INCREASING STUDENTS’ SPEAKING SKILL THROUGH NARRATIVE STORYTELLING AT SMP MUHAMMADIYAH 2 CIREBON

Storytelling is a technique to increase monologue speaking skill. Some types of text can be used in storytelling such as recount

The objectives of this research are to determine (1) whether the use of narrative storytelling increase the eighth grade students' speaking skill (2) to describe how the students' responses after they learnt storytelling. The population of this research is the eighth grade of SMP Muhammadiyah 2 Cirebon. The writer used pre-experimental research in finding her research. One group pretest-posttest design from McMillan (2001) was used in this research in order that she chose the eighth grade A for her sample in this study. A test and some question in interview were given to them. The data was analyzed by t-test formula from McMillan. The writer got t-acount (4.2987) is higher than t-table (2.0281), the distinction between t-a and t-t was about 2.2706. The data proved through testing of hypothesis was accepted that there was the increasing of students' speaking skill after storytelling was used in teaching speaking to the eighth grade of SMP Muhammadiyah 2 Cirebon. The students' responses after they learnt storytelling, all of them were excited in spite of lack of vocabulary, applied past tense, and how to express and intonation the certain words correctly were the problems for most of the students in storytelling. The writer gave motivation, stimulation, and media of teaching to support speaking skill study.

INTRODUCTION
English has four skills; reading, listening, speaking, and writing. Those are the main skills that have to be learned by students who learn English as a second language or as a foreign language. Speaking is useful for language acquisition that is provided students more or less understand what they speak, the more they speak, the better they get at it. Speaking is a bridge of communication as an activity is doing by someone to communicative with others. One of the language skills that have to be mastered by student in learning English as a foreign language is speaking. According to preobservation which had been done by the writer to the students and English teacher from three Junior High School in Cirebon. The students are rarely drilled in monologue speaking while in fact the students have to be accustomed both oral monologue and dialogue in order that it makes them usual to speak both of them. The various technique can promote speaking skill both of dialogue and monologue. The writer is interested to do the reasearch in increasing students monologue speaking skill. Storytelling is one of the technique that can improve students monologue speaking skills. Some learing materials for practicing storytelling are recount, and narrative. In this research, the writer chose narrative text as learning material to practice storytelling. It was because the eighth grade students as adolescents learner in pre-intermediate level are ready to learn about past tense or past continuos that is in narrative text grammatical features. Therefore, the writer was interested to do the research entitled Increasing Students' Speaking Skill through Narrative Storytelling at the Eighth Grade Students of SMP Muhammadiyah 2 Cirebon.
Storytelling in speaking activity that aims to find out how far the students explore their vocabulary and their skill to comprehend the text then retell the story with the expression and intonation correctly to their classmates.Cameron (2001:160) stated that, "Storytelling is an oral activity, and stories have the shape they do because they are designed to be listened to and in many situations, participated in." It means, storytelling is one of the techniques commonly used in speaking activity. The story has the plot in order that the students should be developed their speaking skill in order that their performance when they do storytelling can be enjoyable and accepted for the audience.
The students have to be understood what the story that will be performed. In addition, the students also have to be drilled how the way that have to do when performance of storytelling with the expression and intonation. "Storytelling aids language development.
Children need to be exposed to language to fully understand its implications. This will also have beneficial effect on being able to associate meaning and emotions with words," stated in Davies (2007: 6)In scoring storytelling performance, one of important aspects that the writer focuses in this research is how the students comprehend the story that they want to retell. If the students can comprehend the content of story, plot, and character in the story that they want to retell it can explore and influence their emotions with their own words and express the words with the intonation well appropriate with the content of the story itself in order that it can be understandable for the audiences.
Storytelling can be performed individually or in pairs. The students afraid to practice their speaking in order that the writer decides to ask the students perform storytelling in pairs. If there is a partner who accompanies the students when they perform, at least they can encourage their self-confidences and decrease their feeling of afraid to talk in front of the classmates. As Lie's statement (2008) in Murni and Siambotan (2011: 2) defined that, "Paired Storytelling is the interactive approach between students, teacher, and materials." In order to face these speaking problems, the teacher should apply a technique that emphasizes prior knowledge as the main point in teaching and learning process of storytelling. Through storytelling in paired, it can be solved the problem of the students' self-confidence in order that the students want to perform and decrease their feeling of shy and afraid of making mistakes, to be laughed.
In addition, the learning process can be interactive and effective.
Choosing the learning material is important as a bridge in practicing storytelling.
As Wright (2005: 8)  learner is hoped, they can learn the story that involves structures past simple and past continuous in order that they can follow and comprehend the lesson with their ability about past simple and also past continuous. The chosing of the text which is included past simple and past continuous structure, it can make the students comprehend the story easily. Gillis & Olson (1987) in Klingner, Vaughn and Boardman (2007: 77) stated that, "Children develop sensitivity to narrative structure early. By the time they begin school, most children have developed some sense of story structure and can use this knowledge to comprehend simple stories." The writer chooses suitable text that can be as teaching material in speaking as performance. Storytelling is usually identical with narrative and recount text. Narrative text has general structure that has sequence of events in series and can still comprehend easily by students in beginner learners.The writer chooses narrative text as learning material in practicing storytelling that canbe comprehended by the eighth grade students. As Dawes (2008: 119) mentioned that, "What speaking skills can we teach? Speaking skill with the way tell a story the context is given text, own work, oral story progression are including detail, with props, with expression, use story language." Therefore, narrative storytelling can increase the eighth grade students' speaking skill.
Some factors that make students feel the difficulties were fear of making mistakes in pronounce the words or sentences, fear of be laughed at their friends and classmates when they made the mistakes, and having less of confidence of their own ability to explore their ability in English speaking.Therefore, helping the student to overcome this problem by motivating them to speak is important. For this reason, using teaching strategies that encourage students to take a part in speaking activity is needed. Through choosing narrative storytelling for teaching speaking, there are the problems of this research that can be stated as follows: Can narrative storytelling improve students' speaking skill at the eighth grade of SMP Muhammadiyah 2 Cirebon? How are the students' responses in learning speaking storytelling in pair?
The objectives of the research are to find out whether there is the increasing of speaking skill through narrative storytelling at the eighth grade of SMP Muhammadiyah 2 Cirebon and to describe the students' responses after they learnt speaking storytelling in pair.

Method of the Research
Based on the problem and the objectives of the research, pre-experimental design is applied by the writer. Fraenkel and Wallen (2008: 261)

Population
The writer decided to do the research in SMP Muhammadiyah 2 Cirebon to apply the results of her research finding. The population is the eighth grade students, it contains two classes as follow eight A class and eight B class. They are about 70 students which consists of two classes.

Sample
Because the writer uses pre-experimental research therefore the writer chooses one class between two classes as population of this research. In order to, the writer just takes one class as a sample of subject in doing this research.
As McMillan and Schumacher (2001: 330) defined that, "One-group pretestposttest design is a single group of subjects given pretest, then the treatment and then the post-test. The result is examined is a change from pre-test to post-test." The writer uses one group pretest-posttest design therefore the writer just takes one class that is Eight A class as the writer's. The sample is eight A class which consists of 37 students that is selected through purposive sampling (nonrandom sample) as McMillan and Schumacher (2001: 175) stated that, "In purposive sampling the researcher selects the particular elements from the population that will be representative or informative about the topic interest."

Design of the Research
McMillan and Schumacher (2008: 11)  This interview will do after the experiment is held. The questions are about students' responses to the material and technique that is applied and also their difficulties during learnt storytelling. From the students' answers, the writer would like to describe the students' responses during the experiment was held in data analysis and discussion chapter. It shows stronger reasons from students' achievement of final test result after the experiment was held.

Analysis of Collecting the Data
The data is analyzed using statistics analysis in the analysis of data collection. The writer uses formula that was stated in McMillan and Schumacher (2001: 620) to calculate the mean between pretest and posttest then to calculate t-account as follow: Where: ̅ = the mean differences for all of scores ∑ 2 = the sum of squares of the differences (∑ ) 2 = the square of the sum of the differences N = the total number of sample The last calculation to prove the testing of hypothesis is finding t-table, the writer writes the formula as follow:

Finding of the Pre-Test
The writer had done the experiment after that the writer got several data that is preceded in this section. The objectives of the research are, to find out whether improve speaking skill through narrative storytelling at the eighth grade of SMP Muhammadiyah 2 Cirebon and to describe the students' responses after they learnt speaking storytelling in pair. The experiment was begun by conducting a pre-test.
The purpose of this activity was to check the students' skill in speaking through storytelling.
The writer gave a test in the first meeting to measure the students' speaking skill in storytelling activity. The total numbers of students are 37 students which were divided by two. Therefore, they are 19 groups of storytelling and they performed in pairs. The writer gave the score in each of pairs but the writer gave score to each students. The scores can be seen in the table below: Thus, the mean of pre-test scores from vocabulary, comprehension, and expression scores of the students' storytelling performance.
After accounting the writer got the result of the data about the mean of pretest is 55.54. This score is included poor to average score and it is known that the average score of the students is 56 that can be seen in the precentage of pre-test result.

100%
The data in table 1 shows that the highest score is 85 and the lowest score is 40. The mean is 55.54. The result of the test, as shown in the table 2 indicates that 13 students (35%) have poor scores and 9 students (24%) have poor to average scores, 14 students (38%) have average to good scores in pre-test. This result shows that around 2/5 students from 37 students in one class can perform storytelling in average to good category.

a. Finding of the Post-Test
The last step of the experiment after gave the treatments, the writer collected the data on the post-test same as pre-test while it has different story that students performed in post-test. Before the writer gave the post-test to the students, the writer gave the treatment in the form of building knowledge of the field to direct the students in to the post-test. Such as practiced the students to express the sentence and introduced the use of past tense and the last gave the exercise about adjective and verb that can be used in the post-test. Those scores of post-test can be seen in the table below:

2300
From the result of the post-test above, the writer puts the average score by using the formula of means as follows:

̅ = ∑
Where:  The data in table 4 shows that the highest score is 95 and the lowest score is 45.
The mean is 62.16.
The result of the test, as shown in the table 4 indicates that 8 students (22%) still have poor score, they cannot increase their skill therefore their skill is not developed and stagnant in post-test. 11 students (30%) have poor to average score, some students can increase their score in the post-test. The rest 10 students (27%) have average to good category and 8 students (22%) who have very good to excellent score in post-test.
From the table 4 it shows that some students can increase their skill after the writer gave the treatment before the post test was held.

b. The Calculation of the t-test
In the table 7, the writer calculates the comparison between the score of pretest and post-test, whether there is significant increasing or not between pre-test and post-test score. Based on the data in table 7, the writer calculates the result of ∑ D = 245 and ∑ D 2 = 4775. To find out the mean of differences ( ̅ ) between score pre-test (X) and post-test (Y), the writer used the formula: The writer found the sum of the differences then it must be squared with the formula: From the calculation of the There is the increasing of t account amount after the storytelling technique was used to teach speaking. It was because the distinction between t-account and t- Cirebon had been interviewed as the vice sample from the students in one class to get supporting data. Here, the writer reported the questions that were talking about the enjoyable of the students after they learnt speaking through storytelling, the difficulties of the material that was given when the experiment was holding, the students' speaking skill after they learnt storytelling, and the last what the students' problems during they learnt storytelling.
The writer concludes the answers from seven participants that all of them felt happy, enjoy, interested and gave positive responses during learnt storytelling they were more confident, applied past tense, and understood the material that was performed easily. Because the material is fable story, three of them said that fable story was easy enough for them while the others said recount text, fairy tale, and also describing something are easier for them. After they performed, all of them said, their self-confidence was increased in order that they made them usual to speak English in front of the others. All of them said many problems during learning storytelling are about how to express certain sentences such as when angry, sad, and please to someone with the intonation and mimic maximally, and applying past tense condition in telling the story. These problems made them difficult to tell the story.
Therefore, the writer concludes from the data was gathered the hypothesis (Ha) which was stated, there is the increasing students' speaking skill through narrative storytelling is accepted.

Conclusion
From the data gathered, it is clear that there is the increasing students' speaking skill through narrative storytelling. The writer finds the result of the test that shows t account > t table at the degree of significance on two tailed of 5%. It means the first research objectives had been answered and the hypothesis is accepted.
Second, the students are interested and motivated in storytelling in order that they gave full attention during learning activity. While in fact, the students still found difficulties about vocabulary, applying past tense, and expressing the sentences in storytelling. The students' gave positive responses during and after they learnt narrative storytelling.

Suggestion
The writer gives some suggestion for the readers as follows: First, giving motivation and stimulation before speaking activity are needed. It is important to begin speaking English through accustomed students to speak English in every chance at least in English lesson meeting. Second, Supporting media should be prepared before applying the technique. Therefore, it can be more fun, interesting and attractive in order that the students are more excited to attend speaking lesson and give positive responses and feedback in the final test result of speaking activity maximally.