THE USE OF STORYTELLING TO IMPROVE STUDENTS’ SPEAKING

ABILITY IN THE SECOND SEMESTER OF ENGLISH EDUCATION

UNIVERSITY OF KUTAI KARTANEGARA ACADEMIC YEAR 2022/2023

THESIS

By:

ANNUR PUTRI 200122231

ANNISA BERLIANNUR 200122216
DEA FRETI SINTIA 200122208
RANA INASTRI 200122221

UNIVERSITY OF KUTAI KARTANEGARA

FACULTY OF TEACHER EDUCATION AND TRAINING
DEPARTMENT OF ENGLISH EDUCATION
TENGGARONG
November, 2023
 TABLE OF CONTENT

COVER
TABLE OF CONTENT...........................................................................................................2

CHAPTER I.............................................................................................................................3

1.1 Background of the Study..........................................................................................3

1.2 Problem of the Study.................................................................................................4

1.3 Purpose of The Study................................................................................................4

1.4 Scoup and Limitation of the Study..........................................................................4

1.5 Significance of the Study...........................................................................................5

1.6 Definition of Key-Terms............................................................................................5

CHAPTER II............................................................................................................................6

2.1 Concept of Speaking ability......................................................................................6

2.1.1 Definition of Speaking........................................................................................6

2.1.2 Definition of Ability............................................................................................6

2.1.3 Definition of Speaking Ability...........................................................................6

2.1.4 Element of Speaking..........................................................................................6

2.2 Concept of Story Telling............................................................................................6

2.2.1 Definition of Story Telling.................................................................................6

2.2.2 Advantages of Story Telling...............................................................................7

CHAPTER III...........................................................................................................................9

3.1 Research Design.........................................................................................................9

3.2 Procedures in Action Research...............................................................................10

3.2.1 Planning.....................................................................................................................11

3.2.2 Acting.................................................................................................................11
 3.2.3 Observing..........................................................................................................11

3.2.4 Reflecting..........................................................................................................12

3.3 Research Subject......................................................................................................12

3.4 Research instrument................................................................................................12

3.5 Data Collection Techniques....................................................................................16

3.6 Data Analysis Techniques........................................................................................18

REFERENCES.......................................................................................................................20

CHAPTER I
INTRODUCTION

This chapter is dedicated to a discussion of the preparatory chapter which

includes the background of the study, the problem of the study, the purpose of the
study, scope and limitation of study, significance of the study, and the definition of
key-terms.

1.1 Background of the Study

People, as social beings, constantly engage and communicate with one

another. Speaking is the first way to interact and communicate. People express
their views and communicate their desires. That is why speaking is so important.
According to Kardiansyah and Qodriani (2018:61), speaking is the ability to
pronounce words in a certain language to communicate or express intentions,
ideas, emotions, and sentiments that are structured and developed based on the
needs of the listeners for them to understand the imparted meaning. In addition
Putra (2017:38), Speaking ability is the capacity to use and communicate with
another individual. Speaking is important and cannot be divorced from the
existence of a language. It implies that there is no interaction if no one speaks.
Speaking is the most crucial aspect of learning the English language for students.
Storytelling is retelling a narrative that has been read or heard in the
storyteller's own words based on their comprehension of the story. According to
Salaberri and Zaro (1995:03), Storytelling is an activity that necessitates
interaction between the storyteller and the audience, as well as between individual
listeners. Next, Serrat (2008:01) defines Storytelling as the vivid representation of
ideas, beliefs, personal experiences, and life lessons through stories or narratives
that elicit powerful emotions and insights.
In terms of language development, English is the most commonly taught
foreign language in Indonesia. Learning English is still difficult for students
because it is not their first language. Learning English can be difficult, especially
when communicating with others in the language. They are still somewhat self-
aware when it comes to vocabulary, grammar, and others. Using storytelling
strategies to assist students in learning English, particularly speaking, is one
method. Storytelling can help students build classroom communities and improve
their cognitive abilities. They can help with interfaith education.
Based on the explanation, the researcher is interested in research to
mitigate the concerns mentioned above. As a result, the researcher is interested in
researching the subject "THE USE OF STORYTELLING TO IMPROVE
STUDENTS’ SPEAKING ABILITY IN THE SECOND SEMESTER OF
ENGLISH EDUCATION UNIVERSITY OF KUTAI KARTANEGARA
ACADEMIC YEAR 2022/2023 ”.

1.2 Problem of the Study

 To summarise the previous discussion, the researcher formulates the
problem as follows: “How does The Use of Storytelling improve students’
speaking ability in the Second Semester of English Education University of
Kutai Kartanegara Academic Year 2022/2023?”

1.3 Purpose of The Study

The study's goal is based on the problem stated above: “To find out The
Use of Story Telling to improve students’ speaking ability in the Second
Semester of English Education University of Kutai Kartanegara Academic
Year 2022/2023”.

1.4 Scoup and Limitation of the Study

The researcher restricted the scope of the research as follows:

1. This study focused on the use of storytelling to improve students’ speaking
abilities.
2. Indicators that we are employed to identify speaking abilities are
intonation, vocabulary, fluency, pronouciation, grammar and content.
3. The subject of the research is the Second Semester of English Education
University of Kutai Kartanegara Academic Year 2022/2023

1.5 Significance of the Study

There are two significances of this study, they are theoretical and practical.
Theoretically, Students will know the importance of understanding the
story.telling. They will study speaking better in this way because they did not
feel like studying; they just enjoyed their learning while retelling the story.
Practically, It can develop students' confidence, vocabulary, grammar, and
comprehension of the story.
1.6 Definition of Key-Terms

The researcher described the definition of key terms as follow :

1. Speaking is speaking is an activity in which the speaker produces
utterances to express his/ her ideas in order to exchange information, so
the listener understands what the speaker means.
2. Ability is defined as the mental or physical capacity, power, or skill to
perform a specific task. It can be acquired naturally or through natural
means, and can encompass aptitude, capability, capacity, competitiveness,
comprehension, dexterity, endowment, facility, faculty, intellegency,
might, potentiality, qualification, resourcefulness, skill, strength, talent,
and understanding.
3. Speaking Ability is the ability to use oral organs to express ideas,
intentions, thoughts, and feelings to others, ensuring clear and well-
understood communication.
4. Storytelling is an activity to percentage what is in thoughts as a
communication tool to value, share, and capitalize on the knowledge of
individuals.
 CHAPTER II
REVIEW OF RELATED LITERATURE

2.1 Concept of Speaking ability

Speaking Ability is an ability of using language to communicate using

verbal or nonverbal symbols orally in different context that can be improved
through learning language. The concept of speaking ability refers to an
individual's capacity to communicate effectively and fluently using spoken
language in a particular linguistic and cultural context. This includes the
ability to articulate thoughts and ideas coherently, using correct pronunciation,
grammar and vocabulary. For more details, the researchers will explain the
definition of speaking ability and the elements of speaking as follows :

2.1.1 Definition of Speaking

Many experts have proposed the definitions of speaking. Speaking is a

way of message in saying ideas, knowledge and feeling to other people. It is
the most important method in which the narrator can state himself with a
language. According to Harmer (2001:269) capability to speak fluently by
using their knowledge, information and say it by on the spot. It needs the
ability to assist in the management of speaking. It occurs in the real condition
and has a little time for planning it.

Pinter (2006:55) said that, speaking can be started by repeating

models, drilling set phrases and practicing. It means that making conversation
with others in some situations where contribution of spontaneous are required.
So, the fluency of speakers have to be learned not only language which we
used but also what the suitable things which we said in certain situations. It is
hard and lengthy procedure to be able to master all sub skills.

2.1.2 Definition of Ability

In oxford Advanced Learner’s Dictionary (1995:2) ability is the

mental or physical capacity, power or skill to do something. As heinle
(2008. P. 2) said in Collins Co Build School Dictionary of American
English that ability is the quality or skill that you have which can make it
possible for you to do something. Kipfer (1999. P. 2). Determined the
meaning of abilty as natural or acquired power in a particular activity. She
also defined it as aptitude, capability, capacity, competemcy,
comprehension, dexterity, endowment, facility, faculty, intellegency,
might, potentiality, qualification, resourcefulness, skill, strenght, talent,
and understanding. Thus, from the definition above, the writer takes the
conclusion that ability is quality of being able in a particular activity.

2.1.3 Definition of Speaking Ability

According to Bygate (1987) speaking skill is the ability in using

oral organ to explore ideas, intentions, thoughts and feelings to other
people as way to make the message clearly delivered and well understood
by the hearer. Focusing in the definition of speaking which are stated by
Bygate above, it can be concluded that speaking is an ability which is used
to deliver ideas though spoken language.
2.1.4 Element of Speaking

A. Pronounciation
Pronunciation is the way for students to produce clearer language
when they are speaking. It means that the student can communicate
effectively when they have good pronunciation and intonation even though
they have limited vocabulary and grammar. Pronunciation refers to the
traditional or customary utterance of words. From that statement can be
concluded that pronunciation is the way for students to produce the
utterance words clearly when they are speaking (Kline, 2001:69). English
pronunciation does not amount to mastery of a list of sounds or isolated
words. Instead, it amounts to learning and practicing the specifically
English way of making a speaker’s thoughts easy to follow (Gilbert,
2008:1).

B. Grammar
Grammar is needed for the students to arrange correct sentences in
conversation both in written and oral forms. Grammar is defined as a
systematic way of accounting for and predicting an ideal speaker’s or
hearer’s knowledge of the language. This is done by a set of rules or
principles that can be used to generate all well formed or grammatical
utterances in the language (Purpura, 2004:6). Moreover, the other
definition of grammar stated by Greenbaum and Nelson (2002:1) argue
that Grammar refers to the set of rules that allow us to combine words in
our language into larger units.

C. Vocabulary
Vocabulary is essential for successful second language use because
without an extensive vocabulary, we will be unable to use the structure and
function we may have learnt for comprehensible communicative. It can be
said that one key the success in communicative, which is the power of
 words. Vocabulary means the appropriate diction or the most important
thing in a language especially in speaking; furthermore, knowing many
vocabularies we will be easier to express our ideas, feeling and thoughts
both in oral or written form. In spoken language, the vocabulary tends to
be familiar and everyday (Turk, 2003:87). It means that in spoken
language or speaking, the vocabulary used must be very familiar and it is
used in everyday conversation in order to understand the spoken discourse.

D. Fluency
Fluency is defined as the ability to speak communicatively, fluently
and accurately. Fluency usually refers to express oral language freely
without interruption. In teaching and learning process, if the teacher wants
to check students’ fluency, the teacher allows students to express
themselves freely without interruption. The aim is to help students speak
fluently and with ease. The teacher does not correct immediately whereas
the idea being that too much correction interferes with the flow of
conversation (Pollard, 2008:16).

2.2 Concept of Story Telling

Storytelling is an ideal teaching and learning tool, for it takes seriously the
need for students to make sense of experience, using their own culturally
generated sense-making processes. For more details, the researchers will
explain the definition of Storytelling and the advantages of Storytelling as
follows :

2.2.1 Definition of Story Telling

 Storytelling is telling a tale from reminiscence with out the resource of
a book or written script. a few tellers memorize their tales; others memorize
the characters and events and freely inform their stories, varying them with
each telling. Agosto (2016:21)
In addition, Miller and Pennycuf (2008:36) Storytelling is defined as,
relating a story to at least one or greater listeners via voice and gesture .
storytelling is based on each the listener and the teller. Next, In Hatimi
(2023:14), Wilson explains that storytelling is an activity that may be defined
very simply as what storytellers do.
As individual, human beings normally tell their story different. they tell
other about their feeling,opinion,ideas, or maybe something occurred in their
lives. it's miles quite simple to inform story to other, as simple as expressing
what is on thoughts. as humans want to percentage their testimonies or
experience. Maynard in Irawan (2011:23) define storytelling as the way
human beings communicate their revel in, the manner they understand the
revel in of others, the way they release their imaginations, the way they make
feel of the arena and their very own function inside it. he states that
testimonies are crucial to people, politics, and education. tales are how people
make feel of themselves and their worlds.
The understanding of storytelling above, it could be concluded that sincere
storytelling is an activity to percentage what is on thoughts as a
communication tool to value, share, and capitalize on the knowledge of
individuals.

2.2.2 Advantages of Story Telling

 The act of storytelling normally brings advantages to the learner. the
teacher can also use storytelling to create comfortable conditions while the
teacher recognizes that the learners are too moody to study. the teacher also
can use storytelling to gain the learners' attention whilst their cognizance is
spread out. in short, the storytelling method benefits learners in their learning
activities. pedagogically, storytelling strategy brings advantageous results to
enhance the learners' speaking potential. Wilson (1983:25) states that
storytelling is an important way that can be applied to provoke the result of
learners’ learning.
Serrat (2008:01) Storytelling has advantages over the communication
techniques commonly used in organizations, be they electronic mail, reports,
or formal speeches. First, it enables the articulation of emotional aspects as
well as factual content, allowing the expression of tacit knowledge (that is
always difficult to convey). Second, by providing a broader context in which
knowledge arises, it increases the potential for meaningful knowledge-sharing.
Third, grounding facts in a narrative structure augments the likelihood that
learning will take place and be passed on. Purposeful storytelling can deliver
results that conventional, abstract modes of communication such as those
mentioned earlier cannot. Anyone can use it and become better at using it to
reach many rapidly.
Furthermore, Wilson (1983:25) explains that the teacher's effort in sharing
stories to the children is an essential part of their growth in literacy because
stories have advantages, as follows:
1. Increase children's knowledge and understanding of others races and
beliefs
2. Introduce children to a wider range of story-sharing experiences
3. Stimulates children's imagination
4. Expand vocabularies and provide children with good models of usage
enunciation, and pronunciation
5. Encourage children to listen, concentrate, and follow event-structured
material
6. Challenge assumptions and introduce new ideas in a non-threatening
way
7. Develop children's thinking skills
8. Increase the children's appropriation of literature and reinforce cultural
values.
 CHAPTER III
RESEARCH METHODOLOGY

3.1 Research Design

The writer use Classroom Action Research (CAR) in this research. CAR is
a research which is done in order to solve the problems and make improvement in
the teaching and learning process in the classroom (Husni mubarok, 2015: 62).
That is done by collecting data or information systematically through four steps:
Planning, Acting, Observing, and Reflecting.
The Classroom Action Research procedure used in this research is Kurt
Lewin's design. It consist of two cycles in which each cycle contains four phases:
Planning, Acting, Observing Reflecting.

Based on the Kurt Lewin's action research design above the writer would
like describe further concerning the implementation of Classroom Action
Research (CAR) in cycle one and cycle two by Kurt Lewin who is then further
developed by Kemmis& Taggart (Anne Burns, 2010: 9) as following :

3.2 Procedures in Action Research

The Classroom Action Research using Kurt Lewin's design consists of

four phases within one cycle. Those are planning, Acting, Observing, and
Reflecting. After accomplishing the first cycle, it will be probably found a new
problem or the previous unfinished problems yetTherefore, it is necessary to
continue to the second cycle in line with the same concept of the first cycle. To
make clear what happens in every phase. Here are the explanations:

3.2.1 Planning
 In this phase, the writer design lesson plan from the syllabus which is
consulted with English teacher, creating the topics that are appropriate with
the matter, preparing materials that will be used at the cycle. The writer also
makes the evaluation form to know about students' achievements at the end of
this cycle.

3.2.2 Acting

In this phase, the writer and observer collaborates to carry out the
planned action. The writer give explanation how plays a role and give an
example from it. The writer also gives some related vocabulary items needed
when students are do a role play activity. Then, the writer gives a role card that
tells the students who He/She is, something of his background, what his
opinions about a given subject are, and possibly suggests a course of action
that he should try and carry out, and asks the students to practice in pairs or in
a group.

3.2.3 Observing

In this phase. The observer (the real teacher MA MU Pendem)

observes the students responses, participations, and achievement which are
found during the teaching and learning process. Sometime, the observer ask
students' opinion about the process teaching and learning using Outdoor
activity. The observer also takes the observation notes to write the real
situation when the action is occurred.

3.2.4 Reflecting
 In this phase, the writer and observer identifies the problems that are
found by seeing the result of the observations which should be solved. Then
those are used to make plan for further cycle and correct it weaknesses.

3.3 Research Subject

This research was a collaborative action research. It consisted of four

steps. They were planning, implementing, observing, and reflecting. The
researcher collaborated with a collaborator. The researcher was the lecturer of
intensive English program in class N. Meanwhile, the collaborator was
another lecturer of intensive English program from other class. The
collaborator was given a lesson English Education.
The collaborator was also given observation sheets in the form of field
notes to report the lecturer’s activities, students’ activities, and students’
responses during the lecturer taught speaking using storytelling method in
class N. The cycles of this research consisted of two cycles which contained
two meeting of each cycle. Meanwhile, the subjects of the research were 23
students of class N in the second semester of English education program of
Kutai Kartanegara University (UNIKARTA) Tenggarong in the academic year
of 2023/2024. Actually class N consisted of 43 students but only 23 students
who always joined the class without being absent.

3.4 Research instrument

Research instrument is a tool to measure specific natural or

social phenomena. The instruments in this study are used to measure
the roles and the significances of the storytelling technique
implementation in improving students’ speaking skill. The tools used
as data collectors are tests, observation sheets, and field notes.
1. Test

As stated earlier, a test is a systematic instrument for

measuring a sample of behavior. The test is used to measure
students' speaking skill with the storytelling method. Direct oral test
is given to the students in order to know their speaking skills
especially in retelling story. In this research, test is divided into two
categories; pre-test and post-test. The aim of pre-test is to measure
the students’ speaking skill before treatment. On the other hand,
post-test is to measure their speaking skill after giving treatment.
The topic of pre-test is about the last holiday, and the topic of post-
test is about the stories that have been taught. Both of pre- test and
post-test are conducted in duration of 2-3 minutes conversation.
During the test, the researcher directly gives some scores based on
the assessment guidelines. Besides, questionnaires is given to each
student to know their perceptions on the use of storytelling method.
The following is an assessment guideline and a speaking skill
assessment grid.

Table 1. Assessment Guidelines of Speaking Skill

No Aspect Rated aspect Score

1 Linguistic Intonation 20
Pronunciation 20
Diction/Vocabulary 10
Structure/Grammar 10
2 Non-Linguistic Fluency 10
Material Presentation 10
Attitude 10
 Courage 10
Total 100

Based on the assessment grid on table 1 above, then the

classification of speaking skill scores is as follows.

Table 2. Speaking Skill Assessment Grid

Rated Aspect Indicator Score Criteria
Intonation 1. Quite precise intonation placement 18 - 20 Very good
2. Precise intonation placement 15 - 17 Good
3. Less precise intonation placement 12 - 14 Satisfactory
4. Wrong intonation placement 9 - 11 Poor
Pronunciation 1. Very good words pronunciation 18 - 20 Very good
2. Good words pronunciation 15 - 17 Good
3. Bad words pronunciation 12 - 14 Satisfactory
4. Incorrect words pronunciation 9 - 11 Poor
Diction 1. Quite proper use of the diction/vocabulary 8 - 10 Very good
2. Proper use of the diction/vocabulary 5-7 Good
/Vocabulary
3. Less proper use of the diction/vocabulary 3-4 Satisfactory
4. Improper use of the diction/vocabulary 1-2 Poor
Structure 1. Fully structured and grammatically correct 8 - 10 Very good

/Grammar sentences uttered

2. Partially structured and grammatically 5-7 Good

correct sentences uttered

3. Unstructured and grammatically incorrect 3-4 Satisfactory

sentences uttered but still understandable

4. Sentences uttered are out of order and 1-2 Poor

Meaningless
Fluency 1. Very fluent in speaking 8 - 10 Very good
 2. Fluent in speaking 5-7 Good
3. Less fluent in speaking 3-4 Satisfactory
4. Stammered in speaking 1-2 Poor
Material 1. Material presented is quite relevant with 8 - 10 Very good
Presentation
the story
2. Material presented is relevant with the 5-7 Good

Story
3. Material presented is less relevant with the 3-4 Satisfactory
Story

4. Material presented is irrelevant with the 1-2 Poor

Story
Attitude 1. Very confident and composed in speaking 8 - 10 Very good

in front of the class

2. Composed in speaking in front of the class 5-7 Good
3. Less composed in speaking in front of the 3-4 Satisfactory

Class
4. Unconfident and lost composure in 1-2 Poor

speaking in front of the class

Courage 1. Very courageous and highly motivated to 8 - 10 Very good

speak in front of the class

2. Courageous to speak in front of the class 5-7 Good
 3. Less courage and motivation to speak in 3-4 Satisfactory

front of the class

4. Afraid and showing avoidance in speaking 1-2 Poor

in front of the class

Based on the assessment grid on table 5 above, then the

classification of speaking skill scores is as follows :

Table 2. Classification of Speaking Skill Score

No Score Criteria
1 80-100 Very Good
2 66-79 Good
3 56-65 Satisfactory
4 40-55 Poor

From the table above, the classification of speaking skill scores is

very good, good, satisfactory, and poor. The students' scores on pre-action
stage is considered satisfactory even poor criteria. It is expected that
through cycle I and II upgrade the criteria to be good and very good.

2. Observation Sheets

Researcher designs observation sheets that can be used as an

instrument to observe the activities in the classroom, especially the
activities related to the use of storytelling method in improving students’
speaking skill. Observation sheets is helpful in collecting data in a
systematic way to understand and interpret the actions, interaction and the
meaning of activities. Since it is a reflection of activities during teaching
 and learning process in every cycle and the condition of the class, then the
researcher could know the extent of participation and interaction among
the students and interaction between students and teacher during
learning. It will be enclosed in appendices page of this research.

3. Field Notes

Field notes are used to obtain objective data during learning

process that is not recorded within the observation sheets. Field
notes are very important source of information as it contains
description or actual representation of an event. The researcher
takes note soon as the learning process starts to take place to have a
truly actual and meaningful record of the situation which is used as
reference in doing analysis of this study. Field note sheets is also be
enclosed in appendices page of this research.

3.5 Data Collection Techniques

To collect data in this classroom action research, the researcher used the
methods below :

1. Test

According to F.LGoodenough (in Muawaroh, 2012) a test was an

assignment or a series of tasks given to an individual or a group of
individuals with the intention of comparing their skills with one
another.34 It was a measuring device that had an objective standard so
that it could be used widely, and was actually used to measure and
compare the psychological state or behavior of an individual. The test
method used in this study was intended to measure and assess students'
speaking skill using storytelling method in English language learning.
 2. Observation

Observation was a way of gathering information that was carried

out by systematically observing and recording the phenomena that
occurred within the object or situation being targeted. It was used to
assess individual behavior or the process of an activity that could be
observed, either in an actual or artificial situation. The observation
method was carried out by using an observation sheet containing student
and teacher activities during learning process. The researcher observed
the teaching and learning process in which storytelling method was being
implemented.

3. Documentation

According to Marshall & Rossman (in Munawaroh, 2012),

documentation was a valid record of particular events. Documents could
be in the form of pictures, writings, or monumental works of a person.35
It was a complement to the use of test and observation techniques. In this
study, the documentation was in the form of photos of teaching and
learning process.

3.6 Data Analysis Techniques

In this research, both quantitative and qualitative methods were

applied in UNIVERSITY OF KUTAI KARTANEGARA doing data
analysis. Quantitative data analysis with descriptive statistics was used to
find the mean value or students' average score. The formula for finding the
mean was as follows :
 Formula : Mean = average score

Σχ = total score

N = total student

While the qualitative data analysis was carried out by means of a

flow model. According to Miles and Hiberman (in Permanasari, 2015) this
technique consisted of three activities that took place simultaneously,
namely data reduction, data presentation, and drawing conclusion or
verification.

Data reduction was the activity of selecting data, simplifying data

and transforming raw data from observations. The results of the reduction
analysis were in the form of a brief description which had been classified
into a particular activity. While data presentation was in the form of a
collection of information in the form of narrative text that had been
arranged and summarized in the form of categories so that the meaning
contained was easier to understand. And conclusion drawing was carried
out in stages, thus the collection of meanings for each category was
concluded temporarily, then verification was carried out to obtain final and
solid conclusions by discussing with collaborative partners.

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