IMPROVING STUDENT’S LISTENING SKILL BY USING STORY TELLING

INTRODUCTION

1.1 Background

Listening skill is one of the most important communication tools for everyone to be

mastered. As Rost (1994) points out,”from the four language skills: speaking, listening,

reading and writing, listening is the most critical for language learning at the beginning

stages”, and Brown (2001:247) said that “Listening is the major component in language

learning and teaching because in the classroom learners do more listening than speaking”.

Therefore, nowadays listening is assuming greater and greater importance in foreign language

classrooms. Listening skill is often reffered to as receiptive skill because it receiving message

in spoken form. (Harmer, 1991:16). Said that Eventhough it is assumed as a receptive skill, it

needs an process to decode the message from the speaker. The listener must be active to

process the information that listened from the speaker.

There are two previous study that use this kind of method: the first one is from astini agun

that entitled implementation story telling to improve listening skill at 8th grade in SMPN 01

Yogyakarta and they found that Most of English students still have difficulties in mastering

listening skills because of several factors such as the material is too difficult, there are so

many slangs language, the speaker talk too fast, lack motivation, booring method that do not

give sufficent oppurtunities.

Based on those previous study problems, the researcher tries to solve the problems above

by using story telling tecnique in the classroom. (Ellis, 1991: 1-2) point out that stories is

motivating and fun, listening to story in class is shared social experience. Storytelling

provokes a shared response of laughter, sadness, excitement, which is not only enjoyable but
also encourage social and emotional development. Learning English through stories can lay

the foundation for secondary school in term of basic language functions and structures,

vocabulary, and language learning skill. And then stories create opportunities for developing

continuity in student’s learning in school subject across the curriculum

1.2 Identification of problem

Based on the background above, the researcher identify that there are some problems

of students listening skill in junior high school students. Those are such as : the material is

not suitable for the students, there is no motivation to learn listening , and the learning media

for listening is less effective and enjoyable.

1.3 Limitation of the problem

Based on the problems above, the researcher will only focus on improving students

listening skill by using story telling at the 8th grade of SMPN 23 Seluma.

1.4. Statement of the problem

Students motivation for learning and listening skills can be improved by using story

telling the 8th grade of SMPN N 23 Seluma

1.5. Research Questions

1. Is there an increase in student’s listening skill by using story telling?

2. in what aspect that most improve in student’s listening skill

1.6. Objective of the research

1. To find out that, is using story telling can improve students’ listening skills at the 8th

grade of SMPN 23 Seluma better

2. To explain the most aspect of listening skills that increase in each student’s at the 8th

grade of SMPN 23 Seluma.

1.7. Significance of the problem

The result of this research will improve the students’ listening skills. And can be as the

teacher’s guidline in improving student’s listening skill

 CHAPTER II

LITERATURE REVIEW

A. Definition of listening skill

Listening is one of the most important language skills. Listening is the part in

communication, through listening we can share our ideas with other people. Listening is the

most frequently used language skill in class. The importance of listening is acknowledged by

Brown (2001:247) who stated that “Listening is the major component in language learning

and teaching because in the classroom learners do more listening than 12 speaking.” It means

that, listening is the important thing in daily activities, through listening we can interpret the

meaning. As defined by Oxford (1993: 206), listening is a complex problem solving skill and

it is more than just perception of the sounds. Listening includes comprehension of

fundamental language skills. It is a medium through which children, young people and adults

gain a large portion of their information, their understanding of the world and of human

affairs, their ideals, sense of values, and their appreciation. Rivers in Hasyuni (2006: 8) says

that listening is a creative skill. It means we comprehend the sound falling on our ears, and

take the raw material of words, arrangements of words, and the rise and fall the voice, and

from this material we creative a significance. Listeners must cope with the sender‟s choice of

vocabulary, structure, and rate of delivery. Russel in Hasyuni (2006:8) also say that listening

skill is listening with comprehension, attention and appreciation. Then, listening activity

needs integrating skill of language, such as pronunciation, vocabulary mastery, writing,

speaking, and reading. Listening skill can be meant as ability to pay attention or to hear

something.
b. Listening Problems

Most of English students still have difficulties in mastering listening skills because of

several factors such as the material is too difficult, there are so many slangs language, the

speaker talk too fast, lack motivation, booring method that do not give sufficent

oppurtunities. And Ur (1996: 111-112) identifies the learner’s problems and the solution as

follows:

a. Trouble with the sounds Most students rely mostly on context for comprehension;

they are often themselves unaware sound perception.

b. Have understand very word Some students feel worried and stressed when they

miss some words of the text. Here, the teacher needs to give the students 14 practice in

selective ignoring of heard information/something, they do naturally in their mother tongue.

The teacher should explain this point to the students, and set them occasional tasks that ask

them to scan a relatively long task for one two limited items of information.

c. Cannot understand fast, naturally native speaker The students can only understand

if the teacher talks slowly and clearly. They cannot understand fast, natural native-sounding

speech. To overcome this problem, the teacher has to expose the students to asmuch

spontaneous-informal talk as possible, so they can understand the native speech. The teacher

can also provide them with the sorts of discourse at the right level for them.

d. Need to hear thing. More than once In order to understand, students need more than

once to hear the text. In this problem, the teacher can try to use texts that include “redundant”

passage and within which the essential information is presented more than once and not too

intensively and give the students the opportunity to request clarification oe repetition during

the listening.
 e. Find it difficult to keep up The students feel overloaded with incoming information.

The solution is not (so much) to slow down the discourse but rather to encourage them to

relax, stop trying to understand everything, learn to pick out what is essential and allow them

to ignore the rest.

f. Get tired Sometimes, students feel tired and bored to listen, if the discourse is too

long. They also feel more difficult to concentrate: The solution of this problem is similar with

the third problem.

1. Field Note

Field note were used in order to document the situation of the learning activities in the

classroom especially the certain significant action during the learning process

2. Questionnaire

According to Harry (2009), questionnaire is a set of systematically structured

questions used by a researcher to get needed information from respondents. Trough

questioners the researcher gets information that to know the respondents opinion on whether

the technique is interesting or not. By the questionnaire the researcher will know the students

opinion related to the speaking learning process. Furthermore, the researcher be able to

measure the student quality in speaking skills. The questionnaires were given for students in

the last meeting and they had 15 minutes to answer all questions. The result of this test will

be analyzed and discussed.

Storytelling to Improve Students’ Speaking Skill
Mukminatus Zuhriyah
Speaking is the first way to interact with others in the social community. Furthermore,

the success in learning a language at first can be seen from the ability of the learner’s

speaking. However, it is very hard for the beginners to speak the foreign language, especially

English. There are a lot of reasons why they get difficulties in speaking, such as lack of ideas

to tell, lack of vocabularies to express the ideas, lack of the chance to speak, and lack of the

interesting teaching method that can motivate them to speak. Thus, this research applied

storytelling in speaking class in order that the beginners are eager to speak English. in This

research was a collaborative classroom action research whose main purpose was to know

whether or not storytelling could improve the students’ speaking skill. Meanwhile, the

specific purposes consisted of describing: (1) the lecturer’s activities, (2) the students’

activities, and (3) the students’ responses when storytelling was applied in the speaking class.

The subjects were 23 students of class N of the second semester of Intensive English Program

of Hasyim Asy’ari University (UNHASY) Tebuireng Jombang in the academic year of

2016/2017. The data of this research were got from the observations done by the collaborator

and the speaking test. The result showed that there was an improvement on students’

speaking skill after the implementation of storytelling. The speaking test result cycle two

explained that the students’ speaking aspects got good progress. Storytelling improved their

comprehension, fluency, vocabulary, grammar, and pronunciation. Thus, it can be said that

storytelling could improve students’ speaking skill.

There are two previous study that use this kind of method: the first one is from astini

agun that entitled implementation story telling to improve listening skill at 8th grade in

SMPN 01 Yogyakarta and they found that Most of English students still have difficulties in

mastering listening skills because of several factors such as the material is too difficult, there
are so many slangs language, the speaker talk too fast, lack motivation, booring method that

do not give sufficent oppurtunities.

IMPROVING THE STUDENTS’ VOCABULARY MASTERY BY USING STORY

TELLING

By

DEWI NUR HALIMAH

This research is a classroom action research. The aim of this research is to know the

process of improving students‟ vocabulary mastery by using story telling for seventh grade

students of SMP Ta‟mirul Islam Surakarta in the academic year 2016/2017. The method used

in this research was classroom action research. The researcher conducted this research from

August until September 2016 in SMP Ta‟mirul Islam Surakarta. The subject was the students

of VII B in 2016/2017 academic year. This class consists of 25 students, 13 boys and 12 girls.

In collecting the data, the researcher use observation, test, and document. The test were given

in pre-test, test 1 and test 2. The researcher analyzed the mean score of each test to find out

the improvement of students‟ vocabulary mastery after the action was conducted. The

researcher conducted the action the students‟ vocabulary mastery increased optimally. It

could be seen from the score that pre-test is 5,4, post-test 1 is 6,9, and post-test 2 is 7,2. After

applying the action the researcher was able to solve the problem in improving vocabulary

mastery. The students were able to take the word meaning based on the context. By using

story telling in teaching vocabulary, students could easly understand and memorize new
vocabulary. In the teaching process, when the teacher uses story, the students are enthusiastic

and enjoy during teaching learning process.