CHAPTER I

INTRODUCTION

A. Background of the Problems

One of the important parts in learning English is speaking.

Speaking is a unit for someone to express some ideas, opinions or arguments,

and also speaking is the way for communication with each other and makes

clear the topic about. As we know that speaking skill is very important in

learning English. Because speaking can develop their social interaction

through communication that they do in their daily life and also can make

person having good relationship with each other. According to Harmer,

defines communication happen when the listener can give the response to the

speaker after the listener understand the message given. As we know, there

are four basic skill in english which should be mastered. One of them is

speaking. However, in using English communicate speaking is widely

considered to be a principal skill among other1.

Speaking skill is important, not just for conversation or public

speaking. However for broader learning, fulfillment in education, and

employment. It is even crucial for our social live. Speaking skill is

complicated task, which call for the orchestration of many different cognitive

skill and abilities, speaking skill is always depend at least on conversation. In

conclusion, speaking is important for us, to increase conversation in public.

1
Aidil Syah Putra, “The Correlation Between Motivation and Speaking Ability”.
Channing : Journal of English Language Education and Literature, (Vol. II No. 1 2017) p.38.

1
 Speaking ability is a productive skill related to your mastery of a topic

through listening. According to Harmer state speaking is the ability to speak

fluently and presupposes not only knowledge of language feature, but also the

ability to process information and language 'on the spot'2.

To get the good speaking skill, the speaker should do continuous

practice, having good vocabulary mastery and getting experiences in

speaking. To improve speaking skill, there are so many ways that can use for

improve students speaking skill such as using retelling story. Speaking is

done on purpose of giving information from speaker to listener. In this, the

important of retelling story is so that students can practice speaking in front

of the class with their own version of retelling story.

Retelling story has many benefits in improving students speaking

skill. According to Rebecca T. Isbel, she state the students enjoy and learn

from a story told. But they also have the added benefit of a model retelling

story technique that uses oral language expressively and fluency. Related to

Rebecca T. Isbell statement above, retelling story technique can improve

students speaking ability especially in fluency aspect; the story becomes

personally meaningful to them because they have been involved in the

process3.

2
Ani Dwi Wahyuni, “The Effectiveness of Short Movie for Teaching Speaking” (FKIP
UMP, 2016) p.6.
3
Rebecca T. Isbell, Supporting Languange Learning, Telling and Retelling Stories,
Learning Language and Literacy (University in Johnson City, 2002) p.28.

2
 Based on the preliminary research by conducted obeservation and

interview English teacher (Yulfida S.Pd) on 6th May 2023 and students on 10th

May 2023 of MAN 1 PASAMAN Lubuk Sikaping through observation, the

researcher found some problems related to students speaking ability in

learning process at classroom. The researcher did the observation during the

teaching and learning process at classroom, the first problem when the

learning process begin with explanation text material, the teacher focus on the

book while writing on the whiteboard the material that is already listed in the

book and explain it. Some students are asked to read the text in the book, at

the same time the teacher improve student pronunciation. As a result of such

a teacher, speaking activities do not appear in front of the class. The

researcher did the interview on 6th May 2023 with students eleven grade

different class each of their answers had the same thing, when speaking

english they were less confident. In addition, when they speak english in

class, many friends laugh at them.

The second problem, based on the results of the researcher's

interview with the English teacher (Yulfida S.pd), state that learning English

in a week only three hours of lessons, as a result students lack practice in

speaking English so that students are not trained to be confident in speaking

English in front of the class. Beside that, the students' limitations in mastering

vocabulary, when the teacher pointed at students in turn to translate

vocabulary, only a few students still kept silent. On the other hand among all

3
 students, only a few students talk to their friend in other words not listening

to the ongoing lesson.

From the results of interviews with researchers and an English

teacher. The teacher admitted that only some of the students could speak

English. This can be seen in the classroom where some students are only

silent when asked question and there are some students who can smoothly

answer the teacher's question.

Retelling story allow students to retell stories with their own

version, this technique is very useful for improve students speaking ability, to

improve students vocabulary and to improve students English pronunciation.

To overcome the students problems above, researcher want to help students

with retelling story technique to solve students problems.

From the phenomena above, to find out to the significant

difference between before using retelling story and after using retelling story

in their speaking ability students with the title “The Effect of Using

Retelling Story to Improve Students’ Speaking Skill at Eleventh Grade of

MAN 1 PASAMAN”.

B. Identification of the Problems

From the background of the problem above, there are some

problems that could be found by the researcher and the identified as below :

1. Lack of teacher strategies when teaching classes that only focus on book.

4
 2. Most of students were not interested to learn about English.

3. The difficulties of students to express their ideas.

C. Limitation of the Problem

Based on the identification of the problem above, the limitation of

the research is to find out the effect of using retelling story technique towards

students speaking skill at eleventh grade of MAN 1 PASAMAN.

D. Formulation of the Problem

Based on the limitation of the problem above, the formulation of

the problem could be identified as follow :

1. How is the students speaking ability before taught by using retelling story

tecnique at the eleventh grade in the MAN 1 PASAMAN?

2. How is the students speaking ability after taught by using retelling story

tecnique at the eleventh grade in the MAN 1 PASAMAN?

3. Is there any significant difference between before using retelling story and

after using retelling story in their speaking ability students at eleventh

grade of MAN 1 PASAMAN?

E. Purposes of the Research

Related to the formulation of the problem above, the researcher

present the purpose of this research is "to find out the effect of using retelling

story to improve students speaking skills at eleventh grade of MAN 1

PASAMAN".

5
F. Significances of the Research

The researcher hopes that the result of this research will give some

contributions to teaching and learning speaking ability, as follow :

1. For the students, the researcher hope this research to improve ability of

students in speaking English then get useful vocabulary and to improve

English pronunciation.

2. For the teacher, the researcher hopes that this will help teacher in giving

ways or helping students solve problems in speaking English.

3. For the researcher, the researcher conducts the research to fulfill the

requirement of strata 1 on English Education Department in State Islamic

University of Sjech M. Djamil Djambek Bukittinggi, and get more

knowledge and experiences through the research.

G. Definition of the Key Terms

In order to avoid misunderstanding, the reseacrher felt necessary to

define the terms used in this research report as follows :

1. Speaking Skill

Speaking ability in retelling story using the own language by using

retelling story technique to improve students speaking ability.

2. Retelling Story

A technique to improve students speaking ability in which students

retelling story according to their own version.

6
 CHAPTER II

REVIEW OF RELATED LITERATURES

A. Review of the Related Theories

1. Nature of Speaking

Speaking is the way for someone to delivered their idea or opinion

about some topic in discussion. Speaking is also a skill, and skill will not

develop if are not practiced continuously. Therefore, by using the retelling

story technique, can develop students potential language skills through

listening and then telling or retelling it in their own version. The aim is to

train students speaking ability to convey idea in oral form. Apart from that,

students will also learn through the message and moral value that are told

so as to train feeling of empathy and sympathy.

a. Definition of Speaking

There are many experts conclude about definition of speaking.

First is Harmer. He state speaking is the ability to speak fluently

and presupposes not only knowledge of language feature, but also the

ability to process information and language ’on the spot’4.

Another expert is Waode Hamsia. She state that speaking

especially in a foreign language, is a very necessary activity for all ages of

learners. It is expected to understand with other people using a foreign

4
Ani Dwi Wahyuni, “The Effectiveness of Short Movie for Teaching Speaking”. (FKIP
UMP, 2016).

7
 language. The learners need to find the most appropriate word and also the

correct grammar to convevy meaning precisely and accurately5.

In other definition of speaking is Darwissyah Irwan D. He state

that speaking is done on purpose of giving information from speaker to

listener6.

The last expert is Kayi. She state that speaking is the process of

building and sharing meaning through the use of verbal and non-verbal

symbols, in a variety of context7.

Based on the explanation above, it could be concluded that

speaking is the most important thing in language ability which use to

orally communication in retelling story. Speaking is the students ability to

retell pas event namely about legend of the pas, along with feeling, idea

and opinion in them. Speaking is a productive skill which it is used to

communicate with others. By conveying meaning and conveying ideas,

thoughts of the speaker to the listener and obtaining information. It is not

only producing words and sounds, but the researcher have a goal in

carrying out these activities to improve students speaking ability in which

students retelling story according to their own version.

5
Waode Hamsia, “Developing Students’ Speaking Ability Through Story Completion”.
Faculty of Teacher Training and Education, University of Muhammadiyah Surabaya. Vol. 5 No. 1
(Juni 2018) p.58.
6
Darwissyah Irwan D, “The Effect of Retelling Story Towards Students’ Speaking
Ability”. UNINDRA Jakarta. Vol.9 No.1 (2016) p.15.
7
Kayi, Hayriye. 2006. “Teaching Speaking: Activities to Promote Speaking in a Second
Language”.

8
 b. Types of Speaking

There are several types of speaking according to several experts.

First is Nation and Newton. They said there are two types of speaking:

formal and informal8. In formal speaking, there are usually rules that are

binding and must be obeyed by all institution. In formal speaking, the

language used when in situations with people who are older, in a higher

position, or in business conversation. In formal speaking requires control

of content, awareness of a largely passive audience, and being the focus of

attention. Meanwhile, informal speaking is not bound by certain legal

rules. In informal speaking it is easier to recognize, usually used for

everyday conversations with friends when talking casually.

Another expert is Brown. He state classify there are six basic types

of speaking: monologue, dialogue, multilogue, imitative, intensive and

interactive9.

In monologue according to Brown, monologue is a talker uses

spoken language. There are speeches, lectures, readings, and news

broadcast, the listener must receive in long duration without any

interruption until starting the question and answer time. While, Nakamura

and Valen state that in monologue, students are asked to sharing or telling

their topics that their choose. It is look like a small presentation to

students. To do a monologue, the student was in intermediate to advance

8
Aidil Syah Putra, “The Correlation Between Motivation and Speaking Ability”.
Channing : Journal of English Language Education and Literature, Vol. II No. 1 2017.
9
Markadina. “Students Pereption of English Speaking Club to Improve Speaking Skill”.
(UIN Banda Aceh, 2019) p. 9.

9
level, commonly this activity is in the form of oral reports, summarize,

sometimes it can be short speeches.

In dialogue according to Brown, dialogue involves two or more

speakers, it can make a social relationship or convey factual information.

Dialogue carry out to emphasize for a social relationship that the spreading

of the facts or information. This activity also can be done by intermediate

students. According to Nakamura and Valen dialogue is known as the

interview, a discussion happen between two person or discussion between

teacher and students.

In multilogue according to Nakamura and Valen, multilogue is

discussion or debating. Students are divided into several group, they asked

to find their own topics and discusses it in the classroom with the other

member.

In imitative this category focusing on some particular elements of

language, it is focused on pronunciation and included the skill to practice

an intonation. In this part students just focus on imitating a word, phrase or

sentence.

In intensive is the students’ speaking performance that is practicing

some phonological and grammatical aspects of language. This activity

usually the task in pairs or group work.

In interaction can take the two forms of conception language,

which has the aim of exchanging specific information, for example here is

conversation in pair group. While interpersonal exchange, the aims of

10
 maintaining social relationship is the forms of speaking performance such

as: interview, role play, and discussion.

The last expert is Brown and Abeywickrama. They said there are

five types of speaking: imitative, intensive, responsive, interactive and

extensive10.

In imitative this type of speaking requires the test takers to copy a

word, phrase, or a sentence. Pronunciation is the main aspect of the

assessment although grammar also takes part as the scoring criteria. What

needs to be highlighthed in imitative speaking is that the communicative

competence of the language is not essential. Student need to acquire some

information, and then reproduce it orally without having to add extra

explanation. What comes out from them is solely the information student

hear.

In intensive speaking does not emphasize on pronunciation or

phonological aspect. Understanding meaning is needed to respond certain

tasks but the interaction with the counterpart is minimal. The activity

sample is reading aloud, sentence and dialogue completion.

In responsive authenticity in a conversation is important.

Therefore, the speaker is stimulated to speak promptly. To response a short

conversation, making a simple request comment is a kind of activity that

belongs to this type of speaking.

10
Yenni Rahmawati & Ertin. “Developing Assessment for Speaking”. (Syarif
Hidayatullah State Islamic University of Jakarta, 2014) IJEE. Vol. 1. No. 2. p. 201.

11
 In interactive the load and complexity of the sentences is the major

different between responsive and interactive speaking. The number of the

speakers also matter as sometimes it need more than two people in the

conversation.

In extensive speaking involves a wide range of speech production.

Also, the speaker will need to interact with the counter speakers, which

could be answering question, making discussion. It can be said that

extensive speaking is the ultimate speaking skill that requires strong

language components.

Based on the explanation above, there are several types of

speaking, one of which is monologue. In this research, researchers will use

monologue according to Brown. Monologue is a talker uses spoken

language. This is used for the students will present their story individually

based on the story given in front of the class. The researcher will adapt this

suitable for the researcher's purpose.

c. Components Assessment of Speaking

There are many experts conclude about components assessment of

speaking. First is Brown. He states that components assessment of

speaking: pronunciation, grammar, vocabulary, fluency, comprehension

and task11.

In pronunciation. Pronunciation is one part of speaking skills that

can be directly and clearly observed and known. Pronunciation in English

11
Azlina Kurniati, Eliwarti and Novitri. “A Study on the Speaking Ability of the Second
Year Students of SMK Telkom Pekanbaru”. Riau University: Faculty of Teachers Training and
Education. p. 6.

12
 includes articulation, emphasis and intonation. Pronunciation in English is

very important, especially for non-native speakers. Because sometimes if

the pronunciation is wrong it can hinder communication. The component

of assessing speaking with pronunciation in retelling stories is producing

the word.

Then grammar. Harmer state that grammar is describing the ways

where the form of words can change and can be combined into sentences

of language12. Grammar is one of the ways where people can change the

form of words. Besides, grammar can combine into sentences of the

language. People can express through utterances or speaking. They use

grammar to speak appropriately with grammatical form in appropriateness.

In vocabulary. Vocabulary is words that have meaning and

function. It functions is to communicate with others. People who know

lots of vocabulary can make it easier to speak. On the other hand, people

who have lack vocabulary can make it difficult to speak.

Meanwhile fluency. Fluency is the ability to read, speak or write

easily, fluently and expressively. In other words, students can read,

understand and respond to language clearly and concisely and relate

meaning and context. Fluency can be defined as the ability to speak

fluently and accurately. Fluency in speaking is the goal of many language

learners. The components of assessment of speaking with fluency include

a fairly fast speaking speed and only a few pauses and "ums" or "ers".

12
Jeremy Harmer, The Practice of English Language Teaching Third Edition, (UK:
Longman), p.12.

13
 These signs indicate that students do not spend much time looking for the

language elements needed to retell the story.

Next comprehension. Comprehension is people understand what

the other speakers speak. The students can express a language through

comprehension that they have before speaking in front of the class. If they

understand what other speakers speak, they can speak or give feedback to

others. But, if they don’t understand what the other speakers say, they can

not express a language or speak. It means that comprehension also

becomes a requirement for the people if they want to speak with other

speakers.

Finally task. Task based learning strategy focuses on learners using

language naturally in pair of group work, allowing them to share their

ideas. Students are given the opportunity to understand the content of the

story in groups and complete the task given by the teacher after retelling

the story in front of the class.

Another expert is Harris. He state there are five components of

speaking: comprehension, grammar, vocabulary, pronunciation, fluency13.

In comprehension for oral communication, it certainly requires a

subject to respond, to speech as well as to initiate it.

In grammar it is needed for students to arrange a correct sentence

in conversation. It is in line with explanation suggested by Heaton that

students’ ability to manipulate structure and to distinguish appropriate

13
Harris, David. 1974. Testing English as a Second Language. New York: Mc. Graw. Hill
Book Company.

14
grammatical form in appropriateness. The utility of grammar is also to

learn the correct way to gain expertise in a language in oral and written

form.

In vocabulary means the appropriate diction which is used in

communication. Without having a sufficient vocabulary, one cannot

communicative effectively or express their ideas both oral and written

form. Having limited vocabulary is also a barrier that precludes learners

from learning a language. Without vocabulary nothing can be conveyed.

So, based on this explanation, the researcher 6 concluded that without

mastering vocabulary sufficiently is English learners will not be able to

speak English or write English properly.

In pronunciation is the way for student 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. There are two

features of pronunciation; phonemes and supra segmental features. From

the statement above, the researcher concluded that pronunciation is the

knowledge of studying about how the words in a particular language are

produced clearly when people speak. In speaking, pronunciation plays a

vital role in order to make the process of communication easy to

understand.

In fluency is the ability to read, speak, or write easily, smoothly

and expressively. In other words, the speaker can read, understand and

15
 respond in a language clearly and concisely while relating meaning and

context. 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 spent a lot of time searching for the language items

needed to express the message. From the ideas above, the researcher

concluded that another important component is fluency. Fluency means the

capability of someone speaks fluently and accurately with little using

pauses like „ums‟ and „ers‟, and so on.

The last expert is Hughes. He states that there are five components

of speaking: accent, grammar, vocabulary, fluency, and comprehension14.

In accent that is include how the learners can speak by using good

pronunciation. The learners mispronunciation that will effect on unclear to

meaning when deliver the message.

In grammar that is include structure in sentence pattern. It is

needed for students to arrange a correct sentence in conversation. The

utility of grammar is also to learn the correct way to gain expertise in a

language in oral and written form.

In vocabulary as a fundamental when the learners speak in using

English. Vocabulary means the appropriate diction which is used in

communication. Without having a sufficient vocabulary, one cannot

14
Gunaldi Masbiran, Andi Fauzi. “Speaking Skill in Using Comminity Language
Learning (CLL)”. IJIELT, Vol. 3 No. 2 December 2017. p. 199.

16
communicative effectively or express their ideas both oral and written

form. Without vocabulary nothing can be conveyed.

In fluency is the ability to read, speak, or write easily, smoothly

and expressively. In other words, the speaker can read, understand and

respond in a language clearly and concisely while relating meaning and

context. That can make effective in catch the meaning clearly.

In comprehension that can enlarge the learners knowledge about

speaking skill and improve students speaking ability.

Based on the explanation above, there are several types of

components of assessments of speaking. Researcher will conduct, analyze

and assess students ability in retelling story using by Brown components

assessments of speaking that consist of: pronunciation, grammar,

vocabulary, fluency, comprehension and task. Because this assessment

component is more appropriate for assessing students speaking ability in

retelling story. All of components will be applied to assess the students

during having this research.

d. Principles of Teaching Speaking

There are many experts conclude about principles of teaching

speaking. First is Brown. He state that seven principles for teaching

speaking: focus on both fluency and accuracy, provide intrisically

motivating techniques, encourage the use of authenti language in

meaningful contexts, provide appropriate feedback and correction,

capitalize on the natural link between speaking and lsitening, give students

17
 opportunities to initiate oral communication, and encourage the

development of speaking strategies15.

In focus on both fluency and accuracy, accuracy is the extent to

wich students’ speech matches what people actually say when they use the

target language. Fluency is the extent to which speakers use the language

quickly and confidently, with few hesitations or unnatural pause, false

starts, word searches, etc.

In provide intrisically motivating techniques, appeal to students’

ultimate goals and interests, to student need for knowledge, for status, for

achieving competence and autonomy, and for “being all that they can be”.

Even in those techniques that don’t send students into ecstasy, helped

student to see how the activity will benefit them. Often students don’t

know why teacher ask student to do certain things, it usually pays to tell

student.

Meanwhile in encourage the use of authentic language in

meaningful contexts this theme has been played time and again. It is not

easy to keep coming up with meaningful interaction. Disconnected little

grammar exercises where teacher go around the room calling on students

one by one to pick the right answer. It takes energy and creativity to devise

authentic contexts and meaningful interaction, but with the help of a

storehouse of teacher resource material, it can be done.

15
H. Douglas Brown. “Teaching by Principle An Interactive Approach to Language
Pedagogy”. (Second Edition, 2001) p. 275-276.

18
 In provide appropriate feedback and correction, in most EFL

situations, students are totally dependent on the teacher for useful

linguistic feedback. In ESL situations, they may get such feedback “out

there” beyond the classroom, but even then teacher in a position to be of

great benefit. It is important that teacher take advantage knowledge of

English to inject the kinds of corrective feedback that are appropriate for

the moment.

In capitalize on the natural link between speaking and listening,

many interactive techniques that involve speaking will also of course

include listening. As student perhaps focusing on speaking goals, listening

goals may naturally coincide, and the two skills can reinforce each other.

Skills in producing language are often initiated through comprehension.

In give students opportunities to initiate oral communication, a

good deal of typical classroom interaction is characterized by teacher

initiation of language. Teacher ask questions, give directions, and provide

information and students have been conditioned only to “speak when

spoken to”. Part of oral communication competence is the ability to initiate

conversation, to nominate topics, to ask questions, to control

conversations, and to change the subject.

In encourage the development of speaking strategies, the concept

of strategic competence is one that few beginning language students are

aware of. Student simply have not thought about developing their own

personal strategies for accomplishing oral communicative purposes.

19
 Another expert is Finocchiaro. She state six principles for teaching

speaking: language items should be taught to the students in situations

which will clarify their meaning, good pronunciation should be showed to

the students correctly, in addition to the sound system learner must be

taught the structure system of the language, the essential of language

learning through speaking, confirming comprehension of students,

learning speaking is not similar with writing16.

In language items should be taught to the students in situations

which will claricfy their meaning. The essential features of sound,

structure, words, and the arrangements of these in the utterances of

language used should be given clearly.

In good pronunciation should be showed to the students correctly,

so that they can differentiate each word and the meaning well when they

produce the language in their speaking.

In addition to the sound system, learners must be taught the

structure system of the language. It can be applied by giving numerous

examples; learners must be given comprehension into word order,

inflection, derivation, and into the other meaningfull features in English.

For instance the teacher can give some sentences that use the same root by

using different pattern, and then the students are expected to be curious

about the meaning which can be finding by observing, asking, and finally

they will be getting the answer by themselves.

16
Ani Dwi Wahyuni, “The Effectiveness of Short Movie for Teaching Speaking”. (FKIP
UMP, 2016). p. 7.

20
 Meanwhile the essential of language learning through speaking is

improving the ability to ask, answer questions, make statements and

response appropriately. Speaking is different with writing, so the way to

response the question will be different too. Finocchiaro state that the way

to response a question in speaking is usually simple while writing is using

a complete and correct order sentence to response a question.

In confirming comprehension of students. It can be solved by using

some steps to teach speaking. First, select the material for intensive

“active” presentation. It aims to make students interest to participate in

speaking class enthusiastically. Second, grade it according to its

complexity. Giving the material from the easiest to understand. Third,

order it according criteria of frequency of use. Fourth, arrange the model

utterances in a way which will permit students to observe the repetitive

features so that the principal rule can be understood.

In learning speaking is not similar with writing. Therefore learn

and practice the language through speaking also will be different. In

spoken language, we do not only need the competence to master and

understand the language, we also need to learn culture, gestures, and the

expressions which give added meaning to the words or sentences. An

intonation pattern can also show the feeling of the speaker. It may express

some kinds of expression, like as show the anger, happiness, sadness, and

etc.

21
 The last expert is Nunan. He state suggested some design

principles for teaching speaking: teachers should be aware of the

differences between second language and foreign language in learning,

teachers should give students a chance to practice with both fluency and

accuracy, teachers should provide opportunities for students to talk by

using group work or pair work and limiting his talk, teachers should plan

speaking tasks that involve negotiation for meaning, teachers should

design classroom activities that involved guidance and practice in both

transactional and interactional speaking, teachers should ask eliciting

questions, teachers should provide written feedback, teachers should not

correct students’ pronunciation mistakes very often while they are

speaking, teachers should involve speaking activities not only in class but

also out class, teachers should circulate around the classroom17.

Teachers should be aware of the differences between second

language and foreign language in the learning. Speaking is learnerd in two

broad contexts: foreign language and second language situations. The

challenges face as a teacher are determind partly by the target language

context. Learning speaking skills is very challenging for students in FL

contexts, because they have very few opportunities to use the target

language outside the classroom. A foreign language context is one where

the target language is not the language of communication in the society. A

second language context is one where the target language is the language

17
Monika Asih. “Teaching Students’ Speaking Skill by Using Presentation, Practice and
Production (3P) Method”. IKIP PGRI Pontianak (2018). p.23.

22
of communication in the society. Second language learners include

refugees, international students, and immigrants.

Teachers should give students a chance to practice with both

fluency and accuracy. Accuracy is the extent to which students’ speech

matches what people actually say when they use the target language.

Fluency is the extent to which speakers use the language quickly and

confidently, with few hesitations or unnatural pause, false starts, word

searches, etc. In language lessons-especially at the beginning and

intermediate levels-learners must be given opportunities to develop both

their fluency and their accuracy. They cannot develop fluency if the

teacher is constantly interrupting them to correct their oral errors. Teacher

must provide students with fluency-building practice and realize that

making mistakes is natural part of learning a new language.

Teachers should provide opportunities for students to talk by using

group work or pair work and limiting his talk. It is important for as

language teachers to be aware of how much teacher are talking in class so

teacher don’t take up all the time the students could be talking. Pair work

and group work activities can be used to increase the amount of time that

learners get to speak in the target language during lessons. One further

interesting point is that when the teacher is removed from the

conversation, the learners take on diverse speaking roles that are normally

filled by the teacher (such as posing question or offering clarification).

23
 Teachers should plan speaking tasks that involve negotiation for

meaning. Research suggests that learners make progress by

communicating in the target language because interaction necessarily

involves trying to understand and make yourself understood. This process

is called negotiating for meaning. It involves checking to see if students

have understood what teacher has said, clarifying understanding, and

confirming, repetition, or explanations during conversations, learners get

the people they are speaking with to address them with language at a level

they can learn from and understand.

Teachers should design classroom activities that involved guidance

and practice in both transactional and interactional speaking. Interactional

speech is communicating with someone for social purposes. It includes

both establishing and maintaining social relationships. Transactional

speech involves communicating to get something done, including the

exchange of goods and/services.

Teachers should ask eliciting questions such as “What do you

mean? How did you reach that conclusion?” in order to prompt students to

speak more. There are several efforts that teachers can make to develop

students' active learning in subjects by increasing student interest, arousing

student motivation, and using media in learning. One way is to encourage

students to talk more in class, teachers must often ask students questions

so that students' English speaking ability are fluent.

24
 Teachers should provide written feedback like “Your presentation

was really great. It was a good job. I really appreciated your efforts in

preaparing the materials and the efficient use of your voice”. Feedback

needs to be specific because first, it allows students to identify what needs

to be improved in order to be successful. Second, it reinforces positive

behavior when students do something right. Third, avoid confusion by

being clear and concise. By providing valuable feedback that appreciate

student effort, this is included in increasing student motivation in the

learning process so that students become enthusiastic and enthusiastic.

Teachers should not correct students’ pronunciation mistakes very

often while they are speaking. Correction should not distract the student

from his or her speech. The main figure in the learning process is the

student. Learning is carried out in the interests of student development. It

often happens in the learning process that when the teacher corrects the

mistakes of students who are performing in front of the class, the students'

attention and focus is diverted because the teacher too often corrects

mistakes in the students' pronunciation. So students become confused and

unfocused when appearing in front of the class.

Teachers should involve speaking activities not only in class but

also out class; contact parents and other people who can help. Students'

ability to speak English can be honed fluently when students practice

frequently, not only during the process of learning English, but teachers

25
must also give students assignments to practice speaking English

conversations outside and at school.

Teachers should circulate around the classroom to ensure that

students are on the right track and see whether they need help while they

work in groups or pairs. Because class position is so important, teachers

must be professional and have good class management skills so that the

education and learning process in the class is carried out effectively and

efficiently. Teachers should make it a habit to walk around the classroom

during the learning process. So that student learning discipline is

maintained and class conditions remain conducive because they always

receive supervision from the teacher.

Based on the explanation above, there are several principles of

teaching speaking. From the existing principles, researcher will apply the

principles taught and utilize all the principles implemented by Nunan.

Researcher need to apply these learning principles in designing fun and

effective learning. The researcher will adapt this suitable for the

researcher's purpose.

26
 2. Nature of Retelling Story

Retelling story involves a two-way interaction between a

storyteller and one or more listeners. The responses of the listeners

influence the telling of the story. In fact, storytelling emerges from the

interaction and cooperative, coordinated efforts of teller and audience.

Retelling supports good reading because students must engage in repeated

readings of the text, which supports fluency. Naturally, retelling is its own

form of assessment, since the students recitation confirm his/her reading of

it and reveals the extend of his/her comprehension.

a. Definition of Retelling Story

There are many experts conclude about definition of retelling story.

First is Ismail Irwan. He state retelling story is telling story that use our

own word after reading from a book, magazine or hearing from someone,

radio, etc. It done strategy to boots or improve students speaking skill18.

Another expert is Stoicovy and Kalmback. They said retelling story

is the process of remembering what we hear and read19.

The last expert is Eliwarti. She state retelling story is a part of

speaking activities in class it encourages students to retell a story, to speak

up20.

18
Ismail Irwan. “The Effectiveness of Retelling Story to Improve Students Vocabulary at
the Eight Year of SMPN 8 Palopo”. STAIN Palopo (2014) p.23.
19
Ulviana Rasni, Maemuna Muhayyang and A. Muliati, “The Use of Story’ Retelling
Technique to Develop Students’ Vocabulary at the Tenth Grade of SMAN 6 Wajo”. English
Education Department, State University of Makassar, Indonesia. Vol 1 No. 4 (2022) p.407.
20
Intan Dika Putri, Ag. Bambang Setiyadi and Burhanuddin, “Teaching Speaking Skills
Through Retelling Story Technique at Senior High School”. (FKIP Universitas Lampung. U-JET)
Vol. 9, No. 2, 2020. p.199.

27
 Based on the explanation above, it can be concluded that retelling

story gives learners plenty of opportunities to develop their speaking

ability. Retelling story challenges the students to do what they can with

they have, with the elements that need to be considered, namely plot,

characters and narrative point of view. Therefore, retelling a story is one

way to talk in speaking class, especially with their limited English

vocabularies. It given them opportunities to construct sentences from the

story they have read.

b. Procedures of Retelling Story

There are many experts conclude about procedures of retelling

story. First is Marzuki. He state retelling story technique can be performed

through the procedure: the teacher asks the students to read or listen the

story that provided by the teacher, the teacher divides the students in to

several groups and discussing the story, the teacher asks the students to tell

what they read or listen form the story to their group partner, last the

teacher asks each student retells the story in front of class21.

Another expert is Samantaray. He state the procedures of retelling

story: the teacher hangs different written stories with colorful papers on

the white board, the teacher asks the students to make groups of five, the

teacher asks every group take a paper from the white board, the teacher

asks them to develop a story in 15 minutes, the teacher asks them to retell

21
Welmi Meliza. “A Study of Students Speaking Ability Through Retelling Story of the
First Year Students at SMAN 1 Rambah Academic Year 2020/2021”. Universitas Islam Riau
(2021). p.15.

28
 their story based on the group discussion, last the teacher gives award to

the group considered as the best group22.

The last expert is Fikriah. He state the procedures of retelling story:

the students are asked to sit in the groups, the students make a story based

on a sequence of pictures having some key sentences given by the teacher,

last the teacher asks the students to tell the story based on the result on

their discussion in front of the class23.

Based on the explanation above, there are several procedures for

retelling story. From the existing procedures, researchers will apply the

procedures taught and utilize all the procedures mentioned by Marzuki. So

that students can follow the learning process well. The researcher will

adapt this suitable for the researcher's purpose.

c. Advantages of Retelling Story

There are many experts conclude about advantages of retelling

story technique in speaking. First is Mustafa. He state that there are some

advantages that retelling story: children enjoy retelling the tale again, this

makes learning a language easier, the narrative offers a useful setting for

introducing a foreign language, story telling fosters the development of

listening, comprehension and concentration, last stories give children the

chance to pick up new information24.

22
Mukminatus Zuhriyah. ”Storytelling To Improve Students’ Speaking Skill”.English
Education:Jurnal Tadris Bahasa Inggris. Vol.10,Nomor 1 (2017). p.5.
23
Mukminatus Zuhriyah. ”Storytelling To Improve Students’ Speaking Skill”.English
Education:Jurnal Tadris Bahasa Inggris. Vol.10,Nomor 1 (2017). p.5.
24
Ulviana Rasni, Maemuna Muhayyang and A. Muliati, “The Use of Story’ Retelling
Technique to Develop Students’ Vocabulary at the Tenth Grade of SMAN 6 Wajo”. English
Education Department, State University of Makassar, Indonesia. Vol I No. 4 (2022) p. 408.

29
 Another expert is Marzuki. He state already explain about the

advantages of retelling story technique in speaking: the students could

enjoy join the learning activity by reading, watching, and listening, the

students can practice speaking in factual life situations, the students can

organize ideas based on stories, last the students have adquate capacity to

combine the real situation with their imagination to form new stories25.

The last expert is Rebecca T. Isbel. She state already expalin about

the advantages of retelling story technique in speaking: the students enjoy

and learn from a story told, the students have added benefit of a model that

uses oral language expressively and fluently, the students to experiment

with telling their own stories, last the students uses their imagination to

retelling story26.

Based on the explanation above, it can be concluded that the

retelling story technique make a positive contribution to students. Through

the retelling story technique, students will be motivated to learn and make

it easier for them to convey what they have read. This technique is very

useful for making students more active, giving students the opportunity to

speak to improve students' speaking ability.

25
Marzuki, Prayogo. J.A, and Wahyudi, A, “Improving the EFL Learners’ Speaking
Ability through Interactive Story Telling”. Malang Dinamika Ilmu. Vol. 16 (1) 2016. p. 18.
26
Rebecca T. Isbell, Supporting Languange Learning, Telling and Retelling Stories,
Learning Language and Literacy (University in Johnson City, 2002) p.28.

30
B. Review of Related Studies

To support this research, the researcher found some previous

studies that relate to this research. Firstly, research was done by Welmi

Meliza, was the university from Pekanbaru who was conducted a research

31
 with the title “A study of Students Speaking Ability Trough Retelling Story

of the First Year Students at SMAN 1 Rambah Academic Year 2020/2021”.

This study is aimed to investigate whether or not the use of retelling short

story improves the students‟ speaking skill and to find out the effect size of

the improvement of students‟ speaking skill after being taught using retelling

short story of the tenth grade students of SMA. The amount of participants is

about in class X IPA/IPS using recount text27.

Secondly, research was done by Azmi Mulya, was the university

from Pekanbaru who was conducted a research with the title “The Effect of

Using Retelling Story A Story in Their Speaking Ability Students at 11th

Grade of SMAN 1 Rumbio Jaya”. This study aims to determine whether the

use of retelling stories can improve students' speaking skills and to determine

the magnitude of the effect of improving students' speaking skills after being

taught using retelling stories for class X SMA students. The form of this

research was experimental by conducting a pre-test and post-test with a total

participation of 180 students in 6 classes by using narrative text28.

Thirdly, research was done by Inten Mujizat, was the university

from Jakarta who was conducted a research with the title “The Effectiveness

of Using Storytelling Technique on Students’ Speaking Skill”. This study

looks for significant differences using story telling in teaching speaking using

experimental and control group methods. The pre-test and post-test conducted

27
Welmi Meliza, “A Study of Students Speaking Ability Through Retelling Story of the
First Year Students at SMAN 1 Rambah”. (2021).
28
Azmi Mulya, “The Effect of Using Retelling Story A Story in Their Speaking Ability
Students at 11th Grade of SMAN 1 Rumbio Jaya”. (2021).

32
 by the samples of the research were the students of XI MIPA 3 as the

controlled group class and XI MIPA 5 as the experimental class29.

C. Conceptual Framework

Students Speaking Comprehension in

Retelling Story
Narrative text

The procedurs teach speaking by retelling story:

29
a. The researcherInten will Mujizat,
explain“The
whatEffectiveness
is Retellingof Using Storytelling Technique on Students’
1. Lack of teacher strategies
Speaking Skill”. (2016).
Story and relate that with Narrative Text. when teaching classes that
b. The researcher gives each students a copy of the only focus on book.
narrative text and the researcher ask the students 33 2. Most of students were not
to read a text and gives about ten minutes to interested to learn about
prepare themselves to appear in front of the class English.
to retell in their own language. 3. The difficulties of students to
 1. How is the students speaking ability before taught by using retelling
story tecnique at the eleventh grade in the MAN 1 PASAMAN?
2. How is the students speaking ability after taught by using retelling story
tecnique at the eleventh grade in the MAN 1 PASAMAN?
3. Is there any significant difference between before using retelling story
and after using retelling story in their speaking ability students at
eleventh grade of MAN 1 PASAMAN?

The sceme above shows the researcher conclude that there are

some principles in teaching speaking ability in retelling story. The teacher can

apply the procedure above in teaching narrative text by using retelling story

to improve speaking skill.

D. Hypothesis

Based on the background, formulation and purposes of the problem

above, the hypothesis of this research are:

Ha : There is significant difference of speaking ability between before

using retelling story and after using retelling story on students at

MAN I PASAMAN.

34
Ho : There is no significant difference of speaking ability between before

using retelling story and after using retelling story on students at

MAN 1 PASAMAN.

35