THE EFFECTIVENESS OF STORYTELLING ON SPEAKING ABILITY

OF TENTH GRADE STUDENTS AT MAN 2 BANJARMASIN

SARJANA’S THESIS

ARDELIANDA AUGESLA
REG. NUMBER: 1810117320005

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

LAMBUNG MANGKURAT UNIVERSITY

BANJARMASIN

2022
THE EFFECTIVENESS OF STORYTELLING ON SPEAKING ABILITY
OF TENTH GRADE STUDENTS AT MAN 2 BANJARMASIN

SARJANA’S THESIS

Presented to Faculty of Teacher Training and Education as a Partial

Fulfillment of the Requirements for Completing the Sarjana Pendidikan
Program in English Language Education Study Program

ARDELIANDA AUGESLA
REG. NUMBER: 1810117320005

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

LAMBUNG MANGKURAT UNIVERSITY

BANJARMASIN

2022
 LETTER OF APPROVAL

This is to certify that the Sarjana’s Thesis entitled “The Effectiveness of

Storytelling On Speaking Ability of Tenth Grade Students at MAN 2
Banjarmasin” has been approved by the thesis advisors for the oral
examination.

Banjarmasin, ................
Advisor I

(Emma Rosana F., M. Pd)

NIP. 198202202005012002

Banjarmasin, ................
Advisor II

(Nasrullah, M.Pd. B.I)

NIP. 198703062015041003

Approved by:
Coordinator of English Language Education Study Program,

Dr. Hj. Noor Eka Chandra, M.Pd.

NIP. 197710232001122003

i
 REVISION APPROVAL FORM

The undersigned hereby declares that:

Name : Ardelianda Augesla
Student’s ID : 1810117320005
Degree : Bachelor of Education
Study Program : English Language Education
Thesis Title : The Effectiveness of Storytelling On Speaking Ability of
Tenth Grade Students at MAN 2 Banjarmasin
Has compeleted the revision of the thesis manuscript in accordance with the
suggestions given by the Examiner Board therefore, this thesis is ready to be
submitted for the Reseacrh Result Seminar.
Banjarmasin, December 2022
Advisor I

Emma Rosana F., M. Pd

NIP. 198202202005012002

Advisor II

Nasrullah, M.Pd. B.I

NIP. 198703062015041003

Examiner

Raisa Fadilla, M.Pd

NIP. 199208202018032001

Approved by:
Coordinator of English Language Education Study Program,

Dr. Hj. Noor Eka Chandra, M.Pd.

NIP. 197710232001122003

ii
 REVISION APPROVAL FORM

RESEARCH RESULTS SEMINAR

The undersigned hereby declares that:

Name : Ardelianda Augesla
Student’s ID : 1810117320005
Degree : Bachelor of Education
Study Program : English Language Education
Thesis Title : The Effectiveness of Storytelling on Speaking Ability of
Tenth Grade Students at MAN 2 Banjarmasin
Has compeleted the revision of the thesis manuscript in accordance with the
suggestions given by the Examiner Board therefore, this thesis is ready to be
submitted for the Reseacrh Result Seminar.
Banjarmasin, March 2022
Advisor I

Emma Rosana F., M. Pd

NIP. 198202202005012002

Advisor II

Nasrullah, M.Pd. B.I

NIP. 198703062015041003

Examiner

Raisa Fadilla, M.Pd

NIP. 199208202018032001

Approved by:
Coordinator of English Language Education Study Program,

Dr. Hj. Noor Eka Chandra, M.Pd.

NIP. 197710232001122003

iii
 LETTER APPROVAL FORM

This is to certify that the Sarjana’s Thesis of Ardelianda Augesla, Reg.

1810117320005 entitled “The Effectiveness of Storytelling On Speaking
Ability of Tenth Grade Students at MAN 2 Banjarmasin” has been approved
by the Board of Examiners as the requirement for completing Sarjana Pendidikan
Program in English Language Teaching.
Banjarmasin, April 2022
Chair Person,

Emma Rosana F., M. Pd

NIP. 198202202005012002

Member,

Nasrullah, M.Pd. B.I

NIP. 198703062015041003

Member,

Raisa Fadilla, M.Pd

NIP. 199208202018032001

Approved by:
Coordinator of English Language Education Study Program,

Dr. Hj. Noor Eka Chandra, M.Pd.

NIP. 197710232001122003

iv
 ABSTRACT

Augesla, Ardelianda. 2022. The Effectiveness of Storytelling on Speaking Ability of

Tenth Grade Students in MAN 2 Banjarmasin. Sarjana’s Thesis, English
Department, Faculty of Teachers’ Training and Education, Lambung
Mangkurat University, Banjarmasin. The first advisor: Emma Rosana F,
M.Pd, the second advisor: Nasrullah, M.Pd, B.I.
Keywords: Storytelling, Speaking Ability, Teaching Speaking
Learning English is quite challenging for some Indonesians, especially to
learn speaking because speaking requires someone to produce words directly.
Previous research on speaking ability has been conducted, but few researchers
examined the effect of speaking in the scope of Islamic senior high school. To fill
the gaps in the literature, this research aims to find out how influential teaching
speaking through storytelling in Islamic senior high schools.
The problem of this study focuses whether teaching storytelling has an
effect on students’ speaking ability and to find out wether there is any difference
for those who have been taught using storytelling and those who have been not.
The research was conducted using a quasi-experimental method. The populations
were all students of class X MAN 2 Banjarmasin. The sample technique that used
is purposive sample involved 69 students from two classes, namely the
experimental class group from class X-B with total 34 students and the control
class group from X-D with total 35 students.
After collecting data, the researcher analyzed the data using Descriptive
Statistical Data Analysis and Inferential Statistical Data Analysis. Based on the
results of the Descriptive Statistical Data Analysis, it is explained that there was
an effect of learning English by using storytelling on the speaking ability of class
X students of MAN 2 Banjarmasin with an increase in the average learning
outcomes before and after the storytelling method was carried out by 14.117. This
is shown by the average value of students from 65.539 to 79.656.
Meanwhile, Hypothesis testing is done by using the Mann Whitney test.
H0 will be accepted if p-value > 0.05 and H0 is rejected if p-value < 0.05. The
results of the Mann Whitney test analysis on the post-test value of the control and
experimental groups obtained p-value < 0.05. By looking at the average difference
on the post test scores, it can be said that the teaching speaking through
storytelling method is more effective for improving students' speaking ability.

v
 ACKNOWLEDGEMENT

First of all, the researcher expresses her deepest gratitude to Allah

Subhanahu Wa Ta’ala, for the One who asks for helps. Very grateful for all his
blessings, grace, opportunity, love, guidance, strength and mercy that make
researcher completed her thesis well. Shalawat and greetings may be upon to
Rasulullah Shallallahu Alaihi Wasallam who has always been a source of
inspiration and the best role model for mankind.

First, the researcher deeply appreciates her all of families who are always
listening and understanding, who never stop praying, who never got through of
their support in terms of morals, material and time, who always love, who always
by her side in every conditions that researcher faced. I love you. I do.

The researcher realizes that during arranging this thesis, she has got a lot
of helps, motivations, inspirations, supports and good advice from people around
her. In this precious opportunity, the researcher would like to express so much
gratitudes and appreciations to all of them. May Allah gives the best rewards to:

1. Dr. Chairil Faif Pasani, M. Si, the Dean of the Faculty of Teacher Training
and Education, and all his staff for
2. Dr. Hj. Noor Eka Chandra, M.Pd as the head of English Language
Education Study Program for the approval of this Sarjana’s Thesis.
3. Emma Rosana Febriyanti, M.Pd and Nasrullah, M.Pd, B.I as her advisors.
Thank you for all supervisions, solutions, and guidances from the very
early stage of this research until the completion of this thesis is done.
Thank you so much.
4. Raisa Fadilla, M.Pd as the examiner, who also encourages me to always
develop my thesis to be better than before.
5. Dr. Rina Listia, M.Pd as the academic advisor for years. Thank you for her
caring for any kind of academic problems that researcher got.
6. All the lecturers in English Department of FKIP ULM. Thank you for all
the knowledges experiences through my study journey.

vi
7. Dr. Abdul Hadi, M.PKim, as the headmaster of MAN 2 Banjarmasin for
his permission to conduct this research at school.
8. Sandy Guswan C, S.Pd, as the English teacher at MAN 2 Banjarmasin.
Thank you for his helps, opportunity, kindness and guidance during the
time the researcher conducting the research.
9. The tenth grade students of MAN 2 Banjarmasin especially class X-B and
X-D.Thank you for being active and supportive students in helping
researcher carried out the research.
10. The best partner of life whose name is in the researcher's name. Too much
kindness and supports that has given to her during this critical time and the
darkest hours. You deserve all best things in the world!
11. All the researcher’s bestfriends: Itin, Syifa, Lope-Lope, Santuy, Happy
Family, Forum Diskusi Senja, and her workmates “Wikawa”, who are
always there unconditionally. It's hard saying thanks to those people who
deserve so much more than mere words
12. ELESP students batch 2018, who have fought together. Being one of them
is one of the best thins in my life. See you guys on top!
13. Last but not least, the researcher would like to express her deepest
appreciations to herself. You’ve been doing really hard, hard, hard. So,
here it is. Your new achievement is unlocked

The researcher realizes that this thesis is not perfect. Therefore, opinions,
suggestions, and criticism are really needed to improve. Hopefully, this thesis
will give meaningful contribution to the readers.

Banjarmasin, Januari 2023

The Researcher

vii
 TABLE OF CONTENTS

COVER
LETTER OF APPROVAL.......................................................................................i
REVISION APPROVAL FORM............................................................................ii
ABSTRACT.............................................................................................................v
ACKNOWLEDGEMENT......................................................................................vi
LIST OF TABLES...................................................................................................x
LIST OF APPENDICES.........................................................................................xi
CHAPTER I.............................................................................................................1
1.1 Background of the Study...........................................................................1
1.2 Statement of the Problem..........................................................................4
1.3 Purpose of the Study.................................................................................4
1.4 Hypothesis.................................................................................................5
1.4.1 Null Hypothesis (Ho).........................................................................5
1.4.2 Alternative Hypothesis (Hɑ)..............................................................5
1.5 Assumption of the Study...........................................................................5
1.6 Significance of the Study..........................................................................6
1.6.1 Theoretical Significance....................................................................6
1.6.2 Practical Significance.........................................................................6
1.7 Definition of Key Terms...........................................................................6
1.7.1 Effect..................................................................................................6
1.7.2 Storytelling.........................................................................................7
1.7.3 Speaking Ability................................................................................7
CHAPTER II............................................................................................................8
2.1 Definition of Speaking..............................................................................8
2.2 Speaking as Language Ability...................................................................9
2.3 Teaching Speaking in Classroom............................................................10
2.4 The Component of Speaking Skill..........................................................13
2.5 Definition of Storytelling........................................................................14
2.6 Storytelling in Education.........................................................................18

viii
2.7 Procedure for Teaching through Storytelling..........................................20
2.8 Teaching through Storytelling towards Speaking Ability.......................23
2.9 Discussion as the Teaching Method........................................................23
2.10 Previous Study.....................................................................................25
CHAPTER III........................................................................................................28
3.1 Approach and Type of Research.............................................................28
3.2 Design of Research..................................................................................28
3.3 Population and Sample............................................................................30
3.3.1 Population........................................................................................30
3.3.2 Sample..............................................................................................30
3.4 Setting of Research..................................................................................32
3.5 Instruments of Research..........................................................................32
3.6 Validity and Reliability of the Instrument...............................................34
3.6.1 Validity of the Instrument.............................................................................34
3.6.2 Reliability of the Instrument.........................................................................35
3.7 Data Collection........................................................................................36
3.8 Data Analysis..........................................................................................39
CHAPTER IV........................................................................................................42
4.1 Description of the Data...........................................................................42
4.2 The Research Findings............................................................................44
4.2.1 Descriptive Statistical Data Analysis...............................................44
4.2.2 Inferential Statistical Data Analysis.................................................50
4.2.2.1 Normality Test..........................................................................50
4.2.2.2 Homogeneity Test.....................................................................52
4.2.2.3 Hypothesis Testing (Mann Witney Test)..................................54
4.3 The Discussion of Research Findings.....................................................57
CHAPTER V.........................................................................................................62
5.1 Conclusion...............................................................................................62
5.2 Suggestions..............................................................................................63
REFERENCES......................................................................................................64
LIST OF APPENDICES........................................................................................69

ix
 LIST OF TABLES

Table 3.1 Research Design....................................................................................30

Table 3.2 Sample of Research...............................................................................32
Table 4.1 Teaching Schedule.................................................................................45
Table 4.2 Students’ Results (Pre-Test)..................................................................47
Table 4.3 Level of Ability......................................................................................48
Table 4.4 Description of English Learning Outcomes...........................................48
Table 4.5 Students’ Results (Post-Test).................................................................50
Table 4.6 Level of Ability......................................................................................51
Table 4.7 Description of English Learning Outcomes...........................................51
Table 4.8 Normality Test......................................................................................53
Table 4.9 Homogeneity Test..................................................................................55
Table 4.10 Mann Whitney Test - Pre Test Score...................................................57
Table 4.11 Mann Whitney Test - Post Test Score.................................................59

x
 LIST OF APPENDICES

Appendix 1 Instruments And Blueprint................................................................72

Appendix 2 Lesson Plan (Rpp), Teaching Materials, And Teaching Medias......78
Appendix 3 Students’ Test Results.....................................................................109
Appendix 4 Correspondences..............................................................................114
Appendix 5 Documentation Of Teaching............................................................122

xi
 CHAPTER I

INTRODUCTION

1.1 Background of the Study

In Indonesia, English is regarded as a foreign language. Learning English is

quite challenging for some Indonesians, especially to learn speaking skills.

Speaking is a language skill that aims to express ideas and feeling verbally.

Irawati (2014: 26) defined speaking as an activity to produce sayings in the form

of words and sentences orally to communicate with others. In daily life, people

need to communicate with others in providing information, obtaining

information, or even entertaining. Zuhriyah (2017) mentioned that speaking is the

first way to interact with others in the social community. Everyone can speak

basically, but not all people have skills in speaking. Tuan and Mai (2015) stated

that proficiency in each of four language skills are necessary to become a well-

rounded communicator, but the ability to speak fully provides people with several

distinct advantages. In addition, communication skills are very important owned

by someone to convey opinions to others.

Khorashadyzadeh (2014:12) stated that speaking needs not only students’

understanding of the way to produce linguistic competence such as grammar,

pronunciation, and vocabulary but also comprehension of sociolinguistic

competence such as when, why, and how to speak. Speaking is normally

imitative and reproductive that providing students to practice language and

communication patterns (Becker & Roos, 2016). Students must acquire speaking

1
 2

skills for commnicative purposes (Iman, 2017). Speaking in class involves

interaction between teacher and students or between students depending on how

activities are organized. The reason that makes speaking difficult is the English

language itself because every foreingers rarely use it (Febriyanti, 2011).

Whereas, students are also expected to be able to speak English well under the

learning themes contained in the syllabus and lesson plans. It means that many

supporting aspects achieve satisfactory results in learning speaking at school.

Farhani, Binsasi, and Handayani (2020) stated that Indonesian students faced

some speaking problems in a non-English-speaking school. Problems speaking

that found in speaking class are students do not want to talk or say anything,

students keep using their own language, difficulty in handling students in large

classroom, students are not discipline or the materials do not fulfill the studetns’

need (Febriyanti, 2011). Students in school are still stammering, embarrassed,

and doubtful to tell stories. Another factor that lead a lack of speaking skills in

students is most teachers still use the “Teacher-centered” learning method in

managing classes. This causes students are bored and passive inside class.

Therefore, teaching methods play an important role in determining lesson works.

Teachers have to be careful in preparing learning strategies and choosing

teaching methods.

From observations made by the researcher when being a pre-service teacher

at MAN 2 Banjarmasin, many students had difficulty in speaking English. They

were quiet when they were asked to speak in English because they were afraid of

making mistakes in producing speech. The teachers had also used several
 3

different teaching methods, but the development of English is still lacking. It can

be assumed that MAN 2 Banjarmasin is the right school for researcher to conduct

research. Based on the explanation above, the researcher concludes that

innovation of teaching methods has an important role in improving students’

speaking ability.

According to Bala (2015), storytelling is widely regarded as one of the most

effective methods of teaching English to EFL students. Ikramuddin (2017) stated

that storytelling helps EFL learners become more confident to express themselves

spontaneously and creatively. Thornbury (2005) mentioned that storytelling is a

universal function of language and one of the main ways of conversation.

Storytelling with suitable series image media is to practice language skills as well

as expression skills. With the help of a specific interaction between the storyteller

and the listener, students are asked to retell the stories' plots in various word

formations as part of the storytelling teaching method (Zuhriyah, 2017). The role

of the storyteller is to prepare and present language usage, vocalization, and

effectively and efficiently communicate a story (Barzaq, 2009). It means that

storytelling can be done as teaching method so that students do not feel bored

with the common teaching style.

Many previous studies about teaching trough storytelling toward speaking

ability have been conducted, such as Wilda Akmalia (2019), Annisa Silvani

(2022), and Inten Mujizat (2016). However, there are still few researchers who

examine the effect of storytelling on speaking ability within the scope of Islamic

Senior High School. To fulfill the gaps in the literature, this study is made to
 4

complete this deficiency with the aim to find out how influential teaching

speaking through storytelling is in Islamic high schools. This research also

focused on tenth grade students as participants to be subject for this research

because they will have many chances to learn English well. This is supported by

an English Learning Syllabus 2013 for Tenth Grade students which contain text

that is easy to apply in the form of storytelling.

The research is interested in conducting the research to know whether the

effect of storytelling will make the student have improvement to learn speaking.

Therefore, the researcher is interested to conduct a study entitled “The

Effectiveness of Storytelling on Speaking Ability of Tenth Grade Students at

MAN 2 Banjarmasin”

1.2 Statement of the Problem

Based on the background of the study above, the problem can be elaborated

into a question as follow: Is there any effect of storytelling towards speaking

ability of 10th grade students at MAN 2 Banjarmasin?

1.3 Purpose of the Study

The main purpose of this study is to find out whether the implementation of

storytelling has an effect on the 10th grade students of MAN 2 Banjarmasin in

improving their speaking ability.

 5

1.4 Hypothesis

Hypothesis means a tentative statement about the outcomes of research. It

can also be assumed as a question that must be answered by calculating the

comparison of the results of speaking scores between classes taught by the

storytelling method and class does not use the storytelling method at MAN 2

Banjarmasin. The hypothesis which is formulated in this study as follow:

1.4.1 Null Hypothesis (Ho)

Storytelling does not have an effect on the speaking ability of tenth grade

students at MAN 2 Banjarmasin.

1.4.2 Alternative Hypothesis (Hɑ)

Storytelling has an effect on the speaking ability of the tenth grade students

at MAN 2 Banjarmasin.

1.5 Assumption of the Study

The assumption is a picture of an estimate or a provisional opinion or

conclusion or a theory that has been not proven. According to Arikunto (2014:

63), a basic assumption is something that is believed to be true by researcher

which will be function as things that are used as a foothold for researcher in

carrying out the research.

Based on the explanations of the assumption above, the assumption stated in

this research is: Students' ability in speaking English may be influenced by

storytelling as an effective teaching method.

 6

1.6 Significance of the Study

1.6.1 Theoretical Significance

This research gives a solution to find out the appropriate method for

improving speaking ability by storytelling.

1.6.2 Practical Significance

1. For the teachers

The results of this research can help English teachers in solving

difficulties in teaching speakig with storytelling in order to make the

learning process is more attractive.

2. For the students

The implementation of storytelling in teaching and learning speaking

gives students other experiences and opportunities to improve their

speaking abilities.

3. Other researchers

To reference other researchers who wants to study about storytelling as

a teaching method in order to improve students’ speaking ability.

1.7 Definition of Key Terms

1.7.1 Effect

The outcome of an event or situation that caused a change is referred to as

the effect, which is a noun. The change's effect can be large or small, but the

fact that something changed is what makes the noun form of effect so

important.
 7

1.7.2 Storytelling

Storytelling is a teaching method that assists students’ in solving problems

or tasks with a playful manner. Children perceive the learning process more

easily and effortlessly by resulting in constructive and creative

comprehension of the subject matter.

1.7.3 Speaking Ability

Speaking ability refers to students' skills to communicate or say something

verbally in transferring their ideas and thoughts using English and which is

emphasized on students' skills to use the target language effectively and

appropriately in communication.
 CHAPTER II

LITERATURE REVIEW

2.1 Definition of Speaking

According to Simaibang (2016:79), speaking is one of the four language

skills that is called productive skills. It is concerned with the ability to utter

words or articulate sounds with ordinary voices. Speaking is to express thoughts

a loud using the voice or talk. It means that when someone interacts with others

by using language as a mean, certainly, they want to convey something

important. For example, they want to utter their feeling and thought.

Speaking is an interactive process of constructing meaning that involves

products, receiving and processing information (Kathleen M. Bailey, 2005: 2).

Someone can’t make a communication with others without having any purpose.

As people communicate, there must be a speaker and interlocutor. According to

Febriyanti (2011), people speak a great deal more than they write, it is an excuse

to teach language through speech initially. Therefore, communication involves at

least two people; sender and receiver. They need communication to exchange

information, ideas, opinion, view, or feelings.

The researcher concludes that speaking is an important part of the process of

learning and teaching foreign languages as a second language. Although

important, speaking has not become essential over the years and English teacher

continues to teach speaking as a mere repetition of an exercise or memorizing

dialogue.

8
 9

2.2 Speaking as Language Ability

Speaking is the ability to produce words in language practice. Speaking is an

important skill that students have to master. It is concerned with the ability to

utter words or articulate sounds with ordinary voices. If someone is better

understanding of others and themshelves, it means they have done a better

communication (Febriyanti, 2011). According to Simaibang (2016:79), the

mastery of speaking skills in English can be a priority for many second languages

or foreign language learners because they feel that this skill requires frequent

involvement in English communication. It is because in speaking we can know

the students’ ability to produce the target language or English. Ur in Akhyak and

Indramawan (2013: 20) mentioned that a successful speaking activity has the

characteristics as follows:

1. The language learners talk so much

2. All the participants in the speaking activity get the opportunity to speak

3. The language learners are highly motivated and have an interest in the

speaking

4. The language produced is an acceptable level.

Sudjana (2000: 1) stated that teaching is an interaction between teacher and

students in its interaction process. Speaking is the process of building and sharing

meaning through the use of verbal and non-verbal symbols, in various contexts

(Chaney, 1998: 13). Simaibang (2016:85) mentioned that learners need to employ

vocabulary, grammar, pronunciation, intonation, organization of contents of

speech at the same time in speaking skill.

 10

2.3 Teaching Speaking in Classroom

In the teaching speaking, the teacher must create an interesting teaching

process so that the students are interested to follow the speaking class. The

teacher should motivate the students to practice and speak up. Give students the

chance to do something with the language to actively use the language they

produce themselves for the situation. According to Febriyanti (2011), teacher

should encourage students to speak in classroom for improving students’

speaking ability by creating a comfortable classroom atmosphere, giving such

creative avtivities, and planning speaking activities carefully.

The goal of teaching and learning English in Indonesia is to develop

communicative skills that include the skill of listening, speaking, reading, and

writing proportionately. Teachers need to combine a purpose and information gap

and allow several kinds of expression (Febriyanti, 2011). Therefore, the teacher

should provide the students with speaking tasks and give them opportunities to

use the target language to communicate with others. According to Brown (2001),

there are six types of classroom speaking performance, namely:

1. Imitative

A very limited portion of classroom speaking time may legitimately be

spent generating “Human Tape Recorder” speech where, for example,

learners practice axonation contour or try to pinpoint a certain vowel

sound.
 11

2. Intensive

Intensive speaking goes beyond imitative to include any speaking

performance that is designed to practice some phonological or

grammatical aspect of language.

3. Responsive

A good deal of student speech in the classroom is responsive. Short replies

to teacher or students initiated questions or comments. Their replies are

usually sufficient and do not extend into dialogues such as can be

meaningful and authentic.

4. Interactive

The differences between responsive and interactive speaking is in the

length and complexity of the interaction, which sometimes includes

multiple exchanges and/or multiple participants. Transactional (dialogue)

is carried out to convey or exchange specific information whether the

interpersonal dialogue is carried out more maintaining social relationships

than for the transmission of fact and information.

5. Extensive (monologue)

Extensive oral production tasks are to give extended monologues in the

form of oral reports, summaries, short speeches, and storytelling during

which the opportunity for oral interactions from listeners is either highly

limited or ruled out together. Therefore, these monologues can be planned

or impromptu.
 12

The speaking type in this research is Extensive (monologue) speaking as the

designing assessment. Extensive speaking tasks involve complex, relatively

lengthy stretches of discourse. They are frequently variations on monologues,

usually with minimal verbal interactions. According to Brown (2004), there are

several kinds of extensive speaking in the designing assessment, such as:

1. Oral Presentations

In the academic and professional arenas, it would not be uncommon to be

called on to present a report: a paper, a marketing plan, a sales idea, a

design of a new product, or a method. A summary of oral assessment

techniques would therefore be incomplete without some consideration of

extensive speaking tasks. Once again the rules for effective assessment

must be invoked: (a) specify the criterion, (b) set appropriate tasks, (c)

elicit optimal output, and (d) establish practical, reliable scoring

procedures. And once again scoring is the key assessment challenge.

2. Picture-cued Storytelling

One of the most common techniques for eliciting oral production is

through visual pictures, photographs, diagrams, and charts. We have

already looked at the elicitation device for intensive tasks, but at this

level, we consider a picture or a series of pictures as a stimulus for a

longer story or description.

3. Retelling story, news event

In this type of task, test-takers hear or read a story or news event that they

are asked to retell. This differs from paraphrasing task. The objectives in
 13

assigning such a task vary from listening comprehension of the original to

the production of any oral discourse features, fluency, and interaction

with the hearer.

4. Translation (of extended prose)

Translation of words, phrases, or short sentences was mentioned under the

category of intensive speaking. Here, longer texts are presented for the

test-taker to read in the native language and then translate into English.

2.4 The Component of Speaking Skill

There are some components of speaking ability:

1. Pronunciation

Firstly, pronunciation is a difficult component in learning the ability to speak

English. The pronunciation itself is defined as the way the word is

pronounced.

2. Vocabulary

Vocabulary is all about words. In this case, vocabulary is an essential and

basic component of all users of the English language. When learners acquaint

new vocabulary, they must know the meaning of words. The words will useful

if they used a certain language. The learners also must know to arrange

individual word meanings within the sentence (Aisyah: 2016: 9).

3. Fluency

Fluency is defined as the ability to speak communicatively, fluently, and

accurately. Fluency usually refers to express oral language freely without

interruption. In the teaching and learning process, if the teacher wants to check
 14

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).

4. Comprehension

Comprehension is to include those objectives, behaviors, or responses which

represent an understanding of the literal message contained in a

communication (Bloom Benyamin in Ridwan (2016: 29)

Concerning the explanations above, the main purpose of speaking is to

communicate directly between the speaker and listeners, so listeners can take and

give that information in two ways. Someone should pay attention choosing the

right word order when speaking so that listeners can understand the topic being

discussed based on speaking indicators. Besides, the speaker needs to pay

attention to other non-technical things in the form of courage to speak, look, and

facial expressions when speaking. Activity talking is done by humans always has

a purpose certain. The speaker must be able to evaluate the effect of

communication on listeners and must know the underlying purpose of all

situations in conversation, both in general and individual.

2.5 Definition of Storytelling

Storytelling is the vivid description of ideas, beliefs, personal experiences,

and life lessons through stories or narratives that evoke powerful emotions and

insights (Serrat, 2008). Storytelling uses presenter’s abilities to tell a story with

style, interesting intonation, and good gestures. Storytelling is often used in the
 15

teaching and learning process, especially at the beginner level. According to

Ebrahiminejad, Azizifar, Gowhary, and Jamalinesari (2014), that storytelling is

one teaching method by using short stories This method is useful for training

listening ability pleasant. According to Miller and Pennycuff (2008), storytelling

is considered a more personal experience as the listener frequently has greater

levels of eye contact with the storyteller as compared to listening to a story from a

book.

Storytelling has power, especially in communicating language and delivering

moral values that must not be forgotten (Ellis and Brewster, 2014). According to

Kayi (2006), Storytelling is one of activities that can be done in the speaking class

to promote speaking. It also can be modified with various media to add to the

appeal of the story what the storyteller said. Dujmovic (2006) stated that listeners

gain insight into the motives and patterns of human behavior as they gain a

vicarious feeling for the past and a oneness with various cultures of the present

through stories. Considering the nature of human beings as storytellers, teachers

can use storytelling as a teaching method in English classrooms (Yang, 2011).

According to Ebrahiminejad, Azizifar, Gowhary, and Jamalinesari (2014),

storytelling is one teaching method by using short stories. There are many

different categories of short storiess, from true story to fairy tales. Sherman (2011)

stated that stories can be roughly organized into four genres: true stories, folklore,

fiction, and literature and fairy tales. Meanwhile, Ikramuddin (2017) stated that

there are eight forms of storytelling as below:

 16

1) Cave Painting

Any parietal art that involves applying color pigments to the walls, floors,

or ceilings of ancient stone shelters is referred to as Cave Painting.

According to Ikrammuddin (2017: 18), in a time before languages and

writing, paintings on cave walls told stories of long ago, whether they

were warnings, depicting historical events, or simple stories made up for

the entertainment or education of children.

2) Oral Traditional

Oral tradition is information that has been passed down through

generations by word of mouth and has not been written down. This

includes historical and cultural traditions, literature, and the rule of law.

Examine some examples of oral tradition, such as legends, proverbs,

folktales, and customs. The example of Oral Traditional is the story of

Atlantis, an oral tradition in Egypt that found its way into an epic poem.

3) Fable

Fables are fictional stories that teach the reader specific moral lessons.

Animals are frequently used as characters in fables, but objects such as

household items that come to life and or parts of nature can also be used as

characters. Whatever the main characters are, they are given

anthropomorphic characteristics to make them think and act like humans.

Fables can be written in either prose or poetry. An example of fable is

“The Tortoise and the Hare”.

 17

4) Myth

Myths are traditional stories. Some are based on true events, while others

are entirely fictitious. Myths, however, are more than just men's stories;

they serve a deeper purpose in both ancient and modern cultures.

5) Legend

Legends are stories or collections of stories about individuals or groups of

individuals that have been passed down through history. Legends may

contain supernatural beings or elements of mythology, but they are

generally told as a piece of history about a person or a location. According

to Ikrammuddin (2017 : 18), legend, like most forms of storytelling, has

been passed down through generations and may have changed over time

depending on where and when. An example of Legend in Indonesia is

“Malin Kundang” and “Danau Toba”.

6) Theater

Theatrical storytelling is a much more interactive form of storytelling. In

later years, the actors encouraged the audience to join in and interact with

them, such as by shouting famous catchphrases or attempting to assist the

protagonist on stage.

7) Text

According to Ikrammuddin (2017: 18), textual storytelling has evolved

and adapted over a long period. There are numerous examples of large

text-based stories, but some notable modern examples include book series

such as Percy Jackson and Harry Potter. These are current examples of
 18

how text is still a large part of storytelling today, but how it all still

connected, as these are some of the text stories that have been transformed

into film.

8) Film/Movie

To summarize, storytelling is on its way to becoming an effective tool for

telling someone's story, whether it is about his daily life or a heroic tale.

Furthermore, as storytelling progresses through the ages, it can be considered the

oldest method of disseminating both information and knowledge throughout the

world. Storytelling can be defined as a teaching method in which students are

asked to retell the content of stories in various word constructions by involving a

certain interaction between the storyteller and the listener.

2.6 Storytelling in Education

Storytelling is the original form of teaching, and it has the potential to foster

emotional intelligence and provide insight into human behavior in children

(Dujmovic, 2006). Storytelling is used by requiring teachers to be able to adapt

and master the learning content contained in the book by retelling it in the form

of a fairy tale. A teacher should refrain from imposing boundaries on students'

thinking in order to keep the lesson from becoming a sermon; in addition, he or

she should keep in mind that entertainment is required to continue telling the

story (Spaulding, 2011). After telling the story, the teacher must repeat the

keywords so that students understand and understand. In addition, facial

expressions and expressions in telling stories are adjusted to the object being told.

Then the teacher must be able to invite students into the story using eye contact
 19

between the teacher and students at the right time. In line with this description,

according to Wright (1995:34), when the teacher does storytelling, several ways

can be used to help students understand, namely:

1) Use the pictures, masks, objects, and puppets

It aims for students to easily understand a story that is being listened to.

When students do not understand a word spoken by the teacher, the

teacher can show some pictures in the story, the images can be drawn by

the teacher or the students themselves on the blackboard or pictures in

books. Teachers can also use masks and puppets to help students

understand, just as pictures, masks, and puppets can be made by students

themselves.

2) Use mime yourself

When the teacher tells the story, the teacher can imitate the characters in

the story, such as doing movements and imitating the sounds of the

animals in the story.

3) Use a sound effect

When the story is not boring, the teacher can use various kinds of sound

effects as in the original voice. For example, in the story there is a sound

of lightning, here the teacher must be able to make the same sound as the

sound of lightning, etc.

4) Translate keywords as you tell the story

Tell students the keywords in the story, so that students can have and

remember new vocabulary.

 20

Based on the description above, it can be concluded that teaching by using

the storytelling method can provide experiences for students and teachers in

learning. These experiences students can get from listening to fairy tales as if

students are in a story situation. With the interaction between students and the

learning media used, learning will be funnier.

2.7 Procedure for Teaching through Storytelling

Cameron (2001) stated that storytelling could be a comfortable tool for

training both listening skills and verbal expression. In using the storytelling

method, teachers can improve the important components, namely internal

conditions that describe the internal state and cognitive processes of students, and

learning outcomes that describe verbal information, intellectual abilities, motor

skills, attitudes, and cognitive tactics. According to Bunanta (2009), there are

three stages of procedures in storytelling, namely preparation before the

storytelling event starts, when the storytelling process takes until the storytelling

activity is finished. Therefore, to find out more clearly, here is a description of

these steps:

1) Pre-storytelling

The first thing that needs to be prepared is to choose a book or story

title that is interesting and easy to remember. Through the title, the

audience or students will take advantage of background knowledge to

process the content of the story top-down. It is used for understanding

larger units of language before telling the whole story. However, to find an

interesting title, teachers need to do sorting and selecting story materials.

 21

Selecting the story to be told, the teacher can start telling stories with the

known stories.

Storytelling that has been told as a child that is still remembered can

be chosen to start telling stories to children as well as the stories of legends

from the homeland that have been heard or text. It can be seen when the

strength of a story lies, among other things, in how the character is raised.

The clearer the character traits of the characters, the easier the story is to

digest. To display the character of the character, the teachers must first be

able to appreciate the characteristics of the character and understand the

relevance between the name and the characteristics it has.

When playing these characters, teachers are expected to be able to

appreciate the feelings, thoughts, and emotions of the characters at the

time of storytelling. Thus, when telling a story, there is no doubt because

you already know the story, the nature of the characters, the place where it

happened, and the choice of words used in conveying the story well and

smoothly.

2) During Storytelling

The most important moment in the storytelling process is in

storytelling performance. When entering the storytelling session, the

teacher must wait for conditions until the students are ready to listen to the

story that will be delivered. Don't start storytelling if the students are not

ready. The storytelling event can be started by greeting the students or

 22

making something that can attract the students' attention. Then, the teacher

brings the students into the story slowly.

At the time of storytelling, several factors can support the storytelling

process so that it becomes interesting to listen to, including eye contact,

facial expressions, body language or gesture, voice, props, and speed

movement.

3) After Storytelling

When the storytelling process has been completed, it is time for

teacher to evaluate the story. It means teacher asks the students about the

essence of the story that has been conveyed and the values that can be

taken. Through these stories, we can learn about anything. After that,

teacher can invite the students to like reading and recommend appropriate

reading books with the theme that has been told or recommending books

with other themes whose contents are interesting, full of positive values,

and appropriate to the age and psychological development of children.

Based on the explanation above, good preparation supports the success of

storytelling learning towards improving speaking skills. Likewise, the things \are

contained when learning storytelling in class takes place. Teachers must

understand how students capture stories well or responsively so that student

development after learning will be seen maturely.

 23

2.8 Teaching through Storytelling on Speaking Ability

According to Davies (2007:10862), storytelling is a form of engagement. Ellis

and Brewster (2014:2) explained that stories often hold a strange and magical

quality that can interest and engage learners in a way that few other materials and

methods have. Brown (in Fitriani, 2014: 4) stated that the process of applying the

storytelling method is as follows:

1. The teacher explains the storytelling method in front of the class. The

storytelling material depends on the purpose.

2. Students are asked to give their opinion about the explanation.

Students can give their opinion directly or can also write their opinion on a

piece of paper first.

3. The teacher also gives opinions in other ways. It is hoped that method is

one of the efforts that can bridge the way students think so that they have

many ways of communicating.

4. Students are asked to retell what has been explained.

5. Students make portfolios or reflections on the material that has been

obtained.

6. Students are expected to be able to express their opinions. In this case

students learn to communicate a topic according to their point of view.

2.9 Discussion as Teaching Method

In teaching speaking there are many teaching methods that the teacher

can use, one of them is using discussion method. Discussion is a teaching

method that works on the principle of many people pooling their knowledge
 24

and ideas to find solutions to specific problems (Azizah, 2018). he teacher or

a class representative will regulate and direct the discussion group's activities.

According to Suryosubroto (2002), discussion as a teaching method in which

the teacher provides the opportunity for students to engage in scientific

dialogue in order to gather opinions, reach conclusions, or provide an

alternative solution to a specific issue. Students can produce interactive

language and increase the amount of talk each student believes is more than

two people in a group by using the discussion technique (Saniyati, 2021).

Brown (2001:178) mentioned the following important advantages of

group discussion in EFL teaching:

1. Students can generate interactive language

2. Students are embraced by an effective climate

3. Students can promote learner responsibility and autonomy; and

4. Students can understand the importance of individualizing

instruction.

Meanwhile, Harmer (2001) stated that the benefits of the

discussion technique are as follows:

a) It significantly increases the amount of talking for individual

students.

b) Because there are more than two people in the group, personal

relationships are usually less problematic; there is also a greater

possibility of differing opinions and diverse contributions.

c) It fosters broader cooperation and negotiation skills.

 25

d) It promotes student autonomy by allowing students to make

their own decisions in groups without the teacher telling them what

to do.

However, using discussion method can also help students to

develop their skills not only in speaking but also in creative problem

solving, reflective thinking, application, and evaluation.

2.10 Previous Study

There are several previous relevant studies, which can be a reference for

the author’s researcher. First, Inten Mujizat (2016) with the title: “The

Effectiveness of Using Storytelling Technique on Students’ Speaking Skill”

Department Of English Education Faculty Of Educational Sciences Syarif

Hidayatullah State Islamic University Jakarta 2016. Based on the findings

and discussions, the researcher concluded that using narrative storytelling

improves students' speaking skills in the experimental class. At the post-test,

the mean score obtained by the experimental class was higher than that

obtained by the control class. The statistical analysis showed that the average

gained score of experimental class was 4.133333333, and for control group

was 0.866666667. It can be concluded that the students’ speaking skill in

experimental class that were given by the treatment through storytelling

technique were enhanced more effectively than the control group.

Second, Wilda Akmalia (2019) with the title: “The Effect Of Storytelling

And Self-Motivation on Students’ Speaking Ability” English Department

Faculty of Educational Sciene, Syarif Hidayatullah State Islamic University

 26

2019. The results showed that there is an improvement of speaking ability in

the Eighth Grade students of SMP Insan Rabbany. The improvement was

demonstrated by calculating the difference in gain between the pre-test and

post-test of the experimental and control group. Furthermore, based on the

findings of the interview, the storytelling technique can be used to teach

speaking because it was effective, simple, and provided the students with

new experiences in improving their speaking abilities.

Third, Fitri Khaerunnisa (2019) with the title: The Effect of Narrative

Storytelling on Students’ Speaking Skill of First Year at MA Darul

Mahmudien Nwmontong Gamang In Academic Year 2019/2020. Based on

the findings and discussions, the researcher concluded that using narrative

storytelling improves students' speaking skills in the experiment class. At the

post-test, the mean score obtained by the experiment class was higher than

that obtained by the control class. The difference obtained fron this research

is that Kherunnisa analyzed the improvement of speaking aspects through

narrative tet while my research can be conducted by any text of storytelling

by the 2013 Syllabus that was applied to tenth grade students. This is in line

with the use of storytelling can be used in any form as stated by Ikramuddin

(2017).

Furthermore, the researcher found many studies on the effect of

storytelling technique on speaking ability, as observed by Akramah (2019),

Hidayati (2019), Silvani (2022). Although all three previous studies found

that not only did storytelling improve students' speaking skills, but it also had
 27

an impact on students' speaking skills, the elaboration of this problem has not

been widely disseminated in South Kalimantan, particularly in schools in

Banjarmasin. Many schools in Banjarmasin have not yet learned in terms of

the effect of storytelling towards speaking ability. MAN 2 Banjarmasin is one

of the schools with a good English learning scope that has not been touched

by previous research on the subject. As a result, the difference between this

research and previous research is that the researcher will investigate the

effect of storytelling method towards speaking ability in Banjarmasin.

Researcher will encounter difficulties in the field. It will be revealed that

students struggle to improve their speaking skills due to a lack of time or

opportunities to explore their English in oral language production. As a

result, this study came up with a solution to the problem by implementing a

specific teaching technique. As a result, the concept was developed into a

study titled “The Effect of Storytelling towards Speaking Ability of Tenth

Grade Students in MAN 2 Banjarmasin.”

 CHAPTER III

RESEARCH METHOD

This chapter will discuss the methodology used in conducting this research. It will

divide into five parts namely approach and type of research, population and

sample, instrumentation, data collection and data analysis.

3.1 Approach and Type of Research

This research type of the study is quantitative research. Ahmad et al. (2019)

explained that quantitative research is a form of research that relies on the

methods of natural sciences, which produces numerical data and hard facts. This

type is appropriate to collect statistical data to answer the problem of the study.

Quantitative research objectives are measurable and cannot be separated from

variables and hypotheses; variables are concepts that have variations that can take

numerous values while hypotheses are untested assumptions or propositions of

the relationship between variables (Adedoyin, O. B:2020). Along with this

approach, the researcher intended to analyze the effect of storytelling towards

speaking ability by observing a class with storytelling and giving tests that

provided from pre-test to post-test.

3.2 Design of Research

This research design is Quasi-Experimental Design. The design is not a real

experiment yet because there are still external variables that also influence the

formation of the dependent variable. The research design used in this research

28
 29

was quasi-experimental design. The form of the quasi-experimental design

chosen was the Non-Equivalence Control Group Design, and the research

design according to Campbell et all (2002:49).

Table 3.1 Research Design

Group Pre-Test Treatment Post-Test

Experimental O1 X1 O2

Control O3 X2 O4

(Source: Sugiyono:2010)

Descriptions:

O1 Pre-test of experiment class

O2 Post-test of experiment class

X1 Treatment of Storytelling Method

X2 Treatment of Discussion Learning Method

O3 Pre-test of control class

O4 Post-test of control class

In this design, observations have been done twice: before and after the

experiment implemented. The observations implemented before treatment (O1

and O3) are called the pre-test and the observations implemented after treatment

(O2 and O4) are called the post-test. The results of both classess have been

compared to each.
 30

3.3 Population and Sample

3.3.1 Population

Shukia (2020) stated that population refers to the set or group of all the

units on which the findings of the research are to be applied. In this

research, the researcher intended to gain the data from batch 2022-2023 of

MAN 2 Banjarmasin. The population was all students in tenth grade at

MAN 2 Banjarmasin. In this study, the researcher decided to choose tenth

grade classes to be selected because tenth grade students had a big chance

to learn English at the beginning of senior high school and the tenth grade

learning syllabus supports the researcher to do speaking lessons related to

storytelling.

3.3.2 Sample

In educational research, especially in experimental research,

probability sampling is not always necessary or may not be possible to

select subjects from the larger population. In such cases, purposive

sampling was used in this study. The researcher followed the teacher's

suggestion because he has been familiar with the students' characteristics.

According to Sugiyono (2018:138), purposive sampling is sampling by

using certain considerations in accordance with the desired criteria to be

able to determine the number of samples to be studied.

 31

Table 3. 2 Sample of Research

No Class Pre-test Result Categorized

1 X-B 65,539 Experimental Group
2 X-D 61,761 Control Group

Both classes were recommended by the teacher because they were

easier to control under the conditions of limited time in this study.

Furthermore, X-D was chosen as a control group and X-D as an

experimental group because the teacher stated that students in X-B had

more difficulty in speaking English and and less enthusiastic in

participating in learning English than students in X-D. The teacher

suggested that the researcher used X-B (34 students) as an experimental

group and X-D (35 students) as a control group. Meanwhile, the samples in

this study were 34 students in class X-B and 35 students in class X-D.

Table 3. 3 Sample of Research

No Class Population Sample

1 X-B 34 students (Experimental Class) 34 students
2 X-D 35 students (Control Class) 35 students
Total 69 69
 32

3.4 Setting of Research

The researcher took place of research at MAN 2 Banjarmasin, located in

Jalan Pramuka No.28 RT. 20, Sungai Lulut, Kec. Banjarmasin Tim., Kota

Banjarmasin, Kalimantan Selatan, 70653.

3.5 Instruments of Research

Fraenkel, Wallen, and Hyun (2012:111) stated that instrumentation is the

process of preparing to collect data. A research instrument concludes interviews,

tests, surveys, or checklists. In this study, the researcher used oral test as the

instrument. The instrument was usually determined by the researcher and tied to

the study methodology. The writer did a try-out test to determine the adequacy of

the test and the students' aptitude in the sample class of this study. The researcher

assessed students' speaking abilities using a voice note or video recording. The

researcher assessed students' speaking ability by analyzing their pronounciation,

grammar, vocabulary, and fluency.

The test of speaking skill that used was outcomes in form of pre-test and

post-test. The pre-test was conducted before the storytelling method applied,

while the post-test was conducted after the students took learning sessions by

applying the storytelling method. The speaking test conducted in adjusting with

Syllabus and Lesson Plan. The assessment used in observing students’ activities

when they were participating in learning process. The observation sheet was an

overview of all aspects related to the curriculum that becomes a guide in learning.

The observation sheets of students assesments could be seen in table below:

 33

Table 3. 4 Assessment of Student Speaking Ability

No. Rated-aspects Qualifications Description and Score

1 2 3 4
1 Accuracy a) All the contents of the story
conveyed are very precise,
almost no errors (4)
b) As the content of the story is
conveyed appropriately (3)
c) Many of the contents of the
story conveyed are
inaccurate and unrelated (2)
d) All the contents of the story
that is conveyed incorrect
(1)
2 Fluency a) Speech in all matters are
very smoothly (4)
b) Speech is fluent but
sometimes still not
precise/stuttering (3)
c) Speech often hesitates and
falters (2)
d) Speech always stops (1)
3 Intonation a) All speech intonation is very
precise, almost no errors (4)
b) Sometimes there is an
intonation error but it
doesn't interfere with the
speech (3)
c) There are many intonation
errors, which interfere with
speech (2)
d) All speech intonation is not
right (1)
4 Pronunciation a) Speaks very clearly, no
words are mispronunced or
unspoken (4)
b) Speaks clearly, but some
words are mispronunced (3)
c) Speaks less clearly, many
words are mispronunced (2)
d) Speaks not clearly, almost
all words are mispronunced
(1)
 34

5 Braveness a) Tells the story confidently

from start to finish and
without prompting (4)
b) Tells the story confidently
from start to finish but being
prompted (3)
c) Tells the story a bit shyly in
some parts of the
performance and is
prompted (2)
d) Tells the story shyly from
the start and is prompted
(1))

4 = Very Good Scoring Formula

3 = Good
2 = Fair Earned Score
Score = x 100
1 = Poor Maximum Score

3.6 Validity and Reliability of the Instrument

Validity is the accuracy of an instrument in measurement while the reliability

test is used to determine the consistency of the measuring instrument, whether the

measuring instrument used is reliable and remains consistent if the measurement

is repeated (Dewi and Dian: 2018).

3.6.1 Validity of the Instrument

According to Azwar (1986:20), validity comes from the word “valid”

which means the extent of accuracy and precision of a measuring

instrument in carrying out its measurement functions. It means validity has

an important role in making the instrument of research appropriate. Validity

consists of three kinds, namely content validity, constructs, and criteria.

 35

Content validity is the extent a measuring instrument provides adequate

coverage of the topic under study (Khotari, 2014). It means, the test was

“valid” by providing the requirements set in educational policy. In this

research, the researcher compared the contents of subject instrument based

on the English curriculum and syllabus. After all items were compared, the

researcher did a pre-test and a post-test.

For making the validity of the test, the researcher used two raters. Of

which the two raters were Mrs. Raisa Fadilla, M.Pd as a lecturer at English

Language Education Study Program of University of Lambung Mangkurat

and Mr. Sandy Guswan C, S.Pd as an English teacher at MAN 2

Banjarmasin.

3.6.2 Reliability of the Instrument

Reliability is the degree a test consistently measures whatever it is

measuring (Gay, 2011: 166-165). It means that a test can be trusted to

produce inconsistent score and relatively unchanged even if it is tested in

different situations. If the test is repeated, it was still produce the same

result. In this study, the researcher used the rubric to used as the

assessment. So, this reliability was be used to measure whether the rubric

assessment was valid or not in this study. The trial in this study was carried

out in X-B and X-D students of MAN 2 Banjarmasin (Appendix 1).

 36

3.7 Data Collection

The data collection technique used in this research were pre-test, treatment,

and post-test. For experimental group, researcher used a storytelling as a teaching

method while for control group used discussion-learning method. Researcher also

took a control in experimental group and got a collaborative teaching in control

group with teacher. The experimenters can subtly and unconsciously bias the

results they obtain by virtue of the way in which they interact with their

participants (Field & Hole, 2003). The steps for data collection had been done as

follows:

1. Pre-test

The researcher started the both class in the first week by carrying out a

pre-test..

2. Treatment

After demostrating the pre-test, the researcher used storytelling to

teach speaking in the experimental grouo. The story's material

consisted of a variety of recount text. The researcher asked the students

to practice and then explained the story to the class one by one.

Meanwhile, researcher used discussion-learning in control group.

3. Post-test

After treatment, the next section was a post-test to determine the effect

of using the storytelling method.

 37

The researcher measured students' speaking ability by record from voice notes

during pre-test and post-test and by video at each treatment meeting. The

researcher was measured the indicator of speaking ability by analyzing students'

pronunciation, grammar, vocabulary and fluency The assessment of instrument

for collecting student data about the level of speaking ability in English subjects

can be seen in the table (Appendix 1).

3.8 Data Analysis

To analyze the data obtained from the research results, the researcher used

descriptive and inferential statistical analysis. The data collected in the form of

pre-test and post-test scores are then compared. Next, both score are compared by

asking questions whether there was a difference between the control and

experimental group scores. Testing the difference in value was only carried out

on the average of the two scores. Normality tests and homogeneity tests were

were also conducted to measure the data to be calculated. If the data were not

normally distributed, non-parametric statistics were used

3.8.1 Descriptive Statistical Data Analysis

Descriptive Statistical is a statistic used to analyze data by describing

data that has been collected during the research process. The steps in the

preparation through this analysis are as follows:

a. Mean

fx
×=
n
 38

Descriptions:
× = Mean
f x = Total All Data
n = Amount of Data

b. Average Score Percentage

f
P= x 100
N

Descriptions:
P = Number of percentage
f = The frequency for which the percentage is sought
N = Number of sample respondents

3.8.2 Inferential Statistical Data Analysis

In the use of inferential statistics, if the data is normally distributed and

has a non-homogeneous variance, However, if the data is not normally

distributed, a non-parametric statistical test is used, namely the Mann

Whitney test.

The formula of T-test used:

md
t=

√ ∑ X 2d
N ( N−1 )

Descriptions:
Md = Mean from the difference between pre-test and post-test
 39

X 1 = Speaking learning outcomes before treatment (pre-test)

X 2 = Speaking learning outcomes after treatment (post-test)
d = Division of each subject

∑ X 2 d = Number of studies after treatment (post-test)

N = Number of sample respondents

3.8.3 Determining significant descision-making rules or criteria for

significant hypothesis testing rules.

1. Students' Speaking Ability Before the Story Telling Treatment

a. H0 : μ1=μ2 (There is no significant difference in students'

abilities between the control class and the experimental class on

the Pre-Test scores)

b. H1 : μ1 ≠ μ2 (There is a significant difference in students'

abilities between the control class and the experimental class on

the Pre-Test scores)

2. Students' Speaking Ability by using the Discussion Learning method

and the Story Telling method.

a. H0 : μ1=μ2 (There is no significant difference in students' abilities

between using the Discussion Learning method and the Story

Telling method)

b. H1 : μ1 ≠ μ2 (There is a significant difference in students' abilities

between using the Discussion Learning method and the Story

Telling method)
 40

3.8.4 Make a conclusion whether the application of the storytelling method

will influence the speaking ability learning outcomes of the tenth grade

students of MAN 2 Banjarmasin.

After the research was done, reseacrher made a onclusion by analyzing the

result of students’ score for those who taught by storytelling and those who

does not. The research finding and results can be seen in Chapther IV.
 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this study, the researcher obtained data from the pre tes-test and post-test scores

of the control group and experimental group. There were two types of analyzing

data, Descriptive Statistical Data Analysis and Inferential Statistical Data

Analysis. This chapter also including the result of Normality test, Homogeneity

test and Hypothesis Testing using Mann Whitney Test.

4.1 Description of the Research

This research was conducted at Madrasah Aliyah Negeri (MAN) 2

Banjarmasin. MAN 2 Banjarmasin is an Islamic educational institution under the

auspices of the Ministry of Religion (Kemenag) of the Republic of Indonesia

which is trusted to carry out the mandate as a characterized by Islamic Public

School

MAN 2 Banjarmasin City stands on a land area of 18,172 m2. On this land,

infrastructure has been built by providing various facilities and learning spaces.

In the research that conducted from September 08 th 2022 to October 06th 2022,

with 1 meeting per week in each experimental group and control group. For the

data collection process in this study, there were 5 meetings in Experimental

Class. For the first meeting, students were given a pre-test. The second, third and

fourth meetings were given treatment using storytelling. Then, at the last

meeting, students were given a post-test to see whether the application of

storytelling had an effect on students’ speaking ability.

41
 42

For the control group, students were also given five meetings. For the first

meeting, students were given a pre-test. The second, third and fourth meetings,

students were taught using discussion-learning. At the last of meetings, students

were given a post-test to see whether there was a change in students’ speaking

ability. Due to limited research time and the time given by the school, the

meeting schedule between experimental class and control class was not the same.

4.2 The Research Findings

In this study, the researcher obtained data from the pre-test and post-test of

the control class and experimental class students. There are three types of test:

Normality Test, Homogenity Test and using Non-parametic test (Mann Witney).

4.2.1 Descriptive Statistical Data Analysis

Based on the results of research conducted by researcher at MAN 2

Banjarmasin, from September 08th 2022 to October 06th 2022, the data

collected through test instruments can be seen in the form of scores of pre-

test and post-test from X MAN 2 Banjarmasin.

1. Description of the results of the speaking (pre-test) for students in

Experimental Class (X-B) Banjarmasin before the Storytelling

method was applied.

From the data obtained in pre-test score on September 08 th, 2022, it can

be seen that the value of ∑fx= 6685, while the value of N itself is 34.

Therefore, the average value (mean) can be obtained as follows:

 43

( 6685 :3 )
×=
34

2228 ,3
¿
34

¿ 65,539

Table 4.1 Level of Ability

No Predicate Interval Frequency Percentage Result

(%) Category
1 89-100 1 2,94 Excellent (A)
2 78-88 3 8,82 Great (B)
3 67-77 7 20,58 Fair (C)
4 <67 23 67,64 Bad (D)
Score 34 100

Table 4.2 Description of English Learning Outcomes

Score Categorize Frequency Percentage (%)

0≤ ×<65 Unproficient 23 67,64
65≤×≤100 Proficient 11 32,35
Score 34 100

If table 4.3 is associated with indicators of student learning outcomes

mastery criteria determined, the number of students who reach or

exceed the KKM score (65) under 75%. So, it can be concluded that

the criteria of completeness in speaking skills of class X MAN 2

Banjarmasin is unproficient criteria for completeness classical learning

outcomes because students who proficient are only 32.35/ 75%.

 44

2. Description of the results of the speaking (post-test) for students in

class X MAN 2 Banjarmasin after the Storytelling method was

applied.

After the treatment was conducted, the data obtained in post-

test score on October 6th 2022. It can be seen by table 4.4 that the value

of ∑fx= 8125, while the value of N itself is 34. Therefore, the average

value (mean) can be obtained as follows:

( 8125 :3 )
×=
34

2708
¿
34

¿ 79,656

Table 4.3 Level of Ability

No Predicate Frequency Percentage Result

Interval (%) Category
1 89-100 3 8,83 Excellent (A)
2 78-88 15 44,11 Great (B)
3 67-77 16 47,05 Fair (C)
4 <67 0 0,00 Bad (D)
Score 34 100

Table 4.4 Description of English Learning Outcomes

Score Categorize Frequency Percentage (%)

0≤ ×<65 Unproficient 0 0
65≤×≤100 Proficient 100 100
Score 34 100
 45

If table 4.5 is associated with indicators of student learning outcomes

mastery criteria determined, the number of students who reach or exceed

the KKM score (65) more 75%. So, it can be concluded that the criteria of

completeness in speaking skills of class X MAN 2 Banjarmasin is

proficient criteria for completeness classical learning outcomes because

students who were complete are 100% 75%

Based on the results of the Descriptive Statistical Data Analysis, it is

explained that there was an effect of learning English by using storytelling

on the speaking ability of class X students of MAN 2 Banjarmasin with an

increase in the average learning outcomes before and after the storytelling

method was carried out by 14.117. This is shown by the average value of

students from 65.539 to 79.656.

4.2.2 Inferential Statistical Data Analysis

4.2.2.1 Normality Test

SPSS Output:

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Kontrol_Pre .110 35 .200* .969 35 .428
*
Kontrol_Post .113 35 .200 .974 35 .548
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
 46

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Eksperimen_Pre .198 34 .002 .907 34 .007
Eksperimen_Post .153 34 .043 .903 34 .006
a. Lilliefors Significance Correction

Table 4.5 Normality Test

Variable P-Value (Sig) Sign Α Decision

Pre Test – Control 0,428 > 0,05 H0 Accepted
Post Test – Control 0,548 > 0,05 H0 Accepted
Pre Test – Experiment 0,007 < 0,05 H1 Accepted
Post Test – Experiment 0,006 < 0,05 H1 Accepted

Based on the table, there are 2 parts namely Kolmogorov-Smirnov

and Shapiro-Wilk. Since the data is taken less than 50, the normality test

looks at the Shapiro-Wilk data. Then, the pre-test and post-test values in

the experimental class were not normally distributed because they had a

significance value of less that 0,05 (p<0,05). Thus, the assumption of a

normally distributed data group is not fulfilled.

4.2.2.2 Homogeneity Test

SPSS Output :

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.
Pre_Test Based on Mean .413 1 67 .523
Based on Median .271 1 67 .604
 47

Based on Median and with .271 1 63.908 .604

adjusted df
Based on trimmed mean .258 1 67 .613

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.
Post_Test Based on Mean 1.718 1 67 .194
Based on Median 1.407 1 67 .240
Based on Median and with 1.407 1 65.654 .240
adjusted df
Based on trimmed mean 1.581 1 67 .213

Table 4.6 Homogeneity Test

No Group P-Value Interpretation

1 Pre-Test Control
0,523 Homogen
2 Pre-Test Eksperimen
3 Post-Test Kontrol
0,194 Homogen
4 Post-Test Eksperimen

Based on the homogeneity test using Levene Test, found that p-value

> 0.05 showed the variance of the pre-test data values between control

and experimental groups and between post-test data values between

control and experimental groups is homogeneous. Thus, for the next step,

alternative non-parametric testing of the T-test was carried out using the

Mann Whitney test to find out whether there was a significant

 48

diffecerence between the pre-test scores in control and experimental

group and the post-test scores in the control and experimental group.

4.2.2.3 Hypothesis Testing (Mann Witney Test)

1. Students' Speaking Ability Before the Story Telling Treatment

a. H0 : μ1=μ2 (There is no significant difference in students'

abilities between the control class and the experimental class

on the Pre-Test scores)

b. H1 : μ1 ≠ μ2 (There is a significant difference in students'

abilities between the control class and the experimental class

on the Pre-Test scores)

SPSS Output :

Ranks
Kelas N Mean Rank Sum of Ranks

Pre_Test Kontrol 35 31.39 1098.50

Eksperimen 34 38.72 1316.50

Total Test Statisticsa 69

Pre_Test
Mann-Whitney U 468.500
Wilcoxon W 1098.500
Z -1.523
Asymp. Sig. (2-tailed) .128
a. Grouping Variable: Kelas

Table 4.7 Mann Whitney Test - Pre Test Score

Variabel p-value Description

 49

Pre-Test Control
0,128 Accepted H0, Rejected H1
Pre-Test Exsperimental

Based on the table above, the results of the analysis of the Mann

Whitney test on the pre-test value of the control and experimental groups

obtained p-value > 0.05. This shows that, there is no significant difference

in student abilities between the control class and the experimental class on

the Pre Test score.

1. Students' Speaking Ability by using the Discussion Learning

method and the Story Telling method.

a. H0 : μ1=μ2 (There is no significant difference in students'

abilities between using the Discussion Learning method and the

Story Telling method)

b. H1 : μ1 ≠ μ2 (There is a significant difference in students' abilities

between using the Discussion Learning method and the Story

Telling method)

Ranks
Kelas N Mean Rank Sum of Ranks
Post_Test Kontrol 35 23.67 828.50
Eksperimen 34 46.66 1586.50
Total 69

Test Statisticsa
Post_Test
Mann-Whitney U 198.500
Wilcoxon W 828.500
Z -4.778
Asymp. Sig. (2-tailed) .000
a. Grouping Variable: Kelas
 50

Table 4.8 Mann Whitney Test - Post Test Score

Variable p-value Keterangan

Post Test Control
0,000 Rejected H0, Accepted H1
Post Test Experimental

Based on the table above, the results of the Mann Whitney test

analysis on the post-test value of the control and experimental

groups obtained p-value < 0.05. This shows that, there are

differences in students' speaking abilities using the Discussion

Learning method and the Story Telling method. By looking at the

average difference test on the post test scores, it can be said that the

Story Telling method is considered to be better in improving

students' speaking skills.

4.3 Discussion of Research Findings

The results of the research on the application of the teaching speaking

through strorytelling method at MAN 2 Banjarmasin showed that there was a

change of students’ frequency score before and after the treatment storytelling

was given. During the research, there was a change in the experimental class. The

changes were in the form of activities or behavior and the condition of students

during the teaching and learning process.

 51

Before the treatment was applied, some students did not seem very interested

in learning English. Only few students were active during the learning process.

After students’ are given storytelling 3 times in a row, the average value of

students' speaking ability in the post-test results has become better than before. In

addition to the percentage of result categories, students also seemed more

interested in the media and the storytelling method used by the researcher and

students were very active and responsive to listen to the stories given. after the

application of the story telling method.

In accordance with the theory by Ellis and Brewster (2014) that storytelling

has power, especially in communicating language and delivering moral values

that must not be forgotten. Storytelling is on its way to becoming an effective

tool for throughout the world. The researcher also uses several ways that can be

used to help students understand to a story. Wright (1995: 34) mentioned such as

use the pictures, masks, objects, and puppets, use mime yourself and translate

keywords. Therefore, the researcher made that theoretical as the basis for

teaching speaking through storytelling.

Meanwhile, some previous have already shown evidence that using

storytelling has an effect to students’ speaking skill. The study is accordance with

the result that conducted by Jundullah Faris & Ahmad Syafi’i (2018). Similarly,

storytelling assists students in learning to speak. Furthermore, students enjoy and

can study wherever and whenever they want. This provides evidence that the

implementation of storytelling relevance to materials had been taught by using

text (simple past tense) as a form of storytelling.

 52

Other relevance studies regarding data collection in the experimental and

control classes which make the basis of researchers as executors in experimental

group are Inten Mujizet: Syarif Hidayatullah State Islamic University Jakarta

(2016), Yunita Hidayati: Universitas Pendidikan Mandalika Mataram (2019),

Harmawati: Makassar Muhammadiyah University (2020) and Annisa Silvani:

Islamic University of RIAU (2022). In their research, they stated that they played

a role as a teacher who gave treatment and take a control in experimental

research. Neverthless, researcher also has encountered difficulties in the field. It

will be revealed that students struggle to improve their speaking skills due to a

lack of time or opportunities to explore their English in oral language production.

As a result, this study came up with a solution to the problem of teaching by

implementing teaching speaking through storytelling.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion

The conclusions related to the implementation of the story telling method on

speaking skills in X grade students of MAN 2 Banjarmasin are as follows:

1. Based on the data obtained, it can be concluded that speaking skills in class X

MAN 2 Banjarmasin before the application of the story telling method were

categorized as Bad. It can be seen in results by the average of students’

learning outcomes bad 67.64%, fair 20.58%, great 8.82%, and excellent 2,

94%.

2. Based on the data obtained, it can be concluded that the story telling method

has an effect on speaking skills in class X students of MAN 2 Banjarmasin. It

can be seen from the percentage gain by using an oral test instrument

categorized. Students’ are given a Storytelling method in English learning for

3 times in a row. In addition to the percentage of result categories. The

average of students' learning outcomes also increased at the post-test stage

using oral test instruments are categorized as bad 0,00%, fair 47,05%, great

44,11%, and 8,83%.

3. Based on the results of the hypothesis analysis test on the Mann Whitney test

on the post-test value of the control and experimental groups, p value <0.05

was obtained. Storytelling is also be an effective learning method that will

help teacher to improve students’ speaking ability. This shows that, there are

53
 54

differences in students' speaking abilities using the Discussion Learning

method and the Story Telling method. By looking at the average difference

test on the post test scores, it can be said that the Story Telling method is

considered to be better in improving students' speaking skills.

5.2 Suggestions

Based on the findings related to the results of the study that the application of

the story telling method affects speaking skills in class X students of MAN 2

Banjarmasin, some suggestions are put forward as follows:

1. To educators, especially teachers of MAN 2 Banjarmasin, it is recommended

to apply the story telling method to arouse students' interest and motivation

to learn.

2. Researchers are expected to be able to develop this story telling method by

applying it to other materials to find out whether other materials are

compatible with this learning method in order to achieve the expected goals.

3. For future researchers, they will be able to develop and strengthen this

storytelling method and strengthen the results of this research by reviewing it

and being able to conduct more successful in quantitatve quasi-experiment

research.
 70

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