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Analyze the influence of storytelling in students' speaking skills FERRY

RAHMANDIKA (Digoferry11@gmail.com) INTRODUCTION In general, speaking is
the ability of a person to convey opinions, ideas, and feelings to people using
oral meaning other people can understand it. Henry Guntur Tarigan (2008: 16)
revealed that talking is the ability to say sounds of articulation or words to
express, express or convey thoughts, ideas, and feelings.

This understanding implies to us that speaking is the expression of thoughts,

ideas, and feelings by using words or language as a medium. Speaking is the
delivery of ideas, ideas, even feelings through sounds that are spoken orally,
according to Brown and Yule in Puji Santosa (Riadi, 2006: 34). So it can be
concluded speaking is a person's communication skills in conveying opinions or
ideas to others who have been found since childhood and then developed
through certain periods so that they become proficient. Speaking is a way for
someone to convey ideas to others through oral.

According to Gert and Hans in Efrizal (2012: 127), speaking is speech produced by
the speaker with the intention to be known, and then the listener processes the
conversation to find out what the speaker's purpose and purpose are. Irawati
(2014: 26) explains that speaking is an activity to produce speech in the form of
verbal words and sentences to communicate with others.
Meanwhile, Khorashadyzadeh (2014: 12) states that speaking not only requires
students' understanding of how to produce linguistic competencies such as
grammar, pronunciation, and vocabulary but also an understanding of
sociolinguistic competencies such as when, why, and how to speak. Bahadorfar
and Omidvar (2015: 9) say that speaking skills can be categorized as good
speaking skills when listeners can understand the words produced by the
speaker.

Learning to speak is the same as we learn language, where we use it to

communicate with other social communities in an association. while in the school
environment, speaking skills are very important for the learning process,
especially in learning English education. Speaking is one of the basic abilities of
the four main elements in English education.

This ability is fairly difficult, because students are required to speak in front of
many people. The important thing in speaking is the level confidence of students
in facing the audience. From some of the references that I read, the storytelling
method is one of the right methods to improve students' speaking abilities.

Why Storytelling? Storytelling is a method that is able to train students' speaking

skills by telling stories to their listeners. According to Zaro and Saberri in Akhyak
and Indramawan (2013: 20), storytelling is an activity that involves interaction
between storytellers and listeners and between an individual and listener at a
certain level.

Furthermore, Safdarian (2013: 208) defines storytelling as a way for students to

retell stories in different word constructs after being told by the teacher. Then,
Ebrahiminejad, Azizifar, Gowhary, and Jamalinesari (2014: 43) say that story telling
is one of the teaching methods using short stories. According to Ling in Julia
(2015: 14), storytelling as a method centered on learners helps students to use
information and convey messages to others.

This study aims to determine the extent to which students' interest in the method
of storytelling, knowing their opinions about what they feel when doing and
telling stories, and knowing what they can get in the storytelling process
(improving speaking skills, good experience, and buid student beliefs). The data
can be retrieved from the results of previous research by Sarifah Hasdaniah,
Rukayah, and Muh. Munif Syamsudin.

In their research they put more emphasis on classroom action research carried
out in two cycles, each of which consisted of planning, implementation,
observation and reflection. This research was conducted at TKIT Nur Hidayah Jl.
Watermelon No.57 Kerten Laweyan, Surakarta. The research process they use
several techniques such as: collecting data is observation, interviews, tests and
documentation.

while to analyze them using Milles and Huberman's Interactive Data Analysis
Model. In the first cycle of the results of the study they found an increase in
learning outcomes in speaking ability, but those who completed this did not fully
reach the target, so it continued with the second cycle of research. Based on data
obtained at the second cycle, they found that the initial increase was only 61.5%,
now becoming 84.65%, which on average had been able to improve English
language skills.

From the data, it can be concluded that storytelling is the right tool to develop
students' speaking skills. they think by involving students in storytelling activities
will certainly encourage language skills and also provide a good experience in
learning together. Storytelling improves spoken language and sharpens hearing.
Ability speaking is enhanced through attention to articulation, clarity, and
volume.

Students experiment with various intonations and reflect various emotions in

their voices. Based on the results of the previous assessment which contained
several differences from the results of the study. First, in taking their data using
two cycles, so it takes a long time to find out or get results.

The second in their research uses test and documentation techniques, while I
obtain data and results based on the observation and interview process. So the
results obtained are also different. RESEARCH METHOD In this research, the
method used was the interview method, where I gave several questions about
storytelling in the class, then they responded well to the questions I asked.

I asked the question to the sixth students of Junior High School Number 03
Tanjung Pinang, from a number of questions asked, 75% of them agreed with the
storytelling method, while 25% did not agree with the reason that storytelling
was very difficult, because they had to memorize the narrative or text in a story.
The following are the steps taken in getting the results of the research. Gather
information and look for subjects to study.

Give some questions directly to the subject under study and see the response of
each subject. After getting answers from each student studied, then the data is
used as the results of the study. RESULTS OF RESEARCH AND DISCUSSION This
study uses two stages. The first step the researcher did was by gathering
information about students' fondness for the method of telling stories.

So that the data obtained as follows: / Based on the data above, it can be
concluded that 60% of students agree with this method, 15% of students state
disagree, while the remaining 25% follow their friends in other words the student
following the most votes. Then, in the second research, the researcher asked one
of the students to do or practice the storytelling method.

The story used is a story that comes from the text given by the researcher entitled
"Origin of Lake Toba". In this session the researcher gave values ??according to
the storytelling criteria. The criteria are as follows: NO Assessment criteria Value
(%) 1 Pronounciation 40% 2 Intonation 25% 3 Expression 20% 4 Performance
(costum dan property) 15% Through the assessment criteria made to determine
the extent to which the effectiveness of the application of storytelling to students
of Junior High School Number 03 Tanjung Pinang, so it can be listed as follows:
NO Name Total assessment criteria Completeness 1 Dimas 70% Complete 2
Rahayu 80% Complete 3 Rifandi 50% Not completed 4 Agustina 70% Complete
5 Nabila 75% Complete 6 Syaiful 60% Not completed Based on the data above,
there were 4 students who completed the average above 70%, while the rest
were not completed.

So this assessment can be summarized as follows: The average student who is

completed is students who agree with this storytelling method, Based on several
assessments made, there are some students who are quite proficient in telling
stories. The lack of vocabulary as well as student confidence is the biggest factor
inhibiting this method.

as experienced by students who fail this test, the reason they are they don't know
what to say, and are ashamed to appear in front of their friends. Storytelling is
the right method to be used in junior high school students, because through this
method, students can learn imagination and then express it with full appreciation.

CONCLUSION Based on the results of research conducted through 2 stages, it

can be concluded that storytelling is the right method to be used as one method
of teaching in English, especially in speaking. besides being loved by storytelling,
it is also able to provide new experiences for students. in telling stories, it is not
only focused on improving the ability to speak only, but slowly builds the
confidence of students, as well as other aspects that will make these students
become good speakers. REFERENCES Bahadorfar, M. & Omidvar, R. (2015).
Technology in teaching speaking skill.

Acme International Journal of Multidisciplinary Research, 2(4), 9-13.

Ebrahiminejad, S., Azizifar, A., Gowhary, H., & Jamalinesari, A. (2014). Effect of
using short story on speaking improvement of Iranian pre-intermediate EFL
learners. International Journal of Language Learning and Applied Linguistics
World (IJLLALW), 7(3), 42-56. Efrizal, D. (2012).

Improving students’ speaking through communicative language teaching method

at Mts Ja-alhaq, Sentot Ali Basa islamic boarding school of Bengkulu, Indonesia.
International Journal of Humanities and Social Science, 2(20), 127-134. Henry
Guntur Tarigan. (2008). Berbicara:Sebagai Sebuah Keterampilan Berbahasa.
Bandung: Angkasa. Julia, H. T. (2015). Telling tales: Using storytelling to teach EFL
kindergarten students in Taiwan.

International Journal of Research Studies in Education, 4(4), 13-25. doi:

10.5861/ijrse.2015.848 Khorashadyzadeh, A. (2014). Why to use short stories in
speaking classes? International Journal of Foreign Language Teaching in the
Islamic World, 2(1), 9-15. Irawati, I. (2014). Improving students’ speaking ability
through communicative language games. Magistra, No. 87 Th. XXV, 25-36.
Safdarian, Z. (2013).

The effect of stories on young learners' proficiency and motivation in foreign

language learning. International Journal of English and Education, 2(3), 200-248.

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