AN ANALYSIS OF THE TENTH GRADE STUDENTS’ STORYTELLING SKILL AT SMA MUHAMMADIYAH 2 SIDOARJO.

SIDOARJO

THESIS

Submitted In Partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan Islam (S.Pd) In Teaching English

By

Trianah Kadarwati

NIM D35210037

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisor: Masdar Hilmy, MA., Ph.D

Key Words: An Analysis, Storytelling, Skill

Bercerita merupakan hal penting dalam dunia pendidikan karna ini adalah cara yang paling mudah dan paling sederhana untuk diterapkan dalam proses belajar-mengajar. Banyak sekolah menggunakan metod e ini untuk mengajar berbagai mata pelajaran. Akan tetapi, hal yang perlu diperhatikan yakni masalah yang dihadapi ketika bercerita, masalah yang menyebabkan pencerita tidak bias menyampaikan maksud isi dari yang diceritakan. Dibutuhkan kemampuan khusus untuk menjadi seorang pencerita yang handal dan professional. Tulisan ini berisi tentang analisa kemampuan bercerita, masalah yang dihadapi ketika bercerita, dan solusi untuk memecahkan masalah murid kelas sepuluh.SMA Muhammadiyah 2 Sidoarjo. Kemampuan dilihat dan diukur pada saat siswa/I bercerita di depan kelas. Kriterianya mencangkup suara, bahasa tubuh, waktu, akting, property, langkah/alur, penguasaan dan pemahaman cerita, dan struktur cerita. Peneliti mengambil langkah obervasi guna mengumpulkan data langsung dari subjeknya. Setelah siswa menampilkan cerita di depan kelas, peneliti mewawancarai para siswa/i tentang masalah yang mereka hadapi dan cara mereka dalam mengatasinya. Setelah melakukan seluruh kegiatan penelitian, peneliti menemukan bahwa kemampuan rata-rata murid kelas sepuluh dalam bercerita adalah beginner atau setara dengan pemula. 68% persen siswa berkemampuan beginner, 18% siswa berkemampuan menengah, 13% siswa berkemampuan cakap, dan 0% siswa berkemampuan sempurna. Peneliti juga menemukan 14 masalah dan 18 cara untuk menanganinya.

Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisor: Masdar Hilmy, MA., Ph.D

Key Words: An Analysis, Storytelling, Skill

Storytelling becomes really important in education because it is a simplest and easiest strategy for teaching and learning. Many schools have applied this strategy for any lesson. Then, the thing to consider is it has its own problem during telling the story, the problem that hinders the teller to be success in telling the story. To become a good storyteller, it needs a skill. This paper analyzes the tenth grade students’ storytelling skill, the problems that hinder the skill improvement and the strategy to solve the problems at SMA Muhammadiyah 2

Sidoarjo. The skill targeted is from the students’ performance in class. They are voice,

audience contact, body language, time duration, acting, props, pacing, students’ story

mastering, and students’ story structure. The researcher uses the observation to get the real data of the students’ storytelling skill performance. After did the performance, the students

are interviewed by the researcher to find the problem faced during the performance and the solution to cover it up. After get the whole data, the researcher finds most of students are in the level of beginner of the storytelling performance. the researcher found that 68% of 149 students were beginner, 18 % students were intermediate, 13% students were proficient, and none of students was accomplished. The researcher found 14 storytelling problems stated by students and there are 18 strategies to cover it up.

APPROVAL SHEET ... iii

MOTTO... iv

DEDICATION SHEET ... v

ACKNOWLEDGEMENT ... vi

ABSTRACT ... viii

PERNYATAAN KEASLIAN TULISAN... ix

TABLE OF CONTENTS ... x

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF CHARTS ... xiv

LIST OF APPENDICES ... xv

CHAPTER I: INTRODUCTION A. Background of the study ... 1

B. Statements of the problem... 6

C. Objectives of The Study ... 6

D. Significances of The Study ... 6

E. Scope and Limit of The Study ... 8

F. Definition of Key Terms ... 8

CHAPTER II: REVIEW OF RELATED LITERATURE A. Review of Related Literature ... 10

a. Storytelling ... 10

b. Storytelling in education ... 12

c. Storytelling skill... 15

d. Problems in storytelling ... 18

e. Strategy for storytelling ... 19

B. Review of Previous Study ... 22

CHAPTER III: RESEARCH METHOD A. Research design... 28

B. Population and sample... 29

C. Research instrument... 29

B. Discussion ... 62 CHAPTER V: CONCLUSION

A. Conclusion ... 66 B. Suggestion ... 67 BIBLIOGRAPHY

A. Background of the study

Elizabeth Moon stated in her writing that story is more like narrative1. It produces pleasure to listeners and readers. Helen McKay and Berice Dudley defined story as a real or fictitious events within narrative or tale2. From those definitions about story, it can be concluded that Story is a description of a series event whether true or imagination. It can be either written or spoken.

Many researchers suggest that storytelling motivated the children because it raises the children’s interest easily. This makes storytelling become important to children. Stories help children understand their world and share it with others. As cited in the journal by Koki, storytelling: the heart and soul of education,

Wright’s statement cited by Stan Koki “Children’s hunger for stories is constant. Every time they enter your classroom, they enter with a need for stories.”3

Other studies by Zimiles and Kuhnsin 1976 proved that storytelling that has been read significantly improve the six-to eight-year old children’s comprehension4. Children like to explore their imagination and find new thing. They also like to share their journey to show how great they are. The activity here

1 _{Elizabeth Moon (2014), What Is Story?, Science Fiction And Fantasy Writer. P1}

2 _{Helen Mckay And Berice Dudley (1996), What Is Story?, Australian Storytelling, Sydney.} 3

Koki, Stan. 1998, Storytelling: The Heart And Soul Of Education, Pacific Resources For Education And Learning. P3

4_{Akimi Gibson, Judith Gold, And Charissa Sgouros,}

means that through storytelling, they learn to organize the word to send the message to the listener. Therefore, their comprehension of stories is built up.

The connection between story and education is like one fact stated by Bentley Jan in his research on the journal of the basic theory of learning with stories that was published in his webpage that is to allow the children’s brain to imagine the story in their learning is more effective than let them learn through television and films5. This becomes the reason why learning to read using stories is important to children. One way to help children imagine the story is from telling the story. This way is not new. It had been used long time years ago to help children learn to get meaning, value, pleasure, and so on through storytelling. A Research by Michael Locket, showed that storytelling had existed since 2000-1300 B.C. He found the proof from an old script on the Westcar Papyrus of the Egyptians6. This script explains that the son of Khufu entertained his father through a story. He told a story of the magic tale. This becomes evidence about the history of storytelling. Nowadays, storytelling has been used in every secondary school to

improve students’ understanding of the lesson. Many both qualitative and quantitative researches proved that through storytelling, students’ academic performance could be improved such as their understanding of the tenses (past, present, and future). In addition, storytelling supports auditory processing skills

5

Bentley Jan, “the basic theory of learning with stories”,

http://raisingchildren.net.au/articles/reading.html/context/1213 accessed on july 11th 2014 6 _{Michael Locket , 2007, History Of Storytelling; From The Basic Of Storytelling.}

and listening skills, the comprehension of decision –making skills, enrich new vocabulary, and many more7.

A study by Dina Nurcahyani showed that a storytelling activity when applied in a kindergarten in Semarang could improve the students’ willingness for reading8. When the teacher started telling a story the teacher stopped telling the story in between and would continue in the next meetings. It was the strategy to

gain the students’ curiosity and willingness to know the following story. The result was that the students were not patient to wait, and decided to read the story themselves in the school library. Most of parents also agreed to have storytelling everyday in the school for their children because they found their children got better in term of knowledge development.

A storytelling skill is an ability that enables students to convey events in words and images well. The stories are shown as a means of entertainment, education, and preservation of culture to serve the moral value. Through storytelling, students are encouraged to use their capability to speak any topic they like. They are free to share their ideas without breaking the rule of storytelling or the elements of the story itself, which include plot, characters, and the writer’s point of view.

7 _{The Youth, Educators And Storytellers Alliance Of The National Storytelling Network.} Http://Www.Yesalliance.Com/ Accessed On July 26th_{, 2014}

8_{Nurcahyani, Dina Kusumastuti, 2010,}

PengaruhKegiatan Storytelling TerhadapPertumbuhanMinat Baca Siswa Di TkBangun 1 GetasKec. PabelanKab. Semarang.Jurusan Ilmu Perpustakaan Fakultas Ilmu Budaya Universitas Diponegoro.

Why do we use a storytelling as a teaching strategy for students? There are many answers for this question. As stated in the article by Martha Hamilton & Mitch Weiss, there are several reasons to use storytelling as a teaching strategy for the students. First, storytelling is the oldest form of education, this is because storytelling is the way of how we learn, keep, and teach to the next generation about our beliefs, tradition, and history. The second is stories are the way we store information in the brain. The following reasons also stated in this paper are that listening to stories instills the love of language in children and motivates them to read. Storytelling stimulates the imagination. Stories teach lessons. Storytelling develops listening skills. Telling stories from around the world creates awareness and appreciation of different cultures and many more9.

Storytelling builds up the comprehension of story for both listener and storyteller10. The children learn to experience before, during, and after reading. It has the impact of literacy development11.

Retellings help children rethink their way through a text, thereby

enhancing their understanding” (Owocki, 1999).

Many benefits of storytelling have been found including to build reading comprehension, the improvement of language complexity and understanding the story structure as the examples of the benefits of storytelling. Through reading the

9

Martha Hamilton And Mitch Weis, 2005, The Power Of Storytelling In The Classroom.

10_{Akimi Gibson, Judith Gold, And CharissaSgouros,}

The Power Of Story Retelling, Spring 2003. P1

11

story, it helps memorize the content when re-telling a story. This becomes the way of how the story stimulates the brain to build up.

Based on the reasons mentioned above, the researcher intends to analyze the

students’ skill in storytelling. As the main target, we will able to know the

students’ skill in transferring and sharing the information of story to the listener in the second language. Indirectly, in many part of learning English, we will also be able to see the ability of the students’ speaking skill. We will be able to know how fluent they are speaking. Besides, we will also be able to asses their comprehension of reading easily. If they understand the story and they can tell the story to the audience using their own words or they master the content of the story well, it means that they are good in reading.

The researcher will analyze the students’ storytelling skill in SMA Muhammadiyah 2 Sidoarjo grade10. The reason to take this school as an object of the research is because the school has got education Indonesia award categorized as the best education and educator of the year 2013 and the platinum Indonesia award 2014 categorized as the best education, learning and training in Indonesia. I, in this research, will focus on the students’ speaking skill in the activity of storytelling. Based on the teacher’s suggestion the research will focus on the10th grade because it has applied the storytelling activity.

B. Statement of the problem

The problems of this research are:

1. What is the tenth grade students’ storytelling skills like?

2. What are the problems that hinder the students’ storytelling skill? 3. What is the strategy to improve the students’ storytelling skill?

C. Objective of the study

The objective of the study here is first to know the students’ storytelling skill in the classroom performance. The second is to find the problems faced by the students in storytelling that could probably hinder the students’ storytelling process. The last is to find the strategies to improve the students’ storytelling skill.

D. Significance of the study

A good storytelling brings a community sense in community learning better than any traditional teaching method stated by Ritcher and Chopter, which was cited by Jill Eck12. This makes the class activity more enhancing. Rossiter stated in his research that was cited by Eck,13 The level of the students in learning could be also enhanced more trough storytelling than other the method do not. It means

12_{Jill Eck, Master Of Science Degree Career And Technical Education: “An Analysis Of The} Effectiveness Of Storytelling With Adult Learners In Supervisory Management” Menomonie:

University Of Wisconsin-Stout, 2006

that if the school applies the storytelling, the level of the students’ performance in certain subject can be increased. In this research, the researcher will analyze the storytelling skill of the students at SMA Muhammadiyah 2 Sidoarjo.

The result of this study is expected to give some contributions for students and teacher. Here are the benefits:

1. Students

The students will be able know the level of their storytelling skill. In addition, it may also motivate the students in learning English because retelling the story is enjoyable. They are free to transfer the message with their own words. They will find that English actually is not difficult to learn. 2. Teacher

The first benefit for the teacher is the same with the benefit for the students. The teacher will have alternative ways to improve her/his students’ storytelling.

The teacher will be aware about the problems that usually faced by students regarding their storytelling skill.

3. Future researchers

This paper could be as a reference for future researcher who wants to study about storytelling in education.

E. Scope and limit of the study

The researcher analyzed the students’ skill of storytelling. Here, the researcher divided the scope and limit into two categorizes. The main scope and the limit of this study is only in the part of the content of the story. This element will include some criteria to take the score, such as the story structure and knows the story. This part can be also used to know the students’ reading skill. In addition, the researcher also analyzed the students’ performance, including voice, pacing, duration, props, acting, body language, and audience contact. This part can be a tool to asses the students speaking skill, especially in the part of free speaking.

F. Definition of key terms

1. Analysis : a process of learning or studying about something or substances deeper, To break into the small part of something in order to get the better understanding of something14. This means the researcher will go to learn in order to know about something. In this study, it is the students’ skill. 2. Storytelling : improve the story by conveying the events of the story

in words and images. Every culture have shared stories or narratives as a means of entertainment, education, cultural preservation, and instilling moral value15. Based on the definition above, the researcher will use the personal story, narrative, and any short story as the object to analyze.

14_{Open dictionary Wikipedia, Http://En.Wikipedia.Org/Wiki/Storytelling, accessed on July 30}th ₂₀₁₄ 15_{Open dictionary Wikipedia…..12}

Other definition about storytelling, as cited by Ryan Egan in his study from Livo and Rietz, is an art form a storyteller transmits both mental and emotional images to the listener by using spoken word, gestures, sign language, and matches the needs of both environment and audience. It reflects all cultures and literature and it is used for “educational, recreational, historic, folkloric, entertainment and therapeutic purposes”16.

In this paper, the researcher tends to know how the students convey the story in spoken words. How master they are about the story. How success they are to transfer the emotion and the message. As for entertainment, the role of audiences has an important part. Storytelling is called successful when the listeners get the story from the teller.

3. Skill : The ability of one’s own17 or someone’s power to do something well. The part of skill that would be included in this study based

on the students’ performance, including voice, pacing, duration, props,

acting, body language and audience contact, and their storytelling compositional skill. They are about mastering of the story and the structure of the story.

16_{Ryan Egan, “Storytelling: Pathway To Literacy” (Faculty Of The Evergreen State College, 2007), 25} 17_{Open dictionary Wikipedia…..13}

1. Storytelling

Stories began with the oral tradition, we just hear and we retold. It happened since long time ago. Even Some stories have lasted thousand of years and are still being told. As Jane Yolen, an editor of Favorite Folktales from Around The World, that was cited by Heidi Bordine and

Kim Hughes explained “storytelling the oldest of arts has always been both an entertainment and a cultural necessity….storytellers breathed life into human cultures” (1986, p.l)1_.

From the name of storytelling, storytelling means an activity to tell the story, to transfer the information from one to other. It is needed because, especially for children, storytelling helps them to creatively imagine the events, what could have and what should have happened. Storytelling also helps them to review what happened actually2.

R. Craig told that storytelling is a process where a storyteller uses vocalization, narrative structure, and mental imagery to communicate through body language and facial expression to the audiences. This is called communication cycle. The communication cycle is a process a

1 _{Bordine, Heidi, Kim Hughes. TESL Reporter: Storytelling in ESL/EFL Classrooms.Southern} Illinois University. Carbondale; Vol. 31,2, 1998, pp 21-31

2 _{Storytelling: The Heart And Soul Of Education. 1998. Stan Koki; A Program Specialist For} Pacific Resources For Education And Learning. P1

"story" created. Craig also provided the diagram of the communication cycle3.

Figure 1: communication cycle

Story is powerful. It teaches morals, history, and it entertains us. They can make us laugh and cry as well. Telling stories is a large part that can connect people to each other. Story is also a part of every culture. Legend and history about certain country help the people discover the country and feel proud of nation. Stories about ancestors teach us about where we were and the things we have in common with people around us.

Storytelling provides the opportunities for the children to improve their social skill. The children’s social skill might be improved through the oral language conversation. Through the storytelling, oral language conversation, the children were engaged to language and reasoning skill rather than shared-reading. In fact, children psychological understanding

3_{Roney, R. Craig, Storytelling in the Classroom: Some Theoretical Thoughts. Storytelling World;} Vol.9 , Win-Spr 1996, p7-9

and social skill could be fostered by conversation between children and parents or family member4. That is why Dunn, Brown and Heath suggested using this treatment.

To have successful storytelling both storyteller and audience or listeners have to collaborate to create the story because storytelling provides social skill for children to practice. The collaboration here is really needed from both storyteller and audiences, for the audiences to keep focusing on the performance and for the storyteller to keep focusing on the storytelling acting5.

2. Storytelling in education

According to the Miller Eric’s statements in his journal of Theories of Story and Storytelling, a series of events is defined as a “Story” 6. Then,

“Storytelling” is defined as relating a series of events. In a story, causality is involved in some way. Moreover, what happened in a storytelling event is that the story presenter presented the representation of the emotion, and the audience members then experienced that emotion. As cited in the research done by Ochs, Taylor, Rudolph and Smith that Aristotle7 stated that experience, though it seems quite like scientific knowledge and art, is really what produces them. This is because the story telling encourage the

4 _{Curenton, Stephanie M. and Craig, Michelle Jones(2009)}

'Shared-reading versus oral

storytelling: associations with preschoolers' prosocial skills and problem behaviours', Early Child Development and Care,, First published on: 17 November 2009 (iFirst).

5_{Roney, R. Craig, Storytelling in the Classroom: Some Theoretical Thoughts. Storytelling World;} Vol.9 , Win-Spr 1996, p7-9

6_{Miller Eric’s, Theories of Story and Storytelling January, 2011. P1}

students to experience their ability though their events. This also can make them more fluent in speaking skill because they are interested.

Why it should be a story as a strategy for encouraging the students’ need in participation in the classroom? Xu jianing cited on the research done by Aiex, that the Stories do not only help to stimulate imagination of the children and the world understands, but also to appreciate literature and develop the ability of the language of the children8. Students with weak academic skill and low motivation even enjoy and like more to listen, read, write, and work hard in the context of storytelling9. This becomes the reason why storytelling are used the most in the classroom in order to encourage the students motivation in participating even to do assessment of the speaking subject for whole the class.

There are so many evidences about storytelling within classroom. Storytelling is an art since ancient era, which can strengthen and enhance

children’s’skills that children need to learn to function in today’s world. It helps students become active in presenting, even become focused more in other parts, listening and reacting, enhancing the vital skills of communication10.

A study by Liz Willis stated that storytelling in daily classroom activity to teach engineering lectures is full of enjoyment. As uttered by the class tutor that the tutor could raise the student’s interest in using

8 _{Koki, Stan. 1998, Storytelling: The Heart And Soul Of Education, Pacific Resources For} Education And Learning. P3

9

Martha Hamilton And Mitch Weis, 2005, The Power Of Storytelling In The Classroom.

10 _{Jackie Baldwin And Kate Dudding, 2007, Storytelling In Schools; Quantitative Studies,} Innovative Projects. A Reference Guide. Www.Storytellinginschools.Org

storytelling. The tutor attended the lecture in a period costume and top hat to take on the character of Isambard Kingdom Brunel. This was to introduce the history of technology lecture. The aim was the tutor wants to make the lecture memorable for students. The tutor realized that the engineering lectures might be boring. In addition, it was successful to grab

the students’ attention11_.

Storytelling in education brings many advantages for both listener and storyteller. Here general reasons for choosing storytelling written by Emily Johnson12:

a. Story and storytelling connect people around the world through time and across cultures. This inherits everything to the next generation.

b. Storytelling for sharing cultural heritage: Stories as like artifacts that kept in people’s memories, by the time, it will be spread to others.

c. Storytelling for Literacy: literacy development in the National Curriculum. Is supported by Storytelling.

d. Storytelling for curiosity and motivation to learn: A good storyteller can engage interest and enthusiasm for learning History, Religious Studies, Geography, English Language,

11 _{Willis, Elizabeth. 2009, Using story telling, drama, costume, poetry, music and performance art} as part of engineering lectures, The Higher Education Academy Engineering Subject Centre. 12 _{Jhonsson, Emily, ed Claire adler, 2006. Telling tales: A guide to developing effective} storytelling programmes for museums. London Museum Hub. Renaissance, London

Literature, and Drama. Through storytelling, some lectures that

many students think it is „boring’, could become enjoy.

e. Storytelling changes people’s values and attitudes such as questioning attitude, emotional, cultural, and moral response. f. Storytelling increases self-confidence: there is a proof that

storytelling raise the self-confidence of children who have low self-esteem or are „low achievers’

g. Storytelling for inspiration and creativity: Many storytellers offer workshop sessions to share storytelling skills and gain the participants’ creativity to the stories for example using art, drama, music, or puppets.

h. Storytelling for empathy, citizenship, and peace. i. Storytelling for performance:

j. For storytelling in museums, galleries, and historic houses, Storytelling helps people to „read’ objects as cultural artifacts by giving them meaning, purpose and context.

3. Storytelling skill

The art of using language, vocalization, physical gesture, and body movement to reveal the elements and images of the story is called story telling13. The use of art of all those elements stated above treat somebody to become a good storyteller. Those all the way to explore the human emotion of the story told. Other part in story telling clarified by Kimberly

13 _{Koki, Stan. 1998, Storytelling: The Heart And Soul Of Education, Pacific Resources For} Education And Learning. P3

Appelcline that whoever who wants to become storyteller, it requires skill in using the five main tools of the storyteller’s trade. Below are steps of how to do the storytelling well:

a. Setting – Where is this story happening? b. Character –Who’s the story about? c. Plot –What’s happening?

d. Back-story – What happened before, to create and inform this situation?

e. Detail – Which specific things should the audience notice?

Canney C. and Byrne defined that social skill on storytelling is appropriate social behavior in a particular social status. Here some of social skills included by Tyler14:

a. Having the ability to calm down or be patient while facing anxiety in anxious social situations.

b. Listening skills such as giving feedback c. Empathy with others in different situations

d. Establishing a friendly relationship with others and continuing to interact with different people Self-disclosure

e. Good eye contact

Other classification of elements of storytelling said by Key Ramsley, they are:

a. A central premise.

14 _{Helen Mckay And Berice Dudley (1996),}

b. Strong three-dimensional characters who change over time. c. A confined space -- often referred to as a crucible.

d. A protagonist who is on some sort of quest.

e. An antagonist of some sort bent on stopping the hero.

f. An arch in everything -- everything is getting better or worse. g. And perhaps most important -- Conflict.

Heater forest told that storyteller should demonstrate these following observable trait when telling a story15:

a. Voice Mechanics b. Face/Body/Gesture c. Focus

d. Eye contact. e. Characterization f. Space

g. Pacing

TEA (Texas Education Agency) provided the criteria for oral presentation including the scoring level16. It was

a. Knowing the story b. Voice

15

Effective Storytelling Performance Skills: A Storytelling Skills Rubric Developed by Heather Forest

16 _{Rubric for storytelling: texas education agaency. 2006.}

cte.sfasu.edu/wp-content/uploads/2012/01/Storytelling.doc accessed on may, 15th 2014.

c. Acting d. Duration

e. Audience contact f. Pacing

IRA/NCTE (International Reading Association) also had the criteria for oral presentation including the scoring level17. It was: a. Delivery

b. Content/Organization

c. Enthusiasm/ Audience awareness

Fulton City School District created the rubric for judging storytelling in their annual storytelling contest18. It was:

a. Body language b. Eye contact c. Pacing d. Poise e. Voice f. Volume

g. Knowledge of the story

Many researchers might say different in the storytelling skill categorization. But the part that is the element to asses, see and measure to become a good storytelling is not different. Here, I

17 _{Read,Write,Think: International Reading Association. An Oral Presentation Rubric} 18 _{Fulton Storytelling Contest Rubric: Fulton City School District. 2010}

took a number of elements that become skill elements of storytelling. They are:

a. Storytelling compositional skill. Including: 1) The story structure

2) Knowledge of the story b. Performance. Including:

1) Voice 2) Pacing 3) Duration 4) Acting

5) Body language 6) Props

7) Audience contact.

4. Problems in Storytelling

The common problem told by Andy Goodman is the much too-soon problem. This problem indicates that the storytellers do not clear about the story point. What point that should be told, where he should get started, what the next point is, and so on19. They run into some part, drag to another part, come back to the previous part and this, for sure, make the audiences confused, ignorant, and even leave them.

The next problems found by Ernest W. Adam. He identified three major design problems associated with interactive storytelling20:

a. The Problem of Amnesia

b. The Problem of Internal Consistency c. The Problem of Narrative Flow

A research by Awad Sulaiman found other problems faced by the teacher during applying storytelling within classroom activity. All of these answers are got from the interview with the question

“What are the difficulties facing English language teachers in using storytelling technique?”

They are21: a. Lack of materials.

b. Students’ misunderstanding of the aim of the story. c. Inability to be used with all the levels of students.

d. Missing the connection between different parts of the story e. Grammatical errors

f. Classroom troubles management. g. Taking a lot of time

h. Creating noise

i. Ignoring low achievers. j. Lack of time

20 _{Ernest W. Adams, Resolutions to Some Problems in Interactive Storytelling,( University of} Teesside, 2013), 45.

21 _{Awad Sulaiman Keshta. Using Storytelling in Teaching English in Palestinian Schools:} Perceptions and Difficulties, Education Journal. Vol. 2, No. 2, 2013, pp. 16-26.

k. Neglecting weak students. l. Limited time.

m. No technique.

n. The culture of students may cause troubles. o. Wasting time

5. Strategy for storytelling

The six principles that could be as a strategy to do storytelling better22 are:

a. Selection

Choosing the story that the audiences and students are interested in is important. By selecting the kind of story, the audiences may get engaged through the story and they will enjoy the story told.

b. Time out

Using the time as best as possible is necessary to understand the story. The storyteller has to consider the character used such as intonation, pace and any other part of story that needs to master perfectly.

c. Giving voice to the story

After reading the story for preparation, the storyteller might have time to practice it, trying to act as similar as the story.

Recording and replaying could be done to make sure the sound acted. This can improve the skill within storytelling.

d. Story structure

Developing notes on the structure of the story is important. The storyteller has only to record key words, phrases, or sentences. Storyteller does not need to retell the whole story precisely.

e. Telling without the book

Memorizing the story is the way that storytelling works because this is not story reading. The storyteller needs to read and understand the point deeply. Repeating the dialog may help to make story live. Make highlight on the script that not remember yet. Things to remember, the key point is a ban bringing notes or any stuff that indicates cheating, not telling story.

f. Telling to audiences

Practice makes perfect. This wise word is completely right. For preparation, asking friends become audience might be good at storytelling performance. It is better to have critique of the performance from them after doing storytelling. From this, the storyteller could know which part that needs to improve, what they feel and what they think for better performance. This can be a key to be a good storyteller and to do good storytelling.

To become a consumer of storytelling is the best way of finding a good storyteller23. A good professional storyteller could be distinguished by their skills. Emily in her book stated that Skills and attributes to look for are:

a. Technical skills i.e. Vocal and physical b. Performance skills

c. Compositional skills

d. A lively sense of poetry in their language

e. Adaptable and able to think quickly on their feet f. Responsive to the myriad variables of

g. Audience, mood and space h. Extensive repertoire.

Other similar tricks served by Helen about the techniques for amazing brand story24. They are:

1. Time preparation

2. Learning to tell good story 3. Focusing on the active struggle 4. Avoiding the slow parts

5. Matching the format to brand story 6. Pacing control

7. Focusing on the human element

23_{Jhonsson, Emily, ed Claire adler, 2006. Telling tales: A guide to developing effective} storytelling programmes for museums. London Museum Hub. Renaissance, London 24_{Helen nensterenko “15 storytelling techniques for amazing brand stories}

8. Clear stakes

9. Following a classic story pattern 10.Throwing in surprise

11.having a solid beginning, middle and end 12.Avoiding “moral of the story” endings 13.Using natural language

14.Making the story visual

B. Review of Previous study

Ika Lestari said that storytelling is a strategy that is cheap but effective to

gain the students’ motivation to learn English for children. The interaction

between teacher and students feels like more natural and meaningful25.

A research about storytelling skill to improve students’ writing skill showed the result that after doing the action, the students’ skill were improved in some parts. The first, the students were enthusiastic to write. The second classroom circumstance of writing class was more enjoyable. The third, the

students’ progresses in constructing sentences, organizing the generic

structure, using correct grammar and integrating ideas were enhanced. The improvement of the students writing skill was also the enrichment of the

students’ vocabularies26.

25 _{Lestari, Ika Damayanti, Memanfaatkan}

storytelling dan games dalam pengajaran bahasa inggris untuk anak usia dini. Disajikan dalam seminar dan lokakarya English for Young Learners II yang diselenggarakan UPT Balai Bahasa UPI pada tanggal 28 April 2007

26 _{Puji, Rini Hastuti. 2012. Improving Students’ Writing Skill Through Storytelling (A Classroom} Action Research At The Second Year Students Of Smp Negeri I Ngrampal Sragen In 2008/2009

Another research done by Hanifa, Ernati And Welya stated that in general the ability of speaking through storytelling in MAN Batu Mandi was moderate27 and so was the ability of expressing the content of story, using grammar ability in speaking, and the ability of word choices.

Akhyak and Anik found the proof that storytelling improves students’ fluency, grammar, pronunciation, vocabulary, and content in the speaking class28. It even improves the situation in the speaking classroom. The class becomes more enjoyable for the students to speak freely.

Juangsih found the result of the improvement of learning Dokkai through storytelling. There is 90% respondents who answered that storytelling in Chuukyuu Dokkai classroom was interesting, it was easy for the students to retell the story. Besides, the classroom circumstance is fresher. Within the storytelling, students are encouraged to speak. Moreover, this makes the students interested more in understanding the story meaning, to retell with own language in order to be easily to catch the meaning, and to remember the story longer29.

There are many benefits found by implementing the storytelling in the classroom. Alterio state that:

Academic Year). Thesis, Surakarta: Teacher Training And Education Faculty, Sebelas Maret University.

27 _{Hanifa, ernati and welya, 2013. An analysis of the second year students’ speaking ability} through story telling at MAN Batu Mandi Tilatang Kamang Kabupaten Agam. Thesis, English Department; The Faculty of Teacher Training and Education, Bung Hatta University

28_{Akhyak and anik. Improving the Students’ English Speaking Competence through Storytelling} (Study in Pangeran Diponegoro Islamic College (STAI) of Nganjuk, East Java, Indonesia). International Journal of Language and Literature, Vol. 1 No. 2, December 2013

29 _{Juangsih, Juju, 2013. Pendekatan Story Telling Dalam Pembelajaran Dokkai: Penelitian} Terhadap Mahasiswa Jurusan Pendidikan Bahasa Jepang. Jurusan Pendidikan Bahasa Jepang, Fakultas Pendidikan Bahasa Dan Seni, Universitas Pendidikan Indonesia.

 Encompass holistic perspectives  Encourage co-operative activity  Value emotional realities  Link theory to practice

 Stimulate students' critical thinking skills  Capture complexities of situations

 Reveal multiple perspectives  Make sense of experience  Encourage self review  Construct new knowledge.

Can be got if the teacher supports students to share and process their practice experiences30.

Katherin Massa studied about the increase of oral language proficiency of second language learners through storytelling and she found her students’ ability in many aspects was developed. Within 4 weeks, she found the

students’ vocabulary through listening, speaking, reading and writing are developed. The students were able to use oral language with clarity and voice to communicate a message to the listener. They also could determine purpose, point of view, audience, and choose an appropriate written, oral, or visual format. They recognized values and beliefs included in a text. Even, they

30 _{Alterio, M. G. (2004) 'Using storytelling to enhance student learning.' Paper presented at the} National

Staff Educational Development Association and the Society for Research in Higher Education Conference, Research and Practice in Higher Educational Developments(s): Exploring the Links, Grantham, United Kingdom.

could use strategies to generate and develop ideas for speaking, writing, and visual activities. At last, with her students, she made storytelling festival day in the class31.

Nasser Saleh and Ra’ed did the study about “The effect of teacher’s storytelling aloud on the reading comprehension of Saudi elementary stage

students” and they found that the use of storytelling aloud in English language instruction to the university students has a positive effect on students’ achievement. Storytelling to elementary stage students had positive impact on

the students’ performance. The impact was the students were more interested in reading, more like to discuss and they are more confident to participate. The students had also chance to speak up to show their capabilities. It became the strong reason to use storytelling in the classroom activity32.

Ella had also found the differences between students who have storytelling

while learning and student don’t. The students of the experimental group who have storytelling while learning have got more benefit in acquiring more vocabulary and in using storytelling. They were able to communicate between each other in using their thoughts, styles, and language experiences. While the students of the control group who did not have storytelling while learning, they got less benefit in learning storytelling and in acquiring different vocabularies. This was because that this group of students has not been taught more about storytelling as a mean of learning. They were just given some

31 _{Katherine Massa, Storytelling as a Strategy to Increase Oral Language Proficiency of Second} Language Learners. Yale-New Haven Teachers Institute. Vol. 2, 2008

32

N.S. Al-Mansour, R.A. Al-Shorman, “The effect of teacher’s storytelling aloud on the reading

comprehension of Saudi elementary stage students”. Journal of King Saud University – Languages and Translation. Vol. 23, 2011, 69–76

lessons about how to tell stories and how to use them in classroom as a new technique33.

A study by Isbell, Sobol, Lindauer and Lowrance found the fact that storytelling and story-reading improve oral language complexity and story comprehension for children. It was good to ask the children to retell after read the story. The combination of these two approaches provided the powerful literature experiences to influence oral language development and story comprehension for the children34.

Rini found the fact that storytelling could improve the students writing skill. In her study, she also found some improvements after doing storytelling in any part of classroom activity. First, students’ attitude toward writing was improved. They like more to write and think that writing was not boring lesson anymore. Second, the classroom circumstance was enjoyable. Through the storytelling, the students were more engaged to be active in the class. Third, the students’ ability of constructing sentences, organizing the generic structure, using correct grammar, and integrating ideas were improved. The

students’ score proved it. Their score increased. They became more active when there was the game to construct the sentences. Storytelling built up their

33 _{Elaf S. Abdulla, 2012, The Effect of Storytelling on Vocabulary Acquisition. University of} Tikrit College of Education for Women /English Department

34

Rebecca isbell, joseph sobol, liane lindauer, and april lowrance, the effect of storytelling and story-reading on the oral language complexityand story comprehension of young children; early childhood educational journal. Vol. 32 No. 3, December 2004

vocabulary during writing. That is why, the use of storytelling as a media to

improve students’ skill was not questionable35.

All of those related preview studies were talking about the improvements of English skills through storytelling. But here, the researcher will only focus to analyze how is the students’ storytelling itself. Even though there is a researcher analyze the storytelling skill too, but he is focus on the storytelling using digital aid. Asmuni Marjuki found the fact that the students like to retell the story36. It has been proven by her research that the ability of storytelling of the students is improved after gone the movie media. This method was appropriate for them because it is interesting and it is very suitable with their age. Therefore, the different result of the storytelling skill analysis will be showed at this study.

35

Rini, Puji Hastuti. Improving Students’ Writing Skill through Storytelling (A Classroom Action Research at the Second Year Students of SMP Negeri I Ngrampal Sragen in 2008/2009 Academic Year). Thesis, Surakarta: Teacher Training and Education Faculty, Sebelas Maret University, 2009.

36 _{Marjuki, Asmuni. Improving Students Ability of Story Retelling By Using Movie. Thesis,} Bogor: University of Ibn Khaldun Bogor, 2011

This study used descriptive qualitative research as the design. The researcher described the result of the students score based on the combination rubric served by Heather Forest and three other rubrics, TEA storytelling rubric, Fulton City School District and NCTE storytelling rubric, to make it convincing and valid. When the students acted and played in storytelling, the researcher only focused on some aspects of scoring in the rubric. Other way to find the answer of the question, the researcher interviewed the students related to the story presented. This activity makes the result not subjective. The researcher asked about the

students’ preparation of mastering the story, and from this, the researcher understood more about how far the students mastered the story being told.

A. Research Design

This research is a descriptive qualitative research. Sutopo dan Arief, as cited by Wilhelmus Hari in his book, stated that qualitative research is a research for describing and analyzing phenomenon, event, social activity, attitude, and individual perception or group perception1. It means when doing a qualitative research, the researcher has to collect the data to analyze then describe briefly about the evidence obtained from the field.

1 _{Hari, Wilhelmus S, 2010. Penelitian kualitatif; Aplikasi Pada Penelitian Ilmu Kesehatan. Susilo&ivy.} www.nulisbuku.com

B. Research Subject

The place chosen for this research was in the SMA Muhammadiyah 2 SIDOARJO. This was because this school has received many awards in the context of education. The two awards that relate to the education award in general are first, education Indonesia award categorized as the best education and educator of the year 2013. The second is the platinum of Indonesian award 2014 categorized as the best education, learning and training. These two bases become a strong reason to test the skill of the students in learning process.

The population for this study is all of the tenth grade students at SMA MUHAMMADIYAH 2 SIDOARJO. There are a number of classes for the tenth grade. Based on the observation done by the researcher about the field, there were14 classes for the tenth grade. For each class, there were about 35 students. So, there were about 490 students for population.

The data was taken from the 1st grade senior high school students in the first semester. The students had any kinds of text genres like narrative, recount, report, descriptive texts in and so on based on the book used. Based on the advice from the teacher, the researcher used 5 of 14 classes as samples for this research which contains 187 students. The researcher used random sampling to choose the sample.

C. Research Instrument a. Observation Rubric

Observation was used to get the real data from the field by taking notes and paying attention on students’ performance. This can also use recorder to minimize the missing.

Mallan said that there are six strategies to do storytelling2. They are:

1. Choosing the story 2. Limiting the time

3. Giving voice to the story 4. Story structure

5. Telling without the book 6. Telling to audiences

Eric miller stated in his journal, Theories of Story and Storytelling, that there are eleven elements of the story3. They are:

a. Characters b. Place c. Time

d. Storyline/plot

2

Mallan, K. (1996) Storytelling Sourcebook, Project SARA, Brisbane, pp. 15-16.

3

e. Sensory elements like smell, flavours, colours, textures, etc.

f. Objects g. Emotion

h. Narrators’ point of view

i. Narrators’ voice, attitude, and style j. Theme

k. Characters’ physical gestures

In order to have a good storytelling as Mallan said and to fulfil the storytelling elements like miller said, the researcher included those strategies in a rubric combined with the criteria from some storytelling rubric designers; Heather Forest, TEA (Texas Education Agency), Fulton City School District and IRA/NCTE (International Reading Association): The criteria were (see appendix 2):

a. Voice

This involves the students’ voice variation: the use of intonation, volume fluctuation, tone, and inflection.

b. Audience contact

This is about the storyteller’s sight and attention. c. Body language

In this part, the performer’s gesture and facial expression are noticed.

d. Duration

This is about the time limit of the performance e. Acting

This is about the performer’s role, antagonist or protagonist, and the performers’ cooperation.

f. Props

This is about the use of props and materials during the performance

g. Pacing

At last, this is about the story pace and flow.

Other aspect that observed was about the Storytelling compositional skill. In this part, the researcher paid much attention to the story being told. There were two categories of this part. They were (see appendix 3):

a. Knowledge of the story

This is about the students’ story content understanding. b. Story structure

b. Interview

To answer the second and the third question in this research, the researcher interviewed the students. The researcher asked about the problem faced during the performance and the strategy to solve. The researcher took six points for these two questions. They were (see appendix 4):

a. Asking about the things that influence their storytelling skill. b. Asking about the difficult things to handle in storytelling

performance.

c. Asking about the difficult things in conveying the story to the audiences.

d. Asking about their solution for each problem they have. e. Asking about their teacher solution for their problem. f. Asking about their suitable storytelling.

D. Data Collection Technique 1. Targeted Data

The data I need for observation is about the students’

storytelling skill in the classroom performance. The next from the

interview, I need the students’ answers about the part of storytelling skill that was easiest and the most difficult. After getting the data, the researcher would easily take a conclusion about their level of skill, the

problems found in doing storytelling, and the way of how to improve the skill in the next lesson.

2. Source of Data

The source of this research is the tenth grade students at SMA Muhammadiyah 2 SIDOARJO.

3. Procedures of doing this research are: a. Going to the field.

Looking at the people that we are going to make as sample. The targeted data is the tenth grade students. Look at the population to take the sample. The sample will be chosen randomly.

b. Doing Observation.

Asep Suryana stated that observation means gathering the data directly from the field where the subject used to do the activity4. Here, the researcher will observe the students’ performance at the classroom. The researcher will follow their performance to take some note and to score their performance based on the certain criteria.

The first data I need comes from their performance. Therefore, to get the real data for my research is to observe

4 _{Suryana, Asep, 2007, Tahap-Tahapan Penelitian Kualitatif Mata Kuliah Analisis Data Kualitatif. Jurusan}

them and their storytelling skill in their class. When the students were doing the performance in front the class, the researcher would take their score based on the criteria. Besides the researcher also used recorder to record the performance, if it is possible.

c. Interview

Interview is a gathering data technique by having dialog with the subject; it does not tend to be formal in order to make the subject feels free to share their opinion5. The researcher interviewed the teacher about the students’ performance in the classroom to make it not subjective. The researcher also interviewed the students about their own and

their friends’ performance, about the each part of storytelling

to get the answer of the second and the third questions.

The researcher would give the questions to answer the problem number two and number three. After observed the

students’ performance, the researcher will interview them one by one about the problems they faced during the performance and their solution or strategy to solve it.

d. Analyzing the result.

This is the main part of doing this research. All of those data from different resources was then analyzed. The researcher would find the level most of students in the storytelling skill. The second, the researcher and the readers will know what part of storytelling the students were good and what part of storytelling that both students and teacher needed to improve.

e. Make conclusion

From all of those data, the researcher will take conclusion and will get all of the questions’ answer in the statement of the problem. This means this research was done well and has made beneficial contribution for education life.

E. Data analysis technique

Miles and Huberman stated that the most serious and the most complicated part of the qualitative research is the method of analysis has not been well organized6. Yet, Spradley clarified that analysis in any research is the way of thinking. It relates to the systematic test to

something in divining the part and the relation. The analysis is to find the pattern7.

Here, in this research, the researcher used the model of the analysis data from the Miles and Huberman. They stated that in this qualitative analysis, the researcher does the interactive research and it goes until the researcher gets the surfeited data. The activities in this research are reduction, data display, and conclusion or verification8.

1. Reduction

The data from the field must be massive. But not all the data are required for reaching the goal of the study. Omitting the unnecessary data to analyze here is called reduction. The collected data will be reduced as needed. When the focus is found, the rest of the needed data will be easier to collect.

2. Data display

When all of the data needed has been collected, the next activity is displaying the data. The data can be served as table, graphic, pictogram and others to make it easier to understand. But here, in this study the researcher will also use description to serve the data.

3. Conclusion

7 _{Moleong, LJ.1989.Metodologi Penelitian Kualitatif. Remaja Kosdakarya.Bandung} 8 _{Miles, MB and AM Huberman. Qualitative Data Analysis….6}

The last part of the activity is to conclude of the whole of the study result. To conclude the result, the researcher will describe it briefly.

CHAPTER IV

RESEARCH FINDINGS

A. Findings

The purpose of this study, as stated in the first chapter, is to know the

students’ storytelling skills and to find the problems within and the strategy to improve their storytelling skills. To find the result of the study, the researcher did the research starting from 30th of September to 13th of October 2014. Firstly, to get the answer of the first question, the researcher did the observation. Secondly, to answer the following questions, the researcher did the interview.

The researcher observed 5 of 14 students of the tenth grade classes. They were MIA 3, MIA 4, MIA 5, MIA 6, and MIA 7. From the fifth classes, not all the students were observed, but just 149 out of 187 students from the fifth class. All of the students performed in front of the class with any styles. They worked individually, in pair and in a group. While the students were doing the performance, the researcher took their score based on the criteria in the instrument. The data of the performed students were:

Class

Number of performers

Individual working

Pair working

Group working

MIA 3 31 5 13 -

MIA 4 38 - - 10

MIA 5 36 3 9 2

MIA 6 36 - - 9

MIA 7 8 8 - -

Total 149 16 22 21

Table 4.1 table of the number of performers

Form the data, it can be concluded that the students who worked individually were only 16 students or around 11% of the students. There were 22 pair groups and 21 group work. The students who work in pair were 44 students or 29% of students. 89 students or 60% of students worked in group

The story being told was from the teacher. The teacher provided some stories and let the students choose the story by themselves. Some of students might also have their own story choice to tell within the performance.

As told in the previous chapter, the researcher classified the skill into two parts, the first was storytelling performance, and the second was

storytelling compositional skills. The criteria for the performance were voice, audience contact, body language, time limit, acting, props and pacing.

To know the details of the value of the students, the researcher classifies the students’ skill criteria score by showing the diagram of the students result as follow:

1. In the part of voice

 63% students got score 1.  14% students got score 2.  9% students got score 3.  13% students got score 4.

chart 4. 1 voice score chart

94 students 21 students

14 students 20 students

voice score

As we probably know that voice is one of the most important elements in storytelling. The audience can understand the character through the tone, stress, intonation and the variety of the voice sounds. For example, if the character shows madness, the high volume and intonation can be presented.

Most of students used inappropriate voice within the storytelling. They just used flat voice to express the character within the storytelling. They seemed like not doing acting, but rather reading a story. This always happened when the students did storytelling in a group. Just one or two of them used voice variation for getting the right character.

This can be seen from the data that 94 students or 63% students got score 1. They got into the criteria, which spoke in low volume, and/or monotonous tone, which caused audiences to disengage. Moreover, 14% students or 21 students reached score 2 who spoke in uneven volume with little or no inflection. The next result is 9% students or 14 students got score 3 whose criteria of speaking was satisfactory in variation and inflection. In addition, the last finding is 13% students or 20 students got score 4. They reached this score because they spoke with fluctuation in volume and inflection to maintain audiences’ interest and emphasize the key points.

2. In the part of audience contact  113 students got score 1  15 students got score 2  14 students got score 3  7 students got score 4

chart 4.2 audience contact chart

Audience’s gaze became a vital component during the storytelling performance. Since storytelling involves the storyteller to tell story for the audience, having direct contact with audience is really needed in order to make the audiences follow the story being told. The storyteller transfers the message to them, and they

76%

10%

9% 5%

audience contact score

score 1

score 2

score 3

catch what they are going to share. This can be called as successful storytelling.

From the field, the researcher found the fact that the students did not pay much attention to this element. It was proven by only 5% students or 7 students who got the perfect score. The rest of them were likely to pay attention more to the note. 9% students rarely looked at the audience without getting the audiences involved into the story. Most of them, or precisely, 113 students (76%) ignore the audiences. Based on the answer during the interview, one way to get the confidence during performance was by pretending as if there were no audiences.

3. In the part of body language  70% students got score 1.  9% students got score 2.  9% students got score 3.  11% students got score 4.

chart 4.3 body language chart

Body language is the way of body trying to communicate through the movement. Our body share the mood, feeling and what is happening in its own way1. By using body language, the storyteller could get the audiences’ attention more. Instead of just standing in front while reading note, there are lots of variation, like running, jumping, sitting, and turning around and so on, they could do to make their performance better.

70% students did not include this element into their performance. Missing this element within the storytelling made the

1 _{Sheena, 2011, How to Use Body Language in Your Story Telling: Storytelling As Performance Level} 3 Unit 22. Cambridge Technical

70% 9%

9%

11%

body language score

score 1

score 2

score 3

performance not real. It did not present what was in progress in the story. Consequently, many audiences did not pay attention to their performance.

4. In the part of duration

 85% students got score 1.  3% students got score 2.  5% students got score 3.  8% students got score 4.

chart 4.4 duration chart

Duration- related score means the time used by the students to perform. The limitation of the time was approximately 3 to 5 minutes for individual and pair performance and 5 to 7 minutes for

score 1 score 2 score 3 score 4

126 (85%)

4 (3%) 7 (5%) 12 (8%)

group performance. Maureen, in Emily’s storytelling guiding book, reminded other storytellers to think about the time limit of performance. The audiences need flexible time instead of performing entire day2. This shows that to know the success a performance depends on what our audiences feel about.

When the students did the performance in the class, only 12 or 8% students performed within the appropriate time limit. Most of them, approximately 137 or 90% students performed less than the time given.

5. In the part of acting

 70% students got score 1.  9% students got score 2.  9% students got score 3.  11% students got score 4.

2 _{Emily Johnsson- Claire Adlertelling. (Eds), Telling tales; a guide to developing effective storytelling} programmes for museums london museums.London museums, London:2006. 3

chart 4.5 Acting chart

Acting is a part in which the storyteller has to play a character in the story. During the performance, the storyteller plays the role as the player in the story. The storyteller has to keep focus on the drama activity to keep the audience engaged and interested3. Acting becomes the life of the performance. Through the acting, the audience would be engaged to watch the performance. They enjoy the story showed. They got the message and kept curious with the following story. The reason that most of students got score 1 in this part is because they only focused on note. They were not acting but reading aloud. They brought notes when

3_{Helen nensterenko “15 storytelling techniques for amazing brand stor} ies http://writtent.com/blog/author/hellen/ accessed on july 11 2014.

score 1 score 2 score 3 score 4

105

13 14 17

Acting score

performing the story. The reason of why they brought note were neither did they memorize the story nor were they ready to perform in front of the class.

6. In the part of props

 68% students got score 1.  5% students got score 2.  5% students got score 3.  22% students got score 4.

chart 4.6 props chart

Props are the media used during the performance. In the past, the player did not use any props at all. They just used the variation

102

7 7

33 68%

5% 5%

22%

0 0 0 0

0 0 0 0

0 20 40 60 80 100 120

score 1 score 2 score 3 score 4

of sounds, their acting, the imagination of the audience, and the story itself4. Nowadays, the role of props becomes principal to be prepared before the show.

Any kinds of props could be used within the performance. Two-dimension props, three-dimension, and four-dimension. The two-dimension object is like picture. The pictures are usually used for many purposes, like background. The three dimensions props are like any real stuff (not a picture) that are used in the story. Like doll, dress, weapon, accessories etc. The four dimension used are like what the audience can feel when the performance is played. Like the smell, the motion, and the vibration.

In the field, the researcher found the fact that 102 students did not use any props at all. 7 students did not use appropriate props and 33 students used the right and appropriate props during the performance. Most of them said that they did not have enough time to prepare the props, so they just used what are around them or nothing. It made most of them got score 1 for the props criteria.

4

Evelyn, Davis. (2014) why can props be important in Storytelling for young

children?http://www.evelyndavis.co.nz/2014/06/why-can-props-be-important-instorytelling-for-young-children/ accessed on October, 24th _2014.

7. In the part of pacing

 70% students got score 1.  9% students got score 2.  9% students got score 3.  11% students got score 4.

chart 4.7 pacing score chart

pacing score 0

20 40 60 80 100 120

score 4

score 3

score 2

score 1 105 (70%)

13 (9%)

14 (9%) _{17 (11%)}

Pacing is the rhyme of a story5. It is a way of a storyteller delivers the story within the right and enjoyable speed for the audience. Pacing becomes one of important part in storytelling. Why is it so? It is because the story is running through pacing. The audience will get bored when the story has no rhyme inside. It is not talking about the storyteller’s overacting performance sounds and act, but it is about the natural story’s flow. The storytellers know when they should stop, pause, have a break, and keep going and continue.

More than 60% students got the score 1 for all the criteria except for the pacing criteria. In the pacing criteria, most of students got score 4. They did the storytelling with the right pacing. Some of them also brought note to read, in addition, this indicated the way of keeping the pacing in line.

From all those explanation above, the researcher could take conclusion about the level of the tenth grade students’ storytelling skill at SMA MUHAMMADIYAH 2 Sidoarjo. In the part of storytelling performance, the researcher found that 102 students were beginner, 27 students were intermediate, 20 students were proficient, and none of students was accomplished. All of the data

5 _{Distco, 2012, The Elements of Storytelling. From}

were in the part of storytelling performance. Here the researcher provided the chart of the students’ skill level.

chart 4.8 chart of stude ts’ storytelli g perfor a ce level

The second is the part of storytelling compositional skill. The criteria for this categorization are about mastering the story content and the story structure. Approximately 107 students were intermediate, 29 students were proficient, 13 students were accomplished, and none of them was beginner.

102 27

20 0

0% 10% 20% 30% 40% 50% 60% 70% 80%

BEGINNER INTERMEDIATE PROFICIENT ACCOMPLISH

students' skill level

chart 4.9 chart of stude ts’ storytelli g compositional skill level

For more detail, the researcher found that 98 students got score 1 for knowing the story element. Meanwhile, they were 14 students who got score 2, 3, and 4 for each element. The data could be written as shown below

0% 10% 20% 30% 40% 50% 60% 70% 80%

BEGINNER INTERMEDIATE PROFICIENT ACCOMPLISH

chart 4.10 knowledge of the story element chart

The researcher took the conclusion that the reason of why most of them got the score 1 is because they relied on notes. Only 10% students mastered the story perfectly. This was because neither was the story from their teacher nor did they choose the story by themselves. The researcher found that even though they had famous stories like Cinderella, Pinokio, Sleeping beauty, Snow white, etc, they kept reading the notes. The notes they brought were not only the printed one, but also they brought mobile phone. Based on this fact, it is no doubt if most of them got score 1.

About the next criteria or element, the researcher found that all of the students got score 4. The students delivered the story by using perfect structure. They came with the orientation first then

70% 10%

10%

10%

knowing the story element

score 1

score 2

score 3

moved to the complication or climax and ended with the re-orientation. The advantage of bringing and reading notes was that they could stay in the right line of the story. They did not drag into some parts and go back to the previous parts. They were perfect in the part of story structure within their performance.

The score of students’ storytelling performance provides the answer for the research question number one as mentioned in the first chapter of this study. The criteria provided in the diagram, it is expected to be easy to understand.

The next findings of the study were about the problems that hinder the students’ performance and about their strategy to overcome the problem faced. The problems found are described as follow:

Problems of Storytelling Performance  Pronunciation

 Body language  Fluency

 Nervous  Voice  Shyness

 Lack of practice/preparation  Confidence

 Style/acting

 Audience contact and control  Self control

 Props

 Facial expression

Table 4.2 table of Problems of Storytelling performance

Problems of Storytelling compositional skill  Grammar

 English comprehension  Afraid of being mistake

 Mastering/remembering the story  Internalization of the character

 Transferring the message to the audience  Opening

72

reading comprehension. Other aspect could be tested from this activity.

Storytelling, for the students, could be for showing their English competence. You as students, if you are afraid of making English as your daily speaking, can make this as an enjoyable way to speak up. So, no more reason to say no to speak English.

2. The reader

This paper was not for judging some students’ skill level in certain school, but this was for just showing that storytelling even often used in many school because it has lots of benefit to improve students’ English comprehension. Besides, we have to know what the problems appeared. The rubric to test could be also as reference and you might add other criteria for more complete aspect.

3. Further researcher

These findings were only in some elements part. The researcher was aware that there were many lacks of this study, for example in the part of taking score of the students’

73

performance. if the next researcher find other complete criteria, hopefully, it could complete this study for other findings.

The researcher realized that this study has many lack. Storytelling in the classroom activity is old-fashion strategy and it seems not interesting for the students. To get it more interesting, further researcher can use digital storytelling. By adding new technology in learning process, there might be different result.

The main suggestion to have good storytelling is practice a lot. Practicing more and more could improve the lack of the elements of storytelling. Doing wrong, mistake, review, practice again and reflection became the rule process to reach good storytelling performance.

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