MINI RESEARCH

“THE EFFECTIVENESS OF USING

STORYTELLING FOR IMOROVE THE STUDENS'
READING SKILL”
Lecturer : Prof. Didik Santoso, M.Pd

Compiled by :

Siti Kholifah(0304171035)

PBI-1/6th Semester

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH & TEACHING TRAINING
STATE ISLAMIC UNIVERSITY OF NORTH
SUMATERA
2020
 PREFACE

Firstly I would like to thanks to Allah SWT for helping us and give us health to finish
this assignment. Here, I have finished the assignment to make this paper about “mini
research”. I realized that this paper so far from perfect and still need improvements to make it
better for the next paper. I hope this paper will usefull for other people. I need critical and
suggestion to make it better.
Thanks for your attention and we are really sorry if there’s have some mistakes in my
paper, and thank you.

July, 2020

Author
 CHAPTER I
INTRODUCTION

1.1 Background of Study

Speaking is the first way to interact with others in the social community.
Furthermore, the success in learning a language at first can be seen from the
ability of the learner’s speaking. However, it is very hard for the beginners to
speak the foreign language, especially English. As social human, people always
interact and communicate one another. The first way to do the interaction and
communication is by speaking. In this case, people express their ideas and
communicate what they want orally. That is why speaking is very essential,
moreover speaking English.
We need an effective English speaking skill in the whole life aspects in this
globalization era. There are some reasons to put speaking as the first aim of study
such as personal satisfaction from being able to speak and reaching other interests
or career goals. By and large, speaking lecture is the most difficult lecture in
university level. It can be proved by the teacher’ experience (the writer) while he
taught Speaking for Everyday Communication lecture in first semester students in
academic year 2016/2017. In this era, there are some teaching methods can be
applied in teaching and learning process to improve students’ ability. According
to curriculum 2013 (Jalil, 2014, p. 55), there are six teaching and learning
methods which make students active in teaching and learning process. They are
individual learning, peer learning, affective learning, collaboration learning, play
learning and cooperative learning. Every teaching method has some advantages
and disadvantages dealing with the topic and ability which will be improved.

1.2 Identification of the problem

The identification of the problem is to know the result of using story telling to
improve the ability of the student in speaking skill.

1.3 Formulation of the problem

 Speaking skill is one of english skill that must be mastered. This research
implements the students of the ninth gradein junior high school Tanjung Morawa.
Having an awareness of it, we feel aware for measuring the students’ skill in
speaking. I hope, the students can improve their skill in speaking and increase
their knowledge about it.

1.4 Objectives of the research

Based on the formulation above, the main purpose of this research is to know
the improvement of many aspects in speaking ability such as grammatical aspect,
vocabulary aspect and pronunciation aspect by using story telling.

1.5 Limitation of the study

To simplify this study, the researcher gives limitation as follows :
1) This research is focused on the using of story telling to improve and
measure students’ability in speaking skill.
2) This research is only for the student of the ninth grade in junior hight
school Tanjung Morawa.
 CHAPTER II
THEORETICAL FRAMEWORK

A. Speaking
2.1 The Definition of Speaking
Speaking is one of the four basic competences that the students should gain
well. It has an important role in communication. Speaking can find in spoken
cycle especially in Joint Construction of Text stage. Speaking is the productive
skill. It could not be separated from listening. When we speak we produce the text
and it should be meaningful. In the nature of communication, we can find the
speaker, the listener, the message and the feedback. Speaking could not be
separated from pronunciation as it encourages learners to learn the English
sounds.
Harmer, (in Tarigan, 1990: 12) writes that when teaching speaking or
producing skill, we can apply three major stages, those are:
1. Introducing new language
2. Practice
3. Communicative activity.
Speaking has been regarded as merely implementation and variation, outside
the domain of language and linguistic proper. Linguistic theory has mostly
developed in abstraction from context of use and source of diversity. Therefore,
Clark and Clark (in Nunan, 1991: 23) said that speaking is fundamentally an
instrument act. Speakers talk in order to have some effect on their listener. It is the
result of teaching learning process. Students‟ skill in conversation is core aspect
in teaching speaking, it becomes vitally aspect in language teaching learning
success if language function as a system for expression meaning, as Nunan
(1991:39) states that the successful in speaking is measured through someone
ability to carry out a conversation in the language. We confess that there are many
proponent factors that influence teaching speaking success and there are many
obstacle factors why it is not running well.
 According to Ladouse (in Nunan, 1991: 23) speaking is described as the
activity as the ability to express oneself in the situation, or the activity to report
acts, or situation in precise words or the ability to converse or to express a
sequence of ideas fluently. Furthermore, Tarigan (1990: 8) said that “Berbicara
adalah cara untuk berkomunikasi yang berpengaruh hidup kita sehari-hari”. It
means that speaking as the way of communication influences our individual life
strongly. From the explanation above, the researcher concludes that speaking is
what we say to what we see, feel and think. When we feel something, we want
someone can hear us. So, in this process we can call it is an interaction between
two sides. On the other hand, speaking can be called as oral communication and
speaking is one of skills in English learning. This become one important subject
that teacher should given. That is why the teachers have big challenge to enable
their students to master English well, especially speaking English in class or out
of the class.

2.2 Types of Speaking

Brown (2003:141) states as with all effective tests, designing appropriate
assessment tasks in speaking begins with the specification of objective or criteria.
Those objectives may be classified in term of several types of speaking
performance:
1. Imitative
At one end of a continuum of types of speaking performance is the ability
to simply parrot back (imitate) a word or phrase or possibly a sentence. While
this is purely phonetic level of oral production, a number of prosodic, lexical
and grammatical properties of language may be conclude in the criterion
performance.
2. Intensive
A second type of speaking frequently employed in assessment contexts is
the production of short stretches of oral language designed to demonstrate
competence in a narrow band of grammatical, phrasal, lexical of phonological
relationship (such as prosodic element-intonation, stress, rhythm, juncture).
Examples of extensive assessment tasks include directed response tasks,
 reading aloud, sentence and dialogue completion limited picture-cued task
including simple sequences and relationship up to the simple sentence level.
3. Responsive
Responsive assessment tasks included interaction and test comprehension but
at the somewhat limited level of very short conversations, standard greetings
and a small talk, simple request and comments and the like.

2.3 Elements of Speaking

In speaking, it is very important for student to acquire the ability to express
their ideas and opinion. Consequently, this competency should be mastered by the
learners of language. The ability to speak fluently presupposes
not only knowledge of language features, but also the ability to process
information and language „on the spot‟.
 Among the elements necessary for spoken production (as opposed to the
production of practice examples in language drills, for example), are the
following: Connected speech: effective speakers of English need to be able
not only to produce the individual phonemes of English but also to use
fluent „connected speech‟.
 Expressive devices: native speakers of English change the pitch and stress
of particular parts of utterances, vary volume speed, and show by other
physical and non-verbal (paralinguistic)means how they are feeling
(especially in face-to-face interaction).
 Lexis and grammar: spontaneous speech is marked by the use of a number
of common lexical phrases, especially in the performance of certain
language functions.
 Negotiation language: effective speaking benefits the negotiator language
we use to seek clarification and show the structure of what we are saying.

B. Storytelling
2.4 What is Storytelling?
Storytelling is to retell the story having read or heard by using the storytellers’
own words based on their understanding about the story. According to Zaro and
Saberri in Akhyak and Indramawan (2013: 20), storytelling is an activity
involving the interaction between storyteller and audience and between an
individual and the listener in the certain level. Next, Safdarian (2013: 208) defines
storytelling as the way of the students to retell stories in a different word
construction after being told the stories by the teacher. Then, Ebrahiminejad,
Azizifar, Gowhary, and Jamalinesari (2014: 43) say that storytelling is one
teaching method by using short stories.
Meanwhile, Samantaray (2014: 42) describes the procedures of storytelling as
follows: (1) the teacher hangs different written stories with colorful papers on the
white board, (2) the teacher asks the students to make groups of five, (3) the
teacher asks every group take a paper from the white board, (4) the teacher asks
them to develop a story in 15 minutes, (5) the teacher asks them to retell their
story based on the group discussion, and (6) the teacher gives award to the group
considered as the best group.

2.5 How Storytelling Works in Design

In user experience (UX) design, you use storytelling throughout the design
process to ensure that all work focuses on the users’ needs and the value you want
to give those users. After completing design research to understand your users’
needs and desires, you use your insights to tell a story about who your users are,
what they need and how you’ll provide that. This story makes it easy for everyone
involved in the project to empathize with the users and ensure that their work
matches the story. Having a story throughout your project means marketing the
design at the end of the design process is also straightforward, as you already
know exactly which story to tell to show how your product provides value.
The renowned philosopher Aristotle wrote extensively on storytelling. His
formula is a checklist for what your stories should contain.
 Plot – What are users trying to achieve/overcome?
 Character – Who are the users: not just demographically, but what insights
do you need to understand what they (and their needs) are truly like?
 Theme – How can you establish a trustworthy presence to them and still
set yourself apart from competitors? How will you reflect the overall
obstacles users must overcome?
 Dialogue/Diction – What will your design say to users and how? Does a
formal/informal tone match their expectations? How much text is
appropriate?
 Melody – How will the overall design pattern appear pleasant and
predictable to users, moving them emotionally?
 Decor – How will you present everything so the graphics match the setting
the users can sense?
 Spectacle – How can you make your design outstanding so users will
remember it?
 CHAPTER III
RESEARCH METHODOLOGY

3.1 Methodology of the research

Before doing research setting, first of all kind of research should have been
identified. The writer conducted this study in junior high school in Tanjung
Morawa. It is located in Tanjung Morawa, Medan, North Sumatera. The subjects
of this study were ninth grade of junior high school in Tanjung Morawa.
Therefore, total members of the students were 32 students. The instruments were
used to obtain the data analyzed in this study were in form of test, camera, and
document.

3.2 Technique of Collecting Data

Technique of collecting data by using observation and speaking test . The
writer did the observation by writing everything happening in the class on the
field notes in every meeting of the students. Then, the speaking test was held in
the following meeting after every students had finished. There were two
techniques of data analysis of this research. They were descriptive analysis and
statistical analysis. The observation data written by the writer were analyzed by
using descriptive analysis to know the teacher’s activities, the students’activities,
and the students’ responses during the teacher taught speaking by using
storytelling in the classroom. Then, to know the improvement of the students’
speaking skill and the percentage of the students who passed the passing grade,
the writer used statistical analysis. In doing the statistical analysis, the writer
compared the number of students getting minimally the criterion score of 4 of
every speaking aspect in pre-test, post test I, and post test II to know the
improvement of students’ speaking skill. The criteria of the success of this
research itself was when 75 % of the students got the criterion score of 4 of every
speaking aspects as the passing grade.
 CHAPTER IV
RESULT OF THE RESEARCH

4.1 Result of the research

The Lecturer’s Activities
After checking the attendance list, she/he told the students about how she/he
would handle the class for that meeting. It was about how storytelling would be
applied. Then, the teacher did what she/he had written in her/his lesson plan
about teaching speaking by using storytelling method. Below were the steps the
storytelling that the lecturer did.
1. The lecturer asked the students to sit in the groups of five.
2. The lecturer got the students to pay attention to the reading text in their
module while she was reading and translating the reading text.
3. The lecturer had the students to discuss about the content of the reading
text by using their own words in seven minutes.
4. The lecturer asked every group to present their discussion result in three
minutes.
5. The lecturer gave the review of the presentations done by the students
dealing with the speaking aspects.
The teacher was walking around the class during the discussion while she
was answering the questions from the students about the vocabularies. She/he also
asked the students to write down the names of the members of the group. As soon
as the time for discussion was over, she/he directly had the groups to present their
discussion result.
The Students’ Activities
Since the first meeting of the class, the students joining the class always
followed the lecturer’s instructions. Here are the descriptions of the students’
activities relating to the storytelling method applied by the lecturer.
1. The students sat in the groups of five.
2. The students were paying attention to the reading text in their module
while the lecturer was reading and translating the reading text.
 3. The students discussed about the content of the reading text by using their
own words in seven minutes.
4. The representatives of the groups presented their discussion results in three
minutes.
5. The students listened and paid attention to the review given by the lecturer.
While discussing, the students submitted the papers containing the names
of the groups’ members.
The Students’ Responses
The students were little surprised when they were asked to retell the content
of the story in front of the class in the first meeting. It was because in the first
semester they always got the explanation from the teacher. Next, there was one of
the students’ representatives who was very nervous when telling the content of
the reading text in front of the class. It made him forget some words to say. Then,
he was replaced by other member. Meanwhile, most of the students were very
noisy in the second meeting because they did not finish making the story of the
content of the reading text. They felt that their time was not enough. Almost all of
them laughed when the lecturer corrected the pronunciations. They found the new
words with their unfamiliar pronunciation in the reading text.
 CHAPTER V
CONCLUSION

5.1 Conclusion
Based on the results of the research above, the conclusions can be drawn as
follows:
1. Storytelling could improve speaking skill of students of ninth grade in
junior high school Tanjung morawa.
2. The teacher was walking around the class when the discussion session
while asking the names of the students. The teacher was also answering
the students’ questions about vocabulary and pronunciation in this
activity. The time for discussion became twelve minutes. It was done
because some students complained about not having enough time for
discussion.
3. The students’ activities were in good progress. They followed what the
teacher instructed. The students generally always asked the teacher
about the vocabulary and the pronunciation of the words that they did
not know.
4. The students’ responses also were little bit different It was because they
were used to getting explanation without being asked to speak in front
of the class about the content of the reading text they had in their
module. They gave their clap to the group having presented their
discussion result.
 REFFERENCES

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