2. High School there is a Vocational High school but the building is smaller than Junior
High School YMTK.
SMP-¥M+K- has about five hundred students consist of 62% is boy students and
38% of girl students This school consist of students who have different background
such as different religion, there are 20% students from the christian and 80 % are
muslims. The students came from average middle or under social economy But this
school has graduation index one hundred percent graduated years ago. Most os
students continue their study in government Senior High School.
The school begins at a half past six. So the students must to wake up early in
every morning, also the teachers and all of employers in SMP YMIK. And school has
some rules that must do for all of school comunity such as students, teachers. Principal
and all of employers
Y-MI44 Junior High School built for some purposes, there are : To give the best
education service for all of people ,to make school as the centre of creative activities
for students, educate student to become a good personality and have good ability , and
increase education in many aspects to progress Indonesians' future.
Students and teachers also the principal in SMP YMIK are friendly people. The
students have good attitude and good dicipline. Although there are some of students
often 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 researcher
well
When the researcher research how tar the student ability communicate in English
of through English speaking story recognation of class VI1 in SIP YMIK The students
was very interesting and want to coperate with the researcher The students enthusias to
tell and play a story in front of the class. And they have motivation to brave themselves
to speak or telling a story in front of their classmates.
3. Most of students are good participants and coperate with the researcher. They are
also a critism students. They will ask to the teacher when they do not understand and
that is good. They also give the critics and suggestions for the teacher and heir
classmates and that is good for the teaching learning process The Researcher has a
good e xperience during the research in YM+K-Tttnior High School. And get new
knowledge 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 Story
to convey meaning. Despite this truth, many communicators only approach
storytelling as an adjunct to their speaking and presenting Storytelling is a practical
and powerful teaching tool, especially for language learning Teachers in language
classrooms, however, may hesitate to incorporate storytelling into language instruction
because of an alreadv overloaded curriculum
There are many ways to use stones in the oral English classroom It is also advised
to encourage the students tc find more interesting stories and create different ways to
use them. Besides, in the course of looking for, rewriting and completing stories, their
reading, writing and imagination can be further developed; teamwork and friendship
will become stronger by working in groups
Pragmatically speaking, storytelling can be very therapeutic. It provides students
with a very purposeful and intentional framework in which they can take the role of
either the listener or the teller, thus expanding their ability to employ sound and
appropriate judgments. By assuming either role, students who actively engage in the
storytelling process increase the fluency of their verbal expression .
C.The Description E Cycle 1
4. Recognation : Before the Researcher teach the students, the Researcher must
know the Students of SMP~¥MrK especiallv of seventh grade at class YII 2 Based on
the pre test of 40 students , the total students score was 204 and the average score was
5,1 It was indicate the students at class VII 2 have lack of speaking ability because they
lack of practice to speak English , lack of vocabularies . they are not confident to speak
English and other factors This class is consist of 40 students, so the situation of class is
very crowded, the class teacher of class VII 2 ■Mfs-H^rWty^W Y-arnpswitfr, S.Pd
the students' interest in learning English is very good .but the students still thinking
that English is difficult, so, English teacher must find the interesting technique to teach
English. Storytelling is one of interesting technique to teach speaking and the writer
hope 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 a
lesson plan for cycle 1 by saw the English Syllabus for the seventh Grade The lesson
plan made for cycle 1 by time allocation 2 x 40 minutes. The standard of competencies
is speaking : expressing of meaning in short oral text very simple to interact by nearest
environtment. The Basic Competencies ( speaking ) is expressing short functional oral
prounounce meaning very simple correctly, fluently and be able to interact with the
nearest environtment.
The indicators are : Students are able to giving the intruction, Students are able to
repeat the instructions through the Story. Students are able to practice english through
a role play. Source of Materials : English book for the Seventh grade The Aims of
Study are : Students are able to giving instruction. Students are able to increase their
vocabularies throungh storytelling. Students are able to speak fluently, Student are
able to communicate or interaction with other students. Students arc able to express the
conversation through storytelling.
5. b. Acting
For Cycle 1 the Materials was about kind of instructions in English, the teacher
use the situation of learning as the real situation . The technique is storytelling by doing
some conversation and role play The researcher tought about the material to the
students 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. Such
as 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 of
kinds of intructions and repeat together, b. Main Activities
There 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, Student
Repeat each sentence espesially intaiction sentences from the casset, Discussing about
the material ,Change students seats to the group seats form Asking students to give
some intructions to their friends in each groups, the Researcher explain about
vocabularies and conversation structure.
The teacher tought the students to pronounce English intructions and practiced
together with the students, simple instaiction.The students practiced to give intructions
or commands briefly. The students do the instructions in a group in a role play in front
of classroom, c. closing
For Closing the researcher gave students Formative Test taht has given in oral
test The material is about Instruction in English. The formative test do by a role play in
a group . The students has to speak with their group in front of the class and
play a short drama or role play.
6. Then the Researcher gave the students motivation to learn English more and
gave appreciation to all of students. And give some home work to practice their
english. And say thank you for their attention , pray and greeting c. Observing
The Collabolator teacher was Mr. K-miiii,S.Pd During teaching and learning
process above, the Collabolator observe There are several matter as side finding
looked carefully. There are :
1) Situation and condition of teaching and learning process.
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 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 very
poor ability to pronounce English and there are some students did not confidence to
speak in front of classroom. Most of students were not responsive and passive to do
some conversation in English. They often used Indonesian language for their
interaction.
3) Skill of students' Speaking practice in cycle 1
Based on class observation 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 ( Appendix ). d. Reflecting
Reflection was an explanation of analysis procedure toward research result and
reflection related to process and treatment after observing on the cycle 1. The writer
7. have 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 better
lesson plan to be presented on the cycle 2 . The classroom action research in cvcle one
reflected that Most of students were not accustomed to speaking English And there are
most students are very poor in pronounciation and vocabularies,several students lack
of 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 and
among 29 students , there are 25 students who got score bellow 5,5. there are 11
students got score 6,0 until 7,0 or 27,5 % of all students and there are 1 students who
got high score above 7,0 of all of students. The target score is 7,5 and class average is
5,17. This average score is less satisfactory for the researcher.
In action process and observing of cycle 1 conducted by the writer and english
teacher callaboration, it is found that the class atmosphere is not lively and students are
not responsive. It was hard for the teacher to monitor the students when they practice
class was so noisy.The researher paid attention little that there are some students who
are not able to speak English well and do the role play well and the researcher must
give more motivation to the students to be brave to speak english and improve their
speaking ability and not have to afraid if they are making a mistake. English teacher
must 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 in
the cycle 2 was based on re-planning in the cycle I . The Researcher must see the lack
of Cycle 1 , and do some ome revisions such as : To make lesson plan which better
learning and teaching process. Giving their speaking motivation to some students who
got lower score to be more active. Training the students intensively to be able to
8. practice English speaking. Giving some ways to practice their speaking ability. Giving
a reward to student who was able to increase their score significantly.
Theme of lesson plan in cycle 2 is " Going to shopping ". Basic competence is
getting 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, Students
are able to repeat the sentence through the story, Students are able to practice english
through 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 able
to 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 are
three students who was absent because of sick and permission. Steps of cycle 2 as
follows : The Researcher and the students to do conversation in the beginning of
learning activity, the students are invited to sing a song entitled " I Have a Dream " in
order to that the students are able to pay attention to materials presented . Making
groups of students to practice speaking more actively by a role play . each group
consist of two students. The researcher gave them the text that they must do in a role
play. 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 and
learning process, the students were ask for questions one by one before they allowed to
go 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 learning
English to the students, Teacher give the sample of wise word in english, explain the
materials, Teacher and students sing a song together . b Main Activities
9. There are some main Activities for the cycle 2 as follows : the Researcher change
students seats into circe form, listen to the story through casset together, ask and
answer 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 real
situation, teacher give the students a text a role play, Teacher and students practice to
speak 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" in
pairing, teacher evaluate the students performance, asking students difficulties, taking
conclusion together, give students motivation to improve their English, give a reward
for the students who gets a good improvement in speaking English, give appreciation
to the students and say thank you for their attention, pray together and greeting
c. Observing .^
The Collabolator teacher was Mr Ki*»+ftrS Pd. During teaching and learning
process above, the Collabolator observe. There are several matter as side finding
looked carefully. There are :
1) . Situation and condition of teaching and learning process.
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.
2) . Activeness of students' speaking practice
During teaching and learning process the students more focused on material to be
presented. The role play that has been done by students in their own group, 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 in
10. pronounce some words. And most of student can understand the content of the role
play 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 were
Active enough to practice English speaking. They had found their motivation . they
can improve their speaking ability
d. Reflecting
In cycle reflection 2, it was also to plan next cycle. The Classroom action
research in cycle 2 reflected that there are still 4 students obtained score under 6,0 it
means it is still 7.5 % of total of students and two of them are the students with learning
disability problem It means there are many students that actually can be improved from
the cycle 2 And the student who got score above 7.0 is improve from 1 students until
18 students the average score of students' speakig ability was 6.7 points. For the
students who still have low score, the writer is better to give tolerance of time and more
attention for those students So that they can improve their speaking ability. 3. Cycle 3
Before Planning of the lesson Plan, the Researcher greeting to the
students,introduce herself to the students , and explain about the material and techique
that 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 the
weakness during learning process in cycle 2,after discussing with collaborative
teachers, the writer makes the following improvement measure. Preparing lesson plan
to teach speaking interestingly. To prepare research instruments in the form of camera
to immortalize the students situation during learning process. To pay special attention
and assistance to 11 students who from learning disabilities. Giving a reward to student
who was able to increase their score significantly
11. The Planning for cycle 3 for improving students' speaking ability and reach the
target of learning process as follows : Theme of cycle 3 is Traditional Story. Basic
competence is getting ideas and information for speaking Practice. Time Allocation 3
x 40 Minutes. Indicator of study are : Students are able to interaction through
storytelling. Students are able to repeat the sentence through the story. Students are
able to practice english through a role play. Source of Materials is English book for the
Seventh grade
The Aims of Study in cycle 3 are : Students are able to kow the meanings of
words that they said based on the story, students are able to increase their vocabularies
throungh storytelling, students are able to speak fluently, student are able to
communicate or interaction with other students, students are able to express the
conversation through storytelling b. Acting
Cycle 3 was carried out on December 1,200.8. attended by 38 students, there are
two students were absent by reason of sick. For the action in cycle 3, the writer
discussed with collaborative teacher to improve students1 speaking ability. The result
of 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, the
Writer presented the material through approach method of storytelling technique,
having heard and listened the story, the students are invinted to practice their
speakings1 ability by followed and said the sentence that they heard in the casset. the
researcher gave them the text that they must do in a role play. The researcher ask the
students to practice a role play titled " Bawang Merah and Bawang Putih."' The writer
sticks a table of some difficult words to pronounced and explains the meaning of those
words one by one. Asking them to practice speaking more . The researcer gave a
reward for the best group to close teaching and learning process, the students were ask
for questions one by one before they allowed to go home and give a task
12. 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 learning
English to the students. Teacher explain about story that the students will play, Teacher
ask the student to say together each sentence in the story " Bawang Merah and Bawang
putih. " b. Main Activities
There are some activities in cycle 3 such as : the Researcher change students
seats into circe form, ask and answer that related to the material, student Repeat the
sentence from the story, discussing about the material consist of vocabularies and
conversation structure, divided students into groups , one group consist of three
students to practice English, Teacher give the students a text a role play , Teacher and
students practice to speak the conversation from the text , Students in their group
practice the role play from the story in the middle of circle chairs . other students as
audiences gave their appreciation to their friends who performanced to make their
friend 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 Bawang
Putih " ,teacher evalute the students performance. Asking students difficulties,
Taking conclusion together, give students motivation to improve their English, give a
reward for the students who gets a good improvement in speaking English, give
appreciation to the students and sav thank you for their attention, for the last pray
together and greeting
d. Observing ,,.'' c
The Collabolator teacher was Mr. ^KioiixwS^P-d. During teaching and learning
process above, the Collabolator observe. There are several matter as side finding
looked carefully. There are :
13. 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 full
of attention and more enthusiastically, they were accustomed to speaking English and
more confidence
2) . Activeness of students' speaking practice
During teaching and learning process the students more focused on material to
be presented Some students practice English speaking more interactively They could
speak English interestingly for their interaction. There is no students be wary to repeat
after teacher pronounce new vocabularies. Class atmosphere is more lively, because all
of student were active . When the writer ask them to improve their speaking ability by
storytelling in an other time, they were very happy and enthusias accept the offers The
role play that has been done by students in their own group, made students more
confidence and brave to perform in front of classroom. Based on class observation in
cycle 3, it implied that most students were Active enough to practice English speaking
They had found their motivation . they can irr.prcv? their speaking ability
3). Skill of students' speaking ability through story telling tecnique Based on class
observation in cycle 3, it could be explainned that most students were active enough to
practice English speaking ability. They had found their speaking motivation to do hard
and effectively. They could understand to practice their English speaking ability.
From the table of evaluation score of using storytelling technique, itshowed
improvement significantly It showed the average score of speaking practice was 7,7
The highest score was 8,6. The lowest one was 6,5. ( Appendix ) d. Reflecting
Reflection was an explanation of analysis procedure toward research result and
reflection related to process and treatmentafter observing on the cycle 1. The writer
have seen that there are many lack of teaching approaches on the first cycle. So the
14. writer with the teacher collaboration have discuss about the obstacle on it to get a better
lesson plan to be presented on the cycle 2 The classroom action research in cycle one
reflected that Most of students were not accustomed to speaking English. And there are
most students are very poor in pronounciation and vocabularies,several students lack
of 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 and
among 29 students . there are 25 students who got score bellow 5,5. there are 1 I
students got score 6,0 until 7.0 or 27,5 % of all students and there are 1 students who
got high score above 7,0 of all of students. The target score is 7,5 and class average is
5,17. This average score is less satisfactory for the researcher.
In action process and observing of cycle 1 conducted by the writer and english
teacher callaboration, it is found that the class atmosphere is not lively and students are
not responsive. The researher paid attention little that there are some students who are
not able to speak English well and do therole play well and the researcher must give
more motivation to the students to be brave to speak english and improve their
speaking 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 students
obtained score under 6,0 it means it is still 7.5 % of total of students and two of them
are the students with learning disability problem it means there are many students that
actually can be improved from the cycle 2. And the student who got score above 7 0 is
improve from 1 students until 18 students the average score of students' speakig ability
was 6.7 points. For the students who still have low score, the writer is better to give
tolerance of time and more attention for those students. So that they can improve their
speaking ability
15. In cycle reflection 3. I took coclusion during the classroom action research. It
reflected that students' speaking ability could improve during three cycle in action
Research classroom In cycle one, the average score of students' speaking practice was
5,8. 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 7,5
point The Writer got description on significant speaking ability improvement.The
improvement could be shown by improvement in performing, pronounciation,
vocabularies and grammar. Although there are 5 students who still have low score, the
teacher must teach them patiently to improve their speaking ability and it must be
responsibility of the teacher to guide the students to the better increase.
D. The Data Description
There 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 and
among 29 students . there are 25 students who got score bellow 5.5 there are 1 1
students got score 6.0 until 7.0 or 27.5 % of all students and there are 1 students who
got high score above 7,0 of all of students. The target score is 7,5 and class average is
5,17. This average score is less satisfactory for the researcher.
In action process and observing of cycle 1 conducted by the writer and english
teacher callaboration, it is found that the class atmosphere is not lively and students are
not responsive It was hard for the teacher to monitor the students when they practice
class was so noisy.The researher paid attention little that there are some students who
are not able to speak English well and the role play well and the researcher must give
more motivation to the students lo be brave to speak english .
16. The Classroom action research in cycle 2 that there are still 4 students obtained
score under 6,0 it means it is still 7.5 % of total of students and two of them are the
students with learning disability problem it means there are many students that actually
can be improved from the cycle 2 And the student who got score above 7.0 is improve
from 1 students until 18 students the average score of students' speaking ability was 6.7
points. Based on class observation in cycle 2, it implied that most students were Active
enough to practice English speaking. They had found their motivation . they can
improve 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 Research
classroom. In cycle one, the average score of students" speaking practice was 5,8, 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 7,5
point. The Writer got description on significant speaking ability improvement.The
improvement could be shown by improvement in performing, pronounciation,
vocabularies and grammar Although there are 5 students who still have low score, the
teacher must teach them patiently to improve their speaking ability and it must be
responsibility 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 feel
doubtful to speak the language because their lacks of practicing the language in the
capacity of foreign language, therefore the researcher should try to help the students to
achieve this ability Teacher should do some efforts by trying to give the atmosphere of
the classroom more interesting and enjoyable for the students to practice the language.
Storytelling technique was really effective to improve the students speaking skill.
17. After all steps of this class action research, the researcher tried to see to find the
relation of all steps.
In 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 are not too fluent to speak
English
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 very
poor ability to pronounce English and there are some students did not confidence to
speak in front of classroom. Most of students were not responsive and passive to do
some conversation in English They often used Indonesian language for their
interaction.
Based on class 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 !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 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 on
material to be presented. The role play that has been done by students in their own
group, 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 in
pronounce some words. And most of student can understand the content of the role
play that they have played.
18. Based on class in Cycle 2, it implied that most students were active enough to
practice English speaking They had found their motivation they can improve their
speaking ability. In cycle 2, the Classroom action research in cycle 2 formative score
that there are still 4 students obtained score under 6,0 it means it is still 7.5 % of total of
students and two of them are the students with learning disability problem and teacher
must paid full of attention with them.
In Cycle 3, the situation and condition of classroom began very well. The student
paid full of attention and more enthusiastically, they were accustomed to speaking
English and more confidence
During teaching and learning process the students more focused on material to be
presented. Some students practice English speaking more interactively. They could
speak English interestingly for their interaction. There is no students be wary to repeat
after teacher pronounce new vocabularies. Class atmosphere is more lively, because all
of student were active . The Storytelling technique made students more confidence and
brave to perform in front of classroom. Based on class in cycle 3, it implied that most
students were Active enough to practice English speaking. They had found their
motivation . they can improve their speaking ability it could be explainned that most
students were active enough to practice English speaking ability. They had found their
speaking motivation to do hard and effectively. They could understand to practice their
English speaking ability. From the table of evaluation score of using storytelling
technique, it showed improvement significantly. It showed the average score of
speaking practice was 7,7 more than the target score, ,the highest score was 8,6. And
the lowest one was 6,5.
Teaching speaking to improve the students' speaking ability was little bit
difficult. That is teachers' responsibility to make easier to his/ her students. The
students had lack of confidence and self motivation to speak English and they always
19. 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 topics
5. 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 school
7. The storytelling can be practiced to the students in practicing the pronouncation and
intonation when they speak inEnglish
8. 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.
20. 2. The storytelling spens much time to accomplish one role play in storytelling
techn'n.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
21. classroom. During teaching and learning process the students more focused on
material to be presented. The role play that has been done by students in their own
group, made students more confidence and brave to perform in front of classroom.
Their pronounciation is getting better. Only few students who has a difficulties in
pronounce some words and most of students can understand the content of the role
play that they have played.
Based on average score in Cycle 2, it implied that most students were active
enough to practice English speaking. They had found their motivation . they can
improve their speaking ability. In cycle 2, the Classroom action research in cycle 2
formative score that there are still 4 students obtained score under 6,0 it means it is still
7.5 % of total of students and two of them are the students with learning disability
problem and teacher must paid full of attention with them.
In Cycle 3, the situation and condition of classroom began very well The student
paid full of attention and more enthusiastically, they were accustomed to speaking
English and more confidence. They are more brave to perform and could interact with
their friend in classroom.
During teaching and learning process the students more focused on material to be
presented. Some students practice English speaking more interactively They could
speak English interestingly for their interaction There is no students be wary to repeat
after teacher pronounce new vocabularies. Class atmosphere is more lively, because all
of student were active .
The Storytelling technique made students more confidence and brave to perform
in front of classroom. Based on class in cycle 3, it implied that most students were
Active enough to practice English speaking. They had found their motivation . they
can improve their speaking ability, it could be explainned that most students were
active enough to practice English speaking ability
22. They had found their speaking motivation to do hard and effectively They could
understand to practice their English speaking ability. From the table of evaluation
score of using storytelling technique, it showed improvement significantly It showed
the average score of speaking practice was 7,7 more than the target score, .the highest
score was 8,6. And the lowest one was 6,5. The highest point of improvement is 4 from
cycle 1 to cycle 3.
Based on the discussion and the research result, here the writer wants to make
diagram of the students' score after having the three cycles to make clear about the
result of teaching English Speaking using Storytelling , the Result described in
graphics such as bellow :
Graphic of Improvement students' Speaking Ability through Storytelling
0
Total Score «
Average Score
Before Cycle 1 Cycle 2 Cycle 3 Cycle
Based on the data from formative scores in each cycles, the students' speaking
ability has significant increased, we can see in the cycle 1, the total score was 207 from
the 40 students and the average score was 5,17. In cycle 2 the total score was 272 and
the Average score was 6,7. In cycle 3 the total score was 307,7 and average score was
7,7 that more than the target score 7,5
23. » Interest
Attention a
Participation is
Presentation
Cycle 1 Cycle 2 Cycle
3
Graphic of Collabolator Note from Cycle 1 to Cycle 3
Based on collabolator note the interest, attention, participation and presentation
of students in class VII 2 has iccreased from cycle 1 to cycle 3 In cycle 1 the average
score of students' interest was 2,675, attention was 2,625, participation was 2,625 and
presentation 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 the
average score of students' interest was 4,2, attention was 3,775 , participation 3,725
and presentation was 3,425.
F. Research Findings
Along the process ofthe research ad the observation directly to the school that
has been object of the research activity.the writer also gets some findings from the
students, the teacher , and the institution such as bellow :
There are some students lack of practice speaking English in the learning English
process and lazy to learn English .The students have low motivation, so that they are
not confident in speaking English and afraid to make mistake. The students passive to
24. develop their capability in speaking exercises. The students lack of reading English
books and dictionary to improve their new vocabularies.
While fom the teacher, the are also found some findings such as : the teacher lack
of leads her/his students to practice speaking ability. The teacher seldom guide guide
the students to be confidence in practicing the speaking ability in classroom. The
technique used in teaching is too monotoun that is caused boring for the students, the
teacher lack of creativity in planning to improve the students' speaking ability. The
teacher is not prepare a plan well before teaches the students especially in practicing
speaking
There are also some information from the institution itself such as the limitation
of facility needed to teach English such as : language laboratory , a complete library
and the other support facility. The institution is not give the chance to the teacher to
make some models in practicing speaking activity . The institution seldom gives the
financial to support the program to improve students' speaking ability. The institution
seldom plans and programs to improve students' speaking ability.
