This thesis entitled “IMPROVING STUDENTS’ MOTIVATION IN SPEAKING ABILITY BY USING STORY RETELLING (An Action Research Study at the Second Semester Students of Senior High School Class XI IA 1 Of SMA N 1 Jatitujuh, Majalengka Academic Year 2014-2015) -
IMPROVING STUDENTS’ MOTIVATION IN SPEAKING
ABILITY BY USING STORY RETELLING
An Action Research Study at the Second Semester Students of Senior High
School Class XI IA 1 Of SMA N 1 Jatitujuh, Majalengka Academic Year
2014-2015
A THESIS
Submitted in Partial Fullfillment of the Requirements for The Master’s Degree in
English Language Education
by
PAMUJO EFFA KUSDIANANG
NIM. 2003512114
ENGLISH LANGUAGE EDUCATION
POST GRADUATE PROGRAM
SEMARANG STATE UNIVERSITY
2016
DECLARATION OF AUTHENTICITY
I, Pamujo Effa Kusdianang, hereby declare that this thesis entitled “Improving
Students’ Motivation in Speaking Ability by Using Story Retelling (An Action
Research Study at the Second Semester Students of Senior High School Class XI
IA 1 os SMAN Jatitujuh, Majalengka Academic year 2014/2015)” is entirely my
original work and effort. It has not submitted to any institution for any award. I
am fully aware that I have used some statements and ideas from other sources and
I have properly cited all sources of information used in the thesis.
Semarang,
May 2016
Pamujo Effa Kusdianang
APPROVAL
This thesis entitled “IMPROVING STUDENTS’ MOTIVATION IN SPEAKING
ABILITY BY USING STORY RETELLING (An Action Research Study at the
Second Semester Students of Senior High School Class XI IA 1 Of SMA N 1
Jatitujuh, Majalengka Academic Year 2014-2015)” written by,
Name
Students Number
Department
: Pamujo Effa Kusdianang
: 2003512114
: English Language Education
Has been examined and defended before the board of thesis examiners in the
English Language Education, Postgraduate Program, Semarang State University
on Friday,13th May 2016 and was decided acceptable.
Semarang, 13th May ,2016
The Board of Examiners
Chairman,
Secretary,
Prof.Dr.Tri Joko Raharjo,M.Pd
NIP.195903011985111001
Dr. Januarius Mujiyanto, M.Hum.
NIP 195312131983031002
First Examiner,
Second Examiner,
Drs. Ahmad Sofwan, M.A.,Ph.D
NIP 196204271989011001
Dr. Dwi Anggani Linggar Bharati ,M.Pd.
NIP 195901141989012001
Third Examiner,
Dr. Djoko Sutopo , M.Si
NIP 195403261986011001
DEDICATION
My beloved parent
My beloved wife Grahita Putri Reswari and my angel Qiana Iftinannisa
My beloved families
iv
ACKNOWLEDGEMENT
In the name of ALLAH SWT, the Almighty God, the writer would like to
thank for every single thing, blessing, health and inspiration in leading me to
complete the thesis entitled “Improving Students’ Motivation in Speaking Ability
by Using Story Telling (An Action Research Study at the Second Semester
Students of Senior High School Class XI IA 1 os SMAN Jatitujuh, Majalengka
Academic year 2014/2015)”. This thesis is submitted to the English Education
Department of Graduate Program of State University of Semarang in partial
fullfillment of the requirement for Master Degree.
I would like to express my best gratitude and appreciation to all who have
helped, supported, and encouraged me in process of the thesis completion.
1.
Prof. Dr. H. Achmad Slamet, M.Si as the Director of Post Graduate
Program at State University of Semarang.
2.
Dr. Dwi Anggani Linggar Bharati,M.Pd as the first advisor for the
suggestion, guidance, support and patience in completing this thesis.
3.
Dr. Joko Sutopo ,M.Pd as the second advisor for the encouragement and
motivation.
4.
My beloved parent H. Baidi and Hj. Sri Rahayu Asih, H. Azzam S and Hj.
Yati Rohayati for the support and encouragement.
5.
My beloved wife Grahita Putri Reswari and my little angel ; Qiana
Iftinannisa for the inspiration, endless prayers along my study. You are my
precious treasures.
v
6.
All lecturers of English Education Department of Graduate Program, thank
you for sharing the wonderful experience during the study.
7.
My classmates in Tegal Special Class 2012. Thank you for being good
friends.
8.
The second semester student of SMAN Jatitujuh Majalengka, academic
year 2014/2015. Thank you for being very good students.
The writer realize that this thesis is still faar from being perfect. Therefore, I will
accept any constructive suggestion for the goodness of education field. Hopefully,
this thesis will give contributions for all readers.
Semarang,
May 2016
Pamujo Effa Kusdianang
vi
ABSTRACT
Pamujo Effa Kusdianang. 2016. Improving Students’ Motivation in Speaking
Ability by Using Story Retelling (An Action Research Study at the Second
Semester Students of Senior High School Class XI IA 1 os SMAN Jatitujuh,
Majalengka Academic year 2014/2015). Thesis. English Language Education,
Graduate Program, Semarang State University. The First Advisor, Dr. Dwi
Anggani Linggar Bharati, M.Pd, The Second Advisor , Dr. Djoko Sutopo, M.Pd
Keywords: Motivation, Speaking, Story Retelling
This study investigated the story retelling in relation to students’
motivation in speaking ability of narrative story.
The objectives of the study were to find out: (1) The problems were faced
by the students of the grade XI of SMA N Jatitujuh in teaching learning process of
speaking , (2) How story retelling be implemented in speaking class, (3) How
story retelling improved students’ speaking ability in speaking class, (4) How
story retelling improved students’ motivation in speaking class.
The design of this research was Classroom Action Research.There were
three cycles done in this study. The researcher acted as the teacherto implement
planning, implementation, observing and reflecting the action. The result of the
study concluded that the implementation of story retelling in teaching speaking of
narrative story could improve students motivation and also their speaking ability.
Based on the observation, the students who have high motivation increase from
37% in the pre-cycle to 40% in the first cycle then become 70 % in cycle 2 and
finally 90 % in cycle 3.The result of students motivation based on the
questionnaire from pre-cycle to cycle 1 increased 9.29 %. From cycle 1 to cycle 2
increased 10.97% and from cycle 2 to cycle 3 increased 4.74%. This findings
showed that there were significant improvements of students motivation in
speaking class during the implementation of story retelling.The result of students’
speaking skill also showed some improvements as follows: from pre-cycle to
cycle 1 increased 6%. From cycle 1 to cycle 2 increased 9.92 % and from cycle 2
to cycle 3 increased 7.31 %. It means that story retelling could improve students
speaking ability.
Based on the findings, story retelling could improve students’ motivation
in speaking ability of the second semester students of SMAN Jatitujuh
Majalengka academic year 2014/2015.
vii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT……….………………………………………..
v
ABSTRACT ………………….……………………………………………
vii
TABLE OF CONTENTS …………………………………………………
viii
LIST OF TABLES …………………...……………………………………
xiii
LIST OF FIGURES ……………………………………………………....
xiv
LIST OF APPENDICES ….……………………………………...……….
xv
CHAPTER
I. INTRODUCTION
1.1 Background of the Study …….…………………….….………..……....
1
1.2 Reason for Choosing Topic ……………………………………………
3
1.3 Statement of the Problem ........... .....……...……………..…………......
5
1.4 Aim of the Study .....……….…..………..…………………….…….….
5
1.5 Contribution of the Study…..……………..………………………...…..
6
1.6 Definition of Key Terms... …………..….…………………………….... 7
1.7 Limitation of the Study………………………………….…………........
10
1.8 Outline of the Study ……………………………….…………..............
10
2.
REVIEW OF RELATED LITERATURE
2.2 Review of Previous Studies .............................................................
12
2.3 Theoretical Review. .........................................................................
16
viii
2.2.1
General Concept of Speaking......................................................
16
2.2.1.1 Teaching Speaking ......................................................................
16
2.2.1.2 Goals of Teaching Speaking ..............................................................
21
2.2.1.3 Strategies for Developing Speaking Skills ...................................
22
2.2.1.4 Testing Speaking ...........................................................................
23
2.2.1.5 Format of Speaking Activities ......................................................
25
2.2.2
28
General Concept of Motivation .....................................................
2.2.2.1 Self Determination Theory .........................................................
28
2.2.2.1.1 Extrinsic Motivation .................................................................
29
2.2.2.1.2 Intrinsic Motivation ..................................................................
30
2.2.2.2 Motivation and Learning ...........................................................
31
2.2.3
32
General Concept of Story Retelling .............................................
2.2.3.2 Story retelling as an Innovative Strategy in Speaking ....................
32
2.2.3.3. Technique in Story Retelling .........................................................
32
2.2.4
General Concept of Narrative .....................................................
33
2.2.4.1 Narrative Text ............................................................................
34
2.2.4.2 Generic Structure of Narrative ...................................................
35
2.2.4.3 Component of Narrative ............................................................
36
2.2.4.4 Language Features of Narrative .................................................
37
2.3
Theoretical Framework ..............................................................
38
3.
RESEARCH METHODOLOGY
3.1
Research Design .......................................................................
40
3.2
Setting of Study .........................................................................
40
ix
3.2.1
Subject of Study ........................................................................
41
3.2.2
Place and Time of the Research .................................................
41
3.3
Research Model..... .....................................................................
41
3.4
The Classroom Action Research Procedures ..............................
43
3.4.1
Preparation ................................................................................
43
3.4.2
Planning Phase ...........................................................................
43
3.4.3
Action Phase ..............................................................................
44
3.4.4
Observation Phase ......................................................................
44
3.4.5
Reflection Phase ..........................................................................
44
3.4.6
Re-Planning Phase ......................................................................
45
3.5
Data Collection Technique .........................................................
45
3.5.1
Qualitative Data ........................................................................
45
3.5.1.1 Observation ..............................................................................
45
3.5.2
Quantitative Data ....................................................................
46
3.5.2.1 Test .........................................................................................
46
3.5.2.2 Questionnaire ..........................................................................
47
3.6
Data Analysis Technique ........................................................
47
3.6.1
The Qualitative Data ...............................................................
48
3.6.1.1 Data Analysis from Observation ............................................
48
3.6.2
49
The Quantitative Data .............................................................
3.6.2.1 Test ........................................................................................
49
3.6.2.2 Questionnaire ...........................................................................
51
x
4.
RESULTS AND DISCUSSION
4.1
General Description ……………………………………………..
52
4.1.1
The Description of Initial Condition .........................................
52
4.1.2
The Description of the First Cycle ............................................
54
4.1.2.1 Planning ....................................................................................
54
4.1.2.2 Action .......................................................................................
55
4.1.2.3 Observation ...............................................................................
61
4.1.2.4 Reflection ..................................................................................
61
4.1.3
The Description of Second Cycle ..............................................
61
4.1.3.1
Planning .......................................................................................
62
4.1.3.2
Action ..........................................................................................
63
4.1.3.3
Observation .................................................................................
67
4.1.3.4
Reflection ...................................................................................
68
4.1.4
The Description of The Third Cycle .............................................
68
4.1.4.1
Planning .......................................................................................
69
4.1.4.2
Action ..........................................................................................
70
4.1.4.3
Observation .................................................................................
74
4.1.4.4
Reflection ...................................................................................
75
4.2
Results .......................................................................................
75
4.2.1
Cycle 1 .......................................................................................
75
4.2.2
Cycle 2……. ...............................................................................
78
4.2.3
Cycle 3 .......................................................................................
81
4.3
Discussion .................................................................................
85
xi
4.3.1
Cycle 1 ......................................................................................
85
4.3.2
Cycle 2 .....................................................................................
86
4.3.3
Cycle 3 ....................................................................................
88
5.
CONCLUSION AND SUGGESTION
5.1
Conclusion .................................................................................
92
5.2
Suggestion ..................................................................................
96
REFERENCES ..........................................................................................
97
APPENDICES ..........................................................................................
102
xii
1
CHAPTER I
INTRODUCTION
This study was intended to examine the improvement of students’ motivation in
speaking ability by using story retelling. This chapter dealt with the background
of the study, the reasons for choosing topic, the statement of the problem, the
objectives of the study, the significance of the study, limitation of the study,
outline of the study and the definition of key terms.
1.1 Background of the Study
Nowadays, teaching English in senior high school should be focusing on the local
society interest. This is the effect of the curriculum 2006. This curriculum gives
teachers so many chances to explore their creativity. The improvisation is needed
to accommodate the local society interest. They can make their own syllabus. It
has already known that there is no perfect curriculum, so the problems may
appear.
There are 2 major problems that may appear in the teaching-learning
process. The first problem is the lack of students’ motivation in learning English
and the second problem is the lack of students’ absorbing ability on the material
given by the teacher. Teachers should be aware of the problems that can appear in
the classroom, because, sometimes, those problems can disturb many things, such
as, the teaching-learning process, the situation of the classroom, or, even, the goal
1
2
of teaching-learning process. When the teaching-learning process is disturbed, the
goal will be difficult to be reached.
In the need to determine the classroom problems of XI A class of SMA N
Jatitujuh, researcher did some early actions. Those actions included evaluating the
teacher and the students. Then researcher concluded that the main problem of the
class was that the students completely lacked of motivation and lacked in
speaking skill.
Based on the evaluation done by the researcher, there are six things that
could be the sources of their speaking and motivation problems. Firstly, their
speaking activity was a series of monotonous activity. Secondly, the use of LKS
(students’ work sheet) was considered as the main practice for overall lesson.
Thirdly, they had no self-confidence to try to speak English in the class and the
forth cause could be caused by the lack of vocabulary capacity of the students, the
fifth cause was the lack of speaking practice, and the last was the lack of
interesting theme. Then researcher also tried to examine the lesson plan used in
the class. From the lesson plan (RP/Rencana Pembelajaran) , researcher
concluded that the lesson plan was not good enough to improve students’
speaking ability. It is because the teacher used student’s worksheet (LKS) as the
assignment. This works-sheet lacked speaking practices. The revised lesson plan
(RPP/Rencana Perbaikan Pembelajaran) is needed to improve students’ ability,
especially in speaking.
3
Considering to the causes above, finally, the teaching technique used in the
research would be story retelling to improve students’ motivation and speaking
ability.
1.2 Reason for Choosing Topic
Speaking is productive skill. It gives direct effect when we are learning a new
language. Therefore it plays important role in communication. When we are
learning a language, generally we are learning to communicate orally. Mastering
English speaking gives direct effects to the learner to enjoy the language. They
can directly get the benefit when they have capability to speak English. When the
writer shares this point of view with the students, they all agree with this opinion
that learning English speaking will give direct benefit for them. They can use the
skill to communicate, to add their knowledge etc.
The researcher found some information from students related to their
activities in the classroom. They inform that they are boring with the exercises in
the LKS. It means that they have problem with their motivation. So the writer gets
the conclusion that they need something different to refresh their mind in speaking
class. Something can motivate them. Then the writer decides to use retelling story
activities to improve students’ motivation in speaking class. As a learning tool,
story retelling can encourage students to explore their unique expressiveness and
can heighten a student's ability to communicate thoughts and feelings in an
articulate, lucid manner. These benefits transcend the art experience to support
daily life skills.
4
Speaking is very important in learning a language. The researcher wants to
keep focus on speaking area of students’ learning. The researcher would like to
improve students speaking ability. Students English speaking skill in SMAN
Jatitujuh were still poor. Some reasons basically contribute into this condition,
such as students’ motivation, students’ basic competence, their environment etc.
Most students used their local language such as Indramayu Javanese and
Sundanese language to communicate in the classroom. Most of them do not
understand bahasa Indonesia even English language. So it becomes a challenge
for the researcher to conduct the researcher. The potencial of the place also take
into the researcher consideration that near the school, there will be an
International airport built. It will be a big opportunity for students’ to have a
career there and mastering English for communication will give them so many
benefits.
The researcher decided to choose students’ of SMAN Jatitujuh as the
subject of the research because the researcher has become their English teacher.
This condition will facilitate the researcher in conducting the research. The
school, the class, the students and all information needed in conducting the result
will be easier to get. The school profile also support the researcher to apply action
research. Most of students in SMAN Jatitujuh have problem with English,
especially in the speaking class. The researcher want to try solving the problem by
delivering classroom action research entitled “Improving Students’ Motivation in
Speaking Ability by Using Story Retelling”.
5
1.3 Statement of the Problems
The problems of this research can be formulated as follows:
1) What problems were faced by the students of the grade XI of SMA N
Jatitujuh in teaching learning process of speaking?
2) How would story retelling be implemented in speaking class?
3) How would story retelling improve students’ speaking ability in speaking
class?
4) How would story retelling improve students’ motivation in speaking
class?
1.4 Aims of the Study
In the relation to formulation of the problems above, the aim of this study can be
stated as follows:
1) to explain the problems faced by the students of the grade XI of SMA N
Jatitujuh in teaching learning process of speaking.
2) to explain the implementation of story retelling in speaking class.
3) to explain the implementation of story retelling to improve students’
speaking ability in speaking class.
4) to describe whether story retelling improve students’ motivation in
speaking class.
6
1.5 Significant of the Study
The significant of this study is presented in three dimensions, including
theoretical, practical, and pedagogical. Theoretically, the results of this study
would enrich the body of literature, particularly the literature of strategies for
teaching speaking class. This study furthermore will provide evidence whether
students’ motivation level contributes a significant role on the students speaking
skill and whether there is significant interaction among the teaching strategies of
using story retelling, students’ motivation and speaking skill.
Practically, this study is expected to inspire English teachers and provide
them alternative strategies for teaching speaking by improving their students’
motivation in speaking ability. Motivation plays important role in order to
improve students’ speaking ability. The result of the study may also serve
solutions to encourage students with various level of motivation when realizing
their strengths and weaknesses during English Speaking Class. Likewise, this
study hopefully promotes educational authorities and curriculum or syllabus
designer to create alternative strategies for teaching speaking.
Pedagogically, the results of the study would motivate English teachers to
reflect on their current strategies for teaching speaking and become a beneficial
knowledge which can be used in the teaching and learning process. This study
will also be useful for other researchers who intend to conduct a study in the same
field as one of their references.
7
1.5 Definition of Key Terms
There are few technical terms used in this study. The researcher would like to
define them one by one to ovoid ambiguity and misunderstanding. Those terms
are defined as the following:
The first one is about motivation. Harmer (2001: 51) says that motivation
is some kind of internal drive which pushes someone to do things in order to
achieve something. Motivation is one of the important factors that influence
individual levels of success in any activities. No wonder, there have been many
studies seeking to investigate and explore the motivation-related issues
comprehensively for its paramount role. In spite of that, motivation is not easy to
define. It has been defined in many perspectives. Motivation is one important key
in succesfull learning. Motivation is “fuel” of learning. There are not all students
have this “fuel”. Some of the are having problem with motivation. It is a teacher
duty to make sure that all of his students are motivatd in order to make succesfull
learning.
Based on the explanation above, motivation could be defined as a power
that involves desire, effort, and enjoyment which gives someone energy to do
something or move toward an end or goal.
In this research, the researcher as an English teacher try to improve
students’ motivation in speaking ability by implementing story retelling.
The second is speaking, Brown (1994) cited in Florez (1999) defines
speaking as an interactive process of constructing meaning that involves
producing and receiving and processing information. Speaking is to communicate
8
thoughts, oppinion, or feeling by uttering with the voice. Its form 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, and evolving. However, speech is
not always unpredictable.
Further information about speaking, Florez (1999) states as follows:
Speaking requires that learners not only know how to produce
specific points of language such as grammar, pronunciation, or
vocabulary (linguistic competence), but also that they understand
when, why, and in what ways to produce language (sociolinguistic
competence). Finally, speech has its own skills, structures, and
conventions different from written language
Then speaking ability in the language teaching is the ability to use the
language, and the goal of teaching speaking is the ability to use the language
correctly and appropriately. The desired outcome of the language learning process
is the ability to communicate competently, not the ability to use the language
exactly as a native speaker does.
Speaking competence is made up of four competence areas: linguistic,
sociolinguistic, discourse, and strategic. Linguistic competence knows how to use
the grammar, syntax, and vocabulary of a language. Sociolinguistic competence
knows how to use and respond to language appropriately, given the setting, the
topic, and the relationships among the people communicating. Discourse
competence knows how to interpret the larger context and how to construct longer
stretches of language so that the parts make up a coherent whole. Strategic
competence knows how to recognize and repair communication breakdowns, how
9
to work around gaps in one’s knowledge of the language, and how to learn more
about the language and in the context.
The conclusion about what is meant by "speaking" is communication, not
only producing English words and sentences correctly, but also understanding the
whole conversation.
Thirdly is story retelling. Tanner (1991: 55) said that story retelling is an
act of sharing, often as important to the storyteller as to the listener. Story retelling
could come from imagination or from stories heard or read. Students would feel as
they experienced the story by themselves. It created a link with the oral tradition
and with literature. Story retelling is a part of speaking activities in the classroom,
an effective teaching tool that enables students to focus on the story.
Story retelling provided procedures enable students to play a large role in
reconstructing stories. It underlines both social and academic development. When
they tell a story, they use language for an extended period of time. They construct
the story. This activity increases their language development.
When narrating stories, the speaker uses the language for an extended
period
of
time.
This active participation with stories results in increased
language development, comprehension and interest.
Finally is narrative, Crystal (2008: 481) says “a narrative text is a story
that is told conveyed to recipient and his telling requires a medium, it is converted
into sign. In every narrative text, one point can to passage that concern something
other than event such as an opinion about something, for example a disclosure on
the part of the narrator which is directly connected with the event, a description of
10
face, or of a location”. While according to Schmidt and Richard (2002: 349)
narrative text are:
1. The written or oral account of a real or fictional story
2. The genre structure underlying stories
Based on the above oppinion narrative text is about oral account and fictional
story. Fictional means that the students can write their own imagination of story
and it can make them easy in writing a story.
1.6 Limitation of the Study
This research is limited to the investigation of speaking class which story retelling
is practiced in order to improve the students’ motivation and speaking ability.
This study focusses on student’s motivation. Students achivement in
speaking ability were used as supported result. The population and the sample of
the study are students’ of XI IA 1 of SMAN Jatitujuh Majalengka academic year
2014/2015. There are 30 students in the class.
1.7 Outline of the Study
There are five chapters in this research paper. The first chapter presents
introdution. There are eight points discussed in this chapter. They are background
of the study, problem of the study, aim of the study, contribution of the study,
limittion of study, outline of the thesis.
11
The second chapter presents review related literature, this chapter states
about some theories related to the research. This part consist of: theoretical
review, previous study, theoretical framework.
The third chapter explains about the method of the research investigation.
The researcher particularly explain about research method, setting of the study,
research design, classroom action research procedure, data collection technique,
data analysis technique.
The next chapter is chapter four. It explains about the research findings
and the intepretation of them.
The last chapter is chapter five, it presents conclusion and suggestion. The
researcher draws conclusion based on the result of the study and gives some
suggestions.
ABILITY BY USING STORY RETELLING
An Action Research Study at the Second Semester Students of Senior High
School Class XI IA 1 Of SMA N 1 Jatitujuh, Majalengka Academic Year
2014-2015
A THESIS
Submitted in Partial Fullfillment of the Requirements for The Master’s Degree in
English Language Education
by
PAMUJO EFFA KUSDIANANG
NIM. 2003512114
ENGLISH LANGUAGE EDUCATION
POST GRADUATE PROGRAM
SEMARANG STATE UNIVERSITY
2016
DECLARATION OF AUTHENTICITY
I, Pamujo Effa Kusdianang, hereby declare that this thesis entitled “Improving
Students’ Motivation in Speaking Ability by Using Story Retelling (An Action
Research Study at the Second Semester Students of Senior High School Class XI
IA 1 os SMAN Jatitujuh, Majalengka Academic year 2014/2015)” is entirely my
original work and effort. It has not submitted to any institution for any award. I
am fully aware that I have used some statements and ideas from other sources and
I have properly cited all sources of information used in the thesis.
Semarang,
May 2016
Pamujo Effa Kusdianang
APPROVAL
This thesis entitled “IMPROVING STUDENTS’ MOTIVATION IN SPEAKING
ABILITY BY USING STORY RETELLING (An Action Research Study at the
Second Semester Students of Senior High School Class XI IA 1 Of SMA N 1
Jatitujuh, Majalengka Academic Year 2014-2015)” written by,
Name
Students Number
Department
: Pamujo Effa Kusdianang
: 2003512114
: English Language Education
Has been examined and defended before the board of thesis examiners in the
English Language Education, Postgraduate Program, Semarang State University
on Friday,13th May 2016 and was decided acceptable.
Semarang, 13th May ,2016
The Board of Examiners
Chairman,
Secretary,
Prof.Dr.Tri Joko Raharjo,M.Pd
NIP.195903011985111001
Dr. Januarius Mujiyanto, M.Hum.
NIP 195312131983031002
First Examiner,
Second Examiner,
Drs. Ahmad Sofwan, M.A.,Ph.D
NIP 196204271989011001
Dr. Dwi Anggani Linggar Bharati ,M.Pd.
NIP 195901141989012001
Third Examiner,
Dr. Djoko Sutopo , M.Si
NIP 195403261986011001
DEDICATION
My beloved parent
My beloved wife Grahita Putri Reswari and my angel Qiana Iftinannisa
My beloved families
iv
ACKNOWLEDGEMENT
In the name of ALLAH SWT, the Almighty God, the writer would like to
thank for every single thing, blessing, health and inspiration in leading me to
complete the thesis entitled “Improving Students’ Motivation in Speaking Ability
by Using Story Telling (An Action Research Study at the Second Semester
Students of Senior High School Class XI IA 1 os SMAN Jatitujuh, Majalengka
Academic year 2014/2015)”. This thesis is submitted to the English Education
Department of Graduate Program of State University of Semarang in partial
fullfillment of the requirement for Master Degree.
I would like to express my best gratitude and appreciation to all who have
helped, supported, and encouraged me in process of the thesis completion.
1.
Prof. Dr. H. Achmad Slamet, M.Si as the Director of Post Graduate
Program at State University of Semarang.
2.
Dr. Dwi Anggani Linggar Bharati,M.Pd as the first advisor for the
suggestion, guidance, support and patience in completing this thesis.
3.
Dr. Joko Sutopo ,M.Pd as the second advisor for the encouragement and
motivation.
4.
My beloved parent H. Baidi and Hj. Sri Rahayu Asih, H. Azzam S and Hj.
Yati Rohayati for the support and encouragement.
5.
My beloved wife Grahita Putri Reswari and my little angel ; Qiana
Iftinannisa for the inspiration, endless prayers along my study. You are my
precious treasures.
v
6.
All lecturers of English Education Department of Graduate Program, thank
you for sharing the wonderful experience during the study.
7.
My classmates in Tegal Special Class 2012. Thank you for being good
friends.
8.
The second semester student of SMAN Jatitujuh Majalengka, academic
year 2014/2015. Thank you for being very good students.
The writer realize that this thesis is still faar from being perfect. Therefore, I will
accept any constructive suggestion for the goodness of education field. Hopefully,
this thesis will give contributions for all readers.
Semarang,
May 2016
Pamujo Effa Kusdianang
vi
ABSTRACT
Pamujo Effa Kusdianang. 2016. Improving Students’ Motivation in Speaking
Ability by Using Story Retelling (An Action Research Study at the Second
Semester Students of Senior High School Class XI IA 1 os SMAN Jatitujuh,
Majalengka Academic year 2014/2015). Thesis. English Language Education,
Graduate Program, Semarang State University. The First Advisor, Dr. Dwi
Anggani Linggar Bharati, M.Pd, The Second Advisor , Dr. Djoko Sutopo, M.Pd
Keywords: Motivation, Speaking, Story Retelling
This study investigated the story retelling in relation to students’
motivation in speaking ability of narrative story.
The objectives of the study were to find out: (1) The problems were faced
by the students of the grade XI of SMA N Jatitujuh in teaching learning process of
speaking , (2) How story retelling be implemented in speaking class, (3) How
story retelling improved students’ speaking ability in speaking class, (4) How
story retelling improved students’ motivation in speaking class.
The design of this research was Classroom Action Research.There were
three cycles done in this study. The researcher acted as the teacherto implement
planning, implementation, observing and reflecting the action. The result of the
study concluded that the implementation of story retelling in teaching speaking of
narrative story could improve students motivation and also their speaking ability.
Based on the observation, the students who have high motivation increase from
37% in the pre-cycle to 40% in the first cycle then become 70 % in cycle 2 and
finally 90 % in cycle 3.The result of students motivation based on the
questionnaire from pre-cycle to cycle 1 increased 9.29 %. From cycle 1 to cycle 2
increased 10.97% and from cycle 2 to cycle 3 increased 4.74%. This findings
showed that there were significant improvements of students motivation in
speaking class during the implementation of story retelling.The result of students’
speaking skill also showed some improvements as follows: from pre-cycle to
cycle 1 increased 6%. From cycle 1 to cycle 2 increased 9.92 % and from cycle 2
to cycle 3 increased 7.31 %. It means that story retelling could improve students
speaking ability.
Based on the findings, story retelling could improve students’ motivation
in speaking ability of the second semester students of SMAN Jatitujuh
Majalengka academic year 2014/2015.
vii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT……….………………………………………..
v
ABSTRACT ………………….……………………………………………
vii
TABLE OF CONTENTS …………………………………………………
viii
LIST OF TABLES …………………...……………………………………
xiii
LIST OF FIGURES ……………………………………………………....
xiv
LIST OF APPENDICES ….……………………………………...……….
xv
CHAPTER
I. INTRODUCTION
1.1 Background of the Study …….…………………….….………..……....
1
1.2 Reason for Choosing Topic ……………………………………………
3
1.3 Statement of the Problem ........... .....……...……………..…………......
5
1.4 Aim of the Study .....……….…..………..…………………….…….….
5
1.5 Contribution of the Study…..……………..………………………...…..
6
1.6 Definition of Key Terms... …………..….…………………………….... 7
1.7 Limitation of the Study………………………………….…………........
10
1.8 Outline of the Study ……………………………….…………..............
10
2.
REVIEW OF RELATED LITERATURE
2.2 Review of Previous Studies .............................................................
12
2.3 Theoretical Review. .........................................................................
16
viii
2.2.1
General Concept of Speaking......................................................
16
2.2.1.1 Teaching Speaking ......................................................................
16
2.2.1.2 Goals of Teaching Speaking ..............................................................
21
2.2.1.3 Strategies for Developing Speaking Skills ...................................
22
2.2.1.4 Testing Speaking ...........................................................................
23
2.2.1.5 Format of Speaking Activities ......................................................
25
2.2.2
28
General Concept of Motivation .....................................................
2.2.2.1 Self Determination Theory .........................................................
28
2.2.2.1.1 Extrinsic Motivation .................................................................
29
2.2.2.1.2 Intrinsic Motivation ..................................................................
30
2.2.2.2 Motivation and Learning ...........................................................
31
2.2.3
32
General Concept of Story Retelling .............................................
2.2.3.2 Story retelling as an Innovative Strategy in Speaking ....................
32
2.2.3.3. Technique in Story Retelling .........................................................
32
2.2.4
General Concept of Narrative .....................................................
33
2.2.4.1 Narrative Text ............................................................................
34
2.2.4.2 Generic Structure of Narrative ...................................................
35
2.2.4.3 Component of Narrative ............................................................
36
2.2.4.4 Language Features of Narrative .................................................
37
2.3
Theoretical Framework ..............................................................
38
3.
RESEARCH METHODOLOGY
3.1
Research Design .......................................................................
40
3.2
Setting of Study .........................................................................
40
ix
3.2.1
Subject of Study ........................................................................
41
3.2.2
Place and Time of the Research .................................................
41
3.3
Research Model..... .....................................................................
41
3.4
The Classroom Action Research Procedures ..............................
43
3.4.1
Preparation ................................................................................
43
3.4.2
Planning Phase ...........................................................................
43
3.4.3
Action Phase ..............................................................................
44
3.4.4
Observation Phase ......................................................................
44
3.4.5
Reflection Phase ..........................................................................
44
3.4.6
Re-Planning Phase ......................................................................
45
3.5
Data Collection Technique .........................................................
45
3.5.1
Qualitative Data ........................................................................
45
3.5.1.1 Observation ..............................................................................
45
3.5.2
Quantitative Data ....................................................................
46
3.5.2.1 Test .........................................................................................
46
3.5.2.2 Questionnaire ..........................................................................
47
3.6
Data Analysis Technique ........................................................
47
3.6.1
The Qualitative Data ...............................................................
48
3.6.1.1 Data Analysis from Observation ............................................
48
3.6.2
49
The Quantitative Data .............................................................
3.6.2.1 Test ........................................................................................
49
3.6.2.2 Questionnaire ...........................................................................
51
x
4.
RESULTS AND DISCUSSION
4.1
General Description ……………………………………………..
52
4.1.1
The Description of Initial Condition .........................................
52
4.1.2
The Description of the First Cycle ............................................
54
4.1.2.1 Planning ....................................................................................
54
4.1.2.2 Action .......................................................................................
55
4.1.2.3 Observation ...............................................................................
61
4.1.2.4 Reflection ..................................................................................
61
4.1.3
The Description of Second Cycle ..............................................
61
4.1.3.1
Planning .......................................................................................
62
4.1.3.2
Action ..........................................................................................
63
4.1.3.3
Observation .................................................................................
67
4.1.3.4
Reflection ...................................................................................
68
4.1.4
The Description of The Third Cycle .............................................
68
4.1.4.1
Planning .......................................................................................
69
4.1.4.2
Action ..........................................................................................
70
4.1.4.3
Observation .................................................................................
74
4.1.4.4
Reflection ...................................................................................
75
4.2
Results .......................................................................................
75
4.2.1
Cycle 1 .......................................................................................
75
4.2.2
Cycle 2……. ...............................................................................
78
4.2.3
Cycle 3 .......................................................................................
81
4.3
Discussion .................................................................................
85
xi
4.3.1
Cycle 1 ......................................................................................
85
4.3.2
Cycle 2 .....................................................................................
86
4.3.3
Cycle 3 ....................................................................................
88
5.
CONCLUSION AND SUGGESTION
5.1
Conclusion .................................................................................
92
5.2
Suggestion ..................................................................................
96
REFERENCES ..........................................................................................
97
APPENDICES ..........................................................................................
102
xii
1
CHAPTER I
INTRODUCTION
This study was intended to examine the improvement of students’ motivation in
speaking ability by using story retelling. This chapter dealt with the background
of the study, the reasons for choosing topic, the statement of the problem, the
objectives of the study, the significance of the study, limitation of the study,
outline of the study and the definition of key terms.
1.1 Background of the Study
Nowadays, teaching English in senior high school should be focusing on the local
society interest. This is the effect of the curriculum 2006. This curriculum gives
teachers so many chances to explore their creativity. The improvisation is needed
to accommodate the local society interest. They can make their own syllabus. It
has already known that there is no perfect curriculum, so the problems may
appear.
There are 2 major problems that may appear in the teaching-learning
process. The first problem is the lack of students’ motivation in learning English
and the second problem is the lack of students’ absorbing ability on the material
given by the teacher. Teachers should be aware of the problems that can appear in
the classroom, because, sometimes, those problems can disturb many things, such
as, the teaching-learning process, the situation of the classroom, or, even, the goal
1
2
of teaching-learning process. When the teaching-learning process is disturbed, the
goal will be difficult to be reached.
In the need to determine the classroom problems of XI A class of SMA N
Jatitujuh, researcher did some early actions. Those actions included evaluating the
teacher and the students. Then researcher concluded that the main problem of the
class was that the students completely lacked of motivation and lacked in
speaking skill.
Based on the evaluation done by the researcher, there are six things that
could be the sources of their speaking and motivation problems. Firstly, their
speaking activity was a series of monotonous activity. Secondly, the use of LKS
(students’ work sheet) was considered as the main practice for overall lesson.
Thirdly, they had no self-confidence to try to speak English in the class and the
forth cause could be caused by the lack of vocabulary capacity of the students, the
fifth cause was the lack of speaking practice, and the last was the lack of
interesting theme. Then researcher also tried to examine the lesson plan used in
the class. From the lesson plan (RP/Rencana Pembelajaran) , researcher
concluded that the lesson plan was not good enough to improve students’
speaking ability. It is because the teacher used student’s worksheet (LKS) as the
assignment. This works-sheet lacked speaking practices. The revised lesson plan
(RPP/Rencana Perbaikan Pembelajaran) is needed to improve students’ ability,
especially in speaking.
3
Considering to the causes above, finally, the teaching technique used in the
research would be story retelling to improve students’ motivation and speaking
ability.
1.2 Reason for Choosing Topic
Speaking is productive skill. It gives direct effect when we are learning a new
language. Therefore it plays important role in communication. When we are
learning a language, generally we are learning to communicate orally. Mastering
English speaking gives direct effects to the learner to enjoy the language. They
can directly get the benefit when they have capability to speak English. When the
writer shares this point of view with the students, they all agree with this opinion
that learning English speaking will give direct benefit for them. They can use the
skill to communicate, to add their knowledge etc.
The researcher found some information from students related to their
activities in the classroom. They inform that they are boring with the exercises in
the LKS. It means that they have problem with their motivation. So the writer gets
the conclusion that they need something different to refresh their mind in speaking
class. Something can motivate them. Then the writer decides to use retelling story
activities to improve students’ motivation in speaking class. As a learning tool,
story retelling can encourage students to explore their unique expressiveness and
can heighten a student's ability to communicate thoughts and feelings in an
articulate, lucid manner. These benefits transcend the art experience to support
daily life skills.
4
Speaking is very important in learning a language. The researcher wants to
keep focus on speaking area of students’ learning. The researcher would like to
improve students speaking ability. Students English speaking skill in SMAN
Jatitujuh were still poor. Some reasons basically contribute into this condition,
such as students’ motivation, students’ basic competence, their environment etc.
Most students used their local language such as Indramayu Javanese and
Sundanese language to communicate in the classroom. Most of them do not
understand bahasa Indonesia even English language. So it becomes a challenge
for the researcher to conduct the researcher. The potencial of the place also take
into the researcher consideration that near the school, there will be an
International airport built. It will be a big opportunity for students’ to have a
career there and mastering English for communication will give them so many
benefits.
The researcher decided to choose students’ of SMAN Jatitujuh as the
subject of the research because the researcher has become their English teacher.
This condition will facilitate the researcher in conducting the research. The
school, the class, the students and all information needed in conducting the result
will be easier to get. The school profile also support the researcher to apply action
research. Most of students in SMAN Jatitujuh have problem with English,
especially in the speaking class. The researcher want to try solving the problem by
delivering classroom action research entitled “Improving Students’ Motivation in
Speaking Ability by Using Story Retelling”.
5
1.3 Statement of the Problems
The problems of this research can be formulated as follows:
1) What problems were faced by the students of the grade XI of SMA N
Jatitujuh in teaching learning process of speaking?
2) How would story retelling be implemented in speaking class?
3) How would story retelling improve students’ speaking ability in speaking
class?
4) How would story retelling improve students’ motivation in speaking
class?
1.4 Aims of the Study
In the relation to formulation of the problems above, the aim of this study can be
stated as follows:
1) to explain the problems faced by the students of the grade XI of SMA N
Jatitujuh in teaching learning process of speaking.
2) to explain the implementation of story retelling in speaking class.
3) to explain the implementation of story retelling to improve students’
speaking ability in speaking class.
4) to describe whether story retelling improve students’ motivation in
speaking class.
6
1.5 Significant of the Study
The significant of this study is presented in three dimensions, including
theoretical, practical, and pedagogical. Theoretically, the results of this study
would enrich the body of literature, particularly the literature of strategies for
teaching speaking class. This study furthermore will provide evidence whether
students’ motivation level contributes a significant role on the students speaking
skill and whether there is significant interaction among the teaching strategies of
using story retelling, students’ motivation and speaking skill.
Practically, this study is expected to inspire English teachers and provide
them alternative strategies for teaching speaking by improving their students’
motivation in speaking ability. Motivation plays important role in order to
improve students’ speaking ability. The result of the study may also serve
solutions to encourage students with various level of motivation when realizing
their strengths and weaknesses during English Speaking Class. Likewise, this
study hopefully promotes educational authorities and curriculum or syllabus
designer to create alternative strategies for teaching speaking.
Pedagogically, the results of the study would motivate English teachers to
reflect on their current strategies for teaching speaking and become a beneficial
knowledge which can be used in the teaching and learning process. This study
will also be useful for other researchers who intend to conduct a study in the same
field as one of their references.
7
1.5 Definition of Key Terms
There are few technical terms used in this study. The researcher would like to
define them one by one to ovoid ambiguity and misunderstanding. Those terms
are defined as the following:
The first one is about motivation. Harmer (2001: 51) says that motivation
is some kind of internal drive which pushes someone to do things in order to
achieve something. Motivation is one of the important factors that influence
individual levels of success in any activities. No wonder, there have been many
studies seeking to investigate and explore the motivation-related issues
comprehensively for its paramount role. In spite of that, motivation is not easy to
define. It has been defined in many perspectives. Motivation is one important key
in succesfull learning. Motivation is “fuel” of learning. There are not all students
have this “fuel”. Some of the are having problem with motivation. It is a teacher
duty to make sure that all of his students are motivatd in order to make succesfull
learning.
Based on the explanation above, motivation could be defined as a power
that involves desire, effort, and enjoyment which gives someone energy to do
something or move toward an end or goal.
In this research, the researcher as an English teacher try to improve
students’ motivation in speaking ability by implementing story retelling.
The second is speaking, Brown (1994) cited in Florez (1999) defines
speaking as an interactive process of constructing meaning that involves
producing and receiving and processing information. Speaking is to communicate
8
thoughts, oppinion, or feeling by uttering with the voice. Its form 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, and evolving. However, speech is
not always unpredictable.
Further information about speaking, Florez (1999) states as follows:
Speaking requires that learners not only know how to produce
specific points of language such as grammar, pronunciation, or
vocabulary (linguistic competence), but also that they understand
when, why, and in what ways to produce language (sociolinguistic
competence). Finally, speech has its own skills, structures, and
conventions different from written language
Then speaking ability in the language teaching is the ability to use the
language, and the goal of teaching speaking is the ability to use the language
correctly and appropriately. The desired outcome of the language learning process
is the ability to communicate competently, not the ability to use the language
exactly as a native speaker does.
Speaking competence is made up of four competence areas: linguistic,
sociolinguistic, discourse, and strategic. Linguistic competence knows how to use
the grammar, syntax, and vocabulary of a language. Sociolinguistic competence
knows how to use and respond to language appropriately, given the setting, the
topic, and the relationships among the people communicating. Discourse
competence knows how to interpret the larger context and how to construct longer
stretches of language so that the parts make up a coherent whole. Strategic
competence knows how to recognize and repair communication breakdowns, how
9
to work around gaps in one’s knowledge of the language, and how to learn more
about the language and in the context.
The conclusion about what is meant by "speaking" is communication, not
only producing English words and sentences correctly, but also understanding the
whole conversation.
Thirdly is story retelling. Tanner (1991: 55) said that story retelling is an
act of sharing, often as important to the storyteller as to the listener. Story retelling
could come from imagination or from stories heard or read. Students would feel as
they experienced the story by themselves. It created a link with the oral tradition
and with literature. Story retelling is a part of speaking activities in the classroom,
an effective teaching tool that enables students to focus on the story.
Story retelling provided procedures enable students to play a large role in
reconstructing stories. It underlines both social and academic development. When
they tell a story, they use language for an extended period of time. They construct
the story. This activity increases their language development.
When narrating stories, the speaker uses the language for an extended
period
of
time.
This active participation with stories results in increased
language development, comprehension and interest.
Finally is narrative, Crystal (2008: 481) says “a narrative text is a story
that is told conveyed to recipient and his telling requires a medium, it is converted
into sign. In every narrative text, one point can to passage that concern something
other than event such as an opinion about something, for example a disclosure on
the part of the narrator which is directly connected with the event, a description of
10
face, or of a location”. While according to Schmidt and Richard (2002: 349)
narrative text are:
1. The written or oral account of a real or fictional story
2. The genre structure underlying stories
Based on the above oppinion narrative text is about oral account and fictional
story. Fictional means that the students can write their own imagination of story
and it can make them easy in writing a story.
1.6 Limitation of the Study
This research is limited to the investigation of speaking class which story retelling
is practiced in order to improve the students’ motivation and speaking ability.
This study focusses on student’s motivation. Students achivement in
speaking ability were used as supported result. The population and the sample of
the study are students’ of XI IA 1 of SMAN Jatitujuh Majalengka academic year
2014/2015. There are 30 students in the class.
1.7 Outline of the Study
There are five chapters in this research paper. The first chapter presents
introdution. There are eight points discussed in this chapter. They are background
of the study, problem of the study, aim of the study, contribution of the study,
limittion of study, outline of the thesis.
11
The second chapter presents review related literature, this chapter states
about some theories related to the research. This part consist of: theoretical
review, previous study, theoretical framework.
The third chapter explains about the method of the research investigation.
The researcher particularly explain about research method, setting of the study,
research design, classroom action research procedure, data collection technique,
data analysis technique.
The next chapter is chapter four. It explains about the research findings
and the intepretation of them.
The last chapter is chapter five, it presents conclusion and suggestion. The
researcher draws conclusion based on the result of the study and gives some
suggestions.