INFLUENCE OF STORRYTELLING TECHNIQUE FOR STUDENT’S SPEAKING
ABILITY AT ELEVENTH GRADE OF SMA N 1 PALAS
Nosti Rodiah
1611040103
5B
UIN Raden Intan Lampung
ABSTRACT
This study attempts to investigate the effect of storytelling on students’ speaking ability and
students’ attitudes toward its implementation of storytelling technique. This research was
conducted at theeleventh grade of SMA N 1 PALAS. It used a quasi-experimental design
involving 30 students in the experimental group and in the control group respectively.
The experimental group was given the treatment with storytelling technique, while the
control group with conventional technique. The instruments used were speaking test (pre-test
and post-test) given to both groups, and questionnaires to the experimental group only. The
result of this study shows that : 1) the storytelling technique had an effect on improving
students’ speaking ability
Overall, students’ attitudes toward the implementation of storytelling technique were positive
because they enjoyed the learning process and they were interested in the story. Moreover,
the storytelling technique could help them to improve their speaking ability.
Keywords: Speaking ability, Storytelling, Technique.
PENGARUH TEKNIK STORRYTELLING TERHADAP KEMAMPUAN SPEAKING
SISWA DI KELAS SEBELAS SMA N 1 PALAS
Nosti Rodiah
1611040103
5B
UIN Raden Intan Lampung
ABSTRACT
Penelitian ini mencoba untuk menyelidiki pengaruh bercerita tentang kemampuan berbicara
siswa dan sikap siswa terhadap penerapan teknik bercerita. Penelitian ini dilakukan di kelas
VIII SMA N 1 PALAS. Ini menggunakan desain kuasi-eksperimental yang melibatkan 30
siswa dalam kelompok eksperimen dan pada kelompok kontrol masing-masing.
Kelompok eksperimen diberi perlakuan dengan teknik bercerita, sedangkan kelompok kontrol
dengan teknik konvensional. Instrumen yang digunakan adalah tes berbicara (pre-test dan
post-test) yang diberikan kepada kedua kelompok, dan kuesioner untuk kelompok eksperimen
saja. Hasil penelitian ini menunjukkan bahwa: 1) teknik bercerita memiliki efek
meningkatkan kemampuan berbicara siswa
Secara keseluruhan, sikap siswa terhadap penerapan teknik bercerita positif karena mereka
menikmati proses pembelajaran dan mereka tertarik pada cerita. Selain itu, teknik
mendongeng dapat membantu mereka meningkatkan kemampuan berbicara mereka.
Kata kunci: Kemampuan berbicara, Mendongeng, Teknik
I. INTRODUCTION
Speaking is part of the language skills which is important for language learners to be
developed. Furthermore, According to Richards (2008) as foreign language learners, we
should master speaking skill in English as our priority.
The Indonesian students learning English are expected to be able to communicate
fluently and accurately based on the social context. In spoken English, students are hoped to
be able to convey meanings and various spoken texts that have certain communicative
purpose, text structure and linguistics.
It means that speaking is the primary competence to develop. To acquire speaking
competence students must have many aspects of speaking such as pronounciation, structure,
vocabulary, content, and fluency. This teory was supported by Underwood (1997:11) that
says speaking means creative process; an active interaction between speaker and listener that
involves thought and emotion. Speaking involves three areas of knowledge. They are
mechanics (pronunciation, grammar, and vocabulary).
Focusing on the problem in english foreign language, the problem observed by the
researcher happened at SMA N 1 PALAS in teaching and learning english especially in
teaching speaking. The aim in the speaking skill is challenging, so it is not easy thing either
for the teacher and students. They face some difficulties in the teaching and learning
speaking. Based on researcher experienced and observation in classroom activities the
researcher found some problems.
First, commonly students feel afraid and nervous when they want to speak. Second,
the student do not have any ideas or innitiatif to speak english, it is caused by the lack of
vocabulary, grammatical pattern, and lack of practicing english speaking. Third, the students
still frequently made mistakes in pronouncing the english word.
Inorder to solve the students problems and hance their speaking ability, The teacher
should creat good learning situation in making the students fun, interested, and motivated in
learning English, because beale, 2002, p.13 said “ teacher are considered more as facilitator
than commander of every classroom. The motivation of learning the language can be
enhanced by creating good media , conducive situations, creative activities, in which the
students will be actively engaged in the learning process.
Therefore it is a must for the students to improve their speaking skill using
storytelling. It means that it gives a lot of exposure and enables them to focus on their
specific speaking problem. By using this method, they can increase their sensitivity in
recognizing pronunciation errors, enlarge vocabulary, understand how to make sentence in a
good structure, and speak fluently in concrete content.
II. RESEARCH METHODE
In conducting this research, the researcher has used one-group pre-test and posttest
design is used to this research. The writer uses one class as the experimental class. The
treatment is conducted three times by using narrative text. The writer conducts pretest,
treatment, and posttest. Here is the illustration of one group pretest posttest design
T1 X T2
Where:
T1: Pretest
X: Treatment
T2: Posttest
There are several reasons for choosing one group pretest-posttest design to be
employed in the research. This design is chosen since it is not feasible to apply true
experimental design. The sample of the research is chosen randomly. Thus, one group
pretest-posttest design is chosen. Besides, it is impossible to involve control group in the
research because of the limitation of time and cost which are also became the consideration.
The population of this research is the students of the first year of SMAN 1 Palas. There are
five classes. The writer chooses one class randomly by using simple random sampling. And
writer chooses XI4 as the sample. The number of students in the class is 30 students. The
rasearcher test all the students in XI class one by one. This research was conducted 5
meetings, which is 1 meeting for condusting pretest, 3 meetings for conducting treatments,
and 1 last meeting for conducting posttest and distributing the questionnaires.
III. RESULTS AND DISCUSSIONS
The most important finding in this research was to find out influence of storytelling
technique towards students’ speaking ability and to find out the students’ respond towards
storytelling technique in teaching speaking. The finding 8 was storytelling technique
significantly increases students’ speaking ability score from pretest and posttest indicated that
using storytelling technique has an impact on students speaking ability.
Based on the result of the research, the writter found that it is important to recognize
storytelling as one of techniques to increase speaking ability by using narrative text. The
researcher found that there was a difference of students’ speaking ability after being taught
narrative text by using storytelling technique. It was taken hypotesis testing. It indicated that
the hypotesis proposed was [Link] increase can be seen by comparing the mean score
between the pretest and the posttest
In other words, storytelling can be used to improve students’ speaking ability. the
lively atmosphere and real life environment created by stories encourages the students to talk
and discuss with each other. When telling and listening to a story, the learners will easily be
plunged into the plots and the scene and forget about themselves, which will, to a great
degree, relieve their nervousness. Colon-vila (1997) also commented that storytelling helps
EFL learners become more selfconfident to express themselves spontaneously and creatively.
However, teachers have not been zealous to use it in the classroom (Alvey, 1977). the
students learnt to tell a story since it is interesting and motivating that encourage the students
for both slow and fast learners. It could be seen from the learners’ enthisiasm during the
activities. The students asked question about the vocabulary, how to pronuonce it, and how to
act the character properly. Eventhough the condition was a bit noisy because they are actively
speaking one 9 another, it showed us that they are interested in learning speaking by using
storytelling technique.
The researcher began the research by administering the pretest. The pretest was
administered to know the students’ speaking ability before they were given the treatments.
When the researcher was administering, the researcher ask the students about narrative stories
that they know. And there are 3 stories which have been choosen, they are bawang merah
bawang putih, timun emas, and white butterfly. Every student chose one story that they need
to deliver in the pretest and the posttest, and most of the students chose bawang merah
bawang putih story. After that, the researcher together with the teacher recorded the students
performances’ in pretest. They made many mistakes in delivering the stories, for example in
aranging the sentences, produce wrong pronunciation, and do alot of pauses bacause lack of
vocabulary.
After administering the pretest, the researcher began to do the treatments. There were
3 times treatments to reach the indicator in the lesson plan which are First, Students are able
to recognize the generic structure: Orientation, Complication, Resolution, and re- orientation.
Second, Students are able to retell the story with their own words. Third, Students are able to
perform storytelling based on 5 linguistic components. And the last, Students are able to
recognize the discourse elements of narrative text: once upon a time, etc.
At the first teatment, the researcher began the class with showing the performance of
story teller so that the students have parameter how to deliver the story. Then, 10 when they
have had background of storytelling, the researcher taught them about the generic structure of
narrative text which are Orientation, Complication, Resolution, and Re- orientation and
taught the Students to be able to recognize the discourse elements of narrative text: once upon
a time, etc.
At the Second tretment, the researcher taught the students to be able to retell the story
with their own words. At the third treatment, the researcher taught the Students to be able to
perform storytelling based on 5 linguistic components which are pronunciation, grammar,
vocabulary, fluency and the comprehensibility.
After administering the treatments, the researcher did the posttest. There are 3 stories
which have been choosen, they are bawang merah bawang putih, timun emas, and white
butterfly. Every student chose one story that they need to deliver in the pretest and the
posttest, and most of the students chose bawang merah bawang putih story. After that, the
researcher together with the teacher recorded the students performances’ in posttest. In the
posttest, most of the students delivering the story much better than in the pretest. The students
speak up in front of the clas fluently, with good grammar, appropriate vocabulary, right
pronunciation, and better comprehensibility. After conducting the posttest, the researcher
gave the questioneirs to the students to be filled toknow the students’ respond toward
storytelling technique in english learning teaching.
Then the researcher together with the teacher assess the students’ performance from
the recording. Both of the raters gave score for ecach students’ From the average score in
pretest and posttest, it can be seen that there is a significant difference in the result of pretest
anf posttest made by the students. This mean that storytelling made a good contribution to the
teaching learning of speaking. It helps english teacher arise the students’ interest and
motivation in learning speaking. In the other words, the students have improved their
performance in speaking helped by storytelling technique. Therefore, from the result above,
the researcher concludes that storytelling technique can increase students’ speaking ability.
There is significant increase of the students’ speaking ability after they are given the
treatments. Besides that, storytelling can also help all aspect of the students’ speaking ability
which are pronunciation, grammar, vocabulary, fluency, and comprehension.
IV. CONCLUSIONS AND SUGGESTIONS
1. Having conducted the research at the first grade of SMAN 10 Bandar Lampung and
analyzing the data, the researcher would like to state some conclusions as follows: 12
1. Storytelling technique give significant influence toward students’ speaking ability
in english learning proccess. It can be seen by the significant increse of students
pretest score and posttest score and the possitive respond that was given by the
students toward this technique.
2. There is significant increase of students’ speaking ability before and after pretest and
postest after being taught by stortelling technique. The result of posttest is higher than
the result of pretest. There is an increase from the average score of the pretest to
posttest
3. there is very possitive respond toward storytelling technique.
Considering the findings og the research, the research would like to recommend some
suggestion as follows:
1. English teachers are suggested to use storytelling technique to teach speaking
especially at the first grade of senior high scool students because most of the lessons
is about narrative text. The students will be easier to speak up, to express themselves
to tell the story bacause it is more interesting and have so much fun.
2. For the teachers who want to implement the storytelling technique to teach speaking,
it is better to use story text of unpopular fairytale as the learning media. It will be
much better if the teachers let the students know an uncommon fairytale so that they
will not be bored with the popular story they have read and they can create sentence
by their own words when retelling the story.
3. The students are suggsted to practice english in daily activity. Especially when they
are in english class. Although it is difficult to practice, but it is important to stimulate
the habit of speaking english. So that end the end they will not be shocked when the
teacher ask them to speak up in front of the class.
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United States. Phd Dissertation: University of Pennsylvania.
Colon-vila, L. 1997. Storytelling in the ESL Classroom. Teaching K-8, 58-59.
Harris, David P. 1974. Testing English as a Second Language. New Delhi: Tata Mc Graw-
Hill Publishing.
Irawati, S. 2003. The Use of Newspaper in Teaching Speaking for SMU Students in SMU 97
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