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CHAPTER I

INTRODUCTION

1.1 Background of The Research

English becomes the most primary language in the world. Nowdays almost

all the people around the world use it to communicate. The area of English holds

the important roles in any scope of our life. That is way English has always

become special interest especially for educated people.

Edge says that Since British trade, followed by colonial and imperial
expansion, English spread around the world. Then the military and
economic dominance of the United States of America has confirmed
English as the international language of present historical period. As a
consequence, English serves for many times many more people as a barrier
between themselves and those some fields of interest, many people in their
own countries will not be able to become doctors, for example if they
cannot learn enough English” (1993:25).

As one of the special lesson in Elementary School, English teacher has

essential role to build students ability in teaching speaking English. English

speaking ability also has a great value to be able to take part in the wider world of

work. The speaking skill is the ability to carry out formal and informal talking or

oral form. For this case, students should master several speaking components such

as; vocabulary, pronunciation, comprehension, grammar, and fluency. These

components make English teachers think that speaking abilty should be mastered

by their students and children.

In teaching speaking, English teacher especially in the fifth grade at SDN

Sindangwangi, had demonstrated using multiple teaching techniques in speaking.

The techniques of teaching speaking are included dialogue, role play, telling

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jokes, chain stories, conversation, sing a song, maximise student-talking,

presentation in front of the class, etc.

In short, English teacher should be creative in developing their teaching

learning process to create good atmosphere, give attention to the speaking

components, improve the students speaking skill and make the English lesson

more exciting.

In learning speaking skill, the students often find some problems. The

problem frequently found is that their native language causes them difficult to use

the foreign language. Other reason is because of low vocabulary, lack of

motivation to practice English language in daily conversation. They are also too

shy to take part in telling something to other by their own words and being afraid

in making mistakes, etc

So the researcher uses storytelling as a teaching technique that will

facilitate the students in getting better mastery of all components of teaching

speaking. The researcher wants to make the students interested in teaching

speaking through storytelling because almost all children like story, it can bring

much joy and also give the students opportunities to remember the words and

understand the sentences easily. Telling stories to children can help children’s

development and also their language. Storytelling should be part of growing up

for every child. Telling stories allows children to form their own imagination.

They have no problems with animals or objects which talked and they can identify

them.

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Many techniques can be applied including story telling because many

research findings say that this technique is effective to use in teaching speaking.

The research that relates to the researcher’s study has been done by Nurul

Novianik (2008) with her research paper entitled “IMPROVING STUDENT’S

VOCABULARY THROUGH STORY TELLING USING PUPPET AT THE

SIXTH YEAR OF SDN 1 SUNGGINGAN MIRI KABUPATEN SRAGEN”. In

her research, she describes the implementation on teaching vocabulary through

storytelling by using puppets.

The last research is conducted by Rini Widiastuti (2007) with his research

paper entitled “ TEACHING SPEAKING THROUGH DIALOGUE TO THE

ELEVENTH YEAR STUDENT: A CASE STUDY AT SMK

MUHAMMADIYAH 1 JATINOM ”. She focuses on the the process of teaching

speaking through dialogue. The result of teaching speaking using CLT is

satisfactory. She found that the students are mostly active and well motivated.

The difference between this research from previous research is that in this

research the researcher tries to emphasize on the usage and affects of storytelling

technique to students ability in speaking. While the previous research focused on

the following result: First research, focuses on the implementation of storytelling

by using puppets in teaching vocabulary. And the last research, focuses on the the

process of teaching speaking through dialogue.

In teaching speaking story telling is very important as learning tool

because it can encourage students to explore their unique expressiveness and can

enhanced a student's ability to communicate thoughts and feelings to others.

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From the above explanation, the researcher would like to specify his

research especially teaching speaking by using visual aids. Visual aids are

available in many forms, for example: videos, pictures, tapes, music, games,

puzzles, and puppet toys. In this study, however, the researcher is interested in

teaching speaking by using videos. By using this, it is expected that the teacher

will be able to motivate them to learn and pay attention to the material, so that

they will not get bored.

For these reasons, the researcher is interested in analyzing the use of

storytelling in teaching speaking for the students of the fifth grade at SDN

Sindangwangi. She also wants to know the effectiveness by learners and teachers

in using it.

Based on the explanation mentioned previously, the researcher is interested

in doing a research about “THE EFFECTIVENESS OF TEACHING SPEAKING

THROUGH STORYTELLING (CASE STUDY AT THE FIFTH GRADE IN

SDN SINDANGWANGI)”.

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1.2 RESEARCH QUESTIONS

The problem to be discussed in this study are:

1. How is the usage of storytelling technique to students ability of the fifth grade

at SDN Sindangwangi in speaking?

2. What are the affects of storytelling technique to students ability of the fifth

grade at SDN Sindangwangi in teaching speaking?

1.3 THE AIMS OF THE RESEARCH

1. To investigate the usage of storytelling technique to students ability of the fifth

grade at SDN Sindangwangi in speaking.

2. To investigate the effects of storytelling technique to students ability of the

fifth grade at SDN Sindangwangi in speaking.

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1.4 THE ORGANIZATION OF THE PAPER

This paper is systematically divided into five chapters. The following is

short description about what each chapter contains.

Chapter One: Introduction. It includes background of study, research question, the

aims of the research, the organization of the paper.

Chapter Two: Theoretical Foundation. It discusses about speaking; notion of

speaking, teaching speaking: Activities to promote speaking. Teaching speaking

in KTSP, characteristics of elementary students, teaching media: roles of media in

a teaching-learning process, system of evaluation. Storytelling: definition,

effective storytelling performance skills, procedure in using storytelling, golden

rules for telling stories, responding to a story, significance of storytelling in

teaching speaking. Teaching media: roles of media in a teaching-learning process,

system of evaluation. Storytelling: Definition, effective storytelling performance

skill, procedure in using storytelling, golden rules for telling stories, responding to

a story, significance of storytelling in teaching speaking, characteristics of

successful speaking activities,

Chapter Three: Methodology of The Research. It includes; research design,

research site, population and sample, technique of data collection and technique of

data analysis.

Chapter Four: Research Findings. It includes description of data and

interpretation.

Chapter Five: Conclusion and Suggestion. It contains conclusion and suggestion

from the researcher based on the previous discussion.

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CHAPTER II

THEORETICAL FOUNDATION

This section deals with the discussion about speaking, components of

teaching speaking, teaching media, and storytelling.

2.1 SPEAKING

2.1.1 Notion of Speaking

Studying English without practice speaking is useless. Fauziati

(2002:126) states that as a part of communication speaking is regarded

more representing what the speaker wants to say. Through speaking,

people can express their minds, ideas and thought freely and

spontaneously.

Generally, there are at least five components of speaking skill

concerned with vocabulary, pronunciation, comprehension, grammar,

and fluency.

Syakur (1987:3) explains the components of speaking as follows;

a. Vocabulary

One cannot communicative effectively or express their ideas both oral and

written form if they do not have sufficient vocabulary. So, vocabulary

means the appropriate diction which is used in communication.

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b. Pronunciation

Pronunciation is the way for students’ to produce clearer language when

they speak. It deals with the phonological process that refers to the

component of a grammar made up of the elements and principles that

determine how sounds vary and pattern in a language.

c. Comprehension

For oral communication certainly requires a subject to respond to speech

as well as to initiate it.

d. Grammar

It is needed for students to arrange a correct sentence in conversation. It is

in line with explanation suggested by Heaton (1978:5) that student’s

ability to manipulate structure and to distinguish appropriate grammatical

form in appropriate ones. The utility of grammar is also to learn the correct

way to gain expertise in a language in oral and written form.

e. Fluency

Fluency can be defined as the ability to speak fluently and accurately.

Fluency in speaking is the aim of many language learners. Signs of fluency

include a reasonably fast speed of speaking and only a small number of

pauses and “ums” or “ers”. These signs indicate that the speaker does not

have spend a lot of time searching for the language items needed to

express the message (Brown, 1997:4).

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From the above explanation, speaking is expressing of thoughts,

beliefs, opinion and sharing feelings to others by using words or sounds of

articulation in order to inform, to entertain and to persuade that can be

learnt by using some teaching learning methodologies.

2.1.2 Teaching Speaking

A. What is teaching speaking?

Speaking is a complex part of second language learning and

teaching. According to Hornby (1995:37) teaching means giving the

instruction to (a person): give a person (knowledge skill, etc). While

speaking means to make use of words in an ordinary voice. So, teaching

speaking is giving instruction to a person in order to communicate.

Nunan (2003) states that teaching speaking is to teach English

language learners to:

1) Produce the English speech sounds and sounds patterns.

2) Use words and sentence stress, intonation patterns and the rhythm of

the second language.

3) Select appropriate words and sentences according to the proper social

setting, audience, situation and subject matter.

4) Organize their thoughts in a meaningful and logical sequence.

5) Use language as a means of expressing values and judgments.

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6) Use the language quickly and confidently with few unnatural pauses,

which is called fluency (“Teaching Speaking: Activities to Promote

Speaking in a Second Language,” http://iteslj.org/Articles/Kayi-Teaching

Speaking.html. p. 1 - 2).

The goal of teaching speaking skills is to communicate efficiency.

Learners should be able to make themselves understood, using their

current proficiency to the fullest. They should try to avoid confusion in the

message due to faulty pronunciation, grammar, or vocabulary, and to

observe the social and cultural rules that apply in each communication

situation (Burnkart,1998:2).

So, the conclusion of teaching speaking is the way for students to

express their emotions, feelings, communicative needs, interact &

influence the others in any situation. For this reason, in teaching speaking

skill it is necessary to have clear understanding involved speech.

B. How To Teach Speaking?

Natasa inferred from many linguistics on her article in the internet

on Teaching English as A Second Language (TESL) Journal, that when

teaching young learners we constantly have to keep in mind the fact that

what we have in front of us is a mixed class with varied abilities,

expectations, motivation level, knowledge and last but not least, different

learning styles.

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Thus, we need to vary our approaches and offer as much opportunity as

possible to make the whole class find a little something to hold on to,

expand and grow. (“Developing Speaking Skills in the Young Learners

Classroom”, http://iteslj.org/Techniques/Klancar-Speaking Skills.html. p.

1)

Young learners are like sponges, they soak up everything we say

and how we say it. Thus clear and correct pronunciation is of vital

importance, since young learners repeat exactly what they hear. What has

been learned at an early stage is difficult to change later on. One rule that

applied here is slowly and steadily through constant revision and

recycling. With the help of mixed activities, such as dialogues, choral

revision, chants, songs, poems and rhymes, students speaking abilities

grow, their pronunciation gets better and their awareness of the language

improves. When applying the above-mentioned tools into the teaching

practice, what should be kept in mind is that interaction is an important

way of learning. Therefore, increased oral emphasis should be included in

our teaching to give the students as much speaking time as possible (Ibid).

Not only those speaking activities below that can be applied to ESL

and EFL classroom settings, but also telling the story. Now many English

language teachers for special in elementary school agree on that students

should try and learn to speak English since young ages by "interacting".

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Communicative language teaching and collaborative learning serve best

for this aim. Because it is based on real life situations that require

communication.

Storytelling is one kind of activities to promote speaking. That is

why storytelling method is easy to use and give a clear picture of the social

reality through the stories. By using storytelling method, students will have

the opportunity to communicate with each other in target language.

Moreover, English language teachers should create a classroom

environment where students have real-life communication, real activities,

and meaningful tasks that promote oral language. This can occur when

students can participate and collaborate in groups to achieve a goal or to

complete a task.

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A. Activities to Promote Speaking

There are many activities to promote speaking. In the internet on

Teaching English as A Second Language (TESL) Journal, Hayriye Kayi

explains that there are thirteen activities to promote speaking as follows;

a. Discussion

After a content-based lesson, a discussion can be held for various

reasons. The students may aim to arrive at a conclusion, share ideas about

an event, or find solutions in their discussion groups. Before the

discussion, it is essential that the purpose of the discussion activity is set

by the teacher. In this way, the discussion points are relevant to this

purpose, so that students do not spend their time chatting with each other

about irrelevant things.

b. Role Play

Students pretend they are in various social contexts and have a

variety of social roles. In role-play activities, the teacher gives information

to the learners such as who they are and what they think or feel. Thus, the

teacher can tell the student that "You are David, you go to the doctor and

tell him what happened last night, and." (Harmer, 1984).

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c. Simulations

Simulations are very similar to role-plays but what makes

simulations different than role plays is that they are more elaborate. In

simulations, students can bring items to the class to create a realistic

environment. For instance, if a student is acting as a singer, she brings a

microphone to sing and so on.

d. Information Gap

In this activity, students are supposed to be working in pairs. One

student will have the information that other partner does not have and the

partners will share their information. Information gap activities serve many

purposes such as solving a problem or collecting information. Also, each

partner plays an important role because the task cannot be completed if the

partners do not provide the information the others need.

e. Brain Storming

On a given topic, students can produce ideas in a limited time.

Depending on the context, either individual or group brainstorming is

effective and learners generate ideas quickly and freely. The good

characteristic of brainstorming is that the students are not criticized for

their ideas so students will be open to sharing new ideas.

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f. Storytelling

Students can briefly summarize a tale or story they heard from

somebody beforehand, or they may create their own stories to tell their

classmates. Story telling fosters creative thinking. It also helps students

express ideas in the format of beginning, development, and ending,

including the characters and setting a story has to have.

g. Interviews

Students can conduct interviews on selected topics with various

people. It is a good idea that the teacher provides a rubric to students so

that they know what type of questions they can ask or what path to follow,

but students should prepare their own interview questions. After

interviews, each student can present his or her study to the class.Moreover,

students can interview each other and "introduce" his or her partner to the

class.

h. Story Completion

For this activity, a teacher starts to tell a story, but after a few

sentences he or she stops narrating. Then, each student starts to narrate

from the point where the previous one stopped. Each student is supposed

to add from four to ten sentences. Students can add new characters, events,

descriptions and so on.

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i. Reporting

Before coming to class, students are asked to read a newspaper or

magazine and, in class, they report to their friends what they find as the

most interesting news. Students can also talk about whether they have

experienced anything worth telling their friends in their daily lives before

class.

j. Playing Cards

In this game, students should form groups of four. Each suit will

represent a topic. For instance: diamonds represent earning money, hearts

represent love and relationships, spades represent an unforgettable

memory, and card represent best teacher. Each student in a group will

choose a card. Then, each student will write 4-5 questions about that topic

to ask the other people in the group. For example: if the topic "diamonds:

learning money" is selected, here are some possible questions: .Is money

important in your life? why?, or what is the easiest way of earning

money?, or what do you think about lottery?. Etc.

However, the teacher should state at the very beginning of the

activity that students are not allowed to prepare yes-no questions, because

by saying yes or no students get little practice in spoken language

production. Rather, students ask open-ended questions to each other so that

they reply in complete sentences.

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k. Picture Narrating

This activity is based on several sequential pictures. Students are

asked to tell the story taking place in the sequential pictures by paying

attention to the criteria provided by the teacher as a rubric. Rubrics can

include the vocabulary or structures they need to use while narrating.

l. Picture Describing

For this activity students can form groups and each group is given

a different picture. Students discuss the picture with their groups, then a

spokesperson for each group describes the picture to the whole class. This

activity fosters the creativity and imagination of the learners as well as

their public speaking skills.

m. Find the Differences

For this activity students can work in pairs and each couple is given

two different pictures, for example, picture of boys playing football and

another picture of girls playing tennis. Students in pairs discuss the

similarities and/or differences in the pictures

(http://iteslj.org/Articles/Kayi-Teaching Speaking.html. p.2 -5).

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B. Characteristics of Successful Speaking Activities

Again, sometimes spoken language is easy to perform, but in some

cases it is difficult (Brown, 2001:270). This statement is supported by

Munjayanah (2004:16) that when people want to speak fluently, sometimes

they get difficulties to do it. In order that they can carry out the successful

speaking, they have to fulfill some characteristics of successful speaking

activity such as:

1). Learners talk a lot. As much as possible of the period of time allocated

to the activity is in fact occupied by learners talk. This may be obvious, but

often most time is taken up with teacher talk or pauses.

2). Participant is even. Classroom discussion is not dominated by a

minority of talk active participants. All get a chance to speak and

contributions are fairly evenly distributed.

3). Motivation is high. Learners are eager to speak because they are

interested in the topic and have something new to say about it, or they

want to contribute to achieve a task objective.

4). Language is of an acceptable level. Learners express themselves in

utterances that are relevant, easy comprehensible to teach other and of

acceptable level of language accuracy.

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2.1.3 Teaching speaking in KTSP (Kurikulum tingkat satuan

pendidikan)

Speaking is one of skills that taught in english language material.

KTSP is curret curriculum applied by indonesian government. KTSP is

similar with KBK or curriculum-based competence in several ways. The

differentiates are that KTSP give more space to the school to determine basic

competency (kompetensi dasar) and indikator (indikator) based on the

situation of the school. So, the government only determined the standar of

competency and then it is interpreted by each school.

1. The Standard Competence

To implement KTSP (Kurikulum Tingkat Satuan Pendidikan,) the

local government now has right to improve more how to implement it in

school level. It is obviously stated on the government decree number 19 year

2005 about National Standard Education:

Sekolah dan komite sekolah, atau madrasah dan komite madrasah,

mengembangkan kaurikulum tingkat satuan pendidikan dan
silabusnya berdasarkan kerangka dasar kurikulum dan standar
kompetensi lulusan di bawah supervisi Dinas Pendidikan
Kabupaten/Kota yang bertangung jawab terhadap pendidikan
untuk SD, SMP, SMA, dan SMK, sertaDepartemen yang
menangani urusan pemerintahan di bidang agama untuk MI, MTs,
MA, dan MAK ( Pasal 17 Ayat 2).

Perencanan proses pembelajaran meliputi silabus dan rencana

pelaksanan pembelajaran yang memuat sekurang-kurangnya
tujuan pembelajaran, materi ajar, metode pengajaran, sumber
belajar, dan penilaian hasil belajar (Pasal 20).

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So it is understood that school could explore and modify KTSP

according to school’s need and its vision and mission. Furthermore, KTSP

implementation is also stated on National Education Minister.s decree number

22 and 23 year 2006.

In implementing KTSP, one of the points that need to be considered is

how to develop the syllabus. In English subject, the syllabus is designed

based on Standar Isi which is consist of subject, identity, competence standard

and basic competence, main learning material, learning activity, and

indicators, assesment, time alocation and learning resource.

Here the researcher has defined standard competence for speaking in

the fifth grade students at SD Negeri Sindangwangi as follows:

1. Menghafal kosakata berdasarkan konteks cerita bahasa inggris

2. Memeragakan cerita menggunakan mimik dan gerakan tubuh

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2. The Basic Competence

The basic competence is the minimum competence that needs to be

mastered by the students in achieving speaking skill; it is the modification of

the standard competence. The basic competence for speaking skill in the

second semester of fifth grade student at SD Negeri Sindangwangi are:

1. Menceritakan kembali cerita bahasa inggris dengan

kelompok

Further detailed of basic competence operational in speaking skill for

Elementary level in fifth grade students at second semester will be explained

in the indicator of learning out come.

3. The Indicator

The learning outcome or the indicator indicates some areas that need

to be gained by the students in achieving speaking skills. Below are the

learning outcome at second semester:

1. Students are able to act and tell the story in the form of oral language by

using mime and different character voices.

[Dapat memeragakan dan menceritakan kembali cerita bahasa inggris di

depan kelas menggunakan mimik dan karakter suara yang berbeda]

2. Students are able to do be a story teller

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2.2 Characteristics of Elementary Students

In the history of language teaching there have been a number of

important educationists offering their views about young learners or

children as the teaching subjects we are teaching, such as Locke with the

idea of ‘the child as blank slate’, Piaget ‘the child as active learner’ and

Vygotsky ‘the child as social’. Locke, with his idea of the child as blank

slate, holds that children are born with great potential for learning. Their

minds may be viewed as white paper and are filled (nurtured) by the

environment. It means that children are ready to be given knowledge by

teachers. Thus, the learning process is controlled externally by the

transmitting authority rather than by the learner (Locke 1936 cited in

Krough 1994:142).

Unlike Locke, Piaget believes that in the learning process children

are not merely passively assimilating knowledge given by the teacher.

They actively operate on it. Children help reconstruct their own

intelligence through active exploration of their environment (Krough,

1994:43). In this brief, learning will come from the real experience in the

children’s life.

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Bearing this mind, it can be assumed that the teacher needs to

provide a stimulating environment and act as facilitator if s/he wants to

give efficient lesson to young learners. Similar to Locke, Vygotsky (Cited

in Cameron 2001) says that children are actively exploring themselves.

The difference is the child’s exploration in Vygotsky theory take place in a

social context, i.e. in a world full of other people that interest with the

child from birth onwards (2001:6).

By reference to children’s inteletual development, Jean Piaget

states that there are stages of intellectual development. All children go

through identifiable stages of cognitive developments as follows:

1. Sensorimotor period (birth to approximately two years), in which

children tend to explore the world physically and grasp things.

2. Pre-operational thought (approximately two to seven years), this

stage marks the beginning of language and vocabulary and also to the

first learning of good or bad.

3. Period of concrete operations (approximately seven to eleventh

years), when children need reference to familiar actions, objects, and

observable properties.

4. Formal operation (approximately eleventh to fifteen years), when

children can reason with concepts, relationships, abstracts, properties,

axioms, and theories (Reilly and Lewis, 1983)

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Some people believe that children as young learners learn faster

than adult. This might have something to do with the plasticity of the

young brain (Harmer, 2002:7). This statement confirms the critical period

hypothesis, which states that there is a period in people’s life when

language acquisition is easy and complex (Ellis, 2000:67).

Linguist sometimes explain how children can absorb so much

information by arguing that a fair amount of children’s linguistic capacity

is innate and that human beings are born with a set of the new language in

a very short time (Brown, 2001).

Suharno (2005) summerizes young learners characteristics into

several points as follows:

1. Children have their own world that is far different from that of

adults. The differences lies primarily on the contrast between child

spontaneous, peripheral to language forms and adults overt, vocal

awareness of and attention to those forms. To successfully teach

children a second language requires specific skills and institutions that

differ from those appropriate to adults.

2. Children have their own culture and learning preference.

3. Children learn by way of physical activities (learning through

hands-on activities, learning by doing). They believe that physical

activities can help the internalize the language they are learning.

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4. Children have relatively short attention and concentration span:

unless the activities are extremely engaging. They can easily get

bored, losing interest after ten minutes or so.

5. Children learn with the motivate of meeting immediate goals (here

and now principles), therefore activities should be designed to capture

their immediate interest.

6. Children should have a great deal of exposure to, engagement in,

and support for the language they are learning.

7. Children learn naturally. As part of their development, children are

always active exploring their environment and accumulating

knowledge and experiences. From this exploration, children construct

their understanding of how things work, including the language the

use both as a system as well as a tool for communication

8. Children know a lot of literacy before schooling

9. Every child can learn in his or her own pace provided that they have

exposure to, engagement in, and support for the things they learn from

the cultures are a part.

10. Children learn best when learning is kept whole, meaningful,

interesting, and functional. Children will find things meaningful, these

things with their needs and personal experiences.

11. Children tend to learn holistically. In the form of script: children

find it difficult when the language is broken down into pieces (e.g.

words, phrases, sentences, and paragraph as analytical units).

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12. Children learn best when they make their own choices. They will

relate choices with their personal wants and needs and those become

meaningful for them.

13. Children learn best as a community of learners in non competitive

environment.

14. Children learn best by talking and doing in social contexts.

15. Rules stated in abstact terms should be voided

16. A teacher should be a language model for the student, therefore over

use of motive language and translation should be avoided.

17. Children need to have all five sense stmulated.

18. Non-verbal language is important because children will indeed

attend very sensitivebly to the teacher’s facial features, gestures and

touching.

19. Children are often innovative in language form but still have great

inhibitions. They are extremely sensitive, especially to Peers.

Teachers need to help them overcome such potential barriers to

learning.

20. Children have a need for individed attented and approval from the

teachers

21. Children often learn indirectly rather than directly. That is they

information from all sides, learning from everything around them

rather than only focusing on the precise topic they are being taught.

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In the light of these characteristics, it can be concluded that good

teacher at this level need to provide a rich diet of learning experiences

which encourages their students to get information from a variety of

sources. They need to work with their students individually and in groups

developing good relationships. They need to play a reange of activities for

a given time period and be flexible enough to move on to the next exercise

when they see their students getting bored.

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2.3 Teaching Media

Language teachers may use a variety of teaching aids to explain

language meaning and construction, engage students in a topic, or as the

basis of a whole activity (Harmer. 2001: 134). Meanwhile Sadiman (1996:

6) states that:

Media adalah segala sesuatu yang dapat digunakan untuk

menyalurkan pesan dari pegirim ke penerima sehingga dapat
merangsang pikiran, perasaan, perhatian, dan minat serta
perhatian siswa sedemikian rupa sehingga proses belajar terjadi.

There are some similar perceptions about media. Media is such

things that can be used to distribute the message from sender to receiver to

stimulate the sense, mind, attention, and the students interest to build the

teaching learning process.

The varieties of teaching media (Harmer, 2001: 134) as follows:

a. Picture and images: Teacher have always used pictures or graphics to

facilitate learning. Picture can be in the form of flashcards, large wall

pictures, photographs, illustrations, projected slides, and projector

computer images.

b. The overhead projector : Overhead projectors (OHP) are extremely

useful pieces equipment since they allow teacher to prepare visual or

demonstration material.

c. Board: The most versatile piece of teaching equipment is the board-

whether this is of the more traditional chalk-dust variety or the

whiteboard, written on the marker pens.

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d. Language laboratory: Today language laboratories occupy a position

within the whole range of audiovisual media which is rather different

from what it was a few decades ago. The modern language laboratory

has between ten or twenty booths, each equipped with a tape deck,

headphones, microphone, and now computers. The technology is

organized in such a way that students can work on their own, can be

paired or grouped with other students, or can interact on a one-to-one

basis with the teacher.

e. Bits and pieces: A teacher may bring photographs, letters, or an object

that interesting for the students.

f. Computer: Computer uses in education generally and in the teaching of

English in particular, continues to increase at an extraordinary speed-

quite apart from its use in language laboratories.

g. Video: The use of videotapes has been a common feature in language

teaching for many years. To some people videotape is merely

a glorified version of audiotape, and the use of video in class is just

listening with pictures. The main advantages of video is the students not

only just hear language, but they see it too.

h. Radio: Radio is an important source of high-quality material. The

advantages of radio is it is topical and authentic, and learners are

generally motivated.

i. Tape recorder: Tape recorder plays a supporting role in teaching

language. The advantages of tape recorder can be used in all phases of

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the cycle of teaching or learning activities, can both reproduce and

record spoken language, can be used for individual as well as for group

work. So, it is very flexible.

2.3.1 Roles of Media in a Teaching-Learning Process

The use of media in a teaching-learning process is very important.

Locatis and Atkinson (1984) give a brief explanation on the roles of media

or instructional media as follows:

1. To entertain

Media can be used as recreation and enjoyment. It includes

fictional stories and poem published in books and magazines; records;

tapes and radio broadcast of music, music typically shown in motion

pictures theaters; and comedies, dramas, and sporting events in television.

2. To inform

The use of media can increase awareness or present facts. It

includes newspapers, documentaries on radio and television, and

advertisements in all media.

3. To instruct

Media are used to take the viewer and listener from state of not

knowing to one of knowing. From a state of poor performance to a state of

competence. It includes motion pictures, slides, film strips records and

audiotapes. (Locatis and Atkinson, 1984:13)

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2.3.2 System of Evaluation

Evaluation is usually used by the teacher at the end of the lesson.

The function of evaluation or assessment is to give feed back for the

learner during their learning activities. According to Harmer (2001: 101)

parts of teaching evaluation are:

a. Comments: Commenting on student performance happens at various

stages both in and outside the class. The teacher may say very good, good,

and that’s not quite right.

b. Marks and grades: When students get good grades, their motivation is

often positively affected. However, bad grades can be extremely

dishearten.

c. Reports: At the end of year some teacher write reports on their student’s

performance. Such reports should give a clear indication of how well the

students have done in the recent past and a reasonable assessment of their

future prospects.

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2.4 Storytelling

2.4.1 Definition of Storytelling

Storytelling as part of speaking activities in class, is an effective

teaching tool that enables students to focus on story structure. It is an oral

sharing of a personal or traditional story, told using the essence of the

tradition from which it originates. As a shared experience between teller

and listener, it offers natural language experiences for students.

Anne Pellowski states that storytelling is:

“The art or craft of narration stories in verse or prose, as performed

or led before the live audience; the stories narrated may be spoken,
chanted, or sung, with or without musical, pictorial, or other
accompaniment and may be learned from oral, printed, or
mechanically recorded sources; one of its purposes may be
entertainment” (http://www.storynet.com).

Storytelling is a creative art form that has entertained and informed

across centuries and cultures (Fisher, 1985), and its instructional potential

continues to serve teachers. Storytelling, or oral literature, has many of

its roots in the attempt to explain life or the mysteries of the world and

the universe to try to make sense out of things (Tway, 1985). In doing so,

the characters and themes in the stories have become cultural and often

cross-cultural archetypes of historic and continuing importance (Lasser,

1979). Even in today's technological world, we have not changed to such

a degree that the archetypes presented in traditional oral literature are no

longer applicable (Livo and Rietz, 1986). As professional storyteller

Helen Forest points out:

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“Storytelling can encourage students to explore their unique

expressiveness and can heighten a student’s ability to communicate
thoughts and feelings in an articulate, lucid manner . . . . In our
fast-paced, media-driven world, storytelling can be a nurturing way
to remind children that spoken words are powerful, that listening is
important, and that clear communication between people is an art”
(“Storytelling in the Classroom,”http://
www.storyarts.org/classroom/index.html).

Storytelling allows students to internalize important aspects of

story beginnings and endings, settings, characters, and plot lines. It

provides practice in expressing ideas in thought units, using colourful and

descriptive language, developing ideas in sequence, and choosing

effective action words.

The speech abilities needed for storytelling are essentially the same

ones required for all speaking activities. Storytelling encourages students

to experiment with voice, tone, eye-contact, gestures, and facial

expressions. It also lets them practise techniques for holding audience

attention.

Children develop favourite stories early in their lives and want to

hear the same story over and over again. Storytelling is a common human

activity which can be enjoyable, especially if the material is interesting. It

is a procedure that enables students to play a large role in reconstructing

stories. It underlines both social and academic development. When they

tell a story, they use language for an extended period of time. They

construct the story. This activity increases their language development.

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Storytelling, or oral literature, has many of its roots in the attempt

to explain life or the mysteries of the world and the universe to try to make

sense out of things (Tway, 1985). In doing so, the characters and themes in

the stories have become cultural and often cross-cultural archetypes of

historic and continuing importance (Lasser, 1979). Even in today's

technological world, people have not changed to such a degree that the

archetypes presented in traditional oral literature are no longer applicable

(Livo and Rietz, 1986). Here, students are required to do most of the

talking, consider what they have read, and formulate their thoughts to

express a true understanding of what they have read. From those

explanation above, the researcher views that storytelling is relating a tale

to one or more listeners through voice and gesture.

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2.4.2 Effective Storytelling Performance Skills

Herther Forest on his article in the internet on Effective Storytelling

Performance Skills Journal state that there were 5 rules when telling a

story, as follows:

a. Voice Mechanics : speak with an appropriate volume for the children

to hear. Employs clear enunciation.Use a non-monotonous, vocal

expression to clarify the meaning of the text. Speak loudly or silently

or whisper when you need to, make onomatopoeic sounds.

Differentiate your natural voice from character voices.

b. Body talk : Expressively use non-verbal communication to clarify the

meaning of the text, make gestures, include vivid facial expressions.

When you are telling a story mime and follow your words with actions

(knock on the door, walk around the room, ''go to sleep'' and other

actions depending on what you're saying).

c. Focus : Bring concentration to its highest. Eye contact with audience

is engaging. Maintain a charismatic presence in space (stage

presence). Use pictures to remind the audience/participants about the

sequence of the plot.

d. Characterization : If dialogue is employed, characters are believable

to listener. Storyteller's natural voice is differentiated from character

voices

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e. Use of space : Storyteller seems comfortable, relaxed and confident in

front of listeners, storyteller maintainsclear spartial relationships for

characters and narrator (http:// www.storyarts.org/../storyrubric.htm)

2.4.3 Procedure in using Storytelling

The Tell Well Storytelling system divided into nine steps. It Based

on Jeff Gere (2002) who states that effective storytelling begins with a

good story and ends with a good performance.

Step 1– Getting Started

a. Select a story, read it, and memorize the sequence of events.

b. Visualize the scenes: Who are the people in each scene? What do they

look like? How do they talk, move, and stand?

c. Imagine the action in the story.

d. Use your imagination to add to the story if necessary. As stories come

together, students can begin to share them in pairs or small groups.

Step 2 – Mime

a. The teacher should model how to mime a story for students. Mime is

awkward and difficult for most people, but it’s important. Bad

storytelling is often static and word- based. Children respond to

physical movement and it enlivens the tales. Mime forces the story-

teller to start learning scenes and to visualize the story.

b. Have students find a private spot. Students should close their eyes

and begin to mime the story. Students should become the characters

and wordlessly explore the different scenes.

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Step 3 – Sound Effects

a. The teacher should model adding sound effects to the mime. Make

noises, but not words. Explore. Some effects are loud, some are

silent. Model for students that life is a sequence of actions. Many

times sounds can take the place of words as you do a movement.

b. Encourage students to experiment with different sounds.

Step 4 – Words

a. Without giving up the physical movements and sound effects, add

words to the story. Model this step for the students.

b. Have students pair up. Students should tell their stories with mime,

sound effects, and words. The listener will give the storyteller

feedback.

c. The teacher should monitor students to ensure that they are focused

on the task. Praise them for their focus.

Step 5 – Listener Feedback

a. The teacher should model asking questions to clarify the basics such

as who was doing what and where.

b. The listener needs to ask questions about or retell the parts that are

difficult to visualize. If the listener isn’t able to see who is speaking

or what’s going on, the story is not succeeding.

c. Have students tell the story again with a different partner.

d. Teacher feedback helps when students are having difficulties with

this step.

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Step 6 – Character Voices, Faces, and Placement

a. The teacher should model keeping the characters clear in space and in

relation to one another. This is a dramatic device to keep the audience

informed, and it eliminates the need to say things like “then the bear

said . . .” The audience can see that it’s the bear speaking. The

teacher should also model voice inflections and facial and body

gestures.

Example: A bear is big and slow, and his face sags. The bear speaks

slowly with a deep voice looking down on a boy to his right. The boy

is small, has big eyes, and is afraid but gutsy. He has a high voice and

speaks looking up at the bear to his left. (Have fun with this step.)

Step 7 – Eye Contact

a. Practice using the eyes to hook the audience into the story.

Storytellers talk directly to the audience. When they use eye contact,

the audience feels their energy.

Step 8 – Five Senses

a. Teachers need to model this challenging step. Good storytellers paint

a picture with words – keep it short and colorful, as there is generally

only enough time to give essential, provocative details.

b. Challenge students to include not just what is done and said, but how

things look and feel, including colors, scents, textures, and tastes.

They should try to use three to five sensory descriptions in their

stories.

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Step 9 – Surfing the Story

a. The feel of the story must be appropriate to the energy of the tale and

the teller. Consider a song. It has different speeds and feelings and an

overall mood. A well told story is told like a song. Pacing, flow, the

musical dynamics of fast and slow, loud and soft, big and small.

b. Encourage students to not just tell the story, but to surf it! Play it!

Sing it! Have fun telling it. Give the story life through you, the

storyteller, and let it live in you. (2002: 6-8)

2.4.4 Golden Rules for Telling Stories

Ur. P. & A. Wright (1995) describes that when telling a story, a

teacher should follow several step below:

a. include language that is a challenge

b. try to cater to all learning styles with activities that encourage

different responses

c. support storytelling with quest, pictures, puppets

d. use himself as a source

e. prepare a story outline that includes the main points

f. practice the story out loud to a friend, or read into tape

g. use facial expressions, mime and gestures

h. keep an eye contact with the listeners

i. enjoy it

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2.4.5 Responding to a Story

Ur. P. & A. Wright (1995) also explains that the activities that can

follow after the telling a story:

a. roll plays (personalising)

b. putting sentences in the correct order

c. describing pictures and putting them in order

d. matching the split sentences

e. fill in the gaps in a story text

f. dramatizing the story (puppets, mimes..)

g. children mime the story as the teacher tell it

h. children draw comic strip of a story

i. dissapearing text

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2.2.4.6 Significance of Storytelling in Teaching Speaking

It has been mentioned before in the above discussion that

storytelling is one of the activities to promote speaking. Storytelling is an

important activity with strong links to literacy.

As we all know, stories have always played a significant role in

children's growth. Stories not only help in stimulating children's

imagination and understanding of the world, but also in developing

children's language ability and appreciating literature (Aiex, 1988;

Cooper, 1989; Koki, 1998; Zobairi & Gulley, 1989). It is just as Wright

wrote, "Stories which rely so much on words, offer a major and constant

source of language experience for children" (Wright, 1995). Stories are a

natural mode of thinking; before our formal education begins, we are

already learning from Aesop's fables, fairy tales, or family history.

Indeed, some researchers have even claimed that all knowledge comes in

the form of stories (Schank & Abelson, 1995)! Although this strong

claim has been questioned, it is generally agreed that stories are a

powerful structure for organizing and transmitting information, and for

creating meaning in our lives and environments.

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According to Juan Jesus Zagro and Sagrario Salaberri (1995) that

storytelling is closely linked to certain attitudinal factors should not be

overlooked. Firstly, the motivation that comes from the use of stories can

help to create a positive attitude in the learner towards the foreign

language, which is vital in creating a more permanent good attitude

towards language learning in general. Secondly, the activities based on

stories develop an attitude of co-operation between learners and at the

same time help them feel confident in using the foreign language.

The researcher believes that stories can serve multiple functions in

the classroom, including sparking student interest, aiding the flow of

lectures, making material memorable, overcoming student resistance or

anxiety, and building rapport between the instructor and the students, or

among students themselves.

Many recent studies show that while four-year-old children are

generally capable of telling stories in snatches (the type of story in which

the child passes randomly from one event to another, leaving out key facts

as understood), six-year-olds can include the cause and effect relationship

between different events. They can even implicitly recognise three of the

main features of storytelling – the location of the action in space and time,

the main plot and the final outcome. As children grow, they become

increasingly able to identify other aspects of storytelling and little by little

to produce them.

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Their ability to follow and so enjoy stories also increases with age.

Sometimes, children’s desire to tell a story is the best indication of how

much they enjoy it. However, understanding cause and effect is by no

means the only reason that storytelling is useful in linguistic terms. Several

reasons using storytelling in teaching speaking based on Storytelling

Handsbook for The English Classroom by Juan Jesus Zagro and Sagrario

Salaberri (1995) are:

a. The development of listening skills. Possibly the most important of

these skills is listening for gist which involves listening for the main

idea or plot without necessarily understanding everything. Other skills

such as listening for specific information can also be developed

through stories.

b. The acquisition of new vocabulary. Most of the new language in

stories is perfectly contextualised and it is usually repeated more than

once so that the listener has more than one opportunity to understand

the meaning. If additional information is also given to help learners

with the comprehension of the story (as with visual aids for example),

the introduction of new words need not be a huge task. The

grammatical structures included in the story should be seen mainly as

formulaic expressions which do not need grammatical analysis but

which can be learnt in an ongoing way because they appear frequently

in stories in appropriate contexts.

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c. The development of the child’s literary competence. By that we mean

the child’s ability to understand and enjoy literature which involves a

range of strategies and skills acquired over the child’s life mainly

through extensive reading. However, many of these skills can be

developed through specific activities. It can be said that the use of

stories introduces the child not only to stylistic conventions such as

reported speech, metaphor, emphasis, etc, but also to narrative

conventions such as the time–space relationship of events, repetition,

ellipsis, etc.

d. The communicative exchange involved in stories. Storytelling is an

activity which requires a certain level of interaction between the

storyteller and the audience and between the individual listeners. The

storyteller can obtain the collaboration of the audience at several

points during the story. For example, by asking the listeners to guess

the ending of the story, by getting them to suggest an alternative

ending, by asking for a resumé of the story up to that moment, by

getting the audience’s opinion, etc. Interaction with an adult in a

shared context, to use Bakhtin’s term, which is familiar to the child is

the factor described by Vygotsky as decisive in linguistic and cultural

development. Storytelling fits into this interaction framework – the

adult in this case is the teacher and the shared context is the story.

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e. Motivation. If the story is interesting enough and it is told in an

appealing way, children will normally pay attention through to the

end. Nowadays, motivation, and in general anything to do with factors

which affect the emotions are considered crucial in all learning

processes.

f. Stimulation and development of the imagination. The interactive

nature of the story, the recreating of scenes and characters and the

ideas in the story mean that few other activities can encourage the

child’s creativity and inventiveness in the way that storytelling can.

Some students say that they have no time to meet with their

partners and practice dialogues when they fail to do it well. Though

sometimes it is just an excuse, nevertheless, storytelling helps solve the

problem: partners are not indispensable to practice storytelling though it

is better to have an audience. Storytelling can be achieved by changing

the layout of the classroom, sitting in a circle and taking on a new

personality that of a storyteller who invites the listeners to become

involved in the story and try to follow it. It is invaluable to create an

atmosphere for storytelling, in other words those touches which mark and

characterise as different the time spent on stories.

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When telling a story, we need not be limited to the stories in this

book, but can improvise, modify words or even events in the stories,

adapt the text to suit our world and that of the learners. Feel free to speak

in your own language when we think it necessary, especially in the pre-

reading stage. One way of telling stories is simply to read them aloud or

listen to pre-recorded tapes. However, storytelling in its true form only

takes place when the story is told to the class face to face when the

storyteller can use illustrations, visual aids and even mime and gesture to

help comprehension. We feel that storytelling takes on its true value if

the stories are told directly to the class, as this reflects how stories are

used outside the classroom. This does not rule out the use of a

combination of prerecorded cassettes and books for some of the stories

told in class.

In conclusion, storytelling is which can develops students fluency

in target language, promotes students to speak or interact with others in

the classroom, increases motivation and makes the teaching learning

process more enjoyable. Because it is a relaxed, fun and entertaining

activity for everyone which in turn creates a better attitude in the learner

towards learning and using the language.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the steps of the research, including research design,

research site, population and sample, technique of data collection and technique of

analyzing data.

3.1 Research Design

Moleong (1995:2-7) says that qualitative research is the research which

does not use statistic data, it is associated to hypothesis generating and developing

an understanding. Qualitative research collects the data through observation and

then comes up with a theory account for the data. The theories can explain the

data collected or the facts which are observed.

The statements above are supported by Fraenkel (1993:383) who states

that in data collection, the researcher is continually observing people, events, and

occurrences, often supplementing his or her observations with in-dept interviews

of selected participants and the examination of various documents and records

relevant to the phenomenon of interest.

In this research, the researcher tries to conduct descriptive qualitative

research. So, the researcher will describe the usage and affects of storytelling

technique to students ability of the fifth grade at SDN Sindangwangi in speaking.

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3.2 Research Site

3.2.1 The Location of SDN Sindangwangi

This research was taken in SDN Sindangwangi at Cikadu village,

Situraja District in Sumedang, on April 21th to June 2th 2010.

3.2.2 The facilities of SDN Sindangwangi

The school was established in 1978, and operated in 1979. The

available facilities in this school are standard as generally found in public

schools. It has 6 classrooms, a ceremony field, a computer room, a rest

room, a teacher room with a headmaster room, and 3 bathrooms.

3.2.3 English Teacher at SDN Sindangwangi

There are only one English teachers at SDN Sindangwangi who

graduated from Sekolah Tinggi Keguruan Ilmu Pendidikan (STKIP) of

Sebelas April University.

The researcher saw that the teacher has only teach the students by

giving them writing only without giving other explanation especially

speaking skill. That is why the students are lack of the knowledge about

speaking skill.

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The researcher choose SDN Sindangwangi as place to do the

research because the researcher want to know the advantages and the

problems encountered by learners and teachers in using storytelling

techique at the fifth grade students. The researcher also was graduate

from this school, so it makes given more useful information for

completing the research. In other hand SDN Sindangwangi open handed

to researcher for education purpose.

3.3 Population and Sample

3.3.1 Population

The researcher has chose the fifth grade students as respondends on

this research because the students less on mastery vocabulary. It consist

of 25 students.

3.3.2 Sample

The samples of the research are twenty five students from the

whole population in the fifth year of students in SD Negeri

Sindangwangi in academic year 2009/2010. This is appropriate with

Suharsimi Arikunto’s opinion;

“just for estimating so if the subject less than a hundred or more,

much better we take it all so the research make up population.
Furthermore, if there are many subjects, then the sample will be
taken between 10-15% or 20-25% or more.” (1996: 190).

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3.4. Method and Technique of The Research

3.4.1 Method of Data collection:

Data have very important role in a research, because without data it

is impossible to get result of the research. To obtain the data, the research

has to use instruments of collecting data, namely: (1) Observation; (2)

Interview, and (3) Document.

1. Observation Technique

Observation is monitoring with systematic phenomenon which is

investigated. In other words, the researcher observes the usage of

storytelling technique in teaching learning process and drawing

conclusion about the affects of it or whatever happen in teaching-

learning.

The observation activity’s aim is to get some informations about

the activities of the students while the process of the teaching and

learning programs.

Morgan (2003) says “observation method is a technique in which

the behaviour of research subjects is watched and recorded without any

direct contact”.

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The procedures for collecting the data are doing in several steps as

follows:

1. Made the recommendation letter from the

head of STBA Sebelas April Sumedang to the headmaster of SDN

Sindangwangi.

2. Made time schedule of the research.

3. Found out the theories or data about the

materials that are the speaking skill and storytelling technique. The

data is found out from books, internet and lecturers.

4. Gave treatment

In this research the observation divided into four times meeting.

A. First Meeting

Pre-Activity: Greeting

a. Opened the class by greets and checking student’s attendance list.

Before the researcher introduced the material about storytelliing, she

asked the students about their experiences that happened last time.

These are done in order to warm up the situation.

While Activity:

a. Explained the material about storytelling and the

tell well storytelling system. It was held in April 28th , 2010.

b. Divided students into four groups. Each group

consist of five or six students.

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c. Selected and distributed the story and key words

to the students for read and memorizing the sequence of events.

d. The researcher told story by using mime and

physical movement then the students followed her action.

e. Watched video record entitled “Kamal and The

Sea horse” with bilingual language and replied for about three times.

f. Gave the corrections and comments about their

prouniciation, stress and intonation in speaking.

Closing Activity

a. Gave conclusion about the material and gave information about

material that would be learn in the next meeting.

B. Second Meeting

Pre-Activity : Greeting

b. Opened the class by greets and checking student’s attendance list.

Then conducted prememory about previous material.

While Activity:

a. Invited a group (group A) as guided practice and the next group

(group B) to tell the story in three or five minutes in front of the

class. It was held in April 21th, 2010.

b. Recorded students performances.

c. Gave the points to their performances

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Closing Activity

a. Gave conclusion about the material and gave information about

material that would be learn in the next meeting.

C. Third Meeting

Pre-Activity : Greeting

a. Opened the class by greets and checking student’s attendance list.

Then conducted prememory about previous material.

While Activity:

d. Invited other groups (group C, D) to tell the story in front of the

class. It was held in May5th, 2010.

e. Recorded students performances.

f. Gave the point to them about their performances,

Closing Activity

a. Gave conclusion about the material and gave information about

material that would be learn in the next meeting.

D. Fourth Meeting

Pre-Activity : Greeting

a. Opened the class by greets and checking student’s attendance list.

Then conducted prememory about previous material.

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While Activity:

a. Invited six students as master of each group to tell the story in three or

five minutes in front of the class.

b. Recorded students performances

c. Gave the point to them about their performances.

d. Announced The Group Reward become the Super Storytellers (20

point), the Best Storytellers (15), the Good Storytellers (10) and for

individual as storyteller are the same. It was held in May 8th, 2010.

e. Gave some appreciations by giving them some prizes.

Closing Activity

a. Closed the

class by saying hamdallah together and thanked for the students

cooperation.

The Schedule of Observation

No. Stage Date Time

1. First Meeting April 21th, 2010 2x40 minutes
2. Second Meeting April 28 th, 2010 2x40 minutes
3. Third Meeting May 5, 2010 2 x40 minutes
4. Fourth Meeting May 8, 2010 1x40 minutes
6. Interview to the Head master May 19, 2010 20 minutes
7. Interview to the English Teacher June 2, 2010 20 minutes

2. Interview

Fraenkel (1993:385) describes that interview is an important way

for a researcher to check the accuracy of the impressions of what he or she

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has gained through observation. The purpose of interviewing people is to

find out their mind, what they think or how they feel about something.

We interview people to find out from them those things we cannot

directly observe. The issue is not whether observational data is
more desirable, valid, or meaningful than self-report data. The fact
of the feelings, thoughts, and intentions. We cannot observe
behaviors that took place at some previous point in time. We
cannot observe situations that preclude the presence of an observer.
We cannot observe how people have organized the world and the
meanings they attach to what goes on in the world. We have to ask
people questions about those things.

3. Library Research

Document is a kind of source data involves anything notes aimed

to examine a research (Moleong. 1995: 161). In a research, the researcher

may use syllabus, teaching material, lesson plan, and recording interview

as the document.

3.4.2 Technique of Analyzing Data

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In this research, the researcher conducts descriptive qualitative

research which describes the usage and affects of storytelling technique to

students ability of the fifth grade at SDN Sindangwangi in speaking. So, in

this case the researcher does not need statistic data. The follows are the

procedures of analyzing the data:

1. Describing storytelling usage in the student’s activities.

2. Discussing findings of the research. Describes the process of teaching

speaking through storytelling based on storytelling technique.

3. Drawing conclusion briefly and then giving some suggestion.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

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The puposes of this chapter is to present research finding and discussion of

the usage and affects of storyteliing technique on the students speaking ability.

This study as desctribed earlier, attempts to investigate two major objectives. In

order to recall, the two objectives are presented here. They are as follows:

1. To investigate the usage of storytelling technique to students ability in

speaking.

2. To investigate the affects of storytelling technique to students ability in

speaking.

4.1. Storytelling Usage in the Student’s activities

This observation divided into four times meeting, on April 21 th,

28th, on May 5th, 8th 2010. Each meeting done for 2x40 minutes, excepted

on 8th, it had been done for 1x40 minutes.

The researcher categorized the student’s ability into three

categorizes, they are:

Score < 0 categorized as less

Score 41-60 categorized as good

Score 61-80 categorized as the best

Score 81-100 categorized as the great

1). First Observation

Day and Date : Tuesday on April 21th, 2010

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Time allocation : 2 x 40 minutes

Topic of the story : Going holiday to the beach

Class Members : 25 students

(a). Opening

The opening of the lesson generally occupied in five minutes. In this

time the researcher tried to focus on the students attention. The

researcher came to the class, introduced with greeted and asked the

student’s condition. For example:

Researcher : Assalamu’alaikum Wr. Wb.

Good morning, students. How are you?

Students : Wa’ alaikum salam Wr. Wb.

Good morning, mom. Fine, thank you. And You?

Researcher : Fine, thank you too.

As it has been discussed in the previous chapter, there are nine

steps called The Tell Well Storytelling System: Getting Started, Mime,

Sound Effects, Words, Listener Feedback, Character Voices, Faces, and

Placement, Eye Contact, Five Senses, Surfing the Story.

(b). Presentation

Step 1 – Getting Started

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The presentation took fifteen minutes. The researcher began with

explained the definition of ‘story’ is something they have read or a fable or

fairy tale they have been told. Then the researcher allowed the students to

participate in their lives by sharing interesting highlights of events they

experienced. The researcher asked simple questions involved Indonesian

as an invitation for a story to them, such as:

Researcher : Bagaimana kalian belajar mengendarai sepeda?

[How did you learn to ride a bike?]

Student : Berlatih secara teratur walaupun sering terjatuh.

[By practicing it regularly eventhough by falling many times]

Then the researcher asked them other questions such as: who are

your best teachers, worst teachers, and best friends? or how your day

went to the holiday resort?

(c). Practice and Activate

In the third step, the teacher gave fourty minutes to practice and

active the story. Here the researcher divided them into four groups. It

consists of five or six members of the group.

The researcher selected the story and distributed story text sheet

entitled ‘Kamal and The Sea horse’ with key words. The topic was going

holiday to the beach. The story was using bilingual language. It helped

the students to retain the target language more easily.

The students allowed to memorize key words to check that they

understood the basic vocabulary for about ten minutes before memorized

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the story. Here the researcher repeated new words more than once so that

they had more than one opportunity understood the meaning.

Then the researcher allowed to each member of the group

momorized the sequence of events and told two to three sentences and the

next one continued until the end of the story.in three or five minutes in

groups.

Step 2 – Mime : The Researcher as Storyteller

In this step the researcher took fifteen minutes to act out by using

facial expressions or mime to help the student’s comprehension. This was

based on Juan Jesus Zagro and Sagrario Salaberri (1995) who state that

this step helps the process of storytelling to become accepted much more

quickly than other activities which manipulate language and have no real

meaning.

The researcher as the storyteller gave the following suggestions to

the students as follow:

1. Use gesture, mime, actions or movements to help the class understand

the situations of the story.

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The students applied for saying the sentences and repeating the

researcher’s words, actions and physical movement. They enthusiastic

repeated the sentences for example:

The Story

Entitled: Kamal and The Sea horse

“Kamal went with his family to a beach in a holiday resort”,

[looking at the audiances directly and moved her hands to the right side],

“there was an aquarium in front of a small store with some interesting

seacreatures in it”, [She imagined the things with her hands], “Kamal went

up to the aquarium and saw a sea horse swimming around slowly inside”,

[Looking at the audiances and used physical movement to them], " You're

so small, " said Kamal. " I thought sea horses were bigger." [Using

Kamal’s voice with strong little voice and using physical movement], "

Yes, " answered the sea horse. " Those who see us in books and on

television think we are much bigger than we are, which is actually between

2 and 12 inches (4 and 30 cm) long." [Using Sea horse’s voice with soft,

cheery little voice then imagined the things], Kamal looked closer: " Your

eyes can move in every direction, can't they? “ And so you can know

what's going on all around you." [Using Kamal’s voice, she moved her

eyes every direction] " You're right," the sea horse agreed. "Allah created

our heads at right angles to our bodies.” “ No other sea creatures have this

characteristic.”

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“ For that reason, we swim with our bodies in a vertical position

and we can only move our heads up or down.” [Using Sea horse’s voice

and moved her head up and down], “ Actually, if other creatures had this

characteristic, they would have a problem moving their heads to the left

and right and would not be able to protect themselves from all sorts of

dangers.” “ But we do not have this problem because of the special design

of our bodies.” [Using Sea horse’s voice and moved her head to left and

right].

Step 3 - Sound Effects

This step took fifteen minutes. Here the researcher allowed

students to watch and listened the story from video record and replayed

about three times. The video used the sound of water as sound effect of

the story. The video gave them an opportunity to improve their

pronunciation, stress and intonation.

(d). Recycling

In the fourth steps, the teacher took fifteen minutes to comment or

made evaluation. The researcher gave correction and comment to student’s

pronunciation, example:

a. Error pronunciation : Kamal went with his [family] to a beach in

a [holiday] [resort].

Correct pronunciation : Kamal went with his [‘fæməlɪ] to a beach

in a [‘hɒlədaɪ] [rɪ’zrɔ:t].

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b. Error pronunciation : There was an aquarium in front of a [small]

store with [some] interesting [sea creatures]

in it.

Correct pronunciation : There was an aquarium in front of a [smɔ:l]

store with [sʌm] interesting [si: kri:tʃə(r)s]

in it.

c. Error pronunciation : Kamal went [up] to the aquarium and [saw]

a sea horse swimming [around] slowly

inside.

Correct pronunciation : Kamal went [ʌp] to the aquarium and [sɔ:]

Sea horse swimming [ə’raʊnd] slowly

inside.

d. Error pronunciation : "You're so small," [said] Kamal. "I thought

sea [horses] [were] bigger."

Correct pronunciation : "You're so small," [sed] Kamal.

”I thought sea [hɔ:səs] [wɜ:] bigger."

e. Error pronunciation : "Yes," [answered] the sea horse. "Those

who see [us] in books and on television

think we are [much] bigger than we are,

which is actually between 2 and 12 inches

(4 and 30 cm) long."

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Correct pronunciation : "Yes," [‘ɑ:nsə(r)] the sea horse. "Those

who see [ʌs] in books and on television

think we are [mʌtʃ] bigger than we are,

which is actually between 2 and 12 inches

(4 and 30 cm) long."

f. Error pronunciation : Kamal looked closer: "Your [eyes] can

move in [every] [direction], can't they?

Correct pronunciation : Kamal looked closer: "Your [aɪs] can

move in [‘evrɪ] [dɪ’rekʃn], can't they?

g. Error pronunciation : “ And so you can know what's going on all

[around] you."

Correct pronunciation : “ And so you can know what's going on all

[ə’raund] you."

h. Error pronunciation : "You're right," the sea horse agreed. "Allah

created our heads at right [angles] to our

[bodies].”

Correct pronunciation : “You're right," the sea horse agreed. "Allah

created our heads at right [‘ᴂηgls] to our

[‘bɔdɪs].”

i. Error pronunciation : “ No [other] sea creatures have this

[characteristic].”

Correct pronunciation : “ No [ʌᵭə] sea creatures have this

[kᴂriktə’ristɪk].”

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j. Error pronunciation : “ For that reason, we swim with our bodies

in a vertical position and we can only

move our heads [up] or [down].”

Correct pronunciation : “ For that reason, we swim with our bodies

in a vertical position and we can only

move our heads [ʌp] or [daun].”

k. Error pronunciation : “ Actually, if other creatures had this

characteristic, they would have a problem

moving their heads to the left and right

and would not be able to [protect]

[themselves] from all [sorts] of dangers.”

Correct pronunciation : “ Actually, if other creatures had this

characteristic, they would have a problem

moving their heads to the left and right

and would not be able to [prə’utekt]

[ᵭəm;selvz] from all [sɔ:ts] of dangers.”

l. Error pronunciation : “ But we do not have this problem because

of the special [design] of our bodies.”

Correct pronunciation : “ But we do not have this problem because

of the special [dɪ’zaɪn] of our bodies.”

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(e) Closing

In the last step, the teacher took 5 minutes to close the meeting.

The teacher gave conclusion about the material. After, the researcher gave

a little information about the material that would be learn in the next

meeting. Then, she closed the class by saying hamdallah together and

thanked for the students cooperation.

2). Second Observation

Day and Date : Tuesday on April 28th, 2010

Time allocation : 2 x 40 minutes

Topic of the story : Going holiday to the beach

Class Members : 25 students

(a). Opening

The opening of the lesson generally occupied in 5 minutes with

greeted same as the previos meeting.

(b). Presentation

The presentation took ten minutes. At second meeting the

researcher continued the last topic of story about going holiday to the

beach. The researcher conducted prememory about how to mime the

story and also involved Indonesian in asking the students. For example:

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Guru : Baik, anak anak, siapa diantara kalian yang masih ingat

bagaimana memperagakan cerita dengan menggunakan

mimik? [Well, students any of you remember how to mime

the story?]

Siswa : Sedikit, Bu. [ Little, Mum]

Guru : Baik, sekarang coba baca ceritanya bersama-sama dalam

lembaran yang telah diberikan ibu. [ OK, read your story script

together that given by me]

Siswa : Baik, bu. [OK, Mum] (open the story script and read it

together)

(c). Practice and Activate

In the third step, the researcher gave fourty five minutes to practice

and activate telling the story.

Step 4 – Words

This step took ten minutes. The researcher allowed one group

(group A) at first to tell the story in front of the class for more guided

practice. Other students as listeners paid attention to the storyteller’s

performance and gave feedback to them.

Before the story told, the researcher involved Indonesian in giving

motivation to encourage them practiced in speaking class, such as:

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Researcher : “Anak-anak, Ibu yakin kalau kalian bisa mempraktekannya.

Percayalah. Coba awali dengan ambil nafas yang dalam

dan ucapkan basmalah, tersenyum, dan mulailah

bercerita.”

[“ My dear students I believe that you can practice it.

Trus me. First you should take a deep breath and say

basmallah, smile, and just start talking.”]

Step 5 – Listener Feedback

This step took twenty minutes. Here the researcher visualized the

part of scenes on video record and asked them involved Indonesian as

follows:

Researcher : “ Siapa anak laki-laki dan makhluk laut yang

ada

di dalam tiap gambar ini?“ [She showing scenes

to students]

“Apa yang sedang dilakukan anak itu di

pantai?”

Bagaimana cara kuda laut berenang dan

meggerakan kepalanya?

The researcher also allowed the students to illustrate the actions

as possible as they can based on the story that they had been read. Here

the researcher only used some physical movement to add their

imagination of the story.

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There were some listener’s feedback after storytellers told the

story, such as: some students active asked questions about or retell the

parts that were difficult to visualize by them. Therefore the researcher

gave model physical movement to them related to the story.

Presentation was time for students to practice telling the story. Here

the researcher also allowed other groups (group B) told the story by using

mime in front of the class without any help by researcher then recorded

their performances on video. The students very excited told the story using

their own imagination.

Here the researcher only monitoring them to ensure that they were

focused on the task. The researcher also gave the students a praise for

their focused.

Step 6 – Character Voices, Faces, and Placement

This step took fifteen minutes. Here the resercher involved

Indonesian in giving them a note to set character voices as follows:

Guru : “Anak-anak, aturlah suasana hati dan nada kalian

sebelum mengeluarkan karakter suara dari cerita

tersebut.” [Students, Set your mood and tone at

first before you speak the character voice of the

story!

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The researcher told the story to them in five minutes to give

keeping model keeping the characters with clear in space and in relation

to one another. As Jeff Gere (1995) belives that this is a dramatic device

to keep the audience informed, and it eliminates the need to say things.

For example based on the story like “ ....answered the sea horse”. The

students as audiences can saw that it was the sea horse speaking.

Here the researcher involved Indonesian in giving model voice

inflections and facial and body gestures to rich their imagination of the

story, as follows :

“ Anak-anak, kuda laut itu kecil dan berenang dengan sangat

lambat, mukanya mirip seperti kuda. Ia berbicara kepada Kamal dengan

suara yang pelan dan kecil. Sedangkan kamal adalah anak laki-laki yang

memiliki mata besar. Ia memiliki suara yang kuat. Ia berbicara sambil

melihat kuda laut ke sebelah kirinya.”

[My dear students, a sea horse is small and swim slowly, and his

face seems like horse. The sea horse speaks slowly with little voice

looking at to Kamal. While, Kamal is a boy, has big eyes. He has a strong

voice . He speaks looking up at the sea horse to his left].

(d). Recycling

In the fourth steps, the researcher took fifteen minutes in the end of

the lesson to give some comments. The teacher gave correction and

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comment to student’s performance and pronunciation. Taken from the

utterance above, the teacher gave correction:

Comment : To use Sea horse voice you should use little voice

meanwhile for Kamal’s voice you should use

strong vioce to make different voice between

them.

Set your mood and tone at first before you speak!

Error pronunciation : “ I thought sea [horses] [were] bigger."

Correct pronunciation : ”I thought sea [ hɔ:səs] [wɜ:] bigger."

[Using Kamal’s voice with strong little voice and

physical movement]

Error pronunciation : "Yes," [answered] the sea horse. "

"Those who see [us] in books and on television

think we are [much] bigger than we are, which is

actually between 2 and 12 inches (4 and 30 cm)

long."

Correct pronunciation :"Yes," [‘ɑ:nsə(r)] the sea horse.

"Those who see [ʌs] in books and on television

think we are [mʌtʃ] bigger than we are, which is

actually between 2 and 12 inches (4 and 30 cm)

long."

[Using Sea horse’s voice with soft, cheery little

voice then imagined the things]

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Error pronunciation : Kamal looked closer " Your [eyes] can move in

[every] [direction], can't they? “ And so you can

know what's going on all around you."

Correct pronunciation : Kamal looked closer: "Your [aɪs] can move in

[‘evrɪ] [dɪ’rekʃn], can't they? And so you can

know what's going on all [ə’raund] you."

[Using Kamal’s voice, she moved her eyes every

direction]

Error pronunciation : " You're right," the sea horse agreed. "Allah

created our heads at right [angles] to our [bodies].”

Correct pronunciation : “You're right," the sea horse agreed. "Allah

created our heads at right [‘ᴂηgls] to our

[‘bɔdɪs].”
[Using Sea horse’s voice and moved her head up

and down]

3). Third Observation

Day and Date : Tuesday on May 5th, 2010

Time allocation : 2 x 40 minutes

Topic of the story : Going holiday to the beach

Class Members : 25 students

(a). Opening

The opening of the lesson generally occupied in 5 minutes with

greeted same as the previos meeting.

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(b). Presentation

It took ten minutes. At third meeting the researcher still continued

the same topic of story about going holiday to the beach. The researcher

conducted prememory about vocalizations or character voices, faces and

placement with involved Indonesian in asking the students, for example:

Guru : “Baik, anak anak, siapa diantara kalian yang masih ingat

bagaimana memerankan karakter suara dalam cerita

kemarin?” [Well, students any of you remember how to

play the role of character voices on last story yesterday?]

Siswa : “Iya, Bu.” [ Yes, Mum]

Guru : “Bagus, sekarang coba tiap kelompok berlatih peran

terlebih dahulu selama sepuluh menit.” [Good, now play it with your

group for about ten minutes].

Siswa : Baik, bu. [OK, Mum] (the students try to play

vocalization/ character voices with their groups)

(c). Practice and Activate

In the third step, the researcher gave fourty five minutes to practice

and activate telling the story.

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Step 7 – Eye Contact

This step took fifteen minutes. The researcher told the story by

using eye contact to them. Then the researcher asked with involved

Indonesian in instructing them.

The utterances were used to give instruction are as follows:

1. “ Coba seorang ke depan! Please imagine the sentences by using eye

contact.” [Tolong peragakan sebuah kalimat dengan menggunakan

kontak mata]

2. “Tirulah gerakan yang telah ibu contohkan!”

The first utterance was used to involve every student in the

activities in which they had to imagine the senteces by using eyes contact.

Meanwhile, the last utterance was used for giving them enough exposure

of the right pronunciation.

The first and the second instruction stimulated them to respond at

this step. Here the students applied the patterns for illustrating or

imagining the sentences by using eye contact. They creatively imagined

them, example: “Kamal went with his family to a beach in a holiday

resort”, [student looking at the audiances directly and illustrated the

object], “there was an aquarium in front of a small store with some

interesting seacreatures in it”, [student looking the object that illustrated

by her], “Kamal went up to the aquarium and saw a sea horse swimming

around slowly inside”, [looking at the object that illlustrated by her], etc.

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The aim of using eye contact was to hook the audiences into the

story. When the students were telling the story by using eye contact, the

audiences feel their energy.

Step 8 – Five Senses

This step called challenging step and took ten minutes. Here the

researcher showed video record again to the students, as there is generally

only enough time to give them essential and provocative details of the

story. The existence of the pictures helped the students to understand the

story and to get the meaning of a certain words. So the students allowed to

use their senses to illustrate feel, taste and saw the real things, colors and

textures the objects of Sea horse and Kamal from the video. This was

based on Jeff Gere (2002) who state that challenge students to include not

just what is done and said, but how things look and feel, including colors,

scents, textures, and tastes. They should try to use three to five sensory

descriptions based on the story.

The visual aid helped them to understand and comprehended the

meaning of the story gave them imagination about the characters, setting,

and plot related to the story. This was based on Juan Jesus Zagro and

Sagrario Salaberri (1995) who state that the comprehension of the story

can also be made easier by the use of visual aids, gesture, mime and even

appealing to the learners’ previous knowledge of stories.

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Step 9 – Surfing the Story

This step took twenty minutes. In this step the researcher invited

last group (C and D) to continue telling the same story by using character

voices and eye contact in front of the class. Then the researcher recorded

their performances on video.

Before the story was told, the researcher giving them motivation at

first, for example:

Guru : “Anak-anak, sekarang kalian bukan hanya

bercerita tapi hayatilah cerita itu! Mainkan!

Nikmatilah!” [ My dear students you not just told

the story, but surfed it! Played it! Have fun telling

it].

Here the researcher also informed them to set their feelings and

mood before they were telling the story. The feel of the story must be

appropriate to the energy of the tale and the teller. This was based on Jeff

Gere (2002) who states that a well told story is told like a song. Pacing,

flow, the musical dynamics of fast and slow, loud and soft, big and small.

(d). Recycling

In the fourth steps, the researcher took fifteen minutes in the end of

the lesson to give some comments. The teacher gave correction and

comment to student’s performance and pronunciation. Taken from the

utterance above, the teacher gave correction:

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Comment : To use Sea horse voice you should use little voice

meanwhile for Kamal’s voice you should use

strong voice to make different voice between

them. And to use eye contact you should like you

are throwing & catching a ball - grab it and hold

it! Be focus! Always speak to animate objects.

Error pronunciation : “ I thought sea [horses] [were] bigger."

Correct pronunciation : ”I thought sea [ hɔ:səs] [wɜ:] bigger."

[Using Kamal’s voice with strong little voice and

physical movement]

Error pronunciation : "Yes," [answered] the sea horse. "

"Those who see [us] in books and on television

think we are [much] bigger than we are, which is

actually between 2 and 12 inches (4 and 30 cm)

long."

Correct pronunciation :"Yes," [‘ɑ:nsə(r)] the sea horse.

"Those who see [ʌs] in books and on television

think we are [mʌtʃ] bigger than we are, which is

actually between 2 and 12 inches (4 and 30 cm)

long."

[Using Sea horse’s voice with soft, cheery little

voice then imagined the things]

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Error pronunciation : Kamal looked closer " Your [eyes] can move in

[every] [direction], can't they? “ And so you can

know what's going on all around you."

Correct pronunciation : Kamal looked closer: "Your [aɪs] can move in

[‘evrɪ] [dɪ’rekʃn], can't they? And so you can

know what's going on all [ə’raund] you."

[Using Kamal’s voice, she moved her eyes every

direction]

Error pronunciation : " You're right," the sea horse agreed. "Allah

created our heads at right [angles] to our [bodies].”

Correct pronunciation : “You're right," the sea horse agreed. "Allah

created our heads at right [‘ᴂηgls] to our

[‘bɔdɪs].”
[Using Sea horse’s voice and moved her head up

and down]

(e) Closing

In the last step, the teacher took 5 minutes to close the meeting.

The researcher or teacher gave conclusion about the material. After, she

gave a little information about the material that would be learn in the next

meeting. Then, she closed the class by saying hamdallah together and

thanked for the students cooperation.

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4). Fourth Observation

Day and Date : Tuesday on May 8th, 2010

Time allocation : 1 x 40 minutes

Topic of the story : Going holiday to the beach

Class Members : 25 students

(a). Opening

The opening of the lesson generally occupied in 5 minutes with

greeted same as the previos meeting.

(b). Presentation

It took ten minutes. At fourth meeting the researcher still

continued the previous topic of story about going holiday to the beach.

The researcher conducted prememory about eye contact and surfing the

story with involved Indonesian in asking the students, for example:

Guru : “Baik, anak anak, siapa diantara kalian yang masih ingat

bagaimana menggunakan kontak mata dan menghayati isi

cerita?” [Well, students any of you remember how to use

eye contact and surf the story?]

Siswa : “Sedikit Bu.” [ Little, Mum]

Guru : “Baik, sekarang coba berlatih bersama kelompok kalian

terlebih dahulu selama sepuluh menit” [Well, now you

train it with your group at first for about ten minutes].

Siswa : Baik, Bu. [OK, Mum] (the students try to train eye

contact and surfing the story with their groups)

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(c). Practice and Activate

In the third step, the researcher gave twenty five minutes to

practice and activate telling the story. Here the researcher invited only six

students as the masters of each group to tell the previous story for about

three to five minutes in front of the class and recorded their

performances.

(d). Recycling

In the fourth steps, the researcher as teacher took 5 minutes to

comments or make teacher’s evaluation. The researcher gave a comment

and corrected the student’s pronunciation and grammar. For example:

Comment :To use eye contact you should focus on the object

that you illustrate. And to use Sea horse voice you

should use little voice meanwhile for Kamal’s voice

you should use strong voice to make different voice

between them.

Error pronunciation : "Yes," answer the Sea horse. Those who see us in

books [and] on television think we are [much]

bigger than we are, which is actually between 2

and 12 inches (4 and 30 cm) long."

Correct pronunciation: "Yes," answer the Sea horse."Those who see us in

books [ənd] on television think we are [mʌtʃ]

bigger than we are, which is actually between 2

and 12 inches (4 and 30 cm) long."

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Error sentence : Kamal looked closer " Your right in every

direction can’t they? “ And so you can now

what's going on all around you."

Correct sentence : Kamal looked closer " Your eyes can move

in every direction can’t they? “ And so you

can know what's going on all around you."

Error sentence : “ For that reason, we swim with our head in a

vertical position and we can only move our

heads up or down.

Correct sentence : “ For that reason, we swim with our bodies

in a vertical position and we can only move

our heads up or down.

(e). Closing

In the last step, the researcher took 5 minutes to close the meeting.The

teacher gave conclusion about the material. The researcher gave a little

information about the material that would be learn in the next meeting. Then, she

closed the class by saying hamdallah together and thanked for the students

cooperation.

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4.2. Classroom Management

The task of teacher will be easier if he or she can manage the

classroom well. So, it is needed for the researcher to manage the

classroom. The classroom management consists of the time allocation,

students arrangement, and readiness of the teaching material. Further, the

time allocation is about 45 minutes. Some students are sit in pairs and

other are alone. The illustration of student’s sit:

Blackboard

By managing the classroom, the researcher is easier to observe the

students activities because they also sit with their groups. The students

activity are memorizing and performing to tell the story in front of the

class for about three to five minutes. In practicing storytelling, the

students present told the story in groups and oneself for the masters of the

groups.

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1). Teacher’s Problem in Teaching Speaking

In teaching a language sometimes the researcher faces some

problems. After the researcher observed the class, there were some

problems faced by the researcher, as follows:

a). Student’s mentality

It refers to the student’s courage. Student’s courage is very crucial

in speaking class because without this feeling the lesson will be failed. By

involving Indonesian, the researcher asked them to learn the material

before and gave many exercises by their language.

Guru : “Anak-anak, ibu senang dengan penampilan

kalian, tapi ibu harap kalian tidak lupa berlatih

bercerita di rumah. Lain waktu, ibu akan

menyuruh beberapa siswa untuk bercerita lagi

dan kalian harus siap. Jadi dari rumah

persiapkanlah diri kalian dengan baik.”

[Students, I’m glad with your performance

today, but I hope you’ll never stop to practice

telling the story with your friends at home.

Next time, I’ll invited some of you to tell the

story once more and I hope each of you be

ready. So, prepare it as best as possible at

home].

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b). Student’s capability

Each person has different capability and either for students in

learning speaking. The students who have low capability cannot follow

the material successfully. To force this problem the researcher is

supposed to be creative to create enjoyable situation during the teaching

learning process with involved Indonesian to them. For example:

Siswa : “Maaf, bu. Saya belum hafal. Saya takut jika harus

berbicara bahasa inggris.” [Sorry, Mum. I havent had

memorizing it yet. I’m afraid if I should speaks in

English].

Guru : “Jangan takut. Ibu akan bantu kamu untuk menghafal.

Kamu harus sering membaca dan mendengar apa yang

kamu ucapkan. Lakukan itu dengan berulang-ulang

hingga hafal. Coba lah.” [ Don’t be afraid. I’ll help you

to memorize it. You should oftern read and listen the

words that you spoke. Do it repeatedly until you

memorize it. Let us try].

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2). Student’s Problem in Learning Speaking

Based on the classroom observation, the researcher find the

student’s problems in learning speaking:

a). Performance

In practicing storytelling, the students must stand in front of the

class. Because of this situation they are afraid if they have bad

performance. Consequently, he or she is feared if her or his friends insult

or laugh at their performance.

b). Nervousness

A problem that mostly faced by the students is nervousness. They

feel that they cannot comprehend the material well and make mistakes.

Finally, some of them prefer to be passive in the class.

c). Pronunciation

It means that the students commonly produces unclear

pronunciation. They feel difficult to pronounce certain words, moreover, if

they do not recognize them yet. As a result, it often happens slip of the

tongue from the students.

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For example:

Table I.2
Name: Error List

Words Error Pronunciation Correct Pronunciation

Family [pamily] [‘fæməlɪ]
Holiday [holiday] [‘hɒlədaɪ]
Resort [resort] [rɪ’zrɔ:t]
Small [small] [smɔ:l]
Small [som] [sʌm]
Sea creatures [sea creature] [si: kri:tʃə(r)s]
Up [up] [ʌp]
Saw [saw] [sɔ:]
Around [round] [ə’raund]
Said [said] [sed]
Horses [horse] [hɔ:səs]
Were [wer] [wɜ:]
Answer [answer] [‘ɑ:nsə(r)]
Us [us] [ʌs]
And [in] [ənd]
Much [much] [mʌtʃ]
Eyes [aiy] [aɪs]
Every [every] [dɪ’rekʃn]
Direction [daidirection] [‘evrɪ]
Angles [angle] [‘ᴂηgls]
Bodies [bodi] [‘bɔdɪs]
Other [other] [ʌᵭə]
Characteristic [characteristic] [kᴂriktə’ristɪk]
Down [don] [daun]
Protect [protect] [prə’utekt]
Themselves [themselves] [ᵭəm;selvz]
Sorts [sort] [sɔ:ts]
Design [design] [dɪ’zaɪn]

3). Problem Solving Used By the Teacher

There are some ways used by the researcher to overcome the

student’s problem. They are as follows:

a. The researcher gives advice and motivation about the students

performance. She explains the important of learning speaking is to

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communicate to others and it will create a good relationship between

the human being. Meanwhile, the advantages of storytelling activity

is to require a certain level of interaction between the storyteller and

the audience and between the individual listeners.

b. The researcher gives a model to them how to practice storytelling

based on The Tell Well Storytelling System, and give an opportunity

each group to practice telling the story in front of the class.

c. The researcher gives more attention about the five speaking

elements. She gives correction to the student’s pronunciation by

asking them to imitate her pronunciation.

4). The Teacher’s and the Student’s Role

(a). Teacher’s Role

Teacher is as a leader in a classroom and all of the classroom

activities cooperate by the teacher. To get clearer description about the

teacher role, the researcher conducted an interview to the English teacher.

The teacher states that:

“Nah…banyak ya teh ya. Mungkin selain ibu harus memberikan

contoh-contoh materi, ibu juga harus bisa menjelaskannya dan
sebelum dijelaskan ibu suruh mereka untuk mempelajarinya dulu.
Baru kalau ada pertanyaan akan ibu jelaskan dan kalau tidak ibu
akan sedikit menambahkan materi lagi” (Iis Aisyah, 2 May
2010).

“The role of the teacher are: he or she should explains the

material, even though by giving some examples ” (Iis Aisyah, 2
May 2010).

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After analyzing the teacher’s statement, the researcher concludes

that the teacher’s role as follows:

(1). Model

It means that the teacher as a model when he or she teaches and

explains the material to the students. By involving Indonesian, the

researcher gave the example as follows:

Guru : Ada beberapa contoh kalimat dengan menggunakan

mimik dan bahasa tubuh, seperti “Kamal went with his

family to a beach in a holiday resort”, [looking at the

audiances directly and moved her hands to the right side],

“there was an aquarium in front of a small store with some

interesting seacreatures in it”, [She imagined the things with

her hands].

And the example of the story is:

The Story

Entitled: Kamal and The Sea horse

“Kamal went with his family to a beach in a holiday resort”,

[looking at the audiances directly and moved her hands to the right side],

“there was an aquarium in front of a small store with some interesting

seacreatures in it”, [She imagined the things with her hands], “Kamal went

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up to the aquarium and saw a sea horse swimming around slowly inside”,

[Looking at the audiances and used physical movement to them], " You're

so small, " said Kamal. " I thought sea horses were bigger." [Using

Kamal’s voice with strong little voice and using physical movement], "

Yes, " answered the sea horse. " Those who see us in books and on

television think we are much bigger than we are, which is actually between

2 and 12 inches (4 and 30 cm) long." [Using Sea horse’s voice with soft,

cheery little voice then imagined the things],

Kamal looked closer: " Your eyes can move in every direction, can't they?

“ And so you can know what's going on all around you." [Using Kamal’s

voice, she moved her eyes every direction] " You're right," the sea horse

agreed. "Allah created our heads at right angles to our bodies.” “ No other

sea creatures have this characteristic.”

“ For that reason, we swim with our bodies in a vertical position

and we can only move our heads up or down.” [Using Sea horse’s voice

and moved her head up and down], “ Actually, if other creatures had this

characteristic, they would have a problem moving their heads to the left

and right and would not be able to protect themselves from all sorts of

dangers.” “ But we do not have this problem because of the special design

of our bodies.” [Using Sea horse’s voice and moved her head to left and

right].

(2). Counselor

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It means that the teacher can be a good advisor when the students

face some problems. The teacher tries to help the students to forced their

problem. For example:

Siswa : Bu, bagaimana cara memperagakan kalimat ini: Kamal

looked closer: " Your eyes can move in every direction, can't they? “ And

so you can know what's going on all around you."?

Guru : To visualize it, please setting your mood and tone at first

to use Sea horse voice. [then she visualize it with her

gesture to students].

So, if there is a good interaction between the teacher and the

students it means the teaching learning process runs well.

(3). As a classroom manager

In teaching learning process, the teacher must be able to manage

the classroom situation and condition of the learners. The teacher has to

organize the environment and the behavior of students in a classroom,

because the teacher has responsibility for all activities in the teaching

learning of English. For example, before the students get the material, she

asks all of the students to be quit.

Guru : Jangan ribut! [Keep silent, please!]

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Baca dan hafalkan ceritanya. [Read and memorize the

story].

Siswa : Iya, Bu. [Yes, Mom]

As a manager, the teacher can motivate and support the students to

make the lesson comfortable and safe. The teacher also can develop the

situation and condition to be good class.

(4). Instructor

It means that the teacher gives some orders or directions to the

students to do exercises about the topic of the day. For example:

Guru : “Baik. Anak – anak. Coba lihat lembar cerita yang ada di

kelompok kalian. Ibu akan membacakan cerita tersebut

dan akan menggunakan mimik, kontak mata, gerakan

tubuh serta karakter suara yang berbeda”.[ “Well, students.

Look at story sheet on your group. I will read it and using

mime, eye contact, gesture, and different character voices.

Siswa : Iya, Bu. [Yes, Mum] (and the teacher start to read the

story.

(5). Evaluator

At the end of the lesson, the teacher must be able to evaluate the

students task by giving a mark. Another way of students evaluation is

giving some conclusions about the lesson involving Indonesian to them.

For example:

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Guru : “Sekarang, Ibu akan berikan beberapa komentar

berhubungan dengan penampilan kalian. Pertama, untuk

menggunakan mimik dan kontak mata kalian harus fokus

pada suatu benda yang kalian bayangkan/khayalkan. Dan

untuk mengganti suara karakter yang berbeda, kalian

harus atur suasana hati dan nada kalian lebih dahulu

sebelum mulai bersuara.” [“Now, I will give some

comments related to your performances.

First, to use mime and eye contact you should be focus

on the object that you illustrate”. “And to change the

character voices you should set your mood and tone at

first before you speak the voice”]

In speaking performance, the researcher evaluation can be in the

form of comment and giving a mark. In her comment, she gives many

information or advises for students in order to make better performance in

the next meeting. In addition, she also gives a mark for students

performance.

b). Student’s Role

Students is as an object of teaching learning process in the

classroom. To get clear description about the student role, the researcher

will describe the student’s activities in each meeting or during the

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classroom observation. The activities happen between the students to

another student in groups.

Based on the classroom observation, the role of the students are:

(1). As the listener

It means that the students listen to the researcher/teacher when she

explains the material. The students are expected to listen carefully and

respond attentively to the teacher.

(2). As the performer

The students are expected to perform the same story without

hesitation. They should concern with instruction that is given by the

researcher, for instance: the researcher asks them to perform telling the

story with topic going holiiday to the beach.

3. Media of Teaching Speaking

Media is very importance for a teacher in teaching a language. The reason

is because learning a language will be more exiting if there are some media. There

are many teaching media that may be used by the English teacher in teaching

speaking such as a radio, language laboratory, video, pictures and cards, board,

and etc. Here the researcher also using video record as visual aid besides using

blackboard in teaching speaking.

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The researcher made and played the video about the story with full

pictures, colors, and also recorded storyteller’s voice and sound effect in order the

students will watch and listen more to the story and also they can practice telling

the story like the model.

4. Evaluation System of Teaching Speaking

Parts of teaching evaluation are comments, marks and grades, and reports.

However, to evaluate the speaking skill the researcher gives some comments and

marks in the last meeting to their student’s performance. First, comments may

cover the pronunciation, performance, vocabularies, grammar, and others.

Hopefully, this way will increase the student’s speaking ability. Second, student

scoring is needed to know the student’s development in mastering a knowledge.

The researcher finds that the students who get score 81-100 are 12

students. The score between 61-80 are 10 students. The score between 41-60 are 3

students. In addition, based on the table of score identification the researcher

knows that the result of teaching speaking through storyteliing is effective and

satisfying.

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The Usage of Storytelling Technique to Build Speaking Skill of the

Fifth Grade Students.

The researcher used the theory from .....................as their statement that

storytelling in teaching learning English in elementary school must be ,,,,,,,to

encourage,,,,,,,,,,,,,,

In this study, the researcher had interviewed some students. Interview was

done to know the student’s interest in speaking skill through storytelling.

Interview was held in June 9th, 2010 with the question as follows:

1. Do you more enjoy and fun studying English by using storytelling

technique? Why?

2. Is it easy to remember speaking elements through storytelling.

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The researcher had given some questions to fifteen students of the fifth grade

students in form of interview. Generally they have opinion that in fact

teaching speaking through storytelling can build their speaking skill and they

realling like studying speaking. Their statements can be seen from the table

below.

Question: Do you more enjoy

No Pertanyaan siswa Opini

Apa kalian 1
2
menyukai 3
4
belajar 5
6
berbicara 7
1. 8
menggunakan 9
10
tehnik 11
12
mendongeng/ 13
bercerita

No Pertanyaan siswa Opini

2. Apa kalian 1
2
mampu 3
4
mengingat 5

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6
7
8
9
kosakata pada 10
11
cerita tersebut? 12
13

No Pertanyaan siswa Opini

1
2
Apa kesulitan 3
4
kalian dalam 5
6
2. memahami/ 7
8
menghafal 9
10
cerita tersebut ? 11
12
13

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CHAPTER V

CONCLUSION AND SUGGESTION

This chapter contains of two parts conclusion and suggestion. The first part

presents the conclusions which are derived from the findings presented in the

previous chapter. The second part gives suggestion which is addressed to the next

research.

5.1 Conclusion

In relation to the two major research questions which are presented earlier

in the discussions, the usage and affects of storytelling technique on students

ability in speaking, a set of conclusions are inferred as follows:

There were a number of step called The Tell Well Storytelling System that

enable the students to structure their storytelling unit. The nine steps were Getting

Started, Mime, Sound Effects, Words, Listener Feedback, Character Voices,

Faces, and Placement, Eye Contact, Five Senses, Surfing the Story. In each of

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step, there were a number of step that guided the students to begin storytelling

technique in teaching speaking process effectively. Those steps had the effect of

speeding the storytelling technique in speaking process as what Jeff Gere (2002)

stated.

Getting started step was used for checking out student’s understanding the

basic vocabulary and comprehension of the story. The step of mime was used for

student’s understanding the situations, expressions of disagreement, agreement,

surprise and physical movement of the story. The step of sound effect, words,

listener feedback were used for student’s comprehension of the story along the

learning processes. In this case, step of sound effect which was supported by

using video with sound, pictures and storyteller’s voice. Whereas step of words

was used for inviting the model of storytellers told the story in front of the class.

The step character voices, faces, and placement, eye contact, five senses, surfing

the story were used for student’s comprehension. Those step were proved to help

student’s understanding in telling the story in front of the class.

5.2 Suggestion

There are some suggestions that can be offered to the students, English

teacher, the headmaster, and the other researcher as an effort to enhance the

teaching and learning speaking and English in general.

1. For the Students

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a.. To have a good result in speaking activities, the students need a lot of practice

in memorizing and telling the story into their daily activities with her or his

friend. They should prepare themselves especially before joining to the class,

they should prepare themselves related to the material.

b. They must pay attention to the lesson and teacher explain related to the

material.

c. They should be more active in the class.

2. For the English Teacher

The teacher should learn how to enhance their ability in teaching English

and to establish a good atmosphere in the class, so that the students feel happy and

enthusiastic in learning English. The teacher must develop and to be more

selective in choosing the teaching material. The teacher must be creative to apply

various techniques in teaching speaking in order that the students are interested in

learning speaking.

3. For the Headmaster

To get better result in teaching learning English, the headmaster should

provide many facilities of teaching media. The headmaster should reevaluate the

English teacher competence by conducting a test in order to develop the student’s

competence.

4. For the Other Researcher

To other researchers who want to conduct research with the same subject,

the researcher hopes that this research may be useful as a reference. Further study

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in storytelling technique is necessary to be done. This has a lot of benefit for both

students and teachers.

Finally, the storytelling technique in speaking ability is still a vast area to

be studied for the next researchers and expectedly the wider study in this

technique and method will give much information to teacher especially for

elementary school’s teachers, so they can take sufficient and appropriate roles in

order to contribute to her/his student’s language and the tell well storytelling unit.

BIBLIOGRAPHY

Arikunto, Suharsimi. Prof. Dr. (2002). Prosedur Penelitian Suatu Pendekatan

Praktek. (Rev V). Jakarta: Rineka Cipta

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

Language Pedagogy, Second Edition. New York: Addison Wesley
Longman, Inc

Edge, Julian. (1993). Essential of English Language Teaching. Longman

Fauziati, Endang. (2002). Teaching of English As A Foreign Language. Surakarta:

Muhammadiyah University Press

Fraenkel, Jack R and Wallen, Norman E. (1993). How To Design and Evaluate
Research In Education. New York: San Francisco State University

Gere, Jeff. (2002) By Word of Mouth: A Storytelling Guide for the Classroom.
Pacific Recources for Education and Learning.

Harmer, Jeremy. (1983). The Practice of English Language Teaching: Longman

Handbooks for Language Teaching. USA: Longman Inc.

Hornby, A.S. (1995). Oxford Advanced Learner’s Dictionary of Current

Language. Oxford: Oxford University Press

Kayi, Hayriye. (2006). Teaching Speaking: Activities to Promote Speaking in a

Second Language.http://itesjl.org/Articles/Kayi-TeachingSpeaking.html.

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Klancar, Natasa Intihar. (2006). Developing Speaking Skills in the Young Learner
Classroom. The Internet TESL Journal, Vol. XII, No. 11.May.2010.
http://iteslj.org/Techniques/Klancar-Speaking Skills.html. p. 1

Moleong, Lexy J. (1995). Metode Penelitian Kualitatif. Bandung: PT. Remaja

Nunan, David. (1988). Syllabus design. New York: Oxford University

PressRosdakarya

Novianik, Nurul. (2008). A Paper: Improving Student’s Vocabulary Through

Story Telling Using Puppet at the Sixth Year of SDN 1 Sunggingan Miri
Kabupaten Sragen. UMS: Research Paper Unpublished

Sudjana, Nana dan Rifai, Ahmad. Drs. (2002). Media Pengajaran. Bandung: Sinar
Baru Algensindo

Syakur. (1987). Language Testing and Evaluation. Surakarta: Sebelas Maret

University Press

Widiastuti, Rini. (2007). A Paper: Teaching Speaking Through Dialogue to the

Eleventh Year Student: A Case Study At SMK Muhammadiyah 1 Jatinom.
UMS: Research Paper Unpublished

Yahya, Harun. (2003). Stories for Thinking Children.Khatoons Inc

Storytelling in the Classroom,”http:// www.storyarts.org/classroom/index.html).

Zagro, Jesus Juan and Salaberri, Sagrario. (1995). Storytelling: Handbooks for the
English Classroom.Macmillan.

Forest, Herther. . Effective Storytelling Performance Skills.

http:// www.storyarts.org/../storyrubric.html. retieved by 10.30 am, on February
2, 2010

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THE EFFECTIVENESS OF TEACHING SPEAKING THROUGH

STORYTELLING : CASE STUDY AT THE FIFTH GRADE IN SDN

SINDANGWANGI

logo

RESEARCH PAPER

Submitted to English Department of STBA Sebelas April Sumedang as a Partial

Fulfilment of the Requirements for The Examination Sastra Degree

By

ELIS TENI MELANI

CI. 06070018

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THE SCHOOL OF FOREIGN LANGUAGE SEBELAS APRIL

SUMEDANG

2010

THE EFFECTIVENESS OF TEACHING SPEAKING THROUGH

STORYTELLING

(CASE STUDY AT THE FIFTH GRADE IN SDN SINDANGWANGI)

By

ELIS TENI MELANI

CI.. 06070018

APPROVED BY:

THE SUPERVISOR I, THE SUPERVISOR II

RINA ROSIANA, Dra.,M.Pd. WAHYUDI, Drs.

THE CHAIRMAN OF THE SCHOOL OF FOREIGN LANGUAGE SEBELAS

APRIL SUMEDANG,

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E. SULYATI, Dra.,M.Pd.

NIP. 132 057 538

ABSTRACT

Melani, Elis Teni. 2010. The Effefctiveness of Teaching Speaking Through

Storytelling (Case Study at The Fifth Grade Students in SDN Sindangwangi).

Final Project. The School of Foreign Language. Sebelas April Sumedang

University. First Supervisor: Rina Rosiana, Dra.,M.Pd. Second Supervisor:

Wahyudi, Drs.

Keywords: Teaching Speaking, Storytelling,

This study was conducted under the considerations that the fifth grade

students of SDN Sindangwangi need media in teaching-learning process in

speaking. One of them is storytelling technique. In this final project, the aims of

the study was to investigate the usage and affects of storytelling technique to

students ability in speaking.

To achieve the aims of the study, the researcher conducted a descriptive

qualitative research. This research was held through pretest and posttest in four

groups. The population of the study was the Fifth Grade Students of SD Negeri

Sindangwangi. The total number of sample in this study was 25 students. The data

were collected through speaking test andquestionnaire.

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In solving the problems, the researcher carried out an study using s method

called t-test. The writer used two groups: experiment group and

control group. In the control group the writer used written text story, while in the

experiment group, the writer used English comics.

The computation result of t-test was 4.616. the critical value of t was 2.02

for α = 5% and df = 38. Because t value was higher than the critical valueof t

(4.616>2.02), it could be concluded that there was significant difference in the

achievement between the students who were taught using comics and students

who were taught without comics. From the polygon frequency, it could be

concluded that English comics was an effectivective medium of teaching story

retelling.

Referring to the experience in conducting thios research, the writer offer

suggestion to the teacher to improve the students' ability in story retelling in order

to get better result. The use of comics should be maintained frequently and

recommended to English teachers, especially to teach Junior High School students

in order to attract their motivation in learning English to be more fun.

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ACKNOWLEDGEMENT

Alhamdulillah, Glory to Allah SWT, most merciful, most compassionate

that blessed the researcher with health and tremendous power to finish this

research paper entitled “ THE EFFECTIVENESS OF TEACHING SPEAKING

THROUGH STORYTELLING (CASE STUDY AT THE FIFTH GRADE

STUDENTS IN SDN SINDANGWANGI ” as a partial Fulfilment of the

requirements for the examination sastra degree of The School of Foreign

Language Sebelas April Sumedang.

Praise and invocation are also given to our Prophet, Muhammad SAW,

who is always hoped his intercession in the end of the world. Therefore, the

researcher would express her appreciation and sincerest thanks to those who have

help her, namely:

1. Mrs. E. Sulyati, Dra., M.Pd., The Chairman of The School of Foreign

Language Sebelas April Sumedang,

2. Mrs. Rina Rosiana, Dra., M.Pd. as the first supervisor and the first

examiner, who gave guidance, corrections suggestion, and motivations, in

accomplishing this research paper,

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3. Mr. Wahyudi, Drs., the second supervisor and the second examiner, who

also gave guidance corrections suggestion, and motivations, in

accomplishing this research paper,

4. Special honour is dedicated for all of the lecturers who have helped her to

improve her knowledge to finish this research paper,

5. Mr. TATANG SUPENA, S.Pd., The Headmaster of SD Negeri

Sindangwangi, for giving his permission to conduct her investigation,

6. The English teacher of SD Negeri Sindangwangi Mrs. Iis Aisyah thanks

for her helps, and all of the fifth grade students of SD Negeri

Sindangwangi for helping her in collecting the data,

7. The researcher’s beloved parents and all the researcher’s family who gave

their motivation and support in writing this research paper, her old brother

‘aa Utep’ thanks for support and affection, and her lovely friends: Teh

Yan & Yen, Lia ‘nathie’, thanks for your helps, support, and

affection,

8. All friends in The School of Foreign Language on 2006 Academic Year

Sebelas April Sumedang Universiity. Those cannot be mentioned one by

one for the support.

Finally, one or nothing is perfect and neither is this final project. Any

correction, comments, and cconstructive criticism for the improvement of this

final project are always open-heartedly welcomed.

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The Researcher

SYLABUS

Mata Pelajaran : Bahasa Inggris

Status Pendidikan : Sekolah Dasar
Kelas :V

Komponen Dasar

- Siswa dapat menghafal kosakata dari sebuah cerita bahasa Inggris

.
Hasil belajar

- Siswa dapat fasih bercerita bahasa Inggris dengan menggunakan mimik

dan memainkan karakter suara yang berbeda.

Indikator hasil belajar

- Siswa dapat memahami arti kosakata ke dalam bahasa Indonesia dengan

benar.

Pengalaman belajar

- Berbagi cerita tentang pengalaman yang menarik dari para siswa, seperti
cerita hobi, tempat menarik, keluarga, teman, dan lain-lain.

Langkah – langkah pembelajaran

- Membuat kelompok kecil

- Memberi contoh gaya bercerita dengan menggunakan mimik, kontak mata,
gerakan fisik, dan memainkan karakter suara berbeda.
- Memahami dan mrnghafalkan isi cerita bahasa inggris
- Menonton dan mendengarkan cerita dari video dengan efek suara.
- Mempraktekan cerita dengan kelompok masing-masing
- Mengomentari pengucapan dan tata bahasa yang salah

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- Penilaian

Alat dan sumber

Alat : Video
Sumber : Buku cerita anak.

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : V/ 2 (genap)
Pertemuan Ke :1
Alokasi Waktu : 2 x 45 menit

STANDAR KOMPETENSI
Berbicara
KOMPETENSI DASAR
Menceritakan sebuah cerita menggunakan mimik, gestur/ bahasa tubuh yang
melibatkan tindak tutur.
INDIKATOR
An Islamic Story
TUJUAN PEMBELAJARAN
Membaca dan memahami cerita anak
Melafalkan cerita anak
Mampu bercerita dan mempraktekannya
BAHAN AJAR
Mengekspresikan cerita:
- “ You are so small ” said Kamal. “ I thought sea horses were bigger”
- Your eyes can move in every direction can’t they?
METODE PEMBELAJARAN
Bercerita (Storytelling)
A. Cerita/dongeng
B. demonstrasi
KEGIATAN PEMBELAJARAN
A. Kegiatan Awal
- isi cerita
- Mempraktekkan isi cerita

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B. Kegiatan Inti
- Siswa tampil bercerita secara berkelompok
- Siswa tampil bercerita secara individu
C. Kegiatan Akhir
Mengucapkan isi cerita berbahasa inggris dengan fasih

Penilaian:
1. Partisaipasi dan interaksi siswa
2. Performance siswa
Alat/ Bahan Ajar
A.Stories for thinking children
B. Audio Visual berupa rekaman video bergambar dengan efek suara
Penilaian
A. Test lisan (memperagakan cerita baik secara individu maupun kelompok)

Mengetahui,

Kepala Sekolah SDN Guru Mata Pelajaran,

Sindangwangi,

TATANG SUPENA, S.Pd. IIS AISYAH, S.Pd

NIP.

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Tabel 4.1

Group’s Score in Practicing Storytelling

Aspects
L/
Student Score
P

G L 1 4 3 3 4 4 72
L 10 5 4 4 4 5 88
R L 17 4 4 4 4 4 80
P 18 4 4 4 4 4 80
O P 19 5 5 4 5 5 96
L 24 4 4 4 4 5 84
U

I
G L 5 3 3 2 3 3 56
L 6 4 4 4 4 5 84
R L 8 4 4 3 4 4 76
P 11 4 4 3 4 4 76
O L 12 3 3 2 3 3 56
P 25 4 3 3 3 4 68
U

II
G L 2 3 3 3 4 4 68
L 3 4 4 4 4 5 84
R L 4 3 3 2 3 3 56
P 14 5 4 4 4 5 88

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O P 15 4 4 4 4 5 84
P 16 5 4 4 4 4 84
U

III
L 23 3 4 4 3 4 72
G L 7 4 4 4 4 5 84
L 9 3 3 3 4 4 68
R L 13 4 5 4 5 5 92
L 20 4 4 4 3 3 72
O P 21 5 5 4 5 5 96
P 22 5 5 4 5 5 96
U

IV
Total Score 100 97 88 98 107 1960

Score : Score Perolehan x 100

Total Score

The researcher finds that the students who get score 81-100 are 12

students. The score between 61-80 are 10 students. The score between 41-60 are 3

students.. It can concluded that most of the students can speak and tell the story

effectively.

Students’ Achievement

Identifikasi Jumlah Siswa Score

Exellent 4 91 – 100
Very Good 8 81 – 90
Good 7 71 – 80
Fair 3 61 – 70
Poor 3 51 – 60
Very Poor - Less than 50

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Table

The Student’s Percentage from the Score Result

No Number of Score Percentage

Students %
1. 4 96
2. 1 92
3. 2 88
4. 6 84
5. 2 80
6. 2 76
7. 3 72
8. 3 68
9. 3 56
Total Percentage

From this table of the percentage score about the researcher can categorize

the students as follow:

Based on the result above and from the observation had been done by the

researcher, in fact the story can encourage the students

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The researcher finds that the students who get score 81-100 are 12

students. The score between 61-80 are 10 students. The score between 41-60

are 3 students.

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The Pre-Test Scores

The data of the pre-test scores can be seen in the table 7 below:
Table 7

Aspects
L/
No Student Name Score
P

1. L Acep Sopian 3 3 3 3 3 60
2 L Ade Susanto 3 3 3 3 2 56
3. L Ahmad Kosasih 3 3 3 3 3 60
4. L Anggi Permana 2 1 2 2 1 24
5. L Asep Rizal 2 1 2 2 1 24
6. L Deni Kusumah 3 3 3 3 3 60
7. L Fefen Supendi 4 3 3 3 4 68
8. L Heri Suhendar 4 3 3 3 4 68
9. L Irvan Fadilla Setiawan 3 3 3 4 4 68
10. L Jaka Riansyah 4 3 3 4 4 72
11. P Julianti Nurjanah 3 3 3 3 3 60
12. L Maman 2 2 1 1 2 24
13. L Muhamad Rizki 4 4 4 3 3 72
14. P Nunung Nurhayati 4 4 3 3 3 68
15. P Pitriani 3 3 2 2 3 52
16, P Reni Yuningsih 4 3 3 3 3 64
17. L Sobari 3 3 2 2 3 52
18 P Sri Mulyanti 3 3 2 3 2 52
19. P Susan Silviani 4 4 3 4 4 76
20. L Sutisna 2 3 2 2 2 44
21. P Tati Yuliawati 4 4 4 3 3 72
22. P Wiwin Wahyuni 4 4 3 4 3 72
23. L Yan Kusdiana 3 3 2 2 2 48
24. L Yopi Yuliana 3 3 3 3 2 56
25. P Yuyun Jubaedah 3 2 3 3 2 52
Total Score 80 74 68 71 69 1496

SCORE IDENTIFICATION

Identifikasi Jumlah Siswa Score

Sangat memuaskan 81 – 100

Memuaskan 61 – 80

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Cukup memuaskan 41 – 60
Kurang memuaskan 21 – 40
Tidak memuaskan 0 – 20

The researcher finds that the students who get score 81-100 are 11

students. The score between 61-80 are 12 students. The score between 41-60

are 4 students. The score between 21-40 are 6 students.

HASIL WAWANCARA GURU BAHASA INGGRIS

SMK MUHAMMADIYAH I JATINOM
Interviewer : Rini Widiastuti (R)
Interviewee : Atik Saptiningsih, S.Pd (A)
Hari dan tanggal: Jumat, 28 September 2007
R : Apakah yang ibu ketahui tentang KTSP?
A : Ya…ini, Kurikulum baru bagi siswa. Di sini siswa di harapkan bisa
menguasai
empat aspek bahasa yang meliputi listening, speaking, reading dan writing.
R : Menurut ibu, adakah kompetensi yang harus dimiliki siswa?. Apa sajakah itu?
A : Ya tentu saja ada, contohnya empat aspek bahasa yaitu listening, speaking,
reading dan writing.
R : Berkaitan dengan aspek speaking, apakah tujuan pengajaran speaking?
A : Untuk speaking, di harapkan nantinya siswa mampu berkomunikasi dengan
menggunakan Bahasa Inggris setara elementary level. Jadi mereka bisa
mengungkapkan ide-ide atau perasaan mereka dalam Bahasa Inggris.
R : Sejauh ini apakah usaha ibu dalam mensukseskan aspek speaking. Metode
pengajaran apa yang ibu gunakan dalam mengajar speaking?
A : Usahanya ya….seperti yang mbak katakan. Menerapkan metode pengajaran
yang
sesuai dengan kemampuan siswa. Dan lagi….supaya mereka lebih aktif dan bisa
ngomong dalam bahasa Inggris.
R : Bagaimana usaha ibu supaya siswa lebih aktif?
A : Caranya ya… menciptakan suasana yang menarik, membuat topik-topik
menarik
sesuai dengan materi, dan memotivasi mereka.
R : Bagaimanakah cara anda memenejemen kelas?
96
A : Ooo…caranya gampang dan sederhana sekali. Mereka kan duduk berpasangan
ya…jadikan saja mereka satu team. Jadi mereka bisa mempraktikkan dialog
dengan pasangannya.
R : Apa yang anda lakukan supaya kelas tetap kondusif?
A : Ya…dengan menyusun persiapan mengajar yang matang, mempersiapkan
materi

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dan tetap menjaga suasana kelas supaya tidak ramai.

R : Bagaimana dengan materi yang ibu gunakan?
A : Materi disini disesuaikan dengan sillabus. Saya menggunakan buku karangan
Drs. Munash F. Anwar yang berjudul English In Progress yang khusus dibuat
untuk siswa SMK kelas Penjualan. Tapi selain buku itu mbak, saya juga
memakai modul Kharisma sebagai buku latihan siswa. Buku ini sangat
menunjang siswa supaya lebih kreatif dan mandiri di kelas.
R : Apakah dalam mengajar speaking, anda menggunakan media seperti papan
tulis,
gambar, laboratorium bahasa, radio atau video?
A : Ya, ada. Sederhana saja mbak, saya menyampaikan materi cuma
menggunakan
papan tulis. Sebenarnya ada juga laboratorium bahasa, tapi kebetulan labnya
sedang diperbaiki jadi saya belum bisa menggunakannya.
R : Apa saja peran guru ketika mengajar dialog?
A : Banyak mbak, guru harus bisa memanage kelas dan siswa, kadang harus
memberi
contoh sesuai dengan pelajaran, mentransfer ilmu, menyediakan buku penunjang
dan fasilitas lainnya. Guru juga bisa membimbing setiap masalah yang dihadapi
siswa, memberinya tugas dan mengevaluasinya.
R : Apa saja peran siswa ketika belajar dialog?
A : Di kelas, siswa itu tidak bisa mendadak langsung menerima materi secara utuh
mbak. Jadi pertama saya mengenalkan materinya dulu dan mereka
memperhatikannya. Kemudian mereka mencoba berlatih, dan
mempraktikkannya.
97
R : Adakah kendala dalam mengajar speaking?
A : Yang namanya mengajar pasti ada kendalanya, antara lain kurangnya waktu
atau
jam pelajaran, siswa malu di kelas dan yang namanya murid kan tidak semuanya
pandai, jadi kadang masih harus memberi extra perhatian kepada siswa yang
kurang pandai.
R : Bagaimana cara anda mengatasinya?
A : Memberi motivasi dan membantu kesulitan mereka. Memberi beberapa contoh
dialogue dan memberi beberapa kesempatan bagi mereka untuk mencobanya.
R : Bagaimanahkah dengan tugas yang ibu berikan kepada siswa?
A : Di bawah pengawasan saya, mereka saya tugaskan untuk melengkapi
percakapan,
mendiskusikannya dan mencobanya di depan kelas.
R : Bagaimana cara anda menevaluasi kerja siswa? Apakah diberi komentar atau
diberi nilai?
A : Untuk mengevaluasi siswa, biasanya saya memberikan beberapa komentar
tentang performance mereka. Memberi nilai dan mengkoreksi kesalahan dalam
speaking misalnya pengucapan. Kadang mereka masih salah mengucapkan kata,
dan stuktur kalimatnya masih amburadul.
R : Bagaimana respond siswa ketika belajar dialog?

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A : Ya mereka sangat senang

R : Apakah menurut anda teknik dialog berhasil?
A : Ya, berhasil.

ACKNOWLEDGEMENT
First of all, I praise to Allah the Almighty for the blessing and mercy given
to me during my study and in completing this final project.
I would be grateful to many people who have contributed their ideas and
time in completing my final project. I would like to express my sincere gratitude
to Dwi Anggara Asianti, S.S, and M.Pd. as my first advisor for giving me
guidance and help to finish this final project. My gratitude goes to Dra. Hj.Dwi
Rukmini, M.Pd. as my second advisor who has spent countless hours correcting
this final project in order to make it better. I also thank the examiners who have
spent their time to examine me and correct my final project.
I also would like to extent my deep thanks to the principal of SMP Negeri
2 Pemalang and all the teachers who have helped me in conducting this study.
My special thanks to all lectures of the English Department of UNNES
who have taught me since the first year of my study.
Finally, none or nothing is perfect and neither is this final project. Any
correction, comments, and critics for the improvement of this final project are
always open-heartedly welcomed.
Semarang,
The Writer

Before the students practiced it, the researrcher allowed them to watch the

story from video record and repeated (three times) as they listened. This gives

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them an opportunity to improve their pronunciation, stress and intonation. Then

she asked the students to visualize each scenes on that video, for examples: Who

is the people in that scene?, Where is it take place?, How do they talk, move, and

stand?. The researcher also used some illustrations such as mime, gesture to help

their comprehension when story is told directly to them. Telling stories to children

can help children’s development and also their language. Storytelling should be

part of growing up for every child. Telling stories allows children to form their

own imagination. They have no problems with animals or objects which talked

and they can identify them.

In teaching speaking story telling is very important as learning tool

because it can encourage students to explore their unique expressiveness and can

enhanced a student's ability to communicate thoughts and feelings to others.

Instrument
Kerlinger (1965:118) states that an instrument plays an important role in a
study in the sense that reliability of the instrument will influence the reliability of

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the data obtained. Before collecting the data, the writer made instrument such as a
rating scale and a questionnaire.
1. Rating Scale
The writer used a rating scale as proposed by Harris to score the students'
result in speaking test. This is a 5-level rating scale. This rating scale
measures the students' speaking skills especially in pronunciation, grammar,
vocabulary, fluency and comprehension.
The rating scales for the speaking test modified from David P. Harris and
Walter Bartz can be seen as follow:
Table 1
Rating Scale

2. Questionnaire
After doing the post-test, the writer distributed questionnaire in the last
activity. The purpose was to answer the questions about the students'
achievement in receiving the material from the writer. The questions were
about:
32
1. The students' interest in comics that were given by the writer during the
research.
2. The relevance between the vocabulary offered in this research and the
vocabulary that the students often use in their daily speaking.
3. The students' mastery of the material.
4. The sustainability of the research program.
The questionnaire can be seen in appendix 13.
Providing value of graded scores is very important, since the result of the
mean is not in round figure, but decimal. The result of the questionnaire data
analysis of each issue can be classified into a range of mean below.
Table 2
Classification of graded Scores

Harmer, Jeremy. 1998. The Practice of Language Teaching. Cambridge:

Longman.
Harris, David. P. 1969. Testing English as a second Language. London: McGraw-
Hill Book Company.

Nunan, David. 1993. Research Method in Language Learning. Cambridge:

University Press.