RETELLING STORY THROUGH PICTURE SERIES TO IMPROVE STUDENTS’ SPEAKING SKILL.

RETELLING STORY THROUGH PICTURE SERIES TO IMPROVE STUDENTS’ SPEAKING SKILL

(A Quasi Experimental Research in Teaching Narrative Text of the 8th Grade Students of Junior High School)

A Research Paper

Submitted to the English Education Department of FPBS UPI as Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

Ika Ratna Mulya 0902347

English Education Departmennt

ENGLISH DEPARTMENT OF EDUCATION FACULTY OF LANGUAGE AND ART EDUCATION

INDONESIA UNIVERSITY OF EDUCATION BANDUNG

By:

Ika Ratna Mulya 0902347

Approved by:

Main Supervisor

Pupung Purnawarman, M.S.Ed., Ph.D. NIP. 196810131998031001

Co-Supervisor

R. Della N. Kartika Sari A., S.Pd., M.Ed. NIP. 197704142001122003

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001

STATEMENT OF AUTHORIZATION

“I hereby certify that this paper entitled Retelling Story through Picture Series to Improve Students’ Speaking Skill is fully my own work. It contains no material which has been submitted to this university or any education institution, or previously written by another person, except where due to the references or acknowledgements are made in the text of the paper and bibliography.

Bandung, Juni 2014

ABSTRACT

RETELLING STORY THROUGH PICTURE SERIES TO IMPROVE STUDENTS’ SPEAKING SKILL

Ika Ratna Mulya (0902347)

Main supervisor : Pupung Purnawarman, M.S.Ed., Ph.D. Co-supervisor : Rd. Della Nuridah K.A., S.Pd., M.Ed.

This research investigated the use of retelling story through picture series to improve students’ speaking skill at the 8th

grade students of junior high school. It used a quasi-experimental design. It involved two classes which consist of 40 students in 8th grade of one of junior high schools in Bandung. The data were examined from the test (pre-test and post-test) and assessed by two teachers. The data were analyzed based on the scoring system for speaking by Haris (1969, cited from Rizqon, 2011). Based on the statistical computation of dependent t-test, it showed that retelling story through picture series is effective in improving students’ speaking ability (tobt 12.303 >tcrit 2.093, r = 0.518). In conclusion, the method revealed that retelling story through picture series can improve students’ speaking skill. In that, it has significant influences to students’ speaking activities. Moreover, this research explains that retelling story through picture series built students’ confidence. However, it is important for the teacher to help students develop their motivation/to create activities or use pictures to develop students’ motivation to get better result.

ABSTRAK

RETELLING STORY THROUGH PICTURE SERIES TO IMPROVE STUDENTS’ SPEAKING SKILL

Ika Ratna Mulya (0902347)

Main supervisor : Pupung Purnawarman, M.S.Ed., Ph.D. Co-supervisor : Rd. Della Nuridah K.A., S.Pd., M.Ed.

Penelitian ini meneliti mengenai penggunaan menceritakan kembali cerita melalui gambar berseri untuk meningkatkan keterampilan berbicara pada siswa kelas 8 SMP. Penelitian ini menggunakan meode kuasi eksperimental. Penelitian ini melibatkan dua kelas yang terdiri dari 40 siswa kelas 8 SMP di salah satu sekolah di Bandung. Data diperoleh dari hasil test (pre-test dan post-test) serta dinilai oleh dua orang guru. Data dalam penelitian ini dianalisis berdasarka system penilaian untuk berbicara oleh Haris (1969, dikutip dari Rizqon, 2011). Berdasarkan perhitungan statistik dependent t-test, menunjukan bahwa menceritakan ke mbali cerita melalui gambar berseri sangat effekif dalam meningkatkan kemapuan berbicara siswa (tobt 12.303 > tcrit 2.093, r = 0.518). dalam kesimpulannya, metode ini mengungkapkan bahwa menceritakan kembali cerita cerita melali gambar berseri dapat meningkatkan kemampuan berbicara siswa. Dalam hal ini, hal tersebut memiliki pengaruh yang signifkan terhadap kegiatan berbicara siswa. Selain itu, penelitian ini menjelaskan bahwa menceritakan kembali cerita melalui gambar berseri dapat membangun kepercayaan diri siswa. Namun, sangat penting bagi guru untuk membantu siswa mengembangkan motivasi mereka/membuat kegiatan atau menggunakan gambar untuk mengembangkan motivasi siswa untu mendapatkan hasil yang lebih baik.

PAGE OF APPROVAL ...i

STATEMENT OF AUTHORIZATION ...ii

PREFACE ...iii

ACKNOWLEDGEMENT ...iv

ABSTRACT ...vi

TABLE OF CONTENTS ...vii

LIST OF TABLES ...xi

LIST OF FIGURES ...xii

LIST OF APPENDICES...xiii

CHAPTER I INTRODUCTION ... Error! Bookmark not defined. 1.1 Background ... Error! Bookmark not defined.

1.2 Statement of Problems ... Error! Bookmark not defined.

1.3 The Purpose of the Research ... Error! Bookmark not defined.

1.4 Hypotheses ... Error! Bookmark not defined.

1.5 Significance of the Research ... Error! Bookmark not defined.

1.6 Limitation of the Research ... Error! Bookmark not defined.

1.7 Research Methodology... Error! Bookmark not defined.

1.7.1 Design ... Error! Bookmark not defined.

1.7.2 Population and Sample ... Error! Bookmark not defined.

1.7.3 Research Instrument... Error! Bookmark not defined.

1.7.4 Research Procedure... Error! Bookmark not defined.

1.8 Clarification of Key Terms ... Error! Bookmark not defined.

1.9 Organization of the Paper... Error! Bookmark not defined.

CHAPTER II THEORITICAL FOUNDATION ... Error! Bookmark not defined. 2.1 Picture as Visual Aids ... Error! Bookmark not defined.

2.2 Teaching Speaking ... Error! Bookmark not defined.

2.2.1 Teacher’s Role in Teaching SpeakingError! Bookmark not defined.

2.2.2 The Use of Picture Series in Teaching SpeakingError! Bookmark not defined.

2.3 Retelling Story... Error! Bookmark not defined.

2.3.1 Retelling Story Using Picture Series in Teaching Speaking Error! Bookmark not defined.

2.3.2 Narrative Text ... Error! Bookmark not defined.

2.4 Retelling Story in Teaching English to Young Learners Error! Bookmark not defined.

2.5 Retelling Story and Speaking ImprovementsError! Bookmark not defined.

2.6 Effects of Retelling story using Picture Series in Teaching SpeakingError! Bookmark not defined.

CHAPTER III RESEARCH METHODOLOGY .. Error! Bookmark not defined. 3.1 Research Design ... Error! Bookmark not defined.

3.1.1 Variables ... Error! Bookmark not defined.

3.1.2 Research Hypotheses ... Error! Bookmark not defined.

3.2 Research Subject ... Error! Bookmark not defined.

3.2.1 Populations... Error! Bookmark not defined.

3.2.2 Samples ... Error! Bookmark not defined.

3.4.1 Preparing the Lesson Plan... Error! Bookmark not defined.

3.4.2 Conducting the Pilot Test... Error! Bookmark not defined.

3.4.3 Conducting the Pre-test ... Error! Bookmark not defined.

3.4.4 Treatment ... Error! Bookmark not defined.

3.4.5 Conducting Post-test ... Error! Bookmark not defined.

3.5 Data Analysis ... Error! Bookmark not defined.

3.5.1 Scoring Technique ... Error! Bookmark not defined.

3.5.2 PilotTest Data Analysis... Error! Bookmark not defined.

3.5.3 Pre-test and Post-test Data Analysis Error! Bookmark not defined.

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3.5.5 Variance Homogeneity Test... Error! Bookmark not defined.

3.5.6 Independent t Test ... Error! Bookmark not defined.

3.5.7 Paired Sample t Test ... Error! Bookmark not defined.

CHAPTER IV FINDINGS AND DISCUSSION .... Error! Bookmark not defined. 4.1 Research Findings ... Error! Bookmark not defined.

4.1.1 Pretest Data Analysis ... Error! Bookmark not defined.

4.1.2 Posttest Data Analysis... Error! Bookmark not defined.

4.1.4 Paired t Test ... Error! Bookmark not defined.

4.2 Discussion ... Error! Bookmark not defined. viii

CHAPTER V CONCLUSION ... Error! Bookmark not defined. 5.1 Conclusion... Error! Bookmark not defined.

5.2 Suggestion ... Error! Bookmark not defined.

BIBLIOGRAPHY APPENDIX

CHAPTER I INTRODUCTION

This chapter encompasses the introduction of the research which covers background of the research, statement of problem, the purpose of the research, hypotheses, significance of the research, limitation of the research, research methodology, clarification of key terms, and organization of the papers.

1.1 Background

Retelling story technique has been known as one of teaching activities in second or foreign language classes. One of the reasons is because it relies so much on words, offering a major and constant source of language experience for children (Wright, 1995, cited from Jianing, 2007). In addition, stories can be considered language treasures as models of language for students at different levels and ages.

Miller and Pennycuff (2008) say that retelling story in the classroom is one way to improve speaking ability. In line with this, Pellowski (cited from Eliwarti, 2013) said that retelling story is an effective instructional strategy for enhancing the comprehension of proficient and less proficient students. He also believes that retelling story is one of the arts or crafts of narration of stories in verse/and prose (Pellowski, in Eliwarti, 2013). As Eliwarti (2013) says, retelling story is part of speaking activities. It means, in this research, retelling story can play an important role performance based on assessment of speaking. It helps them in learning about telling stories or events in details and in sequences. Students develop their favorite stories early in their lives and might hear the same short stories over and over again.

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Furthermore, as a tool of developing students’ speaking skill, a media can be used in retelling story. It helps students to be more active and understand about the activities. According to Brown (2004, p.180), using a variety of media will increase the probability that the students will learn more and retain better what they learn in improving the performance of skill they are expected to develop. There are many types of teaching media that can be used to convey the lesson; one of the media that can be used is picture (Brown, 2004, p.180). In line with this, Harmer (2001, p. 134.) states that pictures is one of the variety of teaching aids which is used to explain language meaning construction, to engage students in a topic, or as the basis of a whole activity. In addition, this research used picture as media for developing students’ speaking skill through retelling story.

On the other hand, Brezigar (2003) argues that retelling story nowadays increases the use of English for students. Oakley (2006) claims that retelling story is useful in assessing students’ comprehension, but then it has some limitation. Meanwhile, Ma (1994, cited from Yang, 2011) believes that storytelling is an efficient teaching strategy for non-native instructors in teaching. Furthermore, Miller and Pennycuff (2008) say that retelling story has a power to improve students’ speaking skill. According to Matulka (2008, p.4), a good picture series in a story ties the reader to the pictures and creates the meaning of the pictures, story and pictures work together to propel the story forward.

Based on those explanations above, there are some researchers believe that retelling story can improve students’ speaking skill, but some others not. In this case, retelling story technique stimulates how students can improve their speaking skills. Media used in order to motivate them to be able to speak is picture series. Therefore, this research tried to investigate the use of retelling story through picture series in improving students’ speaking skill in eight grade students of junior high school. In addition, this research expected that retelling story using picture series could give better effects in improving students’ ability in speaking. Furthermore, by using retelling story through picture series, students were expected to gain more information and explanation of many things on the story.

Hopefully, this research can give some contribution for language teaching, especially in retelling story technique.

1.2 Statement of Problems

This research is aimed at answering the following question:

“To what extent does retelling story using picture series improve students’ speaking skill at the 8thgrade students of Junior high school?”

1.3 The Purpose of the Research

Based on the statement of the problem, the purpose of this research is to investigate the use of retelling story through picture series in improving students’ speaking skill at the 8th grade students of junior high school.

1.4 Hypotheses

Realizing the problem about it, the hypotheses were made related to this subject. As this research used quantitative method, the hypotheses were aimed at answering research question temporary. The research that formulates hypothesis is the research which uses quantitative method, it is the prediction about what researcher expects to find (Creswell, 2012, p.125). In line with this, Fraenkel et al (2012) simply added that hypothesis is prediction about the possible outcomes of the research (p. 83).

The hypotheses formulated in the research are:

Ho : There is no significant difference between students speaking score in retelling story through picture series and retelling story through one sample picture: it means the technique is not effective to improve students’ speaking skill.

H1 : There is significant difference between students speaking score between retelling story through picture series and retelling story through one

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sample picture: it means the technique is effective to improve students’ speaking skill.

1.5 Significance of the Research

The present research hopefully makes several significances for theoretical, practical, and professional benefits.

1. Theoretical benefit

The research findings hopefully make significant contributions toward the research about retelling story through picture series to improve students’ speaking skill particularly to 8th grade students of junior high school.

2. Practical benefit

The research findings are expected to provide information to the teacher in motivating students to improve their speaking skill, and also beneficially useful to students and the readers who are interested in teaching English especially retelling story.

3. Professional benefit

The research can help teachers in improving the quality of teaching, teachers-students’ relationship, creating collaborative learning, and also creating an interesting classroom.

1.6 Limitation of the Research

The focus on this research is to investigate the use of retelling story through picture series to improve students’ speaking skills. Nevertheless, the context of

this research was limited on teaching speaking on retelling story using picture series in junior high school, especially in 8thgrade students.

1.7 Research Methodology 1.7.1 Design

This research deals with improving students’ speaking skill using picture series in communicating in English since it is often consider being one of some difficult aspects of language learning for the teacher to help the students with their difficulties.

In conducting the research, the writer applied quantitative research design as the research methodology. Quantitative method is a method that is dealing with statistical analysis of the data in the form of scores and numbers (Creswell, 2012, p. 19). Furthermore, this research is used quantitative experimental design which is analyzed by using t-test. The data is taken in 2 groups to identify the differences of using experimental group and control group. It is assessed by two teachers. According to Creswell (2012, p.295), experiment is testing an idea to determine whether it influences an outcomes or dependent variables. Whereas, the independent variable of this research was retelling story through picture series and the dependent variable of this research was improvement of students’ speaking skill in retelling story. According to Fraenkel et al (2012, p.275), the design of the experimental group using pretest and posttest with the matching design is named as the matching-only design. The design of the matching-only design is described as follows:

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M O1 _{X O}2

MO1 C O2

Where: M: Matched subject

O1 : Students’ speaking score in pretest O2 : Students’ speaking score in posttest X : Treatment using picture series in retelling story

C : No treatment

(Adopted from Fraenkelet al, 2012, p.275)

1.7.2 Population and Sample

Fraenkelet al (2012, p. 92) explain that,

In educational research, the population of interest is usually a group of persons (students, teachers, or other individuals) who possess certain characteristics. In some cases, however, the population may be defined as a group of classrooms, schools, or even facilities. (Fraenkelet al, 2012, p. 92).

In line with this, Cresswel (2012) defines population as a group of individuals with some characteristics that can be identified by the researcher (p.142). In addition, Fraenkel et al (2012, p. 91) states that the sample is the small group of the population on the research site. The samples of this research are two classes. The first class was the experimental group and the second class was the control group. Each class consisted of 35 students and the researcher took 20 students as the sample.

1.7.3 Research Instrument

This research involved two groups, experimental group and control group. The experimental group wasgiven the treatment by retelling story using picture series and the control group wasgiven the treatment by retelling story using one sample picture. In addition, speaking task was used to collect the data related to students’ performance on retelling story. The speaking task focused on students retelling story based on picture series for the experimental group. At the

beginning the students were given the pretest to measure their initialability in speaking. Then, the teacher used picture series to tell the story, and then the students got the post-test on retelling story. The post-test was administered after they understood about the story using picture series.

1.7.4 Research Procedure

The procedure of this research included several steps. The steps can be seen as follows:

1. Preparing the lesson plan; 2. Conducting pilot test;

3. Explaining about narrative text and retelling story using one picture; 4. Conducting pretest;

5. Conducting the treatment, which is retelling story using picture series for Experimental group;

6. Conducting posttest.

1.7.5 Data Analysis

Thedatawereanalyzed using quantitative analysis. In other words, the data analysis was conducted to interpret data from the pre-test andpost-test: the pre-test purposed to measure the initial score of speaking ability, and the post-test purposed to measure the improvement of students’ speaking ability.The formative test was administered to measures the improvement of their speaking skill from the pre-test and post-test. There are some criteria to assessed students speaking task.According to Haris (testing English as a second language, 1969, cited from Rizqon, 2011), the scoring criteria of speaking are pronunciation, grammar, vocabulary, fluency, and comprehension.Meanwhile the tests were assessed by two teachers. Second, the score were calculated by applying the statistical analysis

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of t-test to examine the differences of pre-test and post-test from both control and experimental groups. In addition, the significance of the test was analyzed by using computer programmed of Statistical Product and Service Solution (SPSS) 20.

1.8 Clarification of Key Terms

There are some terms in this research that need to be clarified. The definitions of them are as follows:

 Pictures is one of the varieties of teaching aids which is used to explain language meaning construction, engage students in a topic, or as the basis of a whole activity (Harmer, 2001, p.134).

 Retelling story is one of the arts or crafts of narration of stories in verse/and prose (Pellowski, cited from Eliwarti, 2013). It requires the reader or listener to integrate and reconstruct the part of a story (Gibson et al., 2003)

 Speaking is an interactive process of constructing meaning that involves producing and receiving and also processing information (Brown, 1994, Burns and Joyce, 1997, cited from Nawshin, 2009).

 Narrative is a kind of genre which has social function to amuse, entertain and to deal with actual or vicarious experience in different ways. Narrative deals with problematic events which lead to a crisis or a turning point of some kind, which in turn finds a resolution (Gerrot and Wignel, 1998, p.192).

1.9 Organization of the Paper

This paper was organized in five chapters. Each chapter has some subtopics which help the reader to clarify and give detail on the information. The paper of this research is organized as follows:

Chapter I. Introduction

This chapter encompasses the introduction of the research which covers background of the research, statement of problem, the purpose of the research, hypotheses, significance of the research, limitation of the research, research methodology, clarification of key terms, and organization of the papers.

Chapter II. Theoretical Foundations

This chapter presents relevant theories to this research. In detail, this chapter explores some theoretical foundation of picture series, retelling story, and teaching speaking. It provides some effects of picture series in retelling story.

Chapter III. Research Methodology

This chapter presents a discussion on the methodology employed in conducting this research. The description and account below involve; research design, research subject, research instrument, research procedures, and data analysis.

Chapter IV. Research Findings and Discussions

This chapter presents the results of data analysis and the discussions. This chapter is divided into two parts; the findings of computation result and its discussions.

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Chapter V. Conclusion and Suggestion

This chapter presents the conclusion and suggestion. It includes the explanation of the retelling story through picture series to improve students speaking skill and some suggestion for the further research.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents a discussion on the methodology employed in conducting this research. The description and account below involve; research design, research subject, research instrument, research procedures, and data analysis.

3.1 Research Design

This research deals with improving students’ speaking skill using picture

series in communicating in English since it is often considering being one of some difficult aspects of language learning for the teacher to help the students with their difficulties.

In conducting the research, the writer applied quantitative research design as the research methodology. Quantitative method is a method that is dealing with statistical analysis of the data in the form of scores and numbers (Creswell, 2012, p. 19). Furthermore, this research is used quantitative experimental design which is analyzed by using t-test. The data is taken in 2 groups to identify the differences of using experimental group and control group. It is assessed by two teachers. According to Creswell (2012, p.295), experiment is testing an idea to determine whether it influences an outcomes or dependent variables. Whereas, the independent variable of this research was retelling story through picture series and

the dependent variable of this research was improvement of students’ speaking

skill in retelling story. According to Fraenkel et al (2012, p.275), the design of the experimental group using pretest and posttest with the matching design is named as the matching-only design. The design of the matching-only design is described as follows:

33

M O1

X O2 MO1 C O2

Where: M: Matched subject

O1 : Students’ speaking score in pretest O2 : Students’ speaking score in posttest X : Treatment using picture series in retelling story

C : No treatment

(Adopted from Fraenkel et al, 2012, p.275)

3.1.1 Variables

According to Fraenkel et al (2012, p.77), variables can be classified in two ways, quantitative variables and categorical variables. In this research, the variable dealt with quantitative method. It was because the research used experimental research. In addition, Creswell (2012) states that variable can be measured by researchers who have different values among different individuals or organizations (p. 112). It is divided into two variables, independent variables and dependent variables (Fraenkel et al, 2012, p. 80). According to those explanations, this research classified the variables into dependent and independent variables as follows:

a. The independent variable

The independent variable is variable of the study which researchers choose to assess the possible affects one or more than one variable (Fraenkel et al, 2012, p.80). The independent variable of this research used picture series. b. The dependent variable

The dependent variable is variable which researchers observe to determine the effect of the independent variables presumed (Fraenkel et al, 2012, p.80), and the dependent variable of this research was the improvement

3.1.2 Research Hypotheses

Considering the problem mentioned above, the hypotheses were made related to this subject. As this research used quantitative method, the hypotheses were aimed at answering research question temporarily. The research that formulates hypothesis is the research in which use quantitative method, it is the prediction about what researcher expects to find (Creswell, 2012, p.125). In line with this, Fraenkel et al (2012) simply adds that hypothesis is the prediction about the possible outcomes of the research (p. 83).

The hypotheses formulated in the research are:

Ho : There is no significant difference between students speaking score in retelling story through picture series and retelling story through one sample picture: it means the technique is not effective to improve

students’ speaking skill.

H1 : There is significant difference between students speaking score between retelling story through picture series and retelling story through one

sample picture: it means the technique is effective to improve students’

speaking skill.

3.2 Research Subject 3.2.1 Populations

Fraenkel, J. R. et al (2012, p. 92) explain that,

In educational research, the population of interest is usually a group of persons (students, teachers, or other individuals) who possess certain characteristics. In some cases, however, the population may be defined as a group of classrooms, schools, or even facilities.

In line with this, Cresswel (2012) defines population as a group of individuals with some characteristics that can be identified by the researcher

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(p.142). Considering about these explanation, the population of this research was the eight grade students of junior high school in Bandung. Based on curriculum 2006, narrative text is taught in the eight grade of junior high school.

3.2.2 Samples

Fraenkelet al (2012, p. 91) describes sample as the small group of the population on the research. In line with Cresswel (2012), he adds that sample is subgroup of the target population and selected from the individuals who represent the whole population that the researcher place to study for generalizing the target population (p. 142).

Based on the explanation above, this research took two classes as the sample population. The first class was the experimental group and the second class was the control group. A sample is a part of the population from which it was drawn (From http://www.audiencedialogue.net/kya2a.html), it is based on the sampling, which involves getting information from only some members of the population. Each class consisted of 35 students and the researcher took only 20 students as the sample.

3.3 Research Instrument

In this research, some instruments were used to collect the data. According to Fraenkel et al (2012, p.111), the whole process of preparing to collect data is called instrument. It means that some device such as paper and pictures can be used as instrument. Therefore, the instrument used in this research was picture series. Picture series was used as the instrument to helped students in retelling story.

This research involved two groups, experimental group and control group. The experimental group was given the treatment by retelling story using picture

series and the control group was given the treatment by retelling story using one sample picture. At the beginning the students were given the pre-test to measure their initial ability in speaking. After that, the students in control group got a sample picture in retelling story, while experimental group got picture series in retelling story.

3.4 Research Procedures

3.4.1 Preparing the Lesson Plan

The lesson plan was designed to be implemented during treatment session. It was designed for five meetings. The second and the last meeting were allocated to conduct the pre-test and post-test, while the other meetings were allocated to implement the treatment by using picture series in retelling story.

3.4.2 Conducting the Pilot Test

Pilot test was conducted to find out the use of the instrument. In this research, pilot test was conducted to the students in another class. The class got the same instruction as the control group. There were 10 students as the sample population.

.

3.4.3 Conducting the Pre-test

Pretest was administered to the experimental and the control groups in the beginning of the research before giving the treatment. This activity was conducted

to measure students’ speaking skill using one picture in retelling story and to see

whether the two groups have the similar initial ability or not. There were 20 students as the sample to find out the result of pre-test.

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3.4.4 Treatment

According to Cresswell (2012), “in an experiment, the researcher

physically manipulates with interventions in one or more condition so that individuals experience something different in the experimental conditions than in

the control conditions” (p.301). The treatment was conducted to the experimental

group after the pre-test done. For the control group, students got one picture in order to know the story, and then the teacher told the story while the students listened. In the end, students were supposed to retell the story based on their knowledge they got already. Nevertheless, for the experimental group, the teacher used picture series to toldthe story, and then students could retell the story based on what they had listened and what the picture series explained.

Table 3.1 Time Schedule of the research

Date Experimental Group Control Group

April 5th, 2014 Teaching narrative text Teaching narrative text

April 7th, 2014 Pretest (Beauty and the Beast using one picture)

April 8th, 2014 Pretest (Beauty and the

Beast using one picture)

April 12th, 2014 Beauty and the Beast (Treatment using picture

series)

Story of MalinKundang

(Using one picture)

using one picture)

April 21st, 2014 Story of MalinKundang (Treatment using picture

series)

April 22nd, Posttest (The Frog Prince using picture series)

3.4.5 Conducting Post-test

Post-test was conducted after the whole treatments that the teacher gave to students were finished. The purpose of the post-test was to find out whether or not

retelling story through picture series could improve students’ speaking skill by

comparing two groups (experimental and control groups). In addition, there were 20 students in each group and the same students that already get the test in pretest as the sample to find out the result of posttest.

3.5 Data Analysis

The data were analyzed using quantitative analysis. In other words, the data analysis was conducted to interpret data from the test and post-test: the pre-test purposed to measure the initial score of speaking ability, and the post-pre-test

purposed to measure the improvement of students’ speaking ability. The

formative test was administered to measures the improvement of their speaking skill from the pre-test and post-test. There are some criteria to assessed students speaking task. According to Haris (testing English as a second language, 1969, cited from Rizqon, 2011), the scoring criteria of speaking are pronunciation,

39

grammar, vocabulary, fluency, and comprehension. Meanwhile the tests were assessed by two teachers. Second, the score were calculated by applying the statistical analysis of t-test to examine the differences of pre-test and post-test from both control and experimental groups. In addition, the significance of the test was analyzed by using computer programmed of Statistical Product and Service Solution (SPSS) 20.

3.5.1 Scoring Technique

The scoring system, according to Haris (testing English as a second language, 1969, cited from Rizqon, 2011),represents about some criteria of speaking score. They are pronunciation, grammar, vocabulary, fluency, and comprehension. It can be described as follows:

Table 3.2 Scoring system of speaking test

Aspect Descriptor Score

Pronunciation Have few traces of foreign accent 5

Always intelligible, though one is conscious of

a definite accent 4

Pronunciation problem necessitate concentrated listening and occasionally lead to

misunderstanding

3

Very hard to understand because of

pronunciation problems, must frequently be asked to repeat.

2

Pronunciation problems so severe as to make

speech virtually unintelligible. 1

Grammar Makes few (if any) noticeable of errors of

grammar and word order. 5

Occasionally makes grammatical and/or word order errors which do not, however obscure the

meaning.

Make frequent errors of grammar and word

order which occasionally obscure meaning. 3

Grammar and word order errors make

comprehension difficult. Must often rephrase sentences and/or restrict him self to basic patterns.

2

Errors in grammar and word order so severe as

to make speech virtually unintelligible. 1

Vocabulary Use vocabulary and idioms to virtually that of

native speaker. 5

Sometime uses inappropriate terms and/or must

rephrase the idea because of lexical inadequate. 4

Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.

3

Misuse of word and very limited vocabulary

make comprehension quite difficult 2

Vocabulary limitation so extreme as to make

conversation virtually impossible 1

Fluency Speed as fluent and effortless as that of native

speaker. 5

Speed of the speech seems to be slightly

affected by language problems. 4

Speed and fluency are rather strongly affected

by language problems. 3

Usually hesitant; often forced into silent by

language limitations. 2

Speech is so halting and fragmentary as to

make conversation virtually impossible. 1

Comprehension Appears to understand everything without

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Understand nearly everything at normal speed, although occasional repetition may be

necessary.

4

Understand most of what is said at slower than

normal speed with repetition. 3

Has great difficulty following what is said. Can

comprehend only “social conversation” spoken

slowly with frequently repetition

2

Can not be said to understand even simple

conversation virtually impossible. 1

(Adopted from Haris, 1969, cited in Rizqon, 2011)

3.5.2 PilotTest Data Analysis

The test which was given before conducting pre-test was called pilot test. This test was conducted to find out the use of the instrument. The pilot test was administered to the same grade out of the sample in this research. Moreover, speaking performance test was the instrument in this research. This test was administered to call VIIIC to find out whether the instrument of this study was valid and reliable or not. This test was conducted on April 5th, 2014. If the students were able to complete the test and could retell the story based on the instruction, then it could be concluded that the instrument could be used as pre-test and post-pre-test.

In this research, the data was calculated by using Pearson Product Moment (Kranzler and Morsound, 1999, p. 56). Based on the calculation (appendix C) the result is r = 0.8222. In detail, the alpha level at 0.05, when df = 8 (df = N-2), r table = 0.6319 (Kranzler and Moursund (1999, p.166), it means that the result of the instrument is higher than the critical value. It is considered that the instrument can be used in this research.

3.5.3 Pre-test and Post-test Data Analysis

The same instruction of the pre-test and post-test were given to the experimental and control groups. The difference was using one picture and picture

series. In this research, the alpha setting was started at the level 0.05 (α = 0.05).

The data collected from the pre-test and post-test was computed using IBM SPSS Statistics 20 for Windows. The result was to examine the use of retelling story

through picture series in improving students’ speaking skill.

3.5.4 Normality of Distribution Test

Normality distribution test was calculated in order to investigate whether or not the distribution of pre-test scores in groups was normally distributed. Because the samples are 20 students, Kolmogorov-Smirnov test formula in IBM SPSS Statistics 20 for Windows was used to find out normality distribution.

1. Stating the hypothesis and setting the alpha level at 0.05 (two tailed). H0 = The scores of the experimental group and control group are normally

distributed.

H1 = The scores of the experimental group and control group are not normally distributed.

2. Analyzing the normality distribution using Kolmogorov-Smirnov test formula in IBM SPSS Statistics 20 for Windows.

3. Comparing the Asymp Sig. (probability) with the level of significance to test the hypothesis. If the Asymp Sig. is more than the level of significance (0.05), the null hypothesis is accepted, so the test normally distributed.

3.5.5 Variance Homogeneity Test

Variance homogeneity was conducted to examine whether or not the scores of the research was homogeneous. The statistical calculation of variance

Levene’s test formula in IBM SPSS Statistics 20 for Windows was used. The

steps were:

43

H0 = The variance of the experimental group and control group are homogeneous.

H1 = The variance of the experimental group and control group are not homogeneous.

2. Analyzing the normality distribution using Levene’s test formula in IBM SPSS Statistics 20 for Windows.

3. Comparing the Asymp Sig. (probability) with the level of significance to test the hypothesis. If the Asymp Sig. is more than the level of significance (0.05), the null hypothesis is accepted, so the variance of the groups is homogeneous.

3.5.6 Independent t Test

After collecting the data, the research was analyzed by using statistical analysis. According to Kranzler and Moursund (1999, p.91), they state that to differentiate whether the students in control group and experimental group is significant or not, the formula of the data was used independent t-test. In this research, to calculate the data, it was measured by using IBM SPSS Statistics 20 for Windows as follows:

1. Stating the hypothesis and setting the alpha level at 0.05 (two tailed). H0 = There is no significant difference between experimental groups’

scores and control groups’ scores.

H1 = There is significant difference between experimental groups’

scores and control groups’ scores.

2. Analyzing the t test score using IBM SPSS Statistics 20 for Windows. 3. Comparing t-obtained and t-critical. If t-obtained > t-critical, it means

that the hypothesis is rejected, there is a significant difference between two groups. In contrast, if t-obtained < t-critical, it means that the hypothesis is not rejected; there is no significant difference between two groups.

3.5.7 Paired Sample t Test

Paired t-test was used to find tout he differences between pretest on posttest in experimental and control groups. In this research, the paired sample t-test was analyzed using computation IBM SPSS statistics 20. The steps are as follows:

1. Stating the hypothesis and setting alpha level at 0.05 (two tailed)

H0 = There is no significant difference between students’ speaking score in pretest and posttest.

H1 = There is significant difference between students’ speaking score in pretest and posttest.

2. Analyzing the t test score using IBM SPSS Statistics 20 for Windows. 3. Comparing t-obtained and t-critical. If t-obtained > t-critical, it means

that the hypothesis is rejected, there is a significant difference between pretest and posttest scores. In contrast, if t-obtained < t-critical, it means that the hypothesis is not rejected; there is no significant difference between pretest and posttest scores.

59

CHAPTER V CONCLUSION

This chapter presents the conclusion and suggestion. It includes the explanation of the retelling story through picture series to improve students speaking skill and some suggestion for the further research.

5.1 Conclusion

This research aims at investigating the use of retelling story through picture series to improve students’ speaking skill at the 8th

of junior high school. The result of the data showed that picture series in retelling story was effective to improve students’ speaking skill. The computation result shows that the students’ speaking ability in experimental group was improved after receiving the treatment by using picture series in retelling story. In addition, the experimental group has a better result than the control group. It means that the use of picture series in retelling story during the treatments gives a significant impact to the students. The result proves that this method can be used in teaching speaking.

Based on the result, it can be seen that the use of picture series helps students in learning speaking skill. The students have some new vocabularies when retelling the story. In addition, the students could know some of verbs in the past form. Even though it was complicated to explain the meaning of the picture, the teacher should repeat the verbs, but in times, students could get the meaning and understanding in the story through picture series. In addition, retelling story using includes picture series can enhance students’ imagination and concentrates the mind and clues about the story.

Furthermore, picture series in retelling story can be used to teach one student, pair work, or group working. It means that when teacher give a simple story with some related pictures, teacher can see whether they understand or not

about the story. However, students’ characteristics were also important to be considered in conducting the method.

In short, it can be concluded that retelling story using picture series in improving students’ speaking skill was effective. The activity of retelling the story using picture series could build students’ confidence. It also could enhance students’ motivation in learning a story.

5.2 Suggestion

Based on the result, there are several suggestions for other studies in the presents. These suggestions are focused on two parts, suggestion for English teacher and for further researchers who are interested in retelling story using picture series.

In view of positive results of the study, the writer advices retelling story using picture series in teaching speaking because the benefits are considerable for junior high school. To ensure the success, the teacher could bring the advantages of retelling story using picture series. Students can be more focused on the teacher explanation. Teacher can also be active in class to motivate students in retelling story through picture series.

There are also some suggestions for further researchers who are interested in investigate the use of retelling story using picture series. First, for further researchers who want to use this kind of method, it would be necessary if the teacher or researchers plan and manage the allocation effectively in optimizing in learning process. Second, researchers should be prepared to train the students before applying retelling story using picture series method. Lastly, for further researcher, it would be better if they find another research about retelling story to find out the better method, they can also use another material such as using video, comics, or another pictures.

BIBLIOGRAPHY

Arikunto, Suharsimi. 2010. Prosedur Penelitian: Suatu Pendekatan Praktik . Rineka Cipta: Jakarta.

Brezigar, Barbara. How Does the Introduction of an English Speaking Puppet Influence the Use of English in Group Speaking Activities?. The University of York: Unpublished.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy (Second Ed.). New York: Addison Wesley Longman. Burns, A., & Joyce, H. 1997. Focus on Speaking. Sydney: National Center for

English Language Teaching and Research.

Cameron, Lynne. 2001. Teaching Languages to Young Learners. United Kingdom: Cambridge University Press.

Carter, Kathy. 1990. Teachers’ Knowledge and Learning to Teach. Retrieved on

April 20, 2013, from

ww83.homepage.villanova.edu/Richard.jacobs/…/carter.pdf

Carter, Ronald & David Nunan. 2001. Teaching English to Speakers of others Language. United Kingdom: Cambridge University Press.

Cohen, Louise. 2007. Research methods in education. Routledge: London

Creswell, John W. 2012. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (Fourth Ed). Boston: Pearson Education.

Depdiknas. 2003. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris: Sekolah Menengah Pertama. Jakarta: Depdiknas.

Drumm, Michelle. 2013. The Role of Personal Storytelling in Practice. Institite for Research Innovation in Social Services: Insights.

Eliwarti, Deslita. (2013). The Effectiveness of Group Retelling to Develop The Speaking Ability of The Second Year Students of SMP Babussalam Pekanbaru. Unpublished. Retrieved on April 20, 2013 from Academic journal-pdf.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012) How to Design and Evaluate Research in Education (Eighth Ed.). New York: McGraw Hill.

Fransisca, Eka. 2014. Teaching speaking to young learners. Retrieved on April

13, 2014 from

http://www.academia.edu/4066131/Teaching_speaking_English_to_young_ learners

Gibson, A., Judith Gold, and Charissa Sgouross. 2003. The Tutor: The Power of Story Retelling. Spring. Retrieved on January 15, 2014 from https://www.nationalserviceresources.gov/filemanager/download/learns/spr

2003.pdf 22 november 2013

Grugeon, Elizabeth, Lyn Dawes, Carol Smith, & Lorraine Hubbard. 2005. Teaching Speaking & Listening in the Primary School (Third Ed.). London: David Fulton Publishers.

Haven, K. F. (2000). Super Simple Storytelling: a can-do guide for every classroom, every day. Englewood, Colo: Teacher Ideas Press.

Harmer, Jeremy. 2001. The Practice of English Language Teaching (Fourth Ed.). New York: Pearson education Limited, Longman.

Harmer, Jeremy. 2007. How to Teach English. Edinburg: Longman.

Heninger, H. (2005). Didactic Functions of Storytelling in the Primary School Classroom. Nordestedt, Germany: GRIN Verlag.

Isbell, Rebecca T. 2002. Telling and Retelling Stories: Learning Language and Literacy. Young Children: Supporting language teaching.

Jianing, Xu. 2007. Storytelling in the EFL Speaking Classroom. Journal of TESL, Vol. XIII. Online. Retrieved on November 4, 2013 from http://iteslj.org/Techniques/Jianing-Storytelling.html 15 november 2013 Joklova, Katerina. 2009. Using Picture in Teaching Vocabulary. Masaryk

University – Brno.

Kalendova, Eva. 2008. The use of Game-like Activities in Teaching English to Young Children. Masaryk University – Brno. Retrieved on September 16, 2013 from http://is.muni.cz/th/84205/pedf_m/Eva-Diplomka.pdf

Kayi, Hayrie. (2006). Teaching Speaking: Activities to promote Speaking in a Second Language. [online]. Retrieved on June 4, 2013 http://iteslj.org/Articles/Kayi- Teaching-Speaking.html

Loukia, Ntinou. 2006. Teaching Young Learners through Stories: The Development of a Handy Parallel Syllabus. Retrieved on May 10, 2014 from www.apac.es/publications/documents/NTINOU_LOUKIA.doc

Marjuki, Asmuni. 2011. Improving Students Ability of Story Retelling by Using Movie. Retrieved on June 5, 2013 from

http://universityofibnkhaldunbogor-indonesia.blogspot.com/2011/07/improving-students-ability-of-story.html

Matulka, Denise I. 2008. A Picture Book Primer: Understanding and Using Picture Books. Greenwood: United States of America.

Mc. Donough, Jo and Shaw, Cristopher. (1993). Materials and Method in ELT. A Teacher’s Guide: Oxford UK and Cambridge USA.

Miller, Sara & Lisa Pennycuff. 2008. The Power of Story: Using Storytelling to Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 36 – 43.

Nawshin, Farhana. 2009. Problem in Teaching Speaking in Traditional ESL Classroom. Brac University, Dhaka: Bangladesh. Retrieved on December

http://dspace.bracu.ac.bd/bitstream/handle/10361/137/Problems%20in%20te aching%20speaking%20in%20traditional%20ESL%20classrooms.PDF?seq

uence=1

Nunan, David (Ed.). 2003. Practical English Language Teaching. New York: McGraw Hill.

Oakley, Grace. Assessing and Evaluating Comprehension of Narrative Texts through the Use of Oral Retells. Retrieved on December 20, 2013 from http://www.alea.edu.au/documents/item/125

Richards, Jack. 2008. Teaching Listening and Speaking from Theory to Practice. New York: Cambridge University Press.

Rizqon, Ahmad. 2011. The Use of Animated Film in Teaching of Story Retelling. Thesis in Education Faculty of Walisongo State Institute for Islamic Studies: Semarang. Unpublished.

Shumin, K. 1997. Factors to consider: Developing Adult EFL Students’ Speaking Abilities. English Teaching Forum 25(3). Retrieved on November 21, 2013 from http://exchanges.state.goy/forum/vols/vol35/no3/p8.htm

Syaifullah. 2008. Some Theories About Teaching Media. Retrieved on June 1,

2014 from

http://syaifullaheducationinformationcenter.blogspot.com/2008/11/some-theories-about-english-teaching.html

Thornbury, Scott. 2005. How to Teach Speaking. England: Pearson Education Limited, Longman.

Urbancova, Zaneta. 2006. Using Stories in Teaching English. Masaryk University

– Brno. Retrieved on December 20, 2013 from

Pardede, Parlindungan. 2011. Using Short Stories to Teach Language Skills. Journal English Teaching: A Triannual Publication on the Study of English Language Teaching. Vol. 1, No. 1, Feburuari 2011.

Pinandhita, Fitria. 2011. Improving Students’ Speaking Skill by Retelling

Technique. Retrieved on December 22, 2013 from

ikippgrimadiun.ac.id/ejournal/sites/default/files/Fitra_0.pdf

Pinter, Anamaria. 2006. Teaching English to Young Learners. New York: Oxford University Press.

Widdowson, H.G. (1996). Teaching Language as Communication. Hong Kong: Oxford University Press.

Wright, Andrew. 1989. Picture for Language Learning. Cambridge University Press: United Kingdom.

Yang, Jie. 2011. Storytelling as a Teaching Method in ESL Classrooms. Kristianstad University: English.

60

about the story. However, students’ characteristics were also important to be considered in conducting the method.

In short, it can be concluded that retelling story using picture series in improving students’ speaking skill was effective. The activity of retelling the story using picture series could build students’ confidence. It also could enhance students’ motivation in learning a story.

5.2 Suggestion

Based on the result, there are several suggestions for other studies in the presents. These suggestions are focused on two parts, suggestion for English teacher and for further researchers who are interested in retelling story using picture series.

In view of positive results of the study, the writer advices retelling story using picture series in teaching speaking because the benefits are considerable for junior high school. To ensure the success, the teacher could bring the advantages of retelling story using picture series. Students can be more focused on the teacher explanation. Teacher can also be active in class to motivate students in retelling story through picture series.

There are also some suggestions for further researchers who are interested in investigate the use of retelling story using picture series. First, for further researchers who want to use this kind of method, it would be necessary if the teacher or researchers plan and manage the allocation effectively in optimizing in learning process. Second, researchers should be prepared to train the students before applying retelling story using picture series method. Lastly, for further researcher, it would be better if they find another research about retelling story to find out the better method, they can also use another material such as using video, comics, or another pictures.

BIBLIOGRAPHY

Arikunto, Suharsimi. 2010. Prosedur Penelitian: Suatu Pendekatan Praktik . Rineka Cipta: Jakarta.

Brezigar, Barbara. How Does the Introduction of an English Speaking Puppet

Influence the Use of English in Group Speaking Activities?. The University

of York: Unpublished.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy (Second Ed.). New York: Addison Wesley Longman.

Burns, A., & Joyce, H. 1997. Focus on Speaking. Sydney: National Center for English Language Teaching and Research.

Cameron, Lynne. 2001. Teaching Languages to Young Learners. United Kingdom: Cambridge University Press.

Carter, Kathy. 1990. Teachers’ Knowledge and Learning to Teach. Retrieved on

April 20, 2013, from

ww83.homepage.villanova.edu/Richard.jacobs/…/carter.pdf

Carter, Ronald & David Nunan. 2001. Teaching English to Speakers of others

Language. United Kingdom: Cambridge University Press.

Cohen, Louise. 2007. Research methods in education. Routledge: London

Creswell, John W. 2012. Educational Research: Planning, Conducting and

Evaluating Quantitative and Qualitative Research (Fourth Ed). Boston:

Pearson Education.

Depdiknas. 2003. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa

Inggris: Sekolah Menengah Pertama. Jakarta: Depdiknas.

Drumm, Michelle. 2013. The Role of Personal Storytelling in Practice. Institite for Research Innovation in Social Services: Insights.

Eliwarti, Deslita. (2013). The Effectiveness of Group Retelling to Develop The

Speaking Ability of The Second Year Students of SMP Babussalam Pekanbaru. Unpublished. Retrieved on April 20, 2013 from Academic

journal-pdf.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012) How to Design and Evaluate

Research in Education (Eighth Ed.). New York: McGraw Hill.

Fransisca, Eka. 2014. Teaching speaking to young learners. Retrieved on April

13, 2014 from

http://www.academia.edu/4066131/Teaching_speaking_English_to_young_ learners

Gibson, A., Judith Gold, and Charissa Sgouross. 2003. The Tutor: The Power of

Story Retelling. Spring. Retrieved on January 15, 2014 from https://www.nationalserviceresources.gov/filemanager/download/learns/spr

2003.pdf 22 november 2013

Grugeon, Elizabeth, Lyn Dawes, Carol Smith, & Lorraine Hubbard. 2005.

Teaching Speaking & Listening in the Primary School (Third Ed.). London:

David Fulton Publishers.

Haven, K. F. (2000). Super Simple Storytelling: a can-do guide for every

classroom, every day. Englewood, Colo: Teacher Ideas Press.

Harmer, Jeremy. 2001. The Practice of English Language Teaching (Fourth Ed.). New York: Pearson education Limited, Longman.

Harmer, Jeremy. 2007. How to Teach English. Edinburg: Longman.

Heninger, H. (2005). Didactic Functions of Storytelling in the Primary School

Classroom. Nordestedt, Germany: GRIN Verlag.

Isbell, Rebecca T. 2002. Telling and Retelling Stories: Learning Language and

Jianing, Xu. 2007. Storytelling in the EFL Speaking Classroom. Journal of TESL, Vol. XIII. Online. Retrieved on November 4, 2013 from http://iteslj.org/Techniques/Jianing-Storytelling.html 15 november 2013 Joklova, Katerina. 2009. Using Picture in Teaching Vocabulary. Masaryk

University – Brno.

Kalendova, Eva. 2008. The use of Game-like Activities in Teaching English to

Young Children. Masaryk University – Brno. Retrieved on September 16, 2013 from http://is.muni.cz/th/84205/pedf_m/Eva-Diplomka.pdf

Kayi, Hayrie. (2006). Teaching Speaking: Activities to promote Speaking in a

Second Language. [online]. Retrieved on June 4, 2013 http://iteslj.org/Articles/Kayi- Teaching-Speaking.html

Loukia, Ntinou. 2006. Teaching Young Learners through Stories: The

Development of a Handy Parallel Syllabus. Retrieved on May 10, 2014

from www.apac.es/publications/documents/NTINOU_LOUKIA.doc

Marjuki, Asmuni. 2011. Improving Students Ability of Story Retelling by Using

Movie. Retrieved on June 5, 2013 from http://universityofibnkhaldunbogor-indonesia.blogspot.com/2011/07/improving-students-ability-of-story.html Matulka, Denise I. 2008. A Picture Book Primer: Understanding and Using

Picture Books. Greenwood: United States of America.

Mc. Donough, Jo and Shaw, Cristopher. (1993). Materials and Method in ELT. A

Teacher’s Guide: Oxford UK and Cambridge USA.

Miller, Sara & Lisa Pennycuff. 2008. The Power of Story: Using Storytelling to

Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in

Education Vol. 1, No. 1 (May 2008) 36 – 43.

Nawshin, Farhana. 2009. Problem in Teaching Speaking in Traditional ESL

http://dspace.bracu.ac.bd/bitstream/handle/10361/137/Problems%20in%20te aching%20speaking%20in%20traditional%20ESL%20classrooms.PDF?seq uence=1

Nunan, David (Ed.). 2003. Practical English Language Teaching. New York: McGraw Hill.

Oakley, Grace. Assessing and Evaluating Comprehension of Narrative Texts

through the Use of Oral Retells. Retrieved on December 20, 2013 from

http://www.alea.edu.au/documents/item/125

Richards, Jack. 2008. Teaching Listening and Speaking from Theory to Practice. New York: Cambridge University Press.

Rizqon, Ahmad. 2011. The Use of Animated Film in Teaching of Story Retelling. Thesis in Education Faculty of Walisongo State Institute for Islamic Studies: Semarang. Unpublished.

Shumin, K. 1997. Factors to consider: Developing Adult EFL Students’ Speaking

Abilities. English Teaching Forum 25(3). Retrieved on November 21, 2013

from http://exchanges.state.goy/forum/vols/vol35/no3/p8.htm

Syaifullah. 2008. Some Theories About Teaching Media. Retrieved on June 1,

2014 from

http://syaifullaheducationinformationcenter.blogspot.com/2008/11/some-theories-about-english-teaching.html

Thornbury, Scott. 2005. How to Teach Speaking. England: Pearson Education Limited, Longman.

Urbancova, Zaneta. 2006. Using Stories in Teaching English. Masaryk University

– Brno. Retrieved on December 20, 2013 from

Pardede, Parlindungan. 2011. Using Short Stories to Teach Language Skills. Journal English Teaching: A Triannual Publication on the Study of English Language Teaching. Vol. 1, No. 1, Feburuari 2011.

Pinandhita, Fitria. 2011. Improving Students’ Speaking Skill by Retelling

Technique. Retrieved on December 22, 2013 from ikippgrimadiun.ac.id/ejournal/sites/default/files/Fitra_0.pdf

Pinter, Anamaria. 2006. Teaching English to Young Learners. New York: Oxford University Press.

Widdowson, H.G. (1996). Teaching Language as Communication. Hong Kong: Oxford University Press.

Wright, Andrew. 1989. Picture for Language Learning. Cambridge University Press: United Kingdom.

Yang, Jie. 2011. Storytelling as a Teaching Method in ESL Classrooms. Kristianstad University: English.