ENHANCING STUDENTS’ SPEAKING SKILL

THROUGH STORY TELLING

 
Nuprawati Jaeni
18082043
 CHAPTER 1
INTRODUCTION
1.1 Research Background
Speaking is a person's ability to speak in public or many people. Public speaking ability is identified with the ability
for people who always have to speak in public, such as MC, campaigners, or news readers. So those who work in
that field, often feel no need to learn public speaking. But in reality it is not like that. In fact, any profession requires
the benefits of public speaking, although it does not require in-depth public speaking knowledge, but at least master
the basics.
Therefore, public speaking is very important to be learned in junior high school age learners because the potential
possessed by students’ at that age will develop optimally when stimulated through active communication using good
and correct language. The quality of the language used by the father, mother, and other family members greatly
affects the child's ability to speak, especially speaking. But here there are still many parents communicating with
poor language quality, so that it can hinder students’ language. Students’ become accustomed to speaking with good
and correct grammar. Active communication will help students’ to pronounce articulation sounds or clear words.
 1.2 Research Question 1.4 Research Scope

Based on the background above, the This research will focus on

researcher formulates the research question speaking activities as a form of
As follow: improving students' speaking
Can storytelling activities improve students' skills through story telling. In this
speaking skills? Mts Alkhairat research the research will limit
LembahTompotika ? the frudings on students
vocabulary and fluency.

1.3 Research Objectives

The purpose of this study was to

determine whether storytelling activities
can improve students' speaking skills Mts
Alkhairat Lembah Tompotika or not.
 1.5 Research Significance

Theoretically and practically quantitative and qualitative research is expected to be

useful for various parties, including the following:
1.Theoretically:
Theoretically, this research can develop insight for writers to add insight and
knowledge and can learn student learning skills in speaking through story telling.
2.Practically
● For researchers, this research can be expected to help writers deepen the material
that has been taught and apply existing theories in the world of education.
● For teachers, this research is useful for developing creative ideas for designing
English learning materials
● For students as teachers who have creativity in developing teaching materials.
can make it easier for students to understand speaking skills through story telling
and story fiction.
 1.6 Definition of key Terms

● Speaking skills
Telling what is meant by talking here is the ability to pronounce articulation sounds or
words to express and express thoughts, ideas and feelings, speaking can be measured from the
development of vocabulary and fluency of students’ in speaking.
● Story telling
 The story tells something that tells about an action or an event that is conveyed orally with the
aim of sharing experiences with others.
● Enhancing
To improve students' speaking and make them more courageous to talk with their friends.
 CHAPTER II
REVIEW OF RELATED LITERATURE

2.1 Theoretical Description

In this chapter, the researcher will explain the concept of speaking and the concept of storytelling
techniques
2.1.1 Concept of Speaking
1. Understanding speaking skills
Speaking skills are an important part of the curriculum in language teaching (Luoma, 2009). Speaking
is one of the four skills that must be mastered in learning English. Speaking is the same productive
language skill like writing. Productive language must go through a mental process or what is known as a
thinking process. Understanding Speaking Ability According to the Ministry of Education and Culture (in
Haryadi and Zamzani, 1997: 54) speaking in general can be interpreted as a delivery of one person's
intentions (ideas, ideas, thoughts, or hearts) to others by using spoken language so that the intent can be
understood by others.
 2. The Function Of Speaking

Speaking is one of the most effective communication tools. Since children are babies, they
often realize that by using body language their needs can be met. But it does not understand
what is meant by the child. Therefore, both babies and young children always try to make other
people understand what they mean. This encourages people to learn to speak and proves that
speaking is the most effective means of communication compared to other forms of
communication used by children before they can speak well.
3. Speaking Assessment
The 2013 curriculum recommends the practice of authentic assessment in world settings
(Fook & Sidhu, 2010, as cited in Wangid, Mus earlier, Senen & Herianingtyas, 2017).
Authentic assessment is an approach that requires teachers to judge from assessing attitudes,
knowledge, and assessing student skills based on the learning process and student learning
outcomes. Due to the learning process, assessment and other things that are considered more
complex than before from the curriculum, some teachers still have some problems in their
implementation.
 2.1.2 Storytelling

1. The Definition Of Story Telling

The definition of storytelling like that proposed by Malan (1991). Storytelling is a done
business by the storyteller in conveying the contents of feelings, thoughts, or stories to the
child orally. Storytelling has been defined in many ways. In Indonesia, storytelling is often
referred to as storytelling. Storytelling is an active activity, telling stories in a structured and
complete way. So because of that from the word storytelling we get the word story which
means story or story.
 3. Purpose of Storytelling
2. The benefits of storytelling for children
The purpose of learning by telling stories in
For early childhood, listening to interesting the activity program in Kindergarten is
stories that are close to their environment is
(Hidayat. 2005 in Bachri 2005: 11)
an exciting activity. Kindergarten teachers
a. Develop basic abilities to develop creativity in
who are skilled in speaking and creative in
telling stories can thrill children's feelings. the sense of making children creative, namely
Teachers can use storytelling activities to fluent, flexible and original in speaking,
instill honesty, courage, loyalty, friendliness, thinking, and doing hand and body exercises
sincerity and other positive attitudes in family as fine and gross motor exercises.
life, school and outside of school. b. Development of basic skills in language
development so that students are able to
communicate verbally with the environment
(bachri 2005: 10)
 4. Techniques in Storytelling

One of the techniques used to tell stories include:

a. Read the story book directly

By reading story books, teachers can convey messages to children and children can understand stories and
understand wrong and right actions.

b. Storytelling with picture props

Picture props that can be used to convey fairy tales to children include serial pictures in the form of loose paper
and books as well as pictures on a flannel board.

c. Storytelling using dolls

is usually a family doll or stuffed animal. This technique requires more mature preparation in playing dolls. The
skill of playing with dolls is a determining factor for the success of storytelling in addition to voice skills.
 d. Storytelling without props

Telling stories without props is also called direct storytelling. This storytelling without props
relies heavily on voice quality, facial expressions, and hand and body movements, which can be
done in a sitting or standing position in a relaxed atmosphere, independent of time and place.
5. Stories Stimulate Children's Verbal skills
The child's verbal ability is more effectively stimulated when the teacher conducts a kind of
test on the child to retell the story. From here, the child learns to speak, rephrasing the ideas he
has heard in his own style. Children arrange words into sentences and convey to the best of their
ability. Children have the experience of saying words and telling stories in their own language.
After getting the experience of telling stories, children will think that speaking can be an
effective way to show their existence. People praise when children speak well and fluently, the
teacher provides reinforcement when children can speak well. This encouragement makes
children feel comfortable and happy. read children to learn to speak better. Stimulating children's
speaking skills is something important. The ability to speak greatly affects the social and
personal adjustment of children (Musfiroh 2005: 101).
 6. Storytelling in the 1994 curriculum

In the 1994 curriculum, storytelling was raised in the form of learning items. At GBPKB
Kindergarten these activities appear in the following language development programs:
● Tell stories about events around you in a simple way
● Answering questions about short stories that have been told by the teacher
● Retell the contents of a simple story that has been told by the teacher
● Follow and tell the contents of the picture series
● Continuing the story / simple rhyme that the teacher has started
● Telling the picture that has been provided
● Talk about a game that you made yourself
 7. Stories in the competency-based curriculum

Stories in the competency-based curriculum also receive serious attention in the sample syllabus
provided by the Ministry of National Education. Stories are used as material for developing
basic communication competencies. The assessment is aimed at storytelling fluency and
vocabulary mastery.

8. Advantages and Disadvantages of Storytelling Techniques

Each learning method must have advantages and disadvantages, as well as the storytelling
method.
a. The following are the advantages and disadvantages of the storytelling method :
● The advantages of the storytelling method are:
● can reach more children
● time that can be used effectively and efficiently,
● class setting made simple
● teachers can master the class easily and
● doesn't cost much.
 b.The disadvantages of the storytelling method are:

● Students become passive, because they listen more and receive messages,
● The absorption and grasping power of students is different and still weak, so they like to
understand the main purpose of the story
● quickly grow boredom if the presentation is less attractive.

2.2 Previous Studies

This researcher will applied storytelling in speaking class in order that the beginners are eager
to speak English. This research was a collaborative classroom action research whose main
purpose was to know whether or not storytelling could improve the students’ speaking skill.
Meanwhile, the specific purposes consisted of describing: the lecturer’s activities, the students’
activities, and the students’ responses when storytelling was applied in the speaking class. The
subjects were 23 students of class N of the second semester of Intensive English Program of
Hasyim Asy’ari University (UNHASY) Tebuireng Jombang in the academic year of 2016/2017.
 2.3 Conceptual Framework

Improving speaking skills in young children is different from adults, when children require
fun teaching methods. To be able to improve speaking skills to students, the instructions given
must be precise so that they are easy to understand. The method when students receive the
material is very important, the learning process such as dialogue between students and teachers
requires an appropriate method in order to obtain the best results. Teachers must be able to
construct learning models that are in line with curriculum and train students' thinking in order to
obtain the best results. Many factors can improve students' speaking skills; one of them using
storytelling techniques.
Mts Al-khairaat
Lembah tompotika

Enhancing students
speaking skill

Pretest

Treatment using
story telling

Post-test

Conclusion
2.4 Hypothesis
Based on the objective of research, the researcher will formulate
the hypothesis as follow:
Telling story is one way that is used to improve speaking skills
in class IX students’ of MTS Al-Khairaat lembah tompotika.
 CHAPTER III
RESEARCH METHOD
3.1 Research Design
The study will use a pre-experimental design to collect data. The data comes from the pre-
test and post-test. The purpose of this study was to determine whether story telling can
improve students' speaking skills at MTS AL-Khairat Lembah Tompotika by comparing
student scores before and after treatment using one class for pre-test and post-test for using
test results. in the following table.
Tabel 3.1: Research design
 ¿Qué nos diferencia?

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más cercano al Sol y el precioso y es el Marte es en realidad
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 Cuota de mercado
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Material de oficina 10 000 $

Contratación de servicios 15 000 $

Aprendizaje y formación 22 000 $

Ventas y publicidad 35 000 $

 INDICADORES CLAVE DE
Tasas de
RENDIMIENTO Seguidores en rR.
cumplimiento 14 SS.
BÚSQUED % 90 140
A ORG. 38 K K
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Conocimient Consideració
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 Metas

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● Saturno está compuesto por ● Neptuno es el planeta más
hidrógeno y helio alejado del Sol
 Estrategia
Resumen 01 Saturno tiene un
montón de anillos
Mercurio es el planeta
más cercano al Sol
02 Objetivos

ANÁLISIS 03 A pesar de ser rojo,

Marte es muy frío
Venus tiene
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asombros
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 Análisis Foda
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● Garantías generadas ● Cambios del mercado

F D
Amenaza Debilidad
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● La competencia A ● Falta de experiencia
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 Calendario de PUBLICACIONES Y
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VENU
Lun Mar Mié Jue Vie Sáb
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1 2 3 4 5 6
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8 9 10 11 12 13

15 16 17 18 19 20
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