60
Istiqomah Nur Rahmawati, 2014 Teaching Speaking Through Storytelling
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
last treatment was implemented on November 1
st
2013 at 9.00-10.30 a.m.. The students in that time learnt about the story entitled The Little Indian Boy.
There were three steps in giving treatment with storytelling. The first was preparation. In this step, the researcher began preparing the students to speak by
giving them the picture series with storyline or script in it that would be discussed. Then she did modelling and reinforcing. In this step the researcher introduced a
model of storytelling performance. Next, the researcher discussed how to tell a story fluently and attractively. In the second step, constructing, the researcher
asked the students to seat in groups of four or five. The researcher then asked the groups to practice retelling the story among them based on their own version.
After that, she asked the students to perform their story in front of the class voluntarily. It seemed that was not all groups could perform the storytelling due to
the limitation of the time. In the last step, closing, the students eventually had many difficulties in pronouncing some words correctly and expressing the story
confidently during the individual performance. She motivated the students to be more confident and correct their mispronunciations.
3.7.3. Post-test
After doing the treatment for five times, the researcher conducted the post-test. It was held at November 8
th
2013 for the experimental group at 7.30-09.00 a.m. It was basically conducted similarly as the pre-test. The post-test guideline and story
were still the same with the pre-test guideline and story. The pre-test was used to measure how effective the treatment of storytelling technique when it was given
to the students. The post-test items were equal to that of in the pre-test. The following was the guideline of the post-test.
Direction: 1.
There are five picture series available. 2.
Choose one of them. 3.
How would you tell the story to your friend?
61
Istiqomah Nur Rahmawati, 2014 Teaching Speaking Through Storytelling
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
4. The time allocation is about 2-3 minutes.
5. Your scoring will be measured by your lecture using scoring sheet adapted from
Hadley, A.O. 2001. Picture series 1 The Very Hungry Caterpillar --- see appendix.
Picture series 2 The Very Thirsty Caterpillar --- see appendix. Picture series 3 The Great Big Enormous Turnip --- see appendix.
Picture series 4 The Very Busy Spider --- see appendix. Picture series 5 The Little Indian Boy --- see appendix.
Figure 3.2. Guide for Post-test
3.7.4. The Questionnaires
The use of questionnaires in this study was intended to find out the students’
responses towards the implementation of teaching speaking through storytelling. Having done the storytelling to the experimental group, the researcher gave to the
students the questionnaires dealing with the treatment. It was conducted right after the researcher finished doing the post-test in the class at November 8
th
2013 for the experimental group
The questionnaires were used in this study consisted of 15 questions. Those questions consisted of questions related to teaching learning speaking that they
had been experienced before the research was conducted and the teaching learning speaking through storytelling technique.
3.8. Clarification of Key Terms
