Improving Speaking Skill Through Storytelling

ISCE
Journal of Innovative Studies on Character and Education

ISSN 2523-613X
Volume 3 issue 1, Year 2019
IMPROVING SPEAKING SKILL THROUGH STORYTELLING

Agostinho dos Santos Gonçalves1, Jose Antonio Sarmento2, Fernando Carceres da
Costa3, Instituto Superior Cristal,Dili-Timor Leste,
E-mail : [email protected]
ABSTRACT
This researcher is proposed to know storytelling could develop students
speaking skill and there are some significance differences between before and
after the implementation using the storytelling to develop the students‘ speaking
skill. The respondent of the study was 22 students of the second grade of
secondary school Catholic Sao Paulo II Laclo in the school year 2018. The
method of this study used qualitative with descriptive analysis. The qualitative
method was used to count the mean score of student pre-test and post- test.
While the descriptive analysis was used to describe the result of students
encountered during the pre-test without intervention of researcher during the
implementation of storytelling to taught speaking and show was the mean score
of post-test to be compared with the pre-test. The result of this research showed
that mean score of pre-test of the speaking skill from before using storytelling
was 4.6. This is meant that students did not understand using storytelling to
develop speaking skill and students still got difficulties in speaking skill. And
after teaching the speaking skill through the storytelling, the mean score post-
test was 7.3. So, the significance differences applied to the formula of t test is
4.6 greater than t table is 2.074 through the degree of freedom is 22 which was
applied to level of significance deference is 0.5. Finally, it concluded that using
storytelling could develop students‘ speaking skill. Based on the result of the
research that has been aforementioned it can be interpreted that there are some
significance differences between before and after the implementation teaching
speaking skill by using storytelling. And storytelling could be considered as the
new strategy or a new useful method to be used by the English teachers to teach
Speaking skill to the Second Grade Students Of Secondary School Catholic
Sao Paulo II Laclo in the School Year 2018.
Keywords: storytelling, improving speaking skill
INTRODUCTION
The success in learning a foreign language can be seen from the ability of the
learner‘s speaking skill. However, it is very hard for the foreign language learners are
unable to speak English in the teaching and learning process that occurs at classroom.
English is now considered as an international language among the many countries in
terms of bilateral, regional and multilateral cooperation to develop in education, culture,
political and economy.
Other words, English Speaking skill is one of the most important skill among the
others three skills; listening, Reading and Writing and it is the most important aspect in
human interaction with the others natives and no-native speakers in the foreign affairs.
1 | ISCE : Journal of Innovative Studies on Character and Education

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Martins (1987) stated that language is one of the hardest areas for the beginning
students which are full of difficult questions technical arguments and jargon. This
statement is clear that the English beginners who consider it is as foreign language in
their countries, it is too difficult for them to be able to practice in their daily activities.
English is a language spoken by people in English speaking countries or in international
events among countries around the world that is considered as a language of the
diplomacy and international communication, business, tourism, education, science,
computer, media, internet and so on.
On the other hand, Smith & Keller man, (1986,P. 1) explained that having
knowledge will help people what other people say or write which is called cross
linguistic influence because it is about interplay between earlier and later acquired
languages. As social human, people always interact and communicate one another that
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.
Yosafat (2010) expressed his idea that people think learning any language is
only by practice, practice, and practice. As long as they know many vocabularies and
how to pronounce then correctly, they will judge themselves that they have mastery the
language. This mainly and especially happen when they are learning English. People are
always avoiding grammar class since they think that grammar is not important. They
events judge that grammar will only limit their creativity in speaking English. However,
every language has they owns grammar. Not only English but also other language has
their own grammar in order to speak and write in that language correct.
Teaching speaking skills is a crucial part of the English as a Foreign
Language (EFL) learning process. It is fundamental to communication in the foreign
language. So, students learn to speak or get any opportunity to speak in the language
classroom they may soon get de-motivated and lose interest in learning. Other words, if
the right activities are taught in the right way, speaking in class can be a lot of fun,
raising general learner motivation and making the English language classroom a fun
and dynamic place to be. It is important to teach students‘ speaking as a part of teaching
the language. Speaking can motivate students to learn the Foreign language because
they realize that the language they are studying is spoken.
In addition, Ur (1996:120) states that of all the four skills (listening,
Speaking, reading, and writing) speaking seems intuitively the most important. People
who know a language are referred to as a speaker of that language, as speaking, is
assumed to include all four kind of knowing the foreign language.
English as formal subject taught in senior high school level, which the goals are to be
able speak and write. The goals of teaching and learning English for these levels are
improving four English skills.
As the indirect observation of the writer, the Timorese students have learned
English from the first-grade of junior high school until university level. The EFL

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students are primarily interested in learning to speak compared to other skills. So, the
fact is teaching speaking at school is not easy. The writer know and find some
difficulties with teaching his students‘ speaking such as: (1) many times the
students had no idea about what to say, so they just kept silent, (2) some were
shy and uncomfortable and worried that they would make mistakes, (3) some
students were afraid of making errors in class because they feared they would be
laughed at by their friends, (4) some students were not used to talking in front of
the class (example; in public speaking), (5) some worry that their vocabulary was
limited and their pronunciation might not be good, and (6) some students did not want
to speak until their leaders have spoken even though these leaders were unofficial.
―An Indian Proverb‖ says that Tell me a fact and I will learn. Tell me the truth and I‘ll
believe but tell me a story and it will live in my heart forever.
Storytelling, the art of narrating a tale from memory rather than reading is
one of the oldest of all art forms. And storytelling is the original form of teaching and
has the potential of fostering emotional intelligence and helps the Child gain insight into
human behavior. It also promotes language learning by enriching learners‘ vocabulary
and acquiring new language structures.
Moreover, storytelling can provide a motivating and low anxiety context for language
learning which is meant to help the teacher as a storyteller to prepare for a storytelling
―performance‖ for students.
In view of the formulated problems, the objectives of these studies are (1) to
know that storytelling improve students speaking skill or not (2) to find out there are
significant different between before and after the implementation of storytelling.
THEORETICAL FRAMEWORK
In this chapter, the researcher presents some review of local and foreign related
literatures of studies which is related to the main and supporting theories of storytelling
technique to improve students speaking skills.
Speaking Skill
Speaking is the way of people to express and communicate ideas to others
orally. Gert and Hans in Efrizal (2012: 127), defined that speaking is speech or
utterances produced by the speaker with an intention of being known and then, the
listener processes the sayings in order to know the speaker‘s intention.
Irawati (2014: 26) defines speaking as an activity to produce sayings in the form
of words and sentences orally in order to communicate with others. Khorashadyzadeh
(2014: 12) states that speaking needs not only the learners‘ understanding about the way
to produce the linguistic competence such as grammar, pronunciation, and vocabulary
but also comprehension about sociolinguistic competence such as when, why , and how
to speak.

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Bahadorfar and Omidvar (2015: 9) say that speaking skills can be categorized as
good speaking skill when the listener can understand the words produced by the
speaker.
Akhyak and Indramawan (2013: 20) says that the successful speaking activity
has the characteristics as follows:
1) The language learners talk so much
2) All the participants of speaking activity get the opportunity
3) The language learners are highly motivated and have interest in the speaking
4) The language produced is at the acceptable level.
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.
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.
Ebrahiminejad, Azizifar, Gowhary, and Jamalinesari (2014: 43) say that storytelling is
one teaching method by using short stories.
According to Ling in Julia (2015: 14), storytelling as a learner-centered method
helps the students to use the information and delivers the messages to others. Thus, it
can be said that storytelling is a teaching method in which the students are asked to
retell the content of the stories in different word constructions by involving a certain
interaction between the storyteller and the listener.
Samantaray (2014: 42) describes that the procedures of storytelling as follows:
1) The teacher hangs different written stories with colorful papers on the whiteboard,
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.
Fikriah (2016: 96), presents the procedures of storytelling as follows:
1) The students are asked to sit in the groups
2) Then, the students make a story based on a sequence of pictures having some key
sentences given by the teacher, and

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3) The teacher asks the students to tell the story based on the result of their discussion
in front of the class.
Barzaq, (2009:6-7) Firstly, a story is defined as a narrative account of a real or
imagined event(s), it is a structure of narrative with a specific style and a set of
characters .Additionally, in this technique ‗storytelling‘ learner may share
experience and learn from others' wisdom, beliefs, and values. Besides that, stories
build blocks of knowledge and it is the foundation of memory and learning, lastly,
stories connect people to the past, present and the future.
METHOD
This chapter discusses the research design, subject of the study, instrument, and
procedures of research and data analysis.
Collaborative Action Research designed used in this study for conducting to find
out solution of improving English Speaking skill which is encountered by a particular
group of the students. The study was conducted in the grade II students of Ensino
Secundaria Geral São Paulo II Laclo in the school year 2018.
It is in line with the characteristics of the Classroom Action Research proposed
by Kemmis and Mc Taggart (1988: 22-23) mentioned as the following steps : 1) it is
carried out by practitioner or a classroom teacher rather than outside researchers, 2) it
can be conducted collaboratively, 3) the aim of action research is changing things, and
4) action research is group activity.
The subject of his research was the second grade students which consist
altogether with 15 males and 7 females which are totally 22 students. They are still
considered as foreign language learners because in the teaching and learning process of
English language is rarely using English language as the instruction in the classroom.
Therefore, one group was chosen as the subject of this study in order to develop their
speaking through the storytelling.
The research carried out at the grade II students of Escola Secundariu Sao Paulo
Laclo which is located in eastern part of Timor leste - Manatuto district on 24 August
2018.
The researcher arranged two cycles, each cycles consists of Planning, Action,
Observation and Reflection. The classroom action research applied for the one group of
the grade II students of Escola Escola Secundariu Sao Paulo Laclo.
Both situation of teachers and staffs in the Escola Escola Secundariu Sao Paulo
Laclo were described based on the each of their roles of teaching and learning process.
Table 1 Condition of Teachers and Staffs
No. Name Condition

Degree Position Subject
1 Pe. Abilio da costa Licenciatura Director Teologia
2 Tobias A. de Jesus Licenciatra Adjuntu Director Filosofia

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S.Sousa
3 Ariana Maris C. Licenciatura Chefe Gavinete Educação civica
Leki
4 Angelina Correia Licenciatura Professora Direito
Soares
5 Lucilia de Carvalho Licenciatura professora Sociologia
6 Domingas Oligaria Licenciatura professora CSH
C. Oliveira
7 Tomasia Soares Licenciatura professora Gestão e
Garcia Economia
8 Felisberto Soares Licenciatura professor L.Inglȇs
9 Celnaria dos Santos Licenciatura Professora Biologia
fernandes
10 Paulino Mateti dos licenciatura professor Gestão e
Santos Economia
11 Francisca da Costa Bacharelato professora Eng.
Alvel Computação
12 Antonio Amado de Bacharelato professor L. Portugues
Jesus Relvas
Guterres
13 Josefrini Pires Finalista Professor Fisica
14 Luzia Ritana P. Finalista professora Quimica
Cunha
15 Cosme da Silva Finalista professor Matematica
Soares
16 Cristiano Carceres Licenciatura professor Gestão
17 Maria M. F. D2 professora Religião Moral
Guterres
Table 3.3.2 presents the facilities of the Escola Secundariu Sao Paulo Laclo.
There are some facilities which needed by teachers and students to support teaching
learning process that could be seen in the table below.
Table 2 Facilities
No Facilities Quantity
1. Computer 40
2. Projector 1
3. Speakers sound 2
4. Valley ball 2
5. Foot ball 2
6. Net valley ball 2
7. Printer HP 2
8. Big Cabbage 10
9. Office for the teacher 2
10. Bibliotheca 1
11. Class Rooms 14
12. White board 1
13. Green Board 15

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Table 3 presents the distribution class of the grade II students of Escola

Secundariu Sao Paulo Laclo who were selected as the sample of the study were;
Sex
No Class Total
Male Female
Class A (Natural Science
1 7 15 22
Program)
2 Class B (Social Science Program) 10 16 26
Total 48
Table 3 The Lists of the grade II students of the Natural and Social Science
Program in the Secundariu Sao Paulo Laclo who were selected and taught with
Speaking skill through storytelling.
Table 4 List of the Students
No Name
1. Nivia M. Carceres Pereira
2. Francisca Rode Q. da Cruz Carceres
3. Clara A. Correia de Carvalho
4. Julmira Beatriz R. de Carvalho
5. Minçe Leonardia Klau Carcere
6. Octavio Junior G. carceres
7. Novelio S. F. Oliveira
8. Filipi Guterres Carceres
9. Rolando A. Carceres dos Santos
10. Isabelina Paulina de Jesus Sousa
11. Antonia Soares
12. Agripina da Silva Soares
13. Maria Noemia dos Santos
14. Feviana M. de Jesus Oliveira
15. Gilda vicnte soares
16. Carlos Amaral
17. Nofelia da Graça de Oliveira O. paulo
18. Micaela Clarinha C. da Cunha
19. Simeira M. da Costa C. Carceres
20. Jorgr Gonzlo Name
21. Adencio Ajoni Pedro
22. Jacinta de Jesus de Carvalho
This cycles of action research have two meeting. The procedures of Classroom
Action research took several steps as follows:
Kemmis, S. (2011) has developed a simple model of the cyclical nature of the
typical action research process (figure 1) each cycle has four steps: plan, act, observe
and reflect.

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Plan
Reflect Cycle 1
Action
Observe
Planning: The Activities of the Planning

1) Preparing speaking material, lesson plan and designed the step in doing action.
2) Preparing the list of students
3) Preparing teaching (hand out)
4) Preparing sheets for classroom research and process observation
5) Preparing a test (to know how far students speaking skill)
Action
1) The teacher administers the pre-test
2) The teacher teaches speaking skill by using drama
3) The teacher make simple simulation with one of the students to be seen by the
others
4) The teacher gives 5/10 minutes to the students make the storytelling
5) Every 2//3 students are asked to perform their storytelling in front of the class
6) The teacher pays attention mark the scores to every group
7) The teacher gives the students some evaluations including teaching speaking skill
based on the lesson plan
8) The teacher administered the post-test in the first cycle
Observation
Observation is one of the instruments which were used in collecting data. As a
scientific method, observation could be systematically used to observe and note all
of the phenomena investigated like the students feeling, thinking and something
they do in the process of teaching learning speaking skills by using drama which called
classroom observation.
Reflection
Reflection is an activity as the self-evaluation based on the observation to
find the weaknesses of the activities that have been carried out in using drama to

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teach speaking. The weaknesses can be refined in the next cycle; so that finally it
can be determined how effective drama can improve the students‘ speaking skill.
In conducting the evaluation, the researcher also gives pre-test before he starts to
teach speaking by using drama. It is given in the beginning of cycle 1. The post test
was given at the end of action in cycle. Based on the data evaluation, The researcher
could make a self-reflection in doing the action. The data from the test also show
whether the students‘ speaking skill was developed.
In this research, The researcher used two kinds of research instrument, as follow:
a) Test
The instrument that used to measur students speaking skill through the storytelling
in in every cycle and collect the data consists of one set pre-test item and another
one set of post-test. One group of students will be selected to be administered the
pretest is “Everyday Activities” before the implementation by using storytelling
technique as a innovative method teach to improve students speaking skills, And
then the implementation of teaching speaking skill by using storytelling technique,
the students will be administered the protest is “Yesterday activities”.
b) Non-test (observation)
The researcher uses observation sheet to analyze the condition when the research
held. It is observed by researcher partner with the local English teacher.
Table 5 presents the Evaluation Criteria as the Standard Measurement that is being use
in the local school.
Compo-
No Score Criteria
nents
very good (8 -10) Expressing ideas clearly which is
understandable and correspondences.
Meaning
Good to average (7.5 –

The meaning of speaking is being intended.
8)
1 Fair or enough (5.5 –
Limited expression and word meaning
7.4)
Poor or lowest (0 – 5.4) Speak words but not sentence
very good (8 -10) Fluency expression ideas in compound
complex sentences
Form
Good to average (7.5 – Speak in well-organized in simple

8) sentences and compound sentences
2
Fair or enough (5.5 – Speak in simple sentence in affirmative,
7.4) negative and interrogative correctly
very good (8 -10)
Expressing appropriate Vocabulary
Vocabulary

Appropriate cohesive words (conjunction)
8)
Limited vocabulary
7.4)
Poor or lowest (0 – 5.4) Creole or pidgin vocab.

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Grammar
very good (8 -10)
Expressing ideas through the correct tenses
Answer correctly (5W+H)
8)
Good word orders
7.4)
Poor or lowest (0 – 5.4) Words forms errors
Excellent or very good
Pronunciation
(8 -10) Very good phonological awareness

Good accent
5 8)
Fair or enough (5.5 –
Misspelling words forms
7.4)
Table 6 Method of Data Collection

There are some technique to collect the data collections in this research as follows.
Table 6 Classroom Observation Sheet

Distribution
No Activity
Excellent Good Fair
Pre-teaching
a. Opening /greetings
Q : ―Good morning‖

A : ―Morning sir‖
Asking Condition
Q : ―How are you today?‖ 
1 A : ―I am fine
Attendance
Q : ―listen to your name‖ 
A : ―yeah teacher‖
b. Introduction 
c. Motivation 
a. Explanation 
 Teaching Speaking 
 Introducing storytelling method 
 Simulation 
2
b. Practice
 Dividing into some groups 
 Choosing the topic 
Post-test teaching 
a. Concluding 
3
 b. post test 

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Table 7 Process Observation Sheet

Distribution
No Process
Excellent Good Enough
1 Teacher prepares the material with drama 
2 Students perform the storytelling with speaking 
3 Teacher observes 
4 Students pay attention teacher‘s Explanation 
5 Teacher explains about storytelling 
6 Teacher introduces storytelling to students 
7 Teacher combines speaking and drama 
8 Teacher asks the students difficulties 
9 Students understand the teacher‘s Explanation 
10 Students practice to make storytelling in speak 
11 Best Students are asked to perform in class 
12 The students become active in the class 
13 Teacher corrects the students performance 
14 Students are brave to imitate 
15 Students feel happy and enjoy with the lesson 
Test that was used by the researcher to examine students speaking skill or other
instrument which measure the students, the writer prepared as following materials;
 Pre-test
 Teaching step
 Post-Test
Storytelling as a strategy for face to face interaction among low, medium and
high ability of students. And these test items became as the result of the lesson that was
researched. In this research, the researcher used tests the two times. It contained of pre-
test and post -test in each cycle. Then the researcher marked the scores for the test by
looking for the mean score. After the mean of score was found from the tests, the
teacher could find out how extend drama can improve the students speaking skill as the
significance of the study.
The writer used pre-test and post-test to know how far the students understand
about the material. Pre-test was administered to the students before the teacher uses his
strategy of drama to teach speaking skill. Then, post- test was given to students after
the strategy of drama to teach speaking skill was implemented. Both were used to know
the differences of students skill before and after.
This researcher analyzed the mean of pretest and posttest score to be compared
and calculated with the t-test analysis as the following steps:
Mean is average from division between sums of students‘ scoring a total
number of respondents. The research applied as the following formula:

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X = score
∑= sum or add
N = Subject
Apply t test dependent means to determine there is a significance difference

between the before and after the implementation teaching speaking skill by using
storytelling to the second grade students of the Escola Secundariu Sao Paulo Laclo.
Level of significance is applied for α= .05
The result of numerical data between the t test compare t table is interpreted
and described based at the level of significance α= .05 that if there is a significant
differences between before and after the implementation teaching speaking skill by
using Storytelling.
A descriptive technique is used to describe the students behavior during
the implementation of teaching and learning process by using Drama as the strategy
to English Speaking skill in order to develop students‘ interesting speaking skill based
on the classroom observation sheet that has been provided.
Furthermore, the researcher also describes and analyses the process of
implementation based on the process of observation sheet which has been made by his
partner.
FINDINGS AND DISCUSSIONS

In this chapter, the writer would like to present the result of conducting research
of using storytelling to improve English speaking skill. The mean of score of pre-test
and post-test were administered to the second grade II students of Secondary School
Catholic of Sao Paulo II Laclo especially on natural science program.
The first cycle was held on September 03th, 2018. The research Activities
actually, what the researcher did in the first meeting for the classroom action research
when the researcher was allowed to enter the class, the situation was noisy, some

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students spoke with their friend, they didn‘t care the teacher was coming into the
classroom.
The research stood up in front of class all of the student‘s eyes looked to the
teacher and they surprised because there was the new teacher. A few second later the
researcher begun to start the class, firstly the researcher did short self -introduction to
students less and more five minutes and then the researcher gave chance to students to
introduce their self. After that, finished the researcher did the short introduction about
the topic to the students ‘‘DEVELOPING SPEAKING SKILL THROUGH THE
STORYTELLING TO THE SECONDARY SCHOOL CATHOLICGENERAL
SAO PAULO II LACLO’’. Based on this topic, the researcher administered the pre-
test to the 22 students in the class while the researcher checked the attendance list. After
that the researcher told the students about how storytelling would be applied. Then, the
researcher distributed the lesson plan about teaching speaking by using storytelling
method. Below were the steps the storytelling that the researcher did as follows;
 The researcher distributed the materials and asked the students to sit in the
groups to tell the story among of them.
 The researcher explained to the students before telling their story
”Everyday Activities”.
 The students tell the story with among of them based on their own
thinking about everyday activities
 The researcher asked every group to report their discussion result in
Three minutes
Therefore, after retell the story from each the group which is considered the result of the
Pre-Test in the table below
Table 8 Pre-Test score of Speaking Skill
Students’ codes Grammar Vocabulary pronunciation meaning Total
NMCP 4 5 5 3 6.25
FRQCC 6 6 7 6 6.25
CACC 4 5 5 3 6.25
JBRC 4 5 5 3 5.25
MLKC 6 6 7 6 5
OJGC 3 3 3 2 4.25
NSFOS 3 4 5 2 4.25
FGC 3 3 4 2 4.25
RACS 4 4 5 3 4.25
IPJS 2 3 4 2 4.25
AS 3 3 4 2 4
SMCCC 3 3 4 2 3.5
MCCC 5 5 6 5 3.5

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NCOP 3 4 4 2 3.5
RS 3 4 4 2 3.25
ASS 6 6 7 6 3.25
MNS 5 5 6 4 3
FMJO 3 4 5 2 3
GVS 5 4 5 3 3
CA 4 4 6 3 3
JGN 3 3 4 2 2.75
AAP 3 4 5 2 2
Total 88.5
Average 4.1
Calculate the result of pre-test:
Mean: = 4.1
The mean score of pre-test is derived from the total score of pre-test is divided to total
of the participants of the study.
Table 9 Post-Test score of Speaking Skill
Students‘ codes Grammar Vocab. Pronunciation Meaning Scores
NMCP 8 8 9 8 9
FRQCC 9 9 9 9 9
CACC 7 7 8 6 9
JBRC 7 7 8 6 8.25
MLKC 9 9 9 9 8
OJGC 6 7 7 6 8
NSFOS 6 7 7 6 7.75
FGC 6 6 7 5 7.5
RACS 6 7 7 6 7.25
IPJS 6 7 8 6 7
AS 7 7 8 6 7
SMCCC 7 7 8 6 7
MCCC 8 8 9 7 7
NCOP 6 8 8 6 7
RS 6 7 7 6 7
ASS 9 9 9 9 7
MNS 8 8 9 7 6.75
FMJO 7 7 8 6 6.5
GVS 7 7 8 6 6.5
CA 8 8 8 7 6.5

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JGN 7 8 8 7 6
AAP 7 7 8 7 6
Total 161
Average 7,3
Calculate the result of post test
Mean: =7,3
The post-test was held in September 10, 2018. The researcher activities the in the first
meeting, the researcher checked the attendance list. Then, the researcher told the
students about how he would handle the class for that meeting, especially the extended
time for discussion stage before the students presented their discussion result. The
researcher gave addition time for five minutes. So, the time for discussion was twelve
minutes. Then, the researcher applied the storytelling method. The followings were
what researcher did in the class dealing with the storytelling that used.
1) The researcher asked the students to sit in the groups of three
2) The researcher got the students to pay attention full
3) The researcher had the students to discuss about the content in the above based on
their own thinking about everyday activities
4) The researcher asked every group to present their discussion result in front of class
three minutes
As usual, the researcher was walking around the class during the discussion while was
motivating the students seeming lazy and answering the questions from the students
about the vocabularies. She also modeled the pronunciation of words being asked by
certain groups. Unfortunately, it was also still as usual. Every meeting there was
students not joining the class or being absent from the class. In the first meeting, there
were 22 students joining the class. So there were 7 representatives of the groups coming
forward to retell the result of their groups‘ discussion.
Students’ codes Pre-test post-test D D2
NMCP 4,25 8.25 4 16
FRQCC 6,25 9 2.75 7.6
CACC 4,25 7 2.75 7.6
JBRC 4,25 7 2.75 7.6

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MLKC 6,25 9 2.75 7.6

OJGC 2,75 6.5 3.75 14.1
NSFOS 3,5 6.5 3 9
FGC 3 6 3 9
RACS 4 6 2 4
IPJS 2 6,75 4.75 22.6
AS 3 7 4 16
SMCCC 3 7 4 16
MCCC 5,25 8 2.75 6.9
NCOP 3,25 7 3.75 14.1
RS 3,25 6.5 3.25 10.6
ASS 6,25 9 2.75 7.6
MNS 5 8 3 9
FMJO 3,5 7 3.5 12. 3
GVS 4,25 7 2.75 7.7
CA 4,25 7.75 3.5 12.3
JGN 3 7.5 4.5 20.3
AAP 3,5 7,25 3.75 14.3
Total 88 161 73 239.9
Average 4 7, 3
= 4, 6
So, that result t test is 4, 6 compared with level of significant .05 and degree of freedom
(df) = N-1 = 22-1= 21. That is why, the result of t test is 4.6 which is greater than t table
is 2.074.
Interpretation: based on the result of the t calculation, there are some significance
differences between the mean score Pre- test and post-test or before and after the
implementation using storytelling to develop speaking skill to the second grade students
of secondary School Geral Catholic Sao Paulo II Laclo in the school year 2018.
Therefore, the English teacher and students of local school are recommended
that the storytelling is a good strategy to develop the students‘ ability of English
speaking skill. Storytelling could stimulate the students who has low, medium and high
ability may interact among of them to develop students‘ speaking skill spontaneously.

ISCE
ISSN 2523-613X
CONCLUSSION
Based on the data analysis, the writer made conclusion in order to answer the statements
of the problems that the students‘ of secondary School Catholic Sao Paulo II Laclo in
the school year 2018 is able to speak English through the storytelling this is why, the
storytelling is considered as an useful way to use in teaching and learning English
Speaking in the classroom.
It is indicated that the mean score of pre-test is 4.1 is lower than the mean score
of post-test is 7.3. And the result of pre—test and post-test are compared through the
level of significance is 0.5 with the degree of freedom is 22.
(df) = N-1 = 22-1= 21.
So, after the mean score of pre-test and post-test were compared within the formula of t
test is 4.6 is greater than t table is 2.074.
Based on the result of the calculation, there are some significant differences between the
score Pre- test and post-test or before and after the implementation using storytelling to
develop students‘ speaking skill to the second grade students of secondary School
Catholic Sao Paulo II Laclo in the school year 2018. This is why, storytelling can use to
teach English language speaking skill in order to develop the ability of students
speaking skill.
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Aye, K. K. & Phyu, K. L. (2015). Developing students‘ speaking skill through short
stories. Yangon University of Education Research Journal, 5(1), 1-11.
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International Journal of Multidisciplinary Research, 2(4), 9-13.
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Speaking Skills. British Journal of Arts and Social Sciences, 2(1), 34-50.

ISCE
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and Development QCERD.
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Improving Speaking Skill Through Storytelling

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ISCE

Journal of Innovative Studies on Character and Education

IMPROVING SPEAKING SKILL THROUGH STORYTELLING

Keywords: storytelling, improving speaking skill

1 | ISCE : Journal of Innovative Studies on Character and Education

2 | ISCE : Journal of Innovative Studies on Character and Education

3 | ISCE : Journal of Innovative Studies on Character and Education

4 | ISCE : Journal of Innovative Studies on Character and Education

No. Name Condition

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Table 3 presents the distribution class of the grade II students of Escola

Table 4 List of the Students

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Planning: The Activities of the Planning

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Good to average (7.5 –

Good to average (7.5 – Speak in well-organized in simple

Good to average (7.5 –

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(8 -10) Very good phonological awareness

Good to average (7.5 –

Table 6 Method of Data Collection

Table 6 Classroom Observation Sheet

10 | ISCE : Journal of Innovative Studies on Character and Education

Table 7 Process Observation Sheet

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Apply t test dependent means to determine there is a significance difference

FINDINGS AND DISCUSSIONS

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Students’ codes Grammar Vocabulary pronunciation meaning Total

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Calculate the result of pre-test:

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Calculate the result of post test

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MLKC 6,25 9 2.75 7.6

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17 | ISCE : Journal of Innovative Studies on Character and Education

Barzaq, M. (2009). Integrating Sequential Thinking Thought Teaching Stories in the

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