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TEACHING LISTENING USING STORY TELLING TECHNIQUE AT THE SEVENTH

GRADE OF MTSN CIKALONGWETAN KAB. BANDUNG BARAT

Rika PujawatiNo. Reg.: 08220376

e-mail: rika.pujawati@yahoo.com

English Education Study ProgramLanguage and Arts Departement

STKIP Siliwangi Bandung

ABSTRACT

The objective of the research entitled “Teaching Listening Using Story Telling Technique atMTsN Cikalongwetan” was to find out whether or not teaching listening using story telling canincrease the students’ listening mastery in learning English.The design of this study: pretest-posttest control design. Pretest is given before the student introducing with storytelling andposttest given after giving storytelling. The research method was quantitative method. Theinstrument of this study was the test; student took two tests, pretest and posttest. Thepopulation of this study was 70 students of the seventh grade of MTsN Cikalongwetan. Thesample of this study was entire population and they were divided into two groups.The results ofthe data analysis showed that means score pretest of experimental group was 190 and scoreposttest was 272, and score pretest of control group was 140 and score of posttest was 185, andthe t-observed of was 4.03. The t-critical value with significance level at 0.05 and df of 68 was1.67.Based on the data analysis above the alternative hypothesis of the research was accepted.It means the t-observed was bigger than t-critical value (4.03>1.67). It could also be concludedthat Teaching Listening Using Story Telling Technique increased the students’ listeningmastery.

Key words: Teaching, Listening, Storytelling

A. BackgroundAs we know that language is very important for

us, with language we will know a lot of informationand life in this world without knowing and followingthe information, most information came from abroad,especially America, Japan, Cina, etc. those countriesproduce a lot of information in several subjects likescience, technology, culture, art and entertainment.In the present time, English is very important, manypeople speak English everyday as the TargetLanguage especially those overseas. In Indonesian,English is regarded as the first foreign language. Toteach English language we can use so many ways ofintroducing English, we can use picture, sing a songand also we can use story telling. By using storytelling, we can introduce so many words in Englishand the students also can enjoy the story we tellthem. We can use storytelling to give children morepractice in listening, speaking, reading, and writingas well as to stimulate their imagination andcreativity. According to Annamaria Pinter (2006:51):

Listening to stories is the most authentic andpopular activity for all children and primaryEnglish teachers can use storytelling as additionallistening practice. Children will learn new languageas well as having enjoyable listening practice.

Children also enjoy the story telling but theteacher will have to make a careful judgments’ inputthe type of story that is suitable. With children’s, it isa good idea to introduce tapes rather than just theteachers input because children will have to get usedto faster speech, unfamiliar speakers, and differentaccents is possible to difficulty by varying text lengthand activity types.

Listening is an active skill and there are manyfactors that contribute to our difficulty. It is importantin the early stages to avoid these sources of difficultyand introduce them only gradually. Teachinglistening, the teacher in English as a foreign languageclass will listen to a great variety of texts but aboveall to their teacher: talking, singing, chanting,dramatizing dialogues, giving instructions and storytelling. Children might also listen to video and audio

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tapes especially if these come with the course bookthe teacher using. Teacher can be supported withgood quality tapes to accompany their teaching ifthey are not yet confident with their own languageproficiency. According to Brown (1994:55):

Lot of oral interaction, spontaneous use of thelanguage. No analyses of grammatical rules.Concrete vocabulary was taught thoughtdemonstration, object and picture; abstractvocabulary was taught by associations of ideas. Itemphasizes correct pronunciation and grammar.

Reason above the writer would like to do herresearch on “TEACHING LISTENING USINGSTORY TELLING TECHNIQUE.”In this Study, the Research Question is as followed:

1. What are the problems faced by the students inlistening English?

2. What are the problems faced by the teacher inintroducing English by listening?

3. What method is used by the teacher to teachEnglish?

The aims of study are as follows:1. To help most of the students who have problems

and difficulties in understanding listeningEnglish.

2. To help teachers to repeat over and over again tothe student until theyUnderstand what the word is.

3. The teacher can use story telling to make thestudents understand about English by Listeningto the story from the teacher.

B. Theoretical FoundationThe students of an English as a foreign language

class will listen to a great variety of text but above allto their teacher talking, chanting, dramatizingdialogues, giving instructions, and telling stories.Although in the early stage the teacher will remaintheir main source of listening input, children mightalso listen to video and audio tapes especially if thesecome with the course book the teacher is using.Teachers can be supported with good quality tapes toaccompany their teaching if they are not yetconfident about their own language proficiency.

1. Definition ListeningListening is a very important part of learning

English. It could be seen on the followingstatement: The importance of listening in languageteaching can hardly linguistic information withoutwhich we could not produce language in classroom,students always do more listening than speakinglistening competence is universally “larger” thanspeaking competence. Is it any wonder then that isrecent years the language teaching profession has

placed a concert emphasis on listeningcomprehension (Brown, 1994:233).

Listening is an activity in which the listeners arehearing some symbols orally with full intention,appreciation understanding and interpretation to getinformation to comprehend the contents or messageand to understand the meaning of communicationthat had been saying by the speaker throughutterance or spoken language (Tarigan, 1991:25).

2. Listening SkillListening to listen is one of the important skills to

acquire when learning English language. It needsconsiderable amount of time and effort to improvenoticeably and gradually.

A part from following a course with an audiocomponent, can also use authentic material (i.e.material that is produced for special purposes otherthan language teaching) to practice our listeningskills. Authentic material can be difficult tounderstand. We may not accustom to the level oflanguage or the speed. Yet we will face the problemswith native speakers. So the earlier you are gettingused to it, the better it prepares you for life outsidethe classroom.

It is without abjection that almost of studentsloves stories. It creates magic and a sense of wonderat the world. Stories teach us about life, aboutourselves and about others.

3. Story TellingStorytelling is a unique way for students to

develop an understanding, respect and appreciationfor other cultures, and can promote a positive attitudeto people from different lands, races, and religions.Besides, telling stories to children is also veryworthwhile. The direct connection between the tellerand audience promotes enjoyment and activelistening (Christie, at al, 2003:121).

Total Physical Response Storytelling wasdeveloped in the 1990’sby Blaine Ray. He is a HighSchool Spanish teacher and he has created thismethod by combining James Asher’s Total PhysicalResponse system with funny stories to help studentsapply the words learned.

Besides the In Total Physical ResponseStorytelling, the left brain responds to input such asanalyzing, critiquing, discussing, explaining, talking,and telling. Meanwhile, the right brain responds toinput such as acting, drawing, games, gesturing,metaphor, and physical movements.

C. Research MethodologyHatch and Farhady (1982:19) mentioned that

“there are five major classes of a research design,

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namely; Pre-experimental, Experimental, Quasiexperimental, Ex post facto and Factorial design.”

The researcher uses has experimental designusing the pretest and posttest design. Trueexperimental designs have three basic characteristic:(1) A control group (or groups) is present; (2) The Ssare randomly selected and assigned to the groups,and (3) “A pretest is an administered to capture theinitial differences between the groups” (Hatch andFarhady, 1982:22). Based on the statement above,there are two classes, the first class was experimentalclass and the second class was control class. A pretestwas conducted to both groups at the beginning, atreatment was conducted to the control class, andmeanwhile treatment was not conducted to thecontrol class. The posttest was conducted to bothgroups at the end of the program.

“Method is an overall plan for the orderlypresentation of language material, no part of which isbased on selected approach” (Richards and Rodgers,1986:15).

“Research is a systematic approach to finding ananswer to question” (Hatch and Farhady, 1982:1).The main purpose of the research was to find outwhether teaching of storytelling was effective toachievement student ability in teaching listening.

This research used quantitative method.“Quantitative study is an experiment designs thathypothesis through the use of objective instrumentand statistical analysis” (Larsen-Freeman and Long,1991:11).

1. Instrument of the ResearchThe writer makes teaching listening and making

pretest and posttest. However, relating to the designwhich is used in this research, the writer takes thepretest and posttest as the instrument in collecting thedata. The goal is to find out the students’ ability inarranging the words into a good story. The tests aregiven to measure if there is an increase on theirunderstanding about the story after getting theirposttest.

2. Population and SampleAccording to James (2001:109) population is a

group of elements or cases, whether individuals,objects, or events, that conform to specific criteriaand to which we intend to generalize the results ofthe research.

The researcher took the population of theresearch from the seventh year students of MtsNCikalongwetan Bandung Barat.

According to Burns (1994:63) “a sample is anypart of population regardless of whether it isrepresentative or not”.

Sample of the research were two classes whichwere selected by using cluster sampling technique.They were 7E and 7H. Each class consisted of 35students. Class 7E was experimental class and class7H was control class. In this research, the researchtaught listening in 7E through storytelling, whereas inclass 7H taught listening without using storytelling.

D. Finding And Discussion1. Data Description of the Pretest and PosttestResult

The data obtained from the pretest and posttestwill be displayed on the tables below:

Table IThe Average and of Pretest and Posttest

No. Test Pretest Posttest1. Experimental

Group190 272

2. Control Group 140 185

2. Data Analyzing on the Pretest and Posttesta. Data Analyzing of the Pretest

A pretest was carried out in order to gain the dataabout the students’ ability in English listening skill oftwo groups.1. The distribution of score and calculation of

the pretest analysis- Experimental Class1. To calculate the Mean

=∑

=

= 5.4

2. To calculate the Standard DeviationSD= ∑( − )

N-1

= ∑(190 −5.4)35 -1

= √184.634

= √5.4= 2.3

3. To calculate Degree of FreedomDf = (N1+ N2)-2

= (35+ 35) -2

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= 70 – 2

= 68

- Control Class1. To calculate the Mean

=∑

=

= 42. To calculate Standard Deviation

SD = ∑( − )N-1

= ∑(140−4)35 -1

= √13634

= √4= 2

3. To calculate Degree of FreedomDf = ( N1+ N2 )-2

= ( 35+ 35) -2

= 70 – 2

= 68

- To Calculate Standard Error

S ( - ) = += . += . += √0.138 + 0.114

= √0.252= 0.72

- To Calculate T- Observed

Tobs = -S( - )

Tobs = 5.4 - 40.51

Tobs = 2.74

b. Data Analyzing of the Posttest1. The distribution of scores and calculation of theposttest analysis- Experimental Class1. To calculate the Mean

=∑

=

= 7.72. To calculate the Standard Deviation

SD = ∑( − )N-1

= ∑(272−7.7)35 -1

= √264.334

= √7.7= 2.77

3. To calculate Degree of Freedomdf = ( N1+ N2 )-2

= (35+ 35) -2

= 70 – 2

= 68

- Control Class1. To calculate the Mean

=∑

=

= 5.28

2. To calculate Standard DeviationSD = ∑( − )

N-1

5

= ∑(185 −5.28)35 -1

= √179.7234

= √5.28 = 2.293. To calculate Degree of Freedom

Df = (N1+ N2)-2= (35+ 35) -2= 70 – 2= 68

- To Calculate Standard Error

S ( - ) = += . + .

= . + .

= √0.219 + 0.149= √0.368= 0.60

- To Calculate T- Observed

Tobs = 7.7 – 5.280.60

= 4.03

TABLE IIThe Improvement of the Mean Scores

ExperimentalClass

ControlClass

Mean of Pretest 5.4 4Mean of Posttest 7.7 5.28Improvement of theMean 2.3 1.28

The table above shows that the experimental classwas higher than the control class. It indicates thatteaching English listening through storytellingtechnique is able to improve students listeningability.

3. Testing HypothesisAs the research proposed in chapter I the

hypothesis was as follows:

Teaching English listening through storytelling ismore effective than the teaching without storytelling.Based on the control class, the calculation of the datashows that:

Tobs is higher than Tcrit and there is a differencebetween Xe and Xc. These mean that the hypothesiswas accepted. The result is significance. The researchproves that storytelling is effective in the teachingEnglish listening.Based on the data, teaching English listening usingstorytelling is more effective than teaching Englishlistening without using it. It is found the alternativehypothesis is accepted and the null hypothesis isrejected.

The mean of the experimental class is bigger thanthe mean of control class (7.7 > 5.28). The differenceis 2.4. The standard deviation of the experiment classis better than the standard deviation of control class(2.77 > 2.29). The difference is 0.48. The T-observedis higher than the T- critical value (4.03 > 1.67) at thesignificance level at 0.05 with df of 68.The differenceis 2.36 the result of the research showed that t-observed is 4.03, the t-critical value at thesignificance level at 0.05 with the df 68 is 1.67.

G. Conclusions and Suggestions1. Conclusionsa. The students are more exited and motivated to

study listening, because storytelling is used in theteaching learning process.

b. The using of story telling to teach listening inEnglish is to give support and motivation to nextteaching learning. Because by using story tellingit makes students happy and interested.

c. The problems faced by the students instorytelling are the lack of the vocabularymastery, the lack of translate. Most of the samplesay that they lack vocabulary mastery.

d. Storytelling and TPR methods have manyadvantages in its use. This method gives studentsmotivation to enjoy the lesson. It brings fun andinteresting activity, students did not only listenand speak to what the teacher sais, but they alsodoing the actions and repeat until they understandwell. Even though sometimes students made a lotof mistakes, but there was no punishment. Whensome students were doing the mistakes, the otherlaughed at them. This method also encouragesthem to feel confident in listening English andperforming the actions.

Tobs =-

S( - )

Tcrit = 1.67Tobs = 4.03Tobs > Tcrit

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2. Suggestionsa. Storytelling can help students learn listening and

they found new vocabulary and it will be better ifs/he can find the appropriate way in controllinglarge classes and consider the students,characteristics in implementing the method inclass.

b. For the teacher, the students must bringdictionary in learn English in order easier foundwords who they don’t know, and the teachermust explain material to them until theyunderstood with enjoyable in teach.

c. For the headmaster, the headmaster support isvery important to enhance teacher’s quality inteaching. Therefore, he has to support teachersincluding fulfilling their teaching media needsand give motivation to be more creative inteaching learning process. So, the quality ofeducation can be increased better in the future.

H. BIBLIOGRAPHYBrown, Douglas H. (1994). Teaching by Principle

‘An Interactive Approach toLanguagePedagogy’’. USA: Prentice Hall Regents.

Hatch and Farhady (1982) Approach and Method isLanguage Teaching. A description and analysisUntied States of America the Syndicate of theUniversity Cambridge.

James. At al. (2003). Teaching Language andLiterary. Preschool through the elementarygrade. (second edition).USA: PearsonEducation, Inc

Larsen-Freeman, Diane. (1986). Techniques andPrinciples in Language Teaching. New York:Oxford University Press.

Pinter, Anamaria, (2006). Teaching Young LanguageLearners. New York: OXFORD University.

Richard and Rodger. (2006). Approaches andMethods in language Teaching. New York:Cambridge University Press