THE EFFECT OF STORYTELLING IN ENGLISH SPEAKING CLASS

FOR ISLAMIC SENIOR HIGH SCHOOL AT MAS PAB-1 SAMPALI KEC.

PERCUT SEI TUAN KAB. DELI SERDANG

A THESIS PROPOSAL
Submitted to Faculty of Tarbiyah and Teachers Training State Islamic
University of North Sumatera Medan as a Partial Fulfillment of the
Requirements for the Degree of S-1 Program

BY :
JAYANTI FITRI AYU
0304182060

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH

AND TEACHING SCIENCE AND TEACHERS TRAINING STATE
ISLAMIC UNIVERSITY OF NORTH SUMATERA
MEDAN 2022
 APPROVED AND VALIDATED

Advisor I Advisor II

Dr. Achmad Ramadhan, MA Maryati Salmiah, M.Hum

NIP. 196601151994031002 NIP. 196905031999032003
Head of English Education Secretary of English Education
Department Department

Yani Lubis, S.Ag., M.Hum Ernita Daulay, M.Hum

NIP. 19700606 200003 1 006 NIP. 19801201 200912 2 003
Dean of Faculty of Tarbiyah and Teachers Training
State Islamic University of North Sumatera
Medan 2022

Dr. Mardianto, M.Pd

NIP. 19671212 199403 1 004
 PERNYATAAN KEASLIAN SKRIPSI

Saya yang bertanda tangan dibawah ini:

Nama : Jayanti Fitri Ayu
NIM : 0304182060
Jurusan : Tadris Bahasa Inggris
Judul : The Effect of Storytelling in English Speaking Class for Islamic
Senior High School at MAS PAB-1 Sampali Kec. Percut Sei Tuan
Kab. Deli Serdang

Menyatakan dengan sebenarnya bahwa skripsi yang berjudul “The Effect of

Storytelling in English Speaking Class for Islamic Senior High School at MAS PAB-1
Sampali Kec. Percut Sei Tuan Kab. Deli Serdang” adalah karya sendiri. Pengutipan
yang terdapat dalam skripsi ini dilakukan dengan cara-cara yang sesuai dengan
etika keilmuan. Atas pernyataan ini, saya bersedia menerima sanksi sesuai dengan
peraturan perundang-undangan yang berlaku apabila suatu hari nanti ada pihak
lain yang keberatan dengan skripsi Saya ini atau ditemukan bukti adanya unsur
plagiasi atau penjiplakan atau penipuan yang melanggar etika keilmuan.

Medan, 21 November 2022

Yang membuat pernyataan

Jayanti Fitri Ayu

NIM. 0304182060
 ABSTRACT

The research of “The Effect of Storytelling in English Speaking Class for Islamic
Senior High School at MAS PAB-1 Sampali Kec. Percut Sei Tuan, Kab. Deli
Serdang” has been conducted succesfully. This research was aimed to test the
effect of Storytelling to improve student’s speaking ability. The population of this
research was class X-1 at MAS PAB-1 Sampali. The samples were 30 students
whom asked to speak introduction. The first test was pre-test, students were asked
to introduce themselves. The second test was post-test, students were asked to
introduce themselves again after given storytelling treatment. Methodology of this
research is quantitative using pre-experiment pre-test post-test one group where
the data collected by the researcher is based on the results of test and direct
observation. Researcher obtained results that there are significant effect in
storytelling to improve student speaking ability. Researcher also found that
storytelling made them more relaxed, boosted up their confidence and added more
vocabulary to their knowledge. Based on the results, it can be concluded that
Storytelling significant effect at improving student’s speaking ability.

Keyword : Storytelling, English, Speaking, Class, Pretest, Posttest

i
 ACKNOWLEDGEMENT

Expression of praise and gratitude the writer prays to Allah SWT, that it is
because of His blessing and mercy that the writer could complete this thesis
entitled “The Effect of Storytelling in English Speaking Class for Islamic
Senior High School at MAS PAB-1 Sampali Kec. Percut Sei Tuan Kab. Deli
Serdang”. Also, do not forget to deliver shalawat to our prophet Muhammad
SAW, hopefully someday we will be in the same place with him. The writer
realizes that scientific writing in the form of this thesis is still far from perfection,
both regarding with its substance and writing. Therefore, the writer hopes that this
thesis is useful and can be a good deed for the writer.
The completion of writing this thesis is an integral part of hard work,
persistence, patience, prayer, support, encouragement, guidance, and assistance
from various parties. It is reasonable and proper if the writer expresses his
gratitude and appreciation to all parties who have contributed to the writer.
Sincere thanks and the highest appreciation are conveyed to the honorable:
1. Prof. Dr. Syahrin Harahap, MA as the Head of State Islamic University of
North Sumatera Medan.
2. Dr. Mardianto, M.Pd as the Dean of Tarbiyah Science and Teacher
Training Faculty, State Islamic University of North Sumatera Medan.
3. Yani Lubis, S.Ag., M.Hum as the Head of English Education Department,
Faculty of Tarbiyah Science and Teacher Training, State Islamic
University of North Sumatera Medan.
4. Ernita Daulay, S.Pd., M.Hum as the Secretary of English Education
Department, Faculty of Tarbiyah Science and Teacher Training, State
Islamic University of North Sumatera Medan.
5. Drs. Ahmad Ramadhan as the first thesis advisor and also the academic
advisor who has directed, guided, and motivated the writer to carry out the
research and complete the writing of thesis from the start to finish.

ii
 6. Maryati Salmiah, M.Hum as the second thesis advisor who has directed,
guided, and motivated the writer to carry out the research and complete the
writing of thesis from start to finish.
7. All lectures of English Education Department who always give their
motivation and valuable knowledge during my study at Faculty of
Tarbiyah and Teachers Training of State Islamic University of North
Sumatera.
8. My beloved family, who always support, advice help in very situation and
condition especially to my father and my mother.
9. My dearest friends from Senior High School until now. Aisyah Dinni,
Valery Putri and Nida Khofiyya. Thanks for their support and sharing the
happiness and sorrow during finishing this skripsi.
10. All of the researcher’s classmates at TBI-5 2018 especially Putri
Ramadhani, Nurya Adilla, Riska Alpani Ananda and Cindy Ananda Puteri.
11. For all people who helped and gave a big support in making this skripsi
that can not mentioned the name by name.
Finally, the writer realizes that this thesis is still far from perfection.
Therefore,constructive suggestion is needed for the progress of the next study.
Thus, comments, critics and suggestion will be openly appreciated for better
future studies. The researcher hopes that this research will give an important
contribution to the Department of English Education.

Medan, November 2022

Researcher

Jayanti Fitri Ayu

NIM. 0304182060

iii
 TABLE OF CONTENTS

ABSTRACT ............................................................................................................ i

ACKNOWLEDGEMENT .................................................................................... ii

TABLE OF CONTENTS..................................................................................... iv

LIST OF TABLES ............................................................................................... vi

LIST OF FIGURE .............................................................................................. vii

LIST OF APPENDICES ................................................................................... viii

CHAPTER I............................................................................................................1

INTRODUCTION ..................................................................................................1

1.1. Background of The Study ................................................................................... 1

1.2. Identification of The Problem ............................................................................. 5
1.3. Limitation of the Study ....................................................................................... 6
1.4. The Formulation of the Study ............................................................................. 6
1.5. The Objective of the Study ................................................................................. 6
1.6. The Significance of the Study ............................................................................. 6
CHAPTER II ..........................................................................................................8

LITERATURE REVIEW......................................................................................8

2.1. Theoretical Framework ....................................................................................... 8

2.1.1 Speaking...................................................................................................... 8
2.1.2. Storytelling................................................................................................ 19
2.2. Previous Relevant Study ................................................................................... 24
2.3. Conceptual Framework ..................................................................................... 26
CHAPTER III ......................................................................................................27

RESEARCH METHODOLOGY .......................................................................27

3.1. Research Setting ............................................................................................... 27

3.2. Research Design ............................................................................................... 27
3.5. Instruments of Research.................................................................................... 29

iv
 3.6. Procedure of Collecting Data ............................................................................ 32
3.7. Technique of Data Analysis .............................................................................. 33
3.8. Statistical Hypothesis ........................................................................................ 35
CHAPTER IV .......................................................................................................36

RESEARCH FINDING AND DISCUSSION ....................................................36

4.2. Data Analysis ......................................................................................................... 38

4.3. Discussion ......................................................................................................... 43
CHAPTER V ........................................................................................................45

CONCLUSION AND SUGGESTION ...............................................................45

5.1 Conclusion ........................................................................................................ 45

REFERENCES .....................................................................................................46

APPENDICES ......................................................................................................49

v
 LIST OF TABLES

Table Tittle Page

Table 3.1 Research Participants 27
Table 3.2 Pre-Experimental Design 27
Table 3.3 Oral Scoring Procedure by David P. Harris 30
Table 3.4 Retelling Story Rubric of the Students 33
Table 3.5 Classifying the score of the student 34
Table 4.1 The Students’ Score of Pre-Test and Post-Test 36
Table 4.2 Descriptive Statistics 38
Table 4.3 Normality Test of Shapiro-Wilk 39
Table 4.4 Test of Homogeneity of Variance 40
Table 4.5 Paired Samples Statistics 41
Table 4.6 Paired Samples Correlations 42
Table 4.7 Paired Samples Test 42

vi
 LIST OF FIGURE

Figure Tittle Page

Figure 4.1 Pre-Test and Post-Test Graphic 40

vii
 LIST OF APPENDICES

Appendices Tittle Page

Appendix I Pre-Test and Post-Test Graphic 49
Appendix II Post-Test 51

viii
 CHAPTER I
INTRODUCTION

1.1. Background of The Study

As social human, people always interact and communicate one another.
The first way to do the interaction and communication is by speaking. In this case,
the people express their ideas and communicate what they want orally. That is
why speaking is very essential, moreover speaking English. Aye and Phyu
(2015:1) state that we need an effective English speaking skill in the whole life
aspects in this globalization era. Then, Sepahvand (2014: 1847) argues that there
are some reasons to put speaking as the first aim of study such as personal
satisfaction from being able to speak and reaching other interests or career goals.
Additionally, Tahir (2015: 174) says that somebody is considered successful in
learning a foreign language when he or she has the ability to speak it.
English has become an international language that is taught at almost all
levels of education in the world. People realize that the main purpose of learning
foreign language is to use it in communication both in oral or written form. The
data revealed by British Council (2013:5) shows that the number of English
speaker have reached 1.75 billion people or about a quarter of world population.
This large number is caused by the existence of English language in almost all
aspect of life.
In learning English, there are four skills that are needs to be mastered by
students. They are listening, speaking, reading and writing. According to Richards
& Rodgers in Leong and Ahmadi (2017: 34), one of them is speaking, speaking as
productive skill. Speaking is the productive skill that the students can produce the
text and it should be meaningful. The most often the first impression f a person is
base on the students’ ability to speak fluently and that is an important part of
everyday interaction. Moreover, Richard (2002: 210), states that speaking is one
of the central elements of communication in EFL (English as a Foreign Language)
teaching; it is an aspect that needs special attention and instruction.

1
 Aidil (2017: 36), says that the purpose of learning English is “.....to reach
the communicative ability, students should master speaking skill”. Speaking is
found to be the most fundamental element in English communication speaking
skill. However, speaking in the class is one of the way to reach of learning goal
for mastering speaking sill. Also, having the ability in speaking is important for
being a professional and personal success person due to it plays all important roles
in the life which will affects the ability for arguing in general.
According to Richard’s (2008:21) statement, the mastery of speaking skill
in English is a priority for many second-language or foreign language learners. He
said that speaking is a primary basic skill to tell and share ideas in
communication. Thus,speaking is one of the language skills that must be learned
to start the communication.
Considering the importance of mastering the speaking skill in language
teaching, the national policy through the regulation of minister of national
education reflects the importance of English in the standard of content. Also,
Indonesia establishes English as prominent foreign language taught as school and
one of subjects tested in national exam. This determination is intended to prepare
Indonesian students in facing globalization era. Therefore, they are able to
compete with other people from where English becomes second or first language.
Speaking is the way of people to express and communicate ideas to others
orally. According to Gert and Hans in Efrizal (2012: 127), speaking is speech or
utterances produced by the speaker with an intention of being known and then, the
listener processes the sayings in order to know the speaker’s intention. irawati
(2014: 26) defines speaking as an activity to produce sayings in the form of words
and sentences orally in order to communicate with others. Meanwhile,
Khorashadyadeh (2014: 12) states that speaking needs not only the learners’
understanding about the way to produce the linguistic competence such as
grammar, pronunciation, and vocabulary but also comprehension about
sociolinguistic competence such as when, why , and how to speak. Bahadorfar and
Omidvar (2015: 9) say that speaking skills can be categorized as good speaking
skill when the listener can understand the words produced by the speaker.

2
Additionally, Parera (1991:3) says that the determining factors for effective oral
communication are:
1. The specific characteristics of the relationship between speech users or
between speakers;
2. Time and place of the voice communication;
3. The means used to communicate in the language;
4. The purpose of voice communication;
5. The characteristics of the current mandate; and
6. Environment of use.

The reseacher focuses the research on the Islamic Senior High School at
MAS PAB-1 Sampali Kab. Deli Serdang Kec. Percut Sei Tuan . Based on the
syllabus, the basic competency that should be achieved in speaking skill for the
Eight Grade students are about some functional skill such as transactional and
interpersonal skill. There are talking about there self, starting a conversation,
making adate, describing things, instructing people how to do things, and getting
to know each other.
From the basic competency above, the students have not achieved that
competence. By observing the class, there are some problems that students face.
The first, the students were too shy to share their ideas through speaking because
they were lack of grammatical and lack of confidence. It is because they are only
taught the rules of grammar. Not to use the grammarian speaking context.
Secondly,most of students are not interested in learning process. They are afraid
and anxious of saying something wrong or in comprehensible. The third, teachers
are using monotone technique in involving their students to do speaking. In
speaking class, the students just use dialog pairs to do communication in
speaking. The fourth, school only focuses the language skills for UN (National
Examination) in listening and reading, so the students think that it is not useful to
master the other skills like speaking and writing. It is where as actually speaking
is a goal of learning foreign language.

3
 The reseacher concludes that the process of teaching speaking should be more
communicative and interactive to make the students be brave to explore their
ideas through speaking. It also should be more active materials in order to the
students understand that the main goal in learning language is to communicate the
language it self.
Here, the researcher thinks that the storytelling will make the speaking
activity became joyful and attractive. Storytelling is a means for sharing and
interpreting experiences. Through storytelling, she believes the students will be
more motivated to speak English freely because at the first, they have been
stimulated to comprehend the story. It is also makes the students enjoy the
learning process.
According to Harmer (2007: 89),says that the storytelling is one of
methods in teaching speaking that students can briefly summarize a tale or story
they heard from somebody beforehand, or they may create their own stories to tell
their classmates. So, the students can share their ideas in storytelling.
Moreover, in pedagogical theory there are strong supports for the story
telling to be used in language teaching. In summary, storytelling is an interactive
approach between students, teacher, and materials that is recommended to be
applied in the classroom.
Storytelling is the interactive art of using words and actions to reveal the
element and images of a story, to encourage the listener‟s imagination and to
make the students speak up (NSN resources). In this era, telling stories is indeed a
rare thing do. Its roles and functions have been replaced by the presence
Television, games on a computer and social media. Apart from all that, the
storyhas strength, function and benefits as a medium of communication, as well as
a method for building a child's personality.
According Fikriah (2016:87) Storytelling is a kind of teaching strategy
which can help the young learners to get knowledge, literacy, imagination,
creation and critical thinking as cited. Therefore, storytelling is very useful to
teach foreign language for young learners and motivates children to be active

4
participant in the construction of meaning of the story as stated in Maulany (2013:
30).
Rahman (2015: 5) The teacher must be able to improve students’ speaking
skill by creating the situation that can encourge and motivate the students to learn
speak. The teacher is expected to have interesting teaching technique to provide
students with appropriate teaching materials and to create positive classroom
environment. Rahman states that to the develop the students’ speaking skiill, the
teaching and learning should be more effective and it is important to the teacher to
design the lessons according to the learners’ age group and competency level and
also in a way the students motivated to learn and speak.
Furthermore, there is substantial support in pedagogical theory for the use
of story telling in language training. In conclusion, storytelling is an interactive
strategy that is advised for use in the classroom and involves students, teachers,
and materials.
Based on the description above,, the writer wishes to demonstrate how
storytelling can help students improve their speaking skills.Based on the
descriptions above, the researcher was to conduct a research entitle “The Effect
of Storytelling in English Speaking Class for Islamic Senior High School at
MAS PAB-1 Sampali Kec. Percut Sei Tuan Kab. Deli Serdang”.

1.2. Identification of The Problem

Based on the information presented above, the authors identify the
problems:
1. Commonly, students in MAS PAB-1 Sampali feel afraid and nervous when
they want to speak or communicate using English in front of their
classmates
2. The students do not have any ideas or initiative to speak in English, it is
caused by the lack of vocabulary, grammatical patterns, and lack of
practicing English speaking.
3. The students still frequently made mistakes in pronouncing the English
words.

5
 1.3. Limitation of the Study
The following constraints apply to this study, which focuses on
storytelling as a means of developing students' speaking skills: This research will
look at how storytelling can help students improve their speaking skills. It focuses
on the impact of storytelling on tale structure (text structure) and fluency.

1.4. The Formulation of the Study

The formulation of the problem is as follows. Is there any effect of
Storytelling in english speaking class for Islamic Senior High School at MAS
PAB-1 Sampali Kab. Deli Serdang Kec. Percut Sei Tuan?

1.5. The Objective of the Study

Based on the statements of formulation , there are objectives of the study,
as following. To find out the effect of Storytelling in english speaking class for
Islamic Senior High School at MAS PAB-1 Sampali Kab. Deli Serdang Kec.
Percut Sei Tuan.

1.6. The Significance of the Study

This study is expected having some significances not only for the writer
herself, but also for three groups of people such English teacher, students, and
other researchers.
1. For the english teachers
The result of this study is expected would make the teacher use
storytelling technique in teaching speaking, in order to make the classroom
more attractive.

2. For students
Hopefully, the using of storytelling technique in teaching and learning
speaking can give the students a lot of opportunities to be creative and brave
in their speaking performance.

6
3. For other researchers
The writer hopes this study can be a reference to other researchers who
want to study about the storytelling technique to enhance students' English
skills.

7
 CHAPTER II
LITERATURE REVIEW

2.1. Theoretical Framework

A research is based on the existing theories of certain fields of science. In
this research, the riview of literature function in giving clear concepts applied in
this study. There were Second sections that discussed in this chapter. For the first
section eas theoretical framework that consisted of speaking and storytelling.
While the second was related to study and conceptual framework.

2.1.1 Speaking
1. The Definition of Speaking
In this study. Speaking terminology was one of four skills
related to language teaching and learning. As a language skill,
speaking is sometimes undervalued or in other words belittled. In
teaching English, most teachers are interested in teaching written
language. David (2001: 58) This language is characterized by well-
formed sentences that are incorporated into highly structured
passages.
In fact, speaking is also very important for students. To know
how important words are, we must know the nature of words
themselves.
There is holy Quran to strengthen this:

“And do not follow what you do not know, for the hearing,
sight, and heart of this person will all be held accountable”. [Al-
Israa : 36] (Ali, 2021)

8
 According to Rebecca (2006 : 144).“speaking is the first mode
in which children acquire language, it is part of the daily involvement
of most people in language activities, and it is the prime motor of
language change”. It provides our main data for understanding
bilingualism and language contact.
Moreover, “speaking is depending on the complexity of the
information to be communicated; however the speaker sometimes
finds it difficult to clarify”. Gillian ( 1994: 14)
Jack. C. (2002: 204) Some language learning professionals
have tried to define speech in their own way. Richards said that
speech is a verbal use of language and a medium for people to
communicate with each other.
This is the most demanding skill for communicating in
everyday life. We need tomakethe interlocutor understand ourselves,
which is not an easy task, especially for beginners and advanced
users. In other words, speaking is seen as an interactive process
ofmeaning building, where information is generated and received to
achieve the respective goals between the speaker and the listener.
Based on the Oxford Dictionary ( 2003: 426), speaking is
simplyputting an idea into words so that others can understand the
message being conveyed. When people communicate with others,
speakers use some utterances to convey their purpose to the listener.
The speaker needs to express his or her thoughts in words to ensure
that the listener understands what he or she is saying.
Jeremy (1991 : 343) Speaking also depends on the context in
which it is used. People learn a language because they want to use it
for a specific purpose. Discussions between students include, for
example, assignments, points, and everyday situations at school. Not
when talking about air traffic controllers.

9
 They often speak English and guide planes to the sky. Also,
fishermen's words often talk about boats, weather, and fishermen's
harvests.
There is information between what the speaker said and what
the listener received while speaking. Both of them should be able to
comprehend the information given in order to achieve communicative
end. This means that students not only should have knowledge of
target language forms and functions, but also knowledge of the
interaction between the speaker and listener in order their meaning
are made clear.
Al-Bukhari in his Sahih hadith no. 6474 from Sahl bin Sa'id
that the Messenger of Allah said:

‫ض َويَّ لِي‬
ْ َ‫عي سهل بي سعيد أى رسىل هللا صلى هللا عليه وسلن قال َهيْ ي‬
ْ َ‫َهابَيْيَ لِ ْحيَ ْي َو َها بَيْيَ ِر ْجلَ ْي ِه أ‬
َ‫ض َويْ َلهُ ا ْل َجنَّة‬

The meaning from the hadist is:

“Whoever can guarantee me (to protect) what is between his
two beards and his two legs,then I give him a guarantee of going to
heaven”. (HR.Bukhari no.6474).
According to Burton (2012 : 16) state that the most feature of
speaking is that the manner during which the talkers enable each
other to possess their say by the series of signal, given by tone of
voice, and hand gesture or a face expression. The speaker World
Health Organization has taken the active position to require the role
makes a corresponding series of verbal responses.
Furthermore, speaking is shown that it became evident not
only through speech but facial expression to make speakers more
correspond and make conversation.

10
 Meanwhile, Donough and Shaw (2003: 134) state, "There are
some reasons for expressing ideas and opinions involved in
speaking: expressing a desire or desire to do something, negotiating
or solving a particular problem, or creating and maintaining social
relations and friendships." In addition to fluency, accuracy and
confidentiality, speaking is an important goal”. Therefore, students
can get the message by speaking and find the data they need to cause
speaking because the primary instrument of verbal communication
and it is that the opinions directly what we have in our minds are
thanks to categorical ideas.
Douglas Brown (2003:21) Speaking is one of the four
language skills of English. It is the production capacity in the sense
that the speaker makes the sound of the language. Basically,
speaking is aimed at two-way communication. Speakers and listeners
discuss the meaning of what they are saying. Brown State Speaking
is one of the English communication skillsclosely related to listening
from a pragmatic point of view of language performance.
According to experts, speaking is very different from other
language skills because speaking involves the ability to appear in
public. Speaking is considered one of the language skills that must
be acquired when learning English. Students must be able to speak
in a structured or functional language format. In addition,students
need to understand when, how, and why they interact with others,
taking into account cultural and social contexts.
In summary, speaking is the ability to express something in
the spoken language. It is the act of providing information or
expressing emotions in words. Speaking activities usually involve a
communication conversation between the speaker giving the
massage and the listener receiving it.
Allah SWT told us to talk about creating virtue and devotion.
And, according to Islamic teachings, it can be concluded that

11
speaking means not talking about sin, but always talking about good
things, in a gentle way, to convey a message to someone in a good
way. I can do it. These are the attributes of believers when you see
how he speaks.
From the above discussion, researchers can conclude that
speech is the human ability to convey a message to listeners in the
correct way in a given context, and that the listener understands the
message.

َ ‫َوقُ ْل لِّ ِع َبا ِديْ َيقُ ْولُوا الَّ ِتيْ ه‬

‫ِي اَحْ َسن‬

The meaning: “And say to My-servants, that they should

speak in the most kindly manner” [Q.S Al-Isra‟: 53]. (Ali, 2021)

Speaking is one of language skills that plays an important

role in learning a language. According to Sanggam (2008:2)
speaking is the spoken is the spkoen productive skills. It is the skill
of speaker to communicate information to alistener or a group of
listener.
Al-Bukhari in his Sahih no.6475 and Muslim in his Sahih
no.74 narrated a hadith from Abu Hurairah that the Messenger of
Allah said:

‫عن أبي هريرة أن رسول هللا صلى هللا عليه وسلم قال‬
ْ َ‫اَّللِ َوا ْل َي ْى ِم ْاآل ِخ ِر فَليَقُ ْل َخ ْي ًرا أَ ْو لِي‬
ْ‫ص ُوت‬ َّ ِ‫َو َهيْ َكاىَ يُ ْؤ ِهيُ ب‬

The meaning from that hadist is : From Abu Hurairah R.A:

Rasulillah SAW. Said : “Whoever believes in Allah and the Last
Day, let him say good or remain silent.”(Muttafaq 'alaih: Al-Bukhari,
no. 6475; Muslim, no. 74).

12
 Then it can be concluded that, according to the Islam
teaching, speaking is to convey a message to someone in a good
road, with a soft word, don't speak about sin and always speak about
good things. That's the characteristics of the believers if they seen
from the way in speaking. From the discussion above, the researcher
can to conclude that speaking is the ability of human being to convey
the message to the other people called by listener by the good ways
in some context, and the listener will understand about the message
in the conversation.

2. Functions of Speaking
According to Richard (2008:21), there are two main functions
of speaking. The first is a speaking interaction feature that helps
establish and maintain social relationships, and the second is a
transaction feature focused on exchanging information. In addition,
speaking has three communication functions. Talk as an interaction,
talk, talk as a transaction, talk as a performance.
The first is to speak as an interaction. It refers to what people
usually think of as "conversation" and primarily describes interactions
that perform social functions. This feature focuses on the speakers
and how they want to express themselves, not the message. For
example, when people meet, they greet each other, tell small stories,
and share their experiences.
Another function is talk as transaction; it refers to situation
where the focus is on what is said or done. The message and making
oneself understood clearly and accurately is central focus, rather than
participants and how they interact socially with each other. For
example, students may be engaged in hands-on activities to explore
concepts associated with floating and sinking.

13
 The last function is talk as performance. It is about public talk,
talk transmits information before audience, such as classroom
presentation, public announcements, and speeches.
In addition, there is a relation between the three functions of
speaking with storytelling. Storytelling is one of speaking activity
which force or stimulate students to perform their speaking skill. So,
it means that storytelling can encourage the students use the fucntion
of speaking.
When speaking in the classroom, the students communicate
both with their teacher and friends. The students also can study
language through speaking so that they can achieve the goal of
learning language. According to William (2002:93). Speaking has
many purposes that give some advantages in teaching foreign
language skills. But the advantages or the function of speaking can be
achieved if the teacher encourages the students by giving the
opportunity and spaces for students to speak up their thought and
ideas. As Littlewodd said, “The development of communicative skills
can only take place if learners have motivation and opportunity to
express their own identity….”
From the discussion above, the researcher can conclude that
the humans were created as perfect creatures on this earth who have
been taught to speak by it because in that learning skills needed to
master aspects of language. One expert suggested that "language
conventionally distinguish betwen four aspects of language which are
mastered by means 'four skills' listening, speaking, reading, and
writing. Speaking is an active productive or output counterparts ".
That is, that speaking skills is an ability to produce sound or a
meaning actively and be able to cause feedback.

14
3. Types of Speaking Activities
According to Scott (2006:17), there are several types of
speaking activities, including :
1) Cognitive Factors
a) Familiarity with the topic : the greater the familiarity, the
easier the speaking task; this is why it is generally easier to
talk about your job, or your family, than it is to talk about
something very removed from your day-to-day life.
b) Familiarity with the genre: giving a lecturer or a speech will
be harder if you are unfamiliar with those particular genres.
c) Familiarity with interlocutors; generally speaking, the better
you know the people you are talking to and the more shared
knowledge you can assume, the easier it will be.
d) Processing demand; if the speech event involves complex
mental processing, such as that involved in describing a
complicated procedure without recourse to illustrations, it
will be more difficult than if not.

2) Affective Factors.
a) Feeling towards the topic and/or the participants; generally,
if you are well disposed to the topic you are talking about,
and/or the other participants, the easier it is likely to be.
b) Self-Consciousness: being ’put on the spot’ can cause
anxiety which will have a negative effect on performance;
likewise, knowing (or believing) that you are being evaluated
can be prejudicial.

15
3) Performance Factors
a) Mode: speaking face-to-face, where you can closely monitor
your interculator’s responses and where you can use gesture
and eye-contact, is generally easier than speaking over the
telephone, for example.
b) Degree of collaboration: giving a presentation on your own
is generally harder than doing it with colleagues because in
the former case you can’t count on peer support.
c) Discourse control: on the other hand, it is often easier if you
can control the direction events, rather than being subject to
someone else’s control.
d) Planning and rehearsal time: generally, the more time to
prepare, the easier the task will be: telling a joke is usually
easier the second time round.
e) Time pressure: if there is a degree of urgency, it is likely to
increase the difficulty for the speaker.
f) Environmental conditions: trying to speak against a
background of loud music on in poor acoustic conditions
difficult as well as in the classroom.

4. The Elements of Speaking

Oral communication can be maintained by having some
components as follow:
1) Pronunciation.
Pronunciation focuses on production and identification of
the sounds, stress patterns, and intonation in English. It
introduces multiplechoice hearing identification by Harold
(1983:7).
According to Gerald (2000:6). English pronunciation is
considered by some aspects. First, it relates to the speech organs
and how the organs produce sounds. The flow of air which

16
comes from lungs will have modification at vocal cord,
pharynx, mouth, and nasal cavity. It happens as the opening and
closing of the vocal cords. While above the speech organs such
as the pharynx, mouth, and nasal passages, the air transforms
into plosives, lateral sounds, velar consonants, nasal sounds,
bilabial sounds, alveolar sounds, teeth, and so on.
Without good pronunciation, the listener will not
understand what others are saying and the communication
process will be difficult. Therefore, pronunciation plays a
central academic and social role for students to successfully
engage and integrate with the community.

2) Grammar
Grammar is about abilities in problems from inflection to
syntax. You can't say a language without knowing the pattern
of the language itself. Since knowledge of grammar is essential
for language learners, it is clear that students need some
knowledge of these rules to speak properly. Students need to
learn grammar such as modal verbs, modifiers, prepositions,
clauses, and other grammatical functions.

3) Vocabulary
Paul (2004:40) define vocabulary is one of the most
important elements in teaching and learning to speak. It is
important for language learners to choose the right words in a
particular situation in order to make sense in speaking. For
example, when people want to explain their feelings about
something, they need to be able to find words that reflect their
feelings. Therefore, students need to understand the importance
of meaning in context, facts about word formation, and how to
twist words to fit different grammatical contexts.

17
4) Fluency
Fluency is the ability to speak spontaneously and
eloquently with no pausing and with absence of disturbing
hesitation markers. It also refers to some aspects like
responding coherently within the turns of the conversation,
using linking words and phrases, keeping in mind a
comprehensible pronunciation and adequate intonation without
too much hesitation. Fluency cannot be separated from
accuracy. Accuracy refers to the mastery of phonology
elements, grammar and discourse.

5) Comprehension
The last element to talk about is comprehension.
Comprehension means understanding and interpreting what is
being said. It's about student language skills on all technical
and general topics, as well as native speakers, smoothly without
much effort.
Insummary by Arthur (2003:112), pronunciation, grammar,
vocabulary, fluency, and comprehension are important and
complementary factors in the development of students'
speaking skills. These elements support each other to achieve
the goal of speaking.
In addition, these items will be the instruments or scoring
rubrics for the speaking test in this study. Each item has a
rating scale to measure the learner's speaking skills. The results
are then collected as study data.

18
2.1.2. Storytelling
1. Definition of Storytelling
Storytelling has long been used as a means of communication.
The story creates magic and a mysterious sensation in the world.
Stories tell us about life, about ourselves and others. Storytelling is a
unique way for students to develop understanding, respect and
appreciation for other cultures. Wilson explains that storytelling is an
activity that can be very easily defined as being done by a storyteller.
As humans, humans usually tell others their stories. They tell others
about their feelings, opinions, ideas, or even what happened in their
lives. It's as easy to talk to others as it is to express what's in your
heart.
Wilson's (2002:4-5) book further explains that telling stories
is considered to belong to the pre-industrial or mythical past, as
people like to share their stories and experiences. Narratives have
been shared in all cultures as a means of entertainment, education,
cultural protection and permeation of moral values. An important
element of storytelling is the plot, the characters, and the perspective
of the story.
Story telling is the retelling of a story you read or hear, using
the storyteller's own words, based on your understanding of the story.
According to Zaro and Saberri of Akhyak and Indramawan (2013:18-
24), storytelling is an activity that involves interaction between the
storyteller and the audience, and at some level between the person
and the listener. Next,Storytelling as a way for students to re-tell a
story in a different word structure after the teacher tells the story.
Next, Ebrahiminejad, Azizifar, Gowhary, and Jamalinesari (2014:42-
56) state that storytelling is a teaching method using short stories.
According to Ling in Julia, storytelling is a learner-centric way to
help students use information and convey messages to others. In
other words, the way the story is told is a teaching method that allows

19
students to re-speak the content of the story with different word
structures by having a certain interaction between the narrator and the
listener.
Asexplained above, understanding storytelling can be
concluded that storytelling is actually an activity to share what is in
the mind. It has many advantages. For entertainment, education,
cultural protection and education of moral values. Also, there are
some elements that need attention. They are plots, characters, and
story perspectives.

2. The Aims of Storytelling

According to Ellis and Brewster (1991:2), storytelling can
motivate students to develop a positive attitude towards foreign
languages and language learning. Moral messages can be included in
any story, whether negative or positive. If negative, the teacher
should instruct the student not to copy, while if positive, the teacher
should instruct the student to copy. In addition, through storytelling,
students are taught listening, good oral language, plotting, ordering,
and characterization. The importance of telling a story is also in
visualization. Therefore, when you hear a story, you naturally start to
imagine and understand it, and the story stimulates your students
mentally.
Storytelling can enhance students' ability to share social
experiences. Storytelling is not only fun, it also helps build student
self-confidence and promote social and emotional development.
Oral storytelling allows students to show off their
communication skills. This uses para-linguistic features (gestures,
facial expressions) and linguistic features (tenses, means of linking,
clarification of ambiguity).
In addition Pravamayee Samantaray (2014:41), storytelling in
teaching English skills has several goals. (a) Increase student

20
confidence in speaking skills (b) Develop problem-solving (c) Teach
narrative structure and practice explanations (d) Improve
pronunciation and intonation (e) Promote interaction and promote
culture share.
Here, Sara Miller (2008:41-42) is an effective strategy for
storytelling to incorporate methods of aesthetic knowledge into the
classroom. Storytelling also has the advantage of strengthening the art
of teaching English and certainly motivating students to connect with
their learning process.
From these goals of storytelling, we can conclude that
storytelling offers many benefits in addition to improving speaking
skills. Other skills that can be improved through storytelling, such as
students' positive attitude towards foreign languages and language
learning, listening, good oral language, plots, sequences, trait
assessment, and students' ability to share social experiences and
linguistic characteristics.

3. Storytelling as Speaking Activity

Storytelling is the oldest form of educational activity
associated with speaking skills and can inspire learners to enjoy the
speaking learning process. It has many advantages. For entertainment,
education, cultural protection and education of moral values. Also,
there are some elements that need attention. They are plots,
characters, and story perspectives.
Moreover, Brown (2001:271-277), listed several types of
classroom speaking activity in this following form:
1. Imitative. Students practice an intonation or try to identify a
certain vowel sound. The elements of language form are the
focus of this activity.

21
 2. Intensive. This is speaking performance that is designed to
practice some phonological or grammatical aspects of
language. It is usually done in individual or even in pairs.
3. Responsive. It means that students practice their language by
answering some questions. This activity use simple utterances
which can be meaningful and authentic.
4. Transactional (dialogue). Transactional dialogue seeks for the
purpose of getting or exchanging specific information. It is an
extended form of responsive language.
5. Interpersonal (dialogue). Interpersonal dialogue seeks for the
purpose of maintaining social relationships than for the
transmission of facts and information. Students are usually
asked to have a dialogue about their feeling.
6. Extensive (monologue). Students are asked to give extended
monologues in the form of oral reports, summaries, or
speeches.
7. Other interactive techniques. These include interviews, games,
jigsaw, problem-solving activities, role-play and discussion.

It is clear that storytelling is one activity that relates to many

types of speaking activity. Storytelling is an activity that needs a
storyteller and audiences, so, the learners will be a speaker and
audience, they have to perform their story and response another
story.
Storytelling will stimulate the learners to do imitate speaking,
intensive speaking as the preparation before they perform the
storytelling. Then, the learners will be motivated to response the
story as the audience.
Also, storytelling will give many good impacts for the
learners` speaking skills, because storytelling makes the learners

22
 comprehend how to speak with the good gesture and intonation. It is
helpful for the learner to keep talking in detail.
From this description, you can implement storytellingnot
only in speaking classes, but also in different types of work.
Teachers can use this as a creative way of class to focus on their
profession.

4. Teaching Speaking Using Storytelling.

Zaro and Salaberri (1995:3) state storytelling can helps in the
teaching of foreign language. Using storytelling in teaching speaking
activity will give an advantage; the teacher is not only teaching and
help the students in speaking, but also give many speaking
components which is important to the students when students want to
learn the English language. Applying the storytelling technique also
suitable for senior high school students, because it triggers the
imagination. Students have their own imagination about something
that exists in them, through storytelling, the students' imagination can
be developed and can increase creativity.
Kayi (2006) state storytelling technique can push creative
thinking and helps to express ideas in the beginning, in progress, and
the end, including the characters, and setting of the story.
Furthermore, Zaro and Salaberri (1995:5) state storytelling should not
be as a homework, but as an activity that attract the imagination,
allows experimentation of the language, and push cooperation.

5. Teaching Procedures by Using Storytelling

There are three steps of teaching by using storytelling adapted
from Morrow et. al. (1986), they are:
1. Pre storytelling
Teacher begins the class with an introduction to the lesson
objective and the contents that students must study each lesson and

23
 students try to think about storytelling. Teachers should familiarize
students with storytelling introduction, how to focus on the main
idea and how to support students.

2. Guideline storytelling or while storytelling.

Students will learn story structures which consisted of plot,
point of view, setting, characteristic, and ending. Teachers also
provide students with the questions for guideline. At last in
guideline storytelling, discussion (sharing ideas) is needed to
supports the ability of storytelling by doing the previous and post
discussion from stories.

3. After storytelling or Post storytelling.

Students retell the stories independently in class and teacher
give feedback to the students after they finish storytelling the
story.

2.2. Previous Relevant Study

There are some previous relevant studies that can be reference for the
writer’s research. The first relevant study was done by Ayu Fitriana (Student
Number:108014000065) with her thesis entitled The Effectiveness of Role Play on
Students’ Speaking Skill. This study is generally attempted to find the
effectiveness of role play on students’ speaking skill for the first grade students
atSMP Muhammadiyah 37 Parung academic year 2013/2014. To know whether
this technique effective or not, the writer used pre-experimental study applied in
VII.5 class. The study had been done in six meetings that were designed; first
meeting was for pre-test, 4 meetings were for treatments, and the last meeting was
for post-test.
As the quantitative method, the writer analyzed the data by using t-test.
The result showed that there was significant difference on the students’ speaking
achievement taught with Role Play. The students’ mean of pre-test’s score of

24
experiment class was 51.64. Then in post-test, the mean score of experiment class
was 63.64. In other words, role play technique is effective in teaching speaking
skill for the first grade of junior high school students.
In addtion other Research is under the title “Storytelling to improve
student’s speaking skill” conducted by Mukminatus Zuhriyah, Hasyim Asy’ari
University, Tebuireng, Jombang in 2017. This research was a collaborative
classroom action research whose main purpose was to know whether or not
storytelling could improve the students’ speaking skill. Meanwhile, the specific
purposes consisted of describing: (1) the lecturer’s activities, (2) the students’
activities, and (3) the students’ responses when storytelling was applied in the
speaking class. The subjects were 23 students of class N of the second semester of
Intensive English Program of Hasyim Asy’ari University (UNHASY) Tebuireng
Jombang in the academic year of 2016/2017. The data of this research were gotten
from the observations done by the collaborator and the speaking test. The result
showed that there was an improvement on students’speaking skill after the
implementation of storytelling. The speaking test result in cycle two explained
that the students’ speaking aspects got good progress. Storytelling improved their
comprehension, fluency, vocabulary, grammar, and pronunciation.
Futhemore Research was conducted by Arsyi Rizqia Amalia from
Muhammadiyah University of Sukabumi in 2018 under the title “Teaching english
with story telling method in early childhood education teachers” The research
method used in this research is qualitative descriptive. The sample in this study
was six early childhood education teachers in Sukabumi. Data collecting
techniques were presentations and questionnaires. The presentations were held
twice, in front of peers of early childhood education teachers and in front of
students of early childhood education. After presentation, the questionnaires were
conducted related to the implementation of the story telling method to the teacher.
Based on the data collected, Teaching English with Story Telling Method give a
good response with indicators shows that the content of the story, the properties
used, the variety of vocabulary taught, moral values based on the stories and the

25
ability of delivering the English vocabulary were good and suitable with the age
of early childhood education.
Another Reserach was done by Toni Maharjo (2011:1), with his research
that entitled Teaching English Speaking Using Storytelling Technique at SMP
Pasundan Purwakarta. The objective of this research entitled “Teaching English
Speaking Using Story Telling Technique at SMP Pasundan Purwakarta” was to
find out whether or not Teaching English Speaking Using Story Telling
Technique was effective to improve the student speaking ability. This research
used one group pretest-posttest design and quantitative research method. The
instrument of this research was pretest and posttest.

2.3. Conceptual Framework

Speaking is one of some important skills in English Language Teaching,
because to communicate with other people in the world we need to speaking to
express meanings in order to deliver message and information verbally. By
speaking, we can get new information or we can share our ideas or feelings with
other people.
In this study, the researcher applies Storytelling Technique to see the
impact of the students in speaking. In this study the teacher gave explanation
about storytellingto make the students ready with this technique. After that the
teacher asked to the students to prepare their story and then they must tell to their
friends.
Storytelling gave the students opportunity to share their ideas that could
make students active in learning process and make class more interesting and
enjoyable.
Based on the description above, the researcher was sure that storytelling
Technique can used in English Speaking because it stimulated the students be
more active in speaking. The researcher hopes that this technique useful and
helpful for the teaching and learning process.

26
 CHAPTER III
RESEARCH METHODOLOGY

3.1. Research Setting

This research was conducted for Islamic Senior High School at MAS
PAB-1 Sampali which is located at Pasar Hitam Street Number 69 Sampali. Kec.
Percut Sei Tuan, North Sumatera 20371. The selected class as the research sample
was obtained based on small discussions with the English teacher.

Table 3.1 Research Participants

Class Students Total
X-1 30 30

3.2. Research Design

The design of this study was pre experimental method by using “one group
pre-test and post-test design” where the researcher was conducted an experiment
to one group only. Pre experimental design would use quantitative approach. It
consisted of single class. Gay (1981:207) stated that the experimental research
method is the only research method that can correctly test hypotheses concerning
causal relationships. There was a pre-test before being given treatment, the
treatment results could be known more accurately, because it can compare with
the situation before being given treatment.

Table 3.2. Pre- Experimental Design

O1 X O2
Pre - Test Treatment Post - Test

27
 3.3. Population and Sample
The subject of this research was conducted for Islamic Senior High School
at MAS PAB-1 Sampali Kab. Deli Serdang Kec. Percut Sei Tuan.
1. Population
The population of this research were the 10 th Grade students of X MAS
PAB-1 Sampali, which consisted was of 2 classes, Science major. Each class
consisted of 30 students, so the total was 60 students.
2. Sample
The sample was representative of the population. Sampling is shown so
that research can take place effectively and efficiently. Based on the
preliminary research that was carried out at the MAS PAB-1 Sampali school,
it was found that the students of class X-1 MAS PAB-1 Sampali, had low
speaking skills.

So based on that, the researcher chose class X-1 MAS PAB-1 Sampali
which consisted of 20 students as the sample of this study. The sampling
technique in this study used a purposive sampling technique, namely the
technique of determining the sample in certain considerations (Sugiyono, 2006:
61). There are several conditions that must be met in this sampling, namely:
1. Sampling must be on certain characteristics, traits or characteristics, which
are the main characteristics of the population.
2. Subjects taken as samples are really the subjects that contain the most
characteristics found in the population.
3. Determination of population characteristics was done carefully in the
preliminary study.

The reason for using the purposive sampling technique was because not all
samples have criteria that match the phenomenon under study. Therefore, the
authors chose the Purposive Sampling technique which stipulates certain
considerations or criteria that must be met by the samples used in this study. The
sample in this study are as follows:

28
 1. Speaking ability related to the effect of using sorytelling in class X - 1
MAS PAB-1 Sampali
2. The ability of class X - 1 MAS PAB-1 Sampali students in improving
speaking skills by storytelling.
3. The effectiveness of the inquiry method is measured by whether there is an
increase from pretest to posttest.

3.4. Variable of Research

1. Independent Variable.
Independent variables are a variable which can give influence to dependent
variable. In this research, the independent variable is the will use of pictures in
improving students' speaking ability.
2. Dependent Variable
Dependent variables are variable which caused or influenced by other
variable. Dependent variable in this research is the result of the test about
students‟ ability in speaking with told the structure of the story (structure text).

3.5. Instruments of Research

The instrument of this research is an oral test on a storytelling test.
Through storytelling, the researcher will measure the structure of the text and
students' fluency. The test is focused on the structure of the story (text structure).
The initial test is to give before applying storytelling using text to determine
students' speaking ability. Post-test was used to determine student achievement in
speaking ability after being given treatment. In the post test, the researcher will
test the students' speaking ability after applying storytelling text with the
difference story pre-test.

29
 1. Test
The instruments used in this research are speaking test that is storytelling.
The students tell stories in front of the class one by one. There are four points
the scored in this test they are:
1. Pronounciation
2. Garmmar
3. Vocabulary
4. Fluency
5. Comprehension

Table 3.3
Oral Scoring Procedure by David P. Harris

No. Aspect Description of Indicator Point

1. Pronounciation  Has few traces of foreign acccent. 5
 Always intelligible, though one is 4
conscious of definite accent.
 Pronunciation problems necessitate 3
concerntrated listening and occasionally
lead to to misunderstanding.
 Very hard to understaand because of 2
pronunciation problems. Must frequently
be asked to repeat.
 Pronunciation problems to severe as to 1
make speech virtually unintelligible.
2. Grammar  Makes few (if any) noticeable errors of 5
grammar or word order.
 Occasionally makes grammaticaal; and/or 4
word order errors which do not, however,
obscure meaning.
 Makes frequent error of grammar and 3

30
 word order which occasionally obscure
meaning.
 Grammar and word order error make 2
comprehension difficult. Must often
rephrase sentences and/or restrict him to
basic patterns.
 Errors in grammar and word order to 1
severe as to make speech virtually
unintelligible.
3. Vocabulary  Use vocabulary and idioms is virtually 5
that of a native speaker.
 Sometimes uses inappropriate terms 4
and/or must rephrase ideas because of
lexical inadequacies.
 Frequently uses the wrong words; 3
conversation somewhat limited because of
inadequate vocabulary.
 Misuse of words and very limited 2
vocabulary make comprehension quite
difficult.
 Vocabulary limitations so extreme as to 1
make conversation virtually impossible.
4. Fluency  Speech as fluent and efforties as that of 5
native speaker.
 Speech of speech seems to be slightly 4
affected by languagge problems.
 Speed and fluency are rather than strongly 3
affected by language problems.
 Usually hesitant; often forced into silence
by lamguage limitations. 2

31
  Speech is so halting and fragmentary as to
make conversation virtually impossible. 1
5. Comprehension  Appears to understand everything wighout 5
difficulty.
 Understands nearly everything at normal 4
speed, although occasional repetition
maybe necessary.
 Understands most of what is said at 3
slower-than-normal speed with repetitions.
 Has great difficulty following what is said. 2
Can comprehend only “social
conversation” spoken slowly and with
frequent repetitions.
 Cannot be said to understand even simple 1
conversational English.

3.6. Procedure of Collecting Data

The procedures of collecting the data were as follows:
1. Pre-test
The researcher being given pre-test before give the treatment to the
students. The pretest was use in this case are asking the students to introduce
themselves further by telling about their vacation one by one in turn and
giving. The aim of this pre-test will be know the students‟ prior knowledge in
speaking.
2. Treatment
After giving pre – test in the class, the students in experimental class was
receive treatment where the students to re-telling a story about legend by using
the text that the teacher has given, then students go forward one by one in turn.

32
3. Post-test
The post-test is a test was performe after being given an action/stimulus.
The test was show the results of data before and after the treatment
/action/stimulus that has been given to the students, so that researchers can
conclude whether there will an increase or no to what is being studied. Post
test was employed to find out the data after being given a treatment.

3.7. Technique of Data Analysis

The data are collected and analyzed as follows:
1. The researcher used speaking rubric assessment to assess the students‟ test
and classify the students‟ score.
2. Scoring the students‟ correct answer used formula as follows:

Score =

3. Scoring the result of the students‟ speaking ability

Result’s scoring was based on oral scoring procedure with 5 points on each
of 5 categories. To simplify the logic of the score, researcher convert the
maximum score of oral scoring procedure from 25 to 100 by multiplying it
to 4 using simple math formula as shown in the table below,
Maximum score (x) = Converted Maximum score
{(Max Points) x Categories}(x) = Converted Maximum Score
(5x5)(x) = 100
25(x) = 100
x = 100/25
x=4

33
 Table 3.5
Classifying The Score of The Student

Score Scala 100 (Score Times 4)

5
4
3
2
1

4. t – test
After analyzing normality and homogeneity test , the researcher conducted
t test in analyzing the data . The researcher used t - test to find out whether
there are the significant differences between two variables in this study .
In using inferential statistics, the researcher uses statistical technique t (t
test). With the following stages:

t - test =
√

Where :
Md = Mean of the difference between pretest and posttest
X1 = Learning outcomes before treatment (pretest)
X2 = Learning outcomes after treatment (posttest)
D = Deviation of each subject
∑ d = Sum of squares of deviation
N = Subject in the sample

34
 3.8. Statistical Hypothesis
Ha: is accepted if significant value < 0.05, means that storytelling gives a
significant Effect for student’s ability to speak english in English Speaking Class
for Islamic Senior High School at MAS PAB-1 Sampali Kab. Deli Serdang Kec.
Percut Sei Tuan.
H0: is accepted if significant value > 0.05, means there storytelling gives
no significant Effect for student’s speaking ability to speak English in English
Speaking Class for Islamic Senior High School at MAS PAB-1 Sampali Kab. Deli
Serdang Kec. Percut Sei Tuan.

35
 CHAPTER IV
RESEARCH FINDING AND DISCUSSION

4.1. Data Description

The data of this research is quantitative data. Quantitative data were
obtained from tests (pre-test and post-test) with student scores in each test and
class X-1 student interviews, documentation. This research was conducted in class
X-1 which consisted of 30 students and was conducted in two cycles. Cycle 1
includes pre-test which is carried out in 2 meetings, and cycle 2 includes post-test
which is carried out in 2 meetings. And oral test students at the final meeting.

Table 4.1
The Students’ score of Pre-Test and Post-Test

Class
No. Student’s Name Initial
Pre-Test Post-Test
1. AA 60 75
2. AH 50 60
3. ARA 55 65
4. ADS 60 70
5. AU 50 65
6. BA 45 60
7. C 65 75
8. FAS 40 55
9. FA 45 50
10. FR 50 70
11. FZ 60 75
12. GP 55 70
13. HFA 70 80
14. IR 60 70
15. M.AP 45 60
16. M.A 50 75
17. M.FS 60 70

36
 18. M.GR 70 75
19. MA 45 65
20. NS 45 70
21. NS 55 70
22. OR 60 75
23. PSA 70 85
24. RBP 60 70
25. RAP 40 50
26. SNS 50 70
27. SN 60 75
28. SN 55 70
29. SAP 40 60
30. FA 50 65
Σn=30 ΣX1=1620 ΣX2=2045
Mean Score 54 68,16666667
Std. Deviation 8,847364696 8,14558621
Mininum Score 40 50
Maximum Score 70 85

According to data in table 4.1 showed that the mean of the pre-test in
experimental class is 54 and the mean of the post-test was 68,17. The mean score
increased from pre-test to post-test by 14,17 points. The data showed the higher
score of the pre-test in experimental class was 70 and the lowest was 40 While
the higher score of the post test was 85 and the lowest was 50. It can be happened
because there was a change of students’ value acquisition before and after give a
treatment. This acquisition can see through a students’ value of pretest and post-
test in experimental class.
This result was calculated using formulas in excel and will be calculated
again using SPSS 26 to get more accurate statistical result, here is the result of
SPSS 26 calculation,

37
4.2. Data Analysis
The data collected by the researchers based on the results of research
conducted at class was then analyzed in order to solve the research problem using
SPSS 26, many conducted such as Descriptive Statistics Test, Normality Test,
Homogeneity Test, Independent T-Test, etcetera and here is the result,

4.2.1. Descriptive Analysis

Descriptive analysis is used to provide a description of the students'
oral ability scores obtained in the form of the highest score, lowest score,
average score and standard deviation, which aims to reveal the effect of
storytelling treatment on students' ability to speak descriptively,

Tabel 4.2
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Pre-Text Experiment 30 40 70 54.00 8.847
Post-Text Experiment 30 50 85 68.17 8.146
Valid N (listwise) 30

Based on the results of the SPSS analysis above in table 4.2, it is

explained that the maximum value was the highest student speaking ability
test score obtained in the class before and after being given story telling
treatment. The minimum value was the lowest value obtained in the class
before given storytelling treatment. In pre-test, the highest pre-test score
was 70 and the lowest score was 40, the average was 54.00, and the
standard deviation was 8.847. The highest score in post-test was 85 and the
lowest value was 50, the average was 68.17, the standard deviation was
8.146.
Based on these data, it indicates that the ability of students to speak
was significantly increase after being given storytelling treatment. The
average score of pre-test was 54.00 and the average score of post-test was
68.17, the score increase in about 14.17 points.

38
4.2.2. Normality Test
The normality test was carried out to determine whether or not the
data were normal. The normality test used in this study is the Kolmogorov
Smirnov and Sharpiro-Wilk tests at a significant level of = 0.05. For the
method used or the data taken to perform the normality test in this study using
the Shapiro-Wilk, because the sample in this study was less than 50 people.

Tabel 4.3
Normality Test of Shapiro-Wilk

a
Kolmogorov-Smirnov Shapiro-Wilk
Kelas Statistic df Sig. Statistic df Sig.
Student Pre-Test Experiment .151 30 .078 .936 30 .073
Test Result Post-Test Experiment .222 30 .001 .932 30 .056
a. Lilliefors Significance Correction

Based on table 4.3 above which is obtained from the SPSS output
analysis version 26, a significant value is obtained in the Shapiro-Wilk column,
0.073 points for pre-test and 0.056 points for the post-test. The significant
value obtained is greater than 0,05 [sig. > 0.05 (0.073>0.05, 0.056>0.050)] so
it can be concluded that the scores for the students' ability to write descriptive
texts in the experimental class for pretest and posttest are normally distributed.
The following is a description of the data score on the results of
students' speaking skills in the pretest and post-test of the pre-test and post-test
made in the form of a graph in the image below:

39
 Figure 4.1
Pre-Test and Post-Test Graphic

4.2.3. Homogeneity Test

The homogeneity test was used to determine whether the two samples
under comparison were made up of groups with homogeneous variance. The
SPSS Statistic is used for the homogeneity test in this study at a significant
level (sig > 0.05). The test of homogeneity employing Levene Statistic test.

Tabel 4.4
Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

Student Test Based on Mean .747 1 58 .391
Result Based on Median 1.158 1 58 .286
Based on Median and with 1.158 1 56.0 .287
adjusted df 25
Based on trimmed mean .812 1 58 .371

40
 Based on table 4.4 Levene Statistic test using SPSS obtained a
significant value based on the mean is 0,391 so that the variance data in the
pre-test and post-test can be said to be homogeneous because 0,391 is greater
than 0,05 (0,391 > 0,05)

4.2.4. T-Test (Paired Sample T-Test)

After the normality and homogeneity tests were carried out and it was
proven that the data obtained were normal and homogeneous, then proceed
with hypothesis testing. Hypothesis testing is a procedure that will result in a
decision, namely the decision to accept or reject the hypothesis. The
hypothesis test used in this study is the Paired sample T-test because the
samples used are related, the samples was from the same group and related,
pre-experiment one group pre-test post-test. Testing hypothesis uses criteria
with significant degree 5% (0,05). While the criteria acceptance or rejection
of hypotheses test were:
Ha is accepted and H0 is rejected if t-test (to) > ttable or if the score of
Sig. (2tailed) < 0,05
H0 is accepted and Ha is rejected if t-test (to) < ttable or if the score of
Sig. (2tailed) > 0,05

Table 4.5
Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pre-Text Experiment 54.00 30 8.847 1.615
Post-Text Experiment 68.17 30 8.146 1.487

On the Paired Samples Statistics table 4.5 above, we could see that the
mean on pre-test experiment is 54.00 points while post-test experiment points
is 68.17 which is given us a first conclusion that there is a significant effect
on post test results after being given storytelling treatment.

41
 Table 4.6
Paired Samples Correlations

N Correlation Sig.
Pair 1 Pre-Text Experiment & Post- 30 .835 .000
Text Experiment

On the Paired Samples Correlation table 4.6 above, we could see that
the correlation is positive with r=0.835 with p<0.05. This means that there is
significant positive correlation between pre-test and post-test, it showed that
the data was aligned.

Table 4.7
Paired Samples Test

Paired Differences
95% Confidence
Std. Interval of the
Std. Error Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair 1 Pre-Text -14.167 4.928 .900 -16.007 -12.327 -15.747 29 .000
Experiment -
Post-Text
Experiment

A study said that a proven hypothesis is if the significant value was

less than 0.05 (sig. < 0.05). Based on table 4.8 it can be seen that the
significant value in hypothesis testing using the SPSS Statistics program for
windows obtained the value of Sig. (2-tailed) is <0.05 (Sig. (2-tailed)
0.000<0.05)
From the table 4,7 we found that t= -15.747 with p<0.01. it means, we
can tell that there is a significant difference between pre-test and post-test (t =
-15.747 p<0.01). From the analysis, the mean is -14.167, thereby the negative
points in mean tells us that post-test points is far more high than pre-test
points which means that Stroytelling Treatment is success in post-test.

42
 4.3. Discussion
This study aims to determine the effect of using storytelling treatiment on
students speaking ability. The description of the results of this study aims to
describe the meaning of the findings of the research hypothesis testing. The flow
of this research is starting from classifying the scores obtained by students when
writing descriptive texts, then looking for the average from pre-test and post-test
results, then conducting normality tests, homogeneity tests, and looking for
paired sample t-test scores. The average pretest points of students speaking
ability was 54.00 and the post-test points was 68.17. The average post-test result
was way better than the pte-test.
The result of this study was the storytelling effeceted an students speaking
ability. It was proved by the tobserved higher than the ttable. Also found on the
research result of Ayu Fitriana with her thesis entitled The Effectiveness of Role
Play on Students’ Speaking Skill.. The study had been done in six meetings that
were designed; first meeting was for pre-test, 4 meetings were for treatments, and
the last meeting was for post-test.
As the quantitative method, the writer analyzed the data by using t-test.
The result showed that there was significant difference on the students’ speaking
achievement taught with Role Play. The students’ mean of pre-test’s score of
experiment class was 51.64. Then in post-test, the mean score of experiment class
was 63.64. In other words, role play technique is effective in teaching speaking
skill for the first grade of junior high school students.
According to Toni Maharjo (2011:1), with his research that entitled
Teaching English Speaking Using Storytelling Technique at SMP Pasundan
Purwakart. This research used one group pretest-posttest design and quantitative
research method. The instrument of this research was pretest and posttest. The
results of data analysis showed that the mean scores of pretest was 54.54 and the
mean scores of posttest was 71.51, the t-obs was 12.12.
In addition other research conducted by Mukminatus Zuhriyah, Hasyim
Asy’ari University, Tebuireng, Jombang in 2017. With the tittle “Storytelling to
improve student’s speaking skill”. This research was a collaborative classroom

43
action research whose main purpose was to know whether or not storytelling
could improve the students’ speaking skill. The data of this research were gotten
from the observations done by the collaborator and the speaking test. The result
showed that there was an improvement on students’speaking skill after the
implementation of storytelling. The speaking test result in cycle two explained
that the students’ speaking aspects got good progress. Storytelling improved their
comprehension, fluency, vocabulary, grammar, and pronunciation.
Another research was conducted by Arsyi Rizqia Amalia from
Muhammadiyah University of Sukabumi in 2018 under the title “Teaching english
with story telling method in early childhood education teachers” The research
method used in this research is qualitative descriptive. The sample in this study
was six early childhood education teachers in Sukabumi. Data collecting
techniques were presentations and questionnaires.Based on the data collected,
Teaching English with Story Telling Method give a good response with indicators
shows that the content of the story, the properties used, the variety of vocabulary
taught, moral values based on the stories and the ability of delivering the English
vocabulary were good and suitable with the age of early childhood education.
The result from this study is that there was a significant difference between
pre-test and post-test (t = -15.747 p<0.01). From the analysis, the mean is -14.167,
thereby the negative points in mean tells us that post-test points is far more high
than pre-test points which means that Stroytelling Treatment is success in post-
test.

44
 CHAPTER V
CONCLUSION AND SUGGESTION

5.1 Conclusion
Based on the discussion in the previous chapter about various statistical
test that researcher conducted, researcher found out statistically that storytelling
gives significant effect to student’s speaking ability.Storytelling played significant
role to increase score in post-test result. The average pretest points of students
speaking ability was 54.00 and the post-testpoints was 68.17. The average post-
test result was way better than the pre-test.
From the analysis using SPSS 26 in previous chapter, we found that the
mean score was -14.167, there by the negative points in mean tells us that post-
test points is far more high than pre-test points which means that Story Telling.
Treatment is success in post-test. Student seemed to enjoy the storytelling method.
It eased their nervousness, boosted up their courage and added more vocabulary to
their knowledge.

5.2 Suggestion
A research would be meaningless if it does not contribute or benefit to the
reader. In connection with the results obtained in this study, the authors propose
several suggestions, as follows:
1 For English teacher, this study could benefit english teacher in one way or
another. Teacher could use this study as their basis of teaching, they could
use the same method researcher did to improve their student’s speaking
ability in speaking english language in their english class.
2 For students, students could get many benefit from this research, they
could use vary method to strengthen and improving their speaking ability
including storytelling method researcher did in the past research. They
could use storytelling to improve their speaking ability to some extent.
3 For other researchers, they could use this research as their references for
future research

45
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48
 APPENDICES

RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : MAS PAB-1 SAMPALI

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/2 (Genap)
Materi pokok : Narrative Text
Alokasi Waktu :

A. Kompetensi Inti
KI – 1 : Menghargai dan menghayati ajaran agama yang dianutnya.

KI – 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), percaya diri, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.

KI – 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya terkait fenomena dan kejadian tampak mata.

KI – 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.

49
 B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.8. Membedakan fungsi sosial,  Mengidentifikasi kalimat-kalimat
struktur teks, dan unsur kebahasaan yang memuat bagian-bagian
beberapa teks naratif lisan dengan legenda yang ditanyakan.
memberi dan meminta informasi  Memahami struktur teks naratif
terkait legenda rakyat, sederhana, dalam memberi dan meminta
sesuai dengan konteks penggunaan informasi terkait legenda rakyat.
nya.  Memahami unsur kebahasaan
dari teks naratif dalam membari
dan meminta informasi terkait
legenda rakyat.
4.8. Menangkap makna secara  Menceritakan legenda dengan
kontekstual terkait fungsi sosial, intonasi, ucapan dan tekanan kata
struktur teks, dan unsur kebahasan yang benar, dengan saling
teks naratif, lisan secara sederhana mengoreksi.
terkait legenda rakyat.

C. Tujuan Pembelajaran
1. Mengidentifikasi kalimat-kalimat yang memuat bagian-bagian
legendayang dinyatakan.
2. Memahami struktur teks naratif dalam memberi dan meminta
informasi terkait legenda rakyat.
3. Memahami unsur kebahasaan dari teks naratif dalam memberi dan
meminta informasi terkait legenda rakyat.
4. Menceritakan legenda dengan intoasi, ucapan dan tekanan kata yang
benar, dengan saling mengoreksi.

50
D. Materi Pembelajaran
 Fungsi Sosisal
a. Mendapat hiburan, mengajarkan nilai-nilai luhur, mengambil
teladan.
 Struktur Teks
a. Orientasi
b. Komplikasi
c. Resolusi
d. Akhir ceirta
 Unsur Kebahasaan
a. Kata- kata terkait karakter, watak, seting dalam legenda.
b. Modal auxiliary verb
c. Ucapan, tekanan kata, intonasi, ketika mempersentasikan secara
lisan.
d. Menggunakan bentuk waktu lampau (past) baik dalam bentuk
simple past perfect, past continuous, past perfext continious atau
past future continious.
 Fungsi Sosial
a. Meneladani nilai-nilai moral isi cerita, cinta tanah air, menghargai
budaya lain.

E. Media Pembelajaran
 Alat dan Bahan
a. Teks
b. Spidol
c. Papantulis
d. Buku panduan tentang naratif teks

51
F. Langkah- langkah Pembelajaran
 Guru membuka dengan salam
pembuka dan berdoa untuk
memulai pembelajaran, mengecek
kehadiran siswa sebagai sikap
disiplin.
 Mengaitkan materi/tema/kegiatan
pembelajaran yang akan dilakukan
dengan pengalaman siswa dengan
materi/tema/kegiatan sebelumnya.
Kegiatan Awal  Menyampaikan motivasi tentang 15 menit
apa yang dapat diperoleh (tujuan &
manfaat) dengan mempelajari
materi: teks deskriptif.
 Guru menjelaskan hal-hal yang
akan dipelajari, kompetensi yang
akan dicapai, dan metode
pembelajaran yang akan ditempuh

Eksplorasi
Dalam kegitan eksplorasi, guru:
 Pendidik menyampaikan tentang
narrative text (definisi, kebahasaan,
dan strukturnya).
Kegiatan Inti  Pendidik menyampaikan lebih 60 menit
dalam mengenai keseluruhan
narrative text.
 Meminta siswa untuk menjelaskan
pemahaman mereka mengenai

52
 Narrative text.
Memberikan stimulus dengan
mecontohkan cara melakukan
monolog narrative didepan kelas
Elaborasi
Dalam Elaborasi, guru:
 Membiasakan siswa mengenali
teks Narrative
 Mempelajari teks yang di berikan
kemudian menerjemahkan.
 Meminta siswa bersedia maju
secara individu untuk melakukan
monolog narrative didepan kelas
(setiap siswa memiliki kesempatan
melakukan monolog narraive
dnegan durasi 5 menit).
Konfirmasi
Dalam Konfirmasi, guru:
 Memberikan umpan balik pada
siswa dengan memberi penguatan
dalam bentuk lisan pada siswa
yang telah melakukan monolog
narrative.
 Memfasilitasi siswa dengan
melakukan refleksi atas proses
pembelajaran
 Memberikan motivasi untuk siswa
yang belum bisa maksimal dalam
melakukan monolog narrative

53
  Siswa dan guru menarik
kesimpulan dari hasil kegiatan
pembelajaran.
 Menugaskan siswa untuk terus
Kegaitan mencari informasi dimanapun yang 15 menit
Penutup berhubungan dengan
materi/pelajaran yang sedang atau
akan dipelajari.
 Guru menyampaikan materi
pembelajaran selanjutnya.
 Guru menutup kegiatan
pembelajaran dengan
mengucapkan salam dan doa.

G. Oral Scoring Procedure

No. Aspect Description of Indicator Point

1. Pronounciation  Has few traces of foreign acccent. 5
 Always intelligible, though one is 4
conscious of definite accent.
 Pronunciation problems 3
necessitate concerntrated
listening and occasionally lead to
to misunderstanding. 2
 Very hard to understaand because
of pronunciation problems. Must
frequently be asked to repeat. 1
 Pronunciation problems to severe
as to make speech virtually
unintelligible.

54
2. Grammar  Makes few (if any) noticeable 5
errors of grammar or word order.
 Occasionally makes 4
grammaticaal; and/or word order
errors which do not, however,
obscure meaning. 3
 Makes frequent error of grammar
and word order which
occasionally obscure meaning. 2
 Grammar and word order error
make comprehension difficult.
Must often rephrase sentences
and/or restrict him to basic 1
patterns.
 Errors in grammar and word
order to severe as to make speech
virtually unintelligible.
3. Vocabulary  Use vocabulary and idioms is 5
virtually that of a native speaker.
 Sometimes uses inappropriate 4
terms and/or must rephrase ideas
because of lexical inadequacies.
 Frequently uses the wrong words; 3
conversation somewhat limited
because of inadequate
vocabulary. 2
 Misuse of words and very limited
vocabulary make comprehension
quite difficult. 1
 Vocabulary limitations so

55
 extreme as to make conversation
virtually impossible.
4. Fluency  Speech as fluent and efforties as 5
that of native speaker.
 Speech of speech seems to be 4
slightly affected by languagge
problems. 3
 Speed and fluency are rather than
strongly affected by language
problems. 2
 Usually hesitant; often forced into
silence by lamguage limitations. 1
 Speech is so halting and
fragmentary as to make
conversation virtually impossible.
5. Comprehension  Appears to understand everything 5
wighout difficulty.
 Understands nearly everything at 4
normal speed, although
occasional repetition maybe
necessary. 3
 Understands most of what is said
at slower-than-normal speed with 2
repetitions.
 Has great difficulty following
what is said. Can comprehend
only “social conversation” 1
spoken slowly and with frequent
repetitions.
 Cannot be said to understand

56
 even simple conversational
English.

Mengetahui Medan, Desember 2022

Guru Bahasa Inggris Peneliti

Jayanti Fitri Ayu

57
Appendix I
Students Work

PRE- TEST
Name :
Class :

A. Read the story below and retell of the story!

The Legend of crying Rock

On a hill in area of Borneo, there lived a poor widow and her daughter.
The girl was really beautiful. However, she was very lazy and spoiled. She
loved to dress up every day, but never helped her mother.
One day, they went down to a village for shopping. A market was far away
from their house. They walked there. The girl got dressed very nice and
walked in front of her mother. While the widow walked behind, carried a
basket, wore dirty clothes. Nobody knew they were mother and daughter.
While entering village, people looked at them. Young men were so
fascinated by girl’s beauty. However, she was in contrast to a woman walking
behind her. It made people wonder. Some young men asked her whether
woman was her mother. But girl arrogantly replied that she was her maid.
More people asked her along the way to market. She gave a same answer that
widow was her slave.
Eventually, mother’s heart hurt to hear her daughter’s answer. Mother
prayed to God to punish her ungodly daughter. Suddenly, girl stopped then
slowly turned to be a stone. Daughter cried; she apologized to his mother. But
it was too late. A pretty girl was turned into a stone but continued to tear; it’s
called A Crying Stone.

B. The results of the pre- test :

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 No. Aspects Score (0-100)
1. Pronounciation
2. Grammar
3. Vocabulary
4. Fluency
5. Comprehension
Total Score

POST- TEST
Name :
Class :

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A. Read the story below and retell of the story!

The Legend of The Rabbit’s Tail

Many years ago, rabbits had long tails, not short ones, and crocodiles had
tongues.
One such long-tailed rabbit lived near a pond. He drank water from the
pond and the grass nearby.
Now, in the pond lived a crocodile. The crocodile saw the rabbit eating
grass and drinking water, and he thought how nice it would be to eat the
rabbit.
One day the crocodile swam very close to the edge of the pond. He lay still
in the water, hoping that the rabbit wouldn’t see him. When the rabbit came to
drink, the crocodile opened his mouth wide. Then he closed it with a snap. The
rabbit was caught between the crocodile’s sharp teeth!
Of course, the rabbit was very frightened, but he did not want the crocodile
to know this. “I’m not afraid of you,” said the rabbit. “I’m only afraid of
animals that roar. Everyone knows that crocodiles can’t roar, so you can’t
frighten me.
When the crocodile heard this, he became very angry. He wanted to show
the rabbit that he could roar as fiercely as a tiger. And so, the crocodile opened
his mouth to roar. When the crocodile opened his mouth, the clever rabbit
jumped free. As he jumped, the rabbit’s sharp toe-nails caught the crocodile’s
tongue and tore it out.
The crocodile tried to catch the rabbit again, but his great teeth only
snapped off the end of the rabbit’s tail. Again and again the crocodile tried to
catch the rabbit, but the rabbit was too quick for him. Sometimes the crocodile
caught a piece of the rabbit’s tail, but he could never roar at the rabbit because
he had lost his tongue.
That is why rabbit today have short tail, and crocodiles have no tongue.

B. The results of the pre- test :

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 No. Aspects Score (0-100)
1. Pronounciation
2. Grammar
3. Vocabulary
4. Fluency
5. Comprehension
Total Score

Appendix II
Documentation

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62
Appendix III

63
PERMIT LETTERS

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CURRICULUM VITAE

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Profil

Full Name : Jayanti Fitri Ayu

NIM/Department : 0304182060/ English Education
Place/Date of Birth : Laut Dendang/ January 23th, 1999
Gender : Female
Nationality : Indonesia
Father’s Name : Nasib Suyanto
Mother’s Name : Tukirah
Address : Sukarela Timur No. 14. Laut Dendang
E-Mail : jayantifitriayu1@gmail.com

Education

1. SDN 106162, Medan Estate, Graduated in 2011

2. MTs Al- Hasanah Medan, Graduated in 2014
3. MAN 2 MODEL MEDAN, Graduated in 2017
4. State Islamic University of North Sumatera, Department of English
Education, Faculty of Tarbiyah and Teacher Training.

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