Journal of English Language Teaching Volume 5 Nomor 1, Juni 2018

http://ojs.ikipmataram.ac.id/index.php/joelt e-ISSN: 2548-5865

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COMPLETION
Waode Hamsia
Faculty of Teacher Training and Education, University of Muhammadiyah Surabaya
[email protected]

Abstract
Speaking is a main tool of communication to others. Many people are difficult to speak
English. It is caused by some factors such as need of information, less frequent of practice,
low self-confidence, and so on. This UHVHDUFK DLPHG WR GHVFULEH GHYHORSLQJ VWXGHQWV¶
speaking ability through story completion. Story Completion is very enjoyable in free-
speaking activity where students sit in a circle (Kayi, 2006). There are three objectives of
the research were to describe: (1) To describe the implementation of story completion in
teaching speaking. (2) To describe the improvement of speaking skill for students after
being given story completion. (3) 7R GHVFULEH WKH VWXGHQWV¶ UHVSRQVH to the implementation
of story completion. Descriptive qualitative was applied as the method of the research while
the observation was conducted to obtain the data to answer the first research about how are
the implementation of story completion. The result showed that the technique of story
completion wDV VXFFHVVIXOO\ LPSOHPHQWHG WR LPSURYH WKH VWXGHQWV¶ VSHDNLQJ VNLOO The
technique can make students to encourage themselves to speak up. They have to be brave
and have enough self-confident when they want to talk something.

Keywords: Teaching, Speaking Ability, Story Completion

INTRODUCTION Speaking is one of the central elements of

Nowdays, speaking mostly relates to FRPPXQLFDWLRQ´
use that language in communication. The Communication takes oral, written
frequency of using the language and gesture form. It must be acknowledged
determines the success in speaking skill. In that the most often used in communication
other words, without practicing, it will be is oral form of speaking. Communication
difficult to speak English fluently. One of will not be running well without speaking
languages that are English has become the and it is essential way in which the
important language of communication. It is speakers can express themselves through
used by all people in all over world which the language. It can be monologs,
have different languages. People use it for speeches, telling the story, short
communication in many fields of activity conversation or reading aloud. A teacher
such as campus, business, sports, tourism, should prepare themselves to make the
transportation, international relation etc. students more active in the classroom. The
Therefore, English is very important to teacher needs to know how to make the
learn. This is because of situation students speak in the classroom. In order to
globalization era, which is very reach it, the teacher needs to use one of
competitive. The students are expected to techniques in teaching process that is story
master four language skills: listening, completion. Besides, the teacher must give
speaking, reading, and writing. One of the a clear direction in every activity and
skills that are speaking skills. The skill concern to the students more.
seems intuitively the most important one.
(Richard and Renandya, ´

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Journal of English Language Teaching Volume 5 Nomor 1, Juni 2018
http://ojs.ikipmataram.ac.id/index.php/joelt e-ISSN: 2548-5865

This research is about developing verbal utterances to convey meaning which

VWXGHQWV¶ VSHDNLQJ DELOLW\ WKURXJK story makes other people know. According to
completion for the first semester of English Linse and Nunan, (2005: 47) In students
Club. When teaching English, the language development, speaking is one of
researcher found out that mostly students the important aspects. It means that the
faced problem in learning speaking. The students should master the aspects of
students are not interested in learning speaking such as grammar, vocabulary,
speaking English as the foreign language pronunciation, and fluency.
especially in grammar, fluency, Teaching speaking according to Kyl
pronunciation aspects and cultural in Activities to Promote Speaking in a First
background of the language. During Language(http//:iteslj.org/Teaching/Kyl-
speaking activity was conducted, they TeachingSpeaking.html) is to teach
mostly not interested and not confident to English language learners to produce the
speak up. Furthermore, students had never English speech sounds and sound
been given chance to express their skill to patterns,use word and sentence stress,
speak. It made the students passive in intonation patterns and the rhythm of the
speaking activity. Therefore, the researcher first language, select appropriate words
provides the technique to ease students in and sentences according to the proper
expressing their speaking activity that is social setting, audience, situation and
story completion. In the implementation of subject matter, organize their thoughts in a
this technique, the researcher hopes the meaningful and logical sequence, use
students are able to express their story language as a means of expressing values
completion of a story. and judgments and use the language
Speaking, especially in a foreign quickly and confidently with few unnatural
language, is a very necessary activity for pauses, which is called as fluency. Richard
all ages of learners. It is expected to and Renandya (2002: 201) said that a large
understand with other people using a SHUFHQWDJH RI WKH ZRUOG¶V ODQJXDJH
foreign language. The learners need to find learners study English in order to develop
the most appropriate word and also the proficiency in speaking. Based on the
correct grammar to convey meaning statement, in the ability to speak the first
precisely and accurately. It is also ODQJXDJH LV YHU\ FRPSOLFDWHG ,I ZH GRQ¶W
important to organize the discourse so that understand the nature of what is usual
the interlocutor understand what the seems to be involved.
speaker says (Cameron, 2001: 41). Harmer declares that there are three
Moreover according to (Richard and reasons for getting students to speak in the
Renandya, 2002: 204) ³/HDUQLQJ WR VSHDN D classroom: a) Speaking activities in the
foreign language requires more than classroom to provide a chance to practice
knowing its grammatical and semantic speaking real life, b) Speaking tasks are
UXOHV´ In addition, (Cameron, 2001: 40) students trying to use some of the
³6SHDNLQJ LV WKH DFWLYH XVH RI ODQJXDJH WR languages they know and provide feedback
express meanings so that other people can IRU WHDFKHU DQG VWXGHQWV¶ 6HUYHV WR
PDNH VHQVH RI WKHP´ It means that determine how well the speech and what
speaking consists of producing systematic that language problem experienced, c) In

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http://ojs.ikipmataram.ac.id/index.php/joelt e-ISSN: 2548-5865

speaking, students have opportunities to Each category above can be

activate the elements of language they LPSOHPHQWHG EDVHG RQ WKH VWXGHQWV¶ OHYHO
have saved in their mind. So automatically DQG VWXGHQWV¶ DELOLW\ +HUH DUH WKH
without aware, they can use word and summary purpose of each element:
phrases smoothly (Harmer, 2007:87) imitative for focusing on some particular
The goal of teaching speaking is to element of language form, intensive to
make an interactive communication. It practice some phonological or grammatical
means learners are expected to make aspect of language, responsive can
themselves understood in their capacity as VWLPXODWH VWXGHQWV¶ LQ VSHDNLQJ
a whole. They also avoid confusion in the transactional to invite students to engage in
message because of incorrect a conversation, interpersonal to learn how
pronunciation, grammar or vocabulary, and such features as the relationship in the
to observe the social and cultural rules that conversation, and extensive is to practice
apply in each communication situation. in the form of oral report, summaries, or
Brown, (2001: 271-272) assume six perhaps in short speeches.
similar categories apply to the kinds of oral The role of teacher during speaking
production that students are expected to activities is varied. They can be a
carry out in the classroom. Those are (a) prompter, a participant, or a feedback
Imitative that is the point of this category provider as viewed by Harmer (2007: 347
is to focus master certain language forms. ± 348), as follows: As a prompter means
(b) Intensive that is the point of this type is that the teacher role as a prompter to gives
focusing on the practice of some an assistance or critics VWXGHQWV¶ face
phonological or grammatical aspect problems during speaking activities, as
language. It is kind of speaking participants means that have to participate
performance which is designed. (c) in discussions of students and become a
Responsive that is a good deal of student good animator to produce language, as
speech in the classroom is responsive; feedback provider means that the teacher
short replies to teacher or student-initiated to give some feedback when VWXGHQWV¶ DUH
questions or comments. (d) Transactional in the middle of speaking task, over-
(dialogue) that is an extended form of correction may inhibit them and take the
responsive language or carried out for the communicativeness out of the activity. On
purpose of conveying exchanging specific the other hand, it can decreases
information. (e) Interpersonal (dialogue) misunderstanding and hesitation.
that carried out more for the purpose of Story completion is very enjoyable in
maintaining social relationship than free-speaking activity where students¶VLW in
transmission of facts and information. (f) a circle. In this activity, a teacher starts to
Extensive (monologue) that is the point of tell a story, but after a few sentences, he or
this type is students at intermediate to she stops narrating. Then, each student
advanced levels are called on to give starts to narrate from the point where the
extended monologues such as in the form previous one stopped. Each student is
of oral reports, summaries, or perhaps supposed to creat from four to ten
short speeches. sentences. Students can add new

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Journal of English Language Teaching Volume 5 Nomor 1, Juni 2018
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characters, events, descriptions and so on Descriptive qualitative is applied as

(Kayi, 2006) the method of the research. As Bogdan
These intensifying activities allow and Biklen (1982: 25) said that there are
OHDUQHUV¶ PXOWLSOH RSSRUWXQLWLHV WR UHVSRQG five features of qualitative researcher
deeply to stories and experience shifts in design: (1) it has the natural setting as the
their beliefs and attitudes. This then leads direct source of data and the researcher is
to more lively participation role in the the key instrument, (2) it is descriptive, (3)
teaching speaking ability. The purpose of it is concerned with the process rather than
Story Completion is to arise imagination, simply with the outcomes or products, (4)
provide context for introducing new it tends to analyze data inductively, and (5)
language, and creating an interesting meaning is its essential concern
reason for listening. (Researchers who use this approach are
Story completion is one of effective interested in the ways different people
ways to H[SORUH VWXGHQWV¶ LGHDV to develop make sense out of their lives). From the
the oral language skill of first language in explanation above, it requires a long-term
an English club classroom. The story involvement so that the investigator
completion has long significant role in presence becomes a natural condition.
describing a story. The history should start In conducting a qualitative
with beginning of once upon a time. investigation, the researcher did the
However, in this instance, the beginning is observation that could get more
obscure. Stories as the first story information. Observation in speaking class
completion tasks (Lansky, 1968: 290). was done as many as possible. During the
observation, the researcher used
RESEARCH METHOD observation sheet. This observation sheet
The subjects of the research were a was used to take notes the activities happen
teacher and 20 students who are in the first in the classroom. Therefore can be noted
semester. The students which are not from more details. Besides the researcher
English program joined an English club in needed the addition of the data, the
university of muhammadiyah Surabaya. interview for students was also held. The
The data were taken from observation, interview is mainly needed to get the data
interview, and questioner. The observation about the VWXGHQWV¶ response to the
was conducted to obtain the data to answer implementation of story completion. From
the problems about how are the technique the interview that was done, it is found out
and implementation of speaking ability that the first students were more attractive
through story completion. The interview in speaking activity. The used of story
guidelines and questioner consisted of ten completion methods also influenced the
questions for students to answer the student's motivation to speak.
problems about how the implementation
and the effect of using story completion for FINDING AND DISCUSSION
students in their speaking skill. Therefore Based on the observation that was
the researcher would know the reasons to done by the researcher, twenty students
use of story completion. practiced their speaking in group. It was
proved the enthusiasm of students in

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speaking activity by using story explained first about Story Completion

completion in order to overcome the technique in speaking. Then, the teacher
problems. Firstly the teacher arranged the also explained about the procedure of
lesson plan that contained the steps in Story Completion technique, in a group,
teaching and learning process in the one of member must speak up first and
classroom. The lesson plan contained and continued by the other member of group
explained the purpose of lesson, indicator, until done. The students had understood
method of learning process, matter of about the technique and the students were
lesson, steps of learning activities and also very enthusiastic in speaking activity.
assessment.Before starting the lesson the The conclusion showed that the
teacher gave ice breaker, like a game about actiYLW\ ZDV WKH VWXGHQWV¶ understand very
asking questions to make the students well for the instruction of the teacher in the
relaxed and understand whether they had Story Completion activity. The students
focused or not. In the while teaching were enthusiastic to concept descriptive
activity, before introduced and explained text and to communicate in the group using
about story completion technique in Story Completion. There were some of
teaching English by using topic that has students who did not understand and the
been determined. The teacher reviewed the teacher helped them to make the text.
material about describe of people first. At the end of teaching and learning
Then the teacher explained the material of activity before closing the class, the
descriptive text, the teacher trained the teacher asked for the VWXGHQWV¶ GLIILFXOWLHV
students to practice speaking using Story concerning with materials, the teacher
Completion in groups. explained and gave the answer. The
The teacher asked the VWXGHQWV¶ WR teacher also asked the students to tell the
practice speaking, before practicing the conclusion of topic that they had already
teacher gave instruction to make groups in done and understood. Finally, the teacher
each group consisted 5 students of 4 gave the feedback. All of students were
groups to discuss. The teacher also gave very enthusiastic in the teaching and
example how to make descriptive text by learning. They could encourage themselves
giving example of Jokowi picture in power to speak up. They have to be brave and
point. After that, the students understood have enough self-confident when they
and were ready to write in 10 minutes. want to talk something by using this story
During discussion, the students wrote completion technique.
the text of seriously. The teacher moved The improvement of speaking skill
around the class and observer to check for students after being given story
every group and helped them if they had completion method. In the communication
difficulties. As observer, the researcher process, the first semester students who are
also observed the class condition of the not from English program had some
class including classroom atmosphere, and reasons to speak up in the English Club
WKH VWXGHQWV¶ FRQGLWLRQ while writing. classroom. The students must try to
After the students done writing about practice their speaking because every
describing president picture, the teacher student had opportunities to express their
began speaking activity, but the teacher mind. Therefore the speaking activity

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would happen automatically without implementation could improve the

aware, the students could express their VWXGHQWV¶ VSHDNLQJ DELOLW\ 7KH PHWKRG WKDW
opinion in discussing with their group. was used in the speaking activity could
The goal showed that in the teaching make the students very attractive. Since it
speaking by using the method to make an was applied directly in the real life
interactive communication. It meant the especially in speaking activity in the
students that were expected to understand classroom. By using the method, there
how to speak communicatively. They did were the benefits such as stories promote a
not feel confused to express their mind feeling of well-being and relaxation,
because of incorrect pronunciation, increase WKH VWXGHQWV¶ ZLOOLQJQHVV WR
grammar or vocabulary, and cultural rules communicate thoughts and feelings,
that apply in speaking activity. encourage active participation, increase
The method of story completion that verbal proficiency, encourage use of
was used by students in free-speaking imagination and creativity. Moreover, the
activity where they are in a group. Before PHWKRG LQFUHDVHG WKH VWXGHQWV¶ DELOLW\ RI
starting the speaking activity, the teacher story telling in the speaking activity.
used to tell a story about Jokowiis as an Therefore the story completion method
Indonesia president. However after telling contributed to easing the students in
few sentences, the teacher stopped expressing the ideas in speaking activity.
narrating the president. Each student must
continue to express the next idea that was CONCLUSION
told before by the teacher. The ideas were The implementation of story
created from four to ten sentences that completion method that was used by
could be added by new description. The students in free-speaking activity where
Jokowi picture is like the media that was they are in a group. They sat in a circle. In
used could make them more the beginning activity, the teacher told a
understanding. These intensifying story by showing one of the pictures as the
DFWLYLWLHV DOORZHG WKH VWXGHQWV¶ PXOWLSOH media. However, after telling few
opportunities to respond deeply to stories sentences, the teacher stopped narrating
and experience shifts in their beliefs and about the picture. Every student must
attitudes. This then leads to more lively continue to express the next ideas that were
participation role in the teaching speaking told before by the teacher. The students¶
ability. The purpose of the method could opinions were created from four to ten
arise imagination, provide context for sentences that could be added by new
introducing new language, and create an ideas. The picture is like the media that
interesting reason for listening. Therefore was used could make them more
the method is one of effective ways to understanding. These intensifying
H[SORUH VWXGHQWV¶ LGHDV to develop the oral DFWLYLWLHV DOORZHG WKH VWXGHQWV¶ PXOWLSOH
language skill of second language in a opportunities to response deeply to the
classroom. The story completion has long topic based RQ WKH VWXGHQWV¶ experience and
significant role in describing a story. knowledge. The purpose of the method
7KH VWXGHQWV¶ UHVSRQVH VKRZHG WKDW could arise imagination, provide context
the story completion method for introducing new language, and create

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an interesting reason for listening. was used in the speaking activity could
Therefore the method is one of effective make the students very attractive. Since it
ways to H[SORUH VWXGHQWV¶ LGHDV to develop was applied directly in the real life
the oral language skill of second language especially in speaking activity in the
in a classroom. The story completion has classroom. By using the method, there
long significant role in describing a story. were some benefits such as stories promote
Based on the research result that has a feeling of well-being and relaxation,
been discussed before, some conclusions LQFUHDVH WKH VWXGHQWV¶ ZLOOLQJQHVV WR
are formulated as follows. The students communicate thoughts and feelings,
used the story completion method in encourage active participation, increase
speaking activity. The story completion verbal proficiency, encourage use of
used by the students could influence the imagination and creativity.
learning situation in speaking activity. The Moreover, the method increased the
researcher concluded the implementation VWXGHQWV¶ DELOLW\ RI story telling in the
of using Story Completion for the first speaking activity. The students became
semester students in English club had been more active in speaking class so they were
running well. The students were braver, really enthusiastic to speak up using Story
more confident, easier understand English Completion. Since they more uninhibited
speaking, can use grammatical rule and in expressing their imagination. The
vocabularies items, especially in English guidance and explanation of the teacher
speaking. There was the improvement of that was given really helped them
speaking skill for students after being speaking. The students agreed that the
given story completion method. In the implementation of story completion in
communication process, the students who teaching speaking was very helpful to
are not from English program had some overcomH WKH VWXGHQWV¶ GLIILFXOWLHV WR VSHDN
reasons to speak up in the English Club up. It gave positive HIIHFW RQ WKH VWXGHQWV¶
classroom. They must try to practice their ability in speaking. The implementing of
speaking because every student had Story Completion teaching speaking was
opportunities to express their mind at the success 7KH VWXGHQWV¶ KDYH chance to be
moment. Therefore the speaking activity active and cooperative in speaking activity.
would happen automatically and Therefore the story completion method
spontaneously, the students could express contributed to easing the students in
their opinion in discussing with their expressing the ideas in speaking activity.
group. The purpose that in the teaching
speaking by using the method to make an ACKNOWLEDGMENTS
interactive communication. It meant the The author very gratefully
students that were expected to understand acknowledges the support of P3I and LC in
how to speak communicatively in speaking Muhammadiyah University of Surabaya
activity. Research Fund.
7KH VWXGHQWV¶ UHVSRQVH VKRZHG WKDW
the story completion method REFERENCES
implementation could improve the Bogdan, R.C. & BIKLEN, S.K. (1982).
VWXGHQWV¶ VSHDNLQJ DELOLW\ 7KH PHWKRG WKDW Qualitative Research for Education:

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