A THESIS. Submitted in Partial Fullfillment of the Requirements for The Master s Degree in English Language Education

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1 IMPROVING STUDENTS MOTIVATION IN SPEAKING ABILITY BY USING STORY RETELLING An Action Research Study at the Second Semester Students of Senior High School Class XI IA 1 Of SMA N 1 Jatitujuh, Majalengka Academic Year A THESIS Submitted in Partial Fullfillment of the Requirements for The Master s Degree in English Language Education by PAMUJO EFFA KUSDIANANG NIM ENGLISH LANGUAGE EDUCATION POST GRADUATE PROGRAM SEMARANG STATE UNIVERSITY 2016

2 DECLARATION OF AUTHENTICITY I, Pamujo Effa Kusdianang, hereby declare that this thesis entitled Improving Students Motivation in Speaking Ability by Using Story Retelling (An Action Research Study at the Second Semester Students of Senior High School Class XI IA 1 os SMAN Jatitujuh, Majalengka Academic year 2014/2015) is entirely my original work and effort. It has not submitted to any institution for any award. I am fully aware that I have used some statements and ideas from other sources and I have properly cited all sources of information used in the thesis. Semarang, May 2016 Pamujo Effa Kusdianang

3 APPROVAL This thesis entitled IMPROVING STUDENTS MOTIVATION IN SPEAKING ABILITY BY USING STORY RETELLING (An Action Research Study at the Second Semester Students of Senior High School Class XI IA 1 Of SMA N 1 Jatitujuh, Majalengka Academic Year ) written by, Name : Pamujo Effa Kusdianang Students Number : Department : English Language Education Has been examined and defended before the board of thesis examiners in the English Language Education, Postgraduate Program, Semarang State University on Friday,13 th May 2016 and was decided acceptable. The Board of Examiners Semarang, 13 th May,2016 Chairman, Secretary, Prof.Dr.Tri Joko Raharjo,M.Pd NIP Dr. Januarius Mujiyanto, M.Hum. NIP First Examiner, Second Examiner, Drs. Ahmad Sofwan, M.A.,Ph.D NIP Dr. Dwi Anggani Linggar Bharati,M.Pd. NIP Third Examiner, Dr. Djoko Sutopo, M.Si NIP

4 DEDICATION My beloved parent My beloved wife Grahita Putri Reswari and my angel Qiana Iftinannisa My beloved families iv

5 ACKNOWLEDGEMENT In the name of ALLAH SWT, the Almighty God, the writer would like to thank for every single thing, blessing, health and inspiration in leading me to complete the thesis entitled Improving Students Motivation in Speaking Ability by Using Story Telling (An Action Research Study at the Second Semester Students of Senior High School Class XI IA 1 os SMAN Jatitujuh, Majalengka Academic year 2014/2015). This thesis is submitted to the English Education Department of Graduate Program of State University of Semarang in partial fullfillment of the requirement for Master Degree. I would like to express my best gratitude and appreciation to all who have helped, supported, and encouraged me in process of the thesis completion. 1. Prof. Dr. H. Achmad Slamet, M.Si as the Director of Post Graduate Program at State University of Semarang. 2. Dr. Dwi Anggani Linggar Bharati,M.Pd as the first advisor for the suggestion, guidance, support and patience in completing this thesis. 3. Dr. Joko Sutopo,M.Pd as the second advisor for the encouragement and motivation. 4. My beloved parent H. Baidi and Hj. Sri Rahayu Asih, H. Azzam S and Hj. Yati Rohayati for the support and encouragement. 5. My beloved wife Grahita Putri Reswari and my little angel ; Qiana Iftinannisa for the inspiration, endless prayers along my study. You are my precious treasures. v

6 6. All lecturers of English Education Department of Graduate Program, thank you for sharing the wonderful experience during the study. 7. My classmates in Tegal Special Class Thank you for being good friends. 8. The second semester student of SMAN Jatitujuh Majalengka, academic year 2014/2015. Thank you for being very good students. The writer realize that this thesis is still faar from being perfect. Therefore, I will accept any constructive suggestion for the goodness of education field. Hopefully, this thesis will give contributions for all readers. Semarang, May 2016 Pamujo Effa Kusdianang vi

7 ABSTRACT Pamujo Effa Kusdianang Improving Students Motivation in Speaking Ability by Using Story Retelling (An Action Research Study at the Second Semester Students of Senior High School Class XI IA 1 os SMAN Jatitujuh, Majalengka Academic year 2014/2015). Thesis. English Language Education, Graduate Program, Semarang State University. The First Advisor, Dr. Dwi Anggani Linggar Bharati, M.Pd, The Second Advisor, Dr. Djoko Sutopo, M.Pd Keywords: Motivation, Speaking, Story Retelling This study investigated the story retelling in relation to students motivation in speaking ability of narrative story. The objectives of the study were to find out: (1) The problems were faced by the students of the grade XI of SMA N Jatitujuh in teaching learning process of speaking, (2) How story retelling be implemented in speaking class, (3) How story retelling improved students speaking ability in speaking class, (4) How story retelling improved students motivation in speaking class. The design of this research was Classroom Action Research.There were three cycles done in this study. The researcher acted as the teacherto implement planning, implementation, observing and reflecting the action. The result of the study concluded that the implementation of story retelling in teaching speaking of narrative story could improve students motivation and also their speaking ability. Based on the observation, the students who have high motivation increase from 37% in the pre-cycle to 40% in the first cycle then become 70 % in cycle 2 and finally 90 % in cycle 3.The result of students motivation based on the questionnaire from pre-cycle to cycle 1 increased 9.29 %. From cycle 1 to cycle 2 increased 10.97% and from cycle 2 to cycle 3 increased 4.74%. This findings showed that there were significant improvements of students motivation in speaking class during the implementation of story retelling.the result of students speaking skill also showed some improvements as follows: from pre-cycle to cycle 1 increased 6%. From cycle 1 to cycle 2 increased 9.92 % and from cycle 2 to cycle 3 increased 7.31 %. It means that story retelling could improve students speaking ability. Based on the findings, story retelling could improve students motivation in speaking ability of the second semester students of SMAN Jatitujuh Majalengka academic year 2014/2015. vii

8 TABLE OF CONTENTS Page ACKNOWLEDGEMENT... ABSTRACT. TABLE OF CONTENTS LIST OF TABLES... LIST OF FIGURES... LIST OF APPENDICES..... v vii viii xiii xiv xv CHAPTER I. INTRODUCTION 1.1 Background of the Study Reason for Choosing Topic 1.3 Statement of the Problem Aim of the Study Contribution of the Study Definition of Key Terms Limitation of the Study Outline of the Study REVIEW OF RELATED LITERATURE 2.2 Review of Previous Studies Theoretical Review viii

9 2.2.1 General Concept of Speaking Teaching Speaking Goals of Teaching Speaking Strategies for Developing Speaking Skills Testing Speaking Format of Speaking Activities General Concept of Motivation Self Determination Theory Extrinsic Motivation Intrinsic Motivation Motivation and Learning General Concept of Story Retelling Story retelling as an Innovative Strategy in Speaking Technique in Story Retelling General Concept of Narrative Narrative Text Generic Structure of Narrative Component of Narrative Language Features of Narrative Theoretical Framework RESEARCH METHODOLOGY 3.1 Research Design Setting of Study ix

10 3.2.1 Subject of Study Place and Time of the Research Research Model The Classroom Action Research Procedures Preparation Planning Phase Action Phase Observation Phase Reflection Phase Re-Planning Phase Data Collection Technique Qualitative Data Observation Quantitative Data Test Questionnaire Data Analysis Technique The Qualitative Data Data Analysis from Observation The Quantitative Data Test Questionnaire x

11 4. RESULTS AND DISCUSSION 4.1 General Description The Description of Initial Condition The Description of the First Cycle Planning Action Observation Reflection The Description of Second Cycle Planning Action Observation Reflection The Description of The Third Cycle Planning Action Observation Reflection Results Cycle Cycle Cycle Discussion xi

12 4.3.1 Cycle Cycle Cycle CONCLUSION AND SUGGESTION 5.1 Conclusion Suggestion... REFERENCES... APPENDICES xii

13 1 CHAPTER I INTRODUCTION This study was intended to examine the improvement of students motivation in speaking ability by using story retelling. This chapter dealt with the background of the study, the reasons for choosing topic, the statement of the problem, the objectives of the study, the significance of the study, limitation of the study, outline of the study and the definition of key terms. 1.1 Background of the Study Nowadays, teaching English in senior high school should be focusing on the local society interest. This is the effect of the curriculum This curriculum gives teachers so many chances to explore their creativity. The improvisation is needed to accommodate the local society interest. They can make their own syllabus. It has already known that there is no perfect curriculum, so the problems may appear. There are 2 major problems that may appear in the teaching-learning process. The first problem is the lack of students motivation in learning English and the second problem is the lack of students absorbing ability on the material given by the teacher. Teachers should be aware of the problems that can appear in the classroom, because, sometimes, those problems can disturb many things, such as, the teaching-learning process, the situation of the classroom, or, even, the goal 1

14 2 of teaching-learning process. When the teaching-learning process is disturbed, the goal will be difficult to be reached. In the need to determine the classroom problems of XI A class of SMA N Jatitujuh, researcher did some early actions. Those actions included evaluating the teacher and the students. Then researcher concluded that the main problem of the class was that the students completely lacked of motivation and lacked in speaking skill. Based on the evaluation done by the researcher, there are six things that could be the sources of their speaking and motivation problems. Firstly, their speaking activity was a series of monotonous activity. Secondly, the use of LKS (students work sheet) was considered as the main practice for overall lesson. Thirdly, they had no self-confidence to try to speak English in the class and the forth cause could be caused by the lack of vocabulary capacity of the students, the fifth cause was the lack of speaking practice, and the last was the lack of interesting theme. Then researcher also tried to examine the lesson plan used in the class. From the lesson plan (RP/Rencana Pembelajaran), researcher concluded that the lesson plan was not good enough to improve students speaking ability. It is because the teacher used student s worksheet (LKS) as the assignment. This works-sheet lacked speaking practices. The revised lesson plan (RPP/Rencana Perbaikan Pembelajaran) is needed to improve students ability, especially in speaking.

15 3 Considering to the causes above, finally, the teaching technique used in the research would be story retelling to improve students motivation and speaking ability. 1.2 Reason for Choosing Topic Speaking is productive skill. It gives direct effect when we are learning a new language. Therefore it plays important role in communication. When we are learning a language, generally we are learning to communicate orally. Mastering English speaking gives direct effects to the learner to enjoy the language. They can directly get the benefit when they have capability to speak English. When the writer shares this point of view with the students, they all agree with this opinion that learning English speaking will give direct benefit for them. They can use the skill to communicate, to add their knowledge etc. The researcher found some information from students related to their activities in the classroom. They inform that they are boring with the exercises in the LKS. It means that they have problem with their motivation. So the writer gets the conclusion that they need something different to refresh their mind in speaking class. Something can motivate them. Then the writer decides to use retelling story activities to improve students motivation in speaking class. As a learning tool, story retelling can encourage students to explore their unique expressiveness and can heighten a student's ability to communicate thoughts and feelings in an articulate, lucid manner. These benefits transcend the art experience to support daily life skills.

16 4 Speaking is very important in learning a language. The researcher wants to keep focus on speaking area of students learning. The researcher would like to improve students speaking ability. Students English speaking skill in SMAN Jatitujuh were still poor. Some reasons basically contribute into this condition, such as students motivation, students basic competence, their environment etc. Most students used their local language such as Indramayu Javanese and Sundanese language to communicate in the classroom. Most of them do not understand bahasa Indonesia even English language. So it becomes a challenge for the researcher to conduct the researcher. The potencial of the place also take into the researcher consideration that near the school, there will be an International airport built. It will be a big opportunity for students to have a career there and mastering English for communication will give them so many benefits. The researcher decided to choose students of SMAN Jatitujuh as the subject of the research because the researcher has become their English teacher. This condition will facilitate the researcher in conducting the research. The school, the class, the students and all information needed in conducting the result will be easier to get. The school profile also support the researcher to apply action research. Most of students in SMAN Jatitujuh have problem with English, especially in the speaking class. The researcher want to try solving the problem by delivering classroom action research entitled Improving Students Motivation in Speaking Ability by Using Story Retelling.

17 5 1.3 Statement of the Problems The problems of this research can be formulated as follows: 1) What problems were faced by the students of the grade XI of SMA N Jatitujuh in teaching learning process of speaking? 2) How would story retelling be implemented in speaking class? 3) How would story retelling improve students speaking ability in speaking class? 4) How would story retelling improve students motivation in speaking class? 1.4 Aims of the Study In the relation to formulation of the problems above, the aim of this study can be stated as follows: 1) to explain the problems faced by the students of the grade XI of SMA N Jatitujuh in teaching learning process of speaking. 2) to explain the implementation of story retelling in speaking class. 3) to explain the implementation of story retelling to improve students speaking ability in speaking class. 4) to describe whether story retelling improve students motivation in speaking class.

18 6 1.5 Significant of the Study The significant of this study is presented in three dimensions, including theoretical, practical, and pedagogical. Theoretically, the results of this study would enrich the body of literature, particularly the literature of strategies for teaching speaking class. This study furthermore will provide evidence whether students motivation level contributes a significant role on the students speaking skill and whether there is significant interaction among the teaching strategies of using story retelling, students motivation and speaking skill. Practically, this study is expected to inspire English teachers and provide them alternative strategies for teaching speaking by improving their students motivation in speaking ability. Motivation plays important role in order to improve students speaking ability. The result of the study may also serve solutions to encourage students with various level of motivation when realizing their strengths and weaknesses during English Speaking Class. Likewise, this study hopefully promotes educational authorities and curriculum or syllabus designer to create alternative strategies for teaching speaking. Pedagogically, the results of the study would motivate English teachers to reflect on their current strategies for teaching speaking and become a beneficial knowledge which can be used in the teaching and learning process. This study will also be useful for other researchers who intend to conduct a study in the same field as one of their references.

19 7 1.5 Definition of Key Terms There are few technical terms used in this study. The researcher would like to define them one by one to ovoid ambiguity and misunderstanding. Those terms are defined as the following: The first one is about motivation. Harmer (2001: 51) says that motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Motivation is one of the important factors that influence individual levels of success in any activities. No wonder, there have been many studies seeking to investigate and explore the motivation-related issues comprehensively for its paramount role. In spite of that, motivation is not easy to define. It has been defined in many perspectives. Motivation is one important key in succesfull learning. Motivation is fuel of learning. There are not all students have this fuel. Some of the are having problem with motivation. It is a teacher duty to make sure that all of his students are motivatd in order to make succesfull learning. Based on the explanation above, motivation could be defined as a power that involves desire, effort, and enjoyment which gives someone energy to do something or move toward an end or goal. In this research, the researcher as an English teacher try to improve students motivation in speaking ability by implementing story retelling. The second is speaking, Brown (1994) cited in Florez (1999) defines speaking as an interactive process of constructing meaning that involves producing and receiving and processing information. Speaking is to communicate

20 8 thoughts, oppinion, or feeling by uttering with the voice. Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. It is often spontaneous, open-ended, and evolving. However, speech is not always unpredictable. Further information about speaking, Florez (1999) states as follows: Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence). Finally, speech has its own skills, structures, and conventions different from written language Then speaking ability in the language teaching is the ability to use the language, and the goal of teaching speaking is the ability to use the language correctly and appropriately. The desired outcome of the language learning process is the ability to communicate competently, not the ability to use the language exactly as a native speaker does. Speaking competence is made up of four competence areas: linguistic, sociolinguistic, discourse, and strategic. Linguistic competence knows how to use the grammar, syntax, and vocabulary of a language. Sociolinguistic competence knows how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. Discourse competence knows how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole. Strategic competence knows how to recognize and repair communication breakdowns, how

21 9 to work around gaps in one s knowledge of the language, and how to learn more about the language and in the context. The conclusion about what is meant by "speaking" is communication, not only producing English words and sentences correctly, but also understanding the whole conversation. Thirdly is story retelling. Tanner (1991: 55) said that story retelling is an act of sharing, often as important to the storyteller as to the listener. Story retelling could come from imagination or from stories heard or read. Students would feel as they experienced the story by themselves. It created a link with the oral tradition and with literature. Story retelling is a part of speaking activities in the classroom, an effective teaching tool that enables students to focus on the story. Story retelling provided procedures enable students to play a large role in reconstructing stories. It underlines both social and academic development. When they tell a story, they use language for an extended period of time. They construct the story. This activity increases their language development. When narrating stories, the speaker uses the language for an extended period of time. This active participation with stories results in increased language development, comprehension and interest. Finally is narrative, Crystal (2008: 481) says a narrative text is a story that is told conveyed to recipient and his telling requires a medium, it is converted into sign. In every narrative text, one point can to passage that concern something other than event such as an opinion about something, for example a disclosure on the part of the narrator which is directly connected with the event, a description of

22 10 face, or of a location. While according to Schmidt and Richard (2002: 349) narrative text are: 1. The written or oral account of a real or fictional story 2. The genre structure underlying stories Based on the above oppinion narrative text is about oral account and fictional story. Fictional means that the students can write their own imagination of story and it can make them easy in writing a story. 1.6 Limitation of the Study This research is limited to the investigation of speaking class which story retelling is practiced in order to improve the students motivation and speaking ability. This study focusses on student s motivation. Students achivement in speaking ability were used as supported result. The population and the sample of the study are students of XI IA 1 of SMAN Jatitujuh Majalengka academic year 2014/2015. There are 30 students in the class. 1.7 Outline of the Study There are five chapters in this research paper. The first chapter presents introdution. There are eight points discussed in this chapter. They are background of the study, problem of the study, aim of the study, contribution of the study, limittion of study, outline of the thesis.

23 11 The second chapter presents review related literature, this chapter states about some theories related to the research. This part consist of: theoretical review, previous study, theoretical framework. The third chapter explains about the method of the research investigation. The researcher particularly explain about research method, setting of the study, research design, classroom action research procedure, data collection technique, data analysis technique. The next chapter is chapter four. It explains about the research findings and the intepretation of them. The last chapter is chapter five, it presents conclusion and suggestion. The researcher draws conclusion based on the result of the study and gives some suggestions.

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