Advances in Language and Literary Studies The Use of Retelling Stories Technique in Developing English Speaking Ability of Grade 9 Students (original) (raw)
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Teaching speaking skills through retelling story technique at senior high school
U-JET, 2020
The objectives of this research were to find out whether there was a statistically significant improvement on students' speaking skills in English after the student were taught the retelling story technique and to investigate the relation between students' responses and their speaking achievement. This study was conducted through quantitative approaches, with a total of 30 tenthgrade students at SMAN 1 Gadingrejo. The data were collected by using a speaking test and questionnaire. Data were analysed by using Paired Sample t-test and a Pearson Product Moment. The result showed that there was a statistically significant improvement on students' speaking skills in English after the student were taught the retelling story technique, it can be seen from the result of the Paired-Sample T-Testwhere the significant value was lower than 0.05 (0.000.309). Hence, it can be believe that retelling story technique is effective to improve students' speaking skills in English and also the students' response plays q big role in their achievement after the implementation of the technique in learning language process.
The Performance of English Department Students in Retelling Story: An Anthropolinguistic Study
https://www.ijrrjournal.com/IJRR\_Vol.6\_Issue.8\_Aug2019/Abstract\_IJRR0039.html, 2019
The purpose of this research was to find out the performance of English department students in retelling story. The research was using anthropolinguistic approach. The data were utterances of the performances, interview sheet, audio-video recording and observation sheet. The data were collecting by using Sony HD-AVCHD 9.2 MP Handycam, through interviews and observation. The data were analyzed by using interactive model, namely: data displays, data condensation and drawing conclusion/verifying. This research analyzed text, co-text, and context of retelling story and the components of retelling story. The research result showed that the performance of students in retelling story was lack of self-confidence and nervous. It is showed from their body movement and gestures. The performance of students was classified to three parts namely: opening, core and closing (formal situation). The components of retelling story include Actor, Audience, Situation and learning organization, convention and skill of learning.
IMPROVING STUDENTS SPEAKING SKILL IN RETELLING STORY THROUGH PICTURE SERIES
Elang, 2022, 2022
The research paper is entitled “Improving Students’ Speaking Skill in Retelling Story Through Picture Series”. It is submitted to English Education Study Program Faculty of Teachers Training and Education Sciences Bale Bandung University in partial fulfilment of the requirements for taking the Degree of Sarjana Pendidikan. The aims of this research are to find whether or not the use of retelling story is effective to improve students’ speaking skill and to find whether the students’ response toward the use of retelling story to improve students’ speaking skill. The research instrument were test (pre-test and post-test ) and questionnaire to answer the research questions. This research was conducted in the second grade of MTS Al Ikhsan Arjasari on the 11th September 2021 to 9th October 2021 and there were 30 students in the class. Based on the data analysis that retelling story through picture series is effective in improving st udents’ speaking skill. It can be seen that the mean score of pre-test is 50.80 and the mean score of post-test is 71.90 and the scores of t observed is 17.59 and the value of t observed is bigger than t table ( 17.59>2.045 ). Furthermore, the result of questionnaire given to the students, the researcher got the result that almost all of the students 79.4% s gave positive response toward speaking in retelling story through picture series. Almost all of the students agreed that retelling story through picture series helped students to be able to speak better.
Teaching Speaking through Story Telling: The Case of a Junior High School
Edukasi: Jurnal Pendidikan dan Pengajaran
This collaborative classroom action research described the use of storytelling in teaching English speaking. The subjects of the research were 13 junior high school students at SMP Laboratorium STKIP Jambi, Indonesia. The qualitative data consisted of field notes, students’ diaries, photographs, and videos of teaching and learning process collected through observations and analyzed descriptively. The quantitative data were the students' scores in their English speaking performance generated through speaking tests and analyzed by using Microsoft Excel. The findings showed that the use of storytelling in teaching speaking could attract students’ attention to the lesson and encourage them to speak English. Pronouncing words, constructing sentences, and retelling the story could enhance students’ speaking performance. The students’ mean scores in their speaking performance tests got a significant improvement from cycle to cycle.
The Effectiveness of Story Telling on Junior High School Students’ English Speaking Skill
2019
Speaking is one of the important skills that should be mastered in learning English. One of the effective techniques to improve speaking skill was by using storytelling technique. Storytelling is an activity where some people re-tell a story that they have created. The purpose of this research was to investigate the effectiveness of storytelling on Junior High School students’ English speaking skill. This research used a quantitative method specifically quasiexperimental design. To attain the aim of this research, the participants took pre-test and posttest. The pre-test and post-test used to know the students’ English speaking skill. The populations of this research were eight grade students in one state Junior High School in Godean. The sample of this research consisted of 62 students (30 students in experimental class and 32 in control class). In experimental and control class the researcher taught seventh meetings, and the researcher used storytelling as the treatment. The resul...
Indonesian Journal of Integrated English Language Teaching
A spoken language is important to human life, if we would like to have a good speaking, we should have a good speaking skill. However, after observing and conducting inerview an English teacher at MTs Assalam Naga Beralih. In general, students have difficulty at retelling story through picture series, especially in speaking skill such as pronounciation, vocabulary, grammar, fluency and comprehension. The purpose of this study was to determine the significant improvement in students' speaking skills through retelling story using a series of pictures. This research used quantitative research. One Group Pre-Test Post-Test method used in this research. This research was held on October until November 2021 at MTs Assalam Naga Beralih Air Tiris Kampar Regency. The sample consisted of 25 students. Thus, speaking test was used to gather the data. The results showed that the average score of students after being taught to retell stories using a series of pictures (81.20) was higher than ...
The Role of Checking Retelling in Teaching English
Proceedings of ADVED 2022- 8th International Conference on Advances in Education
Retelling is a very important strategy especially in the English as a Second Language (ESL) classroom. This study investigates the effectiveness of retelling as a reading strategy for university students of ESL. Three A2 level, two B1 level and three B2 level students participated in the study. They were divided into two groups (Group A and B) according to their English language competence and other factors. Their retelling outcomes including oral, and written during 2 months period were collected and analyzed. During the study, students were being taught stories and asked to retell the stories orally and/or in writing through creative activities. The results show an improvement in the story structure, length of the retelling, reading comprehension, and confidence. Major improvement in vocabulary growth was found. Self-evaluations and observation indicate that the participants enjoyed story readings, their attitude toward reading became more positive, and they gained self-confidence. The results suggest that retelling could be a potentially useful reading strategy for ESL learners when creative activities are used.
Implementing storytelling technique to teach english language skills
2016
This classroom project was carried out in a public elementary school in Pereira with fifth graders by a pre-service teacher and two observers from the English language teaching program from the UTP. This project was aimed at implementing storytelling technique so as to teach English language skills and to find evidence of the results after the implementation. This project was implemented through normal English lessons by making use of stories as the main source to gather data on the students’ responses towards this implementation. The information collected was stated in different observation reports and in the teacher’s journal. Also, in order to have a clear idea of what the project was going to be, we had in mind the definition of different concepts such as, storytelling technique, language skills, the features of a story and its importance conveyed with language learners. We also included a literature review that gave us theoretical support on some related studies that were carri...
Story-based instruction: Learning language through narrative
JALT2010 Conference Proceedings. Tokyo: JALT. , 2011
In 2008, the Ministry of Education, Culture, Sports, Science, and Technology of Japan (MEXT) revised the Basic Act on Education. Part of the revision requires introducing foreign language education activities to 5th and 6th grade students in elementary school from 2011. Since the revision, pedagogical issues such as curriculum building, instructional materials, and teaching practices of English language have become a large concern for educators. This paper presents a story-based method for young learners and explores the potential impact of narrative on language learning. The paper also describes how narrative can bolster language learning through engaging young learners cognitively and emotionally. In the first part of the paper, an overview of English education of elementary school is discussed, then the paper examines the influence of narrative form on cognitive and affective aspects of language learning, drawing on Bruner’s narrative theory. The strengths of a semantic approach to language learning are also discussed. Finally, the paper discusses the criteria for the selection of matched-stories for language instruction, scaffolding theory, and a sample story-based unit the writer conducted in a public elementary school.