Using Conversational Storytelling Technique to Improve Narrative Text Speaking Skill of Tenth Graders of SMA N 3 Magelang in The School Year 2017/2018

Using Conversational Storytelling Technique

to Improve Narrative Text Speaking Skill

of Tenth Graders of SMA N 3 Magelang in The School Year 2017/2018

Written by :

Name    :         Eka Budianto

NIM     :         1420302189

Class     :         5

ENGLISH DEPARTMENT

EDUCATION AND TEACHERS TRAINING FACULTY

TIDAR UNIVERSITY

2017

                                                           

CHAPTER I

INTRODUCTION

A.    Background of the study

              English language is the most used language in the world. And four of the biggest country in the world use English language as their national language, they are United States, United Kingdom, Canada and Australia. Besides, there are so many countries that use English language as their second language. It is a fact that English language is so important.

              Indonesia government absolutely realizes with that situation. So they decide to make English language as a subject to learn in formal school. Since 1994, English has been decided as one of local-content subject at the elementary school in the fourth, fifth and sixth graders. English language concentrates on the four skills, they are listening, speaking, reading and writing.

              Those four skills can be categorized into two main skills, receptive skills and productive skills. Listening and reading belong to receptive skills, while speaking and writing belong to productive skills. There are some differences between those two skills. The main difference is that in receptive skills, students do not need to produce language but they just receive and comprehend it. Sometimes, receptive skills are also called as passive skills. Meanwhile, in productive skills, students must produce language whether spoken or written. As for that reason, productive skills are sometimes called as active skills.

              One of the four skiils above that has a very significant role in mastering English is speaking. Speaking is the most used skill by the peole rather than the three other skills. According to Jack C. Richards, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in their spoken proficiency.  From that statement, the writer can say that almost all of the learners study English in order to improve their proviciency in speaking.  

              Although peole already know the importance of speaking skill, the teaching learning process in the classs somehow does not run smoothly. As the result, it does not show a successful achievement at the end of teaching and learning speaking. Based on writter’s observation in SMA N 3 Magelang, it was found that almost all of the students understand what speaker said when they have a conversation. But they still have difficulties to produce oral expression in English to reply. Besides, some of them are still shy to reply, they are also afraid that what they say is wrong.

           Based on the problem above, the writer proposed and examined conversational storytelling to improve  students’ speaking skills. These technique was choosen because they can make students get used to produce oral expression in English, and also improve their self confident to use English without worried whether their oral expression is right or wrong. In addition, conversational storytelling will make the class more fun, the students will enjoy it and can improve their passion in English language. An effort to improve speaking skills on daily speking using these technique was necessary to be done.

B.     Identification of the problem

              Based on the observation, the problems relate to this research come from some factors. Those problems can be identified as the following :

1.      The students

      The first problem is related to the students. Actually, almost all of the students in SMA N 3 Magelang understand what the speaker say when they have a direct conversation. But they have difficulties to arrange sentences and express it to reply the speaker when they have a direct conversation. Some of the students are also shy to express their tought in English even they had something to say. They are afraid that they will make mistakes in their sentences such as the grammar or the pronounciation, because their friends will laugh if someone make mistakes.

2.      The media

      Based on the observation, there are limited media that are used during English class in SMA N 3 Magelang. They have language laboratory but they do not use the medias maximally. Moreover, LCD is rarely used in English class. So, the media that the English teacher mainly used were board marker, whiteboard, and text book.

3.      The English teacher

       The role of the teacher also influences the students learning and the whole teaching and learning process. The teacher technique in teaching also contributes a successful learning. Based on observation, the English teacher in this school explains too much and just wants her students to listen her. The students become passive and rarely got involved during the discussion. As the result, the classroom interaction is only from the teacher to students.

      She also rarely uses some interesting techniques such as playing games, asked their students to make conversations in English, or using some medias such as videos or songs. However, sometimes, the teacher also uses some pictures for some topics but they are rarely and are not maximally used. She only give the explanation and some examples from book or from the internet then asks the students to write or sometimes she uses the whiteboard and board marker. This kind of condition makes the students not interested with the learning process.

              To sum up, the problems on writing class are caused by three factors. Those are related with the students, the media that used, and also the English teacher.

C.    Limitation of the problem

              Because of the limitation in terms of time, human resource, and also finance, in this research, the researcher narrowed down the problem into the effort to examined the effectiveness of using conversational storytelling to improve speaking skills of tenth grade students SMA N 3 Magelang. Applying too many techniques could be so complicated. The study  focuses on these technique because they are easy to applied.

D.    Formulation of the problem

              Based on the observation and explanation above, the problem of this research can be formulated as the following :

1.                  Is there any development of usingconversational story telling technique to increase students’ speaking skills?

2.                  How effective is conversational story telling technique to increase students’ speaking skills?

3.                  What are the strength and the weakness of conversational story telling technique?

E.     Objective of the research

              Related to the formulation above, the objective of the research is to examine the conversational storytelling to improve speaking skills of tenth grade students of SMA N 3 Magelang.

F.     Significance of the research

This research are expected to be usefull for :

1.                  Students

  The use of conversational storytelling can help the students to produce oral expression in English and also make them confident in theirselves to express their taught without afraid of the mistakes.

2.                  The English teacher

  The result of this research can be used as a reference and an information to improve students speaking skills. Also, can make the teaching learning activities in the class more fun and improve the passion of the students in mastering English language.

3.                  The Researcher

For the researcher, the research can develop his/her mind through the process of problems and experiences his/her knowledge, especially on education.

CHAPTER II

REVIEW OF RELATED LITERATURE

A.                Speaking

1.      Point of view of speaking

There are many definitions of speaking that have been proposed by some experts in language learning.

            According to Brown (2000:263) stated that “Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information”. It means that in speaking we have to express our opinion; feeling and ideas correctly in order to every single person can understand the massage. In addition, speaking as one of the important skill has to be used directly when there are some persons meet the others. So, speaking involves responding to what has been heard.

            Longman (2000; 8) defined speaking as “the spoken exchange of ideas and opinions with other”. It means that speaking is an exchange of ideas and opinions from the speaker to the listener in a direct conversation.

            Brooks ( Tarigan 1990:4) added that “speaking is a conversation between two more persons directly and also called face to face communication”.

           

            From some definitions above, speaking is an interactive between two or more persons, that produce, receive and process something by oral communication directly. It also refers to conversation between two or more persons, that exchance something orally in face to face communication.

2.      Elements of Speaking

            In English, there are many important elements that related in speaking. According to David (1986:81), there are five elements used in speaking ability such as pronunciation, grammar, vocabulary, fluency, and comprehension.

a.      Pronunciation

Pronunciation refers to the standard of correctness and regional differences. It means that if the pronunciation is wrong, it will create misunderstanding toward listeners invited to speak and the massage will be conveyed, will lose and difficult to be comprehended. Harmer (1991:11) said that users of the language must know how to say a word that is how to pronounce it. This knowledge is made up of three areas; sounds, stress and intonation.

b.      Grammar

Grammar is one of speaking abilities to support and help students to have a good communication skill. Grammar is common in both the written and spoken form of the language, so its existence is strongly needed in learning and speaking skill.

The explanation above shows that grammar is focuses on some roles to from words that can be easily understood and match with the rules. In addition, it also focuses on how to make good sentences and easily comprehended.

c.       Vocabulary

            According to Lines (2006:121) vocabulary is the collection of words that an individual knows. In addition, according to Richards (1995:370) vocabulary is a set of lexemes, including single words, compounds words and idioms. When we only know the form and meaning and do not know the implementation of vocabulary in sentences, our vocabulary will be useless.

d.      Fluency

      The students can be called master of English if they can speak fluently. It means that, the students’ fluency in English as a sign that they are master of English. To know about fluency, Haris (1986:81) says,” Fluency is the easy and speed of the flow of speech”.

e.       Comprehension

      Harris’s opinion is based on a lot of consideration in evaluating something, for instance in speaking English skill. He also considers that speech and fluency are rather strongly erected by language problem. It means the people will understand about other people speaking if the pattern or grammar of the language are correct. Even though their speaking can be understood and comprehended by their opponent of speaking consequently; they will confused just because of their errors of using their language pattern.

3.      Functions of Speaking

According to Brown and Yule there are three functions of speaking, “…three part version of Brown and Yule’s framework (after Jones 1996 and Burns 1998): talks as interaction: talk as transaction: talk as performance. Each of these speech activities is quite distinct in term of form and function and requires different teaching approaches.”

1)      Talk as interaction

Our daily communication remains interactional with other people. This refers to what we said            as conversation. It is an interactive communication which done spontaneous by two or more person. This is about how people try to convey his message to other people. Therefore, they must use speaking skill to communicate to other person. The main intention in this function is social relationship.

2)        Talk as transaction

In talk as transaction is more focus on message that conveyed and making others person understand what we want convey, by clearly and accurately. In this type of spoken language, students and teacher usually focus on meaning or talking what their way to understanding.

       3)        Talk as performance

In this case, speaking activities is more focus on monolog better than dialog. Function of speaking as performance happened at speeches, public talks, public announcements, retell story, teling story and so on.

4.      Narrative Text

            There are some kind of texts, and of them is narrative text. “Narrative text is an English text in which the writer wants to amuse, entertain people, and to deal with actual or vicarious experience in different ways” (Sanggam Siahaan and Kisno Shinoda, 2008).

            In this research, narrative used to make students able to retell, enterteint, and have conversation about a story, their experience, that happen in the past.

            There are some structures of narrative text, they are :

1) Orientation             : the introduction of the characters who involve in the story, time and                                   the place where the story takes place.

2) Complication          : a series of events in which the main character attempts to solve the                                    problem.

3) Resolution              : the ending of the story containing the problem solution.

                                                           

(Pratyasto, 2011:32)

Vacation in London

2 months ago, my family and I got vacation in london. I was with my parents to go to London during the school holidays. We looked at travel agents and booked tickets. Arriving there, we went to the British Embassy to obtain a visa in order to enter the UK. We had booked a fourteen day tour. This included accommodation, roads and traveling tours around London. We went to London with large Boeing plane. We were in the plane about 14 hours for the trip.

On the plane, the flight attendants were very friendly. They gave newspapers and magazines so that we could read and not easily bored. They also gave us food and drink and not to forget the movie for entertainment as well. They provided a very pleasant flight services. We were able to fall asleep when we were in the plane.

when we arrived at Heathrow airport, we had to go to the Customs and Immigration. The officials are very kind. They checked our documents carefully and serve us with a very polite and friendly. my family and I should collect our bags and went to London. Our bags were already set to be transferred to the hotel.

Hotel which we live were the famous four-star hotel. We got a perfect view of the park. The room had bathroom and toilet too. On the third floor, there were a restaurant that has a wide variety of foods. they were able to present the Asian and European food.

Two weeks in London passed quickly. At the end of 14-days, we were pretty tired but we feel very happy.

B.                    The Point of View of Conversational Storytelling

According to Handayani (2013, p.1), storytelling can encourage students to explore their unique expressiveness and can heighten a students’ ability to communicate thoughts and feelings in an articulate, lucid manner.

            The writer do not considers the narrative as a myth, legend, fable or another kinds of narrative text, but as a "specific, affirmative, past time narratives which tell about a series of events which did take place at specific unique moments in a unique past time world" and which are told to others to make a point or transmit a message (Polanyi 1985). In casual conversation, stories are often used to relate interesting events or humor and thus contribute to the rapport-building function.

            We believe conversational storytelling should be an integral part of an agent’s small talk capability. (Cheepen 1988, actually characterizes most of the exchanges in small talk as story contributions.) One of the tricks that chatterbot programs use to convey the illusion of intelligence is to tell stories whenever possible in the course of the conversation (Mauldin 1994), a technique that is also espoused in several popular press books on conversational skills (e.g., RoAne 1997). There are two possible reasons why this is successful. First, people try to establish relevancy relationships among conversational contributions whenever possible and multi-utterance narratives may give listeners more material to work with. Second, a story contribution that is irrelevant to an ongoing conversation may be tolerated if the entertainment or information content is high enough. This may be why most books on conversational skills suggest that speakers should always have several interesting stories ready to contribute to any social occasion.

            Conversational stories must be locally occasioned and recipient designed (Sacks 1970-71). Speakers must take care to tell stories which are relevant to their listeners (locally occasioned) otherwise they suffer a loss of face due to their wasting the time of their audience (Labov, 1972). One general rule of story relevance presented by Polanyi (1982) is that whatever is "close" to the listener (in terms of space, time or relationship) is relevant.

            From some experts explanation above, the writer believes that conversational storytelling can be used to improve speaking especially in English language. Small talk is good to start a conversation between people who never met, and conversational storytelling can be used to make the conversation deeper.

            The students of SMA N 3 Magelang are still shy and afraid to open a conversation, so the small talk increase their confidence by opening casual and easy talk someone they never met especially native speaker. Also, conversational storytelling is a nice technique to make the students have a lot material to say in the middle of conversation. So, conversational storytelling is an effective way in teaching speaking.

            In this research, the writer will asked the students to create some conversation and small talk and practice it in front of the class. Practice is more efficient than just listening and writing explanation from the teacher. It can trains them especially in the elements of speaking, increase their self-confidence, and also, the students will understand how to create a good conversation with native speaker.

C.                   Teaching Speaking in Senior High School

                One of the goals in teaching learning English at Senior High School is to improve communication skill in English both spoken and written language. Teacher and students should be active in teaching learning activity in order to reach the goals. In teaching learning process, teachers have to pay more attention to the students’ progress and the students should practice regularly to improve their ability, especially in speaking ability.

            In the classroom, teacher as a facilitator in teaching learning process must be able to deliver materials in an appropriate way. Teacher should understand students’ background knowledge and characteristics before teaching learning started, especially teaching speaking. It will be a difficult thing for teachers in teaching speaking if their students do not have any knowledge about it and a chance to practice it.

Standard of Competence and Basic Competence of Writing Skill for Senior High School Students Grade X Semester 2

Kompetensi Dasar	Materi Pembelajaran yang Termuat di KI	Kegiatan Pembelajaran
3.3 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan      memberi dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan be going to, would like to)	·Fungsi Sosial Menyatakan rencana, menyarankan, dsb. ·Struktur Teks -   Memulai -   Menanggapi (diharapkan atau di luar dugaan) ·Unsur Kebahasaan -   Ungkapan pernyataan niat yang sesuai, dengan modalbe going to, would like to -    Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their, dsb. -   Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan	-    Mencermati beberapa contoh interaksi terkait niat melakukan suatu tindakan/kegiatan dalam/dengan tampilan visual(gambar, video) -    Mengidentifikasidengan menyebutkan persamaan dan perbedaan dan dari contoh-contoh yang ada dalam video tersebut, dilihat dari isi dan cara pengungkapannya -    Bertanya jawab tentang pernyataan beberapa tokoh tentang rencana melakukan perbaikan -    Bermain game terkait dengan niat mengatasi masalah -    Membiasakan menerapkan yang sedang dipelajari. dalam interaksi dengan guru dan teman secara alami di dalam dan di luar kelas. Melakukan refleksi tentang proses dan hasil belajar.

D.                   Conceptual Framework

            Based on reviews above, speaking is one of the four skills of English language that must be mastered. As explanation of definition of speaking, speaking is an interactive between two or more persons, that produce, receive and process something by oral communication directly. It also refers to conversation between two or more persons, that exchance something orally in face to face communication.

            In teaching the teacher must give the students of SMA N 3 Magelang times to practice, especially in speaking. They have to trained to get used to speak in English without worry about the mistakes. Also, asked the students to go to in front of the class and practice conversation will increase their self-confidence.

            Conversational storytelling is a way that make the speaker speaks a lot of things, and make them get used to have a conversation in English. The researcher do not considers the narrative text that used are such as myth, legend, or the other types of narrative, but a kind of story that happened in the past to make the conversation of the students deeper and relaxing. By using this technique, the teacher will understand the ability of the students clearly especially in the elements of speaking. Also, give them some chances to practice.

CHAPTER III

RESEARCH METHODOLOGY

A.    Type of the Research

            This research has an aim to improve the students’ writing skills on narrative text. So, this research can be categorized as action research study. According to Bassey (1998) in Koshy (2005:8), action research is a research in which the purpose is to evaluate and then to change something in order to improve the educational practice. Action research is also a form of inquiry undertaken by participants in social situations in order to improve both social and educational practice, as well as the understanding of these practices and the situations in which practice is carried out (Carr and Kemmis: 1986) in Burns (1999:30).

            This research was conducted in a particular setting, that is, in the classroom situations. For that reason, the researcher collaborated with the English teacher to carry out the research. In order to be able to improve the writing skills in narrative text of tenth grade students, there were some steps to be followed. There are many different models of action research from many experts. The researcher usedone from Kemmis and McTaggart’s model. Those steps are namely planning, action, observation, and reflection (Kemmis and McTaggart in Burns 1999:32). The figure of those steps is represented as below:

Figure 1: The Spiral Model by Kemmis and McTaggart

B.                 Research Setting

            The setting of this study is in SMA N 3 Magelang which located in Jl. Medang No.17, Rejowinangun Utara, Magelang Tengah, Kota Magelang, Jawa Tengah 56117, Indonesia.

C.                Subject of Research

            The subject of the research is tenth year students of SMA N 3 Magelang in the school year 2017/2018. There are 32 students in the tenth year students of SMA N 3 Magelang. The researcher also collaborated with the English teacher and her classmate in English Education Department. The English teacher helped the researcher in the observation, interview, and assessment process. Meanwhile, another collaborator also helpedher take some photographs and additional information during the research.

D.                Data Collection

            This part consists of the types of data, techniques of data collection, research instruments, and data analysis used in the research.

a.                  Types of Data

This research have two types of data. The data of this research are categorized as qualitative data and they were also supported by quantitative data. The qualitative data are in the form of words or descriptions of the teaching and learning process. These data are gained through some means such as interviews, tests, and observations. Moreover, this research also uses quantitative data. The quantitative data are in the form of students’ score. These supporting data are gained through conducting some tests.

b.                  Techniques of Data Collection

            To gain both of qualitative and quantitative data, the researcher used three techniques of collecting data. To collect qualitative data, interview and observation are conducted. Meanwhile, to collect quantitative data testing technique is used. Furthermore, those techniques are explained as the following:

1) Interview

            The researcher interviews the English teacher in SMA N 3 Magelang about the process of the teaching and learning. This interview is also used to get the deeper information about the characteristics of the class in which the researcher carried out the research. In addition, some interviews with some of the students of tenth class is also conducted in order to get the information about their learning experience and their comments about the learning process. During the interview, the researcher will record it by using a mobile phone and also by making some notes to highlight some important points. This kind of interview is conducted in every cycle in order to get the important information that the researcher needed to make a decision on his research.

2) Classroom observation

            This observation is conducted in order to see the real situation of teaching and learning in the classroom. The points that are observed are the students and their behaviors during the process. The researcher also asks for help of the English teacher as her collaborator to observe the whole process.

3) Testing and evaluating students’ speaking

            The last technique is by testing the students’ ability in speaking by conducting some tests called pretest and posttest. The results of the students speaking in those two tests then assessed by the researcher and her collaborator. The results of those tests become one of the indicators to decide the next plan and to draw a conclusion of the research.

c.                   Data Analysis

            After getting all of the data needed in the research, the researcher analyzed the data. There are five stages that were followed in data analysis. Those are elaborated as follow:

1) Assembling the Data

            Firstly, all of the data gained through interview, observation, and students’ speaking were assembled. The purpose of this step is to see the patterns of the collected data.

2) Coding the Data

            In this stage, the large amounts of the data are reduced into more manageable categories. The purpose of coding the data is to be able to identify the patterns more specifically.

                    

3) Comparing the Data

            Once the data have been categorized in some way, comparisons can be made to see whether themes or patterns are repeated or developed across different data gathering techniques (Burns: 1999). So, in this step, the researcher compared the data in order to identify the relationship and connection between different sources of data.

4) Building Interpretations

            In this stage, the meaning of the data is interpreted by involving the creative thinking. The researcher also reflected to the data several times to pose question, rethink the connections and develop explanation of the data.

5) Reporting the Outcomes

            The last stage is to present the report of the research. The researcher make a report contained the major processes of the research and showed the findings with the supporting data.

E.                 Steps of the Study

            To conduct the research, some steps were followed. Those steps were namely; reconnaissance, planning, action, observation, and reflection.

            Furthermore, those are discussed as follows:

1) Reconnaissance

            The first step is reconnaissance. In this stage, the researcher identify the problems which occurred in the classroom where the researcher is conducted. To identify the problem, an interview with the English teacher about the obstacles which happened during the teaching and learning process is conducted. Some observations during the teaching and learning process are also carried out. After that, the researcher identify and made lists of problems which are feasible to be solved collaboratively with the English teacher.

2) Planning

            In this stage, the results of the observation and interview were used as reference. Based on that data, the researcher started to prepare all of the actions and the materials for teaching speaking on narrative text by using conversational storytelling. The preparation covered preparing the lesson plan, preparing the materials, preparing the media, and also preparing the scoring rubric and other instruments.

3) Action

            The researcher will ask the students to make a direct conversation in front of the class. They will talk about their holiday (narrative) in pair. Every student must give questions and answers during the conversation.

4) Observation

            During the action, the collaborator and the researcher observed the teaching and learning process including the students’ writing. The things to be focused on this stage were observing the effectiveness of using conversational storytelling, the students’ behavior in the class, and their speaking products.

5) Reflection

            The researcher and the collaborator made a reflection and evaluated the actions that were carried out. The focus was on the implementation of conversational storytelling in teaching speaking whether it was successful or not. If it had not been successful yet, another cycle should be continued.