a story about the event or the the students experience.
b.
Events presented in the form of events that actually occurred, can be either purely imagination or a combination of both.
c.
Based on the conflict, because without conflict ussually uninteresting narrative story.
d.
Have an aesthetic volue.
e.
Emphasized a chronological arragement.
TABLE 2.1
Source : Atar (2003:31)
A story map The place
Setting The being involved
Character Beginning
There’s always problem, the knot, the source of Problems tension
The organized around a plot, initiating events, subsquent events, rising excitement and climax (yhe high point in the story where the problem is
Middle Events solved). Including in these events maybe some roadblock that the character encounter while attempting to solve the problem. Solving the problem or just
End Resolution its outcome or ending
The point of the story End
3. The kind of narrative story a.
A myth A mythis not quite the same of legend. Sometime a myth is loosely based on a real event but, more often than not, it is a story that has been created to teach people about something very important and meaningfull. Myths are often used to explain the word and major
- – events, which, at the time, people were not able to understand earthquakes, floods, volcanic eruptions, the rissing and setting of the sun, illness and death. Many of the myths relating to such events have survived for a very long time, sometime for thousands of years, as it is only in recent times that we have begun to understand why some of these things happend. It is considered a true sacred story in the remote past. Example: Oedipus, Malin Kundang, Nyai Roro Kidul and etc.
b.
A Legend
Legends
are stories about people or events which have been written in history. So the stories may be made up but the events may be based on facts though not in its entirety. The historical facts are taken to give the story an of truth and make it more interesting. A legend may be a story about supernatural or mythical characters or eventsoften convey a lesson or moral and are ay be different from Myths but both are passed down from one generation to another orally or through the written medium.
A legend is a narrative told as a true story with people and locations clearly identified. In other words the story of a legend is narrated like a historical event rather than functioning as a symbolic narrative. The legend may contain descriptions of historical events.
Some examples could be stories about Robin Hood which are set in the background of the England during the reign of Richard (1189-99).
Today the word legend is still used to talk about people and their singular deeds or actions but maybe in a more modern context.
Thus it may be common to talk of a good football player as a “football legend” or a “sporting legend” to describe the stalwarts of any sports.
Similarly a famous actor or film personality can well be remembered
legend , importance
as a “film legend”. By referring to the person as a is given to the skills or feats they have achieved in their respective fields. c. Folktale
Folktale is usually stories that have been passed down from generation to generation in spoken form. Often we do not know who the original author was and it is possible that some stories might have d.
A folklore Folklore is the traditional art, literature, knowledge, and practice that are disseminated largely through oral communication and behavioral example. Every group with a sense of its own identity shares, as a central part of that identity, folk traditions
- –the things that people traditionally believe (planting practices, family traditions, and other elements of worldview), do (dance, make music, sew clothing),
know (how to build an irrigation dam, how to nurse an ailment, how to
prepare barbecue), make (architecture, art, craft), and say (personal experience stories, riddles, song lyrics).
Folklore is so much a part of our everyday life that we don't always stop to think about it. Family traditions, holidays, special sayings, and foods, all these are part of folklore.
Today, folklore is often defined as knowledge or forms of expression (folk arts) that are passed on from one person to the next by word of mouth or the oral tradition. These different kinds of expressions include songs, rhymes, folktales, myths, jokes, and proverbs. Folklore is passed on among many different kinds of groups; such as family members, friends, classmates, or people you work and play wit
4. The generic structure The generic stucture of narrative story are: a. Orientation it’s about the opening paragraph where the characters of the story are introduced.
b.
Complication is where the problems in the story developed.
c.
Resolution is how the problems in the story are solved."Happy ending" or "bad ending".
C. Theoretical Framework
The theoretical framework of teaching learning process about retelling narrative story to speaking skill mastery will be explain in this section.
Based observation the previous explanations, one of the problems is since the students feel bored, because teachers still use the same technique and the same strategy to teach. In teach speaking, the teacher on MTs Sunan Kalijaga Kendal rarely give practice for students. Beside that the mean of students in junior high school still interest with fictive story. They always retell the movie or story the series on the television with their friends.
May be with retelling narrative story method can be way to minimize the students boredom in learning English, especially on speaking skill.The writers believe that retelling narrative story method is one of the improve the academic achievement of students, because they do not feel required to continue to learn, but they can learn by rolling.
CHAPTER III RESEARCH REPORT In this chapter, the researcher carries out the research report, which
includes: A.
The General Description of MTs Sunan Kalijaga Kendal 1.
The History MTsSunan Kalijaga Kendal The name of this school is Madrasah Tsanawiyah Sunan
Kalijaga Kendal that is takes shelter in the LP (lembaga pendidikan) M a’arif NU Boyolali. The school is located in Kendal, Sampetan, Ampel, Boyolali, 57352. This school has been operation since June 1986.The location is not strategic because it far from public service. Most of students are going to school by walking, because there is no public transportations which can be use.
2. Situation of MTs Sunan Kalijaga Kendal
The location of MTs Sunan Kalijaga Kendal is not strategic, because it far from public service such as main street. The teaching learning process begins at 07.30 am and ends at 13.30 pm every day except on Friday and Saturday.
EDUCATIONAL FACILITIES
1
1
12. Other
1
11. Lap. Volley
1
10. Circulation room
1
9. Warehouse
4
8. Toilet
No. Facilities Number
1. Headmaster room
1
6. Administration room
1
5. Lab. Computer
6
4. Classroom
1
3. Library
1
2. Teacher room
1
7. OSIS room
3. The Organization Structure
The Organization Structure of MTs Sunan Kalijaga Kendal is:
TABLE3.2 THE ORGANIZATION STRUCTURE OF MTs SUNAN KALIJAGA KENDAL IN ACADEMIC 2013/2014
Foundation SchoolCommittee Headmaster
Treasurer Secretary Teacher
Students
4. The profile of Teacher In teaching learning process, the teachers have important roles.
Their existence is always needed in every school of educational institution. They will give material of subject. The number of MTs Sunan Kalijaga Kendal teachers, look at the Following table.
TABLE3.3 THE LIST OF TEACHERS AND STAFF
IN MTsSUNAN KALIJAGA KENDAL
IN ACADEMIC YEAR OF 2013/2014
No. Name of Teacher Education Subject
1. Ahmad Makarim Hidayat S.I Civic Education
2. Tri Noer Cayani S.I Indonesia Language
3 Manan SLTA The History of Islam Civilization, Al Qur’an Hadist
4 Muhsoni D.II Aqidah Akhlak
5 Wiwik Sundari D.II Social Science and Art
6 Juweri S.I Math
7 Mugiono S.I Physics
8 Winarni Biology
9 Edi Ismail D.II Sport
10 Suyono D.III TIK
11 Wiji Lestari S.I Javanese Language
12 Arifin S.I Fiqih and Geography
13 Haryati S.I English
14 Wahib Kaqmal S.I Reading and Writing Qur’an, Fiqh, Arabic Language
15 Muntaha MTs Staff 5.
The Profile of Students The profile of students in the academic year of 2013/2014
TABLE 3.4 PROFILE OF STUDENTS IN ACADEMIC YEAR 2013/2014No. Grade Students Number of Male female class
1. VII
25
10
35
1 2.
VIII
11
29
40
2 3.
IX
20
16
36
2
56 55 111
5 The writer takes students of second years especially on VII.B class of MTs Sunan Kalijaga Kendal as the subject of research. There are 21 students in one class group. Data of students name are:
TABLE3.5 DATA OF STUDENTS NAME FROM SECOND YEAR
IN ACADEMIC YEAR 2013/2014
No. Names of Students
1 Adek Efendi S
2 Ana Safitri
3 Bayu Pramana A
4 Purwanti Ningsih
5 Fitria Yuni Lestari
6 Isna Qurotul A
7 Lisa Ariani
8 Mulyani
9 Nur Candra Hariani
10 Putrid Yanti
11 Rigan Adi S
12 Rohati
13 Styoningrum
14 Siyamti
15 Sukarti
16 Suprihadi
17 Tri Juniardi
18 Tri Wijayanti
19 Vika Nur Aini
20 Bagas Indra S
21 Adya Kurniawan B.
Research Methodology 1.
Research Approach
Research can be defined as the process of problem solving. To solve the problem, we need a method. The choice of the method depends on the objective of the research. Related to this research, the writer uses descriptive quantitative approach. According to Hadjar (1999:274), descriptive research is a research that is generally used to collect information about the status or condition of the existing phenomenon in a factual and accurate. It intends to explain the condition trough the description of what actually happens when conducting the research.
Thus, the purpose of the purpose of descriptive research is to get the information about existing conditions and to find out the correlation among the variables(Mardalis: 2004; 26). Descriptive method is not only limited to collect and arrange the data, but also to analyze and interpret the meaning of the data.
Quantitative research is a process to get knowledge that applied some models, as mathematic, statistic and econometric and then the result of the analysis is presented in nominal form (Hasan: 2004; 30). In this kind of research, the approach is begun from deductive thinking to reveal hypothesis that is drawn based on empirical data, then examine it in the field. This type of research is demands nominal graduates as requirements that are calculated by using statistic analysis. Thus, the work of quantitative research implies the application of a numerical approach to research problem, gather and analyze the data. Moreover, the data collection process of this research is based on the sampling and questionnaire technique.
2. Type of Research Type of research is Classroom Action Research. It means that, the writer will describe the phenomenon that arises from the object of the research factually, accurately by statistic method.
3. Research Subject Since the study of this research is Classroom Action Research, the subject of the study will be taken from student, particularly second grade students of MTs Sunan Kalijaga Kendal. The writer chooses that school due to some factors such as the teacher and students have pleasant interaction.
Besides that, in MTs Sunan Kalijaga Kendal the student’s condition has intelligence which mean. The students need comprehended easy and interesting study. So, the writer will be applying retelling narrative story to some method teaching-learning process that makes students be happy and easy to comprehend.
Seeing the fact above, the writer believes that this subject is fulfilling the requirement of this research and to be representative institutions which applied effectiveness study English in teaching learning process.
4. Research Design
Classroom action research is research designed to help teacher to find out what is going on in their classroom, and use that information to make wise decision for the future.