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. He

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

speaker after the listener understand the message given 1. 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 other.

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. 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' 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 told3. 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

process.

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 result of the researcher's

interview with the English teacher (Yulfida S.pd). She 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

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

3
 to the ongoing lesson. From the results of interview with researcher 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.

2. Students were not interested to learn about English.

3. Students difficulties to express their idea.

4
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

technique 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. On the spot is

typically refers to something happening immediately or without prior

preparation. It can also mean being asked to perform or respond to

something spontaneously.

Another expert is Waode Hamsia. She state that speaking

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

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

7
 learners5. Speaking is a foreign language is curcial for learners of all ages

as it enhances communications skills, cultural understanding, and boosts

confidence in real-life situations. It facilitates practical application of

language knowlegde. It is expected to understand with other people using a

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

also the correct grammar to convevy meaning precisely and accurately.

The last expert is Darwissyah Irwan D. He state that speaking is

done on purpose of giving information from speaker to listener6. Speaking

done with the purpose of conveying information from the speaker to the

listener is generally referred to as informative or expository speaking. This

type of communication aims to provide facts, explain concepts, or share

knowledge in a clear and understandable manner. In this case one can

communicate his idea to others through speaking.

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 past event namely about legend of the past, 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

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.

8
 carrying out these activities to improve students speaking ability in which

students retelling story according to their own version.

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 informal7. 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, in informal speaking is not bound by certain legal

rules. 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 five basic

types of speaking: monologue, imitative, intensive, responsive and

interactive8. First, monologue is a speech or performance given by a single

person. Second, imitative is often with the goal of replicating a particular

sound, behavior, or style. Third, intensive is the students’ speaking

performance that is practicing some phonological and grammatical aspects

of language. Fourth responsive is typically means actively and

appropriately reacting to what others say. Fifth, interactive is to a style of

7
Aidil Syah Putra, “The Correlation Between Motivation and Speaking Ability”.
Channing : Journal of English Language Education and Literature, Vol. II No. 1 2017.
8
H. Douglas Brown. “Language Assessment Principles and Classroom Practices”. p.
141-142.

9
communication where there is active engagement and exchange between

participants.

In monologue is a speech or presentation by a single speaker, often

in a play, movie, or performance, expressing their thoughts or feeling. It's a

from of dramatic or thearical expression where one person speaks

uninterurupted. Monologue activity typically involves an individual

delivering a speech or presentation, often as a form of self-expression or

performance. In theatrical settings, actors may engage in monologue

activities to showcase a character's thoughts or emotions. In other contexts,

such as public speaking or auditions, individuals might present

monologues to convey a personal story, perspective, or message. It's a way

to communicate and connect with an audience through a solo performance.

To perform a monologue effectively, choose a compelling topic or

character, practice delivering lines with emotion and expression, maintain

good pacing, and consider the intended audience. Rehearse consistenly to

build confidence and refine delivery. Additionally, pay attention to body

language and eye contact to engage audience. This is an excerpt from

Hamlet's famous soliloquy in Williaw Shakespeare's play "Hamlet". It's a

classcis example of a monologue where the character expresses deep

thought and contemplation aloud. "To be or not to be, that is the question.

Whether 'tis nobler in the mind to suffer the slings and arrows of

outrageous fortune, or to take arms against a sea of troubles and, by

opposing, and them. To die: to sleep; no more; and by a sleep to say we

10
end the heart-ache and the thousan natural shocks that flesh is heir to, 'tis a

consummation devoutly to be wish'd. To die, to sleep; to sleep: perchance

to dream: ay, there's the rub..."

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. These are often onomatopoeic words that resemble that actual

sounds they represent. Examples include "buzz" for the sound of a bee or

"meow" for the sound of a cat.

In intensive is the students’ speaking performance that is practicing

some phonological and grammatical aspects of language. Intensive

approach refers to a focused and concentrated effort to enhace one's

speaking skills in a language. This might involve concentrated practice

sessions, interactive activities, and exercises designed to imptove

pronunciation, fluency, and overall communication proficiency. Intensive

speaking practice is often aimed at achieving rapid progress and

confidence in verbal expression. This activity usually the task in pairs or

group work.

In responsive typically means actively and appropriately reacting

to what others say. It involves listening attentively, understanding the

information or cues presented, and providing thoughtful and relevant

responses in conversation. A responsive speaker engages effectively with

the content and context of a convesation, fostering effective

11
 communication. Example of being responsive in speaking is when

someone asks you a question, and you not only answer it but also

acknowlegde and build upon what the other person said.

In interactive can take the two forms of conception language,

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

conversation in pair group. Interactive speaking involves a dynamic

conversation where individuals respond to each other's statement, question,

or cues, creating a back-and-forth dialogue. This tyle of comunication

promotes engagement, understanding, and collaboration, often fostering a

more participaroty and enriching conversation. While interpersonal

exchange, the aims of 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

extensive9. First, imitative is often with the goal of replicating a particular

sound, behavior, or style. Second, intensive is the students’ speaking

performance that is practicing some phonological and grammatical aspects

of language. Third, responsive is typically means actively and

appropriately reacting to what others say. Fourth, interactive is to a style of

communication where there is active engagement and exchange between

participants. Fifth, extensive refers to a broad range or wide coverage of

topics or vocabulary.

9
Yenni Rahmawati & Ertin. “Developing Assessment for Speaking”. (Syarif Hidayatullah
State Islamic University of Jakarta, 2014) IJEE. Vol. 1. No. 2. p. 201.

12
 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. Intensive approach refers to a focused and

concentrated effort to enhace one's speaking skills in a language.

Understanding meaning is needed to respond certain tasks but the

interaction with the counterpart is minimal. This might involve

concentrated practice sessions, interactive activities, and exercises

designed to imptove pronunciation, fluency, and overall communication

proficiency. The activity sample is reading aloud, sentence and dialogue

completion.

In responsive authenticity in a conversation is important. In

responsive typically means actively and appropriately reacting to what

others say. 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. It involves listening

13
attentively, understanding the information or cues presented, and providing

thoughtful and relevant responses in conversation.

In interactive can take the two forms of conception language,

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

conversation in pair group. Interactive speaking involves a dynamic

conversation where individuals respond to each other's statement, question,

or cues, creating a back-and-forth dialogue. This tyle of comunication

promotes engagement, understanding, and collaboration, often fostering a

more participaroty and enriching conversation. While interpersonal

exchange, the aims of maintaining social relationship is the forms of

speaking performance such as: interview, role play, and discussion.

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. Extensive refers to a broad range or wide coverage

of topics or vocabulary. If someone has extensive speaking skills, it

suggests they are proficient and versatile in expressing themselves acrosss

various subjects or using a wide vocabulary.

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. Because the material to be taught is

narrative text, and to test students' performance in telling past events. This

14
 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 Hughes. He states that there are five components of

speaking: accent, grammar, vocabulary, fluency, and comprehension 10.

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

pronunciation. Second, grammar is the set of rules and structures that

govern the composition of sentences, phrases and words in language.

Third, vocabulary is the collection of words that a person knows and uses

in a particular language. Fourth, fluency is the ability to express oneself

smoothly and coherently with ease. Fifth, comprehension is the ability to

understand, interpret, and grasp the meaning of information, whether it's

written or spoken.

In accent is the distinctive way a person or group of people

pronounce words, influenced by factors such as regional, cultural, or

linguistic variation. In involves the specific intonation, pronunciation, and

rhythm that set speakers apart based on their background or origin. The

learners mispronunciation that will effect on unclear to meaning when

deliver the message. An example of accent in speaking is the difference

between British and American English. For instance, the way the word

10
Gunaldi Masbiran, Andi Fauzi. “Speaking Skill in Using Comminity Language
Learning (CLL)”. IJIELT, Vol. 3 No. 2 December 2017. p. 199.

15
"schedule" is pronounced with a "sh" sound in British English and a "sk"

sound in American English showcases distinct accents.

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. Using proper grammar in speaking

helps convey ideas clearly. Pay attention to sentence structure, verb tenses,

and word order.

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 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. Fluency in speaking is the aim of many language learners. That

can make effective in catch the meaning clearly. Signs of fluency include a

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

“ums” or “ers”.

16
 In comprehension that can enlarge the learners knowledge about

speaking skill and improve students speaking ability. 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.

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

speaking: comprehension, grammar, vocabulary, pronunciation, fluency 11.

First, comprehension is the ability to understand, interpret, and grasp the

meaning of information, whether it's written or spoken. Second, grammar

is the set of rules and structures that govern the composition of sentences,

phrases and words in language. Third, vocabulary refers to the collection

of words that a person knows and uses in a particular language. Fourth,

pronunciation refers to the way in which words are spoken, encompassing

the correct articulation of sounds, stress on syllables, and overal

intonation. Fifth, fluency refers to the ability to express oneself smoothly

and coherently with ease.

In comprehension is the ability language. Comprehension for oral

communication, it certainly requires a subject to respond, to speech as well

as to initiate it. It involves grasping the meaning, context, and nuances of

11
Harris, David. 1974. “Testing English as a Second Language”. New York: Mc. Graw.
Hill Book Company.

17
what is being said by others during a conversation. Effective

communication relies on both expressing oneself clearly and being able to

comprehend the message conveyed by others. An example of

comprehension in speaking could be when someone asks for direction, and

the listener not only hears the words but understands the intended

meaning, process the information, and responds approriately,

demonstrating comprehension of the spoken message.

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

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. Using proper grammar in speaking helps convey ideas clearly. Pay

attention to sentence structure, verb tenses, and word order.

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.

18
 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

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.

The last expert is Brown. He states that components assessment of

speaking: pronunciation, grammar, vocabulary, fluency and

19
 comprehension12. First, pronunciation refers to the way in which words are

spoken, encompassing the correct articulation of sounds, stress on

syllables, and overal intonation. Second, grammar is the set of rules and

structures that govern the composition of sentences, phrases and words in

language. Third, vocabulary refers to the collection of words that a person

knows and uses in a particular language. Fourth, fluency refers to the

ability to express oneself smoothly and coherently with ease. Fifth,

comprehension is the ability to understand, interpret, and grasp the

meaning of information, whether it's written or spoken.

In pronunciation is one part of speaking skills that can be directly

and clearly observed and known. Pronunciation in English 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 language13. Grammar is one of the ways where people can change the

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

12
H. Douglas Brown. “Language Assessment Principles and Classroom Practices”. p.
140
13
Jeremy Harmer, The Practice of English Language Teaching Third Edition, (UK:
Longman), p.12.

20
language. People can express through utterances or speaking. They use

grammar to speak appropriately with grammatical form in appropriateness.

In vocabulary is the collection of words that a person knows and

uses in a particular language. In vocabulary is words that have meaning

and function. Vocabulary refers to the collection of words that a person

knows and uses in a particular language. 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.

In 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". These signs indicate that

students do not spend much time looking for the language elements

needed to retell the story.

Finally comprehension. In 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

21
 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.

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, and comprehension. 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. Assessing Speaking

Researcher tested the students speaking ability with some criteria.

There are many factors which are needed in evaluating students speaking

performance. According to Brown. There are five factors for evaluate

students speaking performance: pronunciation, grammar, vocabulary,

fluency and comprehension14. The researcher used the scale rating scores

of Brown as follows :

Table 2.1 Table of Speaking Scoring

14
H. Douglas Brown. “Language Assessment Principles and Classroom Practices”. p.
140

22
 Rating
No Criteria Comments
Score
Equivalent to and fully accepted by
5
educated native speakers.
4 Errors in pronunciation are quite rare.
Errors never interfere with understanding
3 and rarely distrub the native speaker.
Accents may be obviously foreign.
1. Pronunciation
Accents is intelligible though often quite
2
faulty.
Errors in pronunciation are frequent but
can be understood by a native speaker
1
used to dealing with foreigners
attempting to speak his language.
Equivalent to that of an educated native
5
speaker.
Able to use the language accurately on all
4 levels normally pertinent to professional
needs. Errors in grammar are quite rare.
Control of grammar is good. Able to
speak the language with sufficient
structural accuracy to participate
3
effectively in most formal and informal
2. Grammar conversations on practical, social, and
professional topics.
Can usually handle elementary
constructions quite accurately but does
2
not have through or confident control of
the grammar.
Errors in grammar are frequent, but
speaker can be understood by a native
1
speaker used to dealing with foreigners
attemping to speaking his language.
3. Vocabulary Use of vocabulary and idioms is virtually
5
that of native speaker.
Speech on all levels is fully accepted by
educated native speakers in all its
4 features including breadth of vocabulary
and idioms, colloquialism, and pertinent
cultural references.
3 Able to speak the language with
sufficient vocabulary to participate
effectively in most formal and informal
conversations on practical, social, and
professional topics. Vocabulary is broad
enough that he rarely has to grope for a

23
 word.
Has speaking vocabulary sufficient to
2 express himself simply with some
circumlocutions.
Speaking vocabulary inadequate to
1 express anything but the most elementary
needs.
Has complete fluency in the language
5 such that his speech in fully accepted by
educated native speakers
Able to use the language fluently on all
levels normally pertinent to professional
4 needs. Can participate in any
conversation within the range of his
experience with a high degree of fluency.
Can discuss particular interests of
4. Fluency 3 competence with reasonable ease. Rarely
has to grope for words.
Can handle with confidence but not with
facility most social situations, including
2 introductions, and casual conversations
about current events, as well as work,
family, and autobiographical information.
No specific fluency description. Refer to
1 other four language areas for impled
level of fluency.
Equivalent to that of an educated native
5
speaker.
Can understand any conversations within
4
the range of his experience.
Comprehension is quite complete at a
3
normal rate of speech.
5. Comprehension Can get the gist of most conversation of
2
non-technical subjects.
Within the scope of his very limited
language experience can understand
1 simple questions and statements if
delivered with slowed speech repetition,
or paraphrase.

From the table of speaking test above, the researcher concludes

that the teacher will test five components assessment of speaking

according to Brown. They are pronunciation, grammar, vocabulary,

24
 fluency and comprehension. Therefore, the researcher used the

components assessment of speaking to be scored because it is more

appropriate scoring scale for scoring speaking ability in retelling story.

The speaking performance of the students were assessed directly by the

teacher.

e. 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 authentic language in

meaningful contexts, provide appropriate feedback and correction,

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

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

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

25
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.

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.

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.

Speaking in listening are interconnected language skill; as students

articulate thought and engage in conversations, they naturally enhance

26
their ability to comprehend spoken language. This mutual reinforcement

stems from the reciprocal nature of communication, fostering a more

hilistic language development experience. 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.

Students may not have considered developing personal strategies for oral

communication due to factors like lack awareness, limited exposure to

effective strategies, or a preference for more familiar methods.

Encouraging self-reflection and providing guidance on communication

skills can empower students to explore and develop their own strategies.

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

27
 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 writing 16. 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. Good pronunciation is crucial for

effective communication. It enhances understanding, promotes clarity, and

reduces the risk of minunderstanding. Showing correct pronunciation to

students helps them develop strong language skills, aiding them in both

spoken and written communication. Additionally, it fosters confidence and

facilitates better integration into various language environments.

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

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

28
about the meaning which can be finding by observing, asking, and finally

they will be getting the answer by themselves.

In 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

29
 some kinds of expression, like as show the anger, happiness, sadness, and

etc.

The last expert is Nunan. He state suggested five 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 speaking17.

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

of communication in the society. Second language learners include

refugees, international students, and immigrants.

17
David Nunan. 2003. “Practical English Language Teaching”. North America: Mc
Graw-Hill. p. 54-56.

30
 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).

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

31
 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.

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.

Because the principles of teaching speaking are considered to be

applicable in the teaching and learning process for retelling story.

Researcher need to apply these learning principles in designing fun and

effective learning. The researcher will adapt this suitable for the

researcher's purpose.

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

32
 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. The nature of retelling story

can vary, emphasizing different perspectives, details, or themes based on

the storyteller's intent or audience. It's a creative process that allows for

interpretation and adaptation while preserving the core elements of the

story.

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, etc18. Retelling story in our own words after reading or hearing it

helps with comprehension and memory retention. It requires processing

the information, organizing thought, and expressing it in a personal way.

This active engagement enhances understanding and makes the content

more memorable. Additionaly, it allows individuals to share information

with others and contributes to effective communication.

Another expert is Stoicovy and Kalmback. They said retelling story

is the process of remembering what we heard and read19. It's a way of

demonstrating comprehension and memory by expressing the key points or

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.

33
 details in their own words. Retelling story is a process of active

engagement with the material. When students retell a story, students need

to remember the details, sequence of events, and key information, which

reinforces understanding. It's a cognitive exercise that enhances memory

and comprehension by requiring students to recall and articulate the

content in their own words.

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. Speaking activities like retelling encourage students to express

themselves orally, fostering confidence in their communication abilities. It

provides a platform for students to practice speaking in a structured

manner, enhancing their public speaking skills and promoting participation

in class discussions. Overal, incorporating retelling into speaking acivities

supports both language development and effective communication in the

classroom.

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

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.

34
 story they have read. The researcher aim in carrying out the retelling story

was to improve students' speaking ability by retelling the story according

to their own version.

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 class 21. This procedure

is carried out to create an engaging environment that not only promotes

speaking ability but also nurtures creativity, critical thinking, and self-

assurance in students.

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

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

the group considered as the best group22. By using this procedure, it is

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.
22
Mukminatus Zuhriyah. ”Storytelling To Improve Students’ Speaking Skill”.English
Education:Jurnal Tadris Bahasa Inggris. Vol.10,Nomor 1 (2017). p.5.

35
 hoped that students will be more active in class with their group friends.

The teacher gives awards to the best groups with the aim of to motivated

students, boots their confidence, and encourage positive behavior and

effort in their studies.

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 class 23. Creating a story based on a sequence

of pictures and key sentences helps students develop their narrative and

creative thinking skills. It encourages them to connect visual elements,

interpret information, and construct a cohesive storyline.

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.

Because the procedures of retelling story are considered applicable in the

teaching and learning process for retelling story. 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

23
Mukminatus Zuhriyah. ”Storytelling To Improve Students’ Speaking Skill”.English
Education:Jurnal Tadris Bahasa Inggris. Vol.10,Nomor 1 (2017). p.5.

36
 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. Students enjoy retelling story

because it reinforces their understanding of the material, helps improve

memory retention, and allows them to engage with the content in a more

personal way.

Another expert is Marzuki. He state 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 stories 25. Absolutely,

incorporating diverse learning modalities, such as reading, watching, and

listening, enhances engagement. Integrating real-life situations for

speaking practice makes the learning experiences more practical and

enjoyable for students.

The last expert is Rebecca T. Isbel. She state 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

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.
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.

37
 language expressively and fluently, the students to experiment with telling

their own stories, last the students uses their imagination to retelling

story26. It is important to value and encourage these early efforts of

retelling story. But, as with other beginning experiences, it is appropriate

to allow children to progress at their own pace.

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 improving students' speaking skills by increasing language

fluency, increasing vocabulary, honing comprehension skills, and fostering

effective communication, making students more active, giving students the

opportunity to speak. Additionally, retelling story can boots confidence, as

students gain practice in organizing thoughts and conveying them verbally.

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

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

26
Rebecca T. Isbell, Supporting Languange Learning, Telling and Retelling Stories,
Learning Language and Literacy (University in Johnson City, 2002) p.28.

38
 of the First Year Students at SMAN 1 Rambah Academic Year 2020/2021” 27.

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 text.

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 SMA N 1 Rumbio Jaya” 28. 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 text.

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” 29. 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).
29
Inten Mujizat, “The Effectiveness of Using Storytelling Technique on Students’
Speaking Skill”. (2016).

39
 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 class.

Based on the research, the similarities between three previous

studies above. First, all of them did the qualitative research. Second, all of

them studied the same variable in the article system. The differences are, first

all of the them use different techniques to get the data and use different

instruments. Second, results and last is different population and sample.

C. Conceptual Framework

This research to conducted based on the following conceptual framework:

Students Problems in Speaking

Problems :

1. Lack of teacher strategies when teaching classes

that only focus on book.
2. Students were not interested to learn about
English.
40
3. Students difficulties to express their idea.
 Based on the theories discussed above, researcher conclude

researcher want to find out the effect of using retelling story to improve

students speaking skills at eleventh grade of MAN 1 Pasaman. This research

uses observation and interview with teacher and students to collect data. After

which the research analyze the data that has been found, then is the end

researcher concluded the result.

D. Hypothesis

41
 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.

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.

42