retelling story through picture series to improve students

i

Retelling Story through Picture Series to Improve Students

Speaking Skill at the 8th

Grade Students of SMPN 3 Ranteangin

(Pre-Experimental Research)

A THESIS

Submitted to the Faculty of Teacher Training and Education

Muhammadiyah University of Makassar in Partial Fulfillment

of the Requirement for the Degree of

SarjanaPendidikan

Ira Anriani

10535550613

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2020

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

الرحيــــمبســــــم اللـه الرحـمن

viii

Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

SURAT PERNYATAAN

Nama : Ira Anriani

NIM : 10535550613

Program : English Education Department

Title : Retelling Story through Picture Series to Improve Students

Speaking Skill at the 8th Grade Students of SMPN 3 Ranteangin


Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya

sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, Agustus 2020

Yang membuat perjanjian

Ira Anriani

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

بســــــم اللـه الرحـمن الرحيــــم

ix

Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini :

Nama : Ira Anriani

NIM : 10535550613

Program : English Education Department

Title : Retelling Story through Picture Series to Improve Students

Speaking Skill at the 8th Grade Students of SMPN 3 Ranteangin


Dengan ini menyatakan bahwa :

1. Mulai dari penyusunan proposal sampai selesai skripsi ini, saya akan

menyusunnya sendiri (tidak dibuatkan oleh siapapun)

2. Dalam menyusun skripsi ini, saya akan selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini

4. Apabila saya melanggar perjanjian ini seperti butir 1, 2 dan 3 maka saya

bersedia menerima sanksi sesuai aturan yang berlaku

Demikian perjanjian ini saya buat dengan sebenarnya.

Makassar,

Yang Membuat Perjanjian

Ira Anriani

x

MOTTO

For indeed, with hardship will be ease.

Indeed, with hardship will be

ease…(Q.S Al-Insyirah:5-6).

I dedicated this thesis to

My beloved parents and my families

xi

ABSTRACT

Retelling Story Through Picture Series To Improve Students Speaking Skill At

The 8 Grade Students Of SMP Negeri 3 Ranteangin. Thesis of English

Department. The Faculty of Teacher Training and Education,

Muhammadiyah University of Makassar. Supervised by Erwin akib and

radiah hamid.

Speaking is oral communication. It is an activity conducted by people to

communicate and interact with other people in an appropriate and correct

situation. One of the objectives of English teaching is to make the learners able to

communicate in the target language. Unfortunately, junior High School students

were not able to master speaking skills. This is reasonable because speaking has

some crucial elements: (1) Vocabullary (2) Grammar (3) Pronunciation (4)

Fluency (5) Comprehension.

This research was aimed at finding out whether there was improvement on

students’ speaking skills through retelling stories by using picture series and to

investigate whether there was improvement on students’ speaking skills through

retelling stories by using picture series in vocabulary, pronunciation, fluency, and

comprehension. The population of this research was the second grade students of

SMPN 3 Ranteangin consisting of 30 students as experimental class, which was

selected by using lottery. Speaking test was used to collect data in this research.

The result showed that the students’ mean score of pre-test was 59.16 and

their score of post-test after the implementation of retelling story by using picture

series was 67.86, in which the gain amounted 8.70. It means that there was

improvement on students’ speaking skills after being taught through retelling

story by using picture series. Retelling story by using picture series could improve

students’ speaking skills in five aspects, pronunciation, grammar, vocabulary,

fluency, and comprehension . It can be concluded that retelling stories by using

picture series could be used to improve students’speaking skills.

Keywords: speaking skills, retelling stories, picture series.

xii

ABSTRAK

Menceritakan kembali cerita menggunakan gambar berseri Untuk

Meningkatkan Keterampilan Berbicara Siswa Kelas 8 SMP Negeri 3

Ranteangin. Skripsi Jurusan Bahasa Inggris. Fakultas Keguruan dan Ilmu

Pendidikan Universitas Muhammadiyah Makassar. Dibimbing oleh Erwin

akib dan radiah hamid.

Berbicara adalah komunikasi lisan. Ini adalah kegiatan yang dilakukan

oleh orang-orang untuk berkomunikasi dan berinteraksi dengan orang lain dalam

situasi yang sesuai dan benar. Salah satu tujuan pengajaran bahasa Inggris adalah

agar pembelajar mampu berkomunikasi dalam bahasa target. Sayangnya, siswa

sekolah menengah pertama tidak mampu menguasai keterampilan berbicara. Hal

ini masuk akal karena berbicara memiliki beberapa elemen penting: (1)

Vocabullary (2) Grammar (3) Pengucapan (4) Kefasihan (5) Pemahaman.

Penelitian ini bertujuan untuk mengetahui apakah ada peningkatan kemampuan

berbicara siswa melalui menceritakan kembali cerita dengan menggunakan

gambar berseri dan untuk mengetahui apakah ada peningkatan kemampuan

berbicara siswa melalui dengan menggunakan gambar berseri pada kosa kata,

pengucapan, kefasihan, dan pemahaman. Populasi penelitian ini adalah siswa

kelas II SMPN 3 Ranteangin yang berjumlah 30 siswa sebagai kelas eksperimen,

yang dipilih dengan menggunakan undian. Tes berbicara digunakan untuk

mengumpulkan data dalam penelitian ini.

Hasil penelitian menunjukkan bahwa nilai rata-rata pre-test siswa adalah

59,16 dan nilai post-test mereka setelah pelaksanaan retelling story dengan

menggunakan gambar berseri adalah 67,86 dengan perolehan sebesar 8,70.

Artinya, terjadi peningkatan kemampuan berbicara siswa setelah diajar melalui

menceritakan kembali cerita dengan menggunakan gambar berseri. Menceritakan

kembali cerita dengan menggunakan gambar berseri dapat meningkatkan

keterampilan berbicara siswa dalam lima aspek yaitu pelafalan, tata bahasa,

kosakata, kefasihan, dan pemahaman. Dapat disimpulkan bahwa menceritakan

kembali cerita dengan menggunakan gambar berseri dapat digunakan untuk

meningkatkan keterampilan berbicara siswa.

Kata kunci: keterampilan berbicara, menceritakan kembali cerita, gambar berseri

xiii

ACKNOWLEDGMENT

In the name of Allah SWT The Most Beneficent and The Most

Merciful.Alhamdulillahi Rabbil Alamin, the writer would like to express to the

Almighty Allah SWT., who has been giving us blessings,mercies and good health

all the time of research and writing of this thesis. Also,Shalawat and Salam are

delivered to the great prophet Muhammad SAW., whohas bringing us from the

darkness to the lightness by introducing Islamand teaching the great source of

knowledge “the holy Qur’an”.Immeasurable appreciation and sincere gratitude are

extended to the people who in one way or another have contributed in all the time

of the research and writing of this thesis, especially for the writer’s parents

Lukman and Riasni, The writer would like to express her genuine grattitudes to:

1. Prof. DR. H. Ambo Asse., M. Ag .as the Rector of Muhammadiyah

University of Makassar.

2. Erwin Akib, S.Pd., M.Pd., Ph.D. as the Dean of Faculty of Teacher Training

and Education (FKIP) forthe guidance and suppor the writer.

3. Ummi Khaerati Syam, S.Pd., M.Pd., the Head ofEnglish Education

Department forthe guidance and suggestion during the research.

4. The most profound thanks to all lecturers of English Education Department

and all staffs for their help,support, and guidance during research’s time in

studying at Muhammadiyah University of Makassar. And especially for

xiv

Erwin Akib, S.Pd., M.Pd., Ph.D. and Dra. Radiah Hmid S.Pd., M.Pd., as

the first and the second consultant for their guidance, supports and

suggestions during the research and writing of this thesis.

5. Big thank to the researcher’s beloved sisters and beloved brothers to be

always praying for writer’ssuccess.

6. With a special mention to the researcher’s best friends,my beloved

organization TALAS-,Angkatan (wk14), Members of Damn1 Class,

Sisterhood which is the writer can't mention one by one. And also my

roommate who always supporting the writer.

Makassar, Agustus 2020

The Writer

Ira Anriani

xv

TABLE OF CONTENTS

TITLE PAGE ....................................................................................................i

LEMBAR PENGESAHAN ..............................................................................ii

APPROVAL SHEET ........................................................................................iii

COUNSELING SHEET ...................................................................................iv

SURAT PERNYATAAN ..................................................................................viii

SURAT PERJANJIAN .....................................................................................ix

MOTTO .............................................................................................................x

ABSTRACT .......................................................................................................xi

ABSTRAK .........................................................................................................xii

AKCNOWLEDGMENT...................................................................................xiii

TABLE OF CONTENTS .................................................................................. xv

LIST OF TABLES ......................................................................................... xviii

LIST OF PICTURES ........................................................................................xix

LIST OF APPENDICES................................................................................... xx

CHAPTER I

INTRODUCTION

A. Background ............................................................................................... 1

B. Problem Statement .................................................................................... 3

C. Objective of the Research ......................................................................... 3

D. Significance of the Research ..................................................................... 3

E. Scope of the Research ............................................................................... 4

CHAPTER II

xvi

REVIEW OF RELATED LITERATURE

A. Review of Previous Related Findings ....................................................... 5

B. Some Pertinents Ideas

1. Concept of Speaking ........................................................................... 7

2. Concept of Story Telling ..................................................................... 14

C. Conceptual Framework ............................................................................. 21

D. Research Hypothesis ................................................................................. 22

CHAPTER III

RESEARCH METHOD

A. Research Design ........................................................................................ 23

B. Population and Sample

1. Population............................................................................................ 25

2. Sample ................................................................................................. 25

C. Research Variables and Indicators

1. Variables ............................................................................................. 25

2. Indicators ............................................................................................. 26

D. Research Instrument .................................................................................. 26

E. Procedure of Collecting Data .................................................................... 30

F. Technique of Data Analysis ...................................................................... 31

CHAPTER IV

FINDINGS AND DISCUSSION

A. The Findings .............................................................................................. 35

B. Discussion ............................................................................................... 47

xvii

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusion................................................................................................. 52

B. Suggestions ............................................................................ 53

Bibliography .......................................................................................................... 54

Appendices

1

CHAPTER 1

INTRODUCTION

A. Background

In English learning as foreign language, there are four basic language

skills: listening, speaking, reading, and writing. English has been studied by

students from elementary school until university. Thus, English is familiar lesson

for students. English also becomes one of the subjects in national examination.

Nonetheless, there are many students who have difficulties in learning English. It

becomes crucial thing for students in English learning, especially speaking skill.

Speaking is one of the four skills that very important to be taught to the

students because it will help them to use their English in communication and

interaction with other people. Harmer (2007) states that there are two main

components in speaking namely speaker and listener. The function of speaker

gives information and the listener receive the information from the speaker. The

speaker and listener have to cooperate each other to avoid misscommunication

that happened to them.

Brown (2006) states that speaking is a productive skill, like writing, it

involves using speech to express other meanings to other people. Interaction is

two-way communication that involves using language and body language to keep

our listener involved in what we are saying and to check that they understand our

meaning. Examples of these interactive strategies are: making eye contact, using

facial expressions, asking check expressions, clarifying your meaning, confirming

understanding.

2

Based on the researcher’s experience and preliminary observations on

the previous daily speaking test at Eight Grade of SMPN 3 Ranteangin, the

researcher found the fact that from the test result only about 25% of the

class members passed the score of 70 as required by the minimum achievement

criteria or Kriteria Ketuntasan Minimum (KKM) stated by the school. The

students have lot of weaknesses in speaking competence. First, they are not

confident to speak English in front of the class because lack of students’ self

confidence to speak English. Second, they feel afraid of making mistakes when

they want to produce English orally that make them reluctant to speak English.

Third, they have difficulties in pronunciation. Fourth, the students are lack of

having vocabulary.

In the solving the problems of learning English, teacher has to be creative

to design many communicative activities in teaching speaking. The teachers are

expected to make the effective learning and use appropriate technique. The

teacher can urge students to speak English accurately. Heninger (2005) states that

Retelling Story through Picture Series is one of technique that can be used to

stimulate the students in learning speaking. Therefore, using this technique is able

to make the students speak up well. Based on the background above, the resercher

will conducts a research with the title as follows: “Retelling Story through

Picture Series to Improve Students Speaking Skill at the 8th

Grade Students of

SMPN 3 Ranteangin”.

3

B. Problem Statement

This research is aimed at answering the following question, “how does

the using of using Picture Series Method improve students’ speaking skill at the

8th

Grade Students of SMPN 3 Ranteangin?”.

C. Objectives of the Research

The objective of this research is to find out the using of Retelling Story

through Picture Series in improving students speaking skill at the 8th

Grade

Students of SMPN 3 Ranteangin.

D. Significance of the Research

The present research hopefully makes several significances for

theoretical, practical, and professional significant.

1. Theoretical Significant

The research findings hopefully make significant contributions toward the

research about retelling story through picture series to improve students’

speaking skill particularly to 8th

grade students of junior high school.

2. Practical Significant

The research findings are expected to provide information to the teacher in

motivating students to improve their speaking skill, and also beneficially

useful to students and the readers who are interested in teaching English

especially retelling story.

4

3. Professional Significant

The research can help teachers in improving the quality of teaching,

teachers-students’ relationship, creating collaborative learning, and also

creating an interesting classroom.

E. Scope of the Research

This research focuses in implementing Retelling Story using Picture

Series Method to improve students speaking skills at the 8th

Grade of SMPN 3

Ranteangin, especially in accuracy (pronunciation and vocabulary).

5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

Some researchers have done studies on speaking skill and its

contribution on English teaching by using story telling. Their findings as follows:

1. Purwatiningsih (2015), in his Journal “Improving Speaking Ability Through

Story Telling Technique by Using Picture Series”. The finding of the study

indicated that the implementation of the technique was successful in

improving the students’ speaking ability, since the criteria of success were

achieved. Implementing the story-telling technique using picture series in

teaching speaking encompasses several procedures: 1) understanding the

narrative text carefully, 2) understanding grammar and difficult words, 3)

employing dictions based on its context, 4) discussing the text in groups, 5)

using own sentences to deliver story, 6) avoiding mistakes by having picture

series, 7) understanding the message or social value of the text, and 8)

giving reward to enhance motivation.

2. Irwan, (2016) in his Journal “The Effect of Retelling Story Towards

Students’ Speaking Ability”. Using retelling story in speaking class can

improve students’ speaking ability and students’ confident and motivation

towards speaking. Retelling story would be better if supported by the other

things, such as the teacher’s role in the class, the media and facilities, and

the student’s activeness.

6

3. Rahman, (2016) in his Journal “Improving Speaking Ability By Using Series Of

Picture” stated that teaching speaking here is how teacher can give a good

theme to the students, the theme must make students fill happy so they will

give attention all times during the teaching process. The learning and

teaching of a second or foreign language is a complex process. Learning is

“Acquiring or getting of knowledge of subject or skill by study, experience,

or instruction.” Similarly, teaching, which is implied in the first definition of

learning, may be defined as. “Showing of helping someone to learn how to

do something, giving instructions, guiding in the study of something,

providing with knowledge, causing to know or understand.” Teaching can

not be defined apart from learning.

Based on the researcher findings above, there are some differences of

their research. The difference of those findings above are the first research talks

about a technique which could be useful as an alternative strategy which is

expected to improve speaking skill. This technique can help students to determine

general information. The second research talks about strategy requires students to

short passages of materials and rephrase the content, including the main and

specific details, in their own pictures. strategy helps students improve their recall

of important information.

The similarities of those researh are which talk about use of picture series

helps students in learning speaking skill. The students have some new

vocabularies when retelling the story. In addition, the students could know some

of verbs in the past form. Even though it was complicated to explain the meaning

7

of the picture, the teacher should repeat the verbs, but students can get the

meaning and understanding in the story through picture series. While, the

researcher wants to introduce more and to do invetigating more about retelling

story through picture that can help students in improving the speaking skill.

B. Some Pertinent Ideas

In this part, the researcher mentions some pertinent ideas of this research,

they are explained as follows: the concept of speaking and the concept of story

telling.

1. Concept of Speaking

a. Definition of Speaking

Brown (2006) defines speaking as an interactive process in which

individuals alternate in their roles as speakers and listeners and employ both

verbal and non-verbal means to reach their communicative goals in the other

words speaking is the process of building and sharing meaning through the

use of verbal and non-verbal symbols, in a variety of contexts.

Harmer (2007) English speaking ability is the ability to verbalize

the English language in conversation purposively, to speak fluently and

communicate effectively, to use language structure and vocabulary in

the right context, to use appropriate pronunciation, and to apply

appropriate manner. In addition, Byrne (1986) speaking is defined as an

interactive process of constructing meaning that involves producing,

receiving and processing information. Its form and meaning are dependent

8

on the context, in which it occurs, the participants, and the purposes of

speaking,

In order of the definition of speaking, Burns and joyce (1997)

explain that Language is a tool for communication. We communicate with

others, to express our ideas, and to know others’ ideas as well.

Communication takes place, where there is speech. Without speech we

cannot communicate with one another. The importance of speaking skills

hence is enormous for the learners of any language. Without speech, a

language is reduced to a mere script. The use of language is an activity

which takes place within the confines of our community. We use language

in a variety of situations. People at their work places, such as researchers

working either in a medical laboratory or in a language laboratory, are

supposed to speak correctly and effectively in-order to communicate well

with one another. Any gap in commutation results in misunderstandings and

problems.

In addition, Baker & Westrup (2003) state that speaking is a

language skill that is developed in child life, which is produced by listening

skill, and at that period speaking skill is learned. It has an important role in

communication. Speaking can find in spoken cycle especially in Joint

Construction of Text stage. Speaking is the productive skill. It could not be

separated from listening. In the nature of communication, we can find the

speaker, the listener, the message and the feedback.

9

Harmer (2007) states that when teaching speaking or producing

skill, there are three major stages that can be applied, those are:

1) Introducing new language

2) Practice

3) Communicative activity.

According to Hornby (1995) speaking is described as the activity as

the ability to express oneself in the situation, or the activity to report acts, or

situation in precise words or the ability to converse or to express a sequence

of ideas fluently. Furthermore, Tarigan (1990) says that “Berbicara adalah

cara untuk berkomunikasi yang berpengaruh pada hidup kita sehari-hari”.

It means that speaking as the way of communication influences of

individual life. Thus, the students can learn better on how to require the

ability to converse or to express their ideas fluently with precise

vocabularies and good or acceptable pronunciation.

b. The Nature of Speaking

According to Harmer (2002) there are some reasons why two

people are engaged in talking one another. The reasons are:

1) They want to say something.

2) The word “want” is used in general way to suggest the speakers to

define address to other people. Speaking may be forced upon them

but they can say that they feel need to speak, otherwise they would

keep silent.

3) They have some communicative purposes.

10

Speaker say things because they want something happened as a

result of what they say. They may want to charm their listeners, or

may want to give some information or express pleasure.

4) They select from their language store.

Speakers have an infinite capacity to create new sentence in order

to achieve this communicative purpose. They will select the

language they think is appropriate for this purpose from the store”

of language they possess.

5) They want to listen something.

The term “want” is used in general way. But in order that someone

understands what they are listening or reading for, they must have

some desire to do so.

c. Elements of Speaking

Speaking is also one of the language arts that are most frequently

used by people all over the world. The art of speaking is very complex. It

requires the simultaneous use of the number of abilities which often develop

at different rates.

According to Brown (2006) there are some elements of speaking

such as pronunciation, grammar, vocabulary, fluency, and comprehension

should be concerned by teacher. Those are:

1) Pronunciation

11

Pronunciation is a difficult component in learning speaking ability.

It deals with phonology the study of how sounds structure and

function in a language.

2) Grammar

It is needed for students to arrange a correct sentence in

conversation. It is in line with explanation suggested by Heaton

(1978) that student’s ability to manipulate structure and to

distinguish appropriate grammatical from in appropriate ones. The

utility of grammar also learns the correct way to gain expertise in a

language in oral and written form. Grammar is partly the study of

what forms or structure are possible in a language. Grammar is a

description of the rule that governs how sentences are formed.

3) Vocabulary

Vocabulary is the word that is used in speaking. All languages have

words. Language emerges first as words, both historically and I

term of the way each of us learned our first and any subsequent

language.

4) Comprehension

Comprehension refers to understanding of language including

comprehending what speaker says. For oral communication, it

requires someone to respond the speech, if someone speeches, he or

she can respond what other speaker says automatically.

12

From the explanation above, the students should be careful in

choosing words and styles in communication. Somebody who wanted to

speak English well, she/he had to know the ways of speaking English.

Speaking is really different with writing. The students need to know

pronunciation, grammar, vocabulary, fluency and comprehension, having

interaction with listeners and can speak English as well as native speakers

do. The writer also concluded that in speaking class, the students were

expected to express their ideas, information, and feeling to others. The

students were no be able to speak fluently if did not practice the language

well, correct accurate language.

d. Teaching Speaking

The teaching of English is very important. Whereas today English

is the words widely studied foreign language. It is focused on the

communicative proficiency rather than on more material of structure. Here,

speaking becomes the objectives of English teaching. To make the students

speak fluently in English, a teacher has a big role in determining the

student’s mastery of English speaking.

The greater problem is how to build up the motivation of the

students in learning language. In general, the students are highly motivated,

but it is primarily motivation toward practical use of the language. Harmer

(2007) suggests that integrative motivation of the students is more powerful

than instrumental motivation in learning foreign language. Some students

study a foreign language because they want to know more about the people

13

who speak English very well and success in using foreign language. This

will depend on a large extent on understanding of the culture and the people,

and the empathy with them.

Speaking skill is playing a very important role in language

learning, including foreign language learning (Nunan, 2003). Because

speaking is a process of building and sharing meaning through the use of

verbal and non verbal symbol, in a variety contexts, beside the ability to

speak a second of foreign language well is very complex task, because

speaking is used for many different purposes, and each purpose involves

different skill. For example when people use casual conversation, their

purposes may be to establish social contact with other or to establish rapport

or to engage in the harmless chitchat that occupies most of the time learners

spend with friends.

Nunan (2003) states that teaching an intermediate level the

following speaking skills might be seen as significant:

a) The ability to agree and disagree.

b) The ability to identify people and places.

c) The ability to express preference.

d) The ability to expresses opinions.

e) The ability to ask for and give suggestions.

f) The ability to report and people are asking and saying.

g) The ability to summarize a conversation.

14

The importance of interaction activities can be used in a speaking

class. For example, the processing of information by engaging in problem

solving tasks. Such an activity may include placing items in a hierarchy of

importance, deciding itineraries, deciding a price range to spend on gifts,

developing a story from random picture cues. Problem may arise from the

districted cooperation because of the students’ limited vocabulary. However,

as students move towards a monologue (or one person speaking, as learners

they may begin by not speaking smoothly). The teacher must focus on

having students use language in order to complete a task rather than

practicing language for its own sake.

In discussion with someone, the purpose may be to seek or express

opinions, to persuade someone about something, or to clarify information.

In some situation, people use speaking to give instructions to get things

done, to describe things, to complain about people’s behavior, or to make

polite request etc. Each of these different purposes of spoken language

reflects the contexts or situation in which speech occurs. This implies that

whenever communications take place it involves speaking, and whenever

speaking occurred, it uses the language certainly.

2. Concept of Story Telling

a. Definition of Story Telling

According to Heninger (2005), story telling is the art of using

language, vocalization, a physical movement and gesture to express the

elements and images of a story to a specific. Haven (2000) states that story

15

retelling is an appropriate assessment tool for use with ESL students.

Telling story is an active process that encourages children to reconstruct the

text, it also allows for interaction between tutor and child. When necessary,

teacher can help the child reconstruct the meaning of the text by using

open-ended questions and lead-in to facilitate.

In addition, Yang (2011) explains that story retelling is a procedure

that enables a child to play a large role in reconstructing stories. In the other

hand, story telling can encourage the students in learning, because it will

increase students motivation by giving a short story that may never happen

or stories that made fantastic impressed. The fantastic impressed short story

likes fairy tale (Rapunzel, Lion and Tiger, so on), folklore ( Maling

Kundang, Keong Mas, and so on). These short story very famous for

students and almost students understand the plot of these story. Therefore,

story telling can help teachers to improve students speaking skill.

Story telling is an oral activity to grab audiences attention by using

multy-sensory stirring emotion of an event in a story, it involves

improvisation in telling story, facial gestures, and body movement (Isbell:

2002). However, story telling consists of more than just story telling. As a

part of speaking activities in the class, story telling also an effective

teaching tool that enables students to focus on story structure. Therefore,

story telling is the ability to speak and express ideas by the short preparation

with support by using language, vocalization, grammar, expression,

property, and body language.

16

In another theory, Champion as cited in Isbell (2002) says that

story telling is an oral activity where language and gestures are used in a

colourfull way to create scenes in a sequence. Story telling is a procedure

that enables a child to play a large role in reconstructing stories. It

underlines both social and academic development. When they tell a story,

they use language for an extended period of time. They construct the story.

This activity increases their language development. When narrating stories,

the speaker uses the language for an extended period of time. This active

participation with stories results in increased language development,

comprehension and an interest in books and in learning to read. Telling after

reading provides another opportunity for the reader to reconstruct the text.

b. Forms of Story Telling

Haven (2000) states that story telling builds confidence, develops

language skills, encourages speaking and listening fluency, and increases

motivation and interaction for the students. Story telling method makes the

student more enjoyable during learning process. Because, beside the student

be able to develop language skill, student also be able to know the histories,

informations, and sciences. According to Haven (2000) there are eight

forms of storytelling;

1) Cave Painting

In a time before languages and writing, paintings on cave walls

told stories of times long ago, be them warnings, depicting moments

17

that happened in the past, or simple stories made up for the

entertainment or education of children.

2) Oral Tradition

The tradition of telling stories through word of mouth was the

next development in storytelling. As languages came around, and

people in larger groups were together as the population grew, and

people began talking to each other, stories were being past on much

faster, and spreading.

3) Fable

A fable is a short simple story, most often including animals, that

is told to teach some sort of moral lesson, often told to young children.

Fables that are most popular and well known are most probably

“Si Kancil” who told many of these short moral stories to the people.

4) Myth

A myth is a story that is most often about the creation of the world, or

about Gods/Goddesses and higher beings, or mythical

characters (mythical meaning made up and almost completely

unbelievable). Myths originate from Ancient Greek times also, and

although they have no truth to them, they are an opinion on the

creation and existence of this world.

5) Legend

A legendis a historical story that is told to show human caracteristic

such as as bravery, courage, and honesty. Stories such as King Arthur

18

are legends that show a historical figure that represents some

characteristics of the story.

6) Theatre

Theatre was an audience based form of storytelling. It was the

move from just telling the story orally to acting it out, to give off a

much better interpretation of the story. Theatre started in Ancient

Greece, and the Greeks performed stories in giant amphitheatres

which were great for the acoustics as the bowl shape allowed the

sound of the voices to carry out through to massive audiences. The

name audience came from the fact that they could hear the story, more

than see it. Theatre is much more of an interactive form of

storytelling. The actors encouraged the audience to join in and interact

with them in later years, such as shouting famous catch phrases or

trying to offer their help to the protagonist on stage.

7) Text

Storytelling through text has developed and adapted over a long

time since it first started. Right back from when languages were made

and developed things were being written. Text became a popular use

for storytelling when the printing press was created. This meant that

multiple copies of the book could be made, and over time ways were

found to cross them over from different places as transport

developed. There are many examples of big text based stories, but

19

some big modern examples would be book series’ such as Harry

Potter and The Hobbit.

8) Film/TV

Film and TV is the most recent form for storytelling used due

to technology. It is a visual and audio form of storytelling, and film

first came around in the 1880’s when it was first made and showed a

series of images using a projector. It allowed things to be filmed, to

create a story and shown later to a large audience. Creating films

generally follow one of a few structures, and all films stick to these

normally as they are so successful.

c. The Advantage Of Story Telling

Drumm (2013) states that story telling is the oldest form of

education. Cultures around the world have always told tales as a way of

passing down their beliefs, traditions, and history to future generations.

Stories capture the imagination, engaging the emotions and opening the

minds of listeners. Consequently, any point that is made in a story or any

teaching that is done afterward is likely to be much more effective. Haven

(2000) states that the most important advantages of storytelling may be

summarized as follows:

1) Stories are motivating and fun and can help develop positive attitudes

towards the foreign language and language learning. They can create a

desire to continue learning.

20

2) Stories exercise the imagination. Children can become

personally involved in a story as they identify with the characters and

try to interpret the narrative and illustrations. This imaginative

experience helps develop their own creative powers.

3) Listening to stories in class is a shared social experience. Reading and

writing are often individual activities; storytelling provokes a shared

response of laughter, sadness, excitement and anticipation which is

not only enjoyable but can help build up child’s confidence and

encourage social and emotional development.

4) Children enjoy listening to stories over and over again. This frequent

repetition allows certain language items to be acquired while others

are being overly reinforced. Many stories also contain natural

repetition of key vocabulary and structures. This help children to

remember every detail, so they can gradually learn to anticipate what

is about to happen next in the story. Repetition also encourages

participation in the narrative. Following meaning and predicting

language are important skills in language learning.

5) Listening to stories allows the teacher to introduce or revise

new vocabulary and sentence structures by exposing the children

to language in varied, memorable and familiar contexts, which

will enrich their thinking and gradually enter their own speech.

21

D. Conceptual Fremework

C.

D.

Figure 2.1. Conceptual framework

In other to avoid the misunderstanding, the writer use conceptual framework as

follow:

Input to Speaking is The term input in the diagram above refers to the

speaking skill of the students.

Process to Teaching by using retelling story method is the term

process in the diagram above refers to the using retelling story

through picture in the experiment.

Output to Improve the students speaking skill is term output in the

diagram above refers to the improving students’ speaking skill using

retelling story through picture. It can be see of the achievement of the

Accuracy

(Pronunciation and Vocabulary)

(INPUT)

Speaking

(PROCESS)

Teaching and Learning

Speaking Skill by using

Retelling Story through

picture series

(OUTPUT)

Improving Students

Speaking Skill

22

students’ accuracy that are students’ (pronunciation and vocabulary)

and the students’ comprehension.

E. Research Hypothesis

Realizing the problem about it, the hypotheses were made related to this

subject. As this research used quantitative method, the hypotheses were aimed at

answering research question temporary. The researcher formulates hypothesis

which be formulated as follows:

Ho : There is no significant difference between students speaking score in

retelling story through picture series and retelling story through one.

Sample picture: it means the technique is not effective to improve

students’ speaking skill.

H1: There is significant difference between students speaking score between

retelling story through picture series and retelling story through one

sample picture: it means the technique is effective to improve

students’ speaking skill.

23

CHAPTER III

RESEARCH METHOD

A. Research Design

In this chapter, the researcher used a pre-experimental method. This kind

of study allowed the researcher to look at the effect of at least one independent

variable and one dependent variable. This research included pre-test and post-test

to measure the students’ achievement.

1. Research Design

This research used pre-experimental method which entails pre-test,

treatment, and post-test. The research design can be show in the following:

O1 X O2

Where:

O1= Pre-test

X= Treatment

O2= Post-test

(Gay, 2006:251)

1. Pre-test

Before giving a treatment to the students, the researcher gave

speaking test to know the prior level of the students. The form of speaking

test is oral test and it was about 90 minutes in a classroom. The researcher

asked the students to deliver an opinion about the topic from the

researcher. It was aim to know the students’ basic speaking skill.

2. Treatment

The researcher conducted the treatment for Eight meetings. Treatment

is the important process in order to know the improving of retelling story

through picture series on students’ speaking skill. The treatment are employed

24

retelling story and will conduct in four meetings. In each meeting the

researcher use to be discuss.

a. The first meeting the topic is about “ Smartest Animal”

1) The researcher was introduces about the top-down strategy.

2) The researcher was given explanation about reading comprehension

by using top down strategy to stimulate the students.

b. The second meeting the topic is about “Snow White”

1) The researcher were asked the students what their difficulties about

using top down strategy in reading.

2) The researcher was given some text and then students read

c. The Three meeting until the sevent meeting Treatment and Quiz

d. The Last meeting Post Test.

3. Post-test

After giving the treatment, the researcher gave the students the

speaking test. Whether there was any achievement toward the students’

speaking ability after taught by using Retelling Story Through Picture. The

form of speaking test was same as the pre-test. The researcher asked the

students to deliver an argument about the topic that was given by the

researcher to obtain data, whether there was any progress or achievement

of the students’ speaking skill (oral communication) in accuracy and

comprehension through retelling story method or not.

B. Population and Sample

1. Population

The population of this research is the second year students of SMPN 3

Ranteangin. The researcher will take on Teacher and a Class of

Student in Eight Grade SMPN 3 Ranteangin that consist of 30

students, where 20 famale and 10 male.

25

2. Sample

The sample selected by using purposive sampling technique of Eight

classes, and this research, the researcher only took one class as the sample.

It is conducted at the Eight Grade namely Class VIII A consisted of 30

students. The Researchers choose them as an example of this research based

on the assumption that the knowledge and ability in class VIII has a

standard knowledge of English.

C. Research Variables and Indicators

1. Variables

This research include two variables :

a) Independent variable is effectiveness of retelling story through picture.

b) Dependent variable was oral communication skill in achieving the

students’ speaking accuracy.

2. Indicators

The indicators of speaking ability focus on the students’ accuracy in term

(pronunciation and vocabulary).

D. Research Instrument

In collecting the data, the researcher use two instruments, they were:

observation list and test.

1. Observation list; the researcher observe the students’ activities in the

following teaching and learning process in the class.

2. Test; the researcher give speaking test to the students in order to know their

improvement. In this case, the researcher gives some words, phrases and

blank sentences; and the researcher ask the students to speak.

1. Scoring Rubric

In assessment methods, researchers used inter-rater. researchers as rater 1

and rater 2 as a teacher. For the assessment of student test results,

researchers used a scoring rubric that has been predetermined. The

following is the scoring rubric:

26

Aspects Weig

ht

Criteria Sc

ore 1 2 3 4

Fluency 2

Speaking with many

pauses

Speaking too

slowly

Speaking

generally at

normal speed

Speaking

fluency

Pronunciat

ion 2

Speaking words

incomprehensibly

Speaking with

incorrect

pronunciation but

still

understandable

Speaking with

several incorrect

pronunciation

Speaking with

correct

pronunciation

Accuracy 2

The serious errors

present in speech

makes the message

difficult to understand

The errors present

in speech would

frequently create

confusion

The speech is

still understood

although it

consists of many

errors

The errors

present in

speech are so

minor so that

the message

would be

easily

comprehended

Clarity 2

Often mumbles or

cannot be understood,

more than one

mispronounced words.

Speaks clearly

and distinctly

most of the time,

no more than one

mispronounced

word

Speaks clearly

and distinctly

nearly all the

time, no more

than one

mispronounced

word

Speaks clearly

and distinctly

all the time, no

mispronounced

words.

Performan

ce skill 2

Speaking in volume

which is almost

inaudible, no facial

expression, and not

communicative

Mumbling, flat

facial expression,

and less

communicative

Speaking in soft

voice, but can be

understood,

good facial

expression, and

communicative

enough.

Speaking

clearly and

loudly, good

facial

expression,

and

communicative

.

27

E. TIME

The research will conduct in two months. The experiment will do to the

sample in eight times of meeting, two meetings for the pre-test and post-test.

There are six meetings for the treatment and quiz. The reseacher takes Eight

meetings in order to take the data briefly. In addition, the school has their own

system in learning as implement in curriculum or syllabus. The reseacher avoid

the miscommunication between researcher and it institution. Next, many experts

recommend for treatment in experimental research at leats done on Eight

meetings.

Table 3.2 Research Schedule

No Meeting Explanation

1 First Pre-test

2 . Second Treatment and Quiz

3 Third Treatment and Quiz

4 Fourth Treatment and Quiz

5 Fifth Treatment and Quiz

6 Sixth Treatment and Quiz

7 Seventh Treatment and Quiz

8 Eight Post-test

F. Procedure of Collecting Data

In collecting data, the researcher use Pre-test before Treatment and last is

Post-test. The researcher collected the data by giving a test to the students. The

test technique is one of the data collecting techniques in a quantitative research. In

collecting the data, the researcher uses the following procedures:

a) The researcher gave pre-test to the students.

b) The researcher applied the treatment for six times by debate method.

28

c) After giving treatment, the researcher gave post-test to the students.

d) The students’ answer was recorded by recorder.

e) The data was transcribed into write form.

f) The teacher analyzed and scored the data by using the criteria.

g) Scoring and classifying the students’ speaking skill the following criteria

below:

1. Implementation

a) The researcher give the treatment and quiz about comics until

seventh meeting.

2. Conclusion

a) The researcher gives the test to the students.

b) The researcher calculates the result of test.

c) The researcher puts the data to the table had been prepare

1. Pre-Test

Pretest was administrated to the experimental and the control

groups in the beginning of the research before giving the treatment. This

activity was conducted to measure students’ speaking skill using one picture

in retelling story and to see whether the two groups have the similar initial

ability or not. There were 30 students as the sample to find out the result of

pre-test.

2. Post-Test

Post-test was conducted after the whole treatments that the teacher

gave tostudents were finished. The purpose of the post-test was to find out

whether or notretelling story through picture series could improve students’

speaking skill bycomparing two groups (experimental and control groups).

In addition, there were 30 students in each group and the same students that

already get the test in pretest as the sample to find out the result of posttest.

29

G. Technique of Data Analysis

The researcher analyzed the data from pre-test and post-test scored. To

analyze the achievement, the researcher used the following formula.

1. Calculating the mean score of the students’ pre-test and post-test by using the

following formula:

Note :

= Mean Score (symbol for the population mean)

= The sum of all score

N = Total number of students

(Gay, 2006: 320)

2.Finding the improvement’s percentage of students’ speaking accuracy and

comprehension achievement after using debate method. The formula as

follows:

P = X2-X1 x 100%

X1

Where :

P : The percentage of the students’ improvement

X1 : The mean score of pre-test

X2 : The mean score of post-test

(Arikunto, 2006:23)

3. To know the percentage of students’ speaking in Pre-test and Post-test by using

the following formula:

% =

Where :

% : The percentage of students’ speaking

30

F : The frequency of students

N : Total number of students

(Sudjana, 2017:131)

3. To know the significant difference between the score of the pre-test

and post-test. The researcher calculated the value of the test by using

the following formula:

t

√

Note :

t : Test of significance

: Mean deviation

: The square of the sum score for difference

ΣD : The sum of total score for difference

N : The number of subject

(Gay, 2006:356)

The formula explained about the significance difference between

pre-test and post-test will found by calculation the value of the t-test. The

aim of the formula was to know the method effective or not in achieving

the students’ oral communication skill of Eight Grade at SMP Negeri 3

Ranteangin.

5. Testing hypothesis

After got the students’ significance scores (value of t) it was

compared with the value of t-table. When it was found that the value of t-

test was equal or greater than the value of t-table, it means that Null

31

Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was

accepted because there is significance difference between pre-test and

post-test and after taught speaking by using Retelling Story method. The

criteria for the hypothesis testing as follows:

Table 3.5 Criteria for the hypothesis testing

Testing Hypothesis

H0 H1

t-test >t-table Rejected Accepted

t-test <t-table Accepted Rejected

(Sugiyono, 2014:317)

To find out The Effectiveness of Retelling Story Through Picture Method

in Achieving Students’ Speaking Skill in term of accuracy and comprehension

of Eight Grade at SMP Negeri 3 Ranteangin.

32

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presented the result of the data. The researcher obtained two

kinds of data; score of pre-test and post-test.

A. The Findings

In this part, the results of the research are presented in the form of

data in the classroom. The data from the field obtained by this observation

is the raw material for obtaining accurate results. Tahnik learned data by

looking for additional information, namely collecting children around the

teaching house and I gave serial pictures to the children that I had

collected to make into stories that took place from 03 August to 07

September 2019. Observations were made by looking directly at and

surveying several children to read the results of the assignments given in

English.

1. The Students’ Improving of Pronunciation

In finding out the answer of the research question in the previous

chapter, the researcher used a speaking test. A pre-test was administrated

before the treatment and post-test was administrated after doing the

treatment which aimed to know whether there was a significant difference

of the students’ speaking skill before and after the treatments were given

to the students.

33

2. The Students Improvement of Vocabulary

The Five critical steps to improving student vocabulary are:

explicit vocabulary instruction

repeated exposure the new word

sufficient opportunity to use the word in activities

Teach vocabulary in context

Reading for meaning.

After calculating the result of the students’ score, the mean score of

both the pre-test and post-test could be presented in the following table:

Table 4.1 The Students’ Mean Score of Pronunciation, Vocabulary in

Pre-test and Post-test

Variables

Mean score Percent Improvement

Pre-test Post-test

Pronunciation 52.26 75.86 45.15%

Vocabulary 51.96 78 50.11%

The table above shows that, the students’ mean score of the

pronunciation in pre-test was 52.26 and the students’ mean score of

vocabulary in pre-test was 51.96. While the students’ mean score of

pronunciation in post-test was 75.86 and the students’ mean score of

vocabulary in post-test was 78. The improvement of the students’ mean

34

score of pronunciation in pre-test and post-test was 23.6 (45.15%) and the

improvement students’ mean score of vocabulary in pre-test and post-test

was 26.04 (50.11%).

In the other words we can say that, the improvement was

significantly different and the students’ ability progressed, because the

mean score of post-test was higher than pre-test. To know the percentage

of the students’ mean score of pronunciation, vocabulary in pre-test

clearly, following the chart was presented:

Chart 4.1 Mean Score of Pre-test, Post-test, and Improvement of

Pronunciation

Variable Pre-test (X1) Post-test (X2) Improvement

Average 52,26 75,86 23,6

Based on the chart above, it shows that the mean score in pre-test

of pronunciation is (52.26) and the post-test is (75.86) and the

improvement is (23.6). It’s clearly seen that they were significantly

different. In brief, it shows that the mean score of the students’ speaking

skill by using retelling story through picture series in pronunciation can be

achieved.

35


Vocabulary.


Average 51,96 78 26,04


of vocabulary is (51.96) and the post-test is (78) and the improvement is

(26.04). It’s clearly seen that they were significantly different. In brief, it

shows that the mean score of the students’ speaking skill by using

Retelling story through picture series in vocabulary can be achieved.


Comprehension.


Average 51,6 75,4 23,8


of comprehension is (51.6) and the post-test is (75.4) and the improvement

is (23.8). It’s clearly seen that they were significantly different. In brief, it

shows that the mean score of the students’ speaking skill by using

Retelling story through picture series in comprehension can be achieved.

36

Table 4.2 Total Mean Score Between Pre-test and Post-test in Term of

Pronunciation, Vocabulary.

Variable

Score

Pre-test (X1) Post-test (X2)

Total 155.82 229.26

Average 5.19 7.64

The table 4.2 above shows that, there was an improvement of

students’ speaking in term of pronunciation, vocabulary, and

comprehension before and after treatment was given. The average of total

mean score of pre-test (X1) was derived from the total score of

pronunciation, vocabulary, and comprehension (155.82) divided by the

total number of students (30) and the result got was (5.19), and the average

of total mean score of post-test (X2) was derived from the total score of

pronunciation, vocabulary, and comprehension (229.26) divided by the

total number of students (30) and the result got was (7.64). The

improvement of the students’ speaking skill is shown in this chart below:

37

Chart 4.4 Total Mean Score of Pre-test, Post-test, and Improvement of

Pronunciation, Vocabulary.

Total Mean Score And Improvement


Average 51,6 7,64 2,45

To sum up the chart above, it can be seen clearly that the average

of total mean score of pronunciation, vocabulary, and comprehension

improved from pre-test to post-test. In pre-test (5.19), in post-test (7.64),

and improvement by pre-test to post-test is (2.45).

1. The Classification of Students’ Pre-test and Post-test Scores

The percentage of the pre-test and post-test calculated the

pronunciation score and content. The result can be seen the following

tables:

Table 4.3 The Rate Percentage of Pronunciation Pre-test and Post-test

Score

No. Classification Score

Pronunciation

Pre-test Post-test

f % F %

1 Very Good 80-100 0 0% 10 33.33%

38

2 Good 66-79 0 0% 20 66.67%

3 Fair 56-65 10 33.33% 0 0%

4 Poor 40-55 17 56.67% 0 0%

5 Very Poor ≤39 3 10% 0 0%

Total 30 100% 30 100%

The table shows that from 30 students, there was 0 students who

categorized to “Very good”, 0 students who categorized to “Good”, 10

students (33.33%) who categorized to “Fair”, 17 students (56.66%) who

categorized “Poor” and there were only 3 students (10%) who categorized

into “Very poor”.

While, there were 0 students who categorized to “Very good”, but in

this table 10 students (33.33%) who categorized into “Very good”, and there

were 20 students (66.66%) who categorized to “Good” while in the table 4.3

still 0 students who categorized to “Good”, 0 students (0 %) categorized to

“Fair”, while in the table 4.3 there were 10 students who categorized to

“Fair”, and still 0 students categorized to “Poor and Very poor”.

If we compare, it can be seen clearly that the number are different,

because in (Pre-test of pronunciation) the student who categorized “Very

good” and “Good” was 0 and (Post-test of pronunciation) the “Very good”

increased to 10 students and 20 students who categorized to “Good”. In table

above (Pre-test of pronunciation) the student who categorized “Fair” was 10

39

and (Post-test of pronunciation) the “Fair” was 0 students. In table (Pre-test of

pronunciation) the student who categorized “Poor” was 17 and only 3

students who categorized into “Very poor”, while in (Post-test of

pronunciation) the “Poor and Very poor” category was 0 students.

Table 4.4 The Rate Percentage of Vocabulary Pre-test and Post-test

Score


Vocabulary

Pre-test Post-test

f % F %

1 Very Good 80-100 0 0% 16 53.33%

2 Good 66-79 0 0% 14 46.67%

3 Fair 56-65 8 26.67% 0 0%

4 Poor 40-55 22 73.33% 0 0%

5 Very Poor ≤39 0 10% 0 0%

Total 30 100% 30 100%

The table shows that from 30 students, there were 0 students who

categorized to “Very good” and “Good”, 8 students (26.66%) who

categorized to “Fair”, while 22 students (73.33%) categorized to “Poor” and

only 0 students who categorized to “Very Poor”. The table shows that from

30 students, in this table 16 students (53.33%) who categorized to “Very

40

good”, but in the table (Pre-test of vocabulary) there were 0 students who

categorized to “Very good”, and there were 14 students (46.66%) who

categorized to “Good”, while in table there were 0 students who categorized

to “Good”, than this table (Post-test of vocabulary) 0 students who

categorized to “Fair”, ”Poor”, and “Very poor” while in the table there were 8

students who categorized into “Fair” and 22 students who categorized into

“Poor”, while in table (Post-test of vocabulary) 0 students who categorized

into “Very poor” same with table (Pre-test of vocabulary).

If compare both of the tables above, it can be seen clearly that the

number are different, because in table (Pre-test of vocabulary), the student

who categorized “Very good” was 0 and in table (Post-test of vocabulary) the

“Very good” category were 16 students. In table (Pre-test of vocabulary) the

student who categorized “Good” was 0 and in this table the “Good” increased

to 14 students. In table (Pre-test of vocabulary) the student who categorized

“Fair” was 8 and in this table the “Fair” was 0 students. While in table the

student who categorized “Poor” was 22 and in this table (Post-test of

vocabulary) “Poor” and “Very poor” category was 0 students.

41

Table 4.5 The Rate Percentage of Comprehension Pre-test and Post-test

Score


Comprehension

Pre-test Post-test

F % F %

1 Very Good 80-100 0 0% 16 53.33%

2 Good 66-79 0 0% 14 46.67%

3 Fair 56-65 9 30% 0 0%

4 Poor 40-55 21 70% 0 0%

5 Very Poor ≤39 0 0% 0 0%

Total 30 100% 30 100%

The table shows that from 30 students, there were 0 students who

categorized to “Very good” and “Good”, 9 students (30%) who categorized to

“Fair”, while 21 students (70%) categorized to “Poor” and only 0 students

who categorized to “Very Poor”. The table shows that from 30 students, in

this table 10 students (33.33%) who categorized to “Very good”, but in the

table 4.5 (Pre-test of vocabulary) there were 0 students who categorized to

“Very good”, and there were 20 students (66.66%) who categorized to

“Good”, while in table there were 0 students who categorized to “Good”, than

this table (Post-test of vocabulary) 0 students who categorized to “Fair”,

42

”Poor”, and “Very poor” while in the table there were 9 students who

categorized into “Fair” and 21 students who categorized into “Poor”, while in

table (Post-test of vocabulary) 0 students who categorized into “Very poor”

same with table (Pre-test of vocabulary).

Comparing both of the tables above, it can be seen clearly that the

number are different, because in table (Pre-test of vocabulary), the student

who categorized “Very good” was 0 and in table (Post-test of vocabulary) the

“Very good” category were 10 students. In table (Pre-test of vocabulary) the

student who categorized “Good” was 0 and in this table the “Good” increased

to 20 students. In table (Pre-test of vocabulary) the student who categorized

“Fair” was 9 and in this table the “Fair” was 0 students. While in table the

student who categorized “Poor” was 21 and in this table (Post-test of

vocabulary) “Poor” and “Very poor” category was 0 students.

3. The Comparison of the Test Result.

The distribution the value of t-test value and t-table can be seen in

the following table 4.9 below:

Table 4.6 Distribution the Value of T-test and T-table

Variables

Pre-

test

Post-

test

t-test t-table Comparison Classification

Pronunciation 52.26 75.86 18.01 1.699 t-test>t-table Significance

Vocabulary 51.96 78 17.46 1.699 t-test>t-table Significance

43

The data on the table 4.9 above shows that the value of the t-test is

higher than the value of t-table. It is indicated that there is a significance

difference between, the result of the students’ pronunciation, vocabulary in

speaking by using Retelling story through picture series after treatment.

4. Hypothesis Testing

If the t-test value is higher than t-table at the level of significance

0,05 and degree freedom (df) 29 (N-1=30-1),thus the alternative

hypothesis (H1) is accepted and null hypothesis (Ho) is rejected. In

contrary, if the value is lower than t-table at the level of significance 0,05

and the degree freedom (df) 29 (N-1=30-1) thus the alternative hypothesis

is rejected and null hypothesis is accepted.

B. Discussion

The results confirmed that the eight grade students of SMPN 3 Ranteangin

who were taught through picture series achieved better in writing recount text than

those who are taught without picture series. The students who were taught using

picture series got higher score in post-test indicated by mean was (74.61) than

those students who were taught by conventional method indicated by the mean

was (71.25). From the observation of teaching learning process, it can be seen

some improvements that the students gained. In the pre-observation, in terms of

the students’ skills; the students had poor ideas, they did not have the topics, they

had difficulties how to develop the topics, they had difficulties in expressing ideas

in a sequence of sentences, they had difficulties in organizing ideas

chronologically and coherently, and they had difficulties in reviewing and

44

revising their work.In terms of the students’ behaviours; they did not have

interests in learning, they had very low motivation, they felt bored with the

writing lesson, and they were very passive in learning.

After the treatment were given to the students, in terms of the students’

skills; the students had good ideas, they knew how to get the topics, they knew

how to develop the topics, they could express ideas in a sequence of sentences,

they could organize ideas chronologically and coherently, and they could review

and revise their work. These findings are in line with Stephen’s statement

(1995:205) that the picture for writing is a supplementary material or developing

students’ writing skills, a systematic building in writing skills.

The description of data collected from the students’ accuracy in term

(pronunciation and vocabulary) and the students’ in speaking as explain in the

previous section showed that the students’ speaking skill in accuracy. It was

supported by mean score and the total score, also the percentage of the

improvement

of the students’ pre-test and post-test result. Based on the finding above,

the using Retelling Story made students had mean score that was higher is

speaking skill than before they used Retelling story through picture series.

Based on the fingdings, it is proven that the students’ improvement in

accuracy in term of pronunciation and vocabulary who taught by using Retelling

Story got better. It means that the effectiveness of Retelling Story through Picture

Series in teaching speaking can achieve. Another reason based on the students’

45

responses, because most of students found that learning English could be more

fun by interacting with other classmates. The students problem in vocabulary,

pronunciation, were solved and the speaking scores were significantly improved.

1. The Improvement of the Students’ Speaking in term of Pronunciation

One of the important elements in speaking is pronunciation. The

teacher needs more effort training the students to practice how the English

word pronounced in order to make the listener understand what the

speaker say.

The use of Retelling Story made the students’ speaking in term of

pronunciation increased. The table 4.1 indicated that the students’

pronunciation in post-test is greater than pre-test (75.86>52.26). The

process that could be explained from pre-test to post-test and giving of

treatment as follows:

At the first meeting when the researcher gave a pre-test for the

students, there were some findings that researcher could find, they were:

a. Most of students still spoke with inappropriate pronunciation.

b. Most of students’ pronunciation still influenced by mother tongue

with error causing a breakdown in pronunciation.

Example: organizes /ˈɔː.gn.aɪz/ organisis

abolished /əˈbɒl.ɪʃ/ abolisit

government /ˈgʌv. ən.mənt/ govermeng

Therefore, most of them were difficult to speak with correct and

appropriate pronunciation. As a result, the mean score of the students’

46

speaking pronunciation in pre-test was still low. After the researcher gave

treatment by the application of Storytelling then gave a post-test, the

findings were:

a. Some students spoke with correct and appropriate pronunciation.

b. Some of students’ pronunciation was only very slightly

influenced by mother tongue.

2. The Improvement of the Students’ Speaking in Term of Vocabulary

One of important elements in speaking is vocabulary. According to

Hornby (2000:15) vocabulary is all the words that person know or uses.

The use of Retelling Story made the students’ speaking in term of

vocabulary increased. After the researcher applying the method, the

students’ vocabulary increased. The table 4.1 indicated that the students’

vocabulary in post-test was greater than pre-test (78>51.96). The process

that could be explained from pre-test to post-test and the giving of

treatment as follows:

At the first meeting when the researcher gave a pre-test for the

students, there were some findings that researcher could find, they were:

a. The students still poorly achievement in vocabulary.

b. Some students’ speaking was containing with irrelevant words

and the meaning of their vocabulary still confused and obscured.

Example: /UN also every year increasingly very hard/

/student enterprising learn the value is almost the same/

47

Therefore, most of them were lack of vocabulary and difficult to

compose what they are going to express in speaking. As a result, the mean

score of the students’ vocabulary in pre-test was still low. After the

researcher gave treatment by the application of Storytelling then gave a

post-test, the findings were:

a. Students already achieve vocabulary.

b. Students were effectively using words and vocabulary, so the

meaning of their speaking was usage.

The discussions above indicate that the use of Retelling Story can improve the

students’ vocabulary. It makes the students’ vocabulary increase and can make the

students be active in the classroom. In relation to this point, Joyce (2012:1)

Retelling Story simulate critical thinking and can be highly effective way to

actively engage students in the classroom. Retelling Story is not merely

interactive and analytical, it also requires students to make decision about what

they will not say and make the students’ vocabulary improve.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presented the result of the data. The researcher give suggestion relate

with the conclution.

A. Conclusions

This research was concerned with the implementation of retelling

stories by using picture series in teaching speaking to second graders. In

relation to the research findings and discussion, it could be concluded as

follows:

The students’ accuracy in term pronunciation and vocabulary in

speaking English of the Eight Grade SMP Negeri 3 RANTEANGIN at can

be achieved after applying Retelling Story Method. It is shown by the

significant difference between the post-test and the pre-test. The mean

score of post-test in accuracy (pronunciation and vocabulary) is higher

than pre-test.

B. Suggestions

the conclusion above, the researcher recommends some

suggestions as follow:

1. Since the students have the lowest score in comprehension, it is necessary

for the teacher to improve students’ understanding of comprehension by

doing

some activities: for example, the teacher distributes 5 picture series of

49

Cinderella story to all of the students, then the teacher tells the Cinderella

story based on the third picture (but the students do not know which

picture that the teacher will tell). The teacher asks the student to show

which one the right picture based on the story what the teacher told.

2. Teacher who intends to teach speaking skills by using retelling story

through picture series, should be aware of the materials: for example, by

choosing a good material such as the simple picture in which there are no

many objects in one picture, it is make the students not difficult in

explaining the story based on pictures series.

50

BIBLIOGRAPHY

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Depdikbud. 2004. Petunjuk Pelaksanaan Proses Belajar Mengajar dan Petunjuk

Pelaksanaan Sistem Penelitian. Jakarta: Dictionary of Education New York.

Drumm, M. 2013. The Role of Personal Story Telling in Practice. Institite for

Research Innovation in Social Services. New York: Publisher.

Erwin Hari Kurniawan (2016) Improving Speaking Ability By Using Series Of Picture https://rumahilmupart3.blogspot.com/2016/09/jurnal-improving-speaking-ability-

by.html

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Harmer, J. 2002. The Practice of English Language Teaching (4th

ed). England:

Longman.

Harmer, J. 2007. How to Teach English. Edinburg: Longman.

Haven, K. F. (2000). Super Simple Storytelling: a can-do guide for

every classroom, every day. Englewood, Colo: Teacher Ideas Press.

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Heninger, H. 2005. Didactic Functions of Storytelling in the Primary

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APPENDIX II

DOCUMENTATION

56

APPENDIX III

LETTERS

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CURRICULUM VITAE

Ira Anriani, was born in Ranteangin, Regency of

Kolaka north, North Sulawesi on May, 25th

1996. She is the

first child of Lukman and Riasni and have two sisters and

one brother. Then She is a student of English Department in

Muhammadiyah University of Makassar.

She studied in elementary school, SDN 1 Ranteangin

kolaka north Regency in 2007. Then she continued her study

in MTS An-nur Rantebaru , and finished in 2010.She

continued her study in MA Al-hikmah Ranteangin and join

of OSIS .Furthermore she finished in 2013 and was accepted in Muhammadiyah

University of Makassar as a students of English Department.

During the study in Muhammdiyah University of Makassar she joined

UKM Seni dan budaya TALAS until now which is having many thing experiences

for her.

retelling story through picture series to improve students

Documents