IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING

TECHNIQUE ASSISTED WITH VIDEO AT SECOND GRADE OF SMK BINA

INSAN BANGSA

A RESEARCH PAPER

Submitted to the English Education Study Program

Language Education Faculty of IKIP Siliwangi

In Partial Fulfillment of Requirements

For the Sarjana Pendidikan Language Degree

By

ALBERTA ASTI INTAN SHERLIANA

Student’s ID 20220049

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGE EDUCATION IKIP SILIWANGI

2025
 CHAPTER I

INTRODUCTION

In this chapter, the research presents the introduction of this paper. It consists of background
of the research, research question, objectives of the research, benefits of the research and
definition of the key terms.

A. Background of the Research

In reality human beings naturally speak to communicate with each other, such as
expressing their ideas, asking questions, offering help, introducing themselves and so
on. Speaking skills is really important since we use it in order to communicate with
each other. According to Harmer (2007) speaking skills classify as productive skills
which students should actually produce language themselves. This is in line with the
curriculum that is applied in Indonesia which motivates students to present the
learning outcome orally.

According to Saragih (2019) the purpose of teaching speaking is to improve

the oral production of the students, so it is important to choose proper teaching
strategies due to teaching strategies determine teacher's success in achieving teaching
speaking goals. Unfortunately, the educators also have to overcome several issues on
teaching speaking, and it is even more challenging especially if teachers and students
are required to implement online class activity in several conditions. Teachers are
requested to prepare suitable techniques and also media for teaching English,
especially for teaching speaking skills which are normally implemented by offline
classes. Beside that condition teachers also need to choose the proper and accessible
media, due to different limits of students' access and gadget.
According to Ikrammudin (2017) there are several activities that able to use by
teacher to teach English in classroom that states by several researcher to improve
students speaking skill, those are : 1) Information-gap activities, 2) Storytelling, 3)
Meeting and greeting, 4) Surveys, 5) Students presentations. From the techniques that
mentioned before the researcher used storytelling for teaching speaking and covered
that activity in offline learning cases, so we also know it as storytelling.
 There are a several numbers of researchers found that storytelling brings a lot
of advantages such as Hasan (2019) states that storytelling is able to develop
communication skills and performance. And Robin (2016) states that storytelling
increases the talents of students as they begin to research and create their own, do the
research, deep content while analyzing and synthesizing a wide range of information
and opinion.

B. Research Question

Formulation of research questions (RQ) is an essentiality before starting any

research. It aims to explore an existing uncertainty in an area of concern and points to
a need for deliberate investigation.
1. Is storytelling effective to improve students' speaking skill ?
2. How is the process of using storytelling in speaking techniques?
3. What are students' obstacles in the teaching and learning process in using this
technique?

C. Objectives of the Research

The following objectives are designed to conduct research, including the following :

1. They analyzed the effectiveness of speaking skill and storytelling techniques through
the second grade of SMK Bina Insan Bangsa.
2. To know the process when using speaking ability through storytelling techniques.
3. To identify obstacles faced by students during the teaching and learning process using
this technique.
D. Benefits of Research

The implementation of this research is expected to provide input for:

A. For Teachers
Find an interesting useful effective method for teaching speaking skills.

B. For Students
1. To improve English language skills.
2. To increase speaking and self-confidence ability.
3. To increase interest and understanding of listening.
4. To increase students' vocabulary, structure, context, and grammar.
5. Improve students' pronunciation and intonation.

C. Other Researchers
As a reference for the learning process especially in speaking skills.

E. Definition of Key Terms

Some key terms used in this research are as follows:

1. Speaking Skill:
One of the skills needed to interact with others through language-based media
is speaking. Speaking is a type of speech act that involves the production of
sounds by the speech apparatus along with body language and facial
expressions.

2. Storytelling Technique:
Storytelling is a technique used in teaching and learning activities. Storytelling
is a fun way that motivates them to learn as well as stimulate their imagination
and creativity. Storytelling in the classroom can make students involved and
participate in storytelling activities.
 3. Video
Video is a technology moving images, and sound, with a video we can capture
important moments. Many benefits from video for the teaching and learning
process and this media will improve students' motivation. However, the
creation of the video was the appropriate medium for this study. Video might
be used in simulations not just to provide feedback when teachers viewed and
assessed students' efforts, but also because the video helped students feel more
realistic. Because videos are short or simple and provide straight forward
support for the teaching and learning process, teachers also can employ them.

F. Organization of the Research

 CHAPTER II

LITERATURE REVIEW

In this chapter, there are the explanations of the theoretical framework of speaking,
retelling stories, and the previous studies. Those are the basis or reference for the
researcher in conducting this research.
1. Theories of Speaking
a. Definition
Speaking is a communication process which is essential for human life.
The process of speaking is a bridge to convey a message from one
person to another, to know or get others' ideas, and to give information
about something related to their environment. As stated by Thornbury
and Slade (cited in Martono, 2016) that people can get information
from what they have listened to then share that information again
based on their comprehension or they can share based on their own
experience.
Among the four English skills, speaking is one of the most
fundamental skills that should be mastered. Regarding the definitions,
Januariza (2016) defines speaking as the verbal of language to
communicate with others. Its function is to convey a message which
lies in the structure and meaning of all languages, whether it is written
or spoken. Another definition is from Clark and Clark (in Nunan,
1991:23) who say that speaking is fundamentally an instrument act.
Speaking talk in order to have some effect on their listener. According
to Ladouse (in Nunan, 2003: 23), speaking is described as the activity
as the ability to express oneself in the situation, or the activity to report
acts, or situation in precise words or the ability to converse or to
express a sequence of ideas fluently.
 There are some functions of speaking which are pointed out by
Richard (2008:22). First, speaking is used for interacting with
someone. Interaction with someone is similar to a conversation.
Conversations are used by people to communicate with others. Second,
speaking is a transaction that refers to a situation where the focus is on
what is being said. Third, speaking that can be distinguished can be
called a show.
From the ex[lanation above, it can be concluded that speaking
is a productive skill used by someone in daily life to communicate.
Besides, speaking is an act producing words to communicate the
speech sound for expressing and conveying a message or ideas to build
communication to the listener or a group of listeners.
b. Aspect of Speaking
Brown (2004 citied in Hussin, 2020) mention five of speaking, namely:
a). Vocabulary
Vocabulary is a list of words including their meaning and it is used to
express our ideas and feelings by communicating it in a language.
b). Grammar
Grammar is the rule in spoken language. The students must obey the
rules of grammar to make the language to be understood by the people.
c). Fluency
It shows that people are able to communicate well because it consists
of the case and speed of the flowing speech. Someone can be said to be
fluent if she can say words fluently with good pronunciation, know
what they will say then, and know the rules in the language (grammar).
d). Comprehension
In oral communication, responding to the speaker's speech is certainly
required because when the listeners respond well and correctly, it
shows that the listeners "comprehend and understand well what the
speakers" are saying. In short, comprehension is important to avoid
misunderstanding between a speaker and a listener.
e). Pronunciation
 Pronunciation is the way to make a sound of the language. It is also
how and where the place of the stress. Pronunciation is also the way
someone use pitch and intonation (Harmer, 2017 :p.281).

c. Types of Speaking
According to Brown (2004:141) cited in Zahin and Pratiei, the are five
basic types of speaking:
1) Imitative
Imitative is the ability to simply parrot back (imitative) a word
or a phrase or possibly a sentence.
2) Intensive
Intensive is the production of short stretches of oral language
designed to demonstrate competence in a narrow band of
grammatical, phrasal, lexical, or phonological relationship.
3) Responsive
Responsive is interaction and test comprehension, but
somewhat limited to very short conversations, standard
greetings and small talk, simple requests and comments and the
like.
4) Interactive
Interactive is a complex interaction which sometimes includes
multiple exchanges or multiple participants.
5) Extensive
Extensive (monologue) is oral production (speeches) and oral
presentation (speeches and storytelling).

2. Teaching Speaking Through Retelling Story

Hidayah (2016) mentions some steps to teach speaking through

storytelling. They are:
a. Explain that the purpose of retelling is to recreate, as close as
possible to the original, something that has been read (or heard, or viewed).
Remind students how they engage in retelling when they talk about a favorite
book, movie, or event.
 b. Model a retelling with a short selection. If the selection is familiar to
the students, they will be able to make comparisons between the original and retold
version.
c. After the retelling, discuss what they heard. Talk about and list the
elements of a retelling. Record these on chalkboard, chart, and overhead.
d. Guide students in a retelling by providing them with a short
selection to read. After reading, have them prepare for their retelling by referring to
the recorded information. students can be paired for practice. The listener cues in to
be recorded elements that were listed. The listener then provides the re-teller with
feedback. Students then switch roles.

3. Previous Studies
There are other studies similar to this research.
a. The first study is from Adlim (2019) entitled "The Teaching of Speaking by Using
Webtoon at Choice English Course Pare Kediri". This study used descriptive
qualitative as a method, and the data were obtained by interview, observation,
documentation, questionnaire and field note. The study found out that retelling stories
as one of the techniques in teaching of speaking by using Webtoon at Choice English
course Pare Kediri was very good because the students were very active, happy and
they enjoyed the teaching learning process.
b. The second study was from Besral (2019) entitled "The Effect of Retelling Technique
to Students' EFL Learning in Narrating Past Events". The study showed that teaching
and learning speaking skills by using retelling stories in experimental class was more
effective than the teacher strategy (conventional method).
c. The third study was conducted by Putri (2021) entitled "the Effect of Life-Story-
Retelling Technique on Students' Speaking Fluency". Pre-Experimental was used in
this study and conducted in three meetings. The subjects of this study were 32
students of XI Science 6 class at Senior High School 3 Lumajang. The study found
that life-story-retelling techniques helped the students in improving their speaking
fluency because there was a significant result between students' score in pre-test and
post-test.
d. The fourth study was from Satriani (2020) entitled "Retelling Story Through Picture
Series in Improving Students Speaking Skills". The aim of this study was to know the
vocabulary aspect after applying the learning technique of retelling a story through
picture series in X MIPA 2 at SMA Negeri 9 Sinjai. The method of this study was
pre-experimental design and the subjects were 23 students of X MIPA 2 SMA Negeri
9 Sinjai. The result showed that the retelling of the story through pictures improved
the speaking ability of students at SMAN 9 Sinjai.
 CHAPTER III

RESEARCH METHODOLOGY

G. Research Methodology

The method of research and design employed for this is a non-test (Questionnaire),
test, lesson plan, and observation sheet.

1. Research Method and Research Design

According to Creswell (2014), this is a mixed methods strategy
involving a multiple project where the researcher collects quantitative data in
the first phase, analyzes the result, and the plans (or builds into). The second,
qualitative phase, in this researcher use mix method research (MMR), which is
a research methodology that employs multiple method to find answers to the
research in an appropriate and principles manner (Bryman, 2012; Creswell &
Plano Clark, 2011), and it entails collecting analyzing, interpreting, and
reporting both qualitative and quantitative data.
In this research, researchers use an explanatory sequential design,
which is the method that uses sequential approach in it and also to synchronize
a quantitative method with a qualitative method result.

H. Research Subject
The subject of the research is the second grade students at SMK Bina Insan Bangsa in
Padalarang which consist of 32 people. The researcher got 16 people as a sample.
Based on the researcher's preliminary studies, the students have character as explained
below :
1. The students are involved in an offline classroom.
2. The students have a basic knowledge and ability in English at their level.
3. The students and teacher engage in an offline learning classroom.
I. Research Instrument
Instrument is any tool that is used to collect the data. According to Tavakoli (2012),
an instrument is any device that can be presented in written, audio, or visual format,
which is used to collect the data. The instruments of this research are :
1. Lesson Plan
Lesson plan is the instructor's road map of what students need to learn and
how it will be done effectively during class time. This research lesson plan is
part of preparation before starting the research.
2. Questionnaire
Questionnaire was held to allow the students to know their feelings and
opinion toward the implementation of project-based approach in the class. The
sample of this activity is all the students except the students who are being
interviewed. This activity is administered after treatment.
3. Test
Test is a method of measuring a person's ability, knowledge, or performance
in each domain (Brown, 2003). Test as an instrument of evaluation is a
systematic procedure of description, collection, and interpretation to measure
the test-taker's achievement ability, knowledge, and performance of what they
have learned in the learning process and to get a value judgment.
The purpose of a test is to give valid information on the students'
abilities and knowledge. Hence the successfulness of the teaching and learning
can be seen in the test result. In this research, the researcher used the test once
for students at the end of the learning activities. The purpose is to determine
students'.
4. Observation Sheet
During this research, the researcher used an observation sheet for recording
the class activities. It contains the reaction of students, cooperation of students,
students' confidence in speaking English during the class, etc.
J. Research Procedure
The research stages follow the research stages of The Sequential Explanatory Design.
1. Formulate the problem.
2. Formulating the theoretical basis and hypotheses.
3. Collecting data and analyzing quantitative data.
4. Hypothesis testing.
5. Collecting data and analyzing qualitative data.
6. Analyzing quantitative and qualitative data.
7. Make a conclusion and suggestion.

K. Data Collection
Appropriate data analysis is an important consideration in research. For this research
which uses the qualitative method, this research applied an interactive model of data
analysis proposed by Miles and Huberman (1992) as cited in Madani (2019). The data
analysis consisted of three main components, namely : (1) data reduction; (2) data
display; and (3) conclusion (verification). The process of data analysis is illustrated in
figure 3.1 below.

Figure 3.1 Technique of Analysis Data

1. Data Reduction
It is the process that starts with explaining things, selecting the basic things, and
focusing on important content of data obtained from the observation, questionnaire,
and interview. The researcher sorted the data which were related to the research
objectives.
2. Data Display
It is the process of showing data from various types. The display should be organized,
a compressed assembly of information that permits conclusion drawing and action.
3. Conclusion (Verification)
It is the process of drawing the content of collected data. It should have a good
statement and clear data. Data gets analyzed, verified for validity, and at the last
conclusion will be conducted in a significant and clear way.
L. References

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