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  Abstract  Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. Speaking is a crucial part of second language learning and teaching. In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below, that can be applied to English as a Second Language (ESL) and English as a Foreign Language (EFL) classroom settings, together with suggestions for teachers who teach oral language. To develop the students’ speaking ability, Story Telling becomes an alternative solution to be used in teaching speaking. Therefore, this study attempts to identify the effectiveness of using story telling technique to improve speaking ability of second year students at SMPN 1 Boyolangu, Tulungagung‖. This study employed a  pre-experimental design. It is intended to find out any significant difference on the speaking  before and after they are taught by using story telling technique. The technique of data analysis is using T-test. After applying the statistical computation, it can be concluded that the difference  between the two means is significant. By those facts, Ho is rejected and Ha is accepted. Thus, Story telling techniques is effective in imp roving the students’ speaking ability.  Keywords: Story Telling Technique, Speaking Ability.  Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, in the field many students have difficulties in speaking. To develop the students’ speaking ability, story telling becomes alternative technique to be used in teaching speaking. The research problem of this study can be formulated as follow: Is there any significant different score of the students’ speaking ability before and after they are taught by using story telling technique? Many people feel that speaking in a new language is harder than reading, writing or listening for two reasons. First, unlike reading and writing, speaking happens in real time: usually the person you are talking to is waiting for you to speak right then. Second, when you speak, you cannot edit and revise what you wish to say, as you can if you are writing. Thus, speaking is the  productive aural/oral skill. It consists of producing systematic verbal utterances to convey meaning. ―Utterances are simply things people say‖ (Bailey, 2005:2). Speaking is an interactive  process of constructing meaning that involves producing and receiving and processing information. Students’ speaking ability is capacity, fitness or tendency to act or be acted on specific way or competent in doing to express though, idea, feeling, etc. ―Speaking means negotiating intended meanings and adjusting one’s speech to produce the desired effect on the listener (O’Malley and Pierce, 1996:59). According to Kayi speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Kayi, 2011). Speaking is a crucial part of second language learning and teaching.  There is an approach in teaching speaking. In the mid of 1970s the notion of linguistic competence came to be viewed as a component of the boarder idea of communicative competence (Bailey, 2005:3). Communicative competence is the ability of language learners to interact with other speakers, to make meaning, as distinct from their ability to perform on discrete-point test of grammatical knowledge. Being communicatively competent requires an understanding of socio cultural context of language use. Another component of communicative competence is discourse competence. Discourse competence is how sentence elements are tried together, which includes both cohesion and coherence. Cohesion is the grammatical and/or lexical relationship between the different parts of a sentence (Richards, Platt and Weber in Bailey, 2005:3). Coherence involves how texts are constructed (Lazaraton in Bailey, 2005:3) The components of communicative competence have practical implications for EFL and ESL teachers. Since communicative competence is multifaceted construct, it is important for teachers to understand the complexities learners face when they are speaking English. An important concept for teachers to understand is that while students are at the beginning and intermediate levels of language learning, that is while they are still developing their proficiency, fluency, and accuracy often work against each other. Before grammar rules become automatic and while learners are still acquirin g essential vocabulary items, applying the rules and searching one’s memory for the right words can be laborious mental processes, which slow the learners’ speech and make them not fluent. There are many techniques can be used to teaching English in Junior High School. One of them is using story telling. By using story telling, the teacher can motivate the students to speak based on the story that they have read. Story telling gives students an opportunity to speak at length. Story telling also helps develop oral language proficiency as well as reading comprehension. Storytelling allows students to give knowledge about important aspects of story beginnings and endings, settings, characters, and plot lines. Story/text retellings involve having students retell stories or text selections that they have listened to or read. If you ask your students to read story silently, however, you should first ensure that the text is at his or her reading level. Otherwise, this activity becomes an assessment of the student’s reading skills in addition to oral skills. It is especially important with retelling to  be clear of the purpose of the assessment. Retelling can also be used to determine students’ understanding of story structure (O’Malley and Pierce, 1996:83). In retelli ng, choosing to read a story or text orally to students means that you will be assessing both listening comprehension and speaking skills. Retellings are appropriate for individual assessment of students at the  beginning and intermediate levels and require no preparation on the part of the student. In this type students read or listen to text and then retell the main ideas or selected details. As with the other assessment activities, this type of assessment is authentic because it is based on or closely resembles actual classroom activities. Students respond orally and can be rated on how they describe the events in the story (story structure), their response to the story or text, and/or their language proficiency.  There are some advantages of using story telling technique in teaching speaking. According to O’Malley and Pierce story telling 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, retelling helps developed oral language proficiency as well as reading comprehension (1996:106). J.B Heaton also said telling stories often measures other skills such as reading comprehension, memory and organization (1975:86). In their book of Authentic assessment O’Malley and Pierce (1996:12) said that story/text retelling has many advantages. There is:    Students produces oral report    Can be scored on content or language components    Scored with rubric or rating scale    Can determine reading comprehension, reading strategies, and language development Good speaking activities should be extremely engaging for the student. If they are all  participating fully  –   and if the teacher has set up the activity properly and can then give sympathetic and useful feedback  –   they will get tremendous satisfaction from it. The teacher need to be clear that the kinds of speaking activities they are looking at here are not the same as controlled language practice, where, for example, students say a lot of sentences using a  particular piece of grammar or a particular function. METHOD  This research used pre-experimental design with quantitative approach because it is intended to investigate the effectiveness of using story telling technique on the students speaking ability. In this study the experimental design used is One-Group Pretest-Posttest. The one group design usually involves three steps: 1.   Administering a pretest measuring to dependent variable 2.   Applying the experimental treatment to the subject 3.   Administering a posttest again measuring the dependent variable This design can be summarize as follow: Pre-test Treatment Post-test Y 1  X Y 2  Differences attributed to application of the experimental treatment are then determined by comparing the pre-test and post-test score. In conducting an experiment, the researcher devotes great care to the manipulation and control of variables and to the observation and measurement of results. It is through such a research method that the researcher can obtain the most convincing evidence of the effect that one variable has another.  The population of this research was the second year students of SMPN 1 Boyolangu, Tulungagung. It consisted of 315 students and divided into nine classes, from class-A until class-I. The writer took the I-class of second year students at SMPN 1 Boyolangu, Tulungagung as the sample of the research because the headmaster of this school allowed the I-class to be the subject of this study. In research, variables that are a consequence of or dependent upon antecedent variables are called dependent variable . Variables that are antecedent to the dependent variable are called independent variable. The dependent variable is the phenomenon that is the object of study and investigation. ―The indepen dent variable is the factor that is measurably separate and distinct from the dependent variable, but may relate to the dependent variable‖ ( Ary et al, 1985:31). In this study, a story telling technique used in teaching speaking at the second year students of SMPN 1 Boyolangu, Tulungagung was the independent variable. The dependent variable was the students’ speaking ability as indicated by their score on speaking test.  The data and data source are very important in the research. In this study the researcher used quantitative data. Data were in form of students’ score on pre -test and post-test in speaking conducted before and after being taught by using story telling as teaching technique. Then the result of both scores were compared by using T-test to find out if there is significant difference of the students’ score before and after they were taught by using story telling technique.  In this study the researcher used two kinds of test. They were pre-test and post-test. Pre-test was taken before doing the experimental study or before teaching by using a story telling technique. The second was post-test; it was taken after doing an experimental study or after teaching by using a story telling technique. In teaching learning process for the first the teacher gives pre-test in speaking. In the second the teacher teaches speaking by using story telling technique. In the end, the teacher gives post-test to the students. The post-test in this case is speaking test in form of telling the stories was given by their own words. Technique of data analysis was the way data were analysis by the research. The technique of data analysis in this research was quantitative data analysis and will analyze statistically by using T-test. The formula of pre-test and post-test one group design T-test as follows: (Arikunto, 2002:275)  Notes: Md = Mean of the different between pretest and posttest (posttest  –   pretest) Xd = Deviation of every subject (d  –   Md) ∑x 2 d = Total of square deviation  N = Subject on the sample d.b. = N  –   1  RESULT  The subjects of the research were 35 students of the second year students at SMPN 1 Boyolangu, Tulungagung . Data analysis is done to know the different score before test and after test by searched the gain ―d‖ (post -test  –   pre- test) and the total of gain score (∑d). Here also was sought the number of subject (N). The total of pre-test and post-test score and its mean (X). The total of before treatment score is 1842 with X 1 =52,628. The total of after treatment score is 2039 with X 2 =58,257. Moreover, the total of gain ∑d=193. After the different score before treatment and after treatment known, the researcher searches the ―Xd‖ the deviation of every subject (d  –   Md). Md is mean from the difference between before treatment and after treatment. Here also searching the ∑ X 2 d (square of deviation). To know the degree of freedom, we can find the result from the formula below: The researcher analyzed the collected data by quantitative data analyzed through t-test statistical analysis. After analyzing was done there are two possibilities, H a  is accepted and H o is rejected or H a  is rejected and H o is accepted. The used of story telling technique to improve speaking ability will be significant if t count  > t table. DISCUSSION  The score of speaking before taught by using story telling is bad because the mean of the total score of 35 students is only (52.628). After got treatment, the mean score of speaking is (58.143). It was improved, with the t-test analysis that use by researcher, the result of t count is (7.712). The critical value or table at 0.05 significance t count is (2.03). By comparing the ―t‖ that she has got in calculation t count   = (7.712) and the value of ―t‖ on the t score table t 0.05 = (2.03). It is known that t 0  is bigger than t t = 2.03<7.712 Because the t count  is bigger that t table  the alternative hypothesis (Ha) is accepted and the null hypothesis is rejected, it means that there is different speaking score to the second year student of SMPN 1 Boyolangu between before using story telling and after using story telling. The different is significant. Based on the research finding, story telling as teaching technique is surely shows the real effectiveness, because it can help the student in improving their speaking ability. Story telling gives students an opportunity to speak at length, story telling also helps developed oral language  proficiency as well as reading comprehension. Storytelling allows students to internalize important aspects of story beginnings and endings, settings, characters, and plot lines. Storytelling encourages students to experiment with voice, tone, eye-contact, gestures, and facial expressions. CONCLUSIONS AND SUGGESTIONS  Based on the theories, findings, and discussion explored in the previous section, the conclusion can be drawn as the t count  is bigger that t table  the alternative hypothesis (Ha) is accepted and the
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