Chapter iv the research result and discission
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    Chapter iv the research result and discission Chapter iv the research result and discission Document Transcript

    • CHAPTER IV THE RESEARCH RESULT AND DISCISSIONA. The Schools Profile SNIP YMlk is a Junior high school. undor the foundation •—¥tm*»*tt.Memajukan limu dan Kebudavaan. this is a Junior high school of non gevernmentorganization. This fondation leads the senior high school and Vocational High SchoolYM1K Jakarta. . The Building of SMP YM1K only e©-floor but has long shape. In front of thebuilding there is a high gate made of iron. And there are a shop and school coperationin front of the school The binding that has green colour as its dominant colour consistof five class for the Seventh grade, five class for the Eighth grade and four class for theNinth grade. The width of the school building and The field is for about 250 mincluding fourteen classrooms school, one principals room . one teachers room , oneadministration room . five bathrooms . a library ,beside the school there is a canteen ,near from school field there is a mosque for teachers and students pray and a parkingarea because there are a lot of students and teachers who ride the motorcycle to go totheir school The school is located on JLRaya Joglo ( Komplek DPR RI ) Kembaiman WestJakarta . The school located inside of Minagapura Residence. Mr Kimm. S.Pd as theheadmaster of this school for years. He is a friendly and nice person This school haseducator about 50 teachers, three administration employers , a gardener, a librarianand a cleaning service. In the same area in S1P YMIK. also there areYVH-K-vocational school that also under in the same four.darion. the YMIK Junior 37
    • High School there is a Vocational High school but the building is smaller than JuniorHigh School YMTK. SMP-¥M+K- has about five hundred students consist of 62% is boy students and38% of girl students This school consist of students who have different backgroundsuch as different religion, there are 20% students from the christian and 80 % aremuslims. The students came from average middle or under social economy But thisschool has graduation index one hundred percent graduated years ago. Most osstudents continue their study in government Senior High School. The school begins at a half past six. So the students must to wake up early inevery morning, also the teachers and all of employers in SMP YMIK. And school hassome rules that must do for all of school comunity such as students, teachers. Principaland all of employers Y-MI44 Junior High School built for some purposes, there are : To give the besteducation service for all of people ,to make school as the centre of creative activitiesfor students, educate student to become a good personality and have good ability , andincrease education in many aspects to progress Indonesians future. Students and teachers also the principal in SMP YMIK are friendly people. Thestudents have good attitude and good dicipline. Although there are some of studentsoften undicipline. But they are nice students and want to corperate with the researcher,also the teachers are very nice. They are help the researcher and guide the researcherwell When the researcher research how tar the student ability communicate in Englishof through English speaking story recognation of class VI1 in SIP YMIK The studentswas very interesting and want to coperate with the researcher The students enthusias totell and play a story in front of the class. And they have motivation to brave themselvesto speak or telling a story in front of their classmates.
    • Most of students are good participants and coperate with the researcher. They arealso a critism students. They will ask to the teacher when they do not understand andthat is good. They also give the critics and suggestions for the teacher and heirclassmates and that is good for the teaching learning process The Researcher has agood e xperience during the research in YM+K-Tttnior High School. And get newknowledge from the teachers and the students at there.B. The Teaching Speaking Through Storytelling Technique Storytelling is the "mother" of all communications Every art form relies on Storyto convey meaning. Despite this truth, many communicators only approachstorytelling as an adjunct to their speaking and presenting Storytelling is a practicaland powerful teaching tool, especially for language learning Teachers in languageclassrooms, however, may hesitate to incorporate storytelling into language instructionbecause of an alreadv overloaded curriculum There are many ways to use stones in the oral English classroom It is also advisedto encourage the students tc find more interesting stories and create different ways touse them. Besides, in the course of looking for, rewriting and completing stories, theirreading, writing and imagination can be further developed; teamwork and friendshipwill become stronger by working in groups Pragmatically speaking, storytelling can be very therapeutic. It provides studentswith a very purposeful and intentional framework in which they can take the role ofeither the listener or the teller, thus expanding their ability to employ sound andappropriate judgments. By assuming either role, students who actively engage in thestorytelling process increase the fluency of their verbal expression .C.The Description E Cycle 1
    • Recognation : Before the Researcher teach the students, the Researcher mustknow the Students of SMP~¥MrK especiallv of seventh grade at class YII 2 Based onthe pre test of 40 students , the total students score was 204 and the average score was5,1 It was indicate the students at class VII 2 have lack of speaking ability because theylack of practice to speak English , lack of vocabularies . they are not confident to speakEnglish and other factors This class is consist of 40 students, so the situation of class isvery crowded, the class teacher of class VII 2 ■Mfs-H^rWty^W Y-arnpswitfr, S.Pdthe students interest in learning English is very good .but the students still thinkingthat English is difficult, so, English teacher must find the interesting technique to teachEnglish. Storytelling is one of interesting technique to teach speaking and the writerhope this technique will help the students to make English easier.a. Planning Before teach in the classroom, the researcher made a preparation that is made alesson plan for cycle 1 by saw the English Syllabus for the seventh Grade The lessonplan made for cycle 1 by time allocation 2 x 40 minutes. The standard of competenciesis speaking : expressing of meaning in short oral text very simple to interact by nearestenvirontment. The Basic Competencies ( speaking ) is expressing short functional oralprounounce meaning very simple correctly, fluently and be able to interact with thenearest environtment. The indicators are : Students are able to giving the intruction, Students are able torepeat the instructions through the Story. Students are able to practice english througha role play. Source of Materials : English book for the Seventh grade The Aims ofStudy are : Students are able to giving instruction. Students are able to increase theirvocabularies throungh storytelling. Students are able to speak fluently, Student areable to communicate or interaction with other students. Students arc able to express theconversation through storytelling.
    • b. Acting For Cycle 1 the Materials was about kind of instructions in English, the teacheruse the situation of learning as the real situation . The technique is storytelling by doingsome conversation and role play The researcher tought about the material to thestudents directly as-a teacher and students These are some action as follow : a.Warming up There are some warming up activities before the researcher tought the students. Suchas buid motivation and interest in English, ask and answer about the material,interview the students whether they had known about the material, give the sample ofkinds of intructions and repeat together, b. Main ActivitiesThere are some activities in cycle 1 such as ; Listening to the casset of story entitled "Cinderella "Divided students into a group, one group consist of four students, StudentRepeat each sentence espesially intaiction sentences from the casset, Discussing aboutthe material ,Change students seats to the group seats form Asking students to givesome intructions to their friends in each groups, the Researcher explain aboutvocabularies and conversation structure. The teacher tought the students to pronounce English intructions and practicedtogether with the students, simple instaiction.The students practiced to give intructionsor commands briefly. The students do the instructions in a group in a role play in frontof classroom, c. closing For Closing the researcher gave students Formative Test taht has given in oraltest The material is about Instruction in English. The formative test do by a role play ina group . The students has to speak with their group in front of the class andplay a short drama or role play.
    • Then the Researcher gave the students motivation to learn English more andgave appreciation to all of students. And give some home work to practice theirenglish. And say thank you for their attention , pray and greeting c. Observing The Collabolator teacher was Mr. K-miiii,S.Pd During teaching and learningprocess above, the Collabolator observe There are several matter as side findinglooked carefully. There are :1) Situation and condition of teaching and learning process. The situation and condition of classroom did not work well It happened becausethere are alot of students there. So the situation is very crowded And students were notaccustomed to speak english, so they are not too fluent to speak English.2) Activencss of students speaking practice During teaching and learning process and role play that has been done by students.Only a few students spoke English fluently and there are students who are having verypoor ability to pronounce English and there are some students did not confidence tospeak in front of classroom. Most of students were not responsive and passive to dosome conversation in English. They often used Indonesian language for theirinteraction.3) Skill of students Speaking practice in cycle 1 Based on class observation in cycle 1, it implied that most of students were notenough to practice English and having very poor ability to pronounce andvocabularies. From the table of of evaluation score of using storytelling technique incycle 1 by material "kinds of instructions in English " it showed that target of speakingscore . average score of speaking practice was 5.17 . the highest score was 7.0 . thelowest score was 3.8 ( Appendix ). d. Reflecting Reflection was an explanation of analysis procedure toward research result andreflection related to process and treatment after observing on the cycle 1. The writer
    • have seen that there are many lack of teaching approaches on the first cycle So thewriter with the teacher collaboration have discuss about the obstacle on it to get a betterlesson plan to be presented on the cycle 2 . The classroom action research in cvcle onereflected that Most of students were not accustomed to speaking English And there aremost students are very poor in pronounciation and vocabularies,several students lackof grammar and A few of students were not confidence to speak in front of classroom. The writer makes data from the formative test of 40 students who are present.On cycle 1. there are 29 students got score below 6,0 or 72,5 % of all students andamong 29 students , there are 25 students who got score bellow 5,5. there are 11students got score 6,0 until 7,0 or 27,5 % of all students and there are 1 students whogot high score above 7,0 of all of students. The target score is 7,5 and class average is5,17. This average score is less satisfactory for the researcher. In action process and observing of cycle 1 conducted by the writer and englishteacher callaboration, it is found that the class atmosphere is not lively and students arenot responsive. It was hard for the teacher to monitor the students when they practiceclass was so noisy.The researher paid attention little that there are some students whoare not able to speak English well and do the role play well and the researcher mustgive more motivation to the students to be brave to speak english and improve theirspeaking ability and not have to afraid if they are making a mistake. English teachermust change the students thinking about English is difficult to learnt 2. Cycle 2 a.Planning The Writer makes a revision plan based on insufficiencis in cycle 1 Planning inthe cycle 2 was based on re-planning in the cycle I . The Researcher must see the lackof Cycle 1 , and do some ome revisions such as : To make lesson plan which betterlearning and teaching process. Giving their speaking motivation to some students whogot lower score to be more active. Training the students intensively to be able to
    • practice English speaking. Giving some ways to practice their speaking ability. Givinga reward to student who was able to increase their score significantly. Theme of lesson plan in cycle 2 is " Going to shopping ". Basic competence isgetting ideas and information for speaking Practice. Time Allocation 2 x 40 Minutes.The Indicators are Students are able to mention the things in a shopping list, Studentsare able to repeat the sentence through the story, Students are able to practice englishthrough a role play. Source of Materials : English book for the Seventh grade The Aims of Study are Students are able to mention the things in a shoping list.Students are able to increase their vocabularies throungh storytelling, Students are ableto speak fluently, student are able to communicate or interaction with other students,Students are able to express the conversation through storytelling, b. Acting Cycle 2 was carried out on November 1&2809, attended by 37 students, there arethree students who was absent because of sick and permission. Steps of cycle 2 asfollows : The Researcher and the students to do conversation in the beginning oflearning activity, the students are invited to sing a song entitled " I Have a Dream " inorder to that the students are able to pay attention to materials presented . Makinggroups of students to practice speaking more actively by a role play . each groupconsist of two students. The researcher gave them the text that they must do in a roleplay. The researcher ask the students to practice a role play about " Shopping activity "with their group The researcer gave a reward for the best group. To close teaching andlearning process, the students were ask for questions one by one before they allowed togo home a. Warming Up There are some warming up activities before the researcher tought the students,such as : Praying together, Greeting, Teacher build motivation and interest in learningEnglish to the students, Teacher give the sample of wise word in english, explain thematerials, Teacher and students sing a song together . b Main Activities
    • There are some main Activities for the cycle 2 as follows : the Researcher changestudents seats into circe form, listen to the story through casset together, ask andanswer that related to the material, student Repeat the sentence from the material,discussing about the material consist of vocabularies and conversation structure,divided students into a couple to practice English, use the conversation in a realsituation, teacher give the students a text a role play, Teacher and students practice tospeak the conversation from the text. c. Closing There are some closing such as : teacher give a formative test in an oral test,students playing a short role play based on the story " going to shopping" in pairing, students playing a short role play based on the story " going to shopping" inpairing, teacher evaluate the students performance, asking students difficulties, takingconclusion together, give students motivation to improve their English, give a rewardfor the students who gets a good improvement in speaking English, give appreciationto the students and say thank you for their attention, pray together and greetingc. Observing .^ The Collabolator teacher was Mr Ki*»+ftrS Pd. During teaching and learningprocess above, the Collabolator observe. There are several matter as side findinglooked carefully. There are :1) . Situation and condition of teaching and learning process. The situation and condition of classroom began well. The student paid full ofattention, although still there are some students who made a noise in a classroom.2) . Activeness of students speaking practice During teaching and learning process the students more focused on material to bepresented. The role play that has been done by students in their own group, madestudents more confidence and brave to perform in front of classroom. Theirpronounciation is getting better. Only a few students who has a difficulties in
    • pronounce some words. And most of student can understand the content of the roleplay that they have played.3) . Skill of students Speaking practice in cycle 2 Based on class observation in cycle 2, it implied that most students wereActive enough to practice English speaking. They had found their motivation . theycan improve their speaking abilityd. Reflecting In cycle reflection 2, it was also to plan next cycle. The Classroom actionresearch in cycle 2 reflected that there are still 4 students obtained score under 6,0 itmeans it is still 7.5 % of total of students and two of them are the students with learningdisability problem It means there are many students that actually can be improved fromthe cycle 2 And the student who got score above 7.0 is improve from 1 students until18 students the average score of students speakig ability was 6.7 points. For thestudents who still have low score, the writer is better to give tolerance of time and moreattention for those students So that they can improve their speaking ability. 3. Cycle 3 Before Planning of the lesson Plan, the Researcher greeting to thestudents,introduce herself to the students , and explain about the material and techiquethat used for teaching the material and purpose of this Research, a. Planning The Writer plans the improvement measure are based on the side findings and theweakness during learning process in cycle 2,after discussing with collaborativeteachers, the writer makes the following improvement measure. Preparing lesson planto teach speaking interestingly. To prepare research instruments in the form of camerato immortalize the students situation during learning process. To pay special attentionand assistance to 11 students who from learning disabilities. Giving a reward to studentwho was able to increase their score significantly
    • The Planning for cycle 3 for improving students speaking ability and reach thetarget of learning process as follows : Theme of cycle 3 is Traditional Story. Basiccompetence is getting ideas and information for speaking Practice. Time Allocation 3x 40 Minutes. Indicator of study are : Students are able to interaction throughstorytelling. Students are able to repeat the sentence through the story. Students areable to practice english through a role play. Source of Materials is English book for theSeventh grade The Aims of Study in cycle 3 are : Students are able to kow the meanings ofwords that they said based on the story, students are able to increase their vocabulariesthroungh storytelling, students are able to speak fluently, student are able tocommunicate or interaction with other students, students are able to express theconversation through storytelling b. Acting Cycle 3 was carried out on December 1,200.8. attended by 38 students, there aretwo students were absent by reason of sick. For the action in cycle 3, the writerdiscussed with collaborative teacher to improve students1 speaking ability. The resultof implementation of cycle 3 are expected to improve the weakness in cycle 2. Steps of cycle 3 as follows : the writer and the students do ask and answer, theWriter presented the material through approach method of storytelling technique,having heard and listened the story, the students are invinted to practice theirspeakings1 ability by followed and said the sentence that they heard in the casset. theresearcher gave them the text that they must do in a role play. The researcher ask thestudents to practice a role play titled " Bawang Merah and Bawang Putih." The writersticks a table of some difficult words to pronounced and explains the meaning of thosewords one by one. Asking them to practice speaking more . The researcer gave areward for the best group to close teaching and learning process, the students were askfor questions one by one before they allowed to go home and give a task
    • a Warming up There are some warming up activities before the researcher tought the students, suchas Praying together. Greeting, Teacher build motivation and interest in learningEnglish to the students. Teacher explain about story that the students will play, Teacherask the student to say together each sentence in the story " Bawang Merah and Bawangputih. " b. Main Activities There are some activities in cycle 3 such as : the Researcher change studentsseats into circe form, ask and answer that related to the material, student Repeat thesentence from the story, discussing about the material consist of vocabularies andconversation structure, divided students into groups , one group consist of threestudents to practice English, Teacher give the students a text a role play , Teacher andstudents practice to speak the conversation from the text , Students in their grouppractice the role play from the story in the middle of circle chairs . other students asaudiences gave their appreciation to their friends who performanced to make theirfriend more confidence c. Closing There are some closing such as : teacher give a formative test in an oral test,Students playing a short role play based on the story " Bawang Merah and BawangPutih " ,teacher evalute the students performance. Asking students difficulties,Taking conclusion together, give students motivation to improve their English, give areward for the students who gets a good improvement in speaking English, giveappreciation to the students and sav thank you for their attention, for the last praytogether and greetingd. Observing ,,. c The Collabolator teacher was Mr. ^KioiixwS^P-d. During teaching and learningprocess above, the Collabolator observe. There are several matter as side findinglooked carefully. There are :
    • Observation of classroom action Research was done forward :1) Situation and condition of teaching and learning process. The situation and condition of classroom began very well. The student paid fullof attention and more enthusiastically, they were accustomed to speaking English andmore confidence2) . Activeness of students speaking practice During teaching and learning process the students more focused on material tobe presented Some students practice English speaking more interactively They couldspeak English interestingly for their interaction. There is no students be wary to repeatafter teacher pronounce new vocabularies. Class atmosphere is more lively, because allof student were active . When the writer ask them to improve their speaking ability bystorytelling in an other time, they were very happy and enthusias accept the offers Therole play that has been done by students in their own group, made students moreconfidence and brave to perform in front of classroom. Based on class observation incycle 3, it implied that most students were Active enough to practice English speakingThey had found their motivation . they can irr.prcv? their speaking ability3). Skill of students speaking ability through story telling tecnique Based on classobservation in cycle 3, it could be explainned that most students were active enough topractice English speaking ability. They had found their speaking motivation to do hardand effectively. They could understand to practice their English speaking ability. From the table of evaluation score of using storytelling technique, itshowedimprovement significantly It showed the average score of speaking practice was 7,7The highest score was 8,6. The lowest one was 6,5. ( Appendix ) d. Reflecting Reflection was an explanation of analysis procedure toward research result andreflection related to process and treatmentafter observing on the cycle 1. The writerhave seen that there are many lack of teaching approaches on the first cycle. So the
    • writer with the teacher collaboration have discuss about the obstacle on it to get a betterlesson plan to be presented on the cycle 2 The classroom action research in cycle onereflected that Most of students were not accustomed to speaking English. And there aremost students are very poor in pronounciation and vocabularies,several students lackof grammar and A few of students were not confidence to speak in front of classroom. The writer makes data from the formative test of 40 students who are present.On cycle 1. there are 29 students got score below 6,0 or 72,5 % of a!1 students andamong 29 students . there are 25 students who got score bellow 5,5. there are 1 Istudents got score 6,0 until 7.0 or 27,5 % of all students and there are 1 students whogot high score above 7,0 of all of students. The target score is 7,5 and class average is5,17. This average score is less satisfactory for the researcher. In action process and observing of cycle 1 conducted by the writer and englishteacher callaboration, it is found that the class atmosphere is not lively and students arenot responsive. The researher paid attention little that there are some students who arenot able to speak English well and do therole play well and the researcher must givemore motivation to the students to be brave to speak english and improve theirspeaking ability and not have to afraid if they are making a mistake. In cycle 2. The Classroom action research in cycle 2 that there are still 4 studentsobtained score under 6,0 it means it is still 7.5 % of total of students and two of themare the students with learning disability problem it means there are many students thatactually can be improved from the cycle 2. And the student who got score above 7 0 isimprove from 1 students until 18 students the average score of students speakig abilitywas 6.7 points. For the students who still have low score, the writer is better to givetolerance of time and more attention for those students. So that they can improve theirspeaking ability
    • In cycle reflection 3. I took coclusion during the classroom action research. Itreflected that students speaking ability could improve during three cycle in actionResearch classroom In cycle one, the average score of students speaking practice was5,8. in cycle 2 , the average score of students speaking practice was 6.9 and in cycle 3,the average score of students speaking ability was 7,7 It was more than the target 7,5point The Writer got description on significant speaking ability improvement.Theimprovement could be shown by improvement in performing, pronounciation,vocabularies and grammar. Although there are 5 students who still have low score, theteacher must teach them patiently to improve their speaking ability and it must beresponsibility of the teacher to guide the students to the better increase.D. The Data DescriptionThere are the data description : The writer makes data, from the formative test of 40 students who are present.On cycle 1, there are 29 students got score below 6,0 or 72,5 % of all students andamong 29 students . there are 25 students who got score bellow 5.5 there are 1 1students got score 6.0 until 7.0 or 27.5 % of all students and there are 1 students whogot high score above 7,0 of all of students. The target score is 7,5 and class average is5,17. This average score is less satisfactory for the researcher. In action process and observing of cycle 1 conducted by the writer and englishteacher callaboration, it is found that the class atmosphere is not lively and students arenot responsive It was hard for the teacher to monitor the students when they practiceclass was so noisy.The researher paid attention little that there are some students whoare not able to speak English well and the role play well and the researcher must givemore motivation to the students lo be brave to speak english .
    • The Classroom action research in cycle 2 that there are still 4 students obtainedscore under 6,0 it means it is still 7.5 % of total of students and two of them are thestudents with learning disability problem it means there are many students that actuallycan be improved from the cycle 2 And the student who got score above 7.0 is improvefrom 1 students until 18 students the average score of students speaking ability was 6.7points. Based on class observation in cycle 2, it implied that most students were Activeenough to practice English speaking. They had found their motivation . they canimprove their speaking ability. In cycle 3, the Researcher took conclusion during the classroom action research.That students speaking abilitv could improve during three cycle in action Researchclassroom. In cycle one, the average score of students" speaking practice was 5,8, incycle 2 , the average score of students speaking practice was 6.9 and in cycle 3, theaverage score of students speaking ability was 7,7. It was more than the target 7,5point. The Writer got description on significant speaking ability improvement.Theimprovement could be shown by improvement in performing, pronounciation,vocabularies and grammar Although there are 5 students who still have low score, theteacher must teach them patiently to improve their speaking ability and it must beresponsibility of the teacher to guide the studentd to the better increase.E. The Discussion Having ability in English speaking is very important for students students feeldoubtful to speak the language because their lacks of practicing the language in thecapacity of foreign language, therefore the researcher should try to help the students toachieve this ability Teacher should do some efforts by trying to give the atmosphere ofthe classroom more interesting and enjoyable for the students to practice the language.Storytelling technique was really effective to improve the students speaking skill.
    • After all steps of this class action research, the researcher tried to see to find therelation of all steps. In Cycle 1 ,the situation and condition of classroom did not work well. Ithappened because there are alot of students there So the situation is very crowded. Andstudents were not accustomed to speak english, so they are not too fluent to speakEnglish During teaching and learning process and role play that has been done by students.Only a few students spoke English fluently and there are students who are having verypoor ability to pronounce English and there are some students did not confidence tospeak in front of classroom. Most of students were not responsive and passive to dosome conversation in English They often used Indonesian language for theirinteraction. Based on class in cycle 1, it implied that most of students were not enough topractice English and having very poor ability to pronounce and vocabularies. From thetable of of evaluation score of using storytelling technique in cycle 1 by material"kinds of instructions in English " it showed that target of speaking score average scoreof speaking practice was 5 !7 the highest score was 7.0 . the lowest score was 3.8 . In Cycle 2 ,the situation and condition of classroom began well The student paidfull of attention, although still there are some students who made a noise in aclassroom. During teaching and learning process the students more focused onmaterial to be presented. The role play that has been done by students in their owngroup, made students more confidence and brave to perform in front of classroom.Their pronounciation is getting better. Only a few students who has a difficulties inpronounce some words. And most of student can understand the content of the roleplay that they have played.
    • Based on class in Cycle 2, it implied that most students were active enough topractice English speaking They had found their motivation they can improve theirspeaking ability. In cycle 2, the Classroom action research in cycle 2 formative scorethat there are still 4 students obtained score under 6,0 it means it is still 7.5 % of total ofstudents and two of them are the students with learning disability problem and teachermust paid full of attention with them. In Cycle 3, the situation and condition of classroom began very well. The studentpaid full of attention and more enthusiastically, they were accustomed to speakingEnglish and more confidence During teaching and learning process the students more focused on material to bepresented. Some students practice English speaking more interactively. They couldspeak English interestingly for their interaction. There is no students be wary to repeatafter teacher pronounce new vocabularies. Class atmosphere is more lively, because allof student were active . The Storytelling technique made students more confidence andbrave to perform in front of classroom. Based on class in cycle 3, it implied that moststudents were Active enough to practice English speaking. They had found theirmotivation . they can improve their speaking ability it could be explainned that moststudents were active enough to practice English speaking ability. They had found theirspeaking motivation to do hard and effectively. They could understand to practice theirEnglish speaking ability. From the table of evaluation score of using storytellingtechnique, it showed improvement significantly. It showed the average score ofspeaking practice was 7,7 more than the target score, ,the highest score was 8,6. Andthe lowest one was 6,5. Teaching speaking to improve the students speaking ability was little bitdifficult. That is teachers responsibility to make easier to his/ her students. Thestudents had lack of confidence and self motivation to speak English and they always
    • afraid to make mistake. So the classroom athmosphere must be more interesting for students to practice and to overcome inhibitions to practice the English language speaking. And they can be more spirit to understand and practice the English speaking. Storytelling to improve students speaking ability was more enjoyable. The students were able to build interaction with their clasmates withot feeling shy. And students di not feel worry to made mistakes in speaking English. Storytelling technique can be introduced to improve students speaking ability had advantages cr :trength and disavantages or weakness. Some of the advantages of using storytelling technique as follows :1. The storytelling is an alternative way to teach the students to think on your feet When they learn to be good storytellers.2. The storytelling technique could encourage students to speak in English Because this technique was a combination between practice English and interaction among players.3. The storytelling can be used to help the students to think about the deeper meanings of the content. 4. The storytelling technique can be applied in many teaching lesson or topics5. The Storytelling technique can be media of interaction between teacher and students. Because students like to tell a story. 6. The storytelling technique could be applied at various levels in school7. The storytelling can be practiced to the students in practicing the pronouncation and intonation when they speak inEnglish8. The Storytelling can be used to help the students to think about the deeper meanings of the content. Almost all stories carry some type of moral or ethical message and understanding. While the weakness or disavantages were that: 1. The storytelling needs more time to make students understand and try to play a storytelling role play.
    • 2. The storytelling spens much time to accomplish one role play in storytelling technn.ue. 3. The storytelling has the difficulties in memorize a role play for the students that they want to play in front of classroom and get difficulty to make improvisation when they speak English. They just follow what teacher practiced. F. The Research Result These Research Result are as follow : On Cycle 1 ,the situation and condition of classroom did not work well It happened because there are alot of students there. So the situation is very crowded and students were not accustomed to speak english, so they arc not too fluent to speak English. During teaching and learning process and role play that has been done by students. Only few students spoke English fluently and there are students who are having very poor ability to pronounce in English and there are some students were not confidence to speak in front of classroom Most of students were not responsive and passive do some conversation in English, they often used Indonesian language for their interaction. Based on Score in cycle 1, it implied that most of students were not enough to practice English and having very poor ability to pronounce and vocabularies. From the table of of evaluation score of using storytelling technique in cycle 1 by material "kinds of instructions in English " it showed that target of speaking score . average score of speaking practice was 5.17 . The highest score was 7.0 The lowest score was 3.8 . In Cycle 2 ,the situation and condition of classroom began well The student paid full of attention, although still there are some students who made a noise in a
    • classroom. During teaching and learning process the students more focused onmaterial to be presented. The role play that has been done by students in their owngroup, made students more confidence and brave to perform in front of classroom.Their pronounciation is getting better. Only few students who has a difficulties inpronounce some words and most of students can understand the content of the roleplay that they have played. Based on average score in Cycle 2, it implied that most students were activeenough to practice English speaking. They had found their motivation . they canimprove their speaking ability. In cycle 2, the Classroom action research in cycle 2formative score that there are still 4 students obtained score under 6,0 it means it is still7.5 % of total of students and two of them are the students with learning disabilityproblem and teacher must paid full of attention with them. In Cycle 3, the situation and condition of classroom began very well The studentpaid full of attention and more enthusiastically, they were accustomed to speakingEnglish and more confidence. They are more brave to perform and could interact withtheir friend in classroom. During teaching and learning process the students more focused on material to bepresented. Some students practice English speaking more interactively They couldspeak English interestingly for their interaction There is no students be wary to repeatafter teacher pronounce new vocabularies. Class atmosphere is more lively, because allof student were active . The Storytelling technique made students more confidence and brave to performin front of classroom. Based on class in cycle 3, it implied that most students wereActive enough to practice English speaking. They had found their motivation . theycan improve their speaking ability, it could be explainned that most students wereactive enough to practice English speaking ability
    • They had found their speaking motivation to do hard and effectively They couldunderstand to practice their English speaking ability. From the table of evaluationscore of using storytelling technique, it showed improvement significantly It showedthe average score of speaking practice was 7,7 more than the target score, .the highestscore was 8,6. And the lowest one was 6,5. The highest point of improvement is 4 fromcycle 1 to cycle 3. Based on the discussion and the research result, here the writer wants to makediagram of the students score after having the three cycles to make clear about theresult of teaching English Speaking using Storytelling , the Result described ingraphics such as bellow :Graphic of Improvement students Speaking Ability through Storytelling 0 Total Score « Average ScoreBefore Cycle 1 Cycle 2 Cycle 3 Cycle Based on the data from formative scores in each cycles, the students speakingability has significant increased, we can see in the cycle 1, the total score was 207 fromthe 40 students and the average score was 5,17. In cycle 2 the total score was 272 andthe Average score was 6,7. In cycle 3 the total score was 307,7 and average score was7,7 that more than the target score 7,5
    • » Interest Attention a Participation is Presentation Cycle 1 Cycle 2 Cycle 3Graphic of Collabolator Note from Cycle 1 to Cycle 3 Based on collabolator note the interest, attention, participation and presentationof students in class VII 2 has iccreased from cycle 1 to cycle 3 In cycle 1 the averagescore of students interest was 2,675, attention was 2,625, participation was 2,625 andpresentation was 2,625. In cycle 2 the average score of students interest was 2,95,attention was 2,8, participation was 3,0 and presentation was 2,9. In cycle 3 theaverage score of students interest was 4,2, attention was 3,775 , participation 3,725and presentation was 3,425.F. Research Findings Along the process ofthe research ad the observation directly to the school thathas been object of the research activity.the writer also gets some findings from thestudents, the teacher , and the institution such as bellow : There are some students lack of practice speaking English in the learning Englishprocess and lazy to learn English .The students have low motivation, so that they arenot confident in speaking English and afraid to make mistake. The students passive to
    • develop their capability in speaking exercises. The students lack of reading Englishbooks and dictionary to improve their new vocabularies. While fom the teacher, the are also found some findings such as : the teacher lackof leads her/his students to practice speaking ability. The teacher seldom guide guidethe students to be confidence in practicing the speaking ability in classroom. Thetechnique used in teaching is too monotoun that is caused boring for the students, theteacher lack of creativity in planning to improve the students speaking ability. Theteacher is not prepare a plan well before teaches the students especially in practicingspeaking There are also some information from the institution itself such as the limitationof facility needed to teach English such as : language laboratory , a complete libraryand the other support facility. The institution is not give the chance to the teacher tomake some models in practicing speaking activity . The institution seldom gives thefinancial to support the program to improve students speaking ability. The institutionseldom plans and programs to improve students speaking ability.