CHAPTER I

INTRODUCTION

This chapter presents the introduction of this research. It has eight parts. There

are: rationale, research questions, and objectives of the research, scope of the

research, hypothesis, methodological outline, weight and relevance, and clarification

of terms.

1.1 Rationale

In learning a language there are four skills that should be mastered, and

speaking is included on one of the language skills that should be mastered by students

who learn the language. Mastering of speaking skill is important aspect of learning a

foreign language and success is measured in terms of the ability to carry out a

conversation in the language. By having good speaking skill will build good

interaction in communication.

Based on the reason above, speaking skill is important to be mastered by them

who learn a new language. Richard (2008) says “as foreign language learners,

mastering of speaking skills in English is being a priority.” But for students who learn

English in class as a foreign language, they will found the difficulty to speak even

just one word, because they feel afraid to be wrong when speaking a word. Students

are reluctant to speak out in front of other people, especially to give their opinions
because they are shy to express themselves and worry about speaking badly

(Harmer:2007:345).

In teaching English, speaking skill is something difficult to teach, especially

for foreign language learners. Based on that situation, good solution is needed to

overcome the difficulty that students face when they learn English as foreign

language by using some ways that teacher use to teach. The researcher try to use

media to make the students interest with the lesson. By using storytelling technique

with story mapping, the students are expected to be able to show their aptitude in

speaking skill.

The reason why the researcher chooses this topic is to know the most suitable

technique which can be used to improve students’ speaking skill. The researcher uses

storytelling technique to know the progress of the students’ speaking skill.

Among the problems that will be faced in teaching English in the school,

managing the condition in teaching and learning process is needed. Some expert gives

theory that storytelling has positive impact toward learning new language especially

for learning English. Stories are motivating, challenging and enjoyable and can help

develop positive attitudes towards the foreign language, culture and language learning

(Ellis and Brewster: 2014: 37). Brown (2000: 135) states that “Story telling may be

used to maintain attention, motivate, or as lengthy practice.”

 Genre narrative is chosen as a media for storytelling technique. This genre is

chosen because it will show students’ emotional like sadness, happiness, surprise,

curiosity, etc. Most learners have grown up in a learning context full of narrative

stories, both real and fictional and students were familiar with the story which is used.

Students were familiar with the traditional story and fairy tales (Ellis and Brewster:

2014: 14).

The use of storytelling technique to improve students’ speaking skill is helped

by using story mapping as a tool to make students easier to retell the story orally.

Ministry of Education of Ontario (2004) state that concepts map is useful way to

make information easier to be understood by us. The use of story mapping as a media

in retelling the story is hoped to be useful to open students’ visualization toward the

story that will be retold by the students.

Based on the problems in speaking skill, the researcher tries to do the research

which is titled “IMPROVING STUDENTS’ SPEAKING SKILL THROUGH

STORY TELLING BY USING STORY MAPPING”.

1.2 Research Question

This study is formulated to answer the following research questions:

1. Does story telling by using story mapping technique can improve the

students’ speaking skill?

 2. How are students’ attitudes in improving their speaking skill toward story

mapping in storytelling technique?

1.3 The Objectives of the Research

The purposes of this study are to find out whether the use of storytelling can

improve the students’ speaking skill and students’ attitude in learning English.

1.4 Scope of the research

This study will focus on how to improve students’ speaking skill through

storytelling technique by using story mapping in two classes from eighth grade in

Junior High School.

1.5 Methodological outline

In this study, the type of research is quantitative by using quasi-experimental

method. This research is an experimental research because the researcher will do

experiment to the students which is divided into two groups namely control group

and experiment group to find out the result of improving students’ speaking skill by

using story mapping in storytelling technique. The researcher used oral test as the

instrument in this research. The researcher uses pre-test and post-test in getting the
data. Conducting pre-test, the researcher conducts pre-test before giving the treatment

to the students. The instruments use in the experiment how to apply storytelling in

English speaking test for speaking skill and give post-test after students receive the

treatment. The researcher uses questionnaire to know students’ attitude in learning

speaking skill.

1.6 Hypotheses

In this study, the data will be explained quantitatively, so that is why the

researcher uses hypotheses in this study. According to Creswell (2008) hypotheses

are statements which the investigator makes a prediction about the outcome of a

relationship among attributes or characteristics. Kothari (2004) mentions one of the

basic concepts in the context of testing of hypotheses is explained through Null

hypothesis and alternative hypothesis. The null hypothesis is generally symbolized as

H0 and the alternative hypothesis as Ha. Based on that description, the hypotheses of

this study is:

a. (H0): There is no significant improvement result that storytelling technique

by using story mapping in students’ speaking skill.”

b. (Ha) : There is significant improvement result that storytelling technique by

using story mapping in students’ speaking skill.”

1.7 Weight and Relevance

The result of this study is expected will give some benefits for the students,

the teacher and the researcher. The following are some benefits of this study:

1. For the students

Students are expected to get better learning in English and they will be

able to improve their speaking skill. Besides that, it will be better if they like

to learn English and enjoy learning it.

2. For the teacher

The English teacher can develop the process of teaching-learning by

selecting storytelling and using story mapping as an approach that can be used

to language teaching methodology especially for speaking skill.

3. For the researcher

The researcher gets a great experience that can be used for doing a

better action research in the future.

1.8 Clarification of Terms

Speaking Skill:
 Speaking is the use of language to show the meanings and other

people can make a sense (Cameron, 2001).

Storytelling:

Storytelling is a form of an enjoyable of a public speaking (Collins,

2005).

Story Mapping:

Story maps are visualization and framework that students can be used

to identify the elements of narrative stories (Zygouris-Coe and Glass, 2004)

 CHAPTER II

THEORITICAL BACKGROUND

This chapter will discuss about the basic theories of the research which is

related to improving students’ speaking skill through storytelling by using story

mapping technique. The theories cover the definition of speaking skill, functions of

speaking, elements of speaking, types of classroom speaking performance, the roles

of the teacher, definition of storytelling, and definition of story mapping.

2.1 Definition of speaking skill

The use of English is being something important for all people in the world.

Indonesia is one of a country which uses English for communication and education.

English is being foreign language that should be learnt by learners in Indonesia.

Among four skills in English, speaking is being an important aspect in learning a

language as a way to communicate with other people which convey the meaning. As

stated by Cameron (2001, p. 40) that speaking is the use of language to show the

meanings and other people can make a sense. Speaking becomes an activity that

happens in our daily life. When people try to speak, it means that people do an

interaction by using the language to show their creative to express an ideas or thinks,

and also can be used to show their feelings. According to Brown (2003, p. 140),

speaking is being a product creative of linguistic assembly which the speaker makes

selections of lexicon, structure, and discourse.

 Speaking is the tools to share and exchange information with other, speaking

also can be used to express their opinions or ideas toward communication. That is

why speaking skill is being a priority that should be mastered by foreign language

learners (Richard, 2008, p. 21).

2.2 Function of Speaking 

Speaking skill is an important thing for human life. Experts have attempted to

classify the functions of speaking in human interaction. In Richard’s book “Teaching

Listening and Speaking from theory to practice” show the statement from Brown and

Yule which is explaining about three functions in speaking, “…three part version of

Brown and Yule’s framework (after Jones 1996 and Burns 1998): talks as interaction:

talk as transaction: talk as performance. Each of these speech activities is quite

distinct in term of form and function and requires different teaching approaches.”

1)      Talk as interaction

The communication that happens in our daily life to build an

interactional with other people that is what we said as conversation. It is an

interactive communication which happens spontaneously between two people

or more. This is about how people try to deliver the message from one people

to other people. Therefore, people have to use speaking skill to communicate

with other people. The main of this function is to create social relationship.

2)        Talk as transaction

 This function more focus on message that will be delivered and

making others people understand by speaking clearly and accurately based on

what we want to deliver. In this function usually focus on meaning or talking

what their way for understanding.

3)        Talk as performance

In the third function, speaking as performance is the speaking

activities which more focus on monolog better than dialog. This function

usually happens in public talk such as speeches, public announcements, retell

story, telling story and so on.

2.3 Elements of speaking skill

The ability to speak fluently presupposes not only knowledge of language

features, but also the ability to process information and language on the spot (Harmer,

2001, p.269- p.271). There are elements of speaking skill that should be competent by

the speaker, which consist four points, namely:

a. Connected speech: effective speakers of English need to able to produce the

individual phonemes of English. In connected speech sounds are modified

(assimilation), omitted (elision), added (linking) or weaken (through

contraction and stress patterning). It is for this reason that we should involve

students in activities designed specifically to improve their connected speech.

b. Expressive devices: native speakers of English change the pitch and stress

of particular parts of utterances, vary volume and speed of speech. By using

 these devices people will be able to show what and how they are feeling to

whom they are talking.

c. Grammar and lexis: spontaneous speech is marked by the use of a number

of common lexical phrases, especially in the performance of certain language

function.

d. Negotiation language: effective speaking benefit from the negotiator

language. We use to seek clarification and show the structure of what are

saying.

To be a good speaker, those elements of speaking is should be

mastered because those elements is something necessary in speaking.

2.4 Type of classroom speaking performance

The teacher in teaching English should be create and develop their material to

be creative in their teaching learning process to make good atmosphere which can

make students interest and exciting to learn English especially in speaking

competence. According to Brown (2001, p.271- p.274) there are six types of speaking

performance, namely:

a. Imitative: It means that students imitate the sound of teachers speaking or

the tape recorder sound. This is not purposed to interact with others but it

focus on some particular element of language form.

 b. Intensive: It means that intensive speaking goes and-step beyond imitative

to include any speaking performance that is designed to practice some

phonological or grammatical aspect of language.

c. Responsive: This type is good deal of students’ speech in the classroom.

Students’ give short replies to teacher or students imitated questions or

comments.

d. transactional (dialogue) carried out for the purpose of conveying or

exchanging specific information, is extended form of responsive language.

e. Interpersonal (dialogue): it is carried out more for purpose of maintain

social relationship than for the transmission of fact and information.

f. Extensive (monologue): this type students intermediate to advanced

levels are called to give extended monologues in the form of oral report,

summaries, or perhaps short speeches.

2.5 The roles of the teacher

The roles of the teacher in teaching speaking is needed to help and guide the

students to speak fluently, there are three roles of teacher in speaking skill according

to Harmer (2007, p. 347- p. 348), namely:

a. Prompter

Sometimes students find the difficulties what will they say next, teacher can

leave them to find the solutions by their own ways. Here, the teacher can help them
by offering suggestion. It will make students stop to feel frustration when they have

not ideas.

b. Participant

Teacher can be participates in the discussions session or in role-plays. Teacher

introduces new information to help the activity and create a creative atmosphere.

Teacher and students in discussion and role-play can talk communicatively as a

participant. In some circumstance teacher do not to be participant too much especially

in speaking.

c. Feedback provider

Teacher can give correction which can helpful and gentle that may get

students out of the difficult of misunderstanding and hesitations. The feedback which

teacher gives is appropriate with particular situation. Teacher not only give the

respond to students how they are perform at the time but also for their behave

activities in future.

2.5 The Classroom Speaking Activities

In teaching of speaking to the new language should be suitable with the

students to use the language orally. The teaching and learning process will be success

if the teacher can make students interest with the material that will be taught in class.

It means that when teacher teach in class, the teacher should be creative in teaching

English to the students. They have to use various techniques, carefully to select the

materials to teach, and use media which is suitable that will help to make students

interesting to speak.
 There are many classroom speaking activities which can be tried in teaching a

language for the communication that can encourage students to speak orally (Ellis

and Brewster, 2004, p.37), such as:

a. Look, Listen, and repeat: this type activity can be used to introduce a new

vocabulary. Teacher can use picture as a media that can students easier to understand

new vocabulary, then teacher mention that vocabulary and students are asked to

repeat what the teacher say.

b. Listen and practice: Teacher encourages students to participate by repeating key

vocabulary and phrases after listen what teacher has told.

c. Reading aloud: this activity is used when students read the text or note and they

have to read the words or sentences aloud.

d. Memory games: some game can be used in speaking activity which train and

require students to memorize and repeat it.

e. Dramatisation: this activity can involve students learning lines for their role and

can provide them with a memorable to practice speaking English.

f. Rhymes, action rhymes, songs, and chants: students can learn to speak and practice

English pronunciation and consolidate or introduce a new language and develop

students’ memory skill through rhymes, action rhymes, songs, and chants.

g. retelling a story: this activity happen when teacher is retold a story and students

can be allocated a character’s lines and say them when appropriate.

h. Look and ask: the teacher shows the cards picture and students can ask everything

about that picture. The teacher can control students are focusing on producing the

correct form and pronunciation.

i. Guessing games. It means that activity of these games usually involve students

asking questions or describing something or someone. Students can also describe

someone in the class without saying her name and other students must listen and

guess.

j. Information gap: These activities are usually carried out in pairs or groups. Students

involve for asking and answering questions. One partner has some information that

the other does not have. The aim is to find out what this is so as to complete a task.

k. Questionnaires and surveys: The aim here is to interview other classmates about

something such as ask about like or dislike to collect some information.

l. Role play: This activity provides an opportunity for language that has been

presented in a story to be used in a different context.

2.6 Storytelling

2.6.1 Definition of Storytelling

Storytelling is an effective teaching tool that can be used in teaching speaking

activity which focuses on story structure. By retelling story students are expected can

provide their own words based on what their think about the story which is given by

their teacher as the tool for their oral fluency practice. Cameron (2001, p.160) states

that storytelling is an oral activity, and stories have the shape they do because they
are designed to be listened to and, in many situations, participated in. Storytelling can

be activities that will make students or people feel enjoy, especially if the story is

interesting. A definition from Collins (2005, p. 1) mentions that storytelling is

explained as a form of an enjoyable of a public speaking and it likes an art which very

wonderful to share with others. The form of the story can be spoken, use pictorial,

printed, and other forms that will have purpose to entertain.

2.6.2 The purpose of storytelling

The purpose of storytelling technique to create teaching and learning process

especially for speaking English is becoming interesting, enjoyable, that will make

teacher reach his/her learning goal to get their students’ understanding. To reach the

teacher goal in teaching learning process, there are many techniques that can be

applied in his/her class; one of the techniques that can be used is by using story.

Collins (2005, p.1- p.2) serves many purposes of storytelling technique, let us see

some purposes:

a. Story develops the imagination

A story brings the listener to go to the place, do things, and meet with people

that never attend in real life. Here, the imagination of people is like having wings.

b. Story widens the listener’s horizons

A story can teach the listener about life in other city or country. It helps the

listener understand what other people are like, how they feel, how they live, and how

they think. It can give the listener new ideas that never crossed before.
c. Storytelling gives enjoyment

A good story can make the listener feel delight in hearing stories. It can

transport the listener to another world. Listener’s mood and spirit will be better.

d. Storytelling helps solve problems.

Listener learn valuable lessons from the story, when the listener is hearing the

story and finding the conflict that trouble the characters in a story and listener know

how they handle the conflict. Listener may learn about what to do and what not to do.

2.6.3 The type of the story

The use of story in learning language will engage students to be creative and

they can use their imagination to be deeper toward that story. Cameron (2001, p. 159)

explains that story is offering a whole imaginary world, created by language that can

involve the children and make them enjoy in learning language. While, Ellis and

Brewster (2014, p. 6) mention that Stories are motivating, challenging and enjoyable

and can help develop positive attitudes towards the foreign language, culture and

language learning. Collins (2005, p. 2) mentions that the story is divided into two

types, there are fiction and nonfiction. Fiction is a story that might happen in real life

but the story is not true. Some categories in story fiction, such as Fairy Tales, Folk

Tales, Tall Tales, Fables, Myths, and non-true stories. Nonfiction stories are the

stories that actually and true happen in real life. Stories that fall under this category

are Biblical, Historical, Biographical, Autobiographical, and Missionary stories.

2.6.4 How to custom fitting a story

There are some considerations to use story that will be suitable for students.

According to Cameron (2001, p. 166), story which has good quality is a story that can

engage the students to create a strong feeling of satisfaction. The ways to custom

fitting a story for children are explained by Collin (2005, p. 3- p. 5), there are two

ways as considerations. The first, selecting a story suitable to the occasion. It means

that we have to know the occasion for which you will be presenting the story. Here

are some questions to answer to help you find a suitable story. When, where, and why

are you telling the story? Is there a theme you need to follow? How much time will

you be allowed? What do you hope to accomplish? All of these questions will supply

you with the answers to finding the appropriate story. The second one is selecting a

story suitable to the age group. It means that stories are not only use for children but

story also is loved by people of all ages. The story should try to suit to the listeners.

Telling a story should be fitted to the age group’s specific needs and interests. Here

are some classification of age groups based on what their needs and interests:

 Toddlers : Ages 2-4

Interests : in this classification of age, they are interesting in

familiar things like parents, brothers and sisters, pets, friend.

Needs : The simple stories with just a few characters, familiar

objects, people, and places are needed by toddlers. Teach one simple

lesson at a time and teach it in a simple way. For example, toddlers

 love to name animals that God made and make the sound of each

animal.

 Beginner : Ages 5-8

Interests : In this range age, they are like stories about familiar

people, places, and ideas. They like to use repetition, rhyme, and

rhythm.

Needs : Tell stories that teach simple lessons such as telling

the truth or sharing with others. Give one idea at a time like kindness,

obedience, sharing. Tell stories that deal with the simple fears they

may have. They never tire of hearing a well-loved story.

 Primary : Ages 8-11

Interests : In primary age children are old enough to begin

noticing other people and other ways of life. Their world is expanding.

They have fantastic imaginations.

Needs : Tell stories that introduce new places and ideas.

Stretch imaginations by starting with the familiar and moving to new

things. Provide action stories, and exciting Bible stories. You can deal

with fears such as family and school problems

 Junior : Ages 11-13

 Interests : Action and adventure are interested by juniors. They

know there is a world beyond theirs and they are interested in it. They

are looking for someone to imitate and admire.

Needs : Tell stories filled with new people and places. Give

them heroes that are worthy of admiration such as Bible heroes,

missionaries, preachers, presidents, and others who have achieved.

Tell stories of courage, honesty, perseverance, and bravery.

 Teens : Ages 13-18

Interests : Teens are interested in friends, dating, changing

relationships, and the future.

Needs : Tell stories that are realistic and deal with real

problems such as peer pressure, family relationships, morality, and

resisting drugs. Provide stories with situations that deal with

achievement, acceptance, and decision making. Teens love humor.

 Adults : Ages 18 and Up

Interests : Adults are interested in family, work, success, and

health related matters.

Needs : Tell stories of achievement, dealing with family

members, and coping with life. Also tell stories that add some wonder

and imagination to life, renew zeal for life, add validity to ideals once

held, and renew the desire to dream.

  Senior Citizens

Interests : Senior Citizens are interested in many of the same

things as younger adults: family, health, home. They also have interest

in the good old days, their future care, and death.

Needs : Tell stories that affirm their worth and the importance

of simple successes. Stories about the good old days and family are

enjoyed.

2.6.5 The parts or feature of the story

Storytelling technique which needs an interesting story to be retold, the

researcher chooses narrative story which is assumed as an interesting story that will

make students are feeling curious, sad, happy, etc. Most students have known about

learning context narrative stories, whether the story is real or fictional, the students is

known with the story which is used. Students were familiar with the traditional story

and fairy tales (Ellis and Brewster, 2014, p. 14).

In a story, there is found about the features of the story, Cameron (2001, p.

161- p. 162) find the features of the story in the story which is titled “Little Red

Riding Hood”. The first is opening features which form in fairy tales, like once upon

a time. The next is introduction of characters; character is needed in a story in order

to make story more interesting and real. Next is the description of setting, it shows

about place or time. Introduction of a problem and series of events, that story lead to,

if there is a problem so the story need resolution for its problem. In first has an
opening, in last has a closing. Besides that, in the last of features of story is about

moral value which can be implicit or explicit in a story.

2.7 Definition of story Mapping

In storytelling technique there are some ways to use to make storytelling

easier to be accepted by students, such as the use of flashcards, pictures series,

puppet, using story mapping, etc.

Story mapping is framework of story that will be used to make story easy to

comprehend by students. Zygouris-Coe and Glass (2004), state that “story maps are

templates that provide students a concrete framework for identifying the elements of

narrative stories.” In order to understand of the story especially for narrative story, the

story map is offering the way which is shortly to comprehend the story by

visualization that story in framework form. Story map is used to identify what are the

elements of the story. Zygouris-Coe and Glass, (2004) mention elements of story

mapping, namely:

 Setting – explain about time and place the story occurs

 Characters – the most important figure that present in a story

 Problem/Conflict - the focal point around which the story is

centered

 Events - the attempts by the main character(s) to resolve the

problem or conflict
  Resolution/Solution/Conclusion - the outcome of the attempts

to resolve the problem or conflict

 Theme - main idea of the story

The use a story map is for guide students their retelling the story based on

what they have identify the elements of story. The story map is likes a summary of

story which can make the story to be shorter. The example of story map can be seen

from the table below.

Table 1. Story Map

 Source:

http://www.loving2learn.com/SuperSubjects/ReadingandLangu

age/GraphicOrganizers/StoryMap.aspx

2.8 Previous Study

This research is relates to the previous researches that have been done by

some researchers which are stated below:

1. Sri Lestari (2011) in her thesis which is titled “Improving Students’

Speaking Performance through Storytelling Technique of the Second

Years Students at SMPN 2 RENGAT”. In this finding of the research, the

researcher found that the significant improvement is showed that the use

of storytelling technique can improve the students’ speaking performance.

2. Purwatiningsih (2015) in her research entitled “Improving Speaking

Ability through Story Telling Technique by Using Picture Series”. The

finding of this research is indicated that the implementation of the story-

telling technique using picture series in teaching speaking is successful in

improving the students’ speaking ability.

From those researches which have been done, the researcher assumes that

both of the researchers which used the technique of storytelling are showing the

improvement for students speaking skill. There has the difference about the use of

media such as picture series to make the students easier to learn. So, the researcher
tries to do the research which has differences planning and procedures in doing the

research such as the use of the difference media with the previous researches.

CHAPTER III

METHODOLOGY OF THE RESEARCH

This chapter consist methodology of the research which involve research

design, population and sample, data collection technique, and data analysis.

3.1 Research Design

This study will use quasi-experimental method that will be administered to

two groups of students; there are control group and experimental groups. In

education, many experimental situations occur in which researchers need to use intact

groups. This might happen because of the availability of the participants or because

the setting prohibits forming artificial groups. Quasi-experiment is containing

assignment but the assignment is not randomly of participants of groups (Creswell,

2008, p. 309). The control group will be taught speaking without using storytelling

technique by using story mapping, while for the experimental group will be given the

treatment which refers to teaching speaking English by using storytelling through

story mapping technique to the eighth grade students in junior high school. The

researcher will see the results that will happen to students in control group and
experimental group who teach speaking skill by using storytelling technique through

story mapping. The result is which better group in speaking from those groups is.

The design of research as follows:

Class Pre-test Treatment Post-test

X1 Q1 X Q2

X2 Q1 ….. Q2

Note:

X1: Experimental Class Q1: Pre-Test

X2: Control Class Q2: Post-Test

X: Treatment

The researcher uses a questionnaire to find out the students’ response toward

the implementation of the storytelling technique by using story mapping.

Questionnaire is a tool in written form which is used to get information from the

subject of research. Kothari (2004) says that a questionnaire is involves of a number

of questions printed or typed in a certain order on a form or set of forms.

3.2 Population and Sample

A population is a group of individuals who have the same characteristic

(Creswell, 2008). The researcher chooses students of Junior High School as

population in this research.

 A sample is a subgroup of the target population that the researcher plans to

study for generalizing about the target population (Creswell, 2008). In this research,

the researcher takes sample two classes in eighth grade students in Junior High

School.

3.3 Data Collection Technique

In this research, the researcher uses several ways to collect the data to get the

result from the research. The ways which are used in this research is through the test

and questionnaire.

1. Test

The test is chosen as a way to know improvement of students’

speaking skill and get data or information which is needed. According to

Brown (2001) states “Test is a method that use to measure ability and

knowledge”. The researcher gives pre-test to know their ability and their

knowledge about their speaking skill before they are given the treatment from

the teacher. The researcher divides students into two group namely

experimental group and control group. In experimental group, the students are

taught to speak English by using storytelling technique which is helped with

story mapping as a treatment. Meanwhile, for other students in control group

are taught without storytelling technique by using story mapping in speaking

English. The result of the test is counting based on speaking’s scoring rubric.
 2. Questionnaire

The use of questionnaire is conducted to the eighth grade of junior

high school. According to Kothari (2004) a questionnaire is involves of a

number of questions printed or typed in a certain order on a form or set of

forms. It is done to know and get the students’ change from their behavior or

attitude and their achievement when they are taught speaking through

storytelling by using story mapping technique. The questionnaire will show

their feeling about the technique that is used by the researcher which is

applied in speaking activity in English teaching learning process.

3. Interview

The researcher uses interview method to know the students directly in

the custom of teaching learning activity as well as in the school area.

3.4 Data Analysis

The purpose of analysis the data is to reduce intelligible and interpretable so

the relation of research problem could be studied. In scoring the test, the researcher

will be tested the students by asking them to retell the story orally in front of the

class. An analytic scale of students’ speaking skill is based on the test that focuses on

grammar, vocabulary, fluency, and pronunciation. For assessing, the researcher use

analytic rubric from Brown (2001: 406-407) as follow:

Speaking
Score Criteria
criteria
Grammar 1 Errors in grammar are frequent, but speaker can be

understood by a native speaker used to dealing with

foreigners attempting to speak his language.

2 Can usually handle elementary constructions quite

accurately but does not have thorough or confident

control of the grammar.

3 Control of grammar is good. Able to speak the

language with sufficient structural accuracy to

participate effectively in most formal and informal

conversations on practical, social, and professional

topics.

4 Able to use the language accurately on all levels

normally pertinent to professional needs. Errors in

grammar are quite rare.

5 Equivalent to that of an educated native speaker.

Vocabulary 1 Speaking vocabulary inadequate to express anything

but the most elementary needs.

2 Has speaking vocabulary sufficient to express himself

simply with some circumlocutions.

3 Able to speak the language with sufficient vocabulary

to participate effectively in most formal and informal

 conversations on practical, social, and professional

topics. Vocabulary is broad enough that he rarely has

to grope for a word.

4 Can understand and participate in any conversation

within the range of his experience with a high degree

of precision of vocabulary.

5 Speech on all levels is fully accepted by educated by

educated native speakers in all its features, including

breadth of vocabulary and idioms, colloquialisms,

and pertinent cultural references.

Fluency 1 No specific fluency description. Refer to other four

language areas for implied level or fluency.

2 Can handle with confidence but not with facility most

social situations, including introductions and casual

conversations about current events, as well as work,

family, and autobiographical information.

3 Can discuss particular interests of competence with

reasonable ease. Rarely has to grope for words.

4 Able to use the language fluently on all levels

normally pertinent to professional needs. Can

participate in any conversation within the range of

 this experience with a high degree of fluency.

5 Has complete fluency in the language such that his

speech is fully accepted by educated native speakers.

Pronunciatio 1 Errors in pronunciation are frequent, but can be

n understood by a native speaker used to dealing with

foreigner attempting to speak his language

2 Accent is intelligible though often quite faulty

3 Errors never interfere with understanding and rarely

disturb the native speaker. Accent may be obviously

foreign.

4 Errors in pronunciation are quite rare.

5 Equivalent to and fully accepted by educated native

speakers.

The score was given by analyzing the students’ performance:

Maximum Score= 25x4= 100

The data was analyzed in percentage as follows:

Note: M = Mean Score

M=
∑ fx
N
∑ fx = Sum of the score

N = Sum of the individuals

 The mean score was used to evaluate the achievement of teaching learning

process by using storytelling technique with story mapping whether it is effective to

improve students’ speaking skill or not, besides the change of students’ attitude in

speaking activity.