Uti Asli New

IMPROVING STUDENTS SPEAKING SKILLS
THROGH VIDEO STORYTELLING
(A Pre-Experimental Study Conducted at The 7 th Grade Students of

SMP PGRI Palabuhanratu )
SKRIPSI
Submited to The English Education Program of STKIP Bina Mutiara Sukabumi

in Partial Fulfillment of The Requirement for The English Undergraduate
Degree
Arranged by :
SUTIASIH
60403100317059
ENGLISH EDUCATION PROGRAM

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
BINA MUTIARA SUKABUMI
2021
1
APPROVAL PAGE

(A Pre-Experimental Study Conducted at The 7th Grade Students of
SMP PGRI in Palabuhanratu )
SUTIASIH
60403100317059
Certified by Examination Committee

STKIP Bina Mutiara Sukabumi
Sukabumi, ………………………..2021
EXAMINERS
No Name of Examination Commite Posisition Signature
1 Hj.Ria Saparianingsih,S.S.,M.Hum Examiner 1
2 Anisa Septia Mega,M.Pd Examiner 2
Sukabumi, ………………………….2021
Approved and declared by
Chief of STKIP Bina Mutiara Sukabumi
Drs.H.Sadili Samsudin, M.M.,M.Pd
2
STATEMENT
I here by certify that this research proposal entitled:

Name : Sutiasih
NIM : 60403100317059
Major : English Education Program
Tittle : Improving Student Speaking Skills Through Video Storytelling
This proposal is completely my own work, except where due references are made in the text
and that contains no material which has been submitted for the awards of any University or
Institution. I am fully aware that I have cited some statements and ideas from many sources,
and all of the citations are properly acknowledge. If any claims related to this paper persist
in the future, I will be fully responsible for clarification.
Sukabumi, February 23th 2021

The writer,
Materai Rp 10.000,-
Sutiasih
NIM. 60403100317059
3
SUTIASIH
60403100317059
ABSTRACK
Sutiasih, 60403100317059, 2021. Improving Student Speaking Skills Through Video

Storytelling, Skripsi. Program Studi Pendidikan Bahasa Inggris STKIP Bina Mutiara
Palabuhanratu.71 hl. Hj.Ria Saparianingsih,S.S.,M.Hum, Anisa Septia Mega,M.Pd.
The author is interested in researching this problem because he wants to know more about the
effectiveness of storytelling to improve students' speaking skills. Based on observations in the
field, there are several problems that are at the core of the problem, namely: 1) Is storytelling
video effective in improving students speaking skill of seventh grade students of SMP PGRI
Palabuhanratu?, 2) Is there a significant effect of video storytelling activities in improving
speaking skills? The purpose of this writing is: 1) This is to determine the effectiveness of
storytelling video in improving students' speaking skills of seventh grade students of SMP
PGRI Palabuhanratu, 2) This is to find out the significant effect of storytelling video activities
in improving the speaking ability of the seventh grade students of SMP PGRI Palabuhanratu.
Some research results in general that based on the result of pre-test, the pre-test mean score
was 59,76 and the mean score in the-post test was 74,36. It can be seen that the students
skill in speaking by using storytelling technique increased.From these calculations, it can be
inferred that there was difference of students’ scores before and after receiving the
treatment.Consequently, these data which had been analyzed answered the first research
question that using storytelling can improve student speaking ability at SMP PGRI
Palabuhanratu.
Keywords : Effectiviness, Storytelling, Speaking Skills
4
SUTIASIH
60403100317059
ABSTRAK
Sutiasih, 60403100317059, 2021. Meningkatkan kemampuan berbicara siswa melalui video

bercerita, Skripsi. Program Studi Pendidikan Bahasa Inggris STKIP Bina Mutiara
Palabuhanratu.71 hl. Hj.Ria Saparianingsih,S.S.,M.Hum, Anisa Septia Mega,M.Pd.
Penulis tertarik untuk meneliti masalah ini karena ingin mengetahui lebih jauh tentang
keefektifan storytelling untuk meningkatkan kemampuan berbicara siswa. Berdasarkan
observasi di lapangan, terdapat beberapa permasalahan yang menjadi inti permasalahan
yaitu: 1) Apakah video storytelling efektif dalam meningkatkan keterampilan berbicara siswa
kelas VII SMP PGRI Palabuhanratu?, 2) Apakah ada pengaruh yang signifikan kegiatan
video storytelling dalam meningkatkan keterampilan berbicara? Tujuan penulisan ini adalah:
1) Untuk mengetahui keefektifan video storytelling dalam meningkatkan keterampilan
berbicara siswa kelas VII SMP PGRI Palabuhanratu, 2) Untuk mengetahui pengaruh yang
signifikan dari kegiatan storytelling video dalam meningkatkan keterampilan berbicara.
kemampuan berbicara siswa kelas VII SMP PGRI Palabuhanratu.
Beberapa hasil penelitian secara umum bahwa berdasarkan hasil pre-test, nilai rata-rata pre-
test adalah 59,76 dan nilai rata-rata pada post-test adalah 74,36. Terlihat bahwa
keterampilan berbicara siswa dengan menggunakan teknik mendongeng meningkat. Dari
perhitungan tersebut dapat disimpulkan bahwa ada perbedaan nilai siswa sebelum dan
sesudah menerima perlakuan. Oleh karena itu, data yang telah dianalisis ini menjawab
pertanyaan pertama. pertanyaan penelitian bahwa penggunaan storytelling dapat
meningkatkan kemampuan berbicara siswa di SMP PGRI Palabuhanratu.
Kata Kunci : Efektivitas, Bercerita, Keterampilan Berbicara
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PREFACE
Alhamdulillahirabbilalamiin, all praises be to Allah the Almighty, the Most Gracious

and the Most Merciful, who always gives the author all the best of this life, so the author
could finish this paper. Shalawat and Salaam may always for the Prophet Muhammad SAW
and his family.
This proposal contains about Improving Student Speaking Skills Through Video
Storytelling. In addition, this proposal was submitted to the English Educational Program of
STKIP Bina Mutiara Sukabumi in partial fulfillment of the requirements for The English
Undergraduate Degree that entitled “Improve Student Speaking Skills Through
Storytelling”.
The author would like to take her opportunity to express her deep and sincere
gratitude to the following:
1. Hj. Ria Saparianingsih, S.S., M.Hum, as the first supervisor and Anisa Septya
Mega, M.Pd, as the second supervisor who have given guidence, and support. So the
author gets much knowledge in writing this proposal;
2. Drs. H. Sadili Samsudin, M.M., M.Pd, as The Head of STKIP Bina Mutiara
Sukabumi who has given the author opportunity to study at STKIP Bina Mutiara
Sukabumi in English Langauge Program, and always gives the author suggestion,
and motivation in writing this paper;
3. Dr. Awan Setiawan, M.Si, as The Head of Yayasan Mutiara Palabuhanratu who has
dedicated his life to develop this University especially in Palabuhanratu;
4. Dr. Hesti Raras Prawesti, M.Pd, as Head of The Campus Management STKIP Bina
Mutiara Palabuhanratu, who always gives motivation and suggestion to be a good
student and finish this paper;
5. All of the Lecturers of STKIP Bina Mutiara Sukabumi have provided guidance and
support the author to complete this paper;
6. My beloved parent, and My Husband who always pray, support and motivate every
day so that the author could finish this proposal;
7. My best friends, who always be my best friend in every situation, and always be my
partner for sharing and writing this proposal;
8. All of my firends, especially the members of 8th graduate of English Education

Program who always be my second family for sharing and discussing everything,
6
especially helping me in the preparation of this paper. Thank you for always being
together;
9. All of the sources, which have helped the author in the preparation of this proposal.
The author realizes that there are still many fundamental flaws in this proposal.
Therefore the author hopes the criticism from the readers can help the author in perfecting
the next proposal.
Hopefully, this paper can help the readers in preparation a proposal, help to gain more
knowledge about teaching and learning English Language, and especially this proposal can
be a milestone in writing a proposal in the future.
Sukabumi, February 23th 2021
Sutiaisih
NIM. 60403100317059
7
TABLE OF CONTENT
PREFACE
TABLE OF CONTENT
CHAPTER I INTRODUCTION
A. Background of the Study …………………………………………………. 1
B. Identification Problem…………………………………………………………. 4
C. Limitation of the Problems………………………………………………… 5
D. Formulation of the problem………………………………………………… 5
E. Objective of the Research………………………………………………….. 5
F. The Significance of the Study…………………………………………….. 5
CHAPTER II LITERATURE REVIEW

A. The Concept Of Speaking Skill……………………………………………. 6
1. Teaching Of Speaking Skill………………………………………………… 6
2. Classroom speaking activities………………………………………………. 8
3. Characteristics of A Succesful Speaking Activity …………………….. 9
4. Speaking Teaching Strategies……………………………………………… 10
5. Story Telling……………………………………………………………. 12
6. The Advantage Of Storytelling…………………………………………….. 15
7. Teaching Of Speaking Skills by Using Storytelling Tehniques…………… 16
8. Test of Speaking…………………………………………………………….. 18
B. Previous Research……………………………………………………………… 19
C. Conceptual Framework…………………………………………………….. 20
D. Hypotesis Research…………………………………………………………….. 21
CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of Research…………………………………………………. 22
1. Location of SMP PGRI Palabuhanratu…………………………………. 22
2. Teacher and Staff……………………………………………………………. 22
B. Population And Samples…………………………………………………….
22
1. Population………………………………………………………………… 22
2. Sample…………………………………………………………………… 23
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C. Operational Definition……………………………………………………... 23
D. Methods, Designs and Procedures Research………………………………..
23
E. Research Instrumen…………………………………………………………25
F. Data Collecting Analysis……………………………………………………
26
G. Technique Of Data Analysis………………………………………………..27
H. Statist Hypothesis………………………………………………………….. 30
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Finding
1. Analysis The Significant effect of Storytelling Video to Improve
Students’ Speaking Skill
2. Analysis of Storytelling Video has Effective to Improve Students’
Speaking Skill
B. Testing Requirement analysis
C. Hypothesis Test
D. Discussion of Researh Result
CHAPTER V CONCULSION AND SUGESTION

A. Conculsion
B. Suggestions
REFERENCES
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CHAPTER I
INTRODUCTION
A. Background of the Study

Language as needed to communication with each other. People can express
their ideas and feeling using language. They can speak or communicate use verbal
communication and nonverbal communication. Therefore, language is the important
to send information and get knowledge for other people. Language can be verbal
communication. English is one of international languages. This language is used all
over the world. Indonesian government has decided that English is foreign language
in Indonesia.
There are four basic skill should be mastered by students, such as listening,
speaking, reading and writing. All of the students have to prepare themselves to face
the globalization era and to compete other people in the future. Speaking is one of
four skills that very important to the students because they can understand what the
people say by speaking, they can know what the people mean and what the people
feel. By speaking students can communicate and interaction with other people. The
students can utterance their feeling, idea, and giving opinion.
Oral communication can take place everywhere and it become part of daily
activities as our spoken language. English is taught as a foreign language in
Indonesia. The researcher found that a lot of students difficulty to get information or
understanding and meaning what they speak in English. The students confuse with
what they answer of the questions or what they want to speak in English. The
objective teaching speaking in Senior High School is students can speak English
fluently. They can make conversation in daily activities using English, they can ask
and give response information, they can argue and also suggest to the problem. The
researcher purposes a case of research in teaching speaking through storytelling
technique at SMP. Through storytelling students can tell a story using English
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language. They can improve their ability when they spoken. Students have to
remember content of the story and then try speak to other student.
They have to practice speak using English language. One of technique can be
used to stimulate the students in learning speaking is storytelling. Storytelling
involves two way interaction between a storyteller and one of more listeners.
Through this technique, the students become active to speak English based on their
own wish or idea. There were some reasons on why the researcher choose
Improving Students trough storytelling technique to eleventh students at SMP PGRI
Palabuhanratu.
Speaking is the express our idea, feeling and think something use speech,
sound by someone. We can know how their feel by speaking. There are a lot of
definitions about speaking that have been given by experts. According to David
Nunan & Carter (2001:27) states that Speaking is typically reciprocal: any
interlocutors are normally all able to contribute simultaneously to the discourse and
response immediately to each others contributions. It means that speaking skill is an
action undertaken as communication instrument to deliver certain message or
information, it can be understood that every people has to develop their speaking.
According to Richards (2008:19) states that The mastery of speaking skill in
English is a priority for many second language learning as well as the effectiveness
of their English course on the basis of how much they have improved in their spoken
language proficiency. It means that second language learning as the effective way to
improve their speaking skill. They can increase the ability in spoken language.
According Daniel (1966:89) states that speech divided into two term, namely
good speech and bad speech, a good speech defined as a way of speaking which is
clearly intelligible to all ordinary people and bad speech is a way of talking, which is
difficult the most people to understand it is caused by mumbling or luck definiteness
or utterance. It means that in good speech listener can understand and know what the
speaker say and bad speech is the listener can’t understand and receive the speaker’s
utterance, what the speaker mean. From the several definition above it can be
concluded that speaking activity consists of spoken language.
A language is a natural of human which is utter through mouth. People use
spoken language to express their ideas, opinion, and feelings. They also use it to
understand and verify their understanding, to ask and analyze their assumption and
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to explore meaning. Based on the theories above it can be synthesized that speaking
skill is an interactive process of constructing meaning that involves producing and
receiving or processing information by using words or sounds of articulation. It
consists of competence in sending and receiving message which requires
pronunciation, vocabulary, grammar, fluency, and comprehension.
In communication the speakers have to know grammar in use, vocabularies,
and also pronunciations of each word. According to Douglas (2004:5) There are five
aspect in speaking. There are pronunciation, grammar, vocabulary, fluency,
comprehension. The five aspects can be explained as follow:
a. Pronunciation is considered as the way in which a language or particular word
is pronounced and it is a particular person’s way of pronouncing a words.
b. Grammar The grammar is the system of rules governing the conventional
arrangement and relationship of words in a sentences. Grammar tell us how
construct a sentence (word order, verb and noun systems, modifier, phrases,
clause, etc)
c. Vocabulary Vocabulary is total number of words which make up a language. It
is defined as the words in foreign language. Words are perceived as the building
block upon which knowledge of second language can be built. Vocabulary is
the most important aspect of foreign language learning and also It can be seen
as an essential component of speaking expertly.
d. Fluency Fluency practice usually combines new items of other language as
preparation for the news item in conversation, without hesitation, item with
some errors. Many language learners regard speaking as the measure of
language skill.
e. Comprehension Comprehension is defined as ability to understand.
Storytelling is an art of storytelling that can be used as a means of instilling
values in children without the need to patronize the child (Asfandiyar, 2007: 2).
Storytelling is a children's creative process which, in its development, always
activates not only the intellectual aspect but also the sensitivity, refinement of mind,
emotion, art, fantasy power, and imagination of children which not only prioritizes
the ability of the left brain but also the right brain. In storytelling activities, the
storytelling process is very important because it is from this process that the message
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from the story can reach the child. During the storytelling process there is an
absorption of knowledge conveyed by the storyteller to the audience.
Storytelling is an effective way to develop cognitive (knowledge), affective
(feeling), social, and conative (appreciation) aspects of children. In this regard, the
problem to be examined here is what is the role of storytelling in improving
students' writing skills, reading interest and emotional intelligence? The purpose of
this study is as a preliminary needs analysis survey in developing a modified design
of the latest learning methods with storytelling as one of the facilitators in
improving writing skills, reading interest and emotional intelligence. Storytelling
can be said to be the oldest and newest branch of literary science.
Although the goals and requirements of storytelling have changed over the
centuries, and from culture to culture, storytelling continues to fulfill the same basic
social and individual needs. Human behavior seems to have impulses that are innate
to tell the feelings and experiences they experience through storytelling. Stories are
told in order to make an impression on the world. They express beliefs, desires, and
hopes in stories in an attempt to explain and understand each other.
The story is always out there but the important step has still to be taken, The
unremitting flow of events must first be selectively attended to, interpreted as
holding relationships, causes, motives, feelings, consequences-in a word, meaning. It
means that story is interpreting a relationships, something that happen which tell by
speaker. Speaker tell a story an event which have meaning, and some feelings.
B. Identification Problem
Based on the research background, this research can show identification
problem below:
1. Storytelling will improve Students' Speaking Skills
2. Storytelling will affect students' speaking skills
C. Limitation of the Problems

To facilitate research, compiler limit the research to improving students' speaking
skills through storytelling.
D. Research Questions
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Based on the background above, the research problems are formulated in the
following questions:
1. Is there a significant effect of storytelling activities in improving the speaking
ability of seventh grade students of SMP PGRI Palabuhanratu?
2. What is the factors that influence the improvement of the speaking ability of the
seventh grade students of SMP PGRI Palabuhanratu?
E. Objective of the Research

1. This is to determine the effect of storytelling in improving students' speaking
skills
2. This is to to find out the factors that affect the speaking ability of the seventh
grade students of SMP PGRI Palabuhanratu
F. The Significance of the Study

1. From the results of this study are expected to be useful for teachers and students
to overcome the problem of students' speaking ability in the learning process.
2. For Teachers, in order to help students learn in their speaking ability. So that
students more easily understand and master speaking skills through storytelling.
3. For students, to improve and develop their speaking skills. Because it will give
them many new experiences so that they will be more interested and enjoy
learning to speak. In addition, it is hoped that it can have a positive influence on
students in their environment.
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CHAPTER II
LITERATURE REVIEW
A. The Concept of Speaking Skill

Speaking is the important tools in human daily life, how the people interaction
to each other. According to Harmer (2007:284) speaking is making use of words in
an ordinary voice, offering words, knowing and being able to use a language
expressing one-self in words, and making speech. Therefore the writer infers that
speaking uses the word and produces the sound to express ourselves either ideas,
feeling, thought and needs orally in an ordinary voice. Furthermore, success in
communication often depends on speaking skill. Because the researcher graduated
from boarding school, therefore the researcher know that the student in boarding
school only focus on speaking without thinking the grammar, so that the writer
interest to do the research in boarding school of SMP in Palabuhanratu.
1. Teaching of Speaking Skill

Teaching speaking is really different, unlike teaching listening, writing, and
reading. Speaking needs a habit formation because it is a real communication.
Speaking only need practice more over. So the writer believe that if the student
always practice the English language, they should be able to mastery English
language by easily.
According to Nunan (in Kayi, 2006:1) teaching means giving the instruction to
(a person): give a person (knowledge skill, etc). While speaking means to make use
of words in an ordinary voice. So, teaching speaking is giving instruction to a person
in order to communicate. And in another source Speaking is "the process of building
and sharing meaning through the use of verbal and non-verbal symbols, in a variety
of contexts" (Harmer, 2007: 343). Speaking is a crucial part of second language
learning and teaching. However, the goal of teaching speaking should improve the
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students’ communicative skills because, students can express themselves and learn
how to use a language. Nowadays, many teachers agree that students should learn to
speak the foreign language by interacting to each others. In this case, students should
master several speaking components’, such as pronunciation, grammar, vocabulary
and fluency (Syakur, 2006: 132). 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. According to Brown (2008: 266-268) there are six
categories apply to the kinds of oral production that students are expected to carry
out in classroom. They are :
a. Imitative
Amitative speaking is a kinds of practicing an intonation or trying to pinpoint
a certain vowel sound. It is carried out not for the purpose of meaningful interaction,
but for focusing on some particular element of language form. This activity is
usually performed in form of drilling;
b. Intensive
Intensive speaking goes one step beyond imitative to include any speaking
performance that is designed for practicing some grammatical aspect of language. It
can be in the form of self-initiated or pair work activity;
c. Responsive
Responsive speaking is meant by being able to give replies to the questions
or comments in meaningful in authentic one;
d. Transactional
In this case transactional is mere done in the dialogue. It is aimed at
conveying or exchanging specific information, an extended form of responsive
language;
e. Interpersonal
Like in the transactional, interpersonal speaking here is also carried out in a
dialogue. It is purposed for maintaining social relationships than for the transmission
of facts and information. These conversations are little trickier for learners because
they can involve some factors such as, slang, ellipsis, sarcasm, a casual register, etc.
This often makes the learners find it difficult to understand the language, or even
misunderstood;
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f. Extensive
Extensive speaking here mostly in the form of monologue, in the practice, the
advanced levels are called on to give extended monologue in the form of oral
reports, summaries, or perhaps short speeches.
Each category above can be implemented based on the students’ level and students’
ability.
2. Classroom Speaking Activities

Many of the classrooms speaking activities which are currently in use fall at
near the communicative end of the communication continum. The following
activities are also helpful in getting students to practice ‘speaking as a skill’.
a. Information-gap activities
An information gap is where two speakers have different bits of information,
and they can only complete the whole picture by sharing the information- because
they have different information, there is a ‘gap’ between them.
b. Telling stories
We spend a lot of our time telling other people stories and anecdotes about what
happened to us and other people. Students need to be able to tell stories in English, too.
Teacher can encourage students to retell stories which they have read in their books
or found in newspapers or on the internet (such retelling is a valuable way of
provoking the activation of previously learnt or acquired language).
c. Favourite objects
A variation on getting students to tell personal stories is an activity in which
students are asked to talk about their favourite objects. Students think about how
they would describe their favourite objects in terms of when they got them, why they
got them, what they do with them, why they are so important to them and whether
there are any stories associated with them.
d. Meeting and greeting
Students role-play a formal/ business social occasion where they meet a
number of people and introduce themselves.
e. Surveys
Surveys can be used to get students interviewing each other. For example, they
can design a questionnaire about people’s sleeping habits.
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f. Famous people
Students think of five famous people. They have to decide on the perfect gift for
each person. We can also get groups of students to decide on which five famous
people (living or dead) they would most like to invite for dinner, what they would
talk about and what food they wolud give them.
g. Student presentations
Individual students give a talk on a given topic or person. In order for this to
work for the individual, time must be given for students to gather information and
structure it accordingly.
h. Ballon debate
A group of students are in the basket of a ballon which is losing air. Only one
person can stay in the ballon and survive (the others have to jump out). Individual
students representing famous characters or professions have to argue why they
should be allowed to survive.
i. Moral dilemmas
Students are presented with a ‘moral dilemma’ and asked to come to a decision
about how to resolve it (Harmer, 2007: 131).
3. Characteristics of A Succesful Speaking Activity

a. Learners talk a lot
As much as possible of the period of time alloted to the activity is in
factoccupied by learner talk. This may seem obvious, but often most time is taken up
with teacher talk or pauses.
b. Participation is even
Classroom discussion is not dominated by a minority of talkactive participants:
all get chance to speak, and contributions are fairly evently distributed.
c. Motivation is high
Learners are eager to speak: because they are interested in the topic and have
something new to say about it, or because they want to contribute to achieving a task
objective.
d. Language is of an acceptable level
Learners express themselves in utterances that are relevant, easily
comprehensible to each other, and of an acceptable level of language accuracy.
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4. Speaking Teaching Strategies
Students often think that the ability to speak is the product of language learning, but
speaking is also a crucial part of the language learning process. Effective instructors
teach students speaking strategies using minimal responses, recognizing scripts, and
using language to talk about language which they can use to help themselves expand
their knowledge of the language and their confidence in using it. These instructors help
students to learn speaking so that the students can use speaking to learn.
a. Using Minimal Responses
Language learners who lack of confidence in their ability to participate
succesfully in oral interaction often listen in silence while others do the talking. One
way to encourage such learners beginning to participate is helping them build up a
stock of minimal responses that they can use in different types of exchanges. Such
responses can be especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases that conversation
participants use to indicate understanding, agreement, doubt, and other responses
enables a learner to focus on what the other participant is saying, without having to
simultaneously plan a response.
b. Recognizing Scripts
Some communication situations are associated with a predictable set of spoken
exchanges a script. Greetings, apologise, compliments, invitations, and other
functions that are influenced by social and cultural norms often follow patterns or
scripts. So do the transactional exchanges involved in activities such as obtaining
information and making a purchase. In these scripts, the relationship between a
speaker’s turn and the one that follow it can often be anticipated.
Instructors can help students to develop speaking ability by making them
aware of the scripts for different situations so that they can predict what they will
hear and what they will need to say in response. Through interactive activities,
instructors can give students practice in managing and varying the language that
different scripts contain.
c. Using Language to Talk About Language
Language learners are often too embrassed or shy to say anything when they
do not understand another speaker or when they realize that a conversation partner
has not been understood them. Instructors can help students overcome this reticence
19
by assuring them that misunderstanding and the need for clarification can occur in
any type of interaction, whatever the participants of language skill levels. Instructors
can also give students strategies and phrases to use for clarification and
comprehension check.
By encouraging students to use clarification phrases in class when
misunderstanding occurs and by responding positively when they do, instrutors can
create an authentic practice environment within the classroom itself. As they develop
control of various clarification strategies, students will gain confidence in their
ability to manage the various communication situations thay they may encounter
outside the classroom.
5. Storytelling
a. Definition of Storytelling
Story Telling is an oral activity to grab audiences attention by using multy-
sensory stirring emotion of an event in a story, it involves improvisation in telling story,
facial gestures, and body movement (Stanley and Dillingham, 2009: 2). In another
theory, Champion as cited in Irawati, S. (2005:16) says that story telling is an oral
activity where language and gestures are used in a colourfull way to create scenes in a
sequence however, story telling consists of more than just story telling. As a part of
speaking activities in the class, story telling also an effective teaching tool that enables
students to focus on story structure.
Story telling is a procedure that enables a child to play a large role in
reconstructing stories. It underlines both social and academic development. When they
tell a story, they use language for an extended period of time. They construct the story.
This activity increases their language development.
When narrating stories, the speaker uses the language for an extended period of
time. This active participation with stories results in increased language development,
comprehension and an interest in books and in learning to read. Telling after reading
provides another opportunity for the reader to reconstruct the text.
Telling story is an active process that encourages children to reconstruct the text,
it also allows for interaction between tutor and child. When necessary, teacher can help
the child reconstruct the meaning of the text by using open-ended questions and lead-in
to facilitate. For example, if a child pauses and seems confused, ask, What happened
20
next? If a child needs help detailing a main character, say, Tell me more about this
character (Gibson, 2003:1).
b. Forms of Storytelling
Storytelling builds confidence, develops language skills, encourages speaking and
listening fluency, and increases motivation and interaction for the students. By
storytelling method the student more enjoyable during learning process. Because, beside
the student be able to develop language skill, student also be able to know the histories,
informations, sciences, etc. There are eight forms of storytelling :
1) Cave Painting
In a time before languages and writing, paintings on cave walls told stories of
times long ago, be them warnings, depicting moments that happened in the past, or
simple stories made up for the entertainment or education of children.
2) Oral Tradition
The tradition of telling stories through word of mouth was the next development
in storytelling. As languages came around, and people in larger groups were together as
the population grew, and people began talking to each other, stories were being past on
much faster, and spreading.
Although Oral Traditions were one of the earliest forms of storytelling, it is still very
much used widely today, which just goes to show, how traditions stick around when
they’re worth something.
3) Fable
A fable is a short simple story, most often including animals, that is told to teach
some sort of moral lesson, often told to young children. Fables that are most popular and
well known are most probably “Si Kancil” who told many of these short moral stories to
the people.
4) Myth
A myth is a story that is most often about the creation of the world, or about
Gods/Goddesses and higher beings, or mythical characters (mythical meaning made up
and almost completely unbelievable). Myths originate from Ancient Greek times also,
and although they have no truth to them, they are an opinion on the creation and
existence of this world.
5) Legend
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A Legend is a historical story that is told to show human characteristics such as
bravery, courage, honesty etc. Stories such as King Arthur are legends that show a
historical figure that represents such characteristics, the said Legend showing human
characteristics such as power, bravery and Betrayal. These stories are based on real
people, and not fabricated, but may very often be exaggerated or changed in order to
show some sort of hero or major event to represent something. They also have been
passed on throughout the generations as most forms of storytelling are, and may have
changed over time depending on where and when, in order to make sense.
6) Theatre
Theatre was an audience based form of storytelling. It was the move from just telling
the story orally to acting it out, to give off a much better interpretation of the story.
Theatre started in Ancient Greece, and the Greeks performed stories in giant
amphitheatres which were great for the acoustics as the bowl shape allowed the sound of
the voices to carry out through to massive audiences. The name audience came from the
fact that they could hear the story, more than see it.
Theatre is much more of an interactive form of storytelling. The actors encouraged
the audience to join in and interact with them in later years, such as shouting famous
catch phrases or trying to offer their help to the protagonist on stage.
7) Text
Storytelling through text has developed and adapted over a long time since it first
started. Right back from when languages were made and developed things were being
written, but it wasn’t an ideal form of storytelling as it was very time consuming, and
only one person could read the story at a time. Not to mention many couldn’t read and
write. Text became a popular use for storytelling when the printing press was created.
This meant that multiple copies of the book could be made, and over time ways were
found to cross them over from different places as transport developed.
Text has changed throughout the years, from being hand written, to printing presses,
all the way through to computers and mobiles.
Text based stories up to this stage were the only ones that could be copyrighted as
there could be written proof of who owned the idea.
There are many examples of big text based stories, but some big modern examples
would be book series’ such as Harry Potter, The Hobbit etc. These are up to date
examples of how text is still a very large part of storytelling today, but how all also still
22
link to each other, as these are some of the text stories that have been transformed into
the Film form of storytelling.
8) Film/TV
Film and TV is the most recent form for storytelling used due to technology. Its a
visual and audio form of storytelling, and film first came around in the 1880’s when it
was first made and showed a series of images using a projector. It allowed things to be
filmed, to create a story and shown later to a large audience. Creating films generally
follow one of a few structures, and all films stick to these normally as they are so
successful.
6. The Advantage of Storytelling

Storytelling is the oldest form of education. Cultures around the world have
always told tales as a way of passing down their beliefs, traditions, and history to future
generations. Stories capture the imagination, engaging the emotions and opening the
minds of listeners. Consequently, any point that is made in a story or any teaching that is
done afterward is likely to be much more effective.
The most important advantages of storytelling may be summarized as follows:
a. Stories are motivating and fun and can help develop positive attitudes towards the
foreign language and language learning. They can create a desire to continue
learning.
b. Stories exercise the imagination. Children can become personally involved in a story
as they identify with the characters and try to interpret the narrative and illustrations.
This imaginative experience helps develop their own creative powers.
c. Listening to stories in class is a shared social experience. Reading and writing are
often individual activities; storytelling provokes a shared response of laughter,
sadness, excitement and anticipation which is not only enjoyable but can help build
up child’ s confidence and encourage social and emotional development Children
enjoy listening to stories over and over again. This frequent repetition allows certain
language items to be acquired while others are being overly reinforced. Many stories
also contain natural repetition of key vocabulary and structures. This help children to
remember every detail, so they can gradually learn to anticipate what is about to
happen next in the story. Repetition also encourages participation in the narrative.
Following meaning and predicting language are important skills in language learning.
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d. Listening to stories allows the teacher to introduce or revise new vocabulary and
sentence structures by exposing the children to language in varied, memorable and
familiar contexts, which will enrich their thinking and gradually enter their own
speech. Listening to stories develops the child’ s listening and concentrating skills
via:
1) visual clues (for example, pictures and illustrations),
2) their prior knowledge of how language works,
3) their general knowledge.
4) This allows them to understand the overall meaning of a story and to relate it to
their personal experience.
7. Teaching of Speaking Skills by Using Storytelling

Storytelling is the original form of teaching. There are still societies in which it is
the only form of teaching. Though attempts have been made to imitate or update it, like
the electronic storytelling of television, live oral storytelling will never go out of fashion.
A simple narrative will always be the cornerstone of the art of teaching. Colloquial or
literary, unaffected or flowery the full range of language is present in stories. develop in
a unique way. The listeners benefit from observing non polished speech created on the
spot. While listening to stories, children develop a sense of structure that will later help
them to understand the more complex stories of literature. In fact, stories are the oldest
form of literature.
The use of literature in foreign language teaching has greatly increased over the
past few years. The materials and activities that derive from literacy texts are a great aid
tolearning in that they appeal to the learners’ imagination, increase motivation and,
above all, create a rich and meaningful context. Among the techniques available to the
teacher, storytelling is one of the most frequently used, especially with beginners.
And false beginners. Storytelling is an established part of the curriculum in both
English-speaking countries and many others, and stories are seen as a first-rate resource
in the teaching of the child’s own language (Zaro and Salaberry, 1995:2).
A Good Way of Storytelling

There are some ways to tell the story as well as possible:
a. Have an interesting story to tell
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The key of storytelling is to provide listeners with a good story. If you don't have
a story worth listening to, no one will listen. You have to focus on your audience. You
are definitely not going to tell a horror story to little kids! Just like you shouldn't tell an
overly childish story to older ones. Find a good story for the listeners.
b. Memorize the basic story
If your story has dialogue, you don't need to memorize the exact dialogue, just the
basics.
c. Use hand motions to emphasize the story
Doing so will catch a listener's attention plus make the storytelling exciting. Hand
motions should be incorporated when the tale calls for it. For example, if a line says "The
tree was taller than the sky," you could point up.
d. Use facial expressions
If a character in the story is sad, for example, frown. If a character is happy, a
smile would work. You have to pay attention to the mood of the story, as well and let the
mood flow into your expressions.
e. Allow your voice to be expressive
Give the characters different voices. For example in the story of Goldilocks, the
three bears could have a high, low, and medium voice. If the mood in the story is scary,
low tones are perfect. Build your voice at the exciting parts, then drop it suddenly right
before the most exciting part. In a simple fairytale, focus on your audience. If your
audience is young children, use kind voices. Older kids may enjoy a more fun telling.
f. Add details
A girl with brown hair and blue eyes could be described in your story as a young girl
with golden brown hair and eyes as blue as a river. Exaggerating small things in a story
can give a wow effect.
g. Practice in advance.
Before you tell your story, give it a try. You may want to videotape yourself or do it
in front of a mirror so you can see the flaws in your telling. After you watch the video of
your telling, mute the sound so you can only pay attention to the visual aspects. Did you
use hand motions? Check your expressions as well. Now, close your eyes and just listen
to the story.
8. Test of Speaking
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Overton, Terry (2008:12), test is a method to determaine a students ability to
complete certain tasks or demontstrate mastery of a skill or knowledge of content. So the
test is really important tools in learning process. The test can measuring the criteria of
abilities for the people specially in speaking, such as; fluency, vocabulary, pronunciation,
and grammar.
When the test organized, students must take individual quizzes or other
assessments ( such as essays or performances). The teacher gives students adequate time
to complete it. The students must do work individually on the quiz. At this point they
must show what they have learned as individuals. Then the result would be measure.
B. Previous Research
1. Ika Lestari said that storytelling is a strategy that is cheap but effective to gain the
students‟ motivation to learn English for children. The interaction between teacher and
students feels like more natural and meaningful. A research about storytelling skill to
improve students‟ writing skill showed the result that after doing the action, the
students‟ skill were improved in some parts. The first, the students were enthusiastic to
write. The second classroom circumstance of writing class was more enjoyable. The
third, the students‟ progresses in constructing sentences, organizing the generic
structure, using correct grammar and integrating ideas were enhanced. The
improvement of the students writing skill was also the enrichment of the students‟
vocabularies Another research done by Hanifa, Ernati And Welya stated that in general
the ability of speaking through storytelling in MAN Batu Mandi was moderate and so
was the ability of expressing the content of story, using grammar ability in speaking,
and the ability of word choices.
2. Akhyak and Anik found the proof that storytelling improves students‟ fluency,
grammar, pronunciation, vocabulary, and content in the speaking class. It even
improves the situation in the speaking classroom. The class becomes more enjoyable
for the students to speak freely.
Juangsih found the result of the improvement of learning Dokkai through
storytelling. There is 90% respondents who answered that storytelling in Chuukyuu
Dokkai classroom was interesting, it was easy for the students to retell the story.
Besides, the classroom circumstance is fresher. Within the storytelling, students are
encouraged to speak. Moreover, this makes the students interested more in
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understanding the story meaning, to retell with own language in order to be easily to
catch the meaning, and to remember the story longer.
There are many benefits found by implementing the storytelling in the classroom.
Alterio state that :
 Encompass holistic perspectives
 Encourage co-operative activity
 Value emotional realities
 Link theory to practice
 Stimulate students' critical thinking skills
 Capture complexities of situations
 Reveal multiple perspectives
 Make sense of experience
 Encourage self review
 Construct new knowledge.
Can be got if the teacher supports students to share and process their practice experiences.
All of those related preview studies were talking about the improvements of English
skills through storytelling. But here, the researcher will only focus to analyze how is the
students‟ storytelling itself. Even though there is a researcher analyze the storytelling skill
too, but he is focus on the storytelling using digital aid. Asmuni Marjuki found the fact that
36
the students like to retell the story . It has been proven by her research that the ability of
storytelling of the students is improved after gone the movie media. This method was
appropriate for them because it is interesting and it is very suitable with their age.
Therefore, the different result of the storytelling skill analysis will be showed at this study.
C. Conceptual Framework
Speaking is one of some important skills in English Language Teaching, because to
communicate with other people in the world we need to speaking to express meanings in
order to deliver message and information verbally. By speaking, we can get new
information or we can share our ideas or feelings with other people. In this study, the
researcher applies Storytelling Technique to see the impact of the students in speaking. In
this study the teacher gave explanation about Storytelling Technique to make the students
27
ready with this technique. After that the teacher asked to the students to prepare their story
and then they must tell to their friends.
Storytelling Techniquegave the students opportunity to share their ideas that could
make students active in learning process and make class more interesting and enjoyable.
Based on the description above, the researcher was sure thatStorytelling Technique can used
in English Speaking because it stimulated the students be more active in speaking. The
researcher hopes that this technique useful and helpful for the teaching and learning process.
The schema of conceptual framework of the Storytelling Technique to teach Speaking Skill
as below :
Applying
Student Speaking Storytelling Students' speaking
Ability Techniques ability is increasing
Using conventional
models
Student Speaking
Ability does not
D. Hypotesis Research
The hypothesis is as an answer that is while on the problem research until proven data
collected (Arikunto,2006: 67). Hypothesis in research this can be formulated as following:
1. Alternative Hypothesis (Ha) Storytelling method effect on students' speaking skills.
2. The null hypothesis (Ho) The storytelling method is not effect on students' speaking
skills.
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CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of Research

1. Location of SMP PGRI Palabuhanratu
This research was carried out at SMP PGRI Palabuhanratu. It is located on : Jl.
Badak Putih No. 12. Kode Pos, : 43364. Desa/Kelurahan, : Palabuhanratu. stands up on
the lead above 1300M². The total number of students of SMP PGRI Palabuhanratu was
built in order to provide education centre for students surrounding the school.
2. Research Time
The research was conducted into three meeting included the conduction of pre-
test,treatmen,and post-test.
Table 3.1 Research Schedule
Month
No. Activities February March April May June
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Submission
of The Tittles
2 Prepration
of The Proposal
Proposal
3
Seminar
4 Preparing
for Observation
5 Observation
6 Pre-Test
10 Questionare
Preparing for
11 Post-Test
12 Post-Test
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3. Teacher and Staff
The teacher condition are very nice and kind. They are propesional teacher and have
a good quality in teaching. There are 14 teachers and 5 staff in this school and there 2
English teachers in this school. The last the status are very compact in improve their
students and to improve school area, all the teachers care about school anything.
B. Population And Samples

1. Population
According to Sugiyono (2011:90), population is generalization which consists of:
objects / subjects that have certain qualities and characteristics defined by the researchers
to learn and then drawn the conclusions. The population of this study are the whole
student at second grade in SMP Palabuhanratu.
3. Sample
Sample is part of subject or object which represent the population. Base on Sugiyono
(1997:57) perception that sample is a fraction of the number and characteristics
possessed by the population. In this section the researcher will take the sample at second
grade student of SMP PGRI Palabuhanratu. The technique in this research is purposive
sampling. Purposive sampling is one of techniques in taking sample of data source which
has special considerations, therefor this technique will be corresponding for the second
grade student of SMP PGRI Palabuhanratu with sample of 20 Student.
C. Operational Definition
Based on the title research it can put forward in the research there are 2 variables,
namely variables independent and dependent variables.
1. Story telling
Operationally method storytelling is a story telling activities or purposeful
storytelling to convey a message or information of a nature educate refinement,
emotion, art, fantasizing, and a child's imagination that doesn't just prioritizing left
brain abilities but also the right brain, as well instil values on the child without affecting
the child.
2. Speaking Ability
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Ability comes from the word able which means the first power (able, able) to do
something and both are. Own ability means ability, ability, strength, wealth.
Meanwhile, ability according to language means ability someone uses adequate
language seen from the language system, between others include courtesy,
understanding the turn in conversation.
D. Methods, Designs and Procedures Research

Research method is concerned with how the design is implemented and how the
research is carried out. According to Redman and Mory (2005), defined research is
a"systematized effort to gain new knowledge".The method is often used to determine the
quality of data collection. In addition (Suhardjono 2005: 62) explains that the specific
characteristic of classroom action research is the real action. This action done in real
situation and it is intended to solve practical problem.This research using quantitative
method. According to Creswell (2012), quantitative method is the correlation design in
which investigators use the correlational statistic to describe and measure the degree or
association (or relationship) between two or more variabels or sets of scores. This method
collects numerical data through evaluation sheet that administrated by the writer. It involves
answering questions concerning the current status of the subjects of the study.
In doing this study,an experimental research is used which requires the careful
collection, analysis, and interpretation of quantitative data. Wireman (1991) explains that an
experiment research is a research situation in which at least one independent variable, called
the experimental variable, is deliberately manipulated or varied by the researcher, while
quantitative research is the collection and analyses of numerical data in order to explain,
predict, or control phenomena of interest.
In this study, one group pre-test and post-test design was used to collect the data.
This study was measured by pre-test before giving the treatment and post-test after giving
the treatment. Evelyn (2001) proposes the procedure used in pre-experiment one group pre-
test-post-test design as in the following:
Participant selection Pre-test Treatment Post-test nt
This methodcollects numerical data through evaluation sheet that administrated by the
writer. Itis aimed to answer questions concerning the current status of the subjects of the
study.Questionnaire sheets areused to find out the students’ responses toward using Story
31
Telling Method in promoting their speaking skills. The writer also used field research. Field
research is a quantitative method of data collection aimed at understanding, surveying, and
interacting with people in their natural settings.
E. Research Instrumen
Data collection is intended to obtain accurate, relevant and reliable data. To obtain the
intended data, using accurate data collection techniques and procedures, researchers used
Test.
Test used as the instrument in this research. The research gave the oral test in pre test and
post test. Pre test was given to the students to measure their speaking skill before the
treatment while the post test was given to the students to measure their speaking skill after
getting the treatment. The test that was given to the students both in experimental class. The
topic of pre- test and post-test is about storytelling, Both of pre-test and post-test were
conducted in duration 1-5 minute conversation. During the test, the teacher directly gave
some scores based on the rubric she prepared for each students.
F. Data Collecting Analysis
Data collection is the systematic approach to gathering and measuring information
from a variety of sources to get a complete and accurate picture of an area of interest.
According to Sugiyono (2013:224) data collection is the most strategic step in the study,
because the main goal of the study is to get the data. The data used in this research are: Test,
and questionaire.
1. Test
According to Overton (2008) test is a method to determine a students ability to
complete certain tasks or demonstrate mastery of a skill or knowledge of content. The
Test will be given to the students, in order to know their speaking ability especially in
retelling story. In this research, test is divided into two catagories; pretest and posttest.
The aim of pretest is to find out the students’ ability toward their speaking skill before
treatment. On the other hand, posttest is to find out whether their speaking skill
improve or not after giving treatment.
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Example Test :
SNOW WHITE
Once upon a time there lived a little girl named Snow White. She lived with
stepmother because her parents were dead.
A year passed by, and the king took another wife. She was a beautiful woman, but
pround and haughty, she had a mirror and when she stood in front of it and asked,
“Mirror,… mirror upon the wall, who is the fairest of us all?”
The mirror answerd, “thou, o queen, art the fairest of all,”and the queen was
contented, because she knew the mirror could speak nothing but the truth.
So that when the lady one day asked her mirror
“Mirror…mirror upon the wall, who is the fairest of us all?
It answerd, “ O lady queen, though fair ye be, snow white is fairer far to see. The
next morning she ran away into the woods. She was very tired and hungry. Then
she saw a little cottage. She knocked but no one answered so she went inside and
fell asleep.
Meanwhile, the seven dwarfs were coming home from work. There they found
Snow White sleeping. Then Snow White woke up. She saw the dwarfs.
The dwarfs said, “What is your name?”
Snow White said, “My name is Snow White.”
Then, Snow White told the dwarfs the whole story.
The dwarfs said, “If you want, you may live here with us.”
Snow White answered, “Oh, could I? Thank you.”
Finally, Snow White and the seven dwarfs lived happily ever after.
2. Questionnaire
According to Harry (2009), questionnaire is a set of systematically structured
questions used by a researcher to get needed information from respondents. Trough
quesioners the researcher gets information that to know the respondents opinion on
whether the technique is interesting or not. By the questionnaire the researcher will
know the students opinion related to the speaking learning process. Furthermore, the
researcher be able to measure the student quality in speaking skills. The questionnaires
were given for students in the last meeting and they had 15 minutes to answer all
questions. The result of this test will be analyzed and discussed.
Example Angket :
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QUESTIONNAIRE
TITLE :
THE EFFECTIVINESS OF STORYTELLING TO IMPROVE THE STUDENTS
SPEAKING SKILLS
Name : .........................................................
Class : ........................................................
Gender : Male Female
Instruction:
Please, indicate that best expresses your opinion by placing a tick √ in the
appropriate box!
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
No. STATEMENTS 1 2 3 4 5
1. I enjoy speaking English with storytelling.
2. Learning English through storytelling is
useful.
3. I can practice to speak English everywhere
through storytelling.
4. I would like to use storytelling to develop my
speaking English for the future.

5. I learn many expression when I tell a stories in
front of the class.

6. I feel be more confident to speak English
through storytelling in front of the class.

7. I am not anxious in speaking class when I
practice speaking English through storytelling.

8. Storytelling motivate me to learn speaking.
9. Storytelling is the best tool to enrich my
speaking skill.
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10. Storytelling is useless to develop my speaking
skill.
G. Technique Of Data Analysis
The technique of data analysis in this research proposal the author chooses scoring
system, classifying the score, tabulating data, test of normality data, test of homogeinity
data, and the t-test.
1. The Percentage Analysis
The technique used to analyze the data is obtained by using percentage formula.
The formula is as follow :
X = R x 100 %
TxN
In which :
X = Result of Percentages
R = Total Number of correct answer
N = Total Number of Sample
T = Total Number of T
2. Conversion of Percentage Range

After looking a the result of the percentages the studenst’ ability, the result will be
interpreted by using conversion of percentage range :
Score (in percentage) Grade Qualification
86-100 A Exellent
71-85 N Good
56-70 C Fair
41-55 D Poor
0-40 E Very poor
3. T-Test
In analysing the data obtained from the test, SPSS (Statiscal Packages for the
Social Sciences) 16.00 will be used, Firstly, the score of pretest wll be compared with
post-test.
35
Rubrics of Speaking
NO SPEAKING SCORE CRITERIA

COMPONENT
1. Pronounciation 1) The students’ has generally good
pronounciation
2) The students’ has generally good
pronounciation, with minor problem
3) The students’ pronounciation is not very
clear, with a number of problem
4) The students’ has problem with
pronounciation that make the response
difficult to understend
5) The students’ have mispronounces many
words
2. Grammar 1) No errors, full control of complex

structures
2) Almost no error, good control of
strutures
3) Some error, fair control of stuctures
4) Many errors, poor of strutures
5) Dominated by errors, no control of
Structure
3. Vocabulary 1) Using the vocabulary and pharases such

as native speakers
2) Sometimes the use of inappropriate
vocabulary
3) Frquent use of inappropriate
vocabulary, conversation is limited due
to limited vocabulary
4) Using wrong vocabulary and the
vocabulary is limited so it is difficult to
understand
5) The vocabulary is very limited so that
the conversation is not possible
4. Fluency 1) Fluent as native speakers, eye contact,

posture and poise, hand gestures used
wuth restraint and very good taste
2) Fluency seemed a bit disturbed by the
language problem, eye contact posture
and poise, hand gesture used with
restraint and good taste
3) The smooth bit much disturbed by the
language problem. Eye contact posture
and poise, hand gentures used with
36
restraint
Often hesitated and stoped because of
the limitations of language
Talk to falter and stoped so that the
conversation is no possible.
5. Comprehesion 1) Understanding all without difficulty
2) Understand almost everything, even
thought there is repetition
3) Understand most of what was said
when speaking some what slowed down
4) Difficult to follow what was said
5) Can not understand even simple
conversation.
4. Normality Test
According to Sugiyono, Normality test is used to test whether a variable is
normal or not. Normal here in the sense of having a normal data distribution. To test
data normality, you can use the One Sample test.
If the normality of data is more than the level of significant (0.05) scores are
normally distributed. The normality test was performed using Kolmogorov-Smirnnov
and Shapiro-Wilkas gained as follows:Analyze Descriptive Statistics,Explore.Insert
Pretest/Posttest in Dependent List and Class in Factor List. Click Plots and Normality
Plots Cheklist with,Continue,OK.
5. Homogeneity Test
According to Sugiyono, Homogeneity test is used to test whether in a t-test
model the data is homogeneous or not. If homogeneity is fulfilled, the researcher can
carry out the advanced data analysis stage, otherwise methodological corrections must
be made.
The researcher will take sample data from the experimental class and make an
assessment in the pre-test to determine the students' initial abilities, and compare the
values obtained from the treatment results after the post-test as the results of the
evaluation and progress of student achievement.
The homogenity test wa calculated by using Levine.Analyze,Compare
Means,One Way Anova,Put Pretest/Posttest in a List and Class in factor List,Click the
option,and Cheklist Homogenety of Variance test,Continue,OK.
37
6. One Sample T-test
According to Merriam Webster (1828).One sample t-test is a statistical procedure
used to determine wheter a sample of observation could have been generated by a
process with a specific mean. Suppose you are interested in determining wheter a
assembly line a produces laptop computer that weigh five pounds.
7. Validity Test
Is the extent to which the scores actually represent the variable they are intended to.
Validity is a judgment based in various types of evidence.
H. Statist Hypothesis
According to Sudjono (2008), in examining the hypothesis, the t-test is used to

determine the significant of the students score. The t-test is designed to measure and
examine the significant between two means of pre-test and post test. Then the results of
calculation of the t-test value will be compared to t-value table. If t-test (t0) is higher than t-
table of 5% alpha significance level, it means that there is significance difference between
pre-test and post test.
Where: My = Mean of Post-test

∑SDx = Sum of Standard deviation score in Post-test
∑SDy = Sum of Standard deviation score in Pre-test
Nx = Number of students in Post-test
Ny = Number of students in Pre-test
In analyzing the hypothesis, the writer purposes some steps as follow:

1. Stating the Alternative hypothesis (Ha) and Null hypothesis (Ho), that is:
38
a. Null hypothesis (Ho): There is no significant difference between the students’ skill in
speaking through storytelling techniquebefore and after treatment is given to the students
of SMP PGRI Palabuhanratu.
b. Alternative hypothesis (Ha): There is significant difference between the students’ skill
in speaking through Storytelling technique before and after treatment is given to the
students of SMP PGRI Palabuhanratu.
2. Listing the deviation score of Post-test and Pre-test.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
39
In this chapter, the researcher would like to explain about research finding and
discussion which answer the research questions from the first chapter.
A. Research Finding
This point would be explained by some findings that was researcher found in
collecting data. It covers about Analysis the Significant effect of Storytelling video To
Improve The Students’ Speaking Skill, and Analysis Effectiveness of Storytelling video To
Improve The Students Speaking Skill, here are the following findings:
1. The Significant effect of Storytelling Video to Improve Students’ Speaking Skill
This point covers about finding which aims to answer the research question about
storytelling video has significant effect to improve students’ speaking skill. It finding is the
result of the test (pre-test and post-test) which has given of sample class, experiment class
SMP PGRI Palabuhanratu.
The result of the test would be used to determine whether any significant effect before
and after using Storytelling video to Improve Students’ Speaking Skill. If there was any
significant effect it considered that the Storytelling to Improve Students Speaking Skill has
effectiveness in improving students’ speaking skill, and to answer it, I calculated the score
from pre- test and post-test.
To know the result score, I used Microsoft Excell and IBM SPSS Statistics 25 to
determine N-gain score. To sum up, the scores are vary caused of every student has a
different ability to speak up in English literally. The finding as the follows:
40
Table 4.1 Pre-test
(Experimental Class)
Student
No P G V F C Round Mean
Initial
1 Student 1 70 68 69 70 69 70
2 Student 2 50 52 50 50 52 50
3 Student 3 60 62 62 60 56 60
4 Student 4 62 60 60 63 57 61
5 Student 5 52 50 50 52 50 50
6 Student 6 62 60 56 62 60 60
7 Student 7 62 62 58 62 65 62
8 Student 8 60 62 62 60 56 60
9 Student 9 50 52 52 51 50 52
10 Student 10 60 62 62 60 56 60
11 Student 11 62 60 56 62 60 60
12 Student 12 52 50 50 52 50 50
13 Student 13 65 65 65 66 65 66
14 Student 14 60 62 62 60 56 60
15 Student 15 64 63 64 65 64 65
16 Student 16 60 62 62 60 56 60
17 Student 17 62 60 56 62 60 60
18 Student 18 60 62 62 60 56 60
19 Student 19 70 68 69 70 69 70
20 Student 20 50 52 52 51 50 52
TOTAL 1.494
MEAN 59,76
On the table above, the test contains P=Pronunciation, F=Fluency.

V=Vocabulary, and G=Grammar that including for speaking skill. Amongst
every students the scores are vary based on their skill in speaking. The
researcher calculated score in every part of speaking skill to get the SUM
value and mean value after that we know the round mean for knowing the
student’s score.
Based on table above, the research concluded that the student’s
speaking skill are weak that prove to the round mean score. To know the
condition like that, the researcher is really aware that the problem should be
handle as soon as possible through treatment. During treatment, the researcher
give some comprehensions and examples how to master speaking skill as rapid
as we can but should be completed the five component skill like
pronunciation, grammar, vocabulary, fluency, comprehension. When they are
speaking. After the researcher gave three treatment, the researcher do a post-
test the result of the post-test as follows:
Table 4.2 Post- Test

Student
Initial
1 Student 1 77 77 78 76 76 78
2 Student 2 69 67 69 70 68 70
3 Student 3 70 68 67 68 69 70
4 Student 4 70 69 69 68 67 70
5 Student 5 68 68 70 68 69 70
6 Student 6 69 64 65 70 69 69
7 Student 7 70 69 67 70 70 70
8 Student 8 67 68 70 69 69 68
9 Student 9 67 67 65 65 65 66
10 Student 10 67 68 69 70 69 70
11 Student 11 70 69 67 66 65 67
12 Student 12 70 68 67 68 69 70
13 Student 13 80 79 78 7 79 80
14 Student 14 69 64 65 70 69 69
15 Student 15 81 80 79 79 80 82
16 Student 16 69 64 65 70 69 69
17 Student 17 68 68 70 68 69 70
18 Student 18 70 68 67 68 69 70
19 Student 19 79 79 78 79 80 80
20 Student 20 69 64 65 70 69 69
TOTAL 1.859
MEAN 74,36
Table 4.3. The Score of Pre-test and Post-test in

Pre Experimental Class
No Initial Pre-test Post-test

1 Student 1 70 78
2 Student 2 50 70
3 Student 3 70 70
4 Student 4 50 70
5 Student 5 50 70
6 Student 6 60 69
7 Student 7 62 70
8 Student 8 60 68
9 Student 9 52 66
10 Student 10 60 70
11 Student 11 60 67
12 Student 12 50 70
13 Student 13 50 80
14 Student 14 60 69
15 Student 15 60 82
16 Student 16 60 69
17 Student 17 60 70
18 Student 18 60 70
19 Student 19 70 80
20 Student 20 52 69
Total
Average
From the data in the table 4.3 it was any difference score in pre-test
and score in post-test of sample class, especially the experiment class. It was
significantly increased student scores after treatment given to experiment class. It
could be seen from the data in the table 4.3 which considered that student score
increased in the post test.
2. Storytelling Video has Effective to Improve Students’ Speaking Skill
This sub chapter covers about finding which would answer the second
research question about Storytelling video has effective to improve students
speaking skill. It would be answered by comparing means score in the pre-test and
mean score in the post-test of experiment class.
From the table 4.3. The data showed that mean score of experiment class in the
pre-test was about 59,76 while the mean score in the post-test was about 74,36 it
was significantly increasing score. Since the second research question is about
storytelling video has effective to improve speaking skill.
To support this answer I also found the student score of fact test which
given in the last section of every treatment.
The data as follows.
Table 4.4
PRE-TEST and POST-TEST SCORES of VII
No Name of Students Pre-test Post-tes Mean Criteria
1 Student 1 70 78 74 Good
Student 2
2 50 70 60 Fair
Student 3
3 60 70 65 Fair
Student 4
4 50 70 60 Fair
Student 5
5 50 70 65 Fair
Student 6
6 60 69 65 Fair
Student 7
7 62 70 65 Fair
Student 8
8. 60 68 64 Fair
Student 9 60 Fair
9 52 66
Student 10 65 Fair
10 60 70
11 Student 11 60 67 65 Fair
12 Student 12 60 Fair
50 70
50 80
60 69
15 Student 15 71 Good
60 82
60 69
60 70
60 70
19 Student 19 75 Good
70 80
Based on the table above the progress of students and improvement their
speaking skill before given a treatment and after given treatment. It can be
conclude that there are effectiveness of storytelling video to improve speaking
skill. can be seen from the comparison score of students in pretest,before given
treatment and implementation this method and after did the post test.
a. The result of Pre-test
Range ( R ) = Highest Score – Lowest Score
= 70-50
= 20
Many Class (K) = 1 + (3,3) Log N
= 1 + (3,3) Log 25
= 1 + (3,3) (1,39794)
= 1 + 4.613202
= 5.613202
=6
Interval Class (I) = Range

Many Class
= 20
6
= 3,33 = 4
Based on the data above, the writer made table of frequency as follows:
Table. 4.2.Table of Frequency of Pre-test
Score Frequency Median fi.xi

(fi) (xi)
50-55 1 105 105
56-60 0 0 0
61–65 3 42 126
66–70 2 68 136
71–80 0 0 0
81-85 0 0 0
Total 6 215 367
Based on the table, the writer found means score (x1) and standard
deviation (S1) as follow :
Mean Score (x1) = ∑fi.x1

∑fi
= 367
6
= 61.16
Based on the result of the pre-test, the writer found that the average skill in
speaking was 61.16
b. The analysis of post-test scores
After tabulating the data of pre-test, the writer did some steps to analyse
the data of post-test as follow :
Range ( R) = Highest Score – Lowest Score
= 85-60
= 25
Many Class (K) = 1 + (3,3) Log N
= 1 + (3,3) Log 25
= 1 + (3,3) (1.39794)
= 1 + 4.613202
= 5.613202
=6
Interval Class (I) = Range

Many Class
= 25
6
=5
Based on the data above, the writer made table of requency as follow :
Table 4.3. Table of Frequency of Post-test

Score Frequency Median fi.xi
(fi) (xi)
50-55 0 0 0
56–60 0 0 0
61–66 1 127 127
67–71 4 34,5 138
72-76 1 127 127
77-85 2 81 162
Total 8 - 575
Based on the table, the writer found means score (x1) and standard
deviation (S1) as follows:
Mean Score (x1) = ∑fi.x1

∑fi
= 575
8
= 72
The post test result showed that student average score was 72 and
the pre-test average score was 40.7 It indicated that the students skill in
speaking was increased 31,3 points (72-40.7=31.3).
E. Testing Requirement analysis
1. The Result of Questionnaire
As mentioned earlier in Chapter III, the questionnaire was to find out
students’ perceptions or responses. The questionnaire was given to students
after giving test consisting 10 questions. The data was obtained from
distributions of questionnaire to the students. It used simple statistic with
cumulative frequency distribution method to count percentage from all
alternative of the answers at every question.
In order to collect the data, the formula used that is :
P = F X 100 %
N
Remark :P = Percentage
F = Frequency of the respondents
N = Number of sample
100 = Constan Value
Furthermore, the result of questionnaire can be seen in the
following discussion.
Table 4.4
The storytelling exercise held my complete attention.
Question Option Frequency Percentage

1 a. Strongly Agree 5 20%
b. Agree 16 64%
c. Undecided 4 16%
d. Disagree 0 0%
e. Strongly Disagree 0 0%
Total 25 100%
Table 4.4 shows that there are 5 students (20%) who said that
strongly agree with a statement“the storytelling exercise held students
complete attention”and 16 students (64%) agree. Then, 4 students(16%)
areundecided. It can be concluded that 21 students (84%) are interestedin
learning speaking by using storytelling technique.

Table 4.5. Time seemed to go by quickly during this class session
b. Agree 20 80%
c. Undecided 0 0%
d. Disagree 0 0%
Total 25 100%
Table 4.5 shows that there are5 students(20%) choose that they
stronglyagree and 20 students (80%) choose agree with a statement“time
seemed to go by quickly during this class session”. It means that all of the
students (100%) liked learning speaking by using storytelling technique.
Table 4.6
could visualize aspects of the story such as characters, setting and/ or
activities taking place.
3 a.Strongly Agree 10 40%
b.Agree 15 60%
c.Undecided 0 0%
d.Disagree 0 0%
e.Strongly disagree 0 0%
Total 25 100%
Based on the table 4.6, it can be seen that there are 10
students(40%) choose strongly agree and 15 students (60%) chose agree
with a statement“students could visualize aspects of story such as
characters, setting and/ or activities taking place”. It means that all of the
students (100%) helped in visualize aspects of story such as characters,
setting and/ or activities taking place by using storytelling technique.
Table 4.7.using stories gave me deeper insights into the content of

today’s lesson.
b. Agree 15 60%
c. Undecided 0 0%
d. Disagree 0 0%
e. Strongly disagree 0 0%
Total 25 100%
Based on the table 4.7, it can be seen that there are 10
students(40%) choose strongly agree and 15 students (60%) chose agree
with a statement“using stories gave deeper insights into the content of
today’s lesson”. It means that all of the students (100%) gained deeper
insight into the content of today’s lesson trough storytelling technique.
Table 4.8
can think of more stories that I am familiar with or have
experienced myself that relate to some of the stories told.

b. Agree 15 60%
c. Undecided 5 20%
d. Disagree 0 0%
Total 25 100%
Table 4.8 shows that there are 5 students(20%) strongly agree and
15 students (60%) are agree with a statement“student can think of more
stories that were familiar with or have experienced myself that relate to
some of the stories told”. However, there were 5 students (20%) choose
undecided. So, it can be concluded that almost of the students (80%) can
think of more stories trough storytelling technique.
Table 4.9 believe that I will remember some of these stories and
the lesson/implications inherent in them for a long time.

b. Agree 11 44%
c. Undecided 5 20%
d. Disagree 5 20%
Total 25 100%
Based on the data in table 4.9 it showsthat there are 4 students
(16%) were strongly agree and 11 students (44%) are agree with a
statement“students believe that they will remember some of these stories
and the lesson/implications inherent in them for a long time”. Besides,
there are 5 students (20%) choose undecided and 5 student (20%) chose
undecided.So, it can be concluded that almost of the students (80%)
wereremembersome of stories for a long time with storytelling technique.
Table 4.10 have more emphaty/respect/understanding of some of

my classmate’s viewpoint and experiences upon hearing their
relevant stories.

b. Agree 10 40%
c. Undecided 5 20%
d. Disagree 0 0%
Total 25 100%
Based on the table 4.10, it can be seen that there are 10 students(40%)
choose strongly agree and 10 students (40%) choose agree with a
statement “students have more emphaty/respect/understanding of some of
my classmate’s viewpoint and experiences upon hearing their relevant
stories”.on the other hand, there are 5 students (20%) who choose
undecided. So, it can be concluded that almost of the students (80%) have
more emphaty/respect/understanding about classmates view point through
storytelling technique.
Table 4.11
would like to participate in future storytelling activities in this and/or
other learning experience.

b. Agree 14 56%
c. Undecided 5 20%
d. Disagree 0 0%
Total 25 100%
Based on table 4.11, there are 6 students (24%) choose strongly
agree and 14 students (56%) choose agree for the statement “students
would like to participate in future storytelling activities in this and/or other
learning experience”.On the other hand, there are 5 students (20%) choose
undecided.It can be concluded thatalmost all of the students (80%) had
participated in future storytelling activities.
Table 4.12
believe that I will be able to apply what I learned in today’s lesson in
various situations in my workplace.

9 a. Strongly agree 6 24%
b. Agree 13 52%
c. Undecided 6 24%
d. Disagree 0 0%
e. Strongly disagree 0 0%
Total 25 100%
The table 4.12 shows that there are 6 students (24%) choose strongly
agree and 13 students (52%) chose agree with a statement“students
believe that they will be able to apply what they have learned in today’s
lesson in various situations in their workplace”.Besides, 6 students
(24%) choose undecided.It means that, most of the students (76%) arebe
able to apply what they have learned in today’s lesson in various
situations in their workplace after used storytelling technique.
Table 4.13
I believe that my initial opinions or perspective on this topic has
changed as a result of today’s lesson.

b. Agree 12 48%
c. Undecided 6 24%
d. Disagree 3 12%
Total 25 100%
In table 4.13, it shows that there are 3 students (12%) chose
strongly agree and 12 students (48%) choose agree with a statement“the
students believe that their initial opinions or perspective on this topic has
chaged as a result of today’s lesson”. Besides, there are6 students(24%)
who choose undecided and3 students (12%) choose disagree than only 1
student (4%) choose strongly disagree. So, It can be concluded that most
of students (60%) arebelieve that their initial opinions or perspective on
this topic has changed as a result of today’s lesson trough storytelling
technique.
F. Hypothesis Test
1. Listing the deviation score of Post-test and Pre-test.
Table 4.14 Deviation score of Post-test and Pre-test
X Y
No X2 Y2
Post-test Pre-test
1. 78 70 6084 4900
2. 70 50 4900 2500
3. 70 60 4900 3600
4. 70 61 4900 3721
5. 70 50 4900 2500
6. 69 60 4761 3600
7. 70 62 4900 3844
8. 68 60 4624 3600
9. 66 52 4356 2704
10. 70 60 4900 3600
11. 67 60 4489 3600
12. 70 50 4900 2500
13. 80 66 6400 4356
14. 69 60 4761 3600
15. 82 65 6724 4225
16. 69 60 4761 3600
17. 70 60 4900 3600
18. 70 60 4900 3600
19. 80 70 6400 4900

20. 69 52 4761 2704
∑ 1859 1494 126.506 90.146
2. Finding the mean score of variable X and Y by using the following

formula :
a. Mean of Variable X (post-test)
Mx = ∑x = 1859 = 74,36
Nx 25
b. Mean of variable Y (Pre-Test)
My = ∑y = 1494= 59,76
Ny 25
3. Finding sum of deviation standart score of variable X and Y by using

following formula :
a. Variable X
∑SDx = ∑x2 – (∑x)2
Nx
= 126506 – (1859)2
25
= 126506 – 3455881
25
= 126506 – 138.235,24
= 13.697.018
b. Variable Y
∑SDx = ∑x2 – (∑y)2
Ny
= 90146– (1494)2
25
= 90146– 2232036
25
= 90146 - 8928144
= 8.837.998
G. Discussion of Researh Result
This study examined the students’ improvement in speaking by using

storytelling technique. The researcher successfully collected the data using pre-
experimental teaching, tests, and questionnaire as instruments in order to answer
the research questions.
1. Data Analysis
a. Normality Test
Test of Normality data is carried out to find out whether the data obtained
is normally distrubuted or not. The following are the result of testing the data that
is processed using the SPSS 25.00 program. To know whether or not normal is if
sig> 0.05 then normal and if sig<0.05 can be said abnormal. The result normality
data from Pre-test and Post-test :
Table 4.15
Normality Test
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Score_Pretest 60 25 ,000 ,893 25 ,006
Score_Posttest 75 25 ,005 ,910 25 ,015
From the table 4.15 above, it can be seen that the result of
normality test show that the significance value of pretest is 0.06,it is
bigger than 0.05 and post test is 0.15 bigger than0.05,both of data have
normal distribution.
b. Homogenity Test
Homogenity test determines if two or more populations (or
subgroups of apopulation) have the same distribution of a single
categorical variable. Homogenity test analysis by using SPSS 25.00.
The result is as follow:
Table 4.16
Test of Homogeneity of Variances
Levene Statistic df1 df2 Sig.

Score_Pretest_Posttest Based on Mean 2.486 1 58 .120
Based on Median 3.068 1 58 .085
Based on Median and with 3.068 1 57.558 .085
adjusted df
Based on trimmed mean 2.556 1 58 .115
Based on data above (Table 4.16), significant coloumn was 120.

Meanwhile,if the sig value >0.05 of the data is homogeny,whereas if the sig value
<0.05 of data is not homogeny. Because of them the data show the sig 0.120>0.05
it means the data wa homogeny.
2. T Test
T test is used to determine if there is a significance difference of method
that can be used. One sample T test analysis by using SPSS 25.00 to find out the
effectiveness of using numbering head together method to increase student’s
writing skill in grammar by using simple past tense.
The result is as follows:
Table 4.7 T test
One-Sample Test
Test Value = 0
95% Confidence Interval of
Mean the Difference
t df Sig. (2-tailed) Difference Lower Upper
Score_Pretest 16,920 25 ,000 59,76 43,66 55,67
Score_Posttest 44,414 25 ,000 74,36 80,45 88,22
Based on the table above, output one sample t-test statistic show that the
mean of pretest is 59,76 and posttest 74,36. the lower of pretest 43.66 and posttest
is 80.45. While upper of pretest is 55.67 and posttest is 88.22. The result of t-test
pretest is 16.920 and posttest is 44.414 with df=29 and significance of 0.00.
The first research question was “To what extend using storytelling can
improve student speaking ability at SMP PGRI Palabuhanratu”. Storytelling
technique contributes to help students’ speaking skill in terms of enriching
vocabularies, improving creativity, improving pronunciation, improving grammar
and organizing ideas. Stories not only help in stimulating children's imagination
and understanding of the world, but also in developing children's language ability
and appreciating literature (Aiex, 1988; Cooper, 1989; Koki, 1998; Zobairi&
Gulley, 1989). Theresearcher gave some treatment to the students on how to
applystorytelling technique in speaking. Based on the result of pre-test, the pre-
test mean score was 59,76 and the mean score in the-post test was 74,36. It can be
seen that the students skill in speaking by using storytelling technique
increased.From these calculations, it can be inferred that there was difference of
students’ scores before and after receiving the treatment.Consequently, these data
which had been analyzed answered the first research question that using
storytelling can improve student speaking ability at SMP PGRI Palabuhanratu.
CHAPTER V
CONCULSION AND SUGESTION
A. Conculsion
This chapter consists of conclusions and suggestions. After completing this
research, this study provides several conclusions and research suggestions.
1. Analysis The Significant effect of Storytelling Video to Improve
Students’ Speaking Skill
This point covers about finding which aims to answer the research question
about storytelling video has significant effect to improve students’ speaking skill.
It finding is the result of the test (pre-test and post-test) which has given of sample
class, experiment class SMP PGRI Palabuhanratu.
The result of the test would be used to determine whether any significant
effect before and after using Storytelling video to Improve Students’ Speaking
Skill. If there was any significant effect it considered that the Storytelling to
Improve Students Speaking Skill has effectiveness in improving students’
speaking skill, and to answer it, I calculated the score from pre- test and post-test.
2. Analysis of Storytelling Video has Effective to Improve Students’
Speaking Skill
This sub chapter covers about finding which would answer the second
research question about Storytelling video has effective to improve students
speaking skill. It would be answered by comparing means score in the pre-test and
mean score in the post-test of experiment class.
The data showed that mean score of experiment class in the pre-test was
about 59,76 while the mean score in the post-test was about 74,36 it was
significantly increasing score. Since the second research question is about
storytelling video has effective to improve speaking skill.
B. Suggestions
After concluding the research, the researcher would like to give some
suggestions that can be considered as follow:
1. The Teachers
The teacher must try to deliver the best possible material during learning
through storytelling video, so not only giving assignments but must be explained
first. In addition, before giving assignments, it would be better to ask a
questioning activity so that the teacher can measure the extent of students'
understanding of the material given. Using appropriate and more up-to-date
learning media in learning storytelling video is also an important factor to
motivate students so that the spirit of learning, especially in learning English is
considered quite difficult by many students.
2. The Students
Students can further enhance the enthusiasm of storytelling video by several
ways such as not delaying work because of delaying one assignment then there
will be more and more other assignments, then ask if you encounter difficulties
while studying, and the last is to study hard even though there are no assignments.
3. Other researchers
This research is expected to benefit other researchers and as a reference or
inspiration to conduct further research related to this field.

REFERENCES
Arends, L. Richard. 2008. Learning to Teach. Yogyakarta: Pustaka Pelajar
rown, H. Douglas. 2004. Language Assessment: Principle and Classroom.

Practices. New York: Pearson Education.
Harmer, Jeremy. 2007. The Practice of English Language Teaching.

Cambrigde: Longman
Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a

Second. Language. The Internet TESL Journal, Vol. XII
Gibson dan John M. Ivancevich, 2003,. Fundamentals of Management,

Business Publication, Texas.
Zaro and Salaberry, 1995 among students; they can be the base for
reinforcing grammar skills
Overton, Terry. (2008). Assessing Learners with Special Needs: An

Applied.
Redman and Mory 2005 Risk Factor for Preeklampsia at Antenatal
Creswell, John W. 2012. Research Design Pendekatan Kualitatif,.

Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar
Wireman, T., 1991, Total Productive Maintenance: An American

Approach,. Industrial Press Inc., New York
Overton, Terry. (2008). Assessing Learners with Special Needs: An

Applied.
ATTACHMENT
Attachment 1
Table 3.1 Research Schedule

Month
No. Activities February March April May June
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Submission
of The Tittles
2 Prepration
of The Proposal
Proposal
3
Seminar
4 Preparing
for Observation
5 Observation
6 Pre-Test
10 Questionare
Preparing for
11 Post-Test
12 Post-Test
Attachment 2
Test Storytelling
SNOW WHITE
fell asleep.
Essay :
1. Who is the main character from the text?
2. Why Snow White's stepmother want to kill princess?
3. Why the huntsman told the princess to run so far away?
4. What did the princess find in that forest?
5. Why the princess fell into a deep sleep?
Attachment 3
Attachment 4
Attachment 5
Attachment 6
Attachment 7
Attachment 8
Attachment 9
Attachment 10
Attachment 11
Attachment 12
Attachment 13
Attachment 14
Attachment 15
Attachment 16
Attachment 17
QUESTIONNAIRE
TITLE :
THE EFFECTIVINESS OF STORYTELLING TO IMPROVE THE
STUDENTS SPEAKING SKILLS
Name : .........................................................
Class : ........................................................
Gender : Male Female
Instruction:
Please, indicate that best expresses your opinion by placing a tick √ in the
appropriate box!
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree
No. STATEMENTS 1 2 3 4 5
1. I enjoy speaking English with storytelling.
2. Learning English through storytelling is
useful.
3. I can practice to speak English everywhere
through storytelling.
4. I would like to use storytelling to develop my
speaking English for the future.

5. I learn many expression when I tell a stories in
front of the class.

6. I feel be more confident to speak English
through storytelling in front of the class.

7. I am not anxious in speaking class when I
practice speaking English through storytelling.

8. Storytelling motivate me to learn speaking.
9. Storytelling is the best tool to enrich my
speaking skill.
10. Storytelling is useless to develop my speaking
skill.
Attachment 18
Table 4.1 Pre-test

Student
Initial
1 AN 70 68 69 70 69 70
2 AZ 50 52 50 50 52 50
3 FN 60 62 62 60 56 60
4 FF 62 60 60 63 57 61
5 HM 52 50 50 52 50 50
6 HN 62 60 56 62 60 60
7 IG 62 62 58 62 65 62
8 KM 60 62 62 60 56 60
9 LT 50 52 52 51 50 52
10 MS 60 62 62 60 56 60
11 MS 62 60 56 62 60 60
12 NI 52 50 50 52 50 50
13 NR 65 65 65 66 65 66
14 NF 60 62 62 60 56 60
15 PSA 64 63 64 65 64 65
16 RVS 60 62 62 60 56 60
17 RANI 62 60 56 62 60 60
18 RA 60 62 62 60 56 60
19 RM 70 68 69 70 69 70
20 SPI 50 52 52 51 50 52
TOTAL 1.494
MEAN 59,76
Attachment 18
Table 4.2 Post- Test

Student
Initial
1 AN 77 77 78 76 76 78
2 AZ 69 67 69 70 68 70
3 FN 70 68 67 68 69 70
4 FF 70 69 69 68 67 70
5 HM 68 68 70 68 69 70
6 HN 69 64 65 70 69 69
7 IG 70 69 67 70 70 70
8 KM 67 68 70 69 69 68
9 LT 67 67 65 65 65 66
10 MS 67 68 69 70 69 70
11 MS 70 69 67 66 65 67
12 NI 70 68 67 68 69 70
13 NR 80 79 78 7 79 80
14 NF 69 64 65 70 69 69
15 PSA 81 80 79 79 80 82
16 RVS 69 64 65 70 69 69
17 RANI 68 68 70 68 69 70
18 RA 70 68 67 68 69 70
19 RM 79 79 78 79 80 80
20 SPI 69 64 65 70 69 69
TOTAL 1.859
MEAN 74,36
Attachment 19
Table 4.3. The Score of Pre-test and Post-test in

Pre Experimental Class
No Initial Pre-test Post-test

1 AN 70 78
2 AZ 50 70
3 FN 70 70
4 FF 50 70
5 HM 50 70
6 HN 60 69
7 IG 62 70
8 KM 60 68
9 LT 52 66
10 MS 60 70
11 MS 60 67
12 NI 50 70
13 NR 50 80
14 NF 60 69
15 PSA 60 82
16 RVS 60 69
17 RANI 60 70
18 RA 60 70
19 RM 70 80
20 SPI 52 69
Total 1.472 1.859
Average 59,76 74,36
Attachment 20
Table 4.4
PRE-TEST and POST-TEST SCORES of VII
No Name of Students Pre-test Post-tes Mean Criteria
1 AN 70 78 74 Good
2 AZ 50 70 60 Fair
3 FN 60 70 65 Fair
4 FF 50 70 60 Fair
5 HM 50 70 65 Fair
6 HN 60 69 65 Fair
7 IG 62 70 65 Fair
8. KM 60 68 64 Fair
60 Fair
9 LT 52 66
65 Fair
10 MS 60 70
11 MS 60 67 65 Fair
12 60 Fair
NI 50 70
13 65 Fair
NR 50 80
14 65 Fair
NF 60 69
15 71 Good
PSA 60 82
16 65 Fair
RVS 60 69
17 65 Fair
RANI 60 70
18 65 Fair
RA 60 70
19 75 Good
RM 70 80
20 61 Fair
SPI 52 69
Attachment 21
Table 4.14 Deviation score of Post-test and Pre-test
X Y
No X2 Y2
Post-test Pre-test
1. 78 70 6084 4900
2. 70 50 4900 2500
3. 70 60 4900 3600
4. 70 61 4900 3721
5. 70 50 4900 2500
6. 69 60 4761 3600
7. 70 62 4900 3844
8. 68 60 4624 3600
9. 66 52 4356 2704
10. 70 60 4900 3600
11. 67 60 4489 3600
12. 70 50 4900 2500
13. 80 66 6400 4356
14. 69 60 4761 3600
15. 82 65 6724 4225
16. 69 60 4761 3600
17. 70 60 4900 3600
18. 70 60 4900 3600
19. 80 70 6400 4900

20. 69 52 4761 2704
∑ 1859 1494 126.506 90.146
Attachment 22
Table 4.15
Normality Test
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Score_Pretest 60 25 ,000 ,893 25 ,006
Score_Posttest 75 25 ,005 ,910 25 ,015
Table 4.16
Test of Homogeneity of Variances
Table 4.17 T test
One-Sample Test
Test Value = 0
95% Confidence Interval of
Mean the Difference
t df Sig. (2-tailed) Difference Lower Upper
Score_Pretest 16,920 25 ,000 59,76 43,66 55,67
Score_Posttest 44,414 25 ,000 74,36 80,45 88,22
Attachment 23
Test Storytelling
SNOW WHITE
fell asleep.
Essay :
1. Who is the main character from the text?
2. Why Snow White's stepmother want to kill princess?
3. Why the huntsman told the princess to run so far away?
4. What did the princess find in that forest?
5. Why the princess fell into a deep sleep?
Attachment 24

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IMPROVING STUDENTS SPEAKING SKILLS

THROGH VIDEO STORYTELLING

(A Pre-Experimental Study Conducted at The 7 th Grade Students of

Submited to The English Education Program of STKIP Bina Mutiara Sukabumi

ENGLISH EDUCATION PROGRAM

IMPROVING STUDENTS SPEAKING SKILLS

Certified by Examination Committee

No Name of Examination Commite Posisition Signature

1 Hj.Ria Saparianingsih,S.S.,M.Hum Examiner 1

2 Anisa Septia Mega,M.Pd Examiner 2

Drs.H.Sadili Samsudin, M.M.,M.Pd

I here by certify that this research proposal entitled:

Sukabumi, February 23th 2021

Sutiasih, 60403100317059, 2021. Improving Student Speaking Skills Through Video

Keywords : Effectiviness, Storytelling, Speaking Skills

Sutiasih, 60403100317059, 2021. Meningkatkan kemampuan berbicara siswa melalui video

Kata Kunci : Efektivitas, Bercerita, Keterampilan Berbicara

Alhamdulillahirabbilalamiin, all praises be to Allah the Almighty, the Most Gracious

8. All of my firends, especially the members of 8th graduate of English Education

Sukabumi, February 23th 2021

CHAPTER II LITERATURE REVIEW

CHAPTER III RESEARCH METHODOLOGY

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

CHAPTER V CONCULSION AND SUGESTION

A. Background of the Study

C. Limitation of the Problems

1. Is there a significant effect of storytelling activities in improving the speaking

ability of seventh grade students of SMP PGRI Palabuhanratu?

seventh grade students of SMP PGRI Palabuhanratu?

E. Objective of the Research

F. The Significance of the Study

A. The Concept of Speaking Skill

1. Teaching of Speaking Skill

2. Classroom Speaking Activities

3. Characteristics of A Succesful Speaking Activity

6. The Advantage of Storytelling

7. Teaching of Speaking Skills by Using Storytelling

A Good Way of Storytelling

A. Place and Time of Research

B. Population And Samples

D. Methods, Designs and Procedures Research

Participant selection Pre-test Treatment Post-test nt

speaking English for the future.

front of the class.

through storytelling in front of the class.

practice speaking English through storytelling.

G. Technique Of Data Analysis

2. Conversion of Percentage Range

NO SPEAKING SCORE CRITERIA

2. Grammar 1) No errors, full control of complex

3. Vocabulary 1) Using the vocabulary and pharases such

4. Fluency 1) Fluent as native speakers, eye contact,

According to Sudjono (2008), in examining the hypothesis, the t-test is used to

Where: My = Mean of Post-test

In analyzing the hypothesis, the writer purposes some steps as follow:

RESEARCH FINDINGS AND DISCUSSION

1. The Significant effect of Storytelling Video to Improve Students’ Speaking Skill

SMP PGRI Palabuhanratu.

from pre- test and post-test.

different ability to speak up in English literally. The finding as the follows:

On the table above, the test contains P=Pronunciation, F=Fluency.

Table 4.2 Post- Test

Table 4.3. The Score of Pre-test and Post-test in