Professional Documents
Culture Documents
SURABAYA
CHAPTER 1
INTRODUCTION
society. Moreover, in globalization Era, Speaking English is becoming more and more
important as it is used among people who live in different places and cultures, share the ideas,
and bring them into relationship with their environment. Firstly, English is an International
language. It is spoken by many people all over the world, either as a first or second language.
Secondly, English is also the key, which open the doors to scientific and technical knowledge,
which is needed for the economics and political development of many countries in the world.
Thirdly, English is a top requirement of these seeking jobs. Speaking skill plays an important
role in learning English. Nunan (1991:3) states that “ mastering the art of speaking is the
single most important aspect of learning a second or foreign language, and success is
measured in terms of the ability to carry out a conversation in the language, and success is
measured in terms of the ability to carry out a conversation in the language”. So, if somebody
wants to be a skilful and an intellectual person who is ready to participate in this globalization
era everybody have to master English in order to get the information from all over the world
easily.
and therefore predictable) ways of presenting information which can either focus on
English becomes something worthy. Furthermore, English is the language that is frequently
used in international trade, Diplomacy and tourism and it is studied by many people in the
world than any other languages. Teaching English in Indonesia consists of four skills, namely
listening, speaking, reading, and writing and other two components those are vocabulary, and
senior high school. Moreover, the graduates of senior high school are accepted to use English
in real communication fluently and accurately. According to Bygate, a further feature of oral
interaction is that the participants need constantly to negotiate meaning, and generally manage
the interaction in terms of who is to say what, to whom, when, and about what.
Because many students have difficulties in producing the utterances in the speaking
class, even though English is not a new subject, some students still consider said that English
is the difficult lesson to be learnt at school. Moreover, if the teacher asks the students to
Student should have motivation so that they will be enthusiastic to express their
thoughts and feeling orally. Byrne (1986: 11) has said that the development of oral ability is a
good source of motivation for most learners. In addition, students’ enthusiasm to speak is very
The teacher must be creative and teacher has to able to stimulate student’s motivation,
likeness and curiosity and develop student’s acquisition in learning spoken English. All of
them represent strategies for providing the communication involvement that is necessary for
an operational curriculum that an arranged and done in each unit of education (Susanto, 2007:
11). The teachers have opportunities to develop the curriculum based in the competence
standard. To set the communicative competence standard, the teacher has to able to create the
more appropriate technique, which is able to motivate and encourage the students to
feeling orally.
Pictures actually have some advantages to be used for teaching speaking, especially
for young learners. Pictures can raise the student’s interest; the teacher can provide fun for
students will have different interpretation of pictures. This condition make the students like to
their inner resources, empathize with others, and use their own experiences as scaffolds upon
which to build credible action (Amato, 2003:214). Storytelling through their attention to
human experience is likely to have much appeal in the language classroom. It means that
students can improve their ability to produce the target language and improve their ability to
comprehend and produce the target language. Lubis (1988: 70-75) states that the teacher can
use media in teaching speaking such as visual aids (bulletin board, blackboards, realia,
picture, chart, flash card, map, clock, cartoon), audio visual aids, ( TV, motion picture, video
tape recorder). To support in doing storytelling, the storyteller may use a flannel board,
puppets, pictures, and other objects. These aids help storyteller to remember the story,
establish rapport with the audience, and gain confidence in their storytelling ability by using a
picture or pictures series. Picture series can stimulus for a longer story or description (brown,
2004: 180). Picture series is more interesting, economical and practical compare with other
media, besides it is good illustration media to describe the story sequence in narrative text.
Narrative text is the text that tells a story and entertains the audience with real or fiction
experience. Bailey (2005:104) says that storytelling using picture can give students active
expressive their vocabulary. It means that the students encourage exploring their vocabulary
in speaking.
From those explanations, this study wants to observe how the storytelling using
picture series is implemented in teaching speaking to the tenth grade students of senior high
school. How storytelling can improve the student s speaking ability and make them more
Based on the background of the study, the research questions are as follows:
1.3 Hypothesis
Purpose of the study is to know and observe the implementation of teaching speaking of
narrative text through picture series of storytelling on the students’ speaking ability.
1.5 Variable
Variable is the element one can’t miss as on conducts a research. F.n. Kerlinger in
Arikunto (1997-94) “Variable is a concept as like men in the concept of sex, aware in the
concept of awareness.
independent variables on a dependent variable (it is possible to have more than one dependent
variable in experiments).”
This research is strongly expected to be useful and helpful to the improvement of previous
theory about using storytelling in teaching speaking to create narrative text. Hopefully, it can
give a great contribution for both the English teachers and the students.
1. The teacher
The writer hopes that it will be useful to provide the sight and description about the
use of picture series for storytelling technique in the teaching of speaking, so that the
technique, and how to treat students well by knowing their responses to the use of
storytelling technique by using picture. Moreover, the teachers can anticipate to the
2. The students
The students can reach the main objective of the teaching of speaking skill that
encourages them to express their thought and feeling freely. Furthermore they have a
sense of achievement that will surely encourage them to speak English often,
The study will be limited on storytelling using picture series in teaching speaking to
create narrative text, the student’s ability, and the students’ responses toward it.
1.8 Definition of the Key Terms
To get a release of confusion and misinterpretation of the readers, the terms are defined as
follows:
listeners.
form a series
Narrative text : a type of spoken or written text that tells a story of one
In this chapter presents several theories, which are considered necessary to analyze the
data. Among them are the nature of speaking, teaching speaking, the technique of teaching
narrative text, kinds of pictures, the criteria in selecting good pictures, the advantages of using
2.1 Speaking
speaking is very important to be learned in order to acquire the target language well. Bailey
(2005:2) writes that speaking is the productive of an oral skill. In daily life, people use the
language more in spoken than written one. It is because they need to interact with others.
or to reach to others and initials communicative acts (Oshima: 1991). It means that individual
can be able to speak a certain language if he has knowledge of the components with the
speaker of the same language and they can express their idea, thought and feeling by
Speaking is a productive skill that can be directly and empirically observed. Speaking
becomes one important thing in the learning process, especially in the foreign language
learning processes. It means that the students can express their ideas, feeling, opinion, and
imagination by speaking. Besides they can participate in their class and interact with the
grammatical structure and vocabulary of the foreign language at normal rate delivery for
native speaker of the language. Based on these theories, the English teacher must socialize her
studies to practice English. Therefore, the teacher should give opportunities to speak English
as much as possible.
but at the somewhat limited level of very short conversations, standard greetings and
5. Extensive. Extensive oral production tasks include speeches, oral presentations, and
story-telling, during which the opportunity for oral interaction from listeners is either
In the class, some students get difficulties to speak English because the students prefer
to listen than to speak and the teacher only gives a material. So, the teacher should realize that
she/he must do more, and apply some different strategies/ techniques in order to make the
As Nunan (2003: 48) states that teaching speaking is sometimes considered as simple
process, commercial language schools a round the world hire people with no training to teach
conversation. That is a job for teacher to make students can feel and learn something that is
very useful with the language. However, the teaching of speaking is to maintain
Speaking is considered as the productive and oral skill. Many people view that
is that most difficult skill. Nunan(2003: 48) states that there are two reasons why speaking is
harder than listening, reading, and writing. The first reason is because speaking happens in
real time. In the conversation, people speak spontaneously and the listener wait them to speak
right then. It is impossible for the listeners to wait for a long time so that the speaker has to
Most of students prefer to just listen whatever the teacher say and they do not have
any effort to speak English in the class. For the students, learn to speak English is more
difficult than other skills since they never practice English in real situation. It can be inferred
that the global of teaching a foreign or second language is to gain the ability to communicate
the target language. Both the students and the teacher have to use L2 (English) only, when the
teaching of English takes place in the classroom, the students will follow their teacher to
speak English too. Moreover, to make the students able to speak more freely and actively, it is
not enough to use English in the classroom only but there should be lots of communication
activities out of the classroom, such as making group discussion, debate community, game,
etc.
2.1.3 The technique of teaching speaking
The teachers have to find the best technique for their students. The good techniques
should be able to increase and improve the student’s ability. Teaching techniques are the ways
in which the information that is learned is presented. “certain techniques are associated with
particular methods and are derivable from participle, most techniques can be adapted to any
teaching style and situation” (Larsen- freeman, 1985:2). There are various techniques can be
used in teaching learning activities includes textbook, video, computer, and many others.
However, the teachers have to consider several things. Firstly, the technique should be
adjusted with the needs of different students. Secondly, it should be able to encourage the
students to become active involved with the learning. Next, it should cover sufficient material
According to Ricard ( 2003: 214), there are 3 techniques in teaching speaking that can
make the students improve their ability to produce the target language acquire many of verbal
nuances, improve the ability to work cooperatively in group situations, and effectively deal
affective issues.
1. Storytelling
Storytelling is an oral sharing of a personal or traditional story, told using the essence
of the tradition from which it originates. Storytelling was a great medium for sharing
experience, for teaching, and for handing down from one generation to another ideals,
values, and standards of behavior. It means that through storytelling people could tell
2. Role play
give the students to use the target language appropriately in real life situation and
Drama, even through an integral part of storytelling and role play, constitutes its own
separate category. It includes activities involving roles, plots, and dialogues that are
written in play form to be memorized and acted out on the stage or read aloud. Drama
helps to explore the word of emotions and nonverbal communication in the ESL/EFL
classroom.
2.2 Storytelling
Story is an arrangement that has fantasy characteristic and of course done by human.
Storytelling is the art of using language, vocalization, and/or physical movement and gesture
to reveal the elements and images of a story to a specific, live audience. Storytelling stands
for story and telling. A central, unique aspect of storytelling is its reliance on the audience to
develop specific visual imagery and detail to complete and co-create the story
(www.eldrbaarry.net/roos/st_defn.htm).
Moreover Petty and Jensen states that story is a systematic accounts of happening
something that has a setting, a plot or purpose, characters and meaning (1980: 322). While
telling is an activity which is done by people in speaking. We can make a conclusion that
storytelling is an activity which is done by people in telling a story. In storytelling, the activity
needs at least two people because the one is become storyteller and the other is become the
listener.
Tooze (1959: V) state that storytelling was a great medium for sharing experience, for
teaching, and for handing down from one generation to another ideas, ideals, values, and
use the essence of the tradition from which it originates. It means that through storytelling
recall events. When conveying objectives may be possible to show what the objective is by
showing the students a cartoon strip, for example, that depicts somebody spilling coffee over
someone in a café. In this case you invite students to try to say what would be said in the
express language, followed by appropriate education based on this assessment, may be the
key to students’ success in school. They recommend the use of storytelling because
restructuring teacher’s questions does not bias the students’ organization, comprehension, and
sentence structures. These are steps that must be paid attention in storytelling activity. It is
called storytelling guidelines. One typical set of guidelines are as follows, speak clearly,
speak so all can hear, do not string sentences together with “ and-uhs” or “so”s”, stand still,
look at your audiences, use colorful words, have good beginning and ending, talk naturally, be
Students’ can improve their ability to produce the target language, acquire many of its
nonverbal nuances, improve the ability to work cooperatively in groups situations, and
effectively deal with affective issues. There are a lot of advantages can be taken by using
storytelling in teaching speaking. Storytelling can make the students active to participate in a
class, so that their speaking becomes better. According to Amato (2003: 230) through
storytelling students can improve their abilities to comprehend and produce the target
language, but they quickly learn to work cooperatively in-group situation toward mutual
goals. Being able to tell their own tales, interpret stories, and give them meaningful
experience with the language that they might not otherwise have. Meanwhile, through
regular practice the students can learn how to be a good storyteller by understanding the
essential part of the story before they present. Storytelling is being used across many
disciplines. A well-told story conveys great quantities of information in relatively few words
(http://jonah.cs.elon.edu/sduvall2/publications/duvallklecknerIACIS2007Final.pdf). When
students are involved in storytelling, it means that have learned several things. Here, they are
learning how to convey their story by constructing the words and utterances in order. They
use their mind to think and learn how to explain an event, in which it comprises the subjects
A narrative text tells an imaginary story but the story may be based on facts. The
purpose of the narrative is to entertain the readers. Narratives have been shared in every
moral values. Crucial elements of stories and storytelling include plot, characters and
narrative point of view .Its social function is to tell stories or past events and entertain the
readers, According to Brown (2004: 1) state narrative text type tells a story using spoken or
written language. Narrative is usually told by a story teller. This person gives his/her point of
view to the audience and determines the order in which the events of the story will be told.
Based on those explanations, it is stated that the point of narrative text is its series of events.
The events usually put in chronological order, the order in which events happened. According
orientation (Sets the scene and introduces the characters), Complication (a crisis/ problem
Narrative is a familiar type of communication to entertain the listener and the reader
with a real or fiction experience. Some types of narrative are fairy stories, mystery, science,
fiction, horror/scary, fable, adventure, romance,etc. Narratives sequence people/characters in
time and place but differ from recounts in that through the sequencing, the stories set up one
or more problems, which must eventually find a way to be resolved. Narrative also have
some characteristics based on its linguistic features ( Depdiknas, 2004: 4). They are:
5. Using dialogue
7. Using pronoun
The purpose of a narrative, other than providing entertainment, can be to make the
audience think about an issue, teach them a lesson, or excite their emotions.
Narrative can be presented as written or spoken texts. Written narrative often takes the
form of novels. The story is usually told by a narrator. If the narrator is one of the
characters in the story, the story is said to be told in the first person. If a person outside
the story is the narrator, then the story is being told in the third person. Narrative text also
has some text organizations or generic structures and language features that should be
First, an orientation in which introducing the participants and informing the time and
the place. Second, a complication that describing the rising crises which the participants
have to do with. Third, A sequence of events where the characters react the complication.
This is the main body of the story. There maybe more than one complication and this
serves to frustrate the character/s in their attempts to achieve what they wish. Fourth, A
resolution in which the characters solve the problem created in the complication.
Everything ends up ‘happily ever after’ after the conflicts are resolved. In some
narrative, the resolution may be left for the readers to decide. Fifth, a coda that provides
a comment or moral based on what has been learned from the story ( an optional step).
1. Use of particular nouns to refer to or describe the particular people, animals and things
2. Use of adjective to build noun group to describe the people, animal, or things in the
story.
E.g. finally the snow white and the seven dwarfs lived happily ever after.
4. Use of adverbs and adverbial phrases to locate the particular incidents or events.
6. Use of saying and thinking verbs to indicate what characters are feeling, thinking, or
saying.
Anderson and Anderson (1998:28) explain more about generic structures and
And language features of procedure text that can be seen to the next scaffolding:
The explanation above can be seen through the table below:
2.4 Picture
pictures. Pictures are good visual aids to represent what the story is, pictures provide a
realistic context. Picture can stimulate the students’ imagination and bring their mind out from
the class. It’s important for the teacher to be creative to help the students understand the text
better.
Picture of individual person and object are single picture of object, activities or person.
This kind of picture is usually small. Finnochiaro states that “ an individual picture is one in
which the item to be taught is found alone or is highlighted in some fashion containing
persons or objects.”
For example:
Pictures of situation are large single pictures, which show scheme in which a number
For example:
sequence of events on one chart. It is supported by Finnochiaro that, “situational pictures are
series of related pictures about six to ten one chart will be found invaluable.” Usually picture
series is available in textbooks, cartoon and comic strips in magazines for the teacher to copy.
After discussion the details of the picture, students can try to arrange those in a sequence so
that they tell a story with their friends used group conversation.
For example:
Picture which used in teaching activity should have good criteria. In this case, the
media that is going to be used is picture series. By using picture series, it can help the students
to visualize language from the abstract thing to concrete ones easily. There are some criteria
1. Clarity
The picture must be clear. It should be able to see the relevance detail clearly. Strong
outline and contrast in tone and color are important to avoid an ambiguity.
2. Size
The picture should be large enough and clearly to be seen by the students.
3. Recognition
The pictures must have significance feature with student’s knowledge and culture
understanding.
4. Appeal
The content of the picture should interesting and create the student’s imagination.
5. Relevance
The advantages of using picture series for teaching speaking in storytelling technique:
teaching speaking of narrative text to the tenth grade students of senior high school, the writer
relates this study from any sources. Its used observation, interview, and questionnaire to gain
the data. Related to his study, the writer tries to seek a different aspect of study even though
the genre of the text that is same that is the narrative text. This study is emphasized on the
used storytelling using picture series as technique in teaching speaking to create narrative text
to the tenth grade of senior high school and uses quantitative method as the research method.
CHAPTER 3
RESEARCH METHODOLOGY
depends on the accuracy of using data collecting technique, therefore research must be
objective, valid accurate, and reliable. Research methodology actually is a science studying
how to conduct research. The following serve several steps in doing research.
The writer has designed experimental study. The writer gives treatment on the
experimental group and non treatment on the control group who are given the same materials
3.2.1 Population
Educational evaluation (Suharsimi Arikunto, 1997:108) says that “A population is a set of all
object. And the object of research is students of the 2nd grade of SMK Kawung 1 Surabaya,
3.2.2 Sample
Suharsimi Arikunto (1997: 109) it is said that “A sample is a part or representative of the
1. Since the subjects of sample are less than the ones of population, so it will be easier to
count.
2. The quantity of the population is too big, probably will one or more objects.
Data collection method is way to prove the truth of assumption which depends on it.
Collection data must use appropriate methods so that the data are accurate and valid. To get
Arikunto says that “Test is a series of questions or tasks which is used to measure
skills, knowledge, and talents which are belonged to the individuals or group.
To get data about the achievement of students in translating English text, test is used
because:
2.2 Test can give information to the achievement of students’ skill in an oral
production test.
3.1 It is saving time and energy because it can be held simultaneously even in large
capacity.
3.2 Test is easy to be done because it is arranged systematically
4. Scoring Procedure
While teaching speaking through picture series of storytelling, the writer has to
prepare the material especially picture series of storytelling of narrative text to help the
students to speak actively through the picture series. Collecting data was done by
conducting a kind of test, oral production test. This test was conducted to both
experiment and control class. It is hoped to see whether there are differences of
achievement between two groups. To make a decision whether the hypothesis stated
earlier can be accepted or not, the writer analyzes their scores by using t-test. The
𝑋1 − 𝑋2
∑ 𝑋 2 + ∑ 𝑋22 1 1
√[ 1
𝑛1 + 𝑛2 − 2 ] [𝑛1 + 𝑛2 ]
Ad :
to = the observation
The result of the real data can be seen in the next chapter. The rule of using t-test is if
the obtained t-score is at 5% level of significance more than that written in the table, the
In this research, The observation was used to collect data. This technique by
interaction or overview in the classroom events. The writer also used real time observation.
Wallace states that the real observation is observation and analysis actually happened by using
any electronic means of recalling the data and it was done by msking chechlist or simply
making notes.
QUESTIONAIRE
In this technique the writer ask the students to fulfill the questionnaire by answer the
question of paper and check responses. Burns states that questionnaire is easier and less time
consuming to administer than interview and the responses of the larger numbers of informants
can be gathered.