RETELLING STORY WITH WAYANG IN TEACHING SPEAKING SKILL
RETELLING STORY WITH WAYANG IN TEACHING SPEAKING SKILL
Tri Kurniawati Ramadani, Albert Rufinus, Eni Rosnija
Pendidikan Bahasa Inggris Universitas Tanjungpura
Email:trikurniawatiramadani@yahoo.co.id
Abstract
The purpose of this research is to know whether Retelling Story with Wayang in teaching
speaking skill is effective to the eighth grade students of SMP Negeri 01 Seluas in academic
year 2015/2016. The method used was quasi experimental research. The subject of this
research consisted of 33 students for experimental group and 33 students for the control
group. In collecting the data, the researcher who teaches both of the group, prepared the
worksheet, media, and speaking material. Then, the data of this research were taken from the
measurement technique (pre-test and post-test) by using oral test. Based on the data analysis,
the mean score of pre-test in experimental group was 38.91 and 42.82 for the control group.
On the other hand, the mean score of post-test in experimental was 72.48 and 63.12 for
control group. The mean score in experimental group represented high score than in control
group. Through the t-test computation, t-value was higher than t-table (4.98>2.00) and the
effect size of this treatment is 1.5 that means the treatment has strong effect. It indicated that
Retelling Story with wayang was effective in Teaching Speaking Skill in terms of fluency,
accuracy, and comprehension. Referring to the result, the Null Hypothesis (Ho) was rejected
and thus the alternative hypothesis which says” Retelling Story with wayang is effective in
Teaching Speaking Skill was accepted.
Keyword: Effectiveness, Retelling Story, Wayang, Teaching Speaking
INTRODUCTION
Based on standard content of BNSP,
curriculum development should be relevant
with students’ needs. In learning English,
students are expected to use it in their daily
lives, especially in communication. To
communicate orally in English, the students
should be able to use several speaking skills
based on the Junior High School syllabus.
According to the syllabus, students are
expected to be able to express meaning and
monolog short functional text in recount,
narrative and procedure. Within this function,
students share information, telling experiences
or story, and doing monolog to tell a narrative.
Moreover, it encourages students to reproduce
and transforms knowledge as they analyze or
shift
through
observations,
evaluate
information and compare views or experiences.
According to the English teacher of the
eighth grade in SMP Negeri 01 Seluas,
teaching speaking skill on narrative text still
became a problem and a challenge to be
solved. Here, the students still could not
perform the monologue in terms of fluency,
accuracy, and comprehension as well as
required by the curriculum. The length of
1
narrative text was the reason the students
blamed that performing the monologue of
narrative seemed so hard. The length of the
text made students frustrate to identify the
main story to be focused on in retelling.
Teaching is an activity where the teacher
helps the students to get knowledge. Brown
(2001:7) says, “Teaching as any activity of the
person to show or to help other how to do
something in order to know and to understand
the instruction given”. The purpose of teaching
is helping somebody to learn about
information, reinforcement and motivation.
Teaching causes the change in learner
understanding and behavior.
Harmer (2001, p: 56) the roles of teacher
in the classroom: as controller, organizer,
assessor, prompter, participant, resources,
tutor, and researcher. The role that the teacher
takes on is dependent, as we seen; on what it is
they wish the students to achieve. Before
starting to teach the students, the a needs to
consider the level of students (age, ability,
readiness),
the
focus
of
speaking
(comprehensibility, fluency, performance,
etc.), the lessons of speaking ( narrative
moral, explain something or make a comment.
For example, folklore, science fiction,
fairytale, fable, myth and legend. There are
three components of features in narrative text,
namely orientation,
complication,
and
resolution.
Roskos (2009:4) says that one of
approaches can be used to help students
explore, learn and use oral language is through
storytelling. According to National Storytelling
Association (1997) “Storytelling is a process, a
medium for sharing, interpreting, offering the
content and meaning of a story to an
audience”.
Storytelling
helps
children
understand the oral tradition of literature and
help children to understand the cultural
traditions of the nonscientific view of early
humanity (Norton, 1983:236). It also helps
students express ideas in the format of
beginning, development, and ending, including
the characters and setting a story must have. In
teaching Retelling Story in the classroom,
Zipes (2004:9) suggests that the teachers
should provide maximum opportunity for
students to speak the target language by
providing a rich environment that contains
collaborative work, authentic material and
tasks and shared knowledge.
According to Mullohand (2001:1), there
are five steps in retelling story. Firstly, clearly
explain to students the steps of how to retell
and why it is important. Model it for them
while modelling. Secondly, emphasize the
sequence and structure of text as the logical
means for retelling. Thirdly, students read
through the text several times to identify and
internalize the most important point of the text.
Fourthly, Begin with shorter, easier text and as
students’ proficiency increases, move to longer
and complicated text. Lastly, assessing
retellings based on audience understanding and
appreciation. Allow time for follow-up
discussion of content and delivery. After
retelling, take several times to get discuss
about the content.
Based on Wright (2010:48), there are some
media that can be used in teaching speaking:
“Some ways in prompting the speaking skill
are a sequence of picture which prompts their
memory. Then, a sequence picture these can be
text)and the form of speaking text ( monologue
or dialogue).
To help the students in learning how to
speak, teacher should create an interesting
environment and set up a good condition. In
this condition, the teacher must understand
how their students learn in order to encourage
their ability in speaking class. Shortly, the
teacher should have certain teaching technique
that fit with what their students need. In
current manual, Slavin (2005:106) added the
teacher should take an active learning stance in
their teaching by initially arousing students
interest, actively demonstrating concepts and
skills, involving students guide in practice.
Furthermore, Burkart (1998, p:1) stated that to
help the students develop communicative
efficiency in speaking, teacher can used a
balanced activities approach that combines
language input, structured output, and
communicative output.
According to James (2010) “media” help
both the teacher to teach more reflectively and
the learner to grasp the concepts more
effectively. Underhill in Huges (2002:73) “in
genuine oral test, real people meet face to face,
and talk to each other. The researcher conclude
that in assessing retelling story, it should be
used a direct oral performance test. In this
research, the researcher used oral performance
that is taken from J.B. Heaton (1990: 100) to
assess the speaking skill (doing monologue of
narrative text) in terms of accuracy, fluency,
and comprehension.
In Junior High School, according to BNSP
(2006: 126) English lesson is constructed to
improve the English skills so that the students
can communicate and discourse in English
Language in certain literacy level, especially at
informational level. At this level, students can
access the knowledge by using their language
ability.
Based on Junior High School
syllabus, speaking is used for communicate
orally by using appropriate language, fluently,
and accurately in daily lives context.
According to Zaida (2014: 259), Narrative
text is a text telling a story focusing specific
participants. Its social function is to tell stories
or past events and entertain the readers. To tell
story to amuse, entertain, teach a lesson or
2
learning approach. It is a modification of
Jeanette Mullohand’s procedures of retelling
technique. In this research, with the groupbased activity, the researcher did some
modification in steps of retelling story by
adding some techniques and use media in its
implementation.
Cooperative learning is a successful
teaching strategy in which small teams, each
with students of different levels of ability, use
a variety of learning activities to improve their
understanding of a subject. Each member of a
team is responsible not only for learning what
is taught but also for helping teammates learn,
thus creating an atmospheree of achievement.
Students work through the assignment until all
group members successfully understand and
complete it.
The focus of cooperative learning is both
academic and effective, which emphasizes on
achievement of share goals through
cooperative effort. In cooperative learning
there is positive interdependence among
students’ goal attainments that the students
thought they can reach their learning in
individual and group aims.
A learning situation is cooperative if
students perceive that they are positively
interdependent with other members of their
learning group. It means that the students have
to feel that they are responsible to their own
learning and other members of the group. They
have to contribute their tasks together to get
their group success. So, they can make an
effort because of their own resources or role in
the group tasks.
The purpose of cooperative learning
groups is to make each member a stronger
individual. Individual accountability exists
when the performance of each individual
student is assessed, and the results are given
back to the groups. Therefore, the group knows
who needs more assistance, support, and
encouragement in completing the tasks.
Face to face interaction among students
important to promote each other in teaching
and learning process. Besides, it is necessary to
maximize the opportunities for them to help,
support, encourage, and praise each other.
Students must teach the social skills to use
card picture or paper. A sequence of key
words, in addition, mime, where students try to
speak based on the gesture. Finally, teacher
can use figurines or puppet, teacher and
students operate the figure of puppet”.
There are several types of puppet usually
used in classroom. As stated by Champlin
(2008:30) the commonly used puppets are (1)
hand puppet, (2) finger puppet, (3) rod puppet,
(4) marionettes and (5) shadow puppet
(wayang). In this research, the researcher chose
wayang as the media in retelling story.
Sri Mulyono (1975) states that Shadow
Puppet (wayang) is a traditional puppet
originally from Indonesia. Moreover, Wayang
has already inscribed in 2008 on the
Representative List of the Intangible Cultural
Heritage of Humanity originally proclaimed in
2003 by UNESCO. Wayang is an Indonesia
theatrical performance employing puppets or
human dancers. Wayang is the oldest way of
retelling story Widiastuti: 1994).
In retelling story, Wayang is used as
education media, information media, and
entertainment media (Sri Mulyono: 1975 For
the appearance, Haryanto (1970) says that” in
general, the wayang puppet is type of puppet
that is made by drawn any character on a piece
of construction paper/leather/wood, decorate it,
attach movable arms, and fashion on bamboo.
The character of its puppet is drawn based on
the story source comes from, for example
charachter Arjuna, Bima, Gatot kaca comes
from Kitab Mahabrata. To play it, the
puppeteer has to move the movable arm and
make different voice based on the activity of
the charachter in a story.
Cooperative learning is a successful
teaching strategy in which small teams, each
with students of different levels of ability, use
a variety of learning activities to improve their
understanding of a subject. Each member of a
team is responsible not only for learning what
is taught but also for helping teammates learn,
thus creating an atmosphere of achievement.
Students work through the assignment until all
group members successfully understand and
complete it Slavin (2005:111).
Retelling story with wayang is a method
that is work under the umbrella of Cooperative
3
them for collaboration. Social skills are needed
for both team work and task work.
dependent variables. Muijis (2004:18) explains
that the quasi experimental research is
conducting by dividing the subjects into two
groups: experimental and control group. Both
group will receive the pre-test and post-test,
but the control group will not receive the
treatment (Cresswell, 2009:160). The diagram
of quai-experimental is shown in table 1.
RESEARCH METHODOLOGY
Form of Research
In doing the study, the researcher used
experimental research.Cresswell (2008:299)
stated that experimental research is used when
researcher wants to know the possibble cause
an effect between the independent and
Sample
Table 1: Quasi –Experimental Study
Pre-Test
Treatment (x)
Post-Test
Experimental Group
O1
x
O2
Control Group
O3
0
4
subgroup chosen from the larger population.
The researcher decided to use cluster sampling,
means that the entire population was divided
into groups, and random sample of these
groups were selected. The researcher took two
classes as sample, VIII A as experimental
group and VIII C as the control group. Each
group has total number 33 students.
O1 = Pretest for experimental group
O2 = Posttest for experimental group
O3 = Pretest for control group
O4 = Posttest for control group
x = Treatment
0 = No treatment
Procedures of Research
There are some steps in the process of
conducting a quasi-experimental study. Firstly,
defining the population. Secondly, taking the
sample. Thirdly, Administering pre-test.
Fourthly, Giving the treatment. Fifthly,
administering the post-test. And lastly,
Organizing and Analyzing the data The
researcher organized the result of the pre-test
and post-test ‘s score from experimental and
control group and analyzed it using t-test to
find out the t-value that then compared with
ttable of distribution in order to see the
effectiveness.
Technique and Tools of Data Collecting
In this research the researcher used
measurement technique to measure the
students’ speaking skill by asking them to
retell story in front of the class The result of
their speaking was evaluated based on the
recorded performance. The measurement
administered twice, at the first meeting before
implementing the treatment (pre-test) and the
second
will
be
administered
after
implementing the treatment (post-test). The
result of both pre-test and posttest measured by
t-test in order to have interval score of both
tests, to find out the significant improvement
of students’ achievement in their speaking skil.
The researcher used the oral performance test
to gather the data. Oral performance test is a
kind of test which is conducted by asking the
students to perform oral activity. The
researcher used retelling story as oral
performance test.
Population and Sample
Cohen et al (2007:92) defines the
population as all members of any well-defined
class of people, events, or object.
The population of this research is eighth
grade students of SMPN 01 Seluas. There were
three classes with total 98 students.Cohen et al
(2007:163) stated that sample is a small
4
Where:
S2 = The standard deviation squared
X2 = Total sum of the squared interval score
∑ = Total interval
N = Total number of Students
Fourthly, to know the effectiveness of the
treatment, researcher used t-test
Technique of Analyzing Data
In analyzing data, there were some steps
to analyze the data from the test by the
researcher.
Firstly, to find out Students’ Individual
Score
𝐹𝑃+𝐴𝑃+𝐶𝑃
X=
𝑥 100-------------------------- (1)
𝑁
Where:
X = The students individual score
FP = Fluency Point
AP = Accuracy Point
CP = Comprehension Point
N = Total maximal point the category
100 = Maximal Score
Secondly, measure the mean score of pre-test
and post-test
𝑀=
∑𝑥
𝑁
𝑡=
(2)
Where:
M = The mean score
∑𝑥 = The sum of individual score
N = The total number of items
Thirdly, the Standard Deviation Squared
of each group.
S2 =
(3)
(∑ 𝑋)
𝑁
𝑁
2
2−1)𝑆𝑐 2 +(𝑁
𝑁1+ 𝑁
2 −1)𝑆𝑒 2
2−2
----------- (4)
⌈
1
1
+ ⌉
𝑁 1 𝑁2
Where:
T = t-test
M1= mean score of experimental group
M2= Mean score of control group
S1=Standard deviation square of experimental
S2= Standard deviation squared of control
N1= Number of students in experimental
N2= Number of Students in control group
Lastly, Analysis of the Effect Treatment
M −M
Es = e c------------------------------------
--------------------------------------
𝑋2−
√
(𝑁
𝑀1 −𝑀2
Sc
(5)
Where:
Es = Effect Size
Me = Mean score of experimental group
Mc = Mean Score of Control Group
Sc = Standard Deviation of Control Group
--------------------------To check whether or not the difference
between two means of the experimental group
and control group is statistically significant,
the obtained t-value should be consulted with
the
FINDINGS AND DISCUSSION
Research Findings
After the researcher got analysis pre-test
and post-test in experimental group, the
researcher analyzed the data by using t-test
formula. From the calculation, the researcher
found that the mean score of pre-test from
experimental group was 38.91, the mean score
of experimental scores of post-test was 72.48,
the mean score of control group’s pre-test was
41.27, the mean score of control group’s
posttest was 63.12, the standard deviation of
the experimental group was 9.2 the standard
deviation of the control group was 9.33, tvalue was 7.75. and the effect size of treatment
is 1.89.
critical value in the t-table. The hypothesis
testing in this research used t-test.
Before the experiment was conducted, the
level of significance should have been decided
first so the decision making would not be
influenced by the result of experiment.As
suggested by Best (1981) “for subjects which
require fixed computation such as mathematics
and physics the 1 percent (0.1) alpha level of
significance can be used. Whereas for the
psychological and educational cycles the 5
percent (0.5) alpha level of significance since
this thesis dealt with the educational circle.
Discussion
5
in teaching speaking skill to the Eight Grade
Students’ SMPN 01 Seluas’ in academic year
2015/2016 is rejected and the alternative which
says” ” Retelling Story With Wayang is
effective in teaching speaking skill to the Eight
Grade Students’ SMPN 01 Seluas’ in academic
year 2015/2016 is accepted.
The hyphothesis testing suggested that
Retelling Story with wayang is effective in
Teahing Speaking Skill in terms of fluency,
accuracy, and comprehension. The result of the
treatment showed that experimental group
post-test’s score is higher than the control
group. The result shown on diagram 1
Students’ Result as follow:
In this experiment, there were 33 students
as experimental group and 33 students too as
control group. So, the number of the both
group was 66 students. From the number we
can know the degree of freedom (df) was 64,
which was obtained from the formula N1+ N2 –
2= 33+33-2= 64.The critical value with the df
64 at 5 percent alpha level of significance is
2.00. The obtained value is 4.98, so the t-value
is higher than the critical value (4.98>2.00).
Based on the result of computation t-test,
the obtained t-value is higher than t-table
(4.98>2.00). It means that there is significant
change in post-test towards pre-test score.
Therefore, the Null Hypothesis which says”
Retelling Story With Wayang is not effective
80
67.27
62.21
60
42.82
38.9
Pre-Test
40
Post-Test
20
0
Experimental
Control
Diagram 1: Students’ result of experimental and control group on pre-test and post-test
Based on the diagram 1 above, we could
see that there were improvement on the
students’ result from both group from pre-test
to post-test. The improvement was the result of
implementation of the treatment that was done
between pre-test and post-test.
In this discussion, the writer would like to
discuss the implementation of treatments to
both groups, experimental and control
group.The writer administered pre-test for both
experimental group (Class VIIIA) and control
group (Class VIII C) on October 26th 2015 by
asked students individually to retell story ”
The Crying Stone”. Unfortunately, both groups
shared the same day schedule of English class
which was on Monday and Wednesday. Then,
The writer implemented the treatment three
times on October 28th and November 2nd, 4 th
2015. In each treatment meeting, the story
brought was different, The Crying Stone was
for the first meeting, The Legend of The
Landak River was for the second meeting, and
The Wise King was for the third meeting.
Finally, the writer conducted post-test on
November 9th 2015 by asked students to retell
story individually. In post-test, they were free
to choose what story they were going to retell.
For the control group, the treatment
implemented was common retelling technique
which was done by explain the narrative text
and its features, drilled the students how to
pronounce the list vocabs, modeled how to
retell a story, formed the students into group,
asked them to read and identified the parts of
narrative text, developed the parts into a good
story to retell, and finally teacher chose a
students in group as a representatives to
performed the monologue of the story.
In experimental group, the treatment was
done by taught students using Retelling Story
with wayang. The technique was done by
modelled the retelling story using wayang to
6
conclusion that no matter the length of the text
was, the narrative text only had three parts of
structures, that was orientation, complication ,
and resolution In the last treatment, the
students performed better than two previous
meetings.
From the result of pre-test and post-test,
the students ‘speaking skills of a narrative text
in experimental group showed the significant
improvement compared with the control group.
It happened because retelling story with
wayang helped students learned to get their
accuracy from drilling list vocabs and
discussing, fluency was from practicing in the
group, and comprehension was reached
through wayang modelling performed by the
teacher, narra station, and the guiding question.
Even the result is not really significance as
the writer expected, but their motivation to
speak is highly appreciated by the writer. In
terms of fluency, accuracy, and comprehension
they show greatness positive influence.Finally,
the writer hoped the result of this research can
be a solutions towards teaching skill of a
narrative text and can motivates teachers to be
creative in designing task. Learning is a
process, language is a habit, the improvement
can’t be happen at just one moment. The
fluency, accuracy, and comprehension will
follow when the students feel interested and
motivated to learn.
express the story, explained the narrative text
and the features, , drilled the students how to
pronounce the list vocabularies, formed
students into group using colourful stick, asked
students go to narra station based on the
number on their sticks, asked students to
develop a story to retell using guiding answer
from narra station as the key sentences,
practice retelling story in group. Finally,
teacher chose a representative of each group to
the retelll the story in front of the class.During
students’ discussion and practiced in group, the
researcher as the teacher walked from one
group to another group to help students in
resolving the problems.
In the first treatment, the writer found
some problems such as the students spent
much time in narra station, instead of did the
task they played with their friends, some
students still shy when they were appointed to
do a monologue as the representative of the
groups, and Some students didn’t do their part
in the group.
For the first problem the writer could
solve it immediately by set the time in each
activity they did. The second and the third was
solved by reminding the importance of helped
and motivated each other in a group work.
Even there were some problems in the first
treatment, the implementation of the method
can be said success to be done as the activity
could be finished on time and welcomed by the
students with enthusiast. By the first treatment,
the writer concluded that students started to
shift the concept of doing a monologue as a
memorizing activity into doing a monologue is
a process of thinking and organizing.
Moreover, the most important thing was
students did not frustrated anymore towards
the length of text.
In the second treatment, the story given
was The Legend of the Landak River. There
was a problem. Some students murmured that
the text was too long. But, the problems was
solved when they paid attention to the story
brought by the writer. The students had
realized and took responsibility to do their part
in the group. The students started to help each
other in practicing the monologue in group. In
the second treatment, the students drew a
CONCLUSION AND SUGGESTION
Conclusion
Based on the result of the research to the
Eighth Grade Students of SMPN 01 Seluas, the
researcher makes some conclusions. Firstly,
The use of Retelling Story with Wayang
technique in teaching speaking is effective.
Secondly, the Alternative Hypothesis (Ha) is
accepted and Null Hypothesis is rejected.
Lastly, Retelling Story with Wayang is one of
solutions in teaching speaking skill narrative
text. As it helped to reduce students’ burden
and frustration on the length of narrative text,
so the students’ performance in doing the
monologue is improved and the speaking skills
could be achieved as well as required by the
curriculum.
7
Cohen L, Lawrence M & Keith M. Research
Method in Education. New York:
Routledge Farmer
Cresswell, John/ 2009. Research Design:
Quantitative, Qualitative, and Mixed
Method Approach 3rd edition. USA: Sage
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Suggestions
Based on the conclusion above, the
researcher would like to give some
suggestions: (1)Retelling Story With Wayang
is recommended to be used in teaching
speaking skill narrative text, (2) The media
should be chosen selectively based on the
function to the students, which are educated,
informative, and entertaining. Moreover, the
media should be chosen appropriately based on
the student’s ages and level., (3), Co-operative
Learning is good to be applied in teaching
speaking learning activity as it builds students’
interaction in the class, assists weak students to
participate, and rids out the dominancy, and (4)
teacher should manage the time effectively in
order to finish all the activities.
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Collection
Slavin, Robert E. 2005. Cooperative Learning:
Theory, Research, and Practice. London:
Allyman Bacon
Sunarto. 1997. Seni Gatra: Wayang Kulit
Purwa. Semarang: Dahara Prize
Underhill. 1987. Testing Spoken Language: A
Handbook of Oral Testing Technique.
Cambridge: Cambridge University Press
Widiastuti, Alit. 1990. Wayang Sasak. Nusa
Tengggara Barat: DEPDIKBUD Bagian
Proyek Pengembangan Permuseuman
Wright, Susan. 2010. Understanding Creativity
in Early Childhood. London: SAGE
PUBLICATION
Zaida, Nur. 2014. BRIGHT: An English
Course for Junior High School Students.
Jakarta: Penerbit Erlangga
Zipes, Jack. 1995. Creative Storytelling:
Building Community. London: Routledge
9
Tri Kurniawati Ramadani, Albert Rufinus, Eni Rosnija
Pendidikan Bahasa Inggris Universitas Tanjungpura
Email:trikurniawatiramadani@yahoo.co.id
Abstract
The purpose of this research is to know whether Retelling Story with Wayang in teaching
speaking skill is effective to the eighth grade students of SMP Negeri 01 Seluas in academic
year 2015/2016. The method used was quasi experimental research. The subject of this
research consisted of 33 students for experimental group and 33 students for the control
group. In collecting the data, the researcher who teaches both of the group, prepared the
worksheet, media, and speaking material. Then, the data of this research were taken from the
measurement technique (pre-test and post-test) by using oral test. Based on the data analysis,
the mean score of pre-test in experimental group was 38.91 and 42.82 for the control group.
On the other hand, the mean score of post-test in experimental was 72.48 and 63.12 for
control group. The mean score in experimental group represented high score than in control
group. Through the t-test computation, t-value was higher than t-table (4.98>2.00) and the
effect size of this treatment is 1.5 that means the treatment has strong effect. It indicated that
Retelling Story with wayang was effective in Teaching Speaking Skill in terms of fluency,
accuracy, and comprehension. Referring to the result, the Null Hypothesis (Ho) was rejected
and thus the alternative hypothesis which says” Retelling Story with wayang is effective in
Teaching Speaking Skill was accepted.
Keyword: Effectiveness, Retelling Story, Wayang, Teaching Speaking
INTRODUCTION
Based on standard content of BNSP,
curriculum development should be relevant
with students’ needs. In learning English,
students are expected to use it in their daily
lives, especially in communication. To
communicate orally in English, the students
should be able to use several speaking skills
based on the Junior High School syllabus.
According to the syllabus, students are
expected to be able to express meaning and
monolog short functional text in recount,
narrative and procedure. Within this function,
students share information, telling experiences
or story, and doing monolog to tell a narrative.
Moreover, it encourages students to reproduce
and transforms knowledge as they analyze or
shift
through
observations,
evaluate
information and compare views or experiences.
According to the English teacher of the
eighth grade in SMP Negeri 01 Seluas,
teaching speaking skill on narrative text still
became a problem and a challenge to be
solved. Here, the students still could not
perform the monologue in terms of fluency,
accuracy, and comprehension as well as
required by the curriculum. The length of
1
narrative text was the reason the students
blamed that performing the monologue of
narrative seemed so hard. The length of the
text made students frustrate to identify the
main story to be focused on in retelling.
Teaching is an activity where the teacher
helps the students to get knowledge. Brown
(2001:7) says, “Teaching as any activity of the
person to show or to help other how to do
something in order to know and to understand
the instruction given”. The purpose of teaching
is helping somebody to learn about
information, reinforcement and motivation.
Teaching causes the change in learner
understanding and behavior.
Harmer (2001, p: 56) the roles of teacher
in the classroom: as controller, organizer,
assessor, prompter, participant, resources,
tutor, and researcher. The role that the teacher
takes on is dependent, as we seen; on what it is
they wish the students to achieve. Before
starting to teach the students, the a needs to
consider the level of students (age, ability,
readiness),
the
focus
of
speaking
(comprehensibility, fluency, performance,
etc.), the lessons of speaking ( narrative
moral, explain something or make a comment.
For example, folklore, science fiction,
fairytale, fable, myth and legend. There are
three components of features in narrative text,
namely orientation,
complication,
and
resolution.
Roskos (2009:4) says that one of
approaches can be used to help students
explore, learn and use oral language is through
storytelling. According to National Storytelling
Association (1997) “Storytelling is a process, a
medium for sharing, interpreting, offering the
content and meaning of a story to an
audience”.
Storytelling
helps
children
understand the oral tradition of literature and
help children to understand the cultural
traditions of the nonscientific view of early
humanity (Norton, 1983:236). It also helps
students express ideas in the format of
beginning, development, and ending, including
the characters and setting a story must have. In
teaching Retelling Story in the classroom,
Zipes (2004:9) suggests that the teachers
should provide maximum opportunity for
students to speak the target language by
providing a rich environment that contains
collaborative work, authentic material and
tasks and shared knowledge.
According to Mullohand (2001:1), there
are five steps in retelling story. Firstly, clearly
explain to students the steps of how to retell
and why it is important. Model it for them
while modelling. Secondly, emphasize the
sequence and structure of text as the logical
means for retelling. Thirdly, students read
through the text several times to identify and
internalize the most important point of the text.
Fourthly, Begin with shorter, easier text and as
students’ proficiency increases, move to longer
and complicated text. Lastly, assessing
retellings based on audience understanding and
appreciation. Allow time for follow-up
discussion of content and delivery. After
retelling, take several times to get discuss
about the content.
Based on Wright (2010:48), there are some
media that can be used in teaching speaking:
“Some ways in prompting the speaking skill
are a sequence of picture which prompts their
memory. Then, a sequence picture these can be
text)and the form of speaking text ( monologue
or dialogue).
To help the students in learning how to
speak, teacher should create an interesting
environment and set up a good condition. In
this condition, the teacher must understand
how their students learn in order to encourage
their ability in speaking class. Shortly, the
teacher should have certain teaching technique
that fit with what their students need. In
current manual, Slavin (2005:106) added the
teacher should take an active learning stance in
their teaching by initially arousing students
interest, actively demonstrating concepts and
skills, involving students guide in practice.
Furthermore, Burkart (1998, p:1) stated that to
help the students develop communicative
efficiency in speaking, teacher can used a
balanced activities approach that combines
language input, structured output, and
communicative output.
According to James (2010) “media” help
both the teacher to teach more reflectively and
the learner to grasp the concepts more
effectively. Underhill in Huges (2002:73) “in
genuine oral test, real people meet face to face,
and talk to each other. The researcher conclude
that in assessing retelling story, it should be
used a direct oral performance test. In this
research, the researcher used oral performance
that is taken from J.B. Heaton (1990: 100) to
assess the speaking skill (doing monologue of
narrative text) in terms of accuracy, fluency,
and comprehension.
In Junior High School, according to BNSP
(2006: 126) English lesson is constructed to
improve the English skills so that the students
can communicate and discourse in English
Language in certain literacy level, especially at
informational level. At this level, students can
access the knowledge by using their language
ability.
Based on Junior High School
syllabus, speaking is used for communicate
orally by using appropriate language, fluently,
and accurately in daily lives context.
According to Zaida (2014: 259), Narrative
text is a text telling a story focusing specific
participants. Its social function is to tell stories
or past events and entertain the readers. To tell
story to amuse, entertain, teach a lesson or
2
learning approach. It is a modification of
Jeanette Mullohand’s procedures of retelling
technique. In this research, with the groupbased activity, the researcher did some
modification in steps of retelling story by
adding some techniques and use media in its
implementation.
Cooperative learning is a successful
teaching strategy in which small teams, each
with students of different levels of ability, use
a variety of learning activities to improve their
understanding of a subject. Each member of a
team is responsible not only for learning what
is taught but also for helping teammates learn,
thus creating an atmospheree of achievement.
Students work through the assignment until all
group members successfully understand and
complete it.
The focus of cooperative learning is both
academic and effective, which emphasizes on
achievement of share goals through
cooperative effort. In cooperative learning
there is positive interdependence among
students’ goal attainments that the students
thought they can reach their learning in
individual and group aims.
A learning situation is cooperative if
students perceive that they are positively
interdependent with other members of their
learning group. It means that the students have
to feel that they are responsible to their own
learning and other members of the group. They
have to contribute their tasks together to get
their group success. So, they can make an
effort because of their own resources or role in
the group tasks.
The purpose of cooperative learning
groups is to make each member a stronger
individual. Individual accountability exists
when the performance of each individual
student is assessed, and the results are given
back to the groups. Therefore, the group knows
who needs more assistance, support, and
encouragement in completing the tasks.
Face to face interaction among students
important to promote each other in teaching
and learning process. Besides, it is necessary to
maximize the opportunities for them to help,
support, encourage, and praise each other.
Students must teach the social skills to use
card picture or paper. A sequence of key
words, in addition, mime, where students try to
speak based on the gesture. Finally, teacher
can use figurines or puppet, teacher and
students operate the figure of puppet”.
There are several types of puppet usually
used in classroom. As stated by Champlin
(2008:30) the commonly used puppets are (1)
hand puppet, (2) finger puppet, (3) rod puppet,
(4) marionettes and (5) shadow puppet
(wayang). In this research, the researcher chose
wayang as the media in retelling story.
Sri Mulyono (1975) states that Shadow
Puppet (wayang) is a traditional puppet
originally from Indonesia. Moreover, Wayang
has already inscribed in 2008 on the
Representative List of the Intangible Cultural
Heritage of Humanity originally proclaimed in
2003 by UNESCO. Wayang is an Indonesia
theatrical performance employing puppets or
human dancers. Wayang is the oldest way of
retelling story Widiastuti: 1994).
In retelling story, Wayang is used as
education media, information media, and
entertainment media (Sri Mulyono: 1975 For
the appearance, Haryanto (1970) says that” in
general, the wayang puppet is type of puppet
that is made by drawn any character on a piece
of construction paper/leather/wood, decorate it,
attach movable arms, and fashion on bamboo.
The character of its puppet is drawn based on
the story source comes from, for example
charachter Arjuna, Bima, Gatot kaca comes
from Kitab Mahabrata. To play it, the
puppeteer has to move the movable arm and
make different voice based on the activity of
the charachter in a story.
Cooperative learning is a successful
teaching strategy in which small teams, each
with students of different levels of ability, use
a variety of learning activities to improve their
understanding of a subject. Each member of a
team is responsible not only for learning what
is taught but also for helping teammates learn,
thus creating an atmosphere of achievement.
Students work through the assignment until all
group members successfully understand and
complete it Slavin (2005:111).
Retelling story with wayang is a method
that is work under the umbrella of Cooperative
3
them for collaboration. Social skills are needed
for both team work and task work.
dependent variables. Muijis (2004:18) explains
that the quasi experimental research is
conducting by dividing the subjects into two
groups: experimental and control group. Both
group will receive the pre-test and post-test,
but the control group will not receive the
treatment (Cresswell, 2009:160). The diagram
of quai-experimental is shown in table 1.
RESEARCH METHODOLOGY
Form of Research
In doing the study, the researcher used
experimental research.Cresswell (2008:299)
stated that experimental research is used when
researcher wants to know the possibble cause
an effect between the independent and
Sample
Table 1: Quasi –Experimental Study
Pre-Test
Treatment (x)
Post-Test
Experimental Group
O1
x
O2
Control Group
O3
0
4
subgroup chosen from the larger population.
The researcher decided to use cluster sampling,
means that the entire population was divided
into groups, and random sample of these
groups were selected. The researcher took two
classes as sample, VIII A as experimental
group and VIII C as the control group. Each
group has total number 33 students.
O1 = Pretest for experimental group
O2 = Posttest for experimental group
O3 = Pretest for control group
O4 = Posttest for control group
x = Treatment
0 = No treatment
Procedures of Research
There are some steps in the process of
conducting a quasi-experimental study. Firstly,
defining the population. Secondly, taking the
sample. Thirdly, Administering pre-test.
Fourthly, Giving the treatment. Fifthly,
administering the post-test. And lastly,
Organizing and Analyzing the data The
researcher organized the result of the pre-test
and post-test ‘s score from experimental and
control group and analyzed it using t-test to
find out the t-value that then compared with
ttable of distribution in order to see the
effectiveness.
Technique and Tools of Data Collecting
In this research the researcher used
measurement technique to measure the
students’ speaking skill by asking them to
retell story in front of the class The result of
their speaking was evaluated based on the
recorded performance. The measurement
administered twice, at the first meeting before
implementing the treatment (pre-test) and the
second
will
be
administered
after
implementing the treatment (post-test). The
result of both pre-test and posttest measured by
t-test in order to have interval score of both
tests, to find out the significant improvement
of students’ achievement in their speaking skil.
The researcher used the oral performance test
to gather the data. Oral performance test is a
kind of test which is conducted by asking the
students to perform oral activity. The
researcher used retelling story as oral
performance test.
Population and Sample
Cohen et al (2007:92) defines the
population as all members of any well-defined
class of people, events, or object.
The population of this research is eighth
grade students of SMPN 01 Seluas. There were
three classes with total 98 students.Cohen et al
(2007:163) stated that sample is a small
4
Where:
S2 = The standard deviation squared
X2 = Total sum of the squared interval score
∑ = Total interval
N = Total number of Students
Fourthly, to know the effectiveness of the
treatment, researcher used t-test
Technique of Analyzing Data
In analyzing data, there were some steps
to analyze the data from the test by the
researcher.
Firstly, to find out Students’ Individual
Score
𝐹𝑃+𝐴𝑃+𝐶𝑃
X=
𝑥 100-------------------------- (1)
𝑁
Where:
X = The students individual score
FP = Fluency Point
AP = Accuracy Point
CP = Comprehension Point
N = Total maximal point the category
100 = Maximal Score
Secondly, measure the mean score of pre-test
and post-test
𝑀=
∑𝑥
𝑁
𝑡=
(2)
Where:
M = The mean score
∑𝑥 = The sum of individual score
N = The total number of items
Thirdly, the Standard Deviation Squared
of each group.
S2 =
(3)
(∑ 𝑋)
𝑁
𝑁
2
2−1)𝑆𝑐 2 +(𝑁
𝑁1+ 𝑁
2 −1)𝑆𝑒 2
2−2
----------- (4)
⌈
1
1
+ ⌉
𝑁 1 𝑁2
Where:
T = t-test
M1= mean score of experimental group
M2= Mean score of control group
S1=Standard deviation square of experimental
S2= Standard deviation squared of control
N1= Number of students in experimental
N2= Number of Students in control group
Lastly, Analysis of the Effect Treatment
M −M
Es = e c------------------------------------
--------------------------------------
𝑋2−
√
(𝑁
𝑀1 −𝑀2
Sc
(5)
Where:
Es = Effect Size
Me = Mean score of experimental group
Mc = Mean Score of Control Group
Sc = Standard Deviation of Control Group
--------------------------To check whether or not the difference
between two means of the experimental group
and control group is statistically significant,
the obtained t-value should be consulted with
the
FINDINGS AND DISCUSSION
Research Findings
After the researcher got analysis pre-test
and post-test in experimental group, the
researcher analyzed the data by using t-test
formula. From the calculation, the researcher
found that the mean score of pre-test from
experimental group was 38.91, the mean score
of experimental scores of post-test was 72.48,
the mean score of control group’s pre-test was
41.27, the mean score of control group’s
posttest was 63.12, the standard deviation of
the experimental group was 9.2 the standard
deviation of the control group was 9.33, tvalue was 7.75. and the effect size of treatment
is 1.89.
critical value in the t-table. The hypothesis
testing in this research used t-test.
Before the experiment was conducted, the
level of significance should have been decided
first so the decision making would not be
influenced by the result of experiment.As
suggested by Best (1981) “for subjects which
require fixed computation such as mathematics
and physics the 1 percent (0.1) alpha level of
significance can be used. Whereas for the
psychological and educational cycles the 5
percent (0.5) alpha level of significance since
this thesis dealt with the educational circle.
Discussion
5
in teaching speaking skill to the Eight Grade
Students’ SMPN 01 Seluas’ in academic year
2015/2016 is rejected and the alternative which
says” ” Retelling Story With Wayang is
effective in teaching speaking skill to the Eight
Grade Students’ SMPN 01 Seluas’ in academic
year 2015/2016 is accepted.
The hyphothesis testing suggested that
Retelling Story with wayang is effective in
Teahing Speaking Skill in terms of fluency,
accuracy, and comprehension. The result of the
treatment showed that experimental group
post-test’s score is higher than the control
group. The result shown on diagram 1
Students’ Result as follow:
In this experiment, there were 33 students
as experimental group and 33 students too as
control group. So, the number of the both
group was 66 students. From the number we
can know the degree of freedom (df) was 64,
which was obtained from the formula N1+ N2 –
2= 33+33-2= 64.The critical value with the df
64 at 5 percent alpha level of significance is
2.00. The obtained value is 4.98, so the t-value
is higher than the critical value (4.98>2.00).
Based on the result of computation t-test,
the obtained t-value is higher than t-table
(4.98>2.00). It means that there is significant
change in post-test towards pre-test score.
Therefore, the Null Hypothesis which says”
Retelling Story With Wayang is not effective
80
67.27
62.21
60
42.82
38.9
Pre-Test
40
Post-Test
20
0
Experimental
Control
Diagram 1: Students’ result of experimental and control group on pre-test and post-test
Based on the diagram 1 above, we could
see that there were improvement on the
students’ result from both group from pre-test
to post-test. The improvement was the result of
implementation of the treatment that was done
between pre-test and post-test.
In this discussion, the writer would like to
discuss the implementation of treatments to
both groups, experimental and control
group.The writer administered pre-test for both
experimental group (Class VIIIA) and control
group (Class VIII C) on October 26th 2015 by
asked students individually to retell story ”
The Crying Stone”. Unfortunately, both groups
shared the same day schedule of English class
which was on Monday and Wednesday. Then,
The writer implemented the treatment three
times on October 28th and November 2nd, 4 th
2015. In each treatment meeting, the story
brought was different, The Crying Stone was
for the first meeting, The Legend of The
Landak River was for the second meeting, and
The Wise King was for the third meeting.
Finally, the writer conducted post-test on
November 9th 2015 by asked students to retell
story individually. In post-test, they were free
to choose what story they were going to retell.
For the control group, the treatment
implemented was common retelling technique
which was done by explain the narrative text
and its features, drilled the students how to
pronounce the list vocabs, modeled how to
retell a story, formed the students into group,
asked them to read and identified the parts of
narrative text, developed the parts into a good
story to retell, and finally teacher chose a
students in group as a representatives to
performed the monologue of the story.
In experimental group, the treatment was
done by taught students using Retelling Story
with wayang. The technique was done by
modelled the retelling story using wayang to
6
conclusion that no matter the length of the text
was, the narrative text only had three parts of
structures, that was orientation, complication ,
and resolution In the last treatment, the
students performed better than two previous
meetings.
From the result of pre-test and post-test,
the students ‘speaking skills of a narrative text
in experimental group showed the significant
improvement compared with the control group.
It happened because retelling story with
wayang helped students learned to get their
accuracy from drilling list vocabs and
discussing, fluency was from practicing in the
group, and comprehension was reached
through wayang modelling performed by the
teacher, narra station, and the guiding question.
Even the result is not really significance as
the writer expected, but their motivation to
speak is highly appreciated by the writer. In
terms of fluency, accuracy, and comprehension
they show greatness positive influence.Finally,
the writer hoped the result of this research can
be a solutions towards teaching skill of a
narrative text and can motivates teachers to be
creative in designing task. Learning is a
process, language is a habit, the improvement
can’t be happen at just one moment. The
fluency, accuracy, and comprehension will
follow when the students feel interested and
motivated to learn.
express the story, explained the narrative text
and the features, , drilled the students how to
pronounce the list vocabularies, formed
students into group using colourful stick, asked
students go to narra station based on the
number on their sticks, asked students to
develop a story to retell using guiding answer
from narra station as the key sentences,
practice retelling story in group. Finally,
teacher chose a representative of each group to
the retelll the story in front of the class.During
students’ discussion and practiced in group, the
researcher as the teacher walked from one
group to another group to help students in
resolving the problems.
In the first treatment, the writer found
some problems such as the students spent
much time in narra station, instead of did the
task they played with their friends, some
students still shy when they were appointed to
do a monologue as the representative of the
groups, and Some students didn’t do their part
in the group.
For the first problem the writer could
solve it immediately by set the time in each
activity they did. The second and the third was
solved by reminding the importance of helped
and motivated each other in a group work.
Even there were some problems in the first
treatment, the implementation of the method
can be said success to be done as the activity
could be finished on time and welcomed by the
students with enthusiast. By the first treatment,
the writer concluded that students started to
shift the concept of doing a monologue as a
memorizing activity into doing a monologue is
a process of thinking and organizing.
Moreover, the most important thing was
students did not frustrated anymore towards
the length of text.
In the second treatment, the story given
was The Legend of the Landak River. There
was a problem. Some students murmured that
the text was too long. But, the problems was
solved when they paid attention to the story
brought by the writer. The students had
realized and took responsibility to do their part
in the group. The students started to help each
other in practicing the monologue in group. In
the second treatment, the students drew a
CONCLUSION AND SUGGESTION
Conclusion
Based on the result of the research to the
Eighth Grade Students of SMPN 01 Seluas, the
researcher makes some conclusions. Firstly,
The use of Retelling Story with Wayang
technique in teaching speaking is effective.
Secondly, the Alternative Hypothesis (Ha) is
accepted and Null Hypothesis is rejected.
Lastly, Retelling Story with Wayang is one of
solutions in teaching speaking skill narrative
text. As it helped to reduce students’ burden
and frustration on the length of narrative text,
so the students’ performance in doing the
monologue is improved and the speaking skills
could be achieved as well as required by the
curriculum.
7
Cohen L, Lawrence M & Keith M. Research
Method in Education. New York:
Routledge Farmer
Cresswell, John/ 2009. Research Design:
Quantitative, Qualitative, and Mixed
Method Approach 3rd edition. USA: Sage
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Harmer, J. 2001. The Practice of English
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Haryanto, S. 1998. Pratiwimba Adhiluhung.
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James, Paul Gee. 2010. New Digital Media and
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London: The MIT Press
Nasrullah, Ruly. 2014. INTEGRITO: Melalui
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Kubiszyn, T & Borich. 2007. Educational
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Suggestions
Based on the conclusion above, the
researcher would like to give some
suggestions: (1)Retelling Story With Wayang
is recommended to be used in teaching
speaking skill narrative text, (2) The media
should be chosen selectively based on the
function to the students, which are educated,
informative, and entertaining. Moreover, the
media should be chosen appropriately based on
the student’s ages and level., (3), Co-operative
Learning is good to be applied in teaching
speaking learning activity as it builds students’
interaction in the class, assists weak students to
participate, and rids out the dominancy, and (4)
teacher should manage the time effectively in
order to finish all the activities.
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Angela.
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