Improving Students’ Speaking Skill through Storytelling Activities UsingSimple Narrative Textsat SMP Negeri 2 Punggur Central Lampung

Sunarjo, Sunarjo (2014) Improving Students’ Speaking Skill through Storytelling Activities UsingSimple Narrative Textsat SMP Negeri 2 Punggur Central Lampung. S2 thesis, UNY.

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Abstract

This research was aimed at improving year VIII.B students’ speaking skill through storytelling activities using simple narrative texts at SMP Negeri 2 Punggur Central Lampung. This research was a classroom action research conducted in three cycles each of which consisted of four stages: planning, acting, observing, and reflecting. The year VIII.B students of SMP Negeri 2 Punggur Central Lampung were chosen as the subjects of the research. The data collected were related to four aspects: 1) the teacher’s way of teaching, 2) the students’ courage and confidence, 3) the learning atmosphere, and 4) the students’ speaking improvement using storytelling activities. The data collection instruments applied in this research were observation sheets, students’ diaries, documentation and questionnaire. The data were collected by means of observation sheets filled up by two collaborators and the students’ diaries about their responses toward the teaching and learning process dealing with the teacher’s way of presentation and their willingness to learn English especially speaking, and the students’ responses toward the teaching and learning process in which storytelling activities were applied. The collected data were then analyzed and presented descriptively. The results of the research show that the action on improving students’ speaking skill through storytelling activities using simple narrative texts is successful. The results of each aspect are presented as follows. 1) The teacher’s way of teaching canattract the students’ interest and involve them actively in learning. The students in every meeting showed positive changes in their learning behaviours. Although not all of them showed similar changes, they, at least, started to show their interest to learn to speak in English and to ask questions. 2) The teacher’s attention during the teaching and learning process makes them motivated in learning. The teacher’s guidance to the students in handling their learning difficulties makes them confident in performing every speaking task. Moreover, the teacher’s models in pronouncing words and the way to tell every part of stories make some slow and shy learners encouraged and confident in performing speaking. 3) The effectiveness of giving motivation through gestures and statements of compliments, correcting their pronunciation and grammar mistakes during their presentation, and less formal talk out of class is good at building a better relationship between the teacher and the students. Therefore, it is able to create a supporting learning atmosphere which encourages the students to speak English.4) In relation to the students’ language proficiency, theyhave frequently practiced pronouncing many words from the stories so that they can pronounce the words correctly. They also have more chances to rehearse before performing speaking tasks so that their speaking skill improved in every cycle.

Item Type:	Thesis (S2)
Uncontrolled Keywords:	speaking skill, storytelling activities simple narrative texts
Subjects:	Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions:	Sekolah Pascasarjana (SPS) > Program Pascasarjana > Linguistik Terapan
Depositing User:	Perpustakaan Pascasarjana
Date Deposited:	04 Mar 2015 18:55
Last Modified:	23 Nov 2022 02:48
URI:	http://eprints.uny.ac.id/id/eprint/12447

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