the use of story completion technique to improve...
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THE USE OF STORY COMPLETION TECHNIQUE TO
IMPROVE STUDENTS’ SPEAKING ABILITY OF
INTERNATIONAL CLASS PROGRAM BOARDING
STUDENTS OF TEACHER TRAINING AND EDUCATION
FACULTY OF STATE INSTITUTE FOR ISLAMIC STUDIES
SALATIGA BATCH 2015
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teacher Training and Education
Faculty
State Institute For Islamic Studies (IAIN) Salatiga
By:
MOHAMMAD ROISUL ASHDAQ
NIM : 11313145
ENGLISH EDUCATION DEPARTMENT OF TEACHER
TRAINING
AND EDUCATION FACULTY STATE INSTITUTE FOR
ISLAMIC
STUDIES (IAIN) SALATIGA
2017
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DEDICATION
This graduating paper is dedicated:
1. Allah SWT, The Lord of the Lords My almighty God thanks for mercy and
blessings and guiding me to face everything
2. My beloved mother Siti Ma’rufah and my father Muhammad Zaenal Arifin.
Thanks for love, care, patience, motivation which are given to me. You are
my everything
3. My beloved little brother, Muhammad Ilham Fikri Ulul Albab. Muhammad
Faiq Zulfa, and Najma Karim Tirta Sakti, I love you so much. We are
fantastic four.
4. My all family who always support me in any my conditions,
5. My family in Ma’had Al-Jami’ah IAIN Salatiga.
6. My big family in International Class Program of IAIN Salatiga.
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ACKNOWLEDGENT
Assalamu’alaikum Wr.Wb
Alhamdulillahirabbil’alamiiin, Firstly the writer says all praise to Allah
SWT the most gracious and the most mereciful. Because of Him, the writer could
finish this graduating paperas one of the requirement for the degree of Educational
Studies (S.Pd) as English Education Department of State Institute for Islamic
Studies (IAIN) Salatiga in 2017.
Secondly, peace and salutation always be given to our Prophet Muhammad PBUH
who has guided us from the darkness into lightness.
However, the success would not be achieved without a support, guidance, advice,
help, and encouragement from individuals and institutions, thus, the writer would
like to thank to:
1. Dr. Rahmat Hariyadi, M.Pd. Rector of State Institute for Islamic Studies (IAIN)
Salatiga
2. Suwardi, M.Pd. The Dean of Teacher Training and Education Faculty of State
Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph.D. The Head of English Education Department.
4. Sari Famularsih, M.A. as my counselor who has guided, directed, motivated,
and advised me patiently in the process of accomplishing this graduating paper.
5. All of the lectures of English Education Department of State Institute for
Islamic Studies (IAIN) Salatiga.
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6. All of the staff who helped the writer in processing of graduating paper
administration.
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MOTTO
“If you can’t fly, then run,
if you can’t run, then walk,
if you can’t walk, then crawl,
but whatever you do, you have to keep moving forward”.
(Martin Luther King Jr)
“Inherited Will. The destiny of the Age. The dreams of the people. As
long as people continue to pursue the meaning of Freedom. These things
will never cease to be!”.
(Gol. D. Roger-One Piece)
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ABSTRACT
Ashdaq, Mohammad Roisul. 2017. the use of story completion technique to improve
students’ speaking ability of international class program boarding
students of state institute for Islamic studies salatiga batch 2015.
Graduating Paper English Education Department of State Institute for
Islamic Studies (IAIN) Salatiga. Counselor: Sari Famularsih. M.A.
The aims of his research are (1) to describe the effects of the use of story completion
technique to improve students’ speaking ability of International Class Program
Boarding Students of State Institute for Islamic Studies Salatiga Batch 2015. (2) to
find out the result of the use of story completion technique to improve students’
speaking ability. The research method that is used in this research is classroom
action research. The subject were 10 students in International Class Boarding
Students batch 2015. The researcher uses two cycles; each cycle consist of
planning, action observation, and reflection. The result of his is the students enjoy
the class in using story completion technique, the students have deep attention in
the class, the students have high motivation to learn English, the students can speak
as long as they want and the lecturer being active to guide the class by using story
completion technique. The research shows that there is an improvement of the
students’ speaking ability using story completion technique. It can be seen from T-
Test calculation in cycle I is 2,86 and cycle II is 3,25; T-table wih N= 10 is 1,182,
and also the increasing students’ mean score from cycle I to cycle II. The mean of
pre-test in cycle I is 63,6 and post-test is 67,8. The mean of pre-test in cycle II is
81,4 and post-test is 85,4. This indicates that by using story completion technique,
the students’ speaking ability can be improved.
Keywords: improve, speaking ability, story completion technique.
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TABLE OF CONTENTS
TITLE PAGE ......................................................................................................
AUTENTIVE COUNSELOR NOTE .................................................................
DEDICATION .................................................................................................. i
ACKKNOWLEDGEMENT ............................................................................ ii
DECLARATION ............................................................................................ iii
BOARD OF EXAMINERS ............................................................................ iv
MOTTO ............................................................................................................v
ABSTRACT .................................................................................................... iv
TABLE OF CONTENTS ............................................................................... vii
CHAPTER I INTRODUCTION
A. Background of the Study ...........................................................................1
B. Statement of the Problem ...........................................................................3
C. Objectives of the Study ..............................................................................4
D. Limitation of the Study ..............................................................................4
E. Benefits of the Study ..................................................................................4
F. Definition of Key Terms ............................................................................5
G. Review of Previous Study ..........................................................................6
H. Outline of Graduating Paper ......................................................................7
CHAPTER II THEORITICAL FRAMEWORK
A. Definition of Speaking ...............................................................................9
B. Teaching Speaking Skill ..........................................................................13
C. Story Completion .....................................................................................22
CHAPTER III RESEARCH METHODOLOGY
A. Setting of the Research. ...........................................................................26
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B. Type of the Research................................................................................26
C. Subject of the Research ............................................................................27
D. Research Procedure ..................................................................................28
E. Technique of Collecting Data ..................................................................30
F. Technique of Analyzing Data ..................................................................32
CHAPTER IV IMPLEMENTATION OF
A. Cycle I ......................................................................................................36
B. Cycle II .....................................................................................................43
CHAPTER V CLOSURE
A. Conclusion ...............................................................................................53
B. Suggestion ................................................................................................53
REFERENCES
CURRICULUM VITAE
APPENDIX
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CHAPTER I
INTRODUCTION
A. Background of the Study
The human life needs a tool to communicate and interact each other.
Language is one of the ways to communicate with other people. According to Sapir
(1921: 8), language is purely human and non-instinctive method of communicating
ideas, emotions, and desires by means of a system of voluntarily produced symbol.
Language is a set of common sounds and symbols by which individual
communicating. The function of language is transferring idea human’s feeling, or
sharing everything in human mind. In the world, we know that every country has
different language. To accommodate these facts, human makes international
language to give solution of easiest communication with people in other countries
and one of international language is English.
English is a subject matter in Indonesia, English is one of foreign language
which is taught at each level of Indonesia education from elementary school until
university. Listening, speaking, reading, and writing are four skills should be
mastered in English.
Speaking is one of the productive skills beside listening. It is not only to say
a word or sound, but one of way to communicate ideas, express our feeling, and etc.
There is such a process of understanding the message from the speaker. Bailey and
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Savage (1994:7) say that speaking in a second or foreign language has often been
viewed as the most demanding of the four skills yet for many people, speaking is
seen as the central skill. The desire to communicate with others, often face to face
and real time, drives us to attempt to speak fluently and correctly. Then, Brown
(2001:270) says that sometimes students make any mistake to speak English well
and fluently or they find it difficult to do it. Many factors might influence that case.
According to Brown (1980:5), learning language activity is given to
students directly to express their feeling and communicate the feeling, idea, and
thought by using conventionalized sign, sound, gesture, or mark having understood
meaning. In the teaching learning process, the teacher is responsible for executing
the process.
Story Completion is free-speaking activity for which students sit in a circle
for this activity, a teacher starts to tell story, but after a few sentences he or she
stops narrating. Then, each student starts to narrate from the point where the
previous one stopped. Each student is supposed to add from four to ten sentences.
Students can add new characters, events, description and so on. (Kayi:2006). Story
completion is one of a new technique in teaching speaking which can increase the
students’ speaking skill. It might be caused by the real-life situation of the class
which can make the students interested in following the lesson as (Kayi: 2006) who
states that story completion is an activity which very enjoyable in whole class. The
learners will easily be plunged into the plots of the story as they had to tell the part
of the story decided.
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From the explanation above the researcher assumes that story completion
can improve students’ speaking ability especially for students of International Class
Boarding Students batch 2015 because story completion is a joyful technique to
learn speaking. According to what Kayi said “It might be caused Story completion
using the real-life situation of the class which can make the students interested in
following the lesson” as (Kayi: 2006)
Based on the problem above, the researcher would like to make a research
that is entitled “THE USE OF STORY COMPLETION TECHNIQUE TO
IMPROVE STUDENTS’ SPEAKING ABILITY OF INTERNATIONAL
CLASS PROGRAM BOARDING STUDENTS OF TEACHER TRAINING
AND EDUCATION FACULTY OF STATE INSTITUTE FOR ISLAMIC
STUDIES SALATIGA BATCH 2015”
B. Statement of the Problem
Based on the explanation above, this research is aimed to answer the
following problems:
1. How is the effect of the use of story completion technique to improve students’
speaking ability for International Class Program Boarding Student of Teacher
Training and Education Faculty of State Institute for Islamic Studies Salatiga
batch 2015?
2. How is the result of the use of story completion technique to improve students’
speaking ability for International Class Program Boarding Student of Teacher
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Training and Education Faculty of State Institute for Islamic Studies Salatiga
batch 2015?
C. Objectives of the Study
Generally, the purpose of this research is to increase the students’
achievement in speaking ability. The purposes of this research are to get
information about:
1. Identifiying the improvement of students’ speaking ability for International
Class Boarding Students of Teacher Training and Education Faculty of State
Institute for Islamic Studies Salatiga batch 2015.
2. Finding out the effectiveness of story completion to improve the students’
speaking ability for International Class Boarding Student of Teacher Training
and Education Faculty of State Institute for Islamic Studies Salatiga batch
2015.
D. Limitation of the Study
In this research, the researcher focuses on the study on story completion
technique in speaking ability for International Class Program Boarding Students
of Teacher Training and Education Faculty of State Institute for Islamic Studies
Salatiga batch 2015 by using story completion technique.
E. Benefits of the Study
This research is hoped that will be useful for the teachers, students, and
researchers. It is conducted in order to give theoretical and practical benefits.
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1. Theoretically
a. The research’s finding can be used to enrich the technique in teaching
speaking by using story completion technique
b. To give information and knowledge in teaching speaking skill by using
story completion technique
2. Practically
a. For the students
1) The students are motivated to learn English.
2) The students will be able to share their ideas and thought through
story completion technique
b. For the teacher
1) The result can become an input to determine the steps and technique
in teaching speaking by using story completion technique
2) To give an important technique by using story completion to add the
quality of teaching speaking in the classroom
c. For the writer
1) The writer can study and get more information to identify the
problem in students’ speaking ability.
2) The writer will get new experience and knowledge for the future in
his life because of his research.
F. Definition of the Key Terms
1. Story Completion
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Story Completion is free-speaking activity for which students sit in a
circle for this activity, a teacher starts to tell story, but after a few sentences
he or she stops narrating. Then, each student starts to narrate from the point
where the previous one stopped. Each student is supposed to add from four to
ten sentences. Students can add new characters, events, description and so on.
(Kayi:2006
2. Speaking
According to Brown (2004: 140) speaking is a productive skill that
can be directly and empirically observed, those observations are in variably
colored by accuracy and effectiveness of a test-takers listening skill, which
necessarily compromises reliability and validity of an oral production test.
3. Ability
Ability is a present state of being able to make certain response
perform certain tastes, we sat that a person has an ability to do something,
we mean that he can do that right now. Ability is the state or condition of
being able; aptitude; capability; power to do something, whether physical,
mental, legal, etc. (Mario Pei, 1974:2).
G. Review of the previous study
In this research the researcher takes two of the previous researchers. This
first is the research that had been done by Tri Kukuh Andarbeni by the “The
Use of Drills To Improve The Students Speaking Ability (Classroom Action
Research In The First Grade of MTs NU Salatiga in Academic of
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2009/2010). The objectives of the study are to find out the use of drills to
improve the students’ speaking skill and to find out the result of using drills in
speaking class.
The second research report was written by Siti Nafiatun a student of IAIN
Salatiga, she graduated in 2013, with her research paper entitled “The Use of
Elicitation Technique in Learning to Improve Students Speaking Skill (A
Classroom Action Research of the Second Year of SMK Diponegoro Salatiga
in the Academic Year 2012/2013)”. In this research she explained that the
implementation of elicitation technique can improve students’ speaking skill.
Meanwhile, the research is conducted in order to know the effectiveness
of story completion technique to increase students’ speaking ability in
International Class Boarding of Teacher Training and Education Faculty of
State Institute for Islamic Studies Salatiga batch 2015.
H. Outline of the Graduating Paper
The researcher wants to arrange the graduating paper in order to reader
can catch the content easily. It is divided into five chapters.
Chapter I is introduction. It is consist of background of study, problem
statements, objectives of the study, benefit of the study, limitation of the study,
definition of key terms, and review of previous research, method research.
Chapter II is Theoretical Framework which discuss about general
concept of vocabulary, general concept of acrostic game and general concept of
descriptive text.
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Chapter III explains about Methods of Research that consist of setting of
the research, subject of the research, type of the research, research procedure,
and technique of collecting data and technique of data analysis.
Chapter IV is Data Analysis. Consist field note, score of students
achievement of cycle I, cycle II, cycle III, discussion.
Chapter V is Closure. The writer states summary of the study includes
Conclusion and Suggestion. For the last part is appendixes and bibliography.
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CHAPTER II
THEORITICAL FRAMEWORK
A. Definition of Speaking
Speaking is one of the four language skills (reading, writing,
listening and speaking). It is the means through which learners can
communicate with others to achieve certain goals or to express their
opinions, intentions, hopes and viewpoints. In addition, people who know
a language are referred to as ‘speakers’ of that language. Furthermore, in
almost any setting, speaking is the most frequently used language skill. As
Rivers (1981) argues, speaking is used twice as much as reading and
writing in our communication. Speaking has usually been compared to
writing, both being considered "productive skills", as opposed to the
"receptive skills" of reading and listening. Speaking also is closely related
to listening as two interrelated ways of accomplishing communication.
Every speaker is simultaneously a listener and every listener is at least
potentially a speaker (Oprandy, 1994: 153 & EL Menoufy, 1997: 9).
Speaking has been classified to monologue and dialogue. The former
focuses on giving an interrupted oral presentation and the latter on
interacting with other speakers (Nunan.1989: 27). Speaking can also serve
one of two main functions: transactional (transfer of information) and
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interactional (maintenance of social relationships) (Brown and Yule, 1983:
3).
1. Types of Speaking Performances
Brown (2004: 140) describes five categories of speaking skill area.
Those five categories are as follows:
a. Imitative
This category includes the ability to practice an intonation and
focusing on some particular elements of language form. That is just
imitating a word, phrase or sentence. The important thing here is focusing
on pronounciation. The teacher uses drilling in the teaching learning
process. The reason is by using drilling, students get opportunity to listen
and to orally reapeat some words.
b. Intensive
This is the students’ speaking performance that is practicing some
phonological and grammatical aspects language. It usually places
students doing the task in pairs (group work), for example, reading aloud
that includes reading paragraph, reading dialogue with partner in turn etc.
c. Responsive
Interaction and test comprehension but at the somewhat limited level
very short conversation, standard greetings and small talk, simple
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requests and comments, giving instructions and directions. Those replies
are usually sufficient and meaningful.
d. Interactive
The length and complexity of the interaction which sometimes
includes multiple exchange and/or multiple participants.
e. Extensive
Teacher gives students extended monologues in the form of oral
reports, summaries, storytelling and short speeches.
2. Elements of Speaking
The ability to speak fluently presuppose not only knowledge of
language features, but also the ability to process information and language
on the spot (Harmer, 2001: 269).
a. Language Features
Among the elements necessary for spoken production, are the following:
1) Connected speech: effective speakers of English need to able not
only produce the individual phonemes of English. In connected
speech sounds are modified (assimilation), omitted, added (linking),
or weakned (through contractions and stress patterning). It is for this
reason that we should involve students in activities designed
spesifically to improve their connected speech.
2) Expressive devices: native speakers of English change the path and
stress of particular parts of utterances, vary volume and speed, and
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show by other physical and non-verbal (paralinguistics) means how
they are feeling (especially in face to face interactions)
3) Lexical and Grammar: spontaneous speech marked by the use of a
number of commons lexical phrases, especially in the performance
of certain language functions.
4) Negotiation Language: effective speaking benefits from negotiator
language we use to seek clarification and show the structure of what
we are saying. We often need to ask for clarification when we are
listening to someone else talks and it is very crucial for students.
b. Mental/Social Processing
Success of speaker’s productivity is also dependent upon the
rapid processing skills that talking necessitates.
1) Language processing: Effective speakers need to able to process
language in their own heads and put it into coherent order so that it
comes out in forms that are not comprehensible, but also convey the
meanings are intended. Language processing involve the retrieval of
words and their assembly into syntactically and propotionally
appropriate sequences. One of the main reasons for including
speaking activities in language lessons is to help students develop
habits of rapid language processing in English.
2) Interacting with others: most speaking involves interaction with one
or more participants. This means that effective speaking also
involves a good deal of listening, an understanding of how the other
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participants are feeling and a knowledge of how linguistically to take
turns allow other to do.
3) (on the spot) information processing: quite apart from our response
other’s feeling, we also need to be able to process the information
they tell us moment we get it.
B. Teaching Speaking skills
Developing speaking skills is of vital importance in EFL/ESL programs.
Nunan (1999) and Burkart & Sheppard (2004) argue that success in learning a
language is measured in terms of the ability to carry out a conversation in the
(target) language. Therefore, speaking is probably a priority for most learners
of English (Florez, 1999). Speaking instruction is important because it helps
students acquire EFL speaking skills thus converse spontaneously and naturally
with native speakers. Furthermore, if the right speaking activities are taught in
the classroom, speaking can raise general learners' motivation and make the
English language classroom a fun and dynamic place to be (Nunan, 1999 &
Celce-Murcia , 2001). In addition, speaking can support other language skills.
Recent research has considered oral interaction as an important factor in the
shaping of the learner's developing language (Gass & Varionis, 1994). For
instance, it was proved that learning speaking can help the development of
reading competence (Hilferty, 2005), the development of writing (Trachsel &
Severino, 2004) as well as the development of listening skills (Regina, 1997).
Taking into account the importance of developing EFL speaking skills,
it is vital to determine the speaking skills SL/ FL learners have to acquire in
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order to converse with native language speakers. Actually, it was assumed that
the interactional nature of spoken language requires the speaker’s ability to use
motor-perceptive skills, which are concerned with correctly using the sounds
and structures of the language, and interactional skills, which involve using the
previous skills for the purposes of communication. This means that EFL
students should acquire the knowledge of how native speakers use language in
the context of structured interpersonal exchanges in which many factors
interact (Bygate, 1987& Brown, 2001). In addition, speaking requires that
learners understand when, why, and in what ways to produce language
("sociolinguistic competence") (Burns & Joyce, 1997; Cohen, 1996 and
Harmer, 2001: 269-270). A good speaker hence synthesizes this array of skills
and knowledge to succeed in a given speech act. Florez (1999) highlights the
following skills underlying speaking:
1. Using grammar structures accurately;
2. Assessing characteristics of the target audience, including shared
knowledge, status and power relations, or differences in perspectives;
3. Selecting vocabulary that is understandable and appropriate for the
audience, the topic being discussed, and the setting in which the speech act
occurs;
4. Applying strategies to enhance comprehensibility, such as emphasizing key
words, rephrasing, or checking for listener's comprehension;
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5. Paying attention to the success of the interaction and adjusting components
of speech such as vocabulary, rate of speech, and complexity of grammar
structures to maximize listener's comprehension and involvement.
A careful examination of all previously mentioned speaking skills
emphasizes that speaking is a high complex mental activity which differs from
other activities because it requires much greater effort of the central nervous
system (Bygate, 1998: 23). It includes sub processes and involves distinct areas
of planning. First the speaker has to retrieve words and phrases from memory
and assembles them into syntactically and propositionally appropriate
sequence (Harmer, 2001: 269-270). Speaking also happens in the context of
limited processing capacities due to limitations of working memory, and thus
a consequent need for routinization or automation in each area of production
arises. This means that the speaker should process the information he listens to
the moment he gets it. Besides, speaking involves a sort of monitoring during
and following speech production and the managing of communication under a
range of external pressures (Bygate, 1998: 23 & Basturkmen, 2002: 28).
According to Kayi (2006) meant by "teaching speaking" is to teach ESL
learners to:
a. Produce the English speech sounds and sound patterns
b. Use word and sentence stress, intonation patterns and the rhythm of the
second language.
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c. Select appropriate words and sentences according to the proper social
setting, audience, situation and subject matter.
d. Organize their thoughts in a meaningful and logical sequence.
e. Use language as a means of expressing values and judgments.
f. Use the language quickly and confidently with few unnatural pauses,
which is called as fluency. (Nunan, 2003)
A. How to teach speaking
Now many linguistics and ESL teachers agree on that students learn to
speak in the second language by "interacting". Communicative language
teaching and collaborative learning serve best for this aim. Communicative
language teaching is based on real-life situations that require communication.
By using this method in ESL classes, students will have the opportunity of
communicating with each other in the target language. In brief, ESL teachers
should create a classroom environment where students have real-life
communication, authentic activities, and meaningful tasks that promote oral
language. This can occur when students collaborate in groups to achieve a goal
or to complete a task (fadildzinova: 2016).
B. Activities to promote speaking
a) Discussions
After a content-based lesson, a discussion can be held for various
reasons. The students may aim to arrive at a conclusion, share ideas about an
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event, or find solutions in their discussion groups. Before the discussion, it is
essential that the purpose of the discussion activity is set by the teacher. In this
way, the discussion points are relevant to this purpose, so that students do not
spend their time chatting with each other about irrelevant things. For example,
students can become involved in agree/disagree discussions. In this type of
discussions, the teacher can form groups of students, preferably 4 or 5 in each
group, and provide controversial sentences like “people learn best when they
read vs. people learn best when they travel”. Then each group works on their
topic for a given time period, and presents their opinions to the class. It is
essential that the speaking should be equally divided among group members.
At the end, the class decides on the winning group who defended the idea in
the best way. This activity fosters critical thinking and quick decision making,
and students learn how to express and justify themselves in polite ways while
disagreeing with the others. For efficient group discussions, it is always better
not to form large groups, because quiet students may avoid contributing in large
groups. The group members can be either assigned by the teacher or the
students may determine it by themselves, but groups should be rearranged in
every discussion activity so that students can work with various people and
learn to be open to different ideas. Lastly, in class or group discussions,
whatever the aim is, the students should always be encouraged to ask questions,
paraphrase ideas, express support, check for clarification, and so on.
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b) Role Play
One other way of getting students to speak is role-playing. Students
pretend they are in various social contexts and have a variety of social roles. In
role-play activities, the teacher gives information to the learners such as who
they are and what they think or feel. Thus, the teacher can tell the student that
"You are David, you go to the doctor and tell him what happened last night,
and…" (Harmer, 1984)
c) Simulations
Simulations are very similar to role-plays but what makes simulations
different than role plays is that they are more elaborate. In simulations, students
can bring items to the class to create a realistic environment. For instance, if a
student is acting as a singer, she brings a microphone to sing and so on. Role
plays and simulations have many advantages. First, since they are entertaining,
they motivate the students. Second, as Harmer (1984) suggests, they increase
the self-confidence of hesitant students, because in role play and simulation
activities, they will have a different role and do not have to speak for
themselves, which means they do not have to take the same responsibility.
d) Information Gap
In this activity, students are supposed to be working in pairs. One
student will have the information that other partner does not have and the
partners will share their information. Information gap activities serve many
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purposes such as solving a problem or collecting information. Also, each
partner plays an important role because the task cannot be completed if the
partners do not provide the information the others need. These activities are
effective because everybody has the opportunity to talk extensively in the target
language.
e) Brainstorming
On a given topic, students can produce ideas in a limited time.
Depending on the context, either individual or group brainstorming is effective
and learners generate ideas quickly and freely. The good characteristics of
brainstorming is that the students are not criticized for their ideas so students
will be open to sharing new ideas.
f) Storytelling
Students can briefly summarize a tale or story they heard from
somebody beforehand, or they may create their own stories to tell their
classmates. Story telling fosters creative thinking. It also helps students express
ideas in the format of beginning, development, and ending, including the
characters and setting a story has to have. Students also can tell riddles or jokes.
For instance, at the very beginning of each class session, the teacher may call
a few students to tell short riddles or jokes as an opening. In this way, not only
will the teacher address students’ speaking ability, but also get the attention of
the class.
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g) Interviews
Students can conduct interviews on selected topics with various people.
It is a good idea that the teacher provides a rubric to students so that they know
what type of questions they can ask or what path to follow, but students should
prepare their own interview questions. Conducting interviews with people
gives students a chance to practice their speaking ability not only in class but
also outside and helps them becoming socialized. After interviews, each
student can present his or her study to the class. Moreover, students can
interview each other and "introduce" his or her partner to the class.
h) Story Completion
This is a very enjoyable, whole-class, free-speaking activity for which
students sit in a circle. For this activity, a teacher starts to tell a story, but after
a few sentences he or she stops narrating. Then, each student starts to narrate
from the point where the previous one stopped. Each student is supposed to add
from four to ten sentences. Students can add new characters, events,
descriptions and so on (kayi:2006).
i) Reporting
Before coming to class, students are asked to read a newspaper or
magazine and, in class, they report to their friends what they find as the most
interesting news. Students can also talk about whether they have experienced
anything worth telling their friends in their daily lives before class.
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j) Playing Cards
In this game, students should form groups of four. Each suit will
represent a topic. For instance:
Diamonds: Earning money
Hearts: Love and relationships
Spades: An unforgettable memory
Clubs: Best teacher
Each student in a group will choose a card. Then, each student will write 4-5
questions about that topic to ask the other people in the group. For example:
If the topic "Diamonds: Earning Money" is selected, here are some possible
questions:
Is money important in your life? Why?
What is the easiest way of earning money?
What do you think about lottery? Etc.
However, the teacher should state at the very beginning of the activity that
students are not allowed to prepare yes-no questions, because by saying yes or
no students get little practice in spoken language production. Rather, students
ask open-ended questions to each other so that they reply in complete
sentences.
22
k) Picture Narrating
This activity is based on several sequential pictures. Students are asked
to tell the story taking place in the sequential pictures by paying attention to
the criteria provided by the teacher as a rubric. Rubrics can include the
vocabulary or structures they need to use while narrating.
l) Picture Describing
Another way to make use of pictures in a speaking activity is to give
students just one picture and having them describe what it is in the picture. For
this activity students can form groups and each group is given a different
picture. Students discuss the picture with their groups, then a spokesperson for
each group describes the picture to the whole class. This activity fosters the
creativity and imagination of the learners as well as their public speaking skills.
m) Find the difference
For this activity students can work in pairs and each couple is given two
different pictures, for example, picture of boys playing football and another
picture of girls playing tennis. Students in pairs discuss the similarities and/or
differences in the pictures.
C. Story Completion
Shima (2014) states now many linguistics and EFL teachers agree on
that students learn to speak in the second language by "interacting".
Communicative language teaching and collaborative learning serve best for
23
this aim. Communicative language teaching is based on real-life situations that
require communication. By using this method in EFL classes, students will
have the opportunity of communicating with each other in the target language.
In brief, EFL teachers should create a classroom environment where students
have real-life communication, authentic activities, and meaningful tasks that
promote oral language. This can occur when students collaborate in groups to
achieve a goal or to complete a task.
Story Completion is free-speaking activity for which students sit in a
circle for this activity, a teacher starts to tell story, but after a few sentences he
or she stops narrating. Then, each student starts to narrate from the point where
the previous one stopped. Each student is supposed to add from four to ten
sentences. Students can add new characters, events, description and so on.
(Kayi:2006). Story completion is one of a new technique in teaching speaking
of narrative text which can increase the students’ speaking skill. It might be
caused by the real-life situation of the class which can make the students
interested in following the lesson as (Kayi: 2006) who states that story
completion is an activity which very enjoyable in whole class. The learners will
easily be plunged into the plots of the story as they had to tell the part of the
story decided.
This technique helps students’ speaking skills improving. In this type
of teaching students creativity also improve; in contrast to story retelling, in
this technique students must use vocabulary of their own. This is an open task
and it is students who manage the story and try to complete it.
24
Fazildinova (2016) said about Story completion that We read or tell
the beginning of an interesting story to the pupils. It may be from life or from
your textbook. Students finish the story orally. One student may finish the story
or many pupils could add to the story in turn. This is a very enjoyable, whole-
class, free-speaking activity for which students sits in a circle. Each student is
supposed to add from four to ten sentences. Students can add new characters,
events, description and so on.
There are a number of ways in which story completion can enhance
intercultural understanding and communication. Those are:
a. Allow students to explore their own cultural roots
b. Allow students to experience diverse culture
c. Enable students to emphasize with unfamiliar people/places/situations
d. Offer insights into different traditions and values
e. Help students understand how wisdom is common to all people/all cultures
f. Offer insights into universal life experiences
g. Help students consider new ideas
h. Reveal differences and commonalties of cultures around the world
There are other benefits of story completion such as stories promote a
feeling of well-being and relaxation, increase children's willingness to
communicate thoughts and feelings, encourage active participation, increase
verbal proficiency, encourage use of imagination and creativity, encourage
cooperation between students, and enhance listening skills. There are some
25
advantages of using story completion technique in teaching speaking.
According to O’Malley and Pierce story completion gives students an
opportunity to speak at length, if they can, without teacher interruption in an
informal setting (O’Malley and Pierce, 1996:106).
Teacher can ask students to tell a story as if they were telling it to
someone who is not familiar with it. Routman stated in O’Malley and Pierce
book for English language learners, completion helps developed oral language
proficiency as well as reading comprehension (1996:106). Furthermore, telling
stories often measures other skills such as reading comprehension, memory and
organization . In their book of Authentic assessment O’Malley and Pierce
(1996:12) said that story/text completion has many advantages. There is:
a. Students produces oral report
b. Can be scored on content or language components
c. Score with rubric or rating scale
d. Can determine reading comprehension. And speaking development
26
CHAPTER III
RESEARCH METHODOLOGY
A. Setting of the Research
The research was carried out in International Class Program
boarding of State Institute for Islamic Studies Salatiga where located in
Pulutan village, Sidorejo, Salatiga. The research was applied to students of
International Class program batch 2015 who stay in boarding
The research take place at International Class program boarding for
female of State Institute for Islamic Studies Salatiga based on the
consideration that the boarding is near place of the researcher and the place
has never taken as research site about speaking using story completion
technique. The research began in August, 29th 2017 and September, 5th
2017.
B. Type of the Research
Type of this research was classroom action research. The researcher
observed and made a note everything that occurred in learning process.
According to Carr and Kemmis (1986) in Wijaya and Dedi (2010)
classroom action research is a research of self reflection which happened by
the participant in social situation to improve the rationality and the truth:
1) Social practices or the education that create by the teacher or researcher
27
2) The definition about that practices about the situation where the practices
happened
McNiff (1992) states that classroom action research is the reflective
research that made by the teacher or the researcher that they can make a
collaboration. The result can be used as the tool to improve the quality of
learning. Classroom Action Research is the research about, for, and create
by the society or community by using interaction, participation, and
collaboration between researcher and target of the community Subject of
the Research
C. Subject of the research
The subject of research was students of International class program
boarding of State Institute for Islamic Studies Salatiga batch 2015.
According to one of students, Amaliyatul Fikriyah. She said that her friends
have high motivation to learn English because they expect to continue their
study abroad. They realize that they need English to make their dream
comes true but when the native language or the foreigners come to their
class they have problem in conversation or to speak with them. It can be
inferred because they only use English in class and not in boarding or in
their daily life.
28
Table 3.1. The list name students of International Class Program
Dormitory of State Institute for Islamic Studies Salatiga batch 2015.
No Name Student Number Major
1. RK 23010-15-0046 PAI
2. NH 23010-15-0379 PAI
3. MIP 23010-15-0118 PAI
4. SL 23030-15-0064 TBI
5. AF 23030-15-0098 TBI
6. SFT 23030-15-0012 TBI
7 NHK 23020-15-0049 PBA
8. MH 23020-15-0032 PBA
9. RU 23020-15-0034 PBA
10. MIR 23020-15-0043 PBA
D. Research Procedure
This study uses classroom action research; the first concept of
classroom action research is introduced by Kurt Lewin. Kurt Lewin says
that in one cycles is consist of four components, they are planning, acting,
observing, and reflecting (Arikunto, 2010:131). The researcher used the
action research model of Arikunto, the spiral-shaped from one cycle to the
next cycle (Arikunto 2006: 16) as follows:
29
Figure 3.1 The Spiral-Shaped From One Cycle to The Next Cycle
To make the data in this research complete and clear, the writer
describes the research design of teaching speaking skill as follow:
Table 3.2. Research Design of Teaching Speaking Skill
Planning At planning stage, the researcher formulates some
procedural acts to improve students’ speaking skill by
using Story completion technique. In this section the
students will do pre-test to know the ability of speaking
skill before learning speaking by story completion
technique.
Acting
Observing
Reflecting
Planning
30
Acting At acting stage, the researcher tries to implement some
techniques or procedural acts that have been formulated
at planning
Observing When the researcher is implementing the technique or
procedural acts in improving students’ speaking skill by
using story completion technique, He is also observing
the teaching and learning process. The students will do
post-test to know the ability of speaking skill after
teaching speaking by using story completion technique.
Reflection After observation process is done, the researcher make a
reflection to evaluate teaching learning process and he
student’s speaking skill improved
E. Technique of collecting data
The researcher presented the action of collecting data as follows:
1. Test
Arikunto (2010: 226) states that test is used to measure the students’
basic ability and achievement. To get the data the writer did the test that
consists of pre-test and post-test.
a. Researcher using pre-test to know the students’ ability before the writer
gives the material for research.
b. Researcher using post-test to know the students’ improvement after
using acrostics game.
31
The function of pre-test is to know how far the story completion
technique improve student’s speaking ability before they use. While, the
function of post-test is to know the increasing of speaking skill after they
use story completion technique. Pre and post-test are to know the
differences of the students’ speaking ability before and after the teaching
by using the method.
2. Observation
In addition the researcher also conducted observation with
classroom action research, the researcher joined in the classroom. Observe
is looking at an occurrence, movement and process. Observing is not an
easy task since people are influenced a lot by interests and tendencies they
have. In observation the most effective method is by fulfilling an
observation blank form as a tool. The arranged form consists of items
about occurrences or behaviors that drawn will be happened (Arikunto,
2010: 272).
In this stage the researcher used field note and camera for taking the
video which is used to observe and to know the situation and activities
during teaching-learning process. By used field note and camera the writer
would like to know the class situation and participation of students.
3. Documentation
32
Arikunto (2010: 274) states that documentation methods is an
activity to look for variable like notes, transcribes, books, newspapers,
magazines, etc. This method is not too difficult since if there is an error the
source data is still not change.
In this stage, the researcher make a note, takes photographs and
video as proof of teaching learning activity.
F. Technique of analyzing data
After collecting the data, the next step of study was analyzing the
data. There were two approaches to analyze the data, they are:
a. Qualitative Approach
Qualitative approaches collect and summarize data using primarily
narrative or verbal methods: observations, interviews, and document
analysis Lodico (2006: 5).
b. Quantitative Approach
Quantitative approaches summarize data using numbers.
Hypotheses and methods of data collection are created before the
research begins (Lodico, 2006: 6).
This technique is used to know the students’ score of speaking
ability in each cycle. The researcher using mean to analyze the data of the
research. The formulas according to Hadi (1981: 246) are:
a) Mean
33
M = ∑X
N
Where,
M : is mean student’s score
∑X : is the sum of students’ score
M : Total number of students
b) Standard Derivation SD
Where,
S : Derivation standard for one simple test
X : Different between pre-test and post-test
N : Number of observation in sample
c) T-test
34
To be able to know whether there is a significant
improvement between pre-test and post-test, researcher using T-
test after calculate the SD. The formula is:
Where,
: T-test for the differences of pre-test and post-test
: Deviation standard for one sample test
D : Different between pre-test and posh-test
N : Number of observation in sample
35
CHAPTER IV
IMPLEMENTATION OF RESEARCH
In this implementation the researcher has arranged two cycles. The steps:
planning, acting, observing, and reflecting.
A. Cycle 1
1. Planning
The teacher was:
a. Preparing the materials and designing the steps in doing the action;
b. Preparing list of students’ name and scoring;
c. Determining teaching aids
d. Preparing the students to sit circle
e. Determining test (pre-test and post-test)
2. The implementation of action
This research has been done on September, 29th 2017 and
September 5st 2017 In International Class Program boarding for female of
State Institute for Islamic Studies Salatiga. The researcher met Mrs. Sari
Famularsih M.A as a director of International Class program at 11.00 am
to take permission to do the research. Then, the researcher and Miss
Kartika Permata Indah M.A as Conversation English lecturer discussed
about the material that would be applied in the International Class Program
Boarding students batch 2017. At that time, the researcher and the lecturer
Miss Kartika entered to the learning room where the place for studying for
36
International Class Program boarding students. The condition was not too
crowded. It seemed that they were ready to get the lesson, so it did not
need a long time to begin the class because before the researcher begin the
class, the Englishlecturer informed to the students that for a few days. The
students seemed very happy and ready to study because it was the first
meeting to study about speaking after holiday. The conversation between
the lecturer and the students were the following:
Lecturer: “Assalamu’alaikum. Wr. Wb”
Students: “Wa’alaikumsalam Wr. Wb”
Lecturer: “Nice to see you again, How are you everybody?”
Students: (together) “Alhamdulillah, luar biasa, Allohu Akbar, How about
you miss?”.
Lecturer: “I’m pretty well alhamdulillah”, wow you looked really full of
spirit. Okay class let’s start our meeting by saying basmalah all
together”
Students: “Bismillahirrahmanirrahim”
Lecturer: “Okay here I am helping Ashdaq (Researcher) to do his research
titled the use of story completion technique to improve students’
speaking ability of International Class Program Boarding
students of State Institute for Islamic Salatiga.
Lecturer: “Alright than, we would like play a game. It is about speaking
game”
Students: “Yeeeaayyy” (happy)
37
Lecturer: “Okay now you have to stand up”
Students: (Standing up)
The lecturer divided the students into six lines like sprint line there
were the start and the finish. The students can step until the finish if they
can speak as many as possible with the question which given by the
lecturer for pre-test. Two sentences for small step and five sentences for
bigger steps.
Lecturer: “Okay guys, how is your feeling?”
Students: “Great miss”
Before begin the post-test the lecturer taught the student about
connectors to enrich student’s words
Lecturer: “Okay class, now we begin the post test, what you have to do is
still same to what you did before”
Students: “Ready miss”
The Lecturer gave the instruction to students to stand up again and
divided the students into six lines. Next all student shared about their
experience in their performance in Art and Language Exhibition 2017.
They also discussed and gave the feedback about the learning process.
Lecturer: “Is it clear enough student?, any question about this material?”.
Students: “No miss”.
Lecturer: “Well I think enough for today, thank a lot of your participation.
Let say hamdalah together”.
Students: “Alhamdulillah”
38
Lecturer: “See you tomorrow and Wassalamu’alaikum Wr.Wb”.
Students: “See you miss Wassalamu’alaikum Wr. Wb.”
3. Observation
In the first cycle, the researcher observed the learning process by
asking the observer to help her in monitoring the students’ activity and
attention during the action in the learning process. This observation was
purposed to know how far early condition of students’ ability in speaking,
the situation of teaching learning process, also to collect the data before
the researcher implemented the action.
a. Score of the Result Cycle 1
Table 4.1 The students’ Score of Pre-Test and Post-Test in Cycle 1
No. Name of Students Pre-Test
I (X)
Post-Test
I (X)
Post-Pre
D
D2
1. RK 52 60 8 64
2. NH 58 60 2 4
3. MIH 68 72 4 16
4. SL 72 72 0 0
5. AF 68 72 4 16
6. SFT 56 62 6 36
7. NHK 52 60 8 64
8. MH 76 80 4 16
9. RU 58 60 2 4
39
10. MIR 76 80 4 16
636 678 42 236
a. Mean of Pre-Test 1
Mx = ∑𝑥
𝑁
Mx = 636
10
Mx = 63,6
b. Mean of Post-Test Cycle 1
Mx = ∑𝑋
𝑁
Mx = 678
10
Mx = 67,8
c. SD of Pre-Test and Post-Test
From the data above, the lecturer calculated SD Pro-Test and Post
Test
SD = √∑𝐷2
𝑁−
∑𝐷2
𝑁
40
SD = √236
10−
42
10
SD = √23,6 − 4,2
SD = √19,4
SD = 4,404
d. T-Test Calculation
T =
(∑𝐷
𝑁)
(𝑆𝐷𝐷√𝑁−1
)
T =
(42
10)
(4,404
√10−1)
T = 4,2
(4,404
√9)
T = 4,2
(4,404
3)
T = 4,2
1,468
T = 2,86
41
It means if the calculation is greater than T-table with level of
signification 5%, so null hypothesis is rejected.
a) Ho (null hypothesis) = there is no significant influence between pre-
test and post-test
b) H table with n= 10 is 1,812
c) T calculation is 2,68
d) T-table < T-calculation = 1,81 < 2,68
e) It is shows that Ho is rejected. So there is significance influence
between pre-test and post-test
4. Reflection
The researcher concluded that there was an improvement of students
of students’ speaking skill. It was proved by the result of score in cycle I
From the result cycle I the mean of pre-test was 63,6 and for post-test was
67,8. The lecturer and researcher concluded that in the first cycle the mean
of post-test was higher than pre-test. In this meeting most of student felt
happy. They just give too many attention to the game but not to how many
the words were produced from their speech in speaking. It was very
important for the researcher to continue the next cycle to improve student’s
speaking ability with story completion technique. In the second meeting, a
researcher hoped the students were more active to share their thoughts and
ideas in the class.
B. Cycle II
42
1. Planning
The Lecturer was:
a. Preparing the materials and designing the steps during the actions;
b. Preparing list of student’s name and scoring
c. Determining aids (paper, pen, white board)
d. Preparing sheet of classroom observation
e. Determining test
2. The Implementation of Action
On Tuesday, September 5th 2017 the researcher and the
Lecturer Miss Kartika Indah Permata entered International Class
Program Boarding for female by greeting and asking the condition.
In the second meeting the researcher explained about story
completion technique to make sure that students have a fully
understand about the meeting and learning process. The
conversation between lecturer and students were the following:
Lecturer: “Assalamu’alaikum Wr. Wb”
Students: “Wa’alaikumsalam Wr. Wb”
Lecturer: “How are you today?”
Students: “Alhamdulillah, luar biasa, Allahu Akbar, how about you
miss?”.
Lecturer: “Alhamdulillah fine thank you”.
43
Lecturer: “Okay class, let’s start our meeting today by reciting
Basmalah all together.
Students: “Bismillahirrahmanirahim”.
Lecturer: “Okay class for today we going to start speaking again
using story completion technique that has explained by the
researcher, Ashdaq. I think it will need your criticize
thinking but it will very fun
Students: “Do you challenge me miss?”
Lecturer: “Yes, I challenge you!”. (with joking)
Lecturer: “Now, you make a circle to start our lesson”
Lecturer: “Okay class, I would like to tell you what is story
completion, it is mean you have complete the story or
describe the explanation from your friend after your
friend giving his ideas you can speak as many as possible
do you want”.
After making a circle, the lecturer began to start the pre-test
material using story completion technique. The students got their
turn to speak up their thought.
Lecturer: “well, I am really appreciate your answer. I hope you can
improve your English step by step and I wish that your
44
dream regarding to what you have said about scholarship
will come true”.
Lecturer: “Now we will jump to the post-test, what you have to do
is still the same with what you did before, but the question
is different. Because it related to the culture. I know that
all of you already showed the nice performance in Art and
Language Exhibition, I think it going to be nice to talk
about culture”.
Students: “Okay miss we are ready”
The lecturer led the learning process as facilitator and give
the question to the students to guide story completion technique.
Lecturer: “Do you feel enjoy with this technique?
Students: “Yes miss, that is fun and make us not sleepy. I have more
motivation to learn English”
Lecturer: “Nice students, be confident and don’t be afraid to share
your ideas because the most important of speaking is
being confident.
Students: “Sure, miss”
Lecturer: “Okay class, our meeting today is enough, so give applause
for us. Do not forget to struggle reaching your dream.
Thank you very much for your participations, your
45
readiness and your activeness. Let’s close our meeting
today by reciting hamdalah together.”
Students: “Alhamdulillahirabbil’alamiiin”
Lecturer: “See you very soon”
Students: “See you miss”
Lecturer: ”Wassalamu’alaikum Wr.Wb”
Students: “Wa’alaikumsalam Wr.Wb”
3. Observation
In cycle II, most of the students were more active in the learning
process because they had already understand how to apply story
completion technique. The students enjoy with lesson and the
researcher saw that they were not sleepy in joining the class. They
spoke with confidence and they did not afraid to make mistakes. It
was meant that the technique given by the researcher was
successfully improve students’ self-confidence in speaking skill.
46
a. Score of the Result Cycle I
Table 4.2
The Students’ Score of Pre-Test and Post-Test in Cycle II
No. Name of Students Pre-Test
II (X)
Post-Test
II (X)
Post-Pre
D
D2
1. RK 76 78 2 4
2. NH 76 78 2 4
3. MIP 80 84 4 16
4. SL 84 92 8 64
5. AF 84 90 6 12
6. SFT 78 80 2 4
7. NHK 80 84 4 16
8. MH 90 96 6 36
9. RU 76 78 2 4
10. MIR 90 94 4 16
814 854 40 176
a. Mean of Pre-Test Cycle I
Mx = ∑𝑥
𝑁
47
Mx = 814
10
Mx = 81,4
b. Mean of Post-Test Cycle II
Mx = ∑𝑥
𝑁
Mx = 854
10
Mx = 85,4
c. SD of Pre-Test and Post-Test
From the data above, the lecturer calculated SD Pro-Test and Post
Test
SD = √∑𝐷2
𝑁−
∑𝐷2
𝑁
SD = √176
10−
40
10
SD = √17,6 − 4
SD = √13,6
SD = 3,68
48
a. T-Test Calculation
T =
(∑𝐷
𝑁)
(𝑆𝐷𝐷√𝑁−1
)
T =
(40
10)
(3,68
√10−1)
T = 4
(3,68
√9)
T = 4
(3,68
3)
T = 4
1,227
T = 3,25
It means if the calculation is greater than T-table with level of signification
5%, so null hypothesis is rejected.
a) Ho (null hypothesis) = there is no significant influence between pre-test
and post-test
b) H table with n= 10 is 1,182
c) T calculation is 3,25
d) T-table < T-calculation = 1,75 < 3,25
49
e) It is shows that Ho is rejected. So there is significance influence between
pre-test and post-test.
4. Reflection
The researcher concluded there was an improvement of students’
speaking ability through story completion technique. It was proved by the
result of score in cycle II. From the result of cycle I and II, the implementation
of Story completion technique improved students’ speaking skill. Therefore,
the more students fell interest the more students gain ability to speak English.
Table 4.3 The Mean of Students’ Scores
No Analyze Cycle I Cycle II
1 Mean
Pre-Test
Post-Test
63,6
67,8
81,4
85,4
2 T-Table N=15 1,182 1,182
3 T-Test Calculation 2,86 3,25
The score of pre-test cycle II is 81,4 which is higher than pre-test of
cycle I, i.e 63,6. Meanwhile, the score of post-test cycle II is 85,4 which is
higher than post-test cycle I, i.e 67,8. In addition, the students look more
confident, active, and more confident to speak English because they did not
afraid to make mistakes in their speech. It caused the implementation of story
completion technique stimulates the good atmosphere in the class being not
50
too formal and easy to do, so the students are more free to speak and enjoy
the speaking activity.
51
CHAPTER V
CLOSURE
A. Conclusion
The title of this research is “The Use of Story Completion Technique to
Improve Students’ Speaking Ability of International Class Program Students
Boarding of State Institute for Islamic Studies Salatiga Batch 2015” The finding
of the research Shows:
1. The effects of the use of story completion technique to improve students’
speaking ability of International Class program Students Boarding of State
Institute for Islamic Studies Salatiga Batch 2015 are as follows:
a. The students enjoyed the class, they are happy when the lecturer instruct
the to speak by using story completion technique
b. The students have a deep attention when the class is in progress
c. The students have the high motivation to learn English.
d. The students can speak as long as they want by using story completion
technique.
e. The lecturer being active to guide students in speaking class because
she has to facilitate students in using story completion technique.
2. The use of story completion technique improved the students of
International Class Program boarding of State Institute for Islamic Studies
Salatiga. It can be proved by the score of pre-test and post-test. The score of
52
post-test are higher than pre-test. The cycle I shows that the score of pre-test
is 63,6 and the score of post-test is 67,8. Meanwhile, the cycle II shows that
the score of pre-test is 81,4 and the score of post-test is 85,4. It means that
there is significant difference between mean in pre-test and post-test. This
indicates that story completion technique can improve the students’
speaking ability. The extent of using story completion technique can be
proved by T-test calculation. T-test formula to know the significant
differences between pre-test and post-test. The T-test from this research is
from 2,86 in the first cycle become 3,25 in the second cycle. From the T-
test, it can be seen that there is improvement from the first cycle to the
second cycle and also the increasing students’ mean score from cycle I to
cycle II. Furthermore, story completion technique make the students more
enjoy because the atmosphere of the learning process not too formal. The
students can express what they want to say and it can increase their ability
in speaking to share their thought and idea to other friends in the class.
B. Suggestion
Based on the result of the research and conclusion that regarding with
improving students’ speaking ability through story completion technique is
enjoyable, the writer would like to suggest as follows:
53
a. For the teachers
The result of this research can support the English teachers to apply
this technique in teaching. The teacher is facilitator, controller, and guide
all student who need help when they face problem in learning English. The
researcher suggest this technique can enrich teacher to add the technique of
teaching. In learning process, the good teacher is the teacher who can create
good atmosphere with fun learning and make students more comfortable to
enjoy the activities. Their interest can grow their motivation in learning then
make them easier to receive the material.
b. For the students
The students should take part actively in learning process, do not shy
and afraid to express idea especially in speaking. They should be confident
to speak English to the teacher or their friends to improve their skill during
learning process. They also must pay attention and respect others when
their friends or teacher share their ideas or giving instruction.
c. For other researchers
Based on the result that story completion technique can improve
students’ speaking skill, the writer suggests to the other researches to apply
this method in teaching speaking. Furthermore, the result can be used as
the reference for further research in another topic discussion. It may also
54
useful to have research with different students’ condition like students’
motivation interest.
d. For the researcher
The researcher would more understand about story completion
technique. Then, he must apply his knowledge in teaching through this
technique. The researcher also can dig more knowledge to enrich his
method in teaching.
REFERENCES
Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktek. Edisi Revisi
IV. Jakarta: Rineka Cipta
Chomsky, N. (2000). Language and Mind. Cambridge: Cambridge University
Press
Bailey, M. K., & Savage, L. (1994). New ways in teaching speaking. London:
Alexandria.
Brown, H. D. (2001). Teaching by Principle, an Interactive Approach to Language
Pedagogy. Second Edition. New York: Longman
Brown, H.D. (2004). Language Asessment Principle and Classroom
Practice. New York: Pearson Education
Brown, H. D. (2001). Characteristic of successful speaking activities.New York:
Cambridge University press.
Ghiabi, Shima. (2014). Investigating the Effects of Story Retelling Technique as a
Closed Task vs. Story Completion Technique as an Open Task on EFL
Learner’s Speaking. Iran: International Journal of English and Education
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second
language. Nevada: University of Nevada. The Internet TESL Journal. Vol.
12. No. 11. http://itesjl.org/Articles/Kayi-TeachingSpeaking.html.
Kayi, H. (2006) Teaching Speaking: Activities to Promote Speaking in a Second
Language. Nevada: University of Nevada Journal.
Sapir, E. (1921). Languange an Introduction to Study of Speech. New York: N.d.
Sevara, F. (2016). Activities to Promote Speaking in Second Language. Jizakh:
Russian Education Journal.
Scarino, A. (2009). Teaching and Learning Languages. A Guide. Australia.
Australian Government Department of Education, Employment and
Workplace Relations.
Solcova, Petra. (2011). Teaching Speaking Skill. Masaryk University.
Utami, R. (2014).Students’ Speaking Achievement through Story Completion
Technique. Tulungagung: IAIN Tulungagung Library.
2
Instrument Pre-Test Cycle 1
1. Tell your experience when you study English at the first time until now!
Note:
a. How do you improve your English?
b. Do you get more credit for improving your English in International
Class Program of State Institute for Islamic Studies Salatiga?
c. How far do you know about TOEFL?
d. How far do you know about IELTS?
e. How is your effort to get a good result on TOEFL and IELTS score?
f. What do you want to do with your TOEFL and IELTS score?, Do you
have plan to register the scholarship for your master degree abroad?
g. How to make your dream comes true? (To get scholarship for master
degree abroad)
The Rules:
1. The students supposed to make a circle
2. The students supposed to complete and continue the story by speaking
3. The students supposed to speak 10-20 sentences (Based on Kayi’s
Journal)
4. The students can add new characters, events, descriptions, etc.
3
Instrument Post-Test Cycle 1
1. Do you know what is unity in diversity? (Bhineka Tunggal Ika)
Note:
a. Why do you interest at culture diversity issues in Indonesia?
b. Should we hate each other because we have different culture?
c. Why do we study on cross cultural understanding?
d. How do you respect other cultures in Indonesia?
e. How do you respect your own culture?
f. How do you sustain Javanese culture in your daily life?
g. What do you think about Art and Language Exhibition in International
Class Program of State institute for Islamic Studies Salatiga regarding
to sustain Javanese culture?
h. What do you get after managing and performing Art and Language
Exhibition?
The Rules
1. The students supposed to make a circle
2. The students supposed to complete and continue the story by
speaking
3. The students supposed to speak 10-20 sentences (Based on Kayi’s
Journal)
4. The students can add new characters, events, descriptions, etc.
4
Instrument Pre-Test Cycle 2
1. Tell your experience when you study English at the first time until now!
Note:
a. How did you improve your English?
b. Do you get more credit for improving your English in International
Class Program of State Institute for Islamic Studies Salatiga?
c. How far do you know about TOEFL?
d. How far do you know about IELTS?
e. How is your effort to get a good result on TOEFL and IELTS score?
f. What do you want to do with your TOEFL and IELTS score?, Do you
have plan to register the scholarship for your master degree abroad?
g. How to make your dream comes true? (To get scholarship for master
degree abroad)
The Rules:
1. The students supposed to make a circle
2. The students supposed to complete and continue the story by
speaking
3. The students supposed to speak 10-20 sentences (Based on Kayi’s
Journal)
4. The students can add new characters, events, descriptions, etc.
5
Instrument Post-Test Cycle 2
2. Do you know what is unity in diversity? (Bhineka Tunggal Ika)
Note:
a. How do you interested at culture diversity issues in Indonesia?
b. Should we hate each other because we have different culture?
c. Why do we should study cross cultural understanding?
d. How did you respect other cultures in Indonesia?
e. How did you respect your own culture?
f. How do you sustain Javanese culture in your daily life?
g. How do you think about Art and Language Exhibition in International
Class Program of State institute for Islamic Studies Salatiga regarding
to sustain Javanese culture?
h. What did you get after managing and performing Art and Language
Exhibition?
The Rules
1. The students supposed to make a circle
2. The students supposed to complete and continue the story by
speaking
3. The students supposed to speak 10-20 sentences (Based on Kayi’s
Journal)
4. The students can add new characters, events, descriptions, etc.
6
Aspect Scoring of Story Completion Technique
Score Classified
1. Sentences
a. Score 5 if they know about the topic and able to produce more than
>10 sentences
b. Score 4 if they know about the topic and able to produce 8-10
sentences
c. Score 3 if they know about the topic and able to produce 5-7 sentences
d. Score 2 if they know about the topic and able to produce 3-5 sentences
e. Score 1 if they know about the topic and able to produce <3 sentences
2. Pronounciation and grammar
a. Score 5 if they able to show the ability in each category fluently and
perfectly without any mistakes in a good and correct arrangement.
Aspects of Scoring Score
5 4 3 2 1
Sentences productions
Pronounciation
Grammar
Vocabulary
Psychological
performance
7
b. Score 4 if they able to show the ability in each category fluently and
perfectly within less 10% mistakes from whole words produced and
the arrangement are good enough.
c. Score 3 if they able to show the ability in each category well within
10%-20% mistakes from whole words produced and the arrangement
are good enough.
d. Score 2 if they able to show the ability in each category within 20%-
30% mistakes from whole words produced and the fair arrangement.
e. Score 1 if they able to show the ability in each category within 30%
mistakes from whole words produced.
3. Vocabularies
a. Score 5 if they can mention more than35 kinds of vocabularies.
b. Score 4 if they able to mention 26-35 kinds of vocabularies.
c. Score 3 if they able to mention 16-25 kinds of vocabularies.
d. Score 2 if they able to mention 11-15 vocabularies.
e. Score 1 if they able to mention 6-10 vocabularies.
4. Psychological response
a. Score 5 if they able to speak clearly and fluently, confident with
showing eye contact, and good performance (neatness, completeness,
attributes).
b. Score 4 if they can speak clearly, confident with showing eye contact
and fair performance (neatness, completeness, attributes).
c. Score 3 if they can speak clearly and fluently and fair performance.
8
d. Score 2 if they can speak clearly but not fluent (or reverse), nervous,
and fair performance.
e. Score 1 if they can speak but not clear and fluent, nervous and poor
performance.
Final Score:
4 X score value= 100
Source: Brown, H Douglas. 2004. Language Assessment. New York.
Longman
9
Rubric Assessment of Speaking Skill
Scor
e
Grammar Vocabulary Comprehensi
on
Fluency Prnounciati
on
1 Errors in
grammar
are
frequent,
the
speaker
can be
understoo
d by a
native
speaker
used to
dealing
with
foreigners
attempting
to speak
his
language
Speaking
Vocabulary
inadequate
to express
anything, but
the most
elementary
needs.
Within the
scope of his
very limited
language
experience,
can
understand
simple
questions
and
statements if
delivered
with slowed
speech,
repetition, or
paraphrase.
(No specific
fluency
description.
Refer to other
four language
areas for
implied level
of fluency).
Errors in
pronounciati
on are
frequent but
can be
understood
by a native
speaker used
to dealing
with
foreigners
attempting
to speak his
language.
2 Errors in
grammar
are
frequent,
but
speaker
can be
understoo
Has
speaking
vocabulary
sufficient to
express
himself
simply with
some
Can get the
gist of most
conversation
of non-
technical
subjects (i.e.
topics that
require no
Can handle
with
confidence
but not with
facility most
social
situation
including
Accent is
intelligible
though often
quite faulty.
10
d by a
native
speaker
used to
dealing
with
foreigners
attempting
to speak
his
language
circumlocuti
on.
specialized
knowledge).
introduction
and casual
conversation
about current
events, as
well as work,
family
autobiographi
cal word.
3 Control of
grammar
is good.
Able to
speak the
language
with
sufficient
structural
accuracy
to
participate
effectively
in most
formal and
informal
conversati
on on
practical,
social, and
Able to
speak to
language
with
sufficient
vocabulary
to participate
effectively in
most formal
and informal
conversation
on practical,
social, and
professional
topics.
Vocabulary
is broad
enough that
the rarely
Comprehensi
on is quite
complete at a
normal rate
of speech
Can discuss
particular
interest of
competence
with
reasonable
ease. Rarely
has to grope
for word.
Errors never
interfere
with
understandi
ng and
rarely
disturb the
native
speaker
accent may
be obviously
foreign.
11
profession
al topics
has to grope
for a word
4 Able to
use the
language
accurately
on all
levels
normally
pertinent
to
profession
al needs.
Errors in
grammar
are quite
rare.
Can
understand
and
participate in
any
conversation
within the
range of his
experience
with a high
degree of
precision of
vocabulary
Can
understand
any
conversation
within the
range of
experience
Able to use
language
fluently on all
levels
normally
pertinent
professional
needs. Can
participate in
and
conversation
within the
range of this
experience
with a high
degree of
fluency.
Errors in
pronounciati
on are quite
rare.
5 Equivalen
t to that of
an educate
native
speaker
Speech all
level is fully
accepted by
educated
native
speakers in
all its
features
including
breadth of
vocabulary
Equivalent
to that of an
educated
native
speaker
Has complete
fluency in the
errors never
interfere
when
language
such that his
speech is
fully accepted
native
speaker
Errors never
interfere
when
understandi
ng and
rarely
disturb
12
and idioms,
colloquialis
m, and
pertinent
cultural
references.
Source: Brown, H Douglas. 2004. Language Assessment. New York. Longman.
13
Appendix
14
Cycle 1
Picture 1. The lecturer taught the students using the game and her method on pre-
test
Picture 2. The lecturer taught the students material by giving some connectors for
speaking.
15
Picture 3. The lecturer continued the material on cycle II
16
17
Cycle II
Picture 4. The researcher gave the treatment before beginning the class by pre-
test.
Picture 5. The lecturer facilitated the students in teaching speaking by using story
completion technique
18
Picture 6. Post-test by using story completion technique.
19
20
21