A.

Background of the Research

English is the first foreign language in our country, which is taught from

Elementary level to University level. English also becomes the most essential

language in the world. Almost all the people from many different countries

around the world use it to communicate. The area of English has always

become a special interest. It’s because of the importance of English in any

scope of our lives.

There are integrated skills to be mastered in English language such as:

Speaking, listening, reading, and writing. In the international relationship,

English speaking ability is very important to be able to participate in the wide

world of work. The speaking skill is measured in terms of the ability to carry

out a conversation in the language1. This reality makes teachers and parents

think that speaking ability should be mastered by their students and their

children.

On the contrary, for most people, speaking is the most difficult part

when they learn a foreign language. There are many obstacles in mastering

English. For people who wants to be competent in communicating with

English, they must change and expand identity as she or he learns the culture,

1
David Nunan, Language Teaching Methodology, New York, Prentice Hall: 1991. P.
39

1
social, and even political factors of English, that needed to speak appropriately

with a new ‘voice’, it is as Englishman2.

Based on the reasons above, in recent years, English language teaching

has focused on teach the English language rather than teach about the English

language. The emphasis is not only on linguistic competence of the language

learners but also on the development of their communicative ability. In order to

develop the learner’s communicative ability, the teacher needs to create a

scenario to teach the target language in a vibrant, active and interesting manner.

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

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

use the foreign language. Other reason is because of motivation lack to practice

the second language in daily conversation. They are also too shy and afraid to

take part in the conversation3. Many factors can cause the problem of the

student’s speaking skills. They are the students’ interest, the material, and the

media among others including the technique in teaching English4. Many

techniques can be applied in teaching speaking including storytelling because

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

speaking.

2
Arthur Hughes, Testing for Language Learners. Cambridge: Cambridge University
Press. 1991. P. 34

33
http://idb4.wikispaces.com/file/view/rc19-Teaching Speaking.html.
4
David Nunan, Op. Cit. P. 64

2
 Storytelling is very important in teaching speaking because it gives

students an opportunity to practice communicating. With storytelling students

can briefly summarize a tale or story they heard from somebody beforehand, or

they may create their own stories to tell their classmates. Storytelling fosters

creative thinking. It also helps students express ideas in the format of

beginning, development, and ending, including the characters and setting a

story has to have5.

The storytelling would seem to be the ideal activity in which students

could use their English creatively and it aims to stimulate a conversation

situation in which student themselves and give them an opportunity to practice

and develop their communication skill.

The researcher tries to investigates the phenomenon of teaching

speaking in SMA N 1 Curup Utara which bring the main objective of the study

is to find out the effect of storytelling toward the student’s speaking

achievement. Before choose this place the researcher has taken an interview

with some students. When the researcher asked the technique that are used in

teaching speaking, Ayu said that “in teaching speaking, the teacher still use

conventional technique that is perform a conversation that had prepared by the

teacher”6. Ratna also said that they felt bored in English speaking lesson

because the teacher only command them to perform the conversation7. Mrs.
5
http://iteslj.org/Articles/Kayi-Teaching Speaking.html.
6
Ayu Lestari, A Students of SMA N 1 Curup Utara. Interviewed on July 3rd 2010
7
Ratna Susana, A Students of SMA N 1 Curup Utara. Interviewed on July 3rd 2010

3
Syafinar said that the teacher in this school is lack techniques in teaching

speaking, it caused of the students did not enjoy in studying it8. Due to those

statements, the researcher thinks that teaching speaking by using storytelling

technique is important to be done because it is hoped to be effective in giving

some contribution to English Teacher in teaching reading. The population of

this study is second grade students of SMA N 1 Curup Utara. The researcher

chooses the second grade because second grade has study longer than first

grade whereas the third grade will follow the national examination.

Based on the background above, the researcher wants to conduct a

research about the effect of storytelling toward the students speaking

achievement (a experimental study on the second year of SMA N 1 Curup

Utara).

B. The Problem of the Research

The problems of this research are:

1. How is the student’s speaking achievement under conventional

teaching technique?

2. How is the student’s speaking achievement under the storytelling

teaching technique?

3. What is the effect of storytelling technique toward the student’s

speaking achievement?

8
Syafinar, A Teacher of SMA N 1 Curup Utara. Interviewed on July 3rd 2010

4
C. The Objective of the Research

The objective this research are to investigates:

1. The student’s achievement in speaking by using conventional teaching

technique.

2. The student’s achievement in speaking by using storytelling teaching

technique.

3. The effect of storytelling technique toward the student’s speaking

achievement.

D. The limitation of the Problem

This research researcher limits his problem only to investigates weather

there is a significant effect of using storytelling technique toward student’s

speaking achievement in SMA N 1 Curup Utara 2010-2011 academic years and

subject this research is second year students.

E. The Hypothesis of Research

Hi : There is a significant effect of using storytelling on student’s speaking

achievement

Ho : There is no significant effect of using storytelling on student’s

speaking achievement

5
F. The Significance of the Research

1. For English Teacher

The result of this research is hoped to be effective in giving

some contribution to the English teachers (generally in SMA N 1 Curup

Utara) in using or developing their teaching techniques in teaching

speaking. It is also expected that teacher realizes that there are so many

alternatives techniques in teaching speaking.

2. For Students

The result of this research is also expected to the students, in

order to make the students feel enjoy when learning about reading. It is

also expected that students can absorb the material that are given by the

lecturer with joyful.

3. For Researcher

The result of this research is expected to the researcher can give

new knowledge and technique that can be used in teaching speaking. And

also the researcher can learn more through this study.

G. The Operational Definition

1. Effect

6
 Effect is a change produced by an action or a cause; a result or

outcome9. So the other definition is an impression created in the mind of

spectator, reader, etc while watching a play, listening to music or looking

at painting10. Effect in this research is the effect of storytelling toward

students’ speaking achievement.

2. Speaking Achievement

In generally, in doing an activity, a person is ordered to reach a

result, the result could as change the behavior, knowledge, skill or

attitude, and for the students the result is formed as mark (achievement).

AS. Hornby says achievement is “…something done successfully, with

effort and skill”11.

According to W.J.S Purwodaminto “Achievement is the result of

work, effort and soon”12. For the students it is formed by mark as the

result of the students learning in their school or college.

From definition above, it’s known that achievement is a high

achieving of work, effort and so on done successfully by someone.

Achievement in speaking skill is a skill in oral communication

which is language of knowledge about forms of language and meaning of

that form, and skill for using when and for whom using that form
9
AS. Hornby, Oxford Advanced Learners’ Dictionary of Current English, Oxford
University Press: 1995. P. 369
10
Jonathan Crowthers, Oxford Advanced Learners’ Dictionary, Oxford University
Press: 1985. P. 369
11
AS. Hornby, Op. Cit. P. 8
12
Purwodaminto, Kamus Besar Bahasa Indonesia. Jakarta: Balai Pustaka. 1979. P. 10

7
 naturally13. It means, in speaking people need dominating the language

form, which use and it can be clever in place of when and for whom that

language will be used. Like English language, a people will be using

English language when it is speaking to the other people which able to

speak English, because impossible if it is using English language to

people who can not speak English. Because in speaking English the

listener should know the aim of people speaking.

3. Storytelling

Storytelling is an act of sharing event more intimates that

reading to another person or to a group14. Storytelling is an ancient art that

is valuable instructional tool. Storytelling is an entertaining and stimulates

children’s imagination15. So stories can stimulate the children’s

imagination, improve vocabulary and provide the children with good

models of usage and speaking. In addition, when the teacher shares with

students, it builds the student’s knowledge of stories, and their

appreciation of stories. Other opinion also said that “Oral storytelling

performances and workshops directly support the development of literacy

by enriching the teaching of speaking and listening skills”16. Nunan in

13
Sri Utari Subiyakto Nababan, Methodology Pengajaran Bahasa. Jakarta; Gramedia.
1993. P. 23
14
Petty, TW and Jensen, MJ, Developing Children Language. London; Allyn and
Bacon. P. 3
15
Hokison K and Tomskins G, Language Art Content and Teaching Strategies. Texas:
Merril Publihing Company. P. 143
16
http://www.crickcrackclub.com/CRICRACK/EDUCSPLF.HTM

8
 Hayriye Kayi also said “that storytelling is one of activities that can

improve student’s speaking ability”17. The storytelling would seem to be

the ideal activity in which students could use their English creatively and

it aims to stimulate a conversation situation in which student themselves

and give them an opportunity to practice and develop their

communication skill.

H. Methodology of the Research

This research is experimental study. It attempts to find out the effect of

the storytelling on students speaking achievement. It is stated that

“experimental research provides a systematic and logical method to observe the

effect of the certain manipulates one independent variable which is done under

careful control18.

The researcher here manipulates one independent variable and one

dependent variable and observes the effect of what on the dependents variable.

There are two classes in this research. Those are control class (independent

variable) and experiment class (dependent variable). The actual teaching

(treatment) using storytelling technique will being do after the pre-test and then

the post-test is given to the sample students to find out the progress of their

learning.

17
http://iteslj.org/Techniques/Klancar-SpeakingSkills.html.
18
Best John, Research in Education. New Jersey, Prentice Hall: P.57

9
a. Population

Population is individual of group have one or more general

characteristic which become the centre of research. According to Frankell,

“Population is group to which the researcher of the study indeed to

apply19.

The population in this research is taken from all the students in

the second grade of SMA N 1 Curup Utara in 2010-2011 academic years.

Relegated to this research, the researcher chooses SMA N 1 Curup Utara

as the objective of the research because based on interview with some

students and teacher at this school before, the researcher found that

students have some problems in speaking English. The researcher chooses

the second grade as the subject because second grade has study longer

than first grade whereas the third grade will follow the national

examination.

b. Sample

The sample is taken in this research are through cluster sampling

technique because they are considering as homogenous based on the age

or level, so each element of population has the same opportunity to

become sample20. Because of this research is experimental research the

sample only two classes are selected randomly.

19
Jack, R. Frankell and Mormale Walln, How Design and Evaluate Research in
Education, Mc. Grow Hill, international Edition. P. 78
20
Gay. L. R and Peter Airasian, Educational Research Competence for Analysis
Application. An imprint of practice hall, New Jersey, Columbus. P. 129

10
c. Homogeneity

Before the sample is determined, the researcher gives the

homogeneity test in order to get the homogenous class. Gay and Peter

stated that Homogenous sampling is selecting participant who are very

similar in exercise, perspective or outlook; this produce a narrow,

homogenous sample, and make data collection and analysis sampler21.

The mean of analysis sampler is the researcher determines the effect of

experiment variable both separately and in combination 22. In order word it

permits the researcher to determine if there is interaction between the

experiment variable and the control variable.

d. Instrument

To know the effectiveness of teaching speaking by using

storytelling, the researcher gives oral test to the students. Whereas the

researcher gives text about the story to the students and then the students

tell about the story using their words. Because the test is oral test, the

researcher divided the score into five criteria, which are the scores of

pronunciation, grammar, vocabulary, fluency and comprehension. Each

criteria, then is rated into five scale of rating scores, it is based on David

P. Haris’ scale rating scores23.

21
Ibid. P. 139
22
Ibid. P. 355
23
David P. Haris, Testing English as a Second Language, (New York: Mc. Graw Hill
Book Company, 1969), P. 84-85

11
 After that, to get the mean, the scores from all criteria are sum

and divided into five. The pre-test had been given before the treatment

was given. Moreover, the post-test was given after he had given the

treatment to the class.

I. Technique of Collecting Data

Process of collecting the data

Controlled group Experiment group

Pre-test Pre-test

No treatment
Treatment
( conventional
(storytelling)
Technique)

Post- Post-
test test
Score
Post
test-
Pretest
The instruments that are used in this research for collecting the data

before and after doing the experiment are:

a. Pre-test

This Pre-test will be given to the students in both groups,

experimental and control group in SMA N 1 Curup Utara in 2010-2011

12
 academic years. And the test is given to the students in both groups before

the treatments are begun. The Pre-test is in oral test form. The test

consists of 10 questions. The scores are taken in five criteria, which are

the scores of pronunciation, grammar, vocabulary, fluency and

conversation. Then, to get the mean, the scores from all criteria are sum

and divided into five.

b. Treatment

The steps for experimental group are given as follows:

1. The researcher begins the class by telling about the title of the

story.

2. The researcher asks about the title of the story in order to build up

the some prediction.

3. The researcher divides the students in to some groups.

4. The researcher gives the students a copy of narrative text.

5. The researcher assigns the students to read the story silently.

6. The researcher discusses the text in group with the story and the

difficult words.

7. The researcher asks about the story and discusses the vocabulary

and grammar items to the students.

8. The researcher provides the students with a copy of list of

vocabulary related to the story.

13
 9. The researcher identifies and analyzes all aspect of the narrative

text together with the students.

10. The researcher discusses the message or social value of the text

with the students.

11. The researcher asks the students to read the text loudly.

12. The researcher gives the models to the students on how to

pronounce the words correctly.

13. The researcher administers the self-assessment sheets and reading

work sheets to the students.

14. The researcher administers peer-assessment sheets to the students

to assess the researcher performance.

15. The researcher asks the students to rehearse the story and tell it in

a small group.

16. The researcher encourages the students to rehears the story again

at home.

17. The researcher asks the students to tell the story individually in

front of class.

18. The researcher administers peer-assessment sheets.

19. The researcher records the student’s voice and assesses their

performance.

The steps for control group are given as follow:

1. The students are given the story.

14
 2. The researcher asks the students to tell the story by using their word

about 10 minutes.

3. The researcher asks the students to tell the story individually in front

of class.

4. The researcher administers peer-assessments sheets.

5. The researcher records the student’s voice and assesses their

performance.

a. Post-test

The students are given a Post-test to know the students progress

after the treatment. The test is similar with the pre-test. However, the

post-test is given after the treatment had been done by teaching speaking

using storytelling. The scores are taken in five criteria, which are the

scores of pronunciation, grammar, vocabulary, fluency and

comprehension. Then, to get the mean, the scores from all criteria are sum

and divided into five.

J. Validity and Reliability

a. Validity of Test

To decide whether the tests (homogeneity test, Pre-test and Post-

test) those were used are valid or not. The researcher uses validity test

because a test is said to be valid if measures accurately what is intended to

15
 measure24. And the way to measure the validity of the test, the researcher

use Pearson formula as follow:

N∑XY

rxy = √ ( ∑X2) (∑Y2)

Where:

r : Instrument validity

X : Score in experiment group

Y : Score in control group

N : Number of students in a group25

b. Reliability of Test

In collecting the data, reliability of test is necessary to be

measured too. A good instrument in collecting the data will be reliable, it

can give constantly to the test or it will be reliable if the researcher uses

the formula of reliability that is Spearmen Brown as follow:

r = N ∑ XY –(∑X)( ∑Y)

√{N( ∑X2)- (∑X)2}{N(∑Y2)-(∑Y)2}

24
Arthur Hughes, Op. Cit, P. 22
25
Sumarna Suparta, Analysis Validitas, Reliabilitas dan Interpretasi Hasil Test, Rosda,
Bandung: 2004. P. 6

16
 Where:

r : Instrument validity

X : Score in experiment group

Y : Score in control group

N : Number of students in a group26

K. Technique of Data Analysis

In order to get validity and reliability of the items of the test, the

researcher firstly tried out the test to the students from another class beyond the

experiments and the control class, then the items were analyze to know the

number of the items that can be used in Pre-test and Post-test. The researcher

also will analyze whether the students have the improvements in their speaking

comprehension after storytelling have been applied or in contrast. Then the data

from Pre-test and Post-test were analyzed by employing the t-test with the

formula:

t0 = M1 - M2

SE M1 – M2

Where:

t0 : The value the statistical significance of the mean difference be judge

M1 : Mean score of experiment group

M2 : Mean score of control group

26
Sudijono Anas, Pengantar Evaluasi Pndidikan, Rajawali Press. Jakarta: 1998. P. 219

17
 SEM1-M2: Standard error differentiation between mean score of experiment group

and mean score of control group.

L. Literature Review

A. Speaking

1. Definition of Speaking

Hornby said that speaking is “the voice produced by making use

of language in an ordinary”27. It is the process to create language in

conversation. Language is essentially speech, and speech is basically

communication by sounds. In same line, people can be easier doing

communication with others. ”Speaking is in fact doing in one of the

most important human way”28. In addition Theodore Huebner said that,

speaking is a skill used by someone in daily life communication whether

at school or outside. The skill is acquired by much repetition; it

primarily a neuromuscular and not an intellectual process. It consists of

competence in sending and receiving messages29. While According to

Chaney, speaking is “the process of building and sharing meaning

27
As hornby, Oxford Advanced Learners Dictionary of Current English. Oxford
university press, 1974. P. 2
28
JF Wallword, Language and People Heinemann Educational Book. London 1978,
P.70
29
Theodore Huebner, Audio Visual Technique in Teaching Foreign Language, New
York: Cambridge University Press, 1960. P. 5

18
 through the use of verbal and non-verbal symbols, in a variety of

contexts”30.

From the above definition, it can be inferred that speaking is

expressing ideas, opinions, or feelings to others by using words or

sounds of articulation in order to inform, to persuade, and to entertain

that can be learnt by using some teaching learning methodologies.

“English occupies the first language in improving our lives,

especially in globalization era, needed the real condition of the societies,

students and workers environment”31. It means every one is demanded

to be able to use another language from different countries. The people

who do not have ability to use other language, of course will be left

behind. It can see it from the reality of live. That is why many

companies look for the employs with the criteria of English and people

who would like to apply the job must be able to speak English.

2. Speaking Evaluation

To know what ever achieved or not the education purpose in

teaching of speaking needs for doing measure evaluation. At nature

evaluation is activities to give judgment or value based on certain

30
A. L. Chaney and T. L. Burke, Teaching Oral Communication in Grades K-8,
Boston: Allyn & Bacon, 1998. P. 13
31
Ar Adi Candra. Kamus Inggris-Indonesia Indonesia-nggris. Surabaya: Arikola.
1997. P. 289

19
 criteria. According to Anas Sudijono, “evaluation is activities or process

to measure and then avulse how far the purpose has can performance” 32.

According to Oemar H, “evaluation is a process is importance in

education process”33.

From statement about it is clear that speaking performance is

activities or process in important in measure, observation and then to

evaluate how far students ability in speaking then to know goodness and

lack student speaking English.

Furthermore, Harris pointed out “that speaking is a complex skill

requiring the simultaneous use of a number of disport rate. Either four or five

components are generally reorganized in analysis of the speech process. They

are Pronunciation, Grammar, vocabulary, and Fluency34. To these should

probably be added comprehension for oral communication certainly requires a

subject to respond to speech as well as to initiator.

3. Speaking Achievement

In generally, in doing an activity, a person is ordered to reach a

result, the result could as change the behavior, knowledge, skill or

attitude, and for the students the result is formed as mark (achievement).

32
Sudijono Anas, Pengantar Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada.
2006. P. 23
33
Hamalik Oemar, Pendidikan Guru Berdasarkan Pendekatan Kompetensi. Jakarta:
Bumi aksara
34
David P. Haris, Op. Cit. P. 84-85

20
 AS. Hornby says achievement is “…something done successfully, with

effort and skill”35.

According to W.J.S Purwodaminto “Achievement is the result of

work, effort and so on”36. For the students it is formed by mark as the

result of the students learning in their school or college.

From definition above, it’s known that achievement is a high

achieving of work, effort and so on done successfully by someone.

Achievement in speaking skill is a skill in oral communication

which is language of knowledge about forms of language and meaning

of that form, and skill for using when and for whom using that form

naturally37. It means, in speaking people need dominating the language

form, which use and it can be clever in place of when and for whom that

language will be used. Like English language, a people will be using

English language when it is speaking to the other people which able to

speak English, because impossible if it is using English language to

people who can not speak English. Because in speak English the listener

should know the aim of people speaking.

4. Character of the Successful Speaking Activity

35
AS. Hornby, Op. Cit. P. 8
36
Purwodaminto, Kamus Besar Bahasa Indonesia. Jakarta: Balai Pustaka. 1979. P. 10
37
Sri Utari Subiyakto Nababan, Methodology Pengajaran Bahasa. Jakarta; Gramedia.
1993. P. 23

21
 We can learn it with knowing the characteristic of a successful

speaking activity, According Penny Ur, they are:

a. Learners talk a lot. As much as possible of the period

time allotted to the activity is in occupied by learner

talk. This may seem obvious, but often most time is

taken up with teacher talk or pauses.

b. Participation is even. A minority of talkative

participants does not dominate classroom discussion,

all get a chance to speak, and contributions are fairly

evenly distributed.

c. Motivation is high. Learners are eager to speak

because they are interested in the topic and have

something new to say about it, or because they want

to contribute to achieving a task objective and,

language is of an acceptable level learners express

themselves in utterances that are relevant, easily

comprehensible to each other, and of an acceptable

level of language accuracy38.

38
Ibid. P. 121

22
 So, from the comprehend above speaking ability is potential to

expressing message by using English which is performed by the

students whether outside or inside the classroom.

5. Teaching speaking

Speaking is a crucial part of second language learning and

teaching. Despite its importance, for many years teaching speaking has

been undervalued and English language teachers have continued to

teach speaking just as a repetition of drills or memorization of

dialogues.

“Teaching of speaking skill is more demanding on the teacher

than the teaching of any other language skill”39. For this reason many

teacher give up the attempt to teach it and concentrate on what they call

a more “intellectual” approach to language teaching (the deciphering of

the written code and the discussion of its features, or the discussion of

the content of foreign language text).

Teaching speaking should improve student's communicative

skills, because only in that way students can express themselves and

learn how to follow the social and cultural rules appropriate in each

communicative circumstance.

39
Rivers M wilga, Teaching Foreign Language Skill. The university of Chicago Press.
P. 160

23
 According to Nunan teaching speaking is :

- Produced the English speech sounds and sounds pattern

- Use word and sentences stress, intonation patterns and the rhythm of the

second language

- Select appropriate words and sentences according to the proper social

setting, audiences, situation, and subject matter.

- Organize their thoughts in a meaningful and logical sequence.

- Use language as means of expressing values and judgments.

- Use the language quickly and confidently with few unnatural pauses,

which are called as fluency.40

B. Storytelling

1. Definition of storytelling

Storytelling is an act of sharing event more intimates that

reading to another person or to a group41. Storytelling is an ancient art

that is valuable instructional tool. Storytelling is an entertaining and

stimulates children’s imagination42. So stories can stimulate the

40
http://iteslj.org/Articles/Kayi-TeachingSpeaking.html. Op. Cit.
41
Petty, TW and Jensen, MJ, Developing Children Language. London; Allyn and
Bacon. P. 3
42
Hokison K and Tomskins G, Language Art Content and Teaching Strategies. Texas:
Merril Publishing Company. P. 143

24
 children’s imagination, improve vocabulary and provide the children

with good models of usage and speaking. Stories also encourage a sense

of the humor and increase students’ appreciation of literature. In

addition, when the teacher shares with students, it builds the students

knowledge of stories, and their appreciation of stories.

Storytelling is one of the activities that can promote student’s

speaking ability. According to Nunan in Hayriye Kayi “Students can

briefly summarize a tale or story they heard from somebody beforehand,

or they may create their own stories to tell their classmates. Storytelling

fosters creative thinking. It also helps students express ideas in the

format of beginning, development, and ending, including the characters

and setting a story has to have”43. Other opinion also said that “Oral

storytelling performances and workshops directly support the

development of literacy by enriching the teaching of speaking and

listening skills”44. The storytelling would seem to be the ideal activity in

which students could use their English creatively and it aims to

stimulate a conversation situation in which student themselves and give

them an opportunity to practice and develop their communication skill.

2. The criteria for selecting stories

43
http://iteslj.org/Techniques/Klancar-SpeakingSkills.html. Op. Cit.
44
http://www.crickcrackclub.com/CRICRACK/EDUCSPLF.HTM. Op. Cit.

25
 Tooze in Petty and Jensen has spelled out some generally

accepted criteria for choosing a story. The summarizes of the standard

as follow:

a. The story must have a good plot with something of interest to

resolve. The development of the plot must be easy to follow.

b. The characters must be believable. They are genuine and lifelike.

c. The background of the story must be authentic. The place, the

time, and the setting must give validity.

d. The moods of the story must make it ring true.

e. The style of language of the story must be appropriate the word

and the way they are put together should be natural, appropriate to

the place of the story and helpful in conveying the mood45.

f. The story must be personally absorbing and involving.

Marrow in the Hoskisson and Tomskins also present other

consideration. They are:

a. The story has a simple, well-rounded plot.

b. Has a clear beginning, middle and end.

c. Has an underlying theme.

d. Has a small number of well-defined characters.

e. Contains dialogue.

f. Use repetition.

45
Petty and Jensen, TW and Jensen, MJ. Op. Cit. P. 5

26
g. Use colorful language or ”catch phrases”46.

3. Storytelling technique

There are many ways to tell stories. Successful storytellers have

their own ways of telling their favorite stories.

Petty and Jensen also said that teacher should formulate brief

storytelling guidelines. They are:

a. Speak clearly

b. Speak so all can hear

c. Still stand

d. Look as your audience

e. Use colorful word

f. Have a good beginning and ending

g. Talk naturally

h. Be interested your story

According references above, the researcher assumes that it is

necessary for the English teacher to have ability in storytelling. The

success of storytelling can be seen if students are happy and enjoying. It

is hoped that if the students have an interest in learning English, they

will have a high motivation in learning speaking but also in learning

listening, reading and writing.

46
Hoskison K and Tomskkins . G, Op. Cit, P. 143-144

27
M. Review of the Related Finding

The researcher has in this entitled “The Effect of Storytelling Toward

the Student’s Speaking Achievement (A Experimental Study on Second Year

students of SMA N 1 Curup Utara in Academic Year 2010-2011)” in learning

have been done recently by students as follows:

Sopian (2008) in his research entitled “The Effect of Small Group

Activity on Student’s Speaking English performance (Experimental study on

the third year SMP N 2 Padang Ulak Tanding)”. He found that indicate small

group activity can improve the student’s speaking English performance

compared with conventional technique. The pre- test result showed that the

mean of the control class was 17,68, and the mean score of the experimental

class was 17,36. The t-count was found to be 0,033, smaller than the t-table

(0,003 < 2.00). Therefore, Ho was accepted and Hi was rejected. It means that

the both classes were of equal ability. As a result, they could be accepted as

samples for the experiment. The Post-test result showed that the mean score of

the control class was 18 and the mean sore of the experiment class was 21. The

t-count was found to be 4,91 bigger than the t-table. Therefore, Hi was accepted

and Ho was rejected. It means that, after treatment there was significant

difference in reading comprehension pot-test core average between the control

and the experiment class.

Exa Satria (2008) in her research entitled “The Effect of Discussion and

Speech Technique toward Student’s Speaking Ability (An experimental

28
research in SMA N 1 South Curup in Academic Year 2007-2008)”. She found

that indicate that using of discussion technique can develop student’s speaking

skill. Student’s more be brave to expressing their ideas, feeling, thoughts or

opinions concerning of this material. The mean score in experimental group

higher than control group (69,03 > 65,07). The using of speech technique was

better than conventional technique. The students can improve their pupil learn

and realize text contents that they submitted, the students can to say and easier

to make their pronunciation act. The mean score in experimental group was

70,07. It means that the score in experimental group higher than control group

(70,07 > 69,03).

Indra Kenedi (2009) in his research entitled “The Effect of Storytelling

toward the Student’s Listening Achievement (A Experimental Study on the

Fifth Year Student’s of SD 09 Curup Tengah in Academic Year 2009-2010)”.

He found that indicate storytelling can develop student’s listening achievement.

It proved from the score in experimental group differs significantly from the

students in control group. The mean score in experimental group was 6,53. It

means that the score in experimental group higher than control group (6,53 >

4,55). It indicated that there was a significant different achievement by using

storytelling in teaching listening than using conventional technique.

From the result of the research which is found by the experts can

concluded that the problem of the research which the researcher investigated is

new. It had never yet been investigated, because of that the researcher interested

29
to hold the research about “The Effect of Storytelling toward the Student’s

Speaking Achievement”.

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http://idb4.wikispaces.com/file/view/rc19-Teaching Speaking.html. Posted on

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Suparta, Sumarna. 2004. Analysis Validitas, Reliabilitas dan Interpretasi Hasil

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 THE EFFECT OF STORYTELLING TOWARD STUDENT’S
SPEAKING ACHIEVEMENT
(A Experimental Study on the Second Year of SMA N 1 Curup Utara in 2010-
2011 Academic Year)

PROPOSAL

Advisor Co Advisor

Ihsan Nul Hakim , MA Leffy Noviyenti, M.Pd

Nip. 19740212 199903 1 002 Nip. 19761106 200312 2 004

33
English Taddris Study Program Education (Tarbiyah)
Departement

STAIN COLLEGE FOR ISLAMIC STUDIES

( STAIN ) CURUP
2010

34