CHAPTER I

INTRODUCTION
 
1.1 Background of the Study
English is the most used language in the world. English knowledge has been given not only in
secondary school but also in elementary school. Teaching English in elementary school is less
focus on grammar instead of vocabulary. Vocabulary cannot be separated from other elements of
English in teaching learning process in elementary school because vocabulary influences the
ability of students in studying English language. Coady and Huckin (1997:5) state that in recent
years, second language vocabulary acquisition has become an increasingly interesting topic of
discussion for researchers, teachers, curriculum, designers, theorists, and others involved in
second language learning.
Lewis (1997:44) states that the most efficient language and learning must be based on the real
nature of both language and learning. As the basic components of the four language skills;
listening, reading, writing, and  speaking, vocabulary has to be mastered by learners. Vocabulary
is the main point to learn English. Without adequate vocabulary we will get difficulties to learn
English. In Elementary School, vocabulary is the first step to learn English, because without
knowing a lot of vocabulary in English the children will get difficulties in mastering the language
skills. To teach vocabulary in Elementary School, especially for children, is not easy. Teaching
children is different from teaching adults. We must have extra power to teach them, because the
children have certain characteristics and need treatment. So we must give the basic vocabulary to
them to make them understand English.
Especially vocabulary mastery, English teacher for elementary students in the fifth grade at SD N
Sindangwangi had demonstrated using multiple teaching techniques in speaking. Some of them
are included using short dialogue in front of the class and singing songs with action.
 
 
In brief, English teacher should be creative in developing their teaching learning process to
create good atmosphere, improve the students speaking skill, give attention to the speaking
components', and make the English lesson more exciting.
From statement above, it is obvious that vocabulary takes a crucial role due the fact that it is one
of the components of language that should be owned in the language learning include in learning
English. Vocabulary is very important in effective communication. So that, students who has
many vocabulary will be easy in doing communication to express ideas and feeling. The process
of teaching vocabulary need good materials and well preparation from the teacher. One kind of
aid in teaching & learning methods for elementary students is using storytelling.  
 The researcher uses storytelling as a teaching technique that will facilitate the students in getting
better mastery of vocabulary. The researcher wants to make the elementary school students
interested in studying vocabulary through storytelling because almost all children like story, it
can bring much joy and also give the students opportunities to remember the words and
understand the sentences easily. Telling stories to children can help children's development and
also their language. Storytelling should be part of growing up for every child. Telling stories
allows children to form their own imagination. They have no problems with animals or objects
which talked and they can identify them. From the above explanation, the researcher would like
to specify her research especially teaching vocabulary visual aids. Visual aids are available in
many forms, for example: videos, pictures, tapes, music, games, puzzles, and puppet toys. In this
study, however, the researcher is interested in teaching vocabulary by storytelling. By using this,
it is expected that the teacher will be able to motivate them to learn and pay attention to the
material, so that they will not get bored.
Based on the explanation mentioned previously, the researcher is interested in doing a research
about “THE EFFECTIVENESS OF TEACHING VOCABULARY THROUGH
STORYTELLING (A CASE STUDY OF THE FIFTH GRADE STUDENTS AT SDN
SINDANGWANGI).
 
2. RESEARCH QUESTIONS
The problem to be discussed in this study are:
1. How is the usage of storytelling to build vocabulary mastery of the fifth grade students of
SD N Sindangwangi ?
2. What are the affects of storytelling to build vocabulary mastery of the fifth grade students
in SD N Sindangwangi ?
 
3. THE AIMS OF THE RESEARCH
1. To investigate the usage of story telling to build vocabulary mastery of the fifth grade
students of SDN Sindangwangi.
2.  To investigate the effects of story telling to build vocabulary mastery of the fifth grade
students of SDN Sindangwangi.
 
4. METHOD AND TECHNIQUE OF THE RESEARCH
The methodology of research which is used by researcher is an experimental research design.
According to Arikunto (1985;257), experimental research is a study to know whether there is an
effect or not to the subject, that is given a treatment. The design of experimental research of this
study, the researcher used two group, they are experimental group and control group. In
experimental group was taught vocabulary with storytelling using pantomiming and control
group taught vocabulary without using pantomiming.
 
 
 
 
 
 
 
 
 
1. Technique of Collecting Data
1. Observation
The researcher did observation at SD N Sindangwangi to have a real data from the
respondent.
2. Library Research
The researcher did library research by collecting several material such as reference books
which related to the topic and provided necessary information to complete this paper.
 3. Interview
The researcher interviewed the respondent (students) by giving them oral test and also
writing test to get the solution of the problem.  
 
2. Technique for Analyzing Data
After data collected from the field, the next activity is an analyzing data as follow :
a. Read Data from observation and interview.
b. Select Data from observation and interview.
c. The formative test and subsumative test result of is calculating using this formulate:
○ Student Absorbtion Result (SAR) = Result score × 100%
         Ideal score
The students will be finished in Learning if has SAR is ≥ 65%
○ Class Absorbtion Result (CAR) = Σ Result score × 100%
       All students
The class will be finished in learning if has CAR is ≥ 85%
○ The Average value = Result score × 100%
        All students
The result of Observation Data will accounted by adding the activities. Every activities
will be percentage.
 
 
CHAPTER II
THEORITICAL FOUNDATION
 
2.1 Theory of Storytelling
Storytelling is a creative art form that has entertained and informed across centuries and cultures
(Fisher, 1985), and its instructional potential continues to serve teachers. Storytelling, or oral
literature, has many of its roots in the attempt to explain life or the mysteries of the world and the
universe to try to make sense out of things (Tway, 1985). In doing so, the characters and themes
in the stories have become cultural and often cross-cultural archetypes of historic and continuing
importance (Lasser, 1979). Even in today's technological world, people have not changed to such
a degree that the archetypes presented in traditional oral literature are no longer applicable (Livo
and Rietz, 1986).
Rosen (1986) enumerates several factors about the universality of narrative that merit
consideration: 1) human beings dream and speak to themselves in narrative (inner narrative
speech), 2) a basic form of narrative is not only telling but also retelling, and 3) narrative is oral
in the sense that an individual can engage with it fully without encountering it in written form.
Storytelling, probably the oldest form of narrative in the world, is not the same as reading aloud,
because in storytelling, the interaction between teller and listener is immediate, personal, active,
and direct.
Storytelling can be linked in the same way to the hypotheses on the learning/acquisition of
language put forward by Stephen Krashen(4). For example, much of the language used in stories
includes many of the features that Krashen refers to as comprehensible input - simplified
utterances which can be understood by non-native speakers. These utterances have a lot of
repetition and clarification, deliberate rhythm and reference to things close by. The language of
stories is full of recognisable characteristics which are deliberately highlighted and easy to
imitate (rhyme, onomatopoeia, rhythm, intonation) which may be useful when expressing oneself
in the foreign language. The comprehension of the story can also be made easier by the use of
visual aids, gesture, mime and even appealing to the learners' previous knowledge of stories.
Lastly, the story is by its nature fundamentally a listening activity which fits in with the silent
period theory as recommended in the early stages of language learning by several experts such as
Krashen and Terrell in The Natural Approach(5). It can also be used as a reading activity and be
followed by different exercises which relate to other skills such as speaking or writing. 
In 1984, the Commission on Literature of the National Council of Teachers of English applauded
an emerging trend in schools and communities which emphasizes storytelling as literature
(Suhor, 1984). Numerous articles and papers entered in the ERIC database between 1985 and
1988 have discussed the benefits of storytelling in developing language abilities, appreciation of
literature, critical thinking and comprehension, and understanding of community and self.
In discussing how storytelling involves the control of language for narrative, for example, Wyatt,
et al. (1986) describe the application of storytelling in teaching children to write as though they
were doing so for media. Alparaque (1988) notes another important benefit related to the
development of the appreciation of literature the power of storytelling to bind attention and to
bridge real and imaginary worlds.
George and Schaer (1986) investigated the effects of three mediums for presenting literature to
children and discovered that storytelling and dramatization were significantly more effective in
facilitating recall of prose content than was television. These findings indicated that storytelling
is a viable method for stimulating children's imaginations, ultimately leading to a higher
cognitive level in student responses. Reinehr (1987) discussed ways to use mythic literature to
teach children about themselves and to help them write their own stories and legends. For very
young children, the sequencing of events or the shaping of stories may be difficult, as children
tend to ramble.
Perhaps storytelling's greatest value for a teacher is its effectiveness in fostering a relaxed and
intimate atmosphere in the classroom. Scott (1985), an experienced Australian teacher/
storyteller, explains how this practical and general objective can relate to the other benefits from
using storytelling: It can 1) introduce children to a range of story experiences; 2) provide young
students with models of story patterns, themes, characters, and incidents to help them in their
own writing, oral language, and thinking; 3) nurture and encourage a sense of humor in children;
4) help put children's own words in perspective; 5) increase knowledge and understanding of
other places, races, and beliefs; 6) introduce new ideas and be used to question established
concepts without threat to the individual; 7) lead to discussions that are far ranging and often
more satisfying than those arising from formal lessons; and 8) serve as the most painless way of
teaching children to listen, to concentrate, and to follow the thread and logic of an argument.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2.1.1 Elements of Storytelling
 
2.1.2 Model of Teaching & Learning with Storytelling
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Characteristics Of Elementary Students
 
In the history of language teaching there have been a number of important educationists offering
their views about young learners or children as the teaching subjects we are teaching, such as
Locke with the idea of 'the child as blank slate', Piaget 'the child as active learner' and Vygotsky
'the child as social'. Locke, with his idea of the child as blank slate, holds that children are born
with great potential for learning. Their minds may be viewed as white paper and are filled
(nurtured) by the environment. It means that children are ready to be given knowledge by
teachers. Thus, the learning process is controlled externally by the transmitting authority rather
than by the learner (Locke 1936 cited in Krough 1994:142).
Unlike Locke, Piaget believes that in the learning process children are not merely passively
assimilating knowledge given by the teacher. They actively operate on it. Children help
reconstruct their own intelligence through active exploration of their environment (Krough,
1994:43). In this brief, learning will come from the real experience in the children's life.
Bearing this mind, it can be assumed that the teacher needs to provide a stimulating environment
and act as facilitator if s/he wants to give efficient lesson to young learners. Similar to Locke,
Vygotsky (Cited in Cameron 2001) says that children are actively exploring themselves. The
difference is the child's exploration in Vygotsky theory take place in a social context, i.e. in a
world full of other people that interest with the child from birth onwards (2001:6).
By reference to children's inteletual development, Jean Piaget states that there are stages of
intellectual development. All children go through identifiable stages of cognitive developments
as follows:
1. Sensorimotor period (birth to approximately two years), in which children tend to explore
the world physically and grasp things.
2. Pre-operational thought (approximately two to seven years), this stage marks the beginning
of language and vocabulary and also to the first learning of good or bad.
3. Period of concrete operations (approximately seven to eleventh years), when children need
reference to familiar actions, objects, and observable properties.
4. Formal operation (approximately eleventh to fifteen years), when children can reason with
concepts, relationships, abstracts, properties, axioms, and theories (Reilly and Lewis,
1983)
Some people believe that children as young learners learn faster than adult. This might have
something to do with the plasticity of the young brain (Harmer, 2002:7). This statement confirms
the critical period hypothesis, which states that there is a period in people's life when language
acquisition is easy and complex (Ellis, 2000:67).
Linguist sometimes explain how children can absorb so much information by arguing that a fair
amount of children's linguistic capacity is innate and that human beings are born with a set of the
new language in a very short time (Brown, 2001).
Suharno (2005) summerizes young learners characteristics into several points:
 1. Children have their own world that is far different from that of adults. The differences lies
primarily on the contrast between child spontaneous, peripheral to language forms and
adults overt, vocal awareness of and attention to those forms. To successfully teach
children a second language requires specific skills and institutions that differ from those
appropriate to adults.
2. Children have their own culture and learning preference.
3. Children learn by way of physical activities (learning through hands-on activities, learning
by doing). They believe that physical activities can help the internalize the language they
are learning.
 
 
 
 
4. Children have relatively short attention and concentration span: unless the activities are
extremely engaging. They can easily get bored, losing interest after ten minutes or so.
5. Children learn with the motivate of meeting immediate goals (here and now principles),
therefore activities should be designed to capture their immediate interest.
6. Children should have a great deal of exposure to, engagement in, and support for the
language they are learning.
7. Children learn naturally. As part of their development, children are always active exploring
their environment and accumulating knowledge and experiences. From this exploration,
children construct their understanding of how things work, including the language the use
both as a system as well as a tool for communication.
8. Children know a lot of literacy before schooling
9. Every child can learn in his or her own pace provided that they have exposure to,
engagement in, and support for the things they learn from the cultures are a part.
10. Children learn best when learning is kept whole, meaningful, interesting, and functional.
Children will find things meaningful, these things with their needs and personal
experiences.
11. Children tend to learn holistically. In the form of script: children find it difficult when the
language is broken down into pieces (e.g. words, phrases, sentences, and paragraph as
analytical units).
12. Children learn best when they make their own choices. They will relate choices with their
personal wants and needs and those become meaningful for them.
13. Children learn best as a community of learners in non competitive environment.
 
 
 
14. Children learn best by talking and doing in social contexts.
15. Rules stated in abstact terms should be voided.
16. A teacher should be a language model for the student, therefore over use of motive
language and translation should be avoided.
17. Children need to have all five sense stmulated.
18. Non-verbal language is important because children will indeed attend very sensitivebly to
the teacher's facial features, gestures and touching.
 19. Children are often innovative in language form but still have great inhibitions. They are
extremely sensitive, especially to Peers. Teachers need to help them overcome such
potential barriers to learning.
20. Children have a need for individed attented and approval from the teachers.
21. Children often learn indirectly rather than directly. That is they information from all sides,
learning from everything around them rather than only focusing on the precise topic they
are being taught.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Characteristics of The Students at Junior High School
 
According to Harmer, Jeremy (2001:38) state that young children, especially those up to
the ages on nine or ten, learn differently from older children, adolescents, and adults in the
following ways:
■ They respond to meaning even if they do not understand individual
words.
■ They often learn indirectly rather than directly-that is they take in
information from all sides, learning from everything around them rather
than only focusing on the precise topic they are being taught.
■ Their understanding comes not only from explanation but also from what
they see and hear, crucially, have a change to touch and interact with.
■ They generally display an enthusiasm for learning and a curiosity about
the world aroud them.
■ They have a need for individual attention and approval from the teacher.
■ They are keeping to talk about themselves and respond well to learning
that uses themselves and their own lives as main topic in the classroom.
■ They have a limited attention span: unless activities are extremely
engaging they can easily get bored, losing interest after ten minutes or so.
In the light of these characteristics, it can be concluded that good teachers at this level need
to provide a rich diet of learning experiences which encourages their students to get
information from a variety of sources. They need to work with their students individually
and in groups developing good relationships. They
Need to play a reange of activities for a given time period and be flexible enough to move
on to the next exercise when they see their students getting bored.
 
 
 
 
 
 
 
We can also draw some conclusion about what a classroom for young children should look
like and what might be going on in it. First of all we eill want the classroom to be bright
and colourful, with windows the children can see out of, and with enough room for
different parts of the classroom, changing their activity every ten minutes or so. 'We are
obviously', Susan Halliwell writes,'not talking about classrooms where children spend all
their time sitting still in rows or talking only to the teacher'(1992:18). Because children love
discovering things and they respond well to being asked to use their imagination, they may
well be involved in puzzle-like activities, in making things, in drawing things, in games, in
physical movement or in songs.
We have come ways from the teaching of young children. We can ask teenagers to address
learning issues directly in a way that younger learners might not appreciate. We are able to
discuss abstract issues with them. Indeed part of our job is to provoke intellectual activity
by helping them to be aware of contrasting ideas and concepts which they can resolve for
themselves-though still with our guidance.
So, however we choose to categorise learner styles and understanding that there are
different individuals in our classes is vitally important if we are to plan the kinds of activity
that will be appropriate for them. We need to balance the interest of individuals against
what is good for the group and to be aware of certain individual traits when putting
students into pairs and groups. We need to recognize which students need more personal
attention than others and which need different kinds of explanations and practive of
language. There are many different styles of language study and student language research.
Some students respond better than others to discovery activities. Others, however, may
prefer a more directed approach to language study and so we will, within reason, adapt our
practice accordingly. Yet others may respond with enthusiasm to creative writing or
speaking activities, where some of their collagues may need more structures work.   
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
3. Teaching Vocabulary in Elementary School
 
1.     The Definition of Vocabulary Mastery
 
Vocabulary is very important in developing four language skills, such as: reading listening,
speaking and writing. The mastery vocabulary can be easier for develop their skill. In foreign
language learning, media very important because its increase the effectiveness of learning. So
that the researcher focus the study on using picture book in teaching vocabulary because it is one
of the visual aids for young learners. Visual aids are very important in teaching a foreign
language. Due picture book can tell more than many words. When word cannot explain, it can be
representative and image something.
Vocabulary is one of the language aspects which should be learnt. Learning vocabulary is
important because we are able to speak, write, and listen nicely we have to know vocabulary
first. A person said to 'know ' a word if they can recognize its meaning when they see it
(Cameron, 2001: 75). It means that in learning vocabulary we have to know the meaning of it
and also understand and can use it in sentence context.
According to Red John (2000: 16) vocabulary is knowledge involves knowing the
meanings of words and therefore the purpose of a vocabulary test in to find out whether
the learners can match each word with a synonym, a dictionary - tape definition, or an
equivalent word in their own language.
In learning vocabulary automatically we have to know the meaning of words it self and can use it
in sentences.
Wilkins (1972: 130) states that vocabulary learning is learning to discriminate
progressing the meaning of words in the target language from the meanings of their
nearest 'equivalent' in the mother tongue. It is also learning to make the most appropriate
 lexical choices for particular linguistic and situational context.
 
 
 
 
 
2. Type of Vocabulary
 
Adrian Doff (1988:9) points out that we do not need to spend the same amount of time and care
on presenting all new vocabularies; some vocabulary will be more important to students than
others.
In general, he distinguishes two types of vocabulary :
 
1. Active Vocabulary
Words, which students will need to understand and also use, themselves are called vocabulary. In
teaching active vocabulary it is usually worth expanding time giving examples and asking
question, so that students can rally see how the word is used. The example of active vocabulary :
weather, cloud, spring, sunny.
 
2. Passive Vocabulary
Word which the students can understand (when reading a text) but they do not need to use
themselves, is called passive vocabulary. To save time, it is often best to present it quite quickly,
with a simple example. If it appears as part of text of dialogue, we can often leave students to
guess the word from the context. The example of the passive vocabulary: varied, temperature,
average season, countryside.
 
 
 
 
 
 
 
 
 
 
 
 
3. The Method in Teaching Vocabulary
 
There are several methods in teaching vocabulary according the Allen and Vallette (1977)
vocabulary can be taught by :
1. Using Visual
○ Labels
For beginning class the teacher can prepare label for objects in the class.
○ Magazine Pictures
 The teacher cuts out magazine pictures that illustrates words in the dialogue or basis
setences. These are placed on chalk board or a magnetic board.
○ Classroom Oject
The calendar maybe used to teach today, yesterday, tomorrow as well as last week, next week
and so on.
○ Slides
Slides furnish an excellent medium for conveying the connotative cultural meanings of
ordinary words in a foreign language. Slides of daily contemporary scenes, taken by the
teacher on trip abroad or by students who have travelled in foreign country, can frequently by
used in teaching vocabulary.
 
2. Using Mail Order Catalogue
The mail catalogue is an excellent source book vocabulary building. Not only student learns the
names of object and colours, but they are introduced to cloting sizes and can even learn how to
convert their measurements into corresponding measurements and sizes into the target culture.
 
 
 
 
 
 
3. Using Gesture     
Gesture can be used to convey the meaning of some words, certain descriptive, adjectives, such
as tall, thin, fat, happy, dumb, let themselves to pantomime and gestures. In teaching English
vocabulary by using picture story with story telling the researcher would like to mention a
number of techniques which will be used as follows :
● Explaining New Words
The most abvious use of board in explaining new vocabulary is for quicksketches of object
nouns e.g. animals, things in around us, vegetables, etc. The sketches should be single and
clear.
● Representing Areas of Vocabulary
● The teacher divides the board so that important words to be remembered are in one section
and less important words are in another section.
○ A tidy, logical presentation on the board should encourage student to copy a similar
arrangement into their book. After initial practice.
○ The teacher can erase all but the first letter of and the students can remember them
by pointing at random to the list.
○ A sketch, can be used to group vocabulary items and so does memory, e.g :
○ a picture of person ( for part of body vocabulary )
○ a drawing a room (for colours vocabulary )
○ a drawing of animal ( for animal vocabulary )
 
 
 
 
 
 
 
 
 
○ Checking vocabulary
Usually involves spelling and can often be carried out quite easy as a game. Such a
games crossword and various team games involve the students, rather than the teacher in
using the board. The extent to languages, teacher draws is determined by the number of
factors. The most important of these are probably the quantity ( or quality ) of alternative
visual aids with available. There us second factors, hobwver which our experience is
almost of equal importance : the ability to draw and his confidance in that ability.
According to Peter Shaw (1980) : “ There are three kind s of application of drawing ; a.
the items that can be draw (people, animals, object, etc ), b. The language items which
can be best illustrated (verbs, tense, preposition, etc ), c. The language activities which
can based on drawing ( the presentation of a new structural or lexicak items, dialogue,
etc ).
 
Teaching Vocabulary in Elementary School
According to Egon G .Guba (1971) in his book ;
“ Education is  process to creative and to make the students be a creative people and have an
education in good enough “.
The success of national education system depends in the classroom. In teaching learning process,
teacher have to choose an appropriate method with the student's condition.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
CHAPTER III
METHODOLOGY OF THE RESEARCH
 
This chapter describes the steps of the research. It including research design, research site,
population and sample, technique of data collection and technique of data analysis.
 
1. Research Design
The research design in this study is an experimental research. According to Arikunto (1985;257),
experimental research is a study to know whether there is an effect or not to the subject, that is
given a treatment. The design of experimental research of this study, the researcher used two
group, they are experimental group and control group. In experimental group was taught
vocabulary with storytelling using pantomiming and control group taught vocabulary without
using pantomiming.
 
2. Research Site
a.  The Location of SD N Sindangwangi
SD N Sindangwangi is located at Cikadu village, Situraja District in Sumedang. The school is
situated among the houses of residents of Cikadu village.
2. The facilities of SD N Sindangwangi
The school was established in 1978, and operated in 1979. The avaible facilities in this school
are standard as generally found in public schools. It has 6 classrooms, a ceremony field, a
computer room, a rest room, a teacher room with a headmaster room, and 3 bathrooms.
 
 
 
 
 
3. English Teacher at SD N Sindangwangi
There are only one English teachers at SD N Sindangwangi who graduated from STKIP Unsap.
The researcher saw that the teacher has only teach the students by giving them writing only
without giving other explanation especially speaking skill. That is why the students are lack of
the knowledge about speaking skill.
The researcher choose SDN Sindangwangi as place to do the research because the researcher was
graduate from this school, so it makes given more useful information for completing the
research. In other hand SDN Sindangwangi open handed to researcher for education purpose.
 
3.3  Population and Sample
a. Population
The researcher has chose the fifth grade students as respondends on this research because the
students less on mastery vocabulary. It consist of 26 students.
2. Sample
The samples of the research are twenty six students from the whole population in the fifth year of
students in SD Negeri Sindangwangi in academic year 2009/2010. This is appropriate with
Suharsimi Arikunto's opinion;
“just for estimating so if the subject less than a hundred or more, much better we take it
all so the research make up population. Furthermore, if there are many subjects, then the
sample will be taken between 10-15% or 20-25% or more.” (1996: 190).
 
 
 
 
 
 
 
 
4.   Method and Technique of The Research
a. Observation Technique
The observation activity's aim is to get some informations about the activities of the
students while the process of the teaching and learning programs.
 
Morgan (2003) says “observation method is a technique in which the behaviour of research
subjects is watched and recorded without any direct contact”.
The procedures for collecting the data are doing in several steps as follows:
1. Made the recommendation letter from the head of STBA Sebelas April Sumedang to the
headmaster of SD N Sindangwangi.
2. Made time schedule of the research.
3. Found out the theories or data about the materials that are the speaking skill and
storytelling method. The data is found out from books, internet and lecturers.
4. Gave the pre-test to individual and the Teams to find out the ability of students in speaking
skill of telling a story. Pre-test for individual is held in …. . And pre-test for the team on  .
In the pre-test the student had 30 minutes to read and memorizing the story.
5. Gave treatment
In this research the treatment carried out before post-test.
The treatment activities in individual and teams are as follows:
1. In the individual
○ Pre-Activity:
○ Opened the class by greeting students and checking student's attendance list.
 
 
 
○ While Activity:
 ○ Explain about the purposes of speaking activites to the students.
○ Gave some explanation about some criterias of speaking such as ….
○ Distributed the story to the students for memorizing it without telling a story.
○ Asked the students one by one especially leaders to tell the story.   
○ Post-Activity:
■ Gave the point for individual after telling a story.
2. In the Teams
■ Pre-test
■ Opened the class by greeting students and checking student's attendance list.
■ Divided students become …groups that every groups are consist
of…….students.
■ While Activity
■ Distributed the story to read and memorizing by the Teams.
■ The researcher taught the students how to tell the story which some ctiterias
such as……….
■ Asked the Teams to choose one of their member to tell a story in front of the
class.
■ Post-Activity
■ Gave the point for the teams after telling a story in front of the class.
 
   
 
 
 
6.  Giving The Post-Test
● Individual
Post test for individual was held in………… It is done after he students got the
treatment. In the post test every students had 5 minutes to retell  the story in front of the
class. 
● Team
The post-test for the Team was held ………………. It is done after the students got the
treatment. This test which is done to know the result of treatment. In the post test the
teams had 30 minutes for learning how to memorizing and retell the story. After that, one
of  best member of the Team retell the story in front of the class.
7.  Calculated the post-test score for individual and the teams.
8.   Announced The Team Reward becomes the Super Team (25 point). The Great Team (20), the
Good team (15) and for individual are also the same.   
9.  Gave some appreciations by giving them some prizes.
10  Analized the data by using statistical analysis.
11  Discussed the research finding.
 
The Schedule of Observation

No. Stage Date Time

1. Pre-test for individual    
2. Pre-test for the Teams    
3. Post-test for individual    
4. Post-test for the Teams    
5. Categorized the Teams as    
follows: The Great Team,
The Best Team, and The
Good Team.
6. Interview to the Head   
master
7. Interview to the English   
Teacher
 
 
b. Library Research
The researcher did the library research by collecting several source books
that connected with the theme to support the research above.
3. Interview
The researcher got the data only from observation but also with interview. This
technique means to know English Teaching Program especially in competence of
speaking skill at SD N Sindangwangi.
The interview have done by the researcher to the Headmaster and also to the
English Teacher on………….. at fifth grade of SD N Sindangwangi.
The result of interviewed has done by researcher to the Headmaster regarding
the activities of speaking at school as follows:
1. The headmaster facilitated all the activities has done by the english
teacher at school.
2. The headmaster checked and monitored all the activities has done
by the English teacher. This done by the headmaster, not only as his
duty but also means to improve the quality of English Learning
Program.
3. English Learning at SD N Sindangwangi has full supported from
the headmaster in every single factors of it.
The result of interviewed has done by the researcher to the English teacher at
fifth grade of SD N Sindangwangi as follows:
1. The English teacher was teaching English based to the
curriculum.
2. The teacher found some difficulties to develop four skills in
English inside the curriculum. This happened because of not
enough time, therefore sometimes the teacher has to add more
learning hours.
3. Teaching about speaking English, the English teacher at SD N
Sindangwangi has not try as inte …..
 
d.   Technique of The Analyzing Data
After the data collected by the researcher based on the emphirical data on the observation
activity, the researcher continued the activity by giving a result. Based on the result, it shown that
the result of the assessments was very low with the point:
The formative test and subsumative test result of is calculating using this formulate:
○ Student Absorbtion Result (SAR) = Result score × 100%
         Ideal score
The students will be finished in Learning if has SAR is ≥ 65%
○ Class Absorbtion Result (CAR) = Σ Result score × 100%
       All students
The class will be finished in learning if has CAR is ≥ 85%
○ The Average value = Result score × 100%
        All students
The result of Observation Data will accounted by adding the activities. Every activities
will be percentage.
 
 
 
 
 
 
 
 
 
CHAPTER IV
DATA ANALYSIS
 
This chapter describes the data analysis from the pre-test and post-test score activity which
has been collected by the researcher. Scoring procedures is 25 points for each criteria of the
speaking skill components. The speaking components are: ………..
1. The Pre-test and Post-test Results
a. Individual Pre-test
The first pre-test is …………. In the pre-test each students had 4 minutes to read the
short text, which is only have two paragraphs inside the test. The result of the first
pre-test is shown on the table below.
Table 4.1
The distribution data
From 26 individual students (pre-test)

No. Name of theCriterias Score

Students
1.      
2.      
3.      
4.      
5.      
6.      
7.      
8.      
9.      
10.      
11.      
12.      
13.      
14.      
15.      
16.      
17.      
18.      
19.      
20.      
21.      
22.      
23.      
24.      
25.      
26.      
Total Sum    
Average    
  
Based on the first test, the individual pre-test shown us that the individual pre-test total
score is /////, and average of all student's score is…..
3. Individual Post-test
The following table should present the result score of post-test that shown on this
table below. This post-test had the same exercise/test, and also had the same
scoring that used in the pre-test above.
 
 
 
 
 
 
 
Table 4.1
The distribution data
From 26 individual students (post-test)

No. Name of theCriterias Score

Students
1.      
2.      
3.      
4.      
5.      
6.      
7.      
8.      
9.      
10.      
11.      
12.      
13.      
14.      
15.      
16.      
17.      
18.      
19.      
20.      
21.      
22.      
23.      
24.      
25.      
26.      
Total Sum    
Average