THE EFFECTIVENESS OF STORYTELLING

TECHNIQUE IN TEACHING SPOKEN NARRATIVE

TEXT TO ELEVENTH GRADE OF SENIOR HIGH
SCHOOL STUDENTS
A Quasi-Experimental Research on the Eleventh Grade Students of SMA N
1 PURWANEGARA on the Academic Year of 2016/2017

a final project
submitted in partial fulfillment of requirements
for the degree of Sarjana Pendidikan
in English

by
Catur Windy Astuti
2201413095

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2017

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DECLARATION OF ORIGINALITY

Hereby, I

Name : Catur Windy Astuti

SRN : 2201413095

Department/major : English Language and Literature/ English Education

Faculty : Languages and Arts

Declare that the final project entitled “THE EFFECTIVENESS OF

STORYTELLING TECHNIQUE IN TEACHING SPOKEN NARRATIVE

TEXT TO ELEVENTH GRADE OF SENIOR HIGH SCHOOL STUDENTS”

is my own work and has not been submitted in any form of another degree or

diploma at any university or other institute of territory education. Information

derived from the published and unpublished work of others has been acknowledged

in this text and a list of references is given in the bibliography.

Semarang, July 2017

Catur Windy Astuti

 MOTTO AND DEDICATION

“In the name of Alloh, Most Gracious, Most Merciful”

(Al-Fatihah: 1)

“Then which of the Blessings of your Lord will ye deny?”

(Ar – Rahman: 13)

This final project is particularly dedicated to:

My dearest mother and father ((Mrs.Siti Khafsah & Mr.Khambali)
My family, especially my beloved sisters and brothers
My teachers and lecturers
All my best friends
My Special person (Dimas Oka Nur Azis)

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 ACKNOWLEDGEMENT

First and foremost, I would like to praise Allah SWT, the only God, the Most

Gracious and Merciful for the blessing given to me to complete this final project.

Moreover, blessing and peace go to the Messenger of Allah, prophet of Muhammad

PBUH.

I am sure that the final project would never been completed without

assistance of others. Therefore, I would like to express my sincerest gratitude to

Prof. Dr. Dwi Rukmini, M.Pd. and Mr. Hendi Pratama, S.Pd, M.A. as my first and

second advisors for their entire patience, valuable guidance, encouragement, and

time throughout the process of accomplishing my study in regard to my endeavor

to make this study as comprehensive as possible.

My honor also goes to the chairperson, the secretary, and the examiner of

my board of examination, the head of English Department and all lecturers of

English Department of Semarang State University who have given knowledge and

experience during my study. The countless thanks, I extend the headmaster, the

English teacher, the teachers, the staffs, and the eleventh grade students of SMA N

1 Purwanegara for their cooperation.

I also would like to dedicate my sincerest thanks to my beloved family, my

dearest mom and my late father, my beloved sisters Sri Nur Khayati and Fitri Andi

Rahayu, my beloved brothers Ngesti Wisuda Prastowo and Dwi Hunan Nugroho,

my greatman Mr. Maruto, my grandmother and all my nephew and nice,

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who always give their love, prayer, and support to me. This final project is

meaningless without your utmost care.

My special thanks are expressed to my best friends, Eka Fajlin, Endah

Triwinarsih, Ernie Karina, Indria, Khairani, and my special person Dimas Oka Nur

Azis, who always fill my heart and helped me to find the meaning of life and

encouraged me to keep moving forwards. All my friends at UNNES, especially the

college students of English Department 2013 and ESA Functionary. May Allah

always bless you all guys.

I realize that this final project is not perfect because there are many

weaknesses; therefore, criticism and suggestions are certainly needed for its

betterment. Finally, I hope that this study will be useful to improve knowledge.

Semarang, July 2017

Catur Windy Astuti

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 ABSTRACT

Catur Windy Astuti. 2017. The effectiveness of Storytelling Technique in

Teaching Spoken Narrative Text to Eleventh Grade Students of SMA N 1
Purwanegara Banjarnegara (A Quasi Experimental Research of Second
Semester of the Eleventh Grade Students of SMA N I Purwanegara
Banjarnegara in the Academic Year of 2016/2017). Final Project. English
Department. Faculty of Languages and Arts. Semarang State University.
First Advisor: Prof. Dr. Dwi Rukmini, M.Pd., Second Advisor: Hendi
Pratama, S.Pd., M.A.

Key Words:Storytelling technique, speaking, narrative text, quasi-experimental

research .

This aim of this study is to describe whether or not storytelling technique was
effective to teach spoken narrative text and to explain the students’ perception on
the implementation of storytelling technique in teaching spoken narrative text for
the eleventh grade students of SMA N 1 Purwanegara Banjarnegara in the academic
year of 2016/2017. The research design used was quasi experimental research.
Observation checklist, tests and interview were used as the instruments for
collecting the data. The subject of the study was the eleventh grade students which
the number of participants was 44 students.
The findings of the pre-test showed that the mean score of the experimental
group was 61.59 and the mean score of control group was 60.45. After the
treatments, the mean score of the experimental group was 86.14 and the mean score
of control group was 75.23. It could be concluded that there was an improvement
after the treatments dealing with their speaking ability. From the t-test computation
of the post-test score, t-value was higher than t-table (t-value>t-table =
5.653>2.018). It means that there was significant difference between both groups
after getting the treatments.
Based on the findings of the observation checklist and interviews, the
students give the positive response on the implementation of storytelling technique.
The students are more interested and motivated in this technique.
The results indicated that storytelling technique was effective to teach
spoken narrative text for the eleventh grade students of SMA N 1 Purwanegara
Banjarnegara in the academic year of 2016/2017. Based on the findings of this
study, I suggest that Storytelling technique can be applied regularly in teaching
spoken narrative text.

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 TABLE OF CONTENTS

APPROVAL ..................................................................... Error! Bookmark not defined.

MOTTO AND DEDICATION........................................................................................ iv
ACKNOWLEDGEMENT ................................................................................................ v
ABSTRACT ..................................................................................................................... vii
LIST OF TABLES ........................................................................................................... xi
LIST OF FIGURES ........................................................................................................ xii
LIST OF APPENDICES ............................................................................................... xiii
CHAPTER 1 ...................................................................................................................... 1
INTRODUCTION............................................................................................................. 1
1.1 Background of the Study ........................................................................................... 1
1.2 Reasons for Choosing the Topic ............................................................................... 5
1.3 Research Question ..................................................................................................... 6
1.4 Objective of the Study ............................................................................................... 6
1.5 Hypothesis ................................................................................................................. 6
1.6 Significance of the Study .......................................................................................... 7
1.7 Limitation of the Study ............................................................................................. 8
1.8 Outline of the Study .................................................................................................. 8
CHAPTER II ..................................................................................................................... 9
REVIEW OF RELATED LITERATURE ..................................................................... 9
2.1 Review of Previous Study ......................................................................................... 9
2.2 Review of the Theoretical Background ................................................................... 14
2.2.1 Speaking Skill ................................................................................................... 14
2.2.2 Teaching Speaking ........................................................................................... 16
2.2.3 Assessing Speaking .......................................................................................... 20
2.2.4 Narrative Text ................................................................................................... 22
2.2.5 Storytelling Technique ..................................................................................... 24
2.2 Theoretical Framework ........................................................................................... 28
METHODS OF INVESTIGATION .............................................................................. 31
3.1 Research Design ...................................................................................................... 31
3.2 Subject of the Study ................................................................................................ 32
3.2.1 Population ......................................................................................................... 32

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 ix

3.2.2 Sample .............................................................................................................. 33

3.3 Research Variables .................................................................................................. 34
3.3.1 Independent Variable ........................................................................................ 34
3.3.2 Dependent Variable .......................................................................................... 35
3.4 Types of Data .......................................................................................................... 35
3.5 Instrument for Collecting Data ................................................................................ 35
3.5.1 Observation Checklist....................................................................................... 36
3.5.2 Test ................................................................................................................... 36
3.5.3 Interview ........................................................................................................... 37
3.6 Methods of Collecting Data .................................................................................... 37
3.6.1 Observing.......................................................................................................... 37
3.6.2 Testing .............................................................................................................. 38
3.6.3 Interviewing ...................................................................................................... 39
3.7 The Condition of The Test ...................................................................................... 40
3.7.1 Content Validity ............................................................................................... 41
3.7.2 Inter-Rater Reliability ....................................................................................... 42
3.8 Methods of Analyzing The Data ............................................................................. 44
3.8.1 Scoring System .................................................................................................. 44
3.8.2 Statistical Design .............................................................................................. 46
CHAPTER IV.................................................................................................................. 49
RESULT AND DISCUSSION ....................................................................................... 49
4.1 Results ..................................................................................................................... 49
4.1.1 Try Out ............................................................................................................. 50
4.1.2 Tests ..................................................................................................................... 51
4.1.3 Observation Checklist....................................................................................... 64
4.1.4 Interview Findings ............................................................................................ 67
4.2 Discussion ............................................................................................................... 70
4.2.1 Statistical Interpretation .................................................................................... 70
4.2.2 Interpretation of the Observation and Treatment ............................................. 72
4.2.3 Interpretation of Interview Findings ................................................................. 72
CHAPTER V ................................................................................................................... 76
CONCLUSIONS AND SUGGESTIONS ...................................................................... 76
5.1 Conclusions ...................................................................................................... 76
5.2 Suggestions ....................................................................................................... 77
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REFERENCES ................................................................................................................ 80
APPENDICES ................................................................................................................. 83
 LIST OF TABLES

Table Page

3.1 Pre- and Post-test Design ................................................................ 32

3.2 The Eleventh Grade Students of SMA N 1 Purwanegara ............... 33
3.3 Collecting Data Schedule ................................................................ 40
3.4 The Validation Checking for Expert Judgments ............................ 42
3.5 The Inter-Rater Reliability of Pre-tesst............................................43
3.6 The Inter-Rater Reliability of Pre-tesst............................................43
3.7 Rubrics of Assessing Spoken Narrative Text ................................. 44
3.8 The Measurement of Students’ Achievement..................................46
4.1 The Schedule of the Research ......................................................... 48
4.2 The Inter-Rater Reliability of The Try Out Group.......................... 49
4.3 Pre-test Result of Experimental and Control Groups...................... 51
4.4 Normality Test Result of Pre-test .................................................... 53
4.5 The T-test Pre-test of Experimental and Control Groups ............... 53
4.6 Post-test Result of Experimental and Control Groups .................... 58
4.7 Normality Test Result of Post-Test ................................................. 60
4.8 The Result of Pre-test and Post-test Average .................................. 61
4.9 T-test Result of Experimental and Control Groups ........................ 62
4.10 Summary of Experimental Students’ Observation Checklist ....... 64
4.11 Summary of Control Class Students’ Observation Checklist ....... 65

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 LIST OF FIGURES

Figures Page

2.1 The Theoretical Framework of the Present Study.......................................30

4.1 The Different Mean of two Groups in the Pre-test…..................................51
4.2 The Different Mean of two Groups in the Post-test.....................................57

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 LIST OF APPENDICES

Appendix Page

Name List of the Student .................................................................................. 81

Instruments of the Test...................................................................................... 84
Instruments of Collecting Data ......................................................................... 86
Observation Checklist ....................................................................................... 89
Students’ Score ................................................................................................ 97
Level of Achievement of Students in both of Groups .................................... 102
Control Class Students’ Transcript (Pre-test) ................................................. 105
Experimental Class Students’ Transcript (Pre-test) ........................................ 106
Experimental Class Students’ Transcript (Post-test) ...................................... 110
Control Class Students’ Transcript (Post-test) ................................................ 113
Interviews’ Transcript (Pre-test) ..................................................................... 121
Lesson Plan ..................................................................................................... 127
Learning Material............................................................................................ 148
Documentation ................................................................................................ 163
SK of the Supervisors ..................................................................................... 164
Letters of Permission ...................................................................................... 167

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 CHAPTER 1

INTRODUCTION

This chapter consists of background of the study, reasons for choosing the topic,

research questions, objectives of the study, hypothesis, significance of the study,

limitation of the study, and outline of the study.

1.1 Background of the Study

Communication is the most important thing that human needs to stay connected to

other people. To make a communication we need a tool. Language is a tool to

communicate. In mastering a language we have to understand and learn about the

four skills of language. They are speaking, reading, writing, and listening. Each of

them is important and has the relation each other. Speaking is one of important skill

that must be mastered in learning English because by speaking people can

communicate with other people in this world. O’Malley and Pierce (1996) state

that speaking seems to be an important skill that a learner should acquire. The main

goal of teaching speaking is to communicate. So students should be able to

communicate in English.

There are three main reasons for getting students to speak in the classroom.

First, speaking activity provides rehearsal opportunities-chances to practice real-

life speaking in the safety of the classroom. Second, speaking tasks in which

students try to use any or all of the languages they know provides feedback for both

teacher and student. Third, the more students have opportunities to activate the

various elements of language they have stored in their brains, the more automatic

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their use of the element becomes. This means that they will be able to use words

and phrases and fluently without very much conscious thought (Harmer, 2007:123)

In fact, the English instruction in some senior high schools does not get a

satisfactory result. This phenomenon also has occurred in SMA N 1 Purwanegara,

Banjarnegara where many students get difficulties in speaking English. Students

look confused to speak and share their ideas in English, so the speaking class

becomes passive. Most of them think that speaking is difficult, so their scores in

speaking are low. We cannot deny the fact that this failure is caused by many

problems during the teaching process. These problems seem to be of particular

importance, especially those who are directly involved with the teaching of

English. This problem can be caused by many reasons, including the students’

motivation, teaching method, environment, and the class situation.

Based on my observation in several classes of SMA N 1 Purwanegara,

Students have low motivation to have good speaking ability if they are inactive

during the instructional process. The root of the problems above is the monotonous

and inappropriate teaching technique that used by the teacher. The teacher just

explained the material in front of the class and gave assignment from the

worksheet. The teachers did not explore the students’ speaking skill and they did

not use any strategy to improve students’ motivation in learning spoken narrative

text. So, it needs to propose the appropriate technique to overcome the students’

low speaking ability.

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In order to improve students’ speaking skill, English teachers should pay

attention to how they teach their students, so speaking class will be more fun for

them. By using the appropriate technique, students will enjoy and active to follow

the teaching and learning process in the classroom. Besides, the teachers also

should create the effective situation which allows the students to speak as comfort

as possible, so that they feel free to express their thought. There are many

techniques that can be used to motivate students in teaching and learning process.

One of those technique is storytelling.

According to Harmer (2007), storytelling is one of the way in teaching

speaking. Students can briefly summarize a tale or story they heard from somebody

beforehand, or they may create their own stories to tell their classmates. So, the

students can share their ideas in storytelling.

O’Malley and Pierce (1996) state that retelling can also be used to

determine students’ understanding of story structure. Storytelling can be an

enjoyable activity for tellers and also listeners and should be engaged in at all grade

levels. Storytelling fosters creative thinking. Storytelling allows students to

internalize important aspects of story beginnings and endings, settings, characters,

and plot lines. It provides practice in expressing ideas in thought units, using

colorful and descriptive language, developing ideas in sequence, and choosing

effective action words. The teacher can encourage the students to retell stories

which they have read in their books or found in newspaper or on the internet such

retelling is a valuable way of provoking the activation of previously learnt or

acquired language (Harmer, 2007:130).

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Narrative text is one of text that aimed to entertain the reader or listener. As

stated by Anderson and Anderson (2003) that narrative text is a text that tells a

story and, in doing so to entertain the audience. The social function or

communicative purpose of a narrative text is to amuse, entertain, educate, and to

deal with an actual or imaginative story (Sadler and Haylar, 2000; Derewianka,

1990). Anderson and Anderson (2003) also said that there are five generic

structures in constructing a narrative text. They are orientation, complication, a

sequence of events or evaluation, resolution, and coda. There are some language

features of narrative stated on 2006 National Curriculum.

In teaching narrative, teachers require a creative and appropriate technique

in order to get students’ interest. Comparing to other techniques, storytelling seems

the most interesting one for the students. By using storytelling, the teacher can

motivate the students to speak based on the story that they have read and

memorized. Storytelling gives students an opportunity to speak at length. It

becomes an alternative solution to be used in teaching speaking for the students to

make them feel confident while speaking English.

Based on the background of study and the findings of some previous studies

about the effectiveness of storytelling, the writer chooses this technique to be used

to improve the speaking ability on spoken narrative text of the eleventh grade

students of SMA N 1 Purwanegara Banjarnegara. The writer takes the title “THE

EFFECTIVENESS OF STORYTELLING TECHNIQUE IN TEACHING SPOKEN

NARRATIVE TEXT TO ELEVENTH GRADE OF SENIOR HIGH SCHOOL

STUDENTS”
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1.2 Reasons for Choosing the Topic

The reasons for choosing this topic as follows:

1. Based on the observation, students’ speaking ability is very low. The students

still faced difficulties in speaking English. Those problems are: (a) most of

students cannot speak English fluently, (b) most of students cannot use correct

grammar, (c) most of students cannot pronounce the words correctly, (d) some

of the students have lacks of vocabularies, and (e) some of the students are

afraid to share and express their ideas in English.

2. The monotonous and inappropriate teaching technique used by the teacher

might cause low motivation on the students in learning English which affect

their ability in speaking. Most students do not participate actively in learning

as the result of the teacher’s monotonous teaching techniques. The students

soon get bored in learning when they are always exposed to the monotonous

instructional activities; and therefore, they do not participate actively.

3. The use of storytelling technique in teaching spoken narrative text can be

alternative technique in teaching spoken narrative text so that I want to compare

whether or not this technique is more effective in teaching spoken narrative text

than the existing technique that used in that school.

Therefore, to overcome those problem needs an appropriate technique, I used

Storytelling technique. This technique helps students in speaking.

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1.3 Research Question

Based on the background of the study and the reasons for choosing the topic, the

research problems of this study are follows:

1. How effective is Storytelling technique in teaching spoken narrative text to

eleventh grade students of SMA N 1 Purwanegara Banjarnegara?

2. What is students’ perception/response on the implementation of Storytelling

technique in teaching spoken narrative text?

1.4 Objective of the Study

The purpose of the study is to describe whether or not storytelling technique is an

effective technique for teaching spoken narrative text to the eleventh grade students

of SMA N 1 Purwanegara, Banjarnegara and to describe whether there is any

significant difference between the eleventh grade students of SMA N 1

Purwanegara, Banjarnegara who are taught by using Storytelling technique and

those who are taught by using the existing technique that used in that school. The

specific purpose of the study is to explain the students’ perception on the

implementation of storytelling technique in teaching spoken narrative text.

1.5 Hypothesis

The hypotheses for the first question of this study are as follows:

1.5.1 The alternative hypothesis (Ha) was accepted if there is a significant

difference in speaking achievement between students who are taught by

using storytelling technique and those who are taught by using the existing

technique that used in that school.

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1.5.2 The Null Hypothesis (Ho) was rejected if there is no significant difference

in speaking achievement between students who are taught by using

storytelling technique and those who are taught by using the existing

technique that used in that school.

1.6 Significance of the Study

This study has some significances in terms of theoretical, practical, and

pedagogical. The significances are as follows.

1.6.1 Theoretical Significance

The result of this study can be useful in adding more information about Storytelling

technique, specifically for English teachers who want to teach their students using

this method. In addition, this research can be an example and providing data for

future research.

1.6.2 Practical Significance

Practically, this research gives the alternative technique for the teachers in teaching

speaking. It also can give motivation for the teachers to be more creative and

innovative in teaching English especially, in teaching speaking.

1.6.3 Pedagogical Significance

Pedagogically, using storytelling technique as an alternative teaching technique

could raise students’ interests in learning spoken narrative text since the storytelling

technique includes various activities and social skills.

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1.7 Limitation of the Study

Based on the research that I have done, I found that applying storytelling technique

needs a lot of time. Therefore, teachers should manage the time efficiently. This

technique also makes the class noisy when the students did the discussion in each

group, and the teacher should control the class in order to keep the class comfortable

to learn and not disturbing the other classes. Classroom management was necessary

in the application of storytelling technique.

1.8 Outline of the Study

Chapter 1 is the introduction of this study which comprises eight sub-chapters. They

are background of the study, reasons for choosing the topic, research questions,

objectives of the study, hypothesis, significance of the study, limitation of the study,

and outline of the study.

Chapter 2 is review of the related literature, which presents a review of the previous

studies, review of the theoretical background, and review of the theoretical

framework.

Chapter 3 discusses the method of investigation, including research design, object

of the study, research variable, and type of data, instrument for collecting data,

method of collecting data and method of analyzing data.

Chapter 4 provides results and discussions, which consists of the general

description and detailed result.

Chapter 5, the last chapter, presents the conclusions and suggestions based on the

findings.
 CHAPTER II

REVIEW OF RELATED LITERATURE

Review of the related literature brings out a further explanation regarding the

theories used to analyze the data in this study. It presents the review of previous

studies, theoretical background in terms of speaking skill, teaching speaking,

assessing speaking, narrative text, storytelling technique, and framework of the

study.

2.1 Review of Previous Study

The research on teaching speaking and storytelling was conducted by many

researchers. A previous study was done by Farida (2012). Her research was about

the interactive materials for teaching spoken narrative text based on Indonesian

folktales. The purpose of the study was about developing interactive teaching

materials by adapting Indonesian folktales, and examining their implementation for

teaching spoken narrative texts to junior high school students. The study adopted a

research and development (R&D) method to design and develop the effectiveness

of a product. The data for the study were collected by observation, interviews,

questionnaires, and tests. Observation and interviews were used to obtain the

students and teachers’ need in the early stage of the research and to gather data on

the students’ perception on the implementation of the product and the classroom

teaching learning activities. Questionnaires were used to obtain the evaluation by

experts on the design of the preliminary product. Tests were used to gather data on

the students’ performance of spoken production of narrative texts adapted from

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Indonesian folktales. The results show that the teachers and students require

interactive materials that could make the teaching learning activities more effective.

The results showed that the product was successfully implemented in the classroom

in that the students could achieve the passing grade for both listening and speaking

tests. The students also perceived that the product was effective and useful for them

to learn English. The teachers perceived that the product was good and excellent to

be used in the classroom. Therefore, it could be concluded that Widuri Game, the

interactive materials adapted from Indonesian folktales was practical and effective

to improve the students’ oral competence skill.

The next research was done by Eck (2006) from University of Wisconsin-

Stout. He conducted a research about an analysis of the effectiveness of storytelling

with adult learners in supervisory management. The purpose of this study is to

research and document how storytelling as a teaching and learning method has an

impact on the learning and information retention of adult students who are enrolled

in the Supervisory Management Program at Western Wisconsin Technical College

(WWTC). The conclusions of this study are highly congruent with the learning

theories of storytelling as an effective learning tool and teaching method. The

findings of the study indicate that storytelling has a powerful impact on learning,

especially as it relates to theories that espouse the experiential characteristics of

storytelling and learner information retention.

A similar research was done by Fikriah (2016). She conducted action

research about using the storytelling technique to improve English speaking skill of
 11

primary schools students. This research was conducted to find out whether the use

of Storytelling Technique could improve the English speaking skills of primary

school students. The instruments used for collecting the data were observation

sheets for the teacher and students, and a speaking test and questionnaire for the

students. The results showed that storytelling technique improved the speaking

skills of the students especially in pronunciation fluency, accuracy, and

comprehension of produced sentences. The data from the speaking tests showed

that the mean score from the students after the first cycle was 5, and increased to 7

after the second cycle. It further showed that 58% of the students got scores above

average in the first cycle and increased to 80% in the second cycle. From the

observation sheet, the students’ participation gradually increased, with 55% in the

first cycle and 86% after the second cycle. Furthermore, based on the observation

sheet from the teacher, the researcher also showed improvement in teaching where

after the first cycle, she got a score of 61% which increased to 87% after the second

cycle. Moreover, based on the responses to the questionnaire, 80% of the students

responded positively to the implementation of the treatment. These results indicate

that this classroom action research was a success where Storytelling technique

effectively improved the students‟ English speaking skills.

Mochtar (2010) conducted a research about the effectiveness of storytelling

in enhancing communicative skills. The aim of this action research was to

investigate the effectiveness of storytelling in enhancing communicative skills in

Foundation English course. Data from teacher observations, and pre-intervention

and post-intervention storytelling were collected to investigate the effectiveness of

 12

storytelling on students’ language aspects of communication skills, specifically

content, language and delivery. In addition questionnaires were also given to elicit

information on students’ perception of storytelling in language learning. Finally,

focus group interviews with students were conducted as a triangulation to the data

obtained through questionnaires. Audio/video recordings were also made as

evidence. The results of this action research led the teachers to realize the need for

students to have extensive opportunities to hear and produce the target language

and the need for teachers to include more guided practice activities with clear

instructions. It also alerted teachers that the choice of story plays a role for the

storytelling to meet its objectives.

Another research has been conducted by Asmeri (2016). The research was

about using storytelling technique to improve the speaking ability of the second

year students of SMK Muhammadiyah 2 Pekanbaru. This classroom action research

was aimed to find out if the story telling technique could improve the speaking skill

of the second year students of SMK Muhammadiyah 2 Pekanbaru. The participants

were 28 students. The data was collected by using observation sheet, speaking tests,

and field notes. The research finding indicated that the application of using story

telling technique could improve students’ speaking ability both at the first cycle and

second cycle. The result of pre-test shows the average score of students speaking

ability was 48.2. It improved to 64.9 on the post-test 1 and 76.1on the post-test 2. It

was also proved that applying story telling technique in teaching speaking could

improve students’ interest and motivation to speak and share ideas with their friends

in groups. In addition, applying story telling technique could also improve students’
 13

ability to speak English in terms of grammar, vocabulary, pronunciation, fluency,

and comprehension.

Herminda (2011) conducted a research about The Effectiveness of Using

Storytelling Technique to Improve Speaking ability of Second Year Students at

SMPN 1 Boyolangu, Tulungagung. The purpose of the research were (1) to know

the students’ ability in speaking before they are taught by using story telling

technique. (2) to know the students’ ability in speaking after they are taught by

using story telling technique. (3) to know whether the use of storytelling as the

technique makes significant different score toward the speaking skills of the second

year students at SMPN 1 Boyolangu, Tulungagung. Method of the research:

Experimental research one group pre-test and post-test design. It is intended to find

out any significant difference on the speaking before and after they are taught by

using story telling technique of second year students at SMPN 1 Boyolangu,

Tulungagung. The population of this study was all the second year students at

SMPN I Boyolangu Tulungagung. The sample was VIII-I class consisting of 35

students. The method of collecting data is administering test, the supporting

instrument is tape recorder. The technique of data analysis is using T-test.

Significance at 5% = (2.03). It is significant difference. It is known from the t count

is bigger than t table = 2.03<7.712 this means that there was significant difference

between the students’ speaking score before and after were taught by using story

telling. In other word, the use of this technique is effective to improve the students’

speaking ability.
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The present research is different with the previous research done by Farida,

Mochtar, Eck, Asmeri, Fikriah, because of some reasons, the first, my research is

about applying storytelling technique in teaching spoken narrative text. The second,

the purpose of my research is to describe whether there is a significant difference

between students who are thought using storytelling technique and those who are

thought using the existing technique that used in that school, whereas, the purpose

of the researches above are to improve the speaking skill. The third, the subject of

my research is the eleventh grade students of senior high school, whereas the objects

of the researches above are the junior and senior high school. The last, the research

design used in my research is the quasi-experimental research with pre- and post-

test designs, whereas the research design of the researches above are not.

2.2 Review of the Theoretical Background

The theoretical background in this study includes the explanation of the general

concept of speaking skill, teaching speaking, assessing speaking, narrative text, and

storytelling technique.

2.2.1 Speaking Skill

Speaking skill is one of important skill that must be mastered by the students in

learning English. Speaking is a complex skill requiring the simultaneous use of a

number of different abilities which often develop at different rates (Harris, 1969).

From this definition, it is clear that speaking needs other ability than just speak.

Simply, speaking is an ability to share and express something in spoken language.

People around the world need to communicate with other people in the form of

spoken language. In mastering speaking skill, students should master the

 15

components of that skill. Brown states that the oral communication can be

maintained by having three components. There are fluency, accuracy, and

pronunciation (2007).

As we know, the main goal in teaching the productive skill of speaking will

be oral fluency. Fluency is the ability to speak spontaneously and eloquently with

no pausing and with absence of disturbing hesitation markers. It also refers to some

aspects like responding coherently within the turns of the conversation, using

linking words and phrases, keeping in mind a comprehensible pronunciation and

adequate intonation without too much hesitation. To attain this goal, we will have

to bring the students from the stage where they are mainly imitating a model of

some kind, or responding to cues, to the point where they can use the language

freely to express their own ideas (Byrne, 1986).

Secondly, accuracy is refers to the mastery of phonology elements, grammar

and discourse. It also refers to the linguistic competence that deals with the

correction of the utterances to get a correct communication. According Thornbury

(2005), speaking English accurately means doing without or with few errors on not

only grammar but vocabulary and pronunciation.

The third component is pronunciation. The aim of pronunciation

improvement is not to achieve a perfect imitation of a native accent, but simply to

get the learner to pronounce accurately enough to be easily and comfortably

comprehensible to other speaker (Ur, 1996). Good pronunciation will make the

communication easier and without a good pronunciation, listeners cannot

 16

understand what another person says and this will make the communication process

more difficult. Therefore, pronunciation has a central role in both academic and

social fields in the way that students can be able to participate and integrate

successfully in their community. In conclusion, fluency, accuracy, and

pronunciation are three important and complementary components in the

development of students’ speaking skill.

2.2.2 Teaching Speaking

A. General Concept of Teaching Speaking

Teaching speaking is an important part of the English Second Language learning

process. It is fundamental to communicate in the second language. Teaching

speaking is a challenging responsibility as there are many problems related to

everyday practice (Cahyono, 2010:15). Nunan (2003) explained the definition of

teaching speaking are as follows.

1) Produce the English speech sounds and sound patterns

2) Use word and sentence stress, intonation patterns and the
rhythm of the second language.
3) Select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter.
4) Organize their thoughts in a meaningful and logical sequence.
5) Use language as a means of expressing values and judgments.
6) Use the language quickly and confidently with few unnatural
pauses which is called as fluency.

Based on the definition above, it can be concluded that teacher should give

opportunity for all students to talk in their learning. Furthermore, teacher should

use good technique to make all students in the classroom participate actively, share

what they think, and speak as much as possible.

 17

B. Classroom Speaking Activities

1) Group Discussion

Group discussions are an effective speaking activity in large classrooms (Murcia

and Olshtain, 2000:177). Students in the second or foreign language classroom

should have ample opportunity to participate in group discussion, doing

brainstorming, and in many other speaking activities where they need to participate

by producing a word, a term, an expression or a clause and not necessarily maintain

a long stretch of conversation.

2) Information Gap

An information gap is an activity where one student is provided information that is

kept from a partner (O’Malley and Pierce, 1996:81). Information gap is a useful

activity in which one person has information that the other lacks. They must use the

target language to share that information. For instance, one student has the

directions to a party and must give them to a classmate. These activities are effective

because everybody has the opportunity to talk extensively in the target language.

3) Role Play

Role plays are also excellent activities for speaking in the relatively safe

environment of the classroom. In a role play, students are given particular roles in

the target language. Role plays give learners practice speaking the target language

before they must do so in a real environment. Role plays assign distinct roles to

student and ask through these roles. Role plays tend to be more structured than

improvisation but less scripted than plays (O’Malley and Pierce, 1996:85). Role

play provides the opportunity for students to develop and revise their understanding
 18

and perspectives by exploring thoughts and feelings of characters in given

situations.

4) Simulations

Simulations are more elaborate than the role pays. In a simulation, props and

documents provide a somewhat realistic environment for language practice.

Simulations are very similar to role-plays but what makes simulations different than

role plays is that they are more elaborate. In simulations, students can bring items

to the class to create a realistic environment. For instance, if a student is acting as a

singer, she brings a microphone to sing and so on.

5) Student Presentation

Individual students give a talk on a given a talk on a given topic or person. In order

for this to work for the individual (and for the rest of the class), time must be given

for the student to gather information and structure it accordingly. We may want to

offer models to help individuals to do this.

6) Debates

Debates can present opportunities for students to engage in using extended chunks

of language for a purpose: to convincingly defend one side of an issue. Debates are

most appropriate for intermediate and advance learners who have been guided in

how to prepare for the (O’Malley and Pierce, 1996:87). Debates require extensive

preparation by learners, call for interaction in groups, and make use of at least the

following language functions: describing, explaining, giving and asking for

information, persuading, agreeing, and disagreeing.

 19

7) Storytelling

Story/text retellings involve having students retell stories or text selections that they

have listened to or read. Retelling can also be used to determine students’

understanding of story structure (O’Malley and Pierce, 1996:83). In retelling,

choosing to read a story or text orally to students means that you will be assessing

both listening comprehension and speaking skills. Retellings are appropriate for

individual assessment of students at the beginning and intermediate levels and

require no preparation on the part of the student.

8) Interviews

Students can conduct interviews on selected topics with various people. It is a good

idea that the teacher provides a rubric to students so that they know what type of

questions they can ask or what path to follow, but students should prepare their own

interview questions. Conducting interviews with people gives students a chance to

practice their speaking ability not only in class but also outside and helps them

becoming socialized.

9) Story Completion

This is a very enjoyable, whole-class, free-speaking activities for which students sit

in a circle. For this activity, a teacher starts to tell a story, but after a few sentences

he or she stops narrating. Then, each student starts to narrate from the point where

the previous one stopped. Each student is supposed to add from four to ten

sentences. Students can add new characters, events, descriptions and so on.
 20

10) Reporting

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

class, they report to their friends what they find as the most interesting news.

Students can also talk about whether they have experienced anything worth telling

their friends in their daily lives before class.

2.2.3 Assessing Speaking

Assessing speaking is one of most important aspect of language testing. In many

tests of neither oral production it is neither nor desirable to separate the speaking

skill from the listening skill. According to Brown (2004:141), there are five types

of assessing speaking which students are expected to carry out in the classroom.

The five types are presented as follows.

a) Imitative

Students are asked to repeat or imitate the teacher’s speech or tape recorder. The

teacher’s speech is only focused on some elements of languages, such as lexical,

grammatical, and intonation.

b) Intensive

Intensive speaking goes one step beyond imitative to include any speaking

performance that is designed to practice some phonological and grammatical aspect

of language. Intensive speaking can be self-initiated or it can even form part of

some pair work activity, where learners are “going over” certain forms of language.
 21

c) Responsive

In this type of performance, students may give short replies to teacher or even

students have an initiative for asking questions or comments. There was a limited

interaction between a learner and the teacher, or between learners.

d) Interactive

It can take two forms of transactional language and interpersonal exchange. Brown

(2004:142) states that interaction can take the two forms of transactional language,

which has the purpose of exchanging specific information, or interpersonal

exchanges, which have the purpose of maintaining social relationships.

e) Extensive (monologue)

This performance is to develop students’ global oral ability of producing spoken

language which is more formal and deliberate. Students not only deliver the

message or information to the audience but also think about the structure and the

appropriate way to deliver the message in order to make the speech understandable.

Extensive oral production tasks include speeches, oral presentations, and story-

telling, during which the opportunity for oral interaction from listeners and either

highly limited (perhaps to nonverbal responses) or ruled out altogether (Brown,

2004:142).

In assessing students’ speaking ability, teachers should pay attention to

various aspects and look at students’ performance in detail. In order to measure

productive skills like speaking, teachers need an instrument to cover all aspect in

speaking. That instrument can be a rubric. Griffith (2012) states that it requires a
 22

device or instrument to measure the skill. Typically, this tool is a rubric. A rubric

includes the specification of the skill being examined and what constitutes various

levels of performance success. Speaking assessment by using rubrics aims to

measure the improvement of the students. We can determine students’

improvement. Not only in what aspect they are good but also in what aspect they

are weak and need more effort.

2.2.4 Narrative Text

A. Definition and social function of Narrative Text

A narrative is “a piece of text which tells a story and, in doing so, entertains or

informs the reader or listener” (Anderson and Anderson, 1997:8). Meanwhile,

Percy in Permana and Zuhri (2013: 2) state that narrative is a type of essay that tells

a story or a series of events in which they occur. Its purpose is to give meaning to

an event or a series of events by telling story. In addition, Keraf (1989: 136) states

that narrative is a form of composition, which has the main objectives in the form

of activities that are tied together to become an event that happened in a certain

time. The social function or communicative purpose of a narrative text is to amuse,

entertain, educate, and to deal with an actual or imaginative story. As stated by

Gerot and Wignell (1995), the basic purpose of narrative is to amuse, entertain and

to deal with actual or vicarious experience in different ways; Narratives deals with

the problematic events which lead to a crisis or turning point some kind, which in

turn finds a resolution. As a text type, narrative has a specific generic structure that

differentiate narrative from other text types.

 23

B. Generic Structure of Narrative Text

According to Gerot and Wignell (1995), the generic structure of narrative is as the

following:

1) Orientation that tells the audience about who the character in the story are,

where the story is taking place, and when the action is happen.

2) Evaluation, it is a stepping back to evaluate the plight.

3) Complication, this part tells where the story is pushed along by a series of

events, during which we usually expect some sort of complication or problem

to arise. It just would not be so interesting if something unexpected did not

happen. This complication will involve the main characters and often serves to

temporally toward them, reaching their goal.

4) Resolution that is when the crisis is resolved, for better or worse;

5) Re-orientation that is an optional part, usually contains a comment or moral

value.

Meanwhile, Anderson and Anderson (1997: 8) show the steps for constructing

a narrative text. They are: (1) Orientation, it is the opening story which tells about

the characters, the setting of time and the setting of place. (2) Complication that

contains events of the story which stimulates the reader to guess what will happen

in the story. (3) Sequence of events, where the characters react to the complication.

(4) Resolution, where the characters finally solve the problem in the complication.

(5) Coda that contains a comment or moral values which can be learned from the

story, but this is an optional step.

 24

C. Lexicogrammatical Features of Narrative

The significant lexicogrammatical features of narrative according to Gerot and

Wignell (1995) are the following:

1) Focus on specific and usually individualized participants;

2) Use of the material processes;

3) Use of relational processes and mental processes;

4) Temporal conjunctions and temporal circumstances; and

5) Use of past tense.

2.2.5 Storytelling Technique

Storytelling is not only to entertain but can also be used as an effective teaching

technique in a language classroom. As stated by Harmer (2007) that storytelling is

one of the way in teaching speaking. Storytelling is an effective tool in improving

the oral competencies of students (Isbell, Sobol, Lindauer & Lowrance, 2004).

Students can briefly summarize a tale or story they heard from somebody

beforehand, or they may create their own stories to tell their classmates. So, the

students can share their ideas in storytelling.

A. Definition of Storytelling Technique

Storytelling is an oral activity where language and gestures and body language are

used in a colorful way to create scenes in a sequence (Champion, 2003). The

National Council of Teachers of English (1992) defines storytelling as the relating

of a tale to one or more listeners through voice and gesture, and they emphasize that

it is not congruent with simply acting out a drama or reciting a story from memory

or a text, but it is the creation of mental images of the elements of a story through
 25

voice and gestures to an audience. However, throughout the telling of a story, the

teller and the audience give complete attention and engage and share in a learning

experience. Barzaq (2009:7) defines storytelling as a knowledge management

technique, a way of distributing information, targeted to audiences with a sense of

information. She also noted that stories provide natural connections between events

and concepts, and that visual storytelling is a way of telling stories through images.

Moreover, Barzaq (2009:15) considered storytelling as an educational

means because stories are believable, memorable, and entertaining, and because

they depend on humans and their experiences that are considered as authentic and

credible sources of knowledge. She also added that storytelling offers teachers a

chance to explore the background experience of their students. She also mentioned

other benefits of the storytelling technique. Firstly, learners may gain verbal skills

that can improve their ability to participate in discussions and to develop other

skills. Secondly, it provokes the imagination by either telling or listening that may

help learners to think about new ideas and to build self-confidence. Finally, it may

help learners to learn how to behave in some such situations from the experiences

and wisdom of others.

As the understanding of storytelling explained above, it can be concluded

that actually storytelling is an activity to share what is on mind. It has many benefits,

such as for entertainment, education, cultural preservation, and instilling moral

values. It is also has elements that have to be noticed, they are plot, characters, and

narrative point of view.

 26

B. The Objectives of Storytelling

Ellis and Brewster (1991: 1-2) state that there are some objectives in using

storytelling technique in speaking class. These objectives as follows:

1) Storytelling technique is to motivate students to develop positive attitudes

towards the foreign language and language learning.

As we know, in every story there will be a moral message that can be taken, whether

it is negative or positive. If it is negative, teacher must tell the students not to do,

but if it is positive, teacher must tell the students to do so.

2) Storytelling technique is to exercise students’ imagination.

Students can become personally involved in a story as they identified with the

characters and try to interpret the narrative and illustration. They also can make

fantasy and imagination to their real world. This imaginative experience helps to

develop their own creative powers to make sense of their everyday life.

3) Storytelling is to increase students’ ability to share social experience.

Storytelling is not only enjoyable, but can help build up students’ confidence and

encourage social and emotional development. It provokes a shared response of

laughter, sadness, excitement, and anticipation. Through storytelling the students

can speak confidently in the front of their classmates.

4) The fourth objective is to allow teacher to introduce or revise new vocabulary

and sentence structures.

It can be done by exposing the students to language in varied, memorable and

familiar contexts. It will be enrich their thinking and gradually enter their own

speech.
 27

5) Storytelling technique is to improve students’ other skills in some aspects, such

as listening, grammar, vocabulary, and concentrate.

In using storytelling technique for speaking class, the teacher must be fair in

choosing the storyteller. The storyteller must be chosen in rotation, so every student

will get their turn to be storyteller. There will be also listener who can improve

listening, grammar, vocabulary, and concentrate through the storyteller. From those

five objectives of storytelling, it can be concluded that storytelling gives many

benefits besides improving speaking skills. Other skills that can be improve through

storytelling, such as listening, grammar, vocabulary, and concentrate. Storytelling

also is a convenient activity to improve speaking skills because students can express

their experience, opinion, ideas, hopes, etc.

C. Activity in Storytelling Technique

The storytelling activity provides a fun and useful way of introducing narrative

texts, new vocabulary and grammatical items. There are several parts in storytelling

technique:

1) Pre–activity

Before the main activity in Storytelling technique, it is helpful to build up the

background knowledge that the student have and to prepare them for new

vocabulary and grammatical structure of narrative text. In this part, the teachers can

use the activity likes ‘Vocabulary Bingo’ or they write down the vocabularies in to

the whiteboard and discuss together with the students.

2) Whilst-activity
 28

It is the main activity in using storytelling technique. The storytelling activity is

done by the students in a group. The stages of spoken narrative activity by using

storytelling technique are such as:

a) The students are put into small groups consist of five students.

b) The teacher gives the story (narrative text) for each student in the group.

c) Ordering students in each group to read their story, sharing some vocabulary

and moral value to the students that can give them inspiration..

d) Giving at least 15 - 20 minutes to prepare the storytelling

e) Students doing or performing storytelling

f) Discussing the story that has been told, it could be as question and answer

activity.

g) Giving comment and appreciation

h) Finding another students to perform

3) Post – activity

In the post – activity is giving feedback from the teacher to the students. The

feedback is about the activity that they have already done before.

2.2 Theoretical Framework

In conducting the present study, I concern to students’ speaking skill. In this study,

I used a quasi-experimental design and divided the subjects of the study into two

groups, experimental group and control group. In experimental group, the teacher

taught students by using storytelling technique, while in control group, the teacher

taught the students by using the existing technique that used in the school. When

conducting the study, I designed a speaking test as the main instrument to collect
 29

the data between both groups and to compare the effectiveness of two techniques

in teaching spoken narrative text. Besides, to get more additional information on

the students’ perceptions and interests of the implementation of storytelling

technique that could not be noted by the tests, I used observation checklist and

interview.

Before the teacher gave the treatments, the pre-test was given for both

groups to measure students’ basic ability on speaking. After giving the treatments,

teacher gave post-test in both groups to measure the significant differences of

students’ speaking skill between experimental and control groups. After finding the

result of the test, I used the t-test formula to calculate the computation of the mean

score. The mean scores were compared in order to find out whether there was a

significant difference between pre-test and post-test between the two groups or not

and to find out which strategy was more effective to teach spoken narrative text.

Then, the interview was given after the post-test only for the experimental group as

a proof that the storytelling technique was effective for teaching spoken narrative

text. The theoretical framework of the present study visualized below.

Experimental
Control Group
Group
Pre-Test

TREATMENT
 30

Using the Existing

Using storytelling
Technique in that
technique
Post-Test school

Experimental group’s Comparing score Control group’s

post-test mean score using T-Test post-test mean score

Determine which one is more effective in teaching spoken narrative text

Figure 2.1 The Theoretical Framework of The Present Study

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and suggestions of the research and data

analysis which have been discussed in the previous chapter.

1.1 Conclusions

The first objective of this research was to describe whether or not the use of

storytelling technique was effective for teaching spoken narrative text. There was a

significant difference between the students who were taught using storytelling

technique and those who were taught using the existing technique that used in that

school. It was proven by the calculation of the mean score of the pre-test and post-

test of experimental group and control group.

The use of storytelling technique in teaching spoken narrative text on the

eleventh grade students of SMA N 1 Purwanegara Banjarnegara in the academic

year of 2016/2017 was effective because there were improvement of the students’

speaking achievement. The improvement was proven by the calculation the

different gain between the pre-test and the post-test of the experimental and control

groups where the score of the control group was 14.78 and the score of the

experimental group was 24.55. The t-test result showed that t-value was 5.653 and

t-table for α = 5% was 2.018. It means that the t-value is higher than the critical

value (5.653 > 2.018).

The second objective of the research was to describe the students’

perceptions on the implementation of storytelling technique in teaching spoken

76
 77

narrative text. Moreover, based on the result of the interview, storytelling technique

can be used as a technique in teaching speaking because it was effective, simple,

and this technique gave the students new experience in improving their speaking

ability. By applying this technique, the students encouraged to be active and

creative. It gave them more motivation during the learning process. This technique

helps the students in learning English independently, especially speaking skill, and

develops social skill among students in a group. Furthermore, most of the students

said that they were interested in storytelling technique during learning spoken

narrative text. They stated that storytelling technique was effective to help them to

improve their speaking skill. In conclusion, it can be said that the students’

perceptions about the implementation of storytelling technique in teaching spoken

narrative text gave positive response. It was proven that the technique not only

improved the students’ ability in spoken narrative, but also improved their attitude

during the teaching and learning process.

1.2 Suggestions

It is very important in teaching spoken narrative text to understand how to make the

students interest in the teaching or how to promote the students’ interest to join the

learning process well. Based on the whole the findings and the result of the study,

the researcher would like to present some suggestions in this study, the suggestions

are dedicated to the students, English teachers, and next researchers.

 78

1. For the Students

Theoretically, storytelling technique will help students, especially the eleventh

grades students of SMA N 1 Purwanegara Banjarnegara to motivate themselves in

improving their speaking ability. Pedagogically, this research would be useful for

students. It has shown that storytelling technique can improve the students’

speaking skill of the eleventh students of SMA N 1 Purwanegara Banjarnegara.

Practically, for the students, they should participate actively in teaching and

learning process using storytelling technique in order to improve their speaking

skill. The implementation of storytelling technique also can develope social skill

among students in group.

2. For the Teachers

Since the use of storytelling technique can improve the students’ understanding of

narrative texts, the teacher can use it as an alternative method in teaching and

assessing spoken narrative text. It can make the students interest in learning English

especially narrative because of it is an interesting and fun activities. In teaching

spoken narrative text, the teacher should stimulate the students by using interesting

methods which are relevant to the students’ interested. The teachers are expected to

have inspirations in improving their teaching methods, so that they can direct the

students’ attention and will finally improve the students’ spoken narrative text.
 79

3. For the Other Researchers

It is expected to use this study as their reference to conduct other researchers in the

same field. They are also expected to be able to cover the limitation in this study

and provide more detailed information about this study.

 80

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