IMPROVING EFL STUDENTS’ SPEAKING SKILL THROUGH

INTERACTIVE STORYTELLING

(A Classroom Action Research to the Eighth Grade Students of SMP Negeri 3

Pontianak in Academic Year 2019/2020)

A Research Proposal

Submitted to Fulfill of the Requirements for Writing Research Proposal at the

English Study Program of he Language and Art Education Department of
Teacher Training and Education Faculty of Tanjungpura University

Proposed By :

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGE AND ART EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

TANJUNGPURA UNIVERSITY

PONTIANAK

2020
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TABLE OF CONTENT

TABLE OF CONTENT....................................................................

i
A. Title............................................................................................. 1
B. Research Background................................................................. 1
C. Research Question......................................................................

4
D. Research Purpose........................................................................ 5
E. Research Significances................................................................ 5
F. Action Hypothesis....................................................................... 5
G. Scope of Research
1. Terminology............................................................................ 5
I. Frame of Theory.......................................................................... 6

1. Teaching English Foreign Language (EFL)........................... 6

2. Speaking Skill ......................................................................... 8

3. The Interactive Storytelling..................................................... 11

J. Frame of Concept ....................................................................... 15

K. Method of Research..................................................................... 17

1. Research Design...................................................................... 17

2. The procedures of Classroom Action Research..................... 17

3. Research Subject..................................................................... 19

4. Role of Researcher.................................................................. 19

5. Technique of data collecting................................................... 19

6. Tools of data collecting.......................................................... 20

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7. Data Analysis.......................................................................... 22
Temporary Bibliography................................................................... 24
Appendices........................................................................................ 27
 1

A. Title

IMPROVING EFL STUDENTS’ SPEAKING SKILL THROUGH

INTERACTIVE STORYTELLING

(A Classroom Action Research to the Eighth Grade Students of SMP Negeri

3 Pontianak in Academic Year 2019/2020)

B. Research Background

Speaking is one of the important elements in communication, since

people lived as human being which should be socialized with each other. It is
a medium to interact with other people directly or indirectly. Through
speaking, the connection between the speaker and listener is becoming easier
as both of them can express what the intention, the purpose, or even the
feeling about something. Having a speaking skill can help people built a good
image about themselves toward others. It will amaze society when someone
can use a language properly while having a speak. Thus in this globalization
era, one of the most languages studied in the world is English. As a result,
people are competing to have a good skill in speaking English. This issue
leads to the educational sector in Indonesia, English becomes one of the
major subjects in school in order young generations are not leave behind than
other countries. Due to the use of its language in this country, English
introduced to students as a foreign language (EFL), hence the students need to
achieve English proficiency as well, especially a speaking skill.

However, speaking skill is challenging. It is not easy to achieve as

students and teacher may face some problems in the teaching and learning
process. Most of Indonesian students have difficulty to grasp a speaking skill
because of some reasons. First, English is rarely used in daily
communication as a foreign language. Second, speaking consists of
vocabulary, pronunciation, and grammar which causes the complexity for the
students. These problems are contributing to descend students’ confidence to
 2

speak. Thus, the negative impact of it is students may choose not to speak at
all due to their inability in speaking English. Meanwhile, based on curriculum
2013 students suppose to be more active and talkative, while communication
and critical thinking as methods and instruments in the learning process. So,
how the students can deal with the activeness if they are unable to speak or
communicate due to their inability to use the language orally.

Moreover, this case really happened when researcher has real experience
while doing an observation in SMP Negeri 3 Pontianak at the eighth grade
students, one of the middle schools in West Kalimantan. To identify the
problem, the researcher did an informal observation in the classroom. Based
on the observation of the researcher, an English teacher did teaching students
in classroom with traditional methods, such as: giving a speech, dividing
some group discussion, and using English textbook which are still good yet
ineffective in teaching English. Thus, the opportunity for students to speak up
in front of the classroom is really limited which may cause problem in the
fluency of speaking skill itself. These activities are clearly weakening
students’ interest on the subject. Some students not really involved in the
teaching and learning process because of boredom. This is a problem when
students cannot be attracted to the lesson.

In a classroom, it is common to have different levels of capabilities in

speaking English since there is number of students who have various
capacities in absorbing the knowledge during English learning process.
However, it must be compulsory for teacher to solve this matter, any kind of
solution should be proposed as well. Then, to overcome the problem, the
teacher should shift the traditional method of teaching into an innovative
English teaching. The teacher can utilize any kind of strategies to improve
EFL students’ speaking skill. The strategy should consider the suitability and
interest of students condition in this classroom.

On this occasion, the researcher found Storytelling is the best option to

apply on the process of improving EFL students’ speaking skill in the
 3

classroom. Due to decision, the researcher has observation’s result that shows
most of students interested in listening to their teacher telling the stories,
especially stories that were originated from folktale. Therefore, the use of
folktale in the Interactive storytelling strategy for speaking activity is
assumed to be helpful in improving speaking skill and classroom activities for
EFL students. As the material, the teacher will select a story to be proposed
by some consideration that the story should be interesting, appropriate,
comprehensible, and gives a significant contribution to the lesson.
Theoretically, telling story becomes one of the ways in the classroom to learn
a new language effectively. It is an important activity to prepare the students
involve in speaking activities (Somdee & Suppasetseree, 2012). It is also an
excellent verbal activity to help students imagine and create plots as well as
improving their speaking performace (Rainders, 2011). Akhyak &
Indramawan (2013) also support this point by explaining that storytelling has
a big impact on improving the students’ motivation to speak. Therefore,
through storytelling EFL students can demonstrate their ability to tell the
story as well as use imaginative language to selectively include the
imagination of listener. The students would interactively build up
communication with the teachers and friends, asking and giving help or
questions. This means that the students will build up communication talking
about their ideas, feelings, experiences related to the story. In the same vein
to Massa (2016), storytelling as strategy helps the second language learners
increase oral language because storytelling is a perfect avenue to explore
ways to develop the oral skills in class. Through stories, learners are given
opportunities to interact with other peers regularly on a one-to-one basis and
to talk, think, and explore their knowledge of the topic interest. Therefore,
this research becomes increasingly important to be applied among EFL
students to improve their speaking skill.

In relation to the topic, there are some research have been conducted
regarding the effectiveness of the use of Storytelling as a pedagogical strategy
to improve speaking skill. According to Woodhouse (2007, p.68), storytelling
 4

is a useful teaching strategy for language development and exploring

meanings of experiences. According to Akhyak & Indramawan (2013, p.18)
in the research entitled “Improving the students’ English speaking
competence through storytelling”, storytelling implemented in teaching
speaking could improve the students’ fluency, grammar, pronunciation,
vocabulary, and content. Next, a research entitled “Use of storytelling method
spoken English skill”, found that storytelling technique has great effects on
students’ learning of English language (Samantaray, 2014, p.44). It was
followed by Fikriah (2016, p.87) in the research entitled “Using the
storytelling technique to improve English speaking skills of primary school
students”, that presents the students’ English speaking skills was effectively
improved through storytelling. Also Marzuki & Wahyudi (2016) state that
storytelling allows learners to connect their imagination about a particular
matter in a story to communicating ideas in relation to improved language
learning, including speaking performance. Hence, the researcher proposed
Interactive storytelling as an alternative strategy that can be used for teaching
English at school since there is still no research about it applies here,
especially for teaching speaking skill. Then, the researcher is trying to solve
students’ problems on the eighth grade of SMP Negeri 3 Pontianak by taking
an action research using interactive storytelling. And the design of this
research is Classroom Action Research.

The researcher believes that this Interactive storytelling can help EFL
students at the eighth grade of SMP Negeri 3 Pontianak to improve speaking
skill and the researcher decided to conduct a Classroom Action Research as
research design.

C. Research Question
Based on the research background above, the research problem is “How
does Interactive storytelling improve speaking skill on EFL students at the
eighth grade?”
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D. Research Purpose
Based on the research question above, the research purpose is “To know
how does Interactive storytelling improve speaking skill on EFL students at
the eighth grade.”

E. Research Significances
Some expected advantages that can be acquired from this study are
presented below:

1. For the Englih teachers, hopefully the result of this research can be used as
a new effective teaching media in order to improve EFL students’
speaking skill.

2. For the students, they will have improvement in learning English

especially in speaking by using Interactive Storytelling

4. For the readers, the findings of this research are useful in improving
speaking skill and it gives experiences about the process of teaching
speaking using Interactive Storytelling to students.

F. Action Hypothesis

The action hypothesis of this research is that Interactive Storytelling can

improve speaking skill on EFL students at the eighth grade in SMP Negeri 3
Pontianak.

G. Research Scope

1. Terminology

In conducting a research, the research usually makes use some of

terminology. To prevent misunderstanding among readers, it is important
to define them very clear. The list of terminology will be defined related to
the research follow :
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a. Classroom Action Research is a research with the purpose of solving

problems found in the classroom.

b. EFL students is a term that used for students whose first language is not
English. EFL students in here refers to students at the eighth grade of
SMP Negeri 3 Pontianak.

c. Speaking skill refers to students’ capability in using English orally.

d. Interactive Storytelling is the art of telling stories in order to engage an

audience. The student conveys a message, information, and knowledge
in interactivity and communicatively way.

H. Frame of Theory

1. Teaching English Foreign Language (TEFL)

The instruction of English as a foreign language may occur in any

country, whether English speaking or not. Learner of EFL study English
for different purposes: passing the examination, career development,
pursuing their education, etc. In most counties, English as Foreign
Language is part of the educational curriculum, particularly in state
schools. In Indonesia, English is compulsory subject in senior and junior
high school. Every student is expected to be able to comprehend the
International language, it provides English as one of the main subject, even
it becomes a subject in national examination.

Moreover, there are so many universities abroad are available by

giving changes for the youth in Indonesia to study and mostly one of the
major requirements is a standard achievement of English proficiency test,
such as: TOEFL, IELTS, or PTE Academic. However, to gain English
mastery is not that easy; students have to construct an ability to be
proficient in English. Students need to be able using this language in
teaching and learning process. Likewise, Akhyak and Indramawa (2013)
demonstrated in their research that using stories in EFL teaching in
 7

university level can provide students the opportunity to use words and a
major and constant source of language experience. They concluded that
storytelling could improve the students’ fluency, grammar, pronunciation,
vocabulary, and content in their speaking.

Teaching and learning has a very close relationship and one into
another cannot be defined apart. Brown (1987) identifies the components
of definition of learning as follow:

1. Learning is acquisition or getting

2. Learning is retention of information or skill

3. Retention implies strorage systems, memory, cognitive

organization

4. Learning involves active, conscious focus on and acting upon even

outside or inside the organism

5. Learning is relatively permanent, but subject to forgetting

6. Learning involves some forms of practice, perhaps reinforced

Practice

7. Learning is part of changes in behavior.

Furthermore, Brown defines teaching as “guiding and facilitating

learning, enabling learner to learn, and setting the condition for learning.”
It is help the researcher to define how should English foreign language
students should be taught. The information is really helpul since in here
the researcher deals with EFL students. Thus, to improve students
speaking skill, the researcher can pay attention to the information about the
vary of learning in the classroom.
 8

2. Speaking Skill

2.1 The definition of Speaking

Speaking is essence of communication. It is considered an

interactive skill of forming meaning which includes generating,
getting, and processing information. It is also used for daily
communication to express the feelings, ideas, and thoughts. According
to Nunan (1991, p.40), speaking is the same as oral interaction which
are conventional ways of repsenting information, expression our idea
and thought have in our mind. Bailey (2000, p.25) also states that
speaking is a proceess of interaction where speakers intend to build
meaning through producing receiving and processing information.

From experts statements above, can be concluded that speaking is

an oral interaction used in daily life as a conventional ways in
producing, receiving, and processing information.

2.2 Storytelling in Speaking Activities

Speaking should be taught in attractive and communicative

activities. There are many types of speaking activities. Harmer (2001,
p.271-274) states there are five classroom speaking activities. They
are acting from script, communication games, discussion, problem
solving, and role play.

a. Acting from a Script

In this of speaking the teacher asks the students to perform a play

based on their coursebook or their dialogues they have written
themselves. In the other words, teacher must help the students to go
through the scripts as if he was teather directors.

b. Communication Games

A game is one of activities that can help students relaxed in

learning the language. Games are very apppropriate teaching
 9

technique for young learner. Speaking activities based in games are

often a useful way of giving students valuable practice. Games
based activities can involve oral strategies such as of oral
describing, predicting, and asking for feedback.

c. Discussion

Discussion is probably the most commonly used activity in the oral

skills class. A discussion can be held for various reasons. The
students may aim to arrive at a conclusion, share ideas about an
event in their discussion groups. Before discussion, it is essential
that the purpose, so that students do not spend their time chatting
with each other about irrelevant things.

d. Problem Solving

Problem solving is done by getting the students to work to pairs or

groups. They share their problems, opinions, and feelings. In this
case, teacher is the bridge to communicate among the participants.
Then, the students give a question and answer each other. Also, the
questions can come from their friends, a student which retelling the
story has responsibility to answer it. This communication will help
the students to practice and expressing their ideas in spoken
language.

e. Simulation and Role Play

Stimulation and Role play can be used to encourage general oral

fluency, or to train students for specific situation. Stimulation and
role play are a popular activity in conversation or speaking group in
which a group have to practice and try to carry out simulation as
them or take the role of completely diffrent character and express
thoughts and feelings as they doing in the real world. Role play is
an excellent way to stimulate real communication that is relevant to
experiences outside the classroom.
 10

Then, all of these activities can be applied in Storytelling. Trough

stories, learners are given opportunities to interact with other peers
regularly on a one-to-one basis and to talk, think, and explore their
knowledge of the topic interest. Therefore, this research becomes
incresingly important to be used among EFL students to improve their
speaking skill.

Telling stories becomes one of the ways in classroom to learn a

new language. This activity refers to introducing vocabularies of the
new language through constructing them to form story. In line to this
point, Dujmovic (2006) explains that storytelling is considered as an
important activity that demonstrates the power of words. Here, words
are used to make listener imagine what is being told. Moreover, it uses
words to enhance verbal expression, increases comprehensions, and
creates mental image.

The activity concerning Storytelling, fortunately, trains the learners

to connect their imagination about the events in the story and try to
build up relations with their factual environment. Wang & Lee (2007)
assert that storytelling is an excellent verbal activity to help learners
imagine and create plots. It also encourages them in building up
details, plot prediction, and drawing conclusion. Al-Mansour & Al-
Shorman (2011) also support this point by explaining that story has
big impact on improving the learners’ motivation to speak. Through
story, the learners can understand their real situation as well as able to
connect their real environment with the imaginable events in the story.
Fortunately, the learners have adequate capacity to combine the real
situation with their imagination to form new stories. Moreover, the
learners can also easily share the story to people around them.
The information related to the speaking and how the speaking
activities should be done is really helpful for the sake of the focus in this
research. As the informaion mentioned above, that there are several
 11

activities of speaking that can be applied in the classroom based on the

situation. So, it gives a clue to the researcher how the speaking practice
should be taught to improve students’ skill.

3. The Interactive Storytelling

3.1 The definition of Interactive Storytelling

Storytelling or “oral literature” is artlessly defined as a story

narration which means “the act or the process of telling or writing a
story.” (Oxford advanced Learner’s Dictionary, 2016). It is also
defined as telling a story publicly without the help of a written text,
exclusively from the memory (Sorensen, 2004). In the opinion of
Dujmovic (2006), storytelling is the art of narrating a story from
memory rather than reading it. As Gallets (2005) believes storytelling
is the oral presentation of a story from memory by an individual to a
person or group of people. Sound effects, motions and props can also
be used to enhance the delivery of the oral story presentation.
Roney (1996) defines storytelling as the process when people use
speech, story structure and mental imagery to communicate with the
audience who also use mental imagery to communicate back with the
teller mainly through body language and facial expression in a
continuous communication cycle. Storytelling also defined as an oral
activity where language and gestures are used colorfully to
extemporize scenes in a sequence.
Storytelling can be described as a process of connecting a chain of
events and present them in the form of a story (Jupit et al., 2012).
Usually, storytelling is an interactive art performance in which teller
and audience can directly interact with each other. Storytelling can be
personal and interpretive. Storytelling is defined as a humanistic
model of communication where people break down complex
knowledge into narratives that are shared amongst all cultures,
particularly ancient cultures. However technology has impacted upon
 12

this tradition. In the current study, storytelling is simply defined as

telling and writing stories. In short, Interactive Storytelling means the
art of telling stories in order to engage an audience. The student
conveys a message, information, and knowledge in interactivity and
communicatively way.

3.2 Advantages of Interactive Storytelling

The act of storytelling generally brings advantages to the learners.

The teacher may use storytelling to create comfortable condition when
he/she knows that the learners are moody to study. The teacher can
also use storytelling to gain the learners’ attention when their focus
spread out. In short, the storytelling strategy is beneficial for learners
in their learning activities. Pedagogically, storytelling strategy brings
advantageous result to improve the learners speaking ability. Mixon &
Temu (2006) state that storytelling is an important way that can be
applied to provoke the result of learners’ learning. From this kind of
activity can be understood that Storytelling bring advantages for the
learner
The teacher benefits of trying to organize their way in uttering
sentences logically. This means that the teacher effortfully to
sequentially tell the story to be understood by learners. In the same
way, the learners also get many benefits of telling stories. Jalongo
(1992) explains that the teacher effort in sharing stories to the children
is essential part of their growth in literacy because stories; (1) increase
children knowledge and understanding of others races and beliefs, (2)
introduce children to a wider range of story sharing experiences, (3)
stimulates children imagination, (4) expand vocabularies and provide
children with good models of usage, enunciation, and pronunciation,
(5) encourage children to listen, concentrate, and follow event-
structured material, (6) challenge assumption and introduce new ideas
in a nonthreatening way, (7) develop children’ thinking skill, (9)
 13

increase the children appropriation of literature and reinforce cultural

values.

3.3 Ways in Building up Storytelling Skill

There have been efforts to support the learners’ ability in

constructing stories, especially through school-based process. These
efforts are expected to bind the learners’ experiences with the story
that they are going to tell. Rohmah (2012) gives beneficial solution to
improve the learners’ ability in storytelling that is asking learners to
read the stories and make brief notes for the important events in the
story. This step leads the learners to tell the stories using their own
words. Besides, she also suggests 3 main activities that can train
learners to be creatively constructing their stories, they are single-
word story, sentence-story, and writing story in big circle.

a. Single-word Story

The single-word story is applied by asking learners to contribute

word by word to construct the story. This means that a learner is
expected to say a single word that is appropriate to keep the story
continues. Technically, this activity can easily be done by asking
learners to stand in line and sequentially every learner says a word
to continue the story. If every learners has contributed a word in the
story while the story still in progress, the activity will still continue
by turning to the first learner to continue the story then followed by
the next learner until the story complete.

b. Sentence Story

This kind of activity proposes learners to contribute their ideas in

the form of sentences. So, a learner will say a sentence to continue
the story until the story complete. Technically, the process is as
same as in the single-word story, the only main different is that this
activity requires every learner to contribute a sentence to improve
 14

the flow of the story. If the story has not completed yet, the turn
continues to the first learner then followed by the next learner until
the story complete.

c. Writing Story in Big Circle

The process of writing story in this activity is done in a circle.

Therefore, the first activity is that requiring learners to form circles.
In the process of constructing story, the learners will contribute
their ideas in the form of sentences. The process is as same as in
the sentence story, the only different is that the process is done by
writing their sentences to continue the story. Technically, a learner
will write his/her sentence in the paper then gives that paper to the
next learner to contribute their sentences. If the story have not
completed yet, the turn can continue to the first learner then
followed to the next learners until the story complete. From the 3
ways above, we can conclude that the storytelling technique
requires learners to be actively contributing their ideas for the
improvement of story.

In this research, the researcher applied a new storytelling

strategy namely Interactive Storytelling Strategy. The point was
that the EFL learners were given a story to read. In their activities,
the learners were expected to make display questions and
referential questions concerning the story to ask their friends. The
learners then share their question to their friends to answer. They
could also ask for help to their friends when they found difficulties
in the process of retelling the story, asking questions, and
answering questions to make the flow learning activities runs
interactively. In the last, the teacher gives them solution how they
can solve their problems. These processes are expected to improve
the learners’ speaking ability and their classroom activities.
 15

The information related to Interactive storytelling brings big

conribution in the research since the focus in here about it. The researcher
has an idea about class management regarding to storytelling activities and
its benefits. The research can easily adapt activities that can train learners
to be creatively constructing their stories, including single-word story,
sentence-story, and writing story in big circle. It is really helpful for the
sake of the research.

I. Frame of Concept

As discussed above, speaking in English as a foreign language is

considered as a difficult skill to acquire by most learners. That is why many
students are not really interested to the speaking activity. Therefore, many of
the students cannot speak English, even the simplest one. Most of the learners
only got a little exposure from this language. They either find it difficult to
know the real example of English or the practice of this language in daily life.
All of those conditions make the teaching and learning process ineffective,
especially in the speaking class. Moreover, there are so many universities
abroad are available by giving changes for the youth in Indonesia to study and
mostly one of the major requirements is a standard achievement of English
proficiency test, such as: TOEFL, IELTS, or PTE Academic. However, to
gain English mastery is not that easy; students have to construct an ability to
be proficient in English. Students need to be able to use this language in the
teaching and learning process. Likewise, Akhyak & Indramawa (2013)
demonstrated in their research that using stories in EFL teaching in university
level can provide students the opportunity to use words and a major and
constant source of language experience. They concluded that storytelling
could improve the students’ fluency, grammar, pronunciation, vocabulary,
and content in their speaking.

As a matter of fact, speaking in teaching and learning process should be

taught in attractive and communicative activities. Interactive storytelling can
 16

be a solution to this matter, because it is an art of telling stories to engage an

audience. The student conveys a message, information, and knowledge in
interactivity and communicatively way. Al-Mansour & Al-Shorman (2011)
explaining that story has a big impact on improving the learners’ motivation
to speak. Through story, the learners can understand their real situation as
well as able to connect their real environment with the imaginable events in
the story. Fortunately, the learners have adequate capacity to combine the real
situation with their imagination to form new stories. Moreover, the learners
can also easily share the story to people around them, including the activities
like single-word story, sentence-story, and writing story in big circle

In applying this strategy, the researcher will need ICT tools to display it
on a large screen. There are some reasons why the researcher interested in
conducting this research. SMP N 3 Pontianak already has good facilities like
ICT tools whereas the English teacher is rarely using it in the teaching and
learning process. The English teacher prefers using students’ textbooks to
teach the lesson. ICT tools can be used as supported media on applying
Interactive Storytelling in the classroom.

In this research, the researcher will implement an action that could

improve the quality of English speaking teaching and learning through the
use of Interactive Storytelling. To conduct the research, the researcher will do
some steps. First, the researcher will observe the school where the researcher
is going to conduct the research. In the observation, the researcher notices
some problems about the speaking in the field. After finding some problems
during the observation, the researcher will think about the action to solve
those problems. The researcher will decide to use an interesting strategy,
namely Interactive Storytelling in the teaching and learning process with the
help of technology. Then researcher will plan and employ some efforts to
improve the quality of English speaking teaching and learning process of
grade eight students of SMP N 3 Pontianak through the use of Interactive
Storytelling.
 17

J. Method of Research

1. Research Design

The design of this research is Classroom Action Research (CAR).

This method is focused on improving students' speaking skill through
Interactive storytelling.

In classroom action research the researcher and the teacher work as a

research team in conducting in preliminary study, planning the action,
implementing the action, analyzing the data and making reflection. The
main focus of action research is in classroom and school, and view
themselves as researchers (Stenhouse as cited in McNiff, 1992) and
hopefully, it can change and improve what is going on in the classroom.

According to Mettetal (2001), classroom action is a very effective way

of improving in teaching. CAR provides a means of documenting your
teaching effectiveness. Classroom action research goes beyond personal
reflection to use informal research practices such as a brief literature
review, group comparisons, and data collection and analysis. In short,
classroom action research was characterized by those constraints and
strength given a research methodology intended to be a workable
technique for working classroom teacher.

2. The procedures of Classroom Action Research

In accordance with Kemmis & Mtaggart (1998) cited in Burns (2010,

p.7) action research has four stages: planning, acting, observing, and
reflecting. The scheme of action looks like this :
 18

Following that action research model, this research was conducting in two
cycles. On each cycle as follow :

a. Planning

First step is all about the researcher and English teacher’s

preparation for teaching-learning process. It included preparing the
teaching approach (Interactive storytelling). Preparing lesson plan
 19

(curriculum 2013), teaching material, test item, and the media which
is needed.

b. Acting

Second step is acting which is the researcher will apply Interactive

storytelling in the classroom. During teaching and learning process,
the researcher roles as the teacher and also as the observer.

c. Observing

Third step, the researcher will observe the class situation, students’
response, and notes all of the activities during action in the classroom.

d. Reflecting

In the last step, the reseracher and the English teacher will analyze
and evaluate the information which is obtained from classroom
activities and from the data.

3. Research Subject

The subject of this research is the Eighth grade of SMP Negeri 3

Pontianak in academic year 2019/2020 that consist of 38 students to be
observed and they conducted Interactive storytelling as a technique. It is
because the subject has speaking problem that can be solved by using
Interactive Storytelling.

4. Role of Researcher

The role of researcher is as a collaborator. The researcher and the

teacher work as a research team in conducting in a preliminary study,
planning the action, implementing the action, analyzing the data and
making reflection.

5. Technique and Tools of Data Collecting

 20

5.1 Technique of data collecting

Based on the technique of the data collecting, researcher will

collect the data by using :

5.1.1 Measurement
During the measurement techniques, the researcher will take
scores of students' performance in retelling story in the
classroom. The speaking performance will be assessed by using
scoring table.

5.1.2 Observation
During the observation techniques, the researcher will take some
notes during the teaching and learning process (by using
observation checklist and field note). The researcher will be
helped by the teacher on this process.
5.2 Tools of data collecting

                       Tools of data collecting used in this research are :

5.2.1 Observation Checklist

Observation checklist is used in what is sometimes called

systematic or structured observation. This type of obsevation
involves using a coding system or checklist prepared before the
lesson begins. The researcher will try to use the checklist which
as guidance to notice the students’ speaking fluency in telling
the story through video in the projector. Then the researcher will
keep the processes of the activity in the form of a note that will
record anything happen in the classroom when telling story
technique using adobe flash animation is applied.

5.2.2 Field Notes

Field notes will be used to notes the students behavior and

everything happens in the classroom that does not involve in the
 21

observation checklist. It will record the meanings that students

attach to their behavior, how they interpret situations, and what
their perspectives are on the process of teaching and learning.

                  5.2.3 Scoring Table

Scoring table is the main tool in collecting data of this research.

Scores given to students’ performance are divided into fluency,
pronunciation, vocabulary, grammar and content story. In short,
scoring is given after gaining the students’ scores individually
and the use of scoring table is to measure all students’ average
score in the class. 

Table Specification

No Performance Aspect Score

1 Fluency
Speech is quite flowing style, mostly easy to understand
4
Speed of soeech seems to be slightly affected by language
3
problems
Usually hesitant; often frced into silence by language
limitation 2

Speech is so halting and fragmenntary as to make

1
conversation virtually impossible
2 Pronunciation
Pronunciation was only very slightly influenced by he
4
mother-tongue
Pronunciation is still moderately influenced by the mother-
tongue but no serious phonological errors. Pronunciatiion
3
problem neccessities concentrated listening and
occasionally lead to misunderstanding
Pronunciation is influenced by mother tongue but only a
2
serious phonological errors.
Pronunciation seriously influenced by the mother tongue
1
with error causing breakdown in communication.
3 Vocabulary
Uses vocabulary and idioms is virtually that of a native 4
 22

speaker.

Sometimes use inappropriate terms and/or must rephrase

3
ideas because of lexical inadequacies
Misuse of words and very limited vocabulary made
2
cmprehention quite difficult
Vocabulary limitation so extreme as to amke speech
1
virtually impossible
4 Grammar
Mastery of grammar taught on course – only 1 or 2 minor
mistakes 4

A few mistakes only (e.g. preposition, articlles)

3
Major mistakes leadto difficulty in understanding – lack of
2
mastery of sentence construction
Numerous serious problem mistake – no mastery of
1
sentence construction – almost unitelligible
5 Content of Story
Shows full understanding of the topic that covers all the
4
elements of the story
Shows a good understanding of parts of the topic that
3
covers almost of the elements of the story
Seemed to understand the topic well that cover only he
2
main elements of the story
Did not seem to understand the topic very well that a llot
1
missing parts of the elements
(Modified from Harris (1969 : 84) and J.B Heaton (1988 : 100)

6. Data Analysis

In measuring the effectiveness of the implementation of developing

the students’ speaking by using Interactive storytelling, the researcher will
use fluency as the aspects in measuring students’ speaking. The researcher
will use the formula as follows :

∑X
M = X 100%
N
 23

Notes:

M = The average frequency in every meeting

∑X = The sum of the students’ respond individually

N = The number of students’ being observed

100 = Maximum score

From the performance test rubric, the students’ score could be judged good
or bad based on the qualification as follow :

Scoring Table
Test Score Qualification
80-100 Good to excellent
60-79 Average to Good
50-59 Poor to Average
0-49 Poor
(Harris, 1996 : 134)

In order to determine the students’ individual score whether the students

passed or not, the standard of minimum score for English subject at the
school was used.

Table of standard minumim score for English Subject in SMP Negeri 3

Pontianak
Total Individual Score Category
0 – 74 NOT PASSED
75 – 100 PASSED
 24

Based on the standard minimum score for English subject at the school,
the students pass the subject when they get score ≥ 75.

TEMPORARY BIBLIOGRAPHY

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storytelling aloud on the reading comprehension of Saudi elementary stage
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language pedagogy. White Plains, NY: Pearson.

Burns, A. (2010). Doing action research in English language teaching. New

York: Routledge.

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Dujmovic, M. (2006). Storytelling as a method of EFL teaching. Methodological

Horizons, 1(1).

Fikriah. (2016). Using the storytelling technique to improve English speaking

skills of primary school students. English Education Journal (EEJ), 7(1).
 25

Gallets, M. P. (2005). Storytelling and story reading: A comparison of effects on

children's memory and story comprehension (electronic theses and
dissertations, paper 1023). USA: East Tennessee State University.

Harmer, J. (2001). The practice of English Language Teaching. England. Pearson

education limited.

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Bacon.

Jupit, A. J. R., Minoi, J. L., Arnab, S., & Wee, A.Y. (2012). Story-telling and
narrative methods with localised content to preserve knowledge
(proceedings of the 6th European conference on games based learning –
ECGBL). England: Academic Publishing International.

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developing communication skills of EFL female students and their attitude
toward it. Educational Research International, 5(4).

Kristi, N. (2016). The barriers of teaching speaking english for EFL learners.
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Marzuki, Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL learners’
speaking ability through interactive storytelling. Dinamika Ilmu, 16(1).

Massa, E. (2016) Stories of words, words as stories. Some lexico-statistically

based reflections on the meaning unit in spoken language. Linguistik Online,
75(1).

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Chatan PLC.

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Journal of Scholarship of Teaching and Learning (JoSoTL), 2(1).

Mixon, M., & Temu, P. (2006). First road to learning: Learning through stories.
English Teaching Forum, 43(2).
 26

Nunan, D. (1991). Practical English Language Teaching. New York: McGraw

Hill.

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ELTWO,3.

Rohmah, Z. (2012). Teaching english joyfully. Malang: Bintang Sejahtera Press.

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Storytelling World Journal, 9.

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skill. International Journal of Language & Linguistics, 1(1).

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Thai undergraduate students by digital storytelling through websites.
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2019, from http://www-
o.ntust.edu.tw/~syying.lee/publications/Story_telling_is_the_bridge_IJETL.
pdf

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the 21st century. UK: Radcliffe Publishing.
 27

APPENDICES

APPENDIX I

RENCANA PELAKSANAAN PEMBELAJARAN I

(RPP I)

SMP/MTS : SMP Negeri 3 Pontianak

Kelas/Semester : VIII (Delapan) / 2
Jenis teks : Narrative
Tema : Fable and Fairy Tale
Aspek/Skill : Berbicara
Alokasi Waktu : 2 x 40 menit ( 1x pertemuan )

A. Standar Kompetensi
11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan
narrative untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar
11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk recount dan narrative.
Indikator
 Memahami kosa kata baru.
 Menceritakan kembali cerita pendek dalam bentuk narrative.
 Mamp berbicara dalam monolog.

C. Tujuan Pembelajaran
 Siswa dapat memahami pengertian kosa kata baru.
 Siswa dapat menceritakan kembali cerita pendek dalam bentuk narrative.
 Siswa dapat meningkatkan kemampuan berbicara dalam bentuk monolog.

D. Materi Pokok
 Function :
Narrative text is an imaginative story to entertain people (imagibative
narrative test is a story that aims toentertain people)
 28

 Generic Structure of Narrative Teks :

Orientation : It is about the opening paragraph where the characters of
the story are introduced
Complication : Where the problem in the story developed
Resolution : Where the problems in the story is solved
Sometimes the arragement (generic structure) of narrative text can contain:
Orientation, Complivcation, Evaluation, Resolution, and Reoroentation.
Although the Evaluation providess assesment / evaluation of the course of the
story or conlict. While Reorientationcontains content inference ending.
 Language features of Narrative Text :
- Description of characters and places using :
Adjective to describe noun – heavy, frosty, transparent, grumpy.
- Adverb – to describe verbs – quickly, secrectly, quietly, energetically,
suddenly
- Similes – to compare one thing with another, using like or as – as – as
bright as the moon, the kiss felt like a butterfly’s wings against her
cheek
- Time words – Once upon a time, long ago, then, last week.
- Verbs indicating actions in the story – hid, ate, ran, whispered, looked
 Grammar that often arise in making the narrative text are :
Using tebses “Past”, both simple, past perfect, past continuous, past perfect
continuous, past or future could be continuous.

E. Metode Pembelajaran

1. Method : CLT (cooperative learning teaching)

2. Technique : Dril

F. Langkah – Langkah Kegiatan Pembelajaran

Kegiatan awal (10’)

 Guru mengucapkan salam dengan dengan ramah kepada siswa ketika

memasuki ruang kelas
 Guru mengecek kehadiran siswa
 Apersepsi
 Guru memotivasi siswa
Kegiatan Inti (70’)

Eksplorasi

 Guru memberikan stimulus berupa pemberian materi tentang narrative

text.
 29

 Siswa diberikan kesempatan oleh guru untuk mengungkapkan

pengentahuan mereka. tentang narrative text.

Elaborasi

 Guru mereview benuk narrative text kepada siswa.

 Guru memberikan waktu kepada siswa untuk mencatat materi
pembelajaran.
 Siswa diputarkan sebuah video pendek yang ditampilkan dengan flash
 Siswa menyimak cerita tersebut dan diberikan pengertian serta cara
mengucpakan kosa kata baru.
 Siswa diberi pertanyaan oleh guru deputar cerita tersebut seperti tokoh,
latar, tempat, dan lain lain.
 Siswa diputarkan sekali lagi video pendek tersebut dan menyimak dengan
seksama
 Siswa menganalisa kata/frasa/arti atau kata tertentu dalam cerita tersebut
 Siswa dibimbing untuk memahami contoh yang dijelaskan guru
(menampilkan cerita pendek dengan media flash animasi)
 Siswa memperhatikan contoh bagaimana cara menceritakan kembali sbuah
cerita setelah flash animasi yang ditampilkan.
 Siswa diminta untuk membentuk kelompok 3-4 orang
 Siswa diputarkan cerita yang lain menggunakan flash animasi.
 Siswa menentukan dan memahami kata sulit bersama terlebuh dahulu.
 Serelah itu, siswa siajak ikut menceritakan kembali cerita pendek yang lain
dalam sebuah kelompok dan menjawab beberapa pertanyaan yang
berhubungan dengan cerita untuk mempermudah siswa.
 Siswa dibimbing untuk berbicara dan menceritakan kembali dengan
tatabahasa yang benar dan tepat.

Konfirmasi

Dalam kegiatan konfirmasi guru :

 Guru memberikan umoan balik pada sisswa dengan memberikan apresiasi

dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
 Guru memberikan refleksi untuk memperoleh pengalaman belajar yang
sudah dilakukan.
 Guru memberikan motivasi kepada siswa yang kurang dan belum bisa
mengikuti dalam materi passive voice

Kegiatan akhir (10’)

 Guru memberikan kesimpulan tentang materi ynag tekah disampaikan.

 30

 Mengucapkan salam kepada siswaketika hendak keluar dari ruangan.

E. Sumber / Bahan / Alat

 Kamus
 Flash Animasi
 Infokus
 Laptop

H. Penilaian

No Performance Aspect Score

1 Fluency
Speech is quite flowing style, mostly easy to understand
4
Speed of soeech seems to be slightly affected by language
3
problems
Usually hesitant; often frced into silence by language
limitation 2

Speech is so halting and fragmenntary as to make

1
conversation virtually impossible
2 Pronunciation
Pronunciation was only very slightly influenced by he
4
mother-tongue
Pronunciation is still moderately influenced by the mother-
tongue but no serious phonological errors. Pronunciatiion
3
problem neccessities concentrated listening and
occasionally lead to misunderstanding
Pronunciation is influenced by mother tongue but only a
2
serious phonological errors.
Pronunciation seriously influenced by the mother tongue
1
with error causing breakdown in communication.
3 Vocabulary
Uses vocabulary and idioms is virtually that of a native
speaker. 4

Sometimes use inappropriate terms and/or must rephrase

3
ideas because of lexical inadequacies
Misuse of words and very limited vocabulary made
2
cmprehention quite difficult
Vocabulary limitation so extreme as to amke speech
1
virtually impossible
4 Grammar
Mastery of grammar taught on course – only 1 or 2 minor 4
 31

mistakes

A few mistakes only (e.g. preposition, articlles)

3
Major mistakes leadto difficulty in understanding – lack of
2
mastery of sentence construction
Numerous serious problem mistake – no mastery of
1
sentence construction – almost unitelligible
5 Content of Story
Shows full understanding of the topic that covers all the
4
elements of the story
Shows a good understanding of parts of the topic that
3
covers almost of the elements of the story
Seemed to understand the topic well that cover only he
2
main elements of the story
Did not seem to understand the topic very well that a llot
1
missing parts of the elements

I. Pendoman Penilaian

Test Score Qualification

80-100 Good to excellent
60-79 Average to Good
50-59 Poor to Average
0-49 Poor
 32

APPENDIX II

Observation checklist Table

Observation Elements Achievement
Stages
Yes No
A. Pre Activity 1. Greeting the students and checking
(Warming up/ their presence.
Brainstorming 2. Asking the students’ condition
) 3. Describing the topic that will be
discused.
4. Asking some questions relaed to the
topic.
5. Conveying the learning objectives.
B. Whilst Activity 1. Students focus on the LCD projector.
2. Explain what they are going to
watch.
3. Students watch and pay attention to
the story through video on the screen
that is demostrated by teacher
(telling the story orally).
4. Teacher gives some uncommon
vocabulary.
5. Students watch it once again and
practice it by themselves.
6. Students perform retelling the story
by watchung storytelling video in
front of the class.
7. Teacher gives positive feedback in
the form of oral, written, gesture, or
a gift to the success of learner.
8. Students are given the opportunity to
ask and other to answer. Teacher
improves students responses.

C. Post Activity 1. Teacher and students together to

make conclution about students
activities in the classroom.
 33

APPENDIX III

FIELD NOTE

No No
1st Cycle 2nd Cycle
. .
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.
 34

APPENDIX IV

Script of Story 1
MALIN KUNDANG

A long time ago, on the north coast of Sumatera lived a widow and her
only son named Malin Kundang. They were living in poverty. Malin Kundang
grew up as a skillful young boy. He always wanted to be a successful person to
help her mother.

One day, a large ship of a rich merchant docked nearby. Malin Kundang
met one of the ship’s crew and was offered to join with him. He knew that it was a
good chance to make his dream came true. So he decided to accept the offer and
went home to tell his mother. “Mom, what if I sail overseas?” asked Malin
Kundang to his beloved mother. “Oh dear, I can’t let you do that. I lost your
father; he was sailing and never came back. I don’t want to lose you too,” her
mother replied.

Malin Kundang kept trying to convince his mother that he would be all
right, “Mom, if I stay here, I’ll always be a poor man. I want to be a successful
person to help us to get a better life. I promise you that I’ll be back for you.” His
mother wiped her own tears, “If you really want to go, I can’t stop you my son. I
could only pray to God for you to gain your success in life,” said his mother
wisely. In the next morning, Malin Kundang was ready to go.

It had been a year since Malin Kundang left his mother. Her mother never
heard any news from Malin Kundang. However, she kept waiting and praying for
his son to come home safely. After several years of waiting, she was surprised by
arrival of a wealthy merchant in the ship dock. When the large ship pulled over,
Malin’s mother saw a wealthy man who was stepping down the ladder along with
a beautiful woman. The man turned out to be her only son, Malin Kundang.

Without hesitation, she came running to hug her son. “Oh my dear son, I
miss you so much.” However, Malin Kundang did not give any response. He was
too ashamed to admit that the old woman was his own mother in front of his
beautiful wife. “Who are you? You’re not my mother. My mother has passed
 35

away when I was kid,” said Malin Kundang. Malin’s mother took a step back,
“Malin, what do you mean? I’m your mother!” she said sadly.

Malin Kundang then ordered his bodyguard to take the old woman away
from him, “Take this old and filthy woman out of here!” Malin’s mother cried as
he was dragged by the bodyguard, “Malin, my son. How could you do this to me?
Why do you treat your own mother like this?” she sobbed.

As her heart was broken and felt very disappointed to her son, she cried
and shouted, “Oh God, if he is my real son, I curse him into stone!” After that,
Malin Kundang continued his journey and once again left his mother. In the
middle of a calm sea, suddenly the wind was blowing so hard and a storm came.
The storm struck his ship and turned him into a stone.