CHAPTER I

INTRODUCTION

1.1 Background of the problem

English is an international language that many people use nowadays. This
language is important for the people to face the globalization era. Realizing this
phenomenon, our government has done some efforts to improve the quality of
English education. They have stated that English has become a compulsory
subject in Indonesia that is taught from elementary school to university. This is
hoped that students will master English, involve the four skills well.
The new curriculum, KTSP (kurikulum tingkat satuan pendidikan) is created
to support these hopes. The students are taught several kinds of text. The approach
of teaching English by using text is called Genre Based Approach. There are four
stages that involve in the teaching cycle by using this approach. They are
Background Knowledge of the Problem (BKOF), Modeling of the Text (MOT),
Joint Construction of the Text (JCOT), and Independent Construction of the Text
(ICOT).
There are twelve kinds of text that the teacher should teach in Junior and
Senior High School. One of the texts that should be learned by the second year
students of Junior High School is narrative text. Narrative text is a kind of text
that tells a story, it has character, setting and action. And it includes an
orientation, compilation, and then resolution.
To create the lively learning activity in the classroom, the teacher should find
an interesting way to teach that kind of text. Based on writers experience that the
teacher offer the material not with an interesting way. As the result, many of the
students don’t understand what is the text tells about. So they have difficulties in
writing and also in speaking.
To overcome this problem, the writer suggests to use storytelling activity in
teaching narrative text. The writer chooses this method because storytelling is an
interesting activity that will attract students’ interest. If the learners have feel
interest to study, that will help them to understand the lesson easily.

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1.2 identification of the problem
Students who learn English especially in learning types of text find difficulties
to understand or comprehend the text. They feel that English is a difficult subject
for them. This happen because they face in the classroom that the teacher do not
teach the text in an interesting and also enjoyable activity. Because of these
reasons, the students have bad image or judgment about English. There is a
statement in their mind that English is a difficult subject.
This perception that come from the students’ mind affect to the way they
study. There is no big motivation to learn about this subject. Because of that the
teaching learning processes do not run well or do not create lively class. They are
not involved in the process of understanding the text or lesson.
Based on the problem that occur to the learners, the teacher should make
her/his self correction. They have to find an interesting activity that will change
students’ bad perception about English. They have to do the enjoyable activities
that content the material to study. If the learners have good perception about
English, it will make them easier to study because they will not think about the
difficulties related to the material.
One of the texts that should be taught to the learners is narrative text. Like
what I have stated before that narrative text is a kind of text that tells a story, it has
character, setting and action. And it includes an orientation, compilation, and then
resolution.
Storytelling activity is one of the ways that the teacher can be used in teaching
narrative text. This activity will lead the learners to understand the text with
enjoyable activity. This method is very effective to do because we can deliver the
material what we want with the interest of the learners. This is an effective
activity.
1.3. Limitation of the problem
The writer would like to apply storytelling activity in teaching narrative text
for the second year students of junior high school.

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1.4. Formulation of the problem
This problem can be formulated in “how can storytelling be used in teaching
narrative text”.
1.5. Research Question
The problem of this research is elaborated in the following question: Is
there any difference on the students’ understanding the narrative text from the
common way (read the text) with using storytelling activity.

1.6. Purpose of the study

The purpose of the study is to discuss the implementation of storytelling in
teaching narrative text, and the teacher can apply this method in teaching process.
1.7. Significance of the Research
This research is expected to contribute useful information for English teacher
to help the junior high school students understand the narrative text easily. It is
hoped that they can understand the text easily and can develop their idea to
construct the text. English teacher might also get some points to be considered in
applying storytelling as a method in teaching narrative text to the students. In
short, the teachers can improve the way in teaching narrative text.
1.8 Definition of key terms
1. Narrative text is a kind of text that tells a story, it has character, setting
and action.
2. Storytelling is the art that use language (interactive art) to express the
elements and images of a story. This activity involves physical
movement (action), sound, and also using words/ language.
3. Props is the thing (properties) that is used in stage (performance)

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 CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 The nature of text
The goal of KTSP is to enable the students communicate well. They do not
only study the subject in the classroom but also can implement it in their daily
life. To achieve this goal, the government has suggested the new approach that we
call Genre Based Approach. This approach is a lesson about kinds of text and ends
with producing the text in written form and also orally. According to Chandler
(2007) genre comes from French and originally Latin word. The meaning of genre
is kind of class, and then to term genre become widely and refers to types of text.
Commonly, people define text as a production of written, but it is not
absolutely true. According to Garot and Wignel (1994) culturally they define the
genre as a result of using language written and spoken to help reconstructing
something, and it is added by Depdiknas (2003) that text is production by verbal
communication in spoken and written form. Thus text is not only in written form
but also in spoken form.
Texts also define as a group of words and sentences that have meaning
(Halliday and Hasan, 1985). Rukimi in Rahayu (2006) says that text is a
meaningful language in which it conveys what we are thinking through both,
medium, written and spoken.
2.2 The nature of storytelling
Storytelling consists of two words; story and telling. Story is a narrative
account of a real of imagined events. Telling is a face to face oral and physical
presentation of a story.
There are a lot of definitions about storytelling from many experts. One of
the definition is given by Williams (1997: www.eldbarry.net) says storytelling is
the interactive art of using words and actions to reveal the elements and images of
a story for encouraging the learners’ imagination.
In addition, National storytelling Association (2007) says “storytelling is
the art of using language, sound, physical movement or gesture to reveal the
elements and images of story to a specific, live audience”.

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 The writer concludes that storytelling is the art that use language
(interactive art) to express the elements and images of a story. This activity
involves physical movement (action), sound, and also using words/ language.
When choosing a storytelling as a media, the teachers should consider
some activity dealing with this.
1. Interactive
Storytelling involves interactions between a storyteller and the listener.
The direct interaction between the teller and audience is an essential
element in telling a story. Storyteller needs the responses from the listener.
She/he will know if the story they delivering are interesting or boring for
listener from their responses. The best storytelling performance will
connect the teller and audience directly and tightly. If the teller can create
the situation like that, it means that they success to attract listener interest
to their story. To reach this goal, the storyteller should pay attention in
selecting the story.
2. Selection of the story
When selection the story, it means that some one/ the teacher evaluate the
stories and discriminate between those that will meet learners’ need and
also will attract learner interest.
Pedersen E. martin (1995) suggest seven stage in selecting the story
1) Read, read, read
The storyteller/ the teacher should read more about the story. Read all
types of traditional stories and literary fairy tales, modern tales, picture
books, action stories, romances, fantasies, juvenile fiction, nonfiction, and
biographies, etc. read different versions of the same story. The wide
reading will give authority to your telling.
2) Choose stories you like
The storyteller should choose the story that he/she comfortable with and
have meaning for him/her. This will make the storyteller deliver the story
effectively.

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3) Choose stories appropriate for your learners
Find stories that the student like and match their age and language level.
4) Find stories with a simple structure
Look for a single, clearly defined theme, a well developed sequential plot,
a consistent style, standardized characterization, conflict resolution,
dramatic appeal, unity, interesting subject matter, and strong emotional
content. Avoid stories with long explanation or descriptions, flashbacks,
subplots, and other things that will break the flow of a story.
5) Choose stories with positive values
Find stories that contain positive values or positive aspect of human
nature. For example: humor, compassion, resourcefulness, etc.
6) Study the stories background
The storyteller should know about social and historical background of the
story and the country of its origin. If you can’t put the story in the context,
and its contents are not universal, consider choosing another.
7) Test your selection
Final selection is done through trial, whether you get the positive or
negative reactions from your listener.
3. presentation
This is the important element in storytelling. Storytelling always involves
the presentation of a story or a narrative. Some steps that can be followed
to present the story are:
1) Start on the right foot
The first thing to do is introducing the characters, sets, and scene,
establishing the mood, defines the conflict or predicament of the
protagonist and arouses pleasurable anticipation.
2) Be your best self
Express enthusiasm, spontaneity, creativity, and enjoyment. Don’t reveal
nervousness or embarrassment. In addition, don’t let your technique show.

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3) Concentrate your voice
The audience absolutely must hear everything loudly and clearly. Give
different tones to different characters.

4) Maintain eye contact

Eye contact will involve the listener in the story, and also it can check the
understanding and give instant feedback.
5) Help with your hands and body
Facial expression and movement are vital aids in telling the story. Use
gestures that come naturally.
6) Use props sparingly
Don’t use too much props (an object/ something that can be used while
telling the story) because sometimes that will distract your performance.
7) Pay attention to the physical setting
Some rooms (place where telling the story) can kill a good story. Pay
attention to the condition around you, whether you can tell a story standing
up, or sitting on a stool or sitting in a tight circle on a carpet. Those depend
on the place where you will tell the story.
4. The advantages of storytelling
Storytelling has become part of human life. Pedersen (1995) said that
storytelling is the original form of teaching. In short, storytelling is one of
the oldest ways to communicate that also can be used in teaching process.
Teaching text using storytelling activity will involve the
improvement of the four skills in learning English. Those are: speaking,
reading, writing, and listening. Deacon and Murphey (2001) add that
stories can also be used to teach vocabulary and language form.
Story telling can also create lively and enjoyable classroom activities.
Teacher should be able to create learning activities before, during and after
telling the stories. The teacher should give more opportunities to the
students to tell their story. For example by telling a kind of fairy tales that
they like.

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 If the teacher just read the text, that will make the students feel board. So,
storytelling is one of activity to present the text more enjoyable and the
learners easier to understand/ comprehend the text.
2.3 Conceptual framework
This study is divided into two parts of framework. The first part deal with
the problem that the students face in learning narrative text in classroom where
they feel that the study is not interested for them and also they have difficulties in
collecting idea to construct the text. The second part deals with the problem solver
that the researcher offers. The writer suggests the teacher to use storytelling
activity in teaching narrative text. storytelling is an activity where someone tell
the story with the interesting way that include language of course, sounds, body
movements, mimic or facial expression. The writer assumes that by doing
storytelling activity in teaching narrative text will attract students’ interest because
the class will be more relax and enjoyable. They will feel free to write every topic
they like and easier to develop their own idea to construct the text.
This assumption is supported by the theories that are discussed previously.
So, based on her reading the writer stated that the low interest of students in
learning narrative text will be increase if the teacher can find an interesting way
and one of them that can be used is by doing storytelling activity.

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 CHAPTER III
RESEARCH METHODS
3.1 Research design
In this research the researcher will use experimental research. The
researcher will use posttest- only control group design and try to figure out
students understanding about narrative text. This design involved two groups: a
control group and experimental group. The control group will treat by using
common way that the teacher used such as reading and the experimental groups
treat by using storytelling. Both of two classes will get the same material, the
length of time and the same teacher.
3.2 Population and Sample
The population of this research is the second year’s students of SMP 1
Tilatang Kamang. In doing the research, the researcher will use random sampling
technique. Two of five classes are taking as the sample randomly. One class
consists of 30 students and only 20 students (about 75% from the students) are
chosen randomly as a sample. So, total sample of this research is 40 students.
3.3 Method of Data Collection
The posttests will give after several topics are taught. There are five
topics that will researcher give to the students. The purpose of posttests is to
measure the extent to which the students learn during their studying periods.
The researcher will choose the control interview as posttest because
the researcher want to know about students understanding about narrative text.
According to Weir (1993:46) one of the test formats of testing spoken interaction
is the controlled interview. This format will use for the student because they still
beginners. The questions will take based on the topics that give for the students.
3.4 Instrumentation
The instrumentation of this research is some questions given in
conversation or interview. The questions given deal with materials taught to the
students. For example: after telling the story the teacher will ask about the
characters, things that occur in that story, location/ place, the time, and another
questions related to the story.

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3.5 Technique of Data Analysis
The scores of the students in the posttest analyzed by using statistical
analysis in order to identify whether the speaking ability of experimental group is
significantly different from those in the control group at the end of this research.
The test will analyze by suing statistical analysis in order to identify
the average score of both experimental and control group. To see the result, the
researcher uses the t- formula:

X1 − X 2
t=
 SS1 + SS2   1 1
   + 
 n1 + n2 − 2   n1 n

Explanation:
t = the value of t-calculated
X1 = mean of the experimental group

X2 = mean of control group

N1 = the number of subjects of experimental group

N2 = the number of subjects of control group

SS1 = standard deviation of experimental group

SS2 = standard deviation of control group

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 BIBLIOGRAPHY

Chandler, Daniel.2007. “An introduction to genre theory”

http: //www.aber.ac.uk/media/documents/intgenre/intgenre 1.html.
retrieved on June 2nd, 2008
Deacon, Brad and T. Murphey. 2001. “The deep impact of storytelling”. English
Teaching Forum, vol. 39, No.4, 10-18
Depdiknas. 2003. kurikulum 2004 Standar kompetensi Mata Pelajaran Bahasa
Inggris Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta
Gerot, Linda and P. Wignell.1994. Making Sense of Functional Grammar.
Australia: Linda Gerot and Peter Wignell.
Halliday, M. A. K and R. Hasan. 1985. Language, Context, and Text: Aspect of
Languge in a social semantic perspective. Victoria: Deakin University.
National Storytelling Association. 2005. “ What storytelling is: an attempt at
definition the art form. http://www.eldrbarry.net/roos/st_defn.htm.
Retrieved on June 2nd, 2008.
Pedersen, E. Martin. 1995. “Storytelling and art of teaching”. English Teaching
Forum, Vol.33,No.1, 2-11
Rahayu, Sutria. 2006. “The Genre Analysis of Reading Text Used for Grade
Sevens Students in SMP”. Unpublished Thesis. Padang: UNP.

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