the use of storytelling to help the 8th grade … · my beloved father y. tri haryanto ... students...

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THE USE OF STORYTELLING TO HELP THE 8TH

GRADE

STUDENTS OF SMPN 5 YOGYAKARTA LEARN

NARRATIVE TEXTS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ignatia Lintang Wardani

Student number : 131214009

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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iii


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I can do everything through God who gives me strength

(Philippians 4:13)

‘Do not fear, for I am with you;

Do not anxiously look about you, for I am your God.

I will strengthen you, surely I will help you,

Surely I will uphold you with My righteous right hand.’

(Isaiah 41:10)

He Has Made Everything Beautiful in His Time

(Ecclesiastes 3:11)

This thesis is dedicated to my beloved mother Seraphine Usi Rahayu and

my beloved father Y. Tri Haryanto who always support and pray for me.


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 12 September 2017

The Writer


131214009


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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI

KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Ignatia Lintang Wardani

Nomor Mahasiswa : 131214009

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE USE OF STORYTELLING TO HELP THE 8TH

GRADE

STUDENTS OF SMPN 5 YOGYAKARTA LEARN

NARRATIVE TEXTS

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 12 September 2017

Yang menyatakan



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ABSTRACT

Wardani, Ignatia Lintang. (2017). The Use of Storytelling to Help the 8th

Grade

Students of SMPN 5 Yogyakarta Learn Narrative Text. Yogyakarta: English

Language Education Study Program, Department of Language and Arts

Education, Faculty of Teachers Training and Education, Sanata Dharma

University.

Storytelling is an art to tell stories using language, vocalization, physical

movement or gestures and expression. It is an interactive way to build the

imagination and sense between teller and listeners. It is encouraging the listener‟s

imagination in form of story presentation. Thus, the English teacher in SMPN 5

Yogyakarta uses storytelling as a technique in learning narrative text. She asked

the students to make a puppet, doll or picture to tell their narrative story. It has a

purpose to teach the students how to tell a good story. Finally, the story can attract

and entertain the audience.

Based on this, the research aimed to find out how the use of storytelling

could help them in learning narratives. Therefore, there were two research

questions in this research. They were: 1) How is the students‟ perception on the

use of storytelling to help 8th

grade students learn narratives at SMPN 5

Yogyakarta? and 2) To what extent can the use of storytelling help 8th

grade

students in learning narrative at SMPN 5 Yogyakarta?

This study was a qualitative research. The researchers used observation,

questionnaire, and interview for gathering the data. The data were collected from

the students of SMPN 5 Yogyakarta class 8.6 in the academic year of 2017/2018.

There were thirty two students who answered the questionnaire and five students

who were interviewed to complete the data. To answer the research questions the

researcher analyzed the answers from the closed-ended questions of the

questionnaire and converted into percentage. The data from open-ended questions

of questionnaire and interview result were analyzed and categorized to support the

answers of closed ended question.

The results showed that the students had positive attitude on the use of

storytelling in learning narratives. They found out that the use of storytelling

helped them in learning narrative. They felt happy when they were taught through

storytelling. Furthermore, the English teacher said that the use of storytelling

gives a good improvement. The students could get a good score in learning

narrative through storytelling. They felt that storytelling made them more aware

about the vocabulary, generic structure, and grammar they used in narrative text.

Keywords: Storytelling, narrative text, students’ perception


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ABSTRAK

Wardani, Ignatia Lintang. (2017). The Use of Storytelling Technque To Help The

8th

Grades Students of SMPN 5 Yogyakarta Learn Narrative Text. Yogyakarta:

Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni,

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Storytelling merupakan seni dalam bercerita melalui penggunaan bahasa,

suara, gerak tubuh dan ekspresi muka. Storytelling adalah cara yang interaktif

untuk membangun imaginasi dan perasaan antara orang yang bercerita dan

pendengar. Ini meningkatkan daya imaginasi pendengar dalam bentuk presentasi

sebuah cerita. Oleh sebab itu, guru bahasa Inggris di SMPN 5 Yogyakarta

menggunakan storytelling teknik dalam pembelajaran naratif teks. Guru menyuruh

siswa/I untuk menceritakan cerita merkea menggunakan wayang, boneka atau

gambar. Tujuannya adalah mengajarkan siswa/I bagaimana menceritakan sebuah

cerita yang baik. Pada akhirnya, cerita tersebut dapat menarik dan menghibur para

pendengar.

Berdasarkan hal tersebut, penelitian ini bertujuan untuk mengetahui

bagimana stortyelling dapat membantu siswa/i dalam pembelajaran naratif. Oleh

sebab itu, terdapat dua rumusan masalah dalam penelitian ini, yakni : 1)

Bagaimana persepsi siswa/i tentang penggunaan storytelling dalam pembelajaran

naratif di SMPN 5 Yogyakarta dan 2) Sejauh mana storytelling dapat membantu

siswa/i dalam pembelajaran naratif di SMPN 5 Yogyakarta?

Penelitian ini adalah penelitain survei. Penulis menggunakan observasi,

kuesioner dan wawancara untuk pengumpulan data. Data dikumpulkan dari

siwas/i SMPN 5 Yogyakarta kelas 8.6 pada tahun ajaran 2017/2018. Ada tiga

puluh dua siswa/i yang menjawab kuesioner dan lima siswa/i yang diwawancara

untuk melengkapi data. Untuk menjawab rumusan masalah, penulis menganalisis

pertanyaan tertutup pada kuesioner dan mengubahnya ke dalam prosentase. Data

dari pertanyaan terbuka dan hasil wawancara dianalisis dan dikategorikan untuk

mendukung jawaban dari pertanyaan tertutup.

Hasilnya menunjukkan bahwa siswa/i merasa penggunaan storytelling

dapat membantu mereka dalam pembelajaran naratif. Siswa/i juga memiliki

persepsi positif dalam penggunaan storytelling dalam pembelajaran naratif.

Mereka merasa menikmati pembelajaran dengan storytelling. Selajutnya, guru

bahasa Inggris mengatakan bahwa penggunaan storytelling dapat memberikan

peningkatan dalam pembelajaran naratif. Siswa/i mendapatkan nilai yang bagus

saat pembelajaran naratif melalui storytelling. Siswa/i akan menjadi lebih sadar

akan penggunaan kosakata, struktur umum dan tata bahasa yang mereka gunakan

dalam teks naratif.

Kata kunci: Storytelling, naratif teks, persepsi siswa/i


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ACKNOWLEDGMENTS

First of all, I would like to send my deepest gratitude to My Savior Jesus

Christ for His endless blessing and everlasting love. Without Him and His

strengthen, I would never finish my thesis.

I would like to express my special gratitude to my kind-hearted advisor,

Yuseva Ariyani Iswandari, S.Pd., M.Ed. for her time, patience, guidance,

feedback, encouragement, support, smile and everything during my thesis writing.

Besides, I would like to thank my academic advisor, Drs. Y.B. Gunawan, M.A.

for his advice and guidance during my academic process in the study program. I

also thank all of the lecturers for their great teaching and patience in these four

years. My big thanks also goes to all of the Secretariat Staff of ELESP Sanata

Dharma University, especially mbak Danik for helping me complete the

administrative matters.

I would like to thank the headmaster of SMPN 5 Yogyakarta who had

allowed me to conduct my research in the school. I also thank the English teacher

Siti Maftuhah, S.Pd for her time and guidance in collecting the data. My

gratitude is also addressed to the 8th

grade students class 8.6 of SMPN 5

Yogyakarta for their help and cooperation during the research.

The greatest gratitude goes to my parents Y. Tri Haryanto and Seraphine

Usi Rahayu who have given me prayers, support, care, and encouragement. They

are never tired of listening and accompanying me in my ups and down during


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finishing my thesis writing. I realize without them I would not have opportunity to

study in the ELESP of Sanata Dharma University.

Last, but not least, I would like to thank all of my friends in class A

ELESP Sanata Dharma University for every moment we passed together during

the process of my study until I could finish my thesis. I thank also go to my cousin

Maria Susan for her sharing, advice, support, and care. I really thank my

bestfriends Rana, Eva, Riko, Tika, Ester, Henny, Lastri, Ivana, Vivo, Kak

Novi, Lia and Gian, for the support, laughter, patience, advice, tear, and care

spent with me. I thank them for the companion during my ups and downs.



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TABLE OF CONTENTS

TITLE PAGE ........................................................................................................... i

APPROVAL PAGES .............................................................................................. ii

DEDICATION PAGE ............................................................................................ iv

STATEMENT OF WORK‟S ORIGINALITY ........................................................ v

PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................... vi

ABSTRACT .......................................................................................................... vii

ABSTRAK ............................................................................................................. viii

ACKNOWLEDGMENTS ..................................................................................... ix

TABLE OF CONTENTS ....................................................................................... xi

LIST OF TABLES ............................................................................................... xiv

LIST OF APPENDICES ........................................................................................ xv

CHAPTER I. INTRODUCTION ....................................................................... 1

A. Research Background ........................................................... 1

B. Research Question ................................................................ 3

C. Research Significance ........................................................... 3

D. Definition of Terms .............................................................. 4

CHAPTER II. REVIEW OF RELATED LITERATURE ................................... 8

A. Theoretical Description ........................................................ 8

1. Perception ...................................................................... 8

a. Definition of Perception .................................................... 8

b. Some factors That Influence Perceptions ......................... 9

2. Narrative ...................................................................... 10

a. Definition of Narrative Text ........................................... 10

b. Generic Structure of Narrative Text ............................... 12

c. Grammar Features in Narrative Text .............................. 14

3. Storytelling .................................................................. 15


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a. Definition of Storytelling ................................................ 15

b. Storytelling and Writing ................................................. 15

B. Theoretical Framework ....................................................... 17

CHAPTER III. RESEARCH METHODOLOGY .............................................. 19

A. Research Method ................................................................ 19

B. Research Setting ................................................................. 20

C. Research Participants .......................................................... 20

D. Instruments and Data Gathering Technique ....................... 21

E. Data Analysis Technique .................................................... 26

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ......................... 29

A. Students‟ Perception on The Use of Storytelling To Help 8th

Grade Students Learn Narrative Text ................................. 29

1. Students‟ Attitude about English learning and English

story ............................................................................. 29

2. Students‟ Feeling Towards The Use of Storytelling in

Learning Narrative Text .............................................. 31

3. Students‟ Motivation Towards Learning Narrative

Through Storytelling.................................................... 32

B. To What Extent Storytelling Can Help Students Learn

Narrative Text ..................................................................... 36

1. Storytelling Helps The Students To Understand The

Story............................................................................. 37

2. Storytelling Helps The Students in Writing Narrative

Text .............................................................................. 38

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .................... 46

A. Conclusions ........................................................................ 46

B. Recommendations............................................................... 47


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REFERENCES ....................................................................................................... 49

APPENDICES ....................................................................................................... 52


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LIST OF TABLES

Table Page

3.1 The Sample of Close-Ended Questionnaire Form ........................................ 22

3.2 Blueprint of the Close-Ended Questionnaire Form ...................................... 25


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LIST OF APPENDICES

Appendix Page

1. The Questionnaire ........................................................................................... 52

2. The Questionnaire Results .............................................................................. 54

3. The Total Results of Questionnaire ................................................................ 60

4. The Interview Results ..................................................................................... 61


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CHAPTER I

INTRODUCTION

In this chapter, the writer provides background information of this

research. There are four sections in this chapter. They are research background,

research questions, research significance, research benefits, and definition of

terms.

A. Research Background

English is an international language which is used by many countries in

this world. People use English as a communication tool among them, such as in

business, politics, education, and others. In international conferences for example,

English is always used as main communication language. It means that English

becomes the important language in this world. Therefore, Indonesian government

has included English as the earlier language to be taught in school (Ramelan,

1992).

In English learning, there are four skills that must be improved. They are

listening, reading, speaking, and writing skills (Bright & McGregor, 1973). One

of the basic English skills taught in school is writing. Witing is a skill that leads

the students to explain or obtain the information they have got in written form.

Nunan (2003) states that writing is a process to create ideas and organize them

into statements that make it clear to the reader. Therefore, writing plays an

important role in English learning.


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There are several topics taught to improve writing skill in junior high

schools. Based on Kurikulum Tingkat Satuan Pendidikan (KTSP) or curriculum

2006, the 8th

grade students must be able to understand some kinds of texts, such

as narrative and recount. In this research, the researcher will focus on narrative

text. According to Anderson (1997), narrative is a piece of text that tells a story to

entertain or inform the reader or listener. In learning narrative, the students must

be able to create a story to entertain the readers in correct generic structure,

grammar and tenses.

In this case, teachers must have an important role to find out the

appropriate technique in teaching narrative text. Based on the researcher‟s

observation, the teacher at SMPN 5 Yogyakarta has a different way in teaching

narrative. The teacher asks the students to write their narrative story and asks

them to retell their story in front of their friends. The main purpose is to help the

students be aware of its generic structure, grammar, and tenses which are used in

narrative text.

Previously, there are some research which similar with this research. First,

it was Hariadi‟s research in 2012 who has graduated from ELESP Sanata Dharma

University several years ago. It was about the use of digital storytelling to

improve narrative writing skill for 8th

grade students of SMPN 1 Yogyakarta. The

different between this research and Hariadi‟s is this research talks about the use of

storytelling to help the 8th

grade students learn narrative at SMPN 5 Yogyakarta.

The second was Intan‟s research on 2006, which discussed teaching narrative text

in improving writing for the 10th

grade students of SMAN 1 Pemalang. This


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research is different from Intan‟s research in terms of discovering the students‟

perception on the use of storytelling to help the 8th

students learn narrative text.

Therefore, the researcher hopes this research can give beneficial information for

English teachers so they can use story telling in teaching narrative. Besides, this

research is also expected to give contribution to ELESP students, such as having a

plan to teach by the appropriate technique when they conduct their teaching

practice at schools.

B. Research Questions

The research questions are formulated as follows :

1. How is the students‟ perception on the use of storytelling to help the 8th

grade students learn narrative at SMPN 5 Yogyakarta?

2. To what extent can the use of storytelling help the 8th

grade students learn

narrative at SMPN 5 Yogyakarta?

C. Research Significance

The result of this study is expected to give some benefits for students in

SMPN 5 Yogyakarta, English teachers in SMPN 5 Yogyakarta and ELESP

students who are interested in this study.

1. Students of SMPN 5 Yogyakarta

Using storytelling can be an interesting technique in learning English for

students. Hopefully, it may help the students learn narrative. It is hoped that

storytelling will give students an experience to feel the story and quite easy to

produce the simple text of narrative. Furthermore, this study hopefully can


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motivate students to learn narrative and enjoy being involved in that learning

process.

2. English Teachers

It is hoped that it will give the teachers good teaching alternative to use

storytelling in learning narrative. The students can enjoy listening to their friends‟

story, be aware, and also can understand the generic structure, grammar, and

tenses of this type of text better. Thus, this new technique gives some information

for teachers and improves the quality of English learning. The teacher can figure

out the appropriate technique for teaching narrative. In this case, the English

teacher can also use storytelling in teaching narrative text.

3. English Language Education Study Program Students

This research will provide information about students‟ perception on the

use of storytelling to help 8th

grade students to learn narrative. It is expected that it

will be useful for the students in ELESP Sanata Dharma University to in choosing

the most appropriate technique in teaching in the future. The ELESP students, as

teacher candidates, can use the storytelling technique in learning narrative.

Furhermore, it will inspire the future researcher who wants to conduct similar

research. This research can become one of the references.

D. Definition of Terms

In this research, the researcher uses some important terms. The researcher

defines the terms to make this research clear and avoid misinterpretation. The

terms which are discussed are perception, narrative text, and storytelling.


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1. Perception

Everything that we see and feel shape our mind to think about the meaning

of it. The meaning transformation brings a judgement and cause the perception

reappear. As staded by Ponty (1996, p. 33), perception is a judgement by means to

build the idea of one object. Perception becomes an „interpretation‟ that provides

our senses to explain the impressions. It can be recognized that there is a

relationship between perception and judgement.

On the other hand, Goldstein (2009, p. 5) defines perception as everything

that everyone sees, hears, tastes, feels, or smells which create the mechanism of

senses. It can be seen that everyone perceive something in different ways based on

their senses. People perceive something not only to see it, but also use their senses

to feel it. In this research, perception refers to the perception of the 8th

grade

students at SMPN 5 Yogyakarta on the use of storytelling in learning narrative.

The students can perceive and share their opinion based on their experiences in

doing storytelling and to what extent the storytelling can help the students in

learning narrative.

2. Storytelling

Storytelling is an oral activity that leads the students to use their language

and gestures in many ways (Champion, 2003). Students can use pictures, puppet,

doll, and action to deliver their story. Storytelling aids to develop the students‟

ability to interpret and understand events beyond their experience (Davies, 2007).

They are able to share their idea in the story. It is an important part of learning. If

children are having fun, they will be involved and motivated to learn more. Davies


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(2007) also added that storytelling can be used to break down subjects that are

difficult to learn. It can be used to encourage the students to create and tell oral

story.

In this research, storytelling is a technique to help the 8th

grade students

learn narrative text. They will write their own narrative story and retell the story in

front of their friends. Learners who regularly tell stories become aware on how to

make the story become interesting and carry that awareness into their writing

(National Council of Teacher Education, 1992, p. 2).

3. Narrative Text

Bushel (2011, p. 1) said that a narrative text describes an event, feeling or

experience in a story to explain the details of the event happened. In writing a

narrative text, the students must pay attention to the generic structure that belongs

to the content. According to Gerot and Wignell (1995), generic structures of

narrative text are orientation, evaluation, complication, and resolution. In

orientation part, the reader or listerner are introduced to the main character and the

story is taking place. Besides, in evaluation part, it will discuss the main problem

which will happen in the story. The reader or listerner will evaluate what the

problem is going on related to the cause an effect. The complication part is filled

by the serious event which has some problems to be raised. It involves the main

character to face unexpected thing happen to introduce the problem. The problem

in the story will finish by the solution that might be better or worse which

explains in resolution part. In this research, the teacher at SMPN 5 using story

telling in narrative text. Teacher asks the students to write their own narrative


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story. From the story, students must retell the story in front of the class using

correct generic structure, grammar and tenses used in narrative texts.


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CHAPTER II

REVIEW OF RELATED LITERATURE

There are two important parts in this section. The first part is theoretical

description, which discuses the theories directly related to the research. The

second part is theoretical framework. It explains more on how the theories can

help the researcher in this research.

A. Theoretical Description

This part discusses the theories about perception, narrative text, and

storytelling in writing.

1) Perception

In this section, the researcher discusses the theories of perception. There

are two parts in this section. They are the definition of perception and the factors

that influence someone‟s perception.

a. Definition of Perception

Perception is an opinion that will come first in human mind unconsciously.

Ponty (1996, p. 38) said that perception is thought about perceiving. Perception

would be a judgment, which is done in an unaware reason (Ponty, 1996, p. 42).

This means that when someone sees a thing, she or he will perceive something

about that. Perception is similar to an opinion that everyone has thought

automatically in mind.


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In addition, everyone has his/her own way of perceiving something and

have different perception on it. Goldstein (2009) describes perception as

everything that everyone sees, hears, tastes, feels, or smells which is created by

the mechanism of people‟s senses. It can be seen that everybody can perceive

something in different ways based on their senses in order to give their perception.

According to Altman, Valenzi & Hodgetts (1985, p. 85), perception is how

someone‟s view the reality. It is a process to enables every person understand and

cope with the environment in which he/ she lives with. Goldstein (2009, p. 5) also

said that perception can help people become more aware of the nature of their

own perceptive experience. It means that to give opinion or share about

something, people must have experienced it first so they can perceive something

real and make aware of it.

b. The Difference between Perception and Belief

In this research, the researcher aimed to investigate the students‟

perception as the main focus of this research. The researcher provided the

different between perception and belief was to avoid the misinterpretation in this

research. Perception and belief are two different words that refer to the situation

which influence the way we see the things around us. Perception is only a way to

view or understand something, it is not a conviction. Therefore, a perception of a

person can change over time. Belief is a strong conviction which is influence our

attitudes, thoughts, and behaviors in powerful ways. Belief can stem from what he

or she experiences, reads, hears or see. In addition, belief can come from what it is

taught. For example is the religious belief. It can be described that the religious


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belief is a belief that is taught. The key difference between perception and belief is

that belief a strong conviction whereas perception is only the ability to understand

or notice something. In this research, the researcher used perception to know

whether storytelling technique can help the students in learning narrative. It

cannot be said as belief because storytelling only as suggestion for the English

teacher to be known that storytelling is a good technique in teaching narrative.

c. Some Factors Influencing Perceptions

There are some factors which can influence the person‟s perception.

According to Atman, Valenzi & Hodgetts (1985, p. 86), there are several factors

which influence perception. They are selection of stimuli, organization of stimuli,

the situation, and self-concept.

1) Selection of Stimuli

When people are surrounded by bundle of stimuli, they can only focus on a

small number of them. This process is called as selective process. Every person

selects stimuli based on the specific cues and filters, or screens, out the others. It

is also the reason of why people have their own thoughts and perceive things

differently.

2) Organization of Stimuli

The second factor influencing the perception is organization of stimuli.

The data are arranged to be meaningful information after being selected. People‟s

mind will try to bring the data order by selecting certain items and putting them

together in meaningful way based on their experiences. Having a good order of

sensory data will also give good impact for our mind.


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3) The Situation

Situation also affects perception. Situation means a person familiarity,

expectation, situation and past experience of people which may affect their

perception. In perceiving a situation accurately is related on how a person gives

adjustment his or her behavior to situation.

4) Self Concept

Self-concept is the way people feel and perceive about ourselves. Self-

concept will affect the way of seeing the world. Thus, self-concept is important

because people‟s mental picture determines much what can be perceived and

done.

2. Narrative Text

This part is the explanation about narrative text. There are three sections in

this part. They are the explanation of narrative text, generic structure of narrative

text and grammatical features in narrative text.

a. Definition of Narrative Text

In Curriculum 2004, narrative text is defined as a text which has function

to amuse or entertain the audience with various experience in different ways.

Narrative teaches us to make an interesting story. In order to be interesting, a good

story must have interesting content. Therefore, the content should be detailed and

clear which is arranged in correct order.

Moreover, Anderson (1997, p. 8) also said that narrative is a piece of text

that tells a story to entertain the reader or listener. A good narrative attracts the

listeners to not only understand the event but they can almost feel it. The dialogue


12

and action are presented in detail as if it really happened in their life. It is because

narrative is a story that tells us about something interesting which has

purpose to amuse the readers. There are many types of narrative text.

According to Neo (2005, p. 58), some types of narrative text are humor, romance,

historical future, diary novel, fantasy, and science fiction.

- Humor in narrative aims to make audience laugh as a part in telling story.

The narrator uses funny character with something crazy happen on it. They

are many funny things and crazy imaginative idea will appear in the story.

The resolution will finish with all is well.

- Romance narrative typically tells us with love story. Sometimes there are

two lovers (male and female) who are difficult to end up together. It

explains about relationship, jealously, love, hurt, warm, sharing, and

overcoming problem. At the end the resolution shows that the two lovers

get married and live happily ever after.

- Historical feature tells us about the description in a period history. For

example the story tells us about the good things which compare with the

worse things. The characters will affect the event which has description of

their life at that time. It shows how the characters can survive from the

worse situation (the war ends).

- In diary novel, the main character is the narrator. The time setting is given

by the diary writer. The story tells about feeling, hopes and happening.

Sometimes, it can be related to romance, adventure, humor, mystery, or


13

other type. At the end, the narrator will explain how he/she solves the

problem.

- Fantasy typically shows the character of a hero who has magical power.

The character uses magic in action that includes heroism. At the end of the

story, the God defeats with the evil.

- Science fiction in narrative has a feature setting and a world with

technology. The story uses imaginative description which includes with

technology, science and super invention. The story tells about the

technology use for good things, not evil (Neo, 2005, p. 58).

b. Generic Structure of Narrative Text

Writing a good story is a difficult lesson in the school. Students have to

write about what they think in their mind and state in a good order. According to

Gerot and Wignell (1995), the generic structure of narrative text consists of four

main elements :

1) Orientation

In this part, the characters are introduced to the readers. Those are main

characters and possibly minor characters. The readers are also given information

where the story takes place and the action is located. It also shows the imaginary

of time sequence such as once upon a time, long time ago, one day, etc. This

following is an example of orientation part from Snow White story. (Gerot &

Wignell, 1995, p. 205)

Once upon a time there lived a beautiful woman, named Snow White. She

lived with her aunt and uncle because her parents were dead.


14

2) Evaluation

In evaluation, the readers will evaluate the plight. The plight means the

cause and effect of the story. The writer will introduce the problem which makes

the readers or listeners evaluate the problem which is going on from the plight.

This following is an example of evaluation part from Snow White story (Gerot &

Wignell, 1995, p. 205).

One day she heard her uncle and aunt talking about leaving Snow White in

the castle because they both wanted to go to America and they did not

have enough money to take Snow White.

3) Complication

The complication is filled by the serious events. It is usually expected

some problems to be raised. The problems involve the main characters to face

unexpected thing happen in the story. It often serves toward them for reaching the

goal. This following is an example of complication part from Snow White story

(Gerot & Wignell, 1995, p. 205).

Complication 1 :

Meanwhile the seven dwarfs were coming home from work. They went

inside. There they found Snow White sleeping. Then Snow White woke

up. She saw the dwarfs. The dwarfs said, “What is your name?” Snow

White said, “My name is Snow White”.

4) Resolution

In this part, the readers are given the solution for finishing the implication.

It might be better or worse. It is rarely to leave the narrative story without

resolution of the problem (Gerot & Wignell, 1995, p. 205).

Resolution 1 :

Snow White did not want her uncle and aunt to do this. So, she decided it

would be best if she ran away. The next morning she ran away from home


15

when her aunt and uncle were having breakfast. She ran away into the

woods. She was very tired and hungry. Then she saw this little cottage.

She knocked but no one answered so she went inside and fell asleep.

Resolution 2 :

Doc said, “If you wish, you may live here with us”. Snow White told the

whole story about her. Then, Snow white and the seven dwarfs lived

happily ever after.

c. Grammar Features in Narrative Text

There are some grammatical features used in narrative. According to Gerot

and Wignell (1995, p. 204), narrative text usually uses simple past tense, temporal

circumstance and temporal conjunction. Temporal circumstance is like once upon

a time, one day, in the morning and etc. Besides, temporal conjuction is then,

before, finally, meanwhile, since, etc. The researcher provided an example of

grammatical features from Snow White story.

Snow White

Once upon a time there lived a beautiful woman, named Snow White. She

lived with her aunt and uncle because her parents were dead.

One day she heard her uncle and aunt talked about leaving Snow White in

the castle because they both wanted to go to America and they did not have

enough money to take Snow White.

Snow White did not want her uncle and aunt to do this. So, she decided it

would be best if she ran away. The next morning, she ran away from home when

her aunt and uncle were having breakfast. She ran away into the woods. She was

very tired and hungry. Then she saw this little cottage. She knocked but no one

answered so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They went

inside. There they found Snow White sleeping. Then Snow White woke up. She

saw the dwarfs. The dwarfs said, “What is your name?” Snow White said, “My

name is Snow White”.

Doc said, “If you wish, you may live here with us”. Snow White told the

whole story about her. Then, Snow white and the seven dwarfs lived happily ever

after. (Gerot & Wignell, 1995, p. 204)


16

3. Storytelling

In this part, the researcher explains about the definition of storytelling and

the relation between storytelling and writing.

a. Definition of storytelling

According to Berman (1995), storytelling is the art of using language,

vocalization, physical movement, and gesture to reveal the elements of story.

Storytelling has a purpose to entertain the listeners and stimulate the students in

learning. However, Haven (2000) added that storytelling is powerful, motivating

and effective in learning process. It could stimulate the student‟s interest in

learning and also improve their imagination.

b. Storytelling and writing

In learning process, storytelling helps children to read and write because it

gives them frameworks or schema for understanding text (Mallan, 1991, p. 15). In

doing the storytelling, the students will know a sense of their story. It is because

they learn to expect what are the certain genres of their story. For example,

folktale has the beginning of „once upon a time‟. The students will remember that

in narrative it will have time conjunction such as once upon a time, one day, next

morning and etc.

As also stated by Craig, Hull, Haggart, and Crowder (2001) and Washburn

(1983), through participation in storytelling, students learn to build a sense of

story by anticipating features of the genre, including how a story may begin and

end. The students become aware about what they have said and come to

understand story structure. The story structure means the generic structure of


17

narrative text which is orientation, evaluation, complication and resolution. It is

important because it leads the students not only work with the language but also

with its structure (Mallan, 1991, p. 6). At the end, the students will be able to

write narrative story using the correct generic structure. Storytelling makes the

students easy to create a good story easily because they have felt and experienced

it. McKamey (1991, p. 46) also added that having an experience in retelling our

story in our own words is the best way to check the comprehension.

The students who have a good comprehension will retain the correct

generic structure, grammar and tenses in their storytelling. Therefore, the teacher

uses storytelling in teaching writing to improve students‟ comprehension about

the generic structure, grammar and tenses which is used in writing text. At the

end, the student who is telling the story orally will be easy in writing because they

carry the awareness on how to make the story affect the audience, then develop

into their writing (National Council of Teacher Education, 1992). The idea of the

story will also be developed as they try to affect the audience with the story and

put in their writing narrative. Hence, storytelling is useful and important in

teaching narrative because it makes students rely on their language and make it

understandable (Mallan, 1991).

B. Theoretical Framework

There are two objectives to be discovered through this research. First, it is

to find out students‟ perception on the use of storytelling technique to help the

students learn narrative text. Second, it collects the data related on how story


18

telling can help the students learn narrative text. To answer the research questions,

this research uses some major theories to answer the research questions. Those

theories will help the researcher to find out the answers to the research questions,

whether or not story telling will help the students learn narrative text.

Firstly, this research uses the theory of perception. The researcher uses this

theory to answer the first research questions. The researcher uses Goldstein and

Altman, Valenzi & Hodgetts theory. According to Goldstein (2009), perception is

about the mechanism of people‟s senses. Through their senses, everybody can

perceive something in different ways to give their perception. Besides, Altman,

Valenzi & Hodgetts (1985) explain that perception is about how someone sees the

reality.

This research also uses the other theories to answer the second research

question. The researcher uses Mallan (1991), Wright (1995) and Garcia‟s (2009)

theory. First, the researcher uses Mallan (1991) theory about the use of

storytelling to teach children. In this theory, Mallan (1991) explains that there are

many elements that can be improved through storytelling. It gives students the

opportunity to create and retell the story in oral or written form. They are able to

understand the story more because they have experienced and felt it in

storytelling. Next, Wright (1995) theory reveals that learning through stories can

improve the students‟ awareness of the foreign language. Stories introduce

children to the language items and sentence construction which is used in the

story. Storytelling helps the students to build their language awareness when they

move the language items in written narrative form. It would not become a great


19

problem because the language was not new to them. At last, the researcher added

Garcia‟s (2009) theory about language awareness. It covered about grammar and

vocabulary used in narrative text. It is important to build the students‟ awareness

to analyze and write a good narrative. Finally, all of those theories become the

main concern in this research.


CHAPTER III

RESEARCH METHODOLOGY

This chapter explains methodology which was used to conduct research.

There were six important parts discussed. They were research method, research

setting, research participants, research instruments and data gathering technique

and data analysis technique.

A. Research Method

This research was qualitative research. According to Creswell (2007, p.

37), qualitative research is exploring and understanding the meaning of individual

or groups ascribe to a social or human problem. It begins with the assumption,

worldview, or phenomenon about some issues. There were two instruments used

in qualitative research. They were observation and interview. The report of the

data collection would be analyzed and interpreted into description form.

In this research, the researcher used three instruments. They were

observation, questionnaire and interview. The interview, observation and open

ended questions used to support the close ended questions. The result of close

ended question was in quantitative data. Therefore, the research decided to use

mixed method. According to Heyvaert, Maes, & Onghena (2011, p. 2), mixed

methods approach is combining qualitative and quantitative research elements to

integrate the research findings within a single systematic review. The use of

mixed method helped the researcher to develop the research and get the detail


21

information. Thus, the researcher used triangulation technique in gathering the

data. It aimed to build the strength of each type of the data collection while

minimizing the weakness in any single approach (Patton, 1998).

B. Research Setting

The research was conducted in class 8.6 in the academic year of

2017/2018, SMPN 5 Yogyakarta. First of all, the researcher gathered the data on

December 9th

, 2016 by distributing the questionnaire at 11 a.m in the class.

Afterward, the researcher made a schedule to have interview with the students.

The interview was done on December 10th

, 2016 at 11.30 a.m until 12.20 p.m at

SMPN 5 Yogyakarta.

C. Research Participants

The participants in this research were the 8th

grade students at SMPN 5

Yogyakarta who had experienced using storytelling in learning narrative text.

There were two classes which had experienced using storytelling in learning

narrative. There were class 8.5 and 8.6. The researcher only chose class 8.6 to

become the participants of this research because the class was available in that

day. It was difficult to match the students‟ schedule because their activities were

full.

In choosing the interviewees, the researcher chose 5 students from 32

students in 8.6 class. The researcher chose 5 of them based on the highest results

from the questionnaire. It means that the highest total score in close ended

questionnaire result would be chosen as the interviewees. The researcher only


22

chose 5 participants because there was no rule in qualitative reasearch to dicide on

how many participants are enough in doing interview (Baker & Edwards, 2012).

It was adjusted with the need of the research. Therefore, the researcher

considered that results from 5 participants was enough to complete the data. It

was showed the result from the interview had already saturated. It means that all

of the answers from the interview was positive. So, the researcher decided to stop

the interview and chose 5 participants as the representative. The participants were

three girls and two boys. Afterwards, the interview process aimed to encourage

the complete answer in open-ended questionnaire on how the students made

meaning from their experience using storytelling in learning narrative text.

D. Instruments and Data Gathering Technique

This part is the essential part of this chapter. The researcher described the

questionnaire and interview as the instruments that were used in doing the

research. In addition, it explains about the techniques of collecting the data.

1. Instrument

This research used three instruments to collect the data in survey method.

The instruments were questionnaire, interview, and observation. The three

instruments were chosen because of the efficiency and effectiveness.

a. Questionnaire

According to Seliger & Shohamy (1989), as cited in Sadewo (2016, p. 44),

questionnaire was a printed data, which was collected to expect the participants to

answer the statements or questions provided. Questionnaire was used in order to

find out the answers to the research questions. It would help the researcher to


23

know the student‟s perceptions on the use of storytelling technique in learning

narrative and to what extent the use of storytelling could help the students learn

narrative texts. The questionnaire was categorized in closed-ended and open-

ended items. In close-ended questionnaire, the researcher provided 20 statements

with two degree option to be selected which were yes or no. The sample of closed

ended questionnaire can be found on Table 3.1 and the points of questionnaire can

be seen on Table 3.2 on page 25.

Table 3.1 The Sample of Closed-Ended Questionnaire Form

Besides, the researcher provides five open-ended questions to collect

students‟ perception on the use of storytelling. The questions would be different

from close-ended questionnaire. In open ended questionnaire, the students felt free

to share their answer honestly. It was because open-ended questionnaire would

help the students reconstruct their experience within the topic of the research

(Seidman, 1991, p. 9). The questions were : a) What is your impression in

learning narrative through storytelling? b) To what extent can the use of

No. Statements

Degree of

Agreement

Yes No

1. I am happy to learn English.

2. I am happy to tell story in English.

3. I find many difficulties in learning narrative text.

4. …………………

5. …………………


24

storytelling help you in learning narrative? c) What should be improved? d) What

went well in learning narrative through storytelling? e) What kinds of things need

to be improved?

b. Interview

The next instrument is interview. According to Seidman (1991, p. 3),

interview was to understand the experience of other people and how they made

meaning in experience. By having an interview, the researcher could connect their

experiences and check the comments of one participant against the others. The

type of interview which was conducted was semi structured and personal

interview. Semi structured interview was chosen because it is flexible to use. The

questions for interview were planned first as the guideline in doing interview.

Furthermore, the interview‟s results could help the researcher found some answers

which could not be collected by the questionnaire. The other reason was the

interview made the researcher ask some questions deeply to the respondents. In

this research, there were four open-ended questions provided as the guideline

before doing the interview. So when the researcher did the interview, the answer

could be directly spoken based on the situation and needs.

c. Observation

Nunan (1992) stated that observation was a tool to support the

understanding and development in education research. The intention in using

observation was to let the researcher know the whole process of learning narrative

through storytelling and students‟ behavior in the class. In doing the observation,

the researcher was an participant non observer. According to Sugiono (2010, p.


25

203), participant non observer means the observer only observe the students

activity. Therefore, the researcher only observed the students‟ activity when the

students did the storytelling and took notes to observe the situation in class. In

addition, the researcher also observed the teacher ability to handle the class during

the use of storytelling technique in learning narrative.

Finally, the researcher provided the blueprint in order to make this

research clear. All of the data which were collected from the instruments were

discussed by some theories as a framework. The researcher provided the

statements, research questions and theories in the blueprint.


26

Table 3.2 The Blueprint of Close-Ended Questionnaire Form

No. Statements Research Question Theory

1. I like English lesson.

How is the students’

perception about the

use of storytelling

technique to help 8th

grade students in

learning narrative at

SMPN 5

Yogyakarta?

As stated by Goldstein (2009) perception

is everything that everyone sees, hears, tastes, feels, or smells which is created by

the mechanism of people‟s senses.

According to Altman, Valenzi & Hodgetts

(1985, p. 85) perception is someone‟s view

of reality and the process which enable every person to understand and cope with

the environment in which he or she lives

with.

Nunan (1996) explains that students‟

motivation can be developed if the course is related to their needs and interest.

2. I like telling English story.

3. I feel happy learn narrative using

storytelling.

4. I feel motivated learn narrative

using storytelling.

5.

Storytelling helps me improve my

ability to tell narrative story in to a

correct order.

6. Learning narrative through

storytelling just waste my time.

7. Learning using storytelling could

improve my ability in a story.

8. Storytelling improves my ability in

writing narrative text.

9. I get good score in learning

narrative using storytelling.

10.

Learning narrative using

storytelling can help me learn

narrative easier.

11. Learning narrative using storytelling improves my

vocabulary.

To what extent can

the use of storytelling

method help 8th

grade students in

learning narrative at

SMPN 5

Yogyakarta?

Wright. A (1995)

Storytelling

Stories

Stories are motivating which in language

experience and inexpensive. Meaning

Children want to find meaning in stories,

then they listed with a purpose. If they find meaning, they will try and

improve their ability to understand more.

Language Awareness Stories help children become aware of the

general feel and sound of the foreign language.

Stories also introduce to the language items

and sentence construction. In example, using stories everyday, children will

familiar that in telling stories always use

simple past tense.

Mallan (1991)

There are many elements can be improved in learning through storytelling.

Garcia (2009)

Language Awareness

Language awareness is knowledge about language include the form and function of grammar and

vocabulary system.

12.


storytelling improves my ideas

easily in telling story.

13.


storytelling helps me memorize the

generic structure of narrative text.

14.


storytelling helps me remembered the verb 2 used in narrative text.

15.

Learning narrative using storytelling makes me understand

the grammar which is used in

writing English composition.

16.

Learning narrative using storytelling helps me understand

about past tense material.


27

2. Data Gathering Technique

In this research, the researcher used two ways in gathering the data. First,

the researcher met the English teacher at SMPN 5 Yogyakarta to have permission

for doing the interview and distributing the questionnaire. It was done to make

sure that the teacher and students would help the research. After dealing with the

schedule, the researcher distributed the quetionnaire in the end of the lesson to

avoid disturbing the learning process. Then, the researcher explained to the

students the goals of questionnaire related to the topic and how to fill the

questionnaire.

The second step was choosing 5 students for having interview. The

researcher asked permission to the students and made appointment to do the

interview. The interview was done personally and the answer would be concealed.

To save the data during the interview, the researcher used phone recorder to

record the interview process. It would help the researcher remember what the

respondent was said. Finally, the researcher would be easy to transcribe the data.

E. Data Analysis Technique

The first step that the researcher did in data analysis technique was

analyzing the data from interview and questionnaire which had been obtained.

Then, the data would be strengthened with the previous theories in the previous

chapter. Next, it would be analyzed and interpreted into description. Before doing

the description, the researcher would calculate the answers of closed ended

questions into percentage. The total of the respondents‟ answers in closed-ended

questions would be moved into table. The data from the table would be converted


28

into percentage. After that, the researcher analyzed the statements in closed-ended

questionnaire and interpreted the responses from the respondents based on rating

scales data. It was needed to explain the findings of the research question about

students‟ perceptions.

Close-ended answers would also be completed by the interview result. The

data from interview was useful to help the researcher completed the first research

question. The data from the open-ended questions answered the second question

that was about how storytelling could help the students learn narrative. All of the

answers would be listed and the researcher would draw the conclusion.


29

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the results of this research. There are two main parts

that will be discussed to answer the research questions. The first part is about the

students‟ perception on the use of storytelling to help the 8th

grade students learn

narrative text at SMPN 5 Yogyakarta. The second part is about the extent to which

the use of storytelling can help 8th

grade students learn narrative text at SMPN 5

Yogyakarta. To gather the data, the researcher distributed open-ended and close-

ended questionnaire, did observation, and conducted interview.

A. Students’ Perception on The Use of Storytelling to Help 8th

Grade

Students Learn Narrative Text.

The discussion in this part aimed to answer the first research question. The

researcher used some theories to support the research findings. From the results,

the researcher found the students‟ perception based on their attitude, feeling and

motivation in learning narrative using storytelling. So, the researcher used some

theories which focus on those three points. Therefore, this part was divided into

three sections. They were :

1. Students’ Attitude about English learning and English Story

This part reports the students‟ attitude toward storytelling technique in

learning narrative text. The general result from the questionnaire showed that the


30

05

1015202530

The students

like English

lesson

The students do

not like English

lesson

The students

like telling

English story

The students do

not like telling

English story

Students' Atittude

The students like English lesson

The students do not like English

lesson

The students like telling English

story

The students do not like telling

English story

students had positive attitude toward the use of storytelling technique by the

teacher as shown in the following figure :

Figure 1. 1 : Students’ attitude toward storytelling

Twenty eight out of thirty two (87,5%) students stated that they basically

liked English lesson. The main reason was because they knew that English

language was the first international language communication in this world. That

was why they became interested in learning English. Moreover, twenty out of

thirty two (62, 5%) students expressed that they liked telling story in English.

They felt happy when the teacher asked them to tell story in English because it

could motivate them to practice English more. Therefore, it showed that the use of

storytelling was interesting to be used in learning English.

Based on the fact above, storytelling could be used as a technique in

learning narrative. According to Scott and Lisbeth (1990, p. 30), students do love

stories. Therefore, teachers of young learners should utilize storytelling as the

technique in teaching narrative.


31

2. Students’ Feeling towards the Use of Storytelling in Learning

Narrative Text

According to Altman, Valenzi, and Hodgetts. (1985), perception is about

how someone sees the reality. There are four factors affecting perception. Those

are selection of stimuli, organization of stimuli, the situation and the person‟s self-

concept (Altman, Valenzi, and Hodgetts, 1985, p. 86). Based on those factors, it

was easier to identify the students‟ perception because they got their own

experience in the use of storytelling in learning narrative text. The first statement

was about whether they felt happy in learning narrative text using storytelling.

Nineteen out of thirty two (59,4%) students felt happy to learn narrative text using

storytelling. The result was strengthened by the result of the interview. Student 1

and 3 stated as follows:

S1 : Learning narrative through storytelling is fun. There are a lot of

challenges. I must memorize a story.

S3 : Storytelling is exciting. It does not make me feel bored to learn.

The results from the interview showed that the students truly like

storytelling. They said that storytelling was fun and made them not feeling bored

during the lesson and motivate them to memorize the story. As stated by Richards

(1986) and Rogers (2001), the lower the stress, the greater the learning. Therefore,

in order to make the language learner successful in learning, there must be

absence of stress. However, respondents 1 said that it was fun because it

challenged her/him self to memorize the story. In doing the storytelling, students

tried to understand the contents of the story and tell the story. The content of the

story should get a great attention and the mesaage could deliver easily to the


32

audience. So, it would be a challenge for them to memorize the story and

delivered it with a good gestures, facial expression, etc. At last, the story would be

clear to the audience and could get a great attention.

3. Students’ Motivation towards Learning Narrative Using Storytelling

Since the students were interested in learning narrative through

storytelling, the motivation was also improved. According to Nunan (1996), one

important way to enhance the motivation is to develop course that is relevant to

the needs and interest of the students. When the students felt interested in learning

material, it would support the learning process and, accordingly, the learning

become meaningful.

In addition, Nunan (1996) stated that motivation can be investigated

through questionnaires which required learners to reveal their attitude toward the

language and the learning process. It was important to determine how much the

students would learn to getting their engagement. Finally, when the students felt

encouraging in activity, they would interpret it and find it meaningful for their

own life.

Nowadays, motivation could be the factor which affected the emotions in

learning process. Stories could motivate the learners in learning (Safdarian, 2012,

p. 239). Stories offered students with interesting topic by some genres liked

fantasy, humor, romance, and etc. It contained an action, sensational themes and

mostly very simple cartoon characters which could not make learners bored and

loss their excitement in learning. It was strengthened by the result that twenty

three out of thirty two (71,9%) revealed that storytelling motivated them in


33

learning narrative. When the students were interested and motivated in learning,

they would give more attention to the lesson. Stories provided a context to hold

the students‟ attention (Cooter, 1991). It included an activity which is full of

attention to stimulate their curiosity and capture their attention to be active in

learning. Through storytelling, the teacher could create a good atmosphere in

learning narrative because it was full of enjoyable. That condition gave a good

achievement for the teacher and the students. The teacher could deliver the

material well and the students could understand easily.

Based on the interview results, it was shown that there was some

motivation improved in learning narrative using storytelling. The researcher had

classified the motivation into two parts :

a. Motivated to Find New Vocabulary

In learning narrative, students were demanded to make a story. Their story

should attract their friends‟ attention. Mallan (1991) said that storytelling has

forms to entertain, explain or get attention to the audience. So, they had a

challenge to deliver the story well. They would learn how to attract the audience

by creating a good story. In this case, the students should have a good knowledge

of vocabulary. As stated by Ellis (1991) vocabulary in story is an illustration and

clear context to help the storyteller convey the meaning. It made the students try

to find some words to make their story interesting. One of the interviewees

explained that storytelling motivated him to find new vocabulary. Student 1and 5

stated as follows :


34

S1 : Because storytelling helped myself to make the interesting story, so I

would be motivated to find out new vocabularies to make my story more

absorbing and interesting than my friends.

S5 : Storytelling builds my vocabulary because I make a story then

retelling the story. Consequently, I try to find the vocabulary and

memorize to retell the story.

The answer of interview showed that she/he was motivated to find a new

vocabulary. They would find some meanings to give power to their story. For

example, the students have a limited knowledge of vocabulary. The limitation of

vocabulary knowledge could not support them to develop the content of the story.

At the end, the story could not give a sense to the listeners. If they have a lot of

vocabularies, they would be able to elaborate and extend the story become more

interesting and easy to attract the listeners. As stated by Nunan (1996) in

storytelling, the language that we used would have an effect on the listeners.

Finally, the students would be motivated to find many vocabularies to make their

story interesting.

b. Motivated to Speak English

Another motivation was motivated them to speak English. Speaking in

storytelling has an important role to convey the thoughts, ideas, and feeling.

Through storytelling students learned how to tell the story and practice to speak

English. As stated by Wright (1993), stories are good to prcatice speaking skill.

When the students told stories to their friends, they would learn how to

communicate, entertain, and reveal the moral value. They must pay attention to

their pronunciation, spelling, clarity, fluency, grammar and vocabulary they used.

All of them must be clear in order to make the listeners understand about the

story.


35

Furthermore, as stated by Iverson and Lancey (1961, p. 130) storytelling

activities developed communication skills and encouraged the students to share

their learning experiences. Storytelling was a general function of language and

one of interactive communications. Using storytelling, students could practice

speaking skills in a fun and interactive way. This statement was strengthened by

interview. Students 2 and 5 explained as follows:

S2: Yes, storytelling makes me enthusiastic because it is not boring. I am

trained to speak in English.

S5: Yes, storytelling helps myself to practice English. It makes me braves

to speaking English. It develop my pronounciation, vocabulary and

grammar.

The interview result showed that storytelling helped their speaking

practice. Most of the students had difficulties in speaking. They were afraid of

making mistake while speaking. It was because speaking is a complex skill to be

learned. The learners have to think the ideas, express and eager to know about

sounds, structure, and vocabulary language in speaking practice (Abbs and

Freebairn (2000)).

For that reason, the teacher used storytelling in learning narrative. As

stated by Harmer (2007), storytelling is one of the best ways in teaching speaking.

The students could briefly summarize the story or create their own stories to tell

their classmates. So, the students could share their idea in storytelling.

To sum up, the last statement would answer all of the questions above

whether the use of storytelling could help them learn narrative more easily. There

were twenty nine out of thirty two (90, 6%) students answered “Yes” that

storytelling could help them learn narrative text more easily. Finally, it can be


36

concluded that the use of storytelling in learning narrative had positive response.

As stated also by Goldstein (2009) perception is everything that someone sees,

hears, tastes, feels or smells which is created by the mechanism of people‟s

senses. The students have seen the implementation of storytelling, and felt how it

worked as they experienced. It can be seen from the data from questionnaire and

interview above that almost all of the students responded “Yes” to most of the

statements provided in the questionnaire. Therefore, the result findings revealed

that the use of storytelling in learning narrative can help students learn narrative

easier.

B. To What Extent Storytelling Can Help Students Learn Narrative Text

There were three steps in conducting storytelling as a means in learning

narrative. The first step that the teacher did was asking the students to write their

narrative story like fable, legend, or fairy tale using their own words. After that,

the teacher showed the recording from one of the stories. The recording became a

good example for the students on how to do storytelling. Then, the teacher asked

the other students to check their friend‟s performance focusing on grammar.

Afterwards, the students would give their friends comments on their performance.

The comments were related to whether they made mistakes in using past tense in

direct speech in the story. From the storytelling, the teacher expected the students

to be aware of the use of language features in narrative text such as the generic

structure, grammar, and vocabulary. Generic structure in narrative text was related

to orientation, complication, and reorientation. Then, the grammar in narrative

text should be in the past tense. Moreover, the use of vocabulary was also


37

important to convey the meaning of the story. It helped the students to elaborate

the story easily. At the end, the teacher gave direct comment and score based on

the performance.

In this case, the researcher provided some questions to know whether

storytelling could help students in learning narrative text. The researcher specified

what elements were improved after using storytelling. From the result of

questionnaire and interview, it was revealed that storytelling helped the students

to understand the story, writing and speaking. The report would focus on how

storytelling helped students‟ to understand the story and their narrative writing.

The reason was to know whether the use of storytelling could help students in

writing narrative text. The following was the further explanation:

1. Storytelling Helps Students To Understand the Story

Twenty nine out of thirty two (90, 6%) students answered that storytelling

could help them to understand the story. According to Mallan (1991), when the

students told stories, they became aware of the power of their words. So, every

word that they spoke should have a meaning in order to affect the audience. For

example, the student told the story of Buto Ijo. He/she should be aware about the

language that he/she used. It fostered him/her to express and amuse the audience

look as telling a fact. For this reason, storytelling connects the language of the

students and potential for increasing their understanding of the story. So, it was

true that the students had to know all of the stories because telling a story was

coming to know, to be known, and sharing what we know (Garnett, 1986).

Moreover, if they did not really understand the story, they would feel anxious and


38

nervous. So, the students must understand the story better in order to entertain the

listeners. The researcher also interviewed the students to know how it could

improve their understanding in the story. Student 1 and 2 stated as follows:

S1: Because of the storytelling I must memorize the story well and directly

deepen the content of the story.

Furthermore, students would have much time to do some preparation in

storytelling. In doing the preparation, they tried to memorize the content of the

story. They usually tried to memorize it by repeating more than once. Finally, the

students had more than one opportunity to understand the meaning (Safdarian,

2012, p. 223). It made the students understand the story and delivered the story

easily.

2. Storytelling Helps Students in Writing Narrative Text

The result from the questionnaire showed that storytelling could help the

students‟ writing. The researcher provided one close ended questionnaire to find

the result. There were thirty out of thirty two (93, 8%) students stated that it could

improve their writing skill. As stated by Boardman (2002) writing is a continuous

process of thinking and organizing, rethinking and reorganizing. Writing became

a tool to organize events and made it manageable. In storytelling, the children

were getting an experience in generating stories and encourage their dictation and

story writing (Nelson, 1989).

One of the examples showed that storytelling could help students in

writing narrative story. There were twenty six out of thirty two (81, 3%) students

revealed that storytelling helped them improve ability in writing narrative into the

correct order. The students could explain the event that occurred in the story


39

orderly. That finding was strengthened also by interview to know how storytelling

could improve students‟ ability into the correct order. Student 1 and 4 stated as

follows:

S1: Storytelling helped me to arrange a logical story, for example I had to

tell the location where the story took place first or its conflict first.

S4: Storytelling helped me write the generic structure of sentences

correctly.

In storytelling, there were story structure and story language. Story

structure was an organizational framework which made „story‟ what it is. People

would recognize story because it has beginning, middle and the end. We could

call these three elements as the generic structure of narrative text which was

orientation, complication, and reorientation. The story language refers to the

grammar and vocabulary which were used in narrative story. This knowledge

would be useful when they came to write their story. It helped students to

memorize the structure which could be used in writing narrative.

Mallan (1991) described that storytelling made the students understand the

story structure and story language. The students who were given a lot of time to

do the preparation would be aware about the generic structure of the story. They

could tell the story in correct order. They would try how to make their story have

a good cohesion one another to make it clear to the audience. Moreover, when the

students told the story they would aware about the story language. The teacher

and friends who gave the direct comment would check the students understanding

of story language and give the direct comment. At last, they would easy to

remember the story structure and story language they were used in writing

narrative.


40

Moreover, the results of questionnaire and interview showed that

storytelling improved some elements in writing narrative. From the results, it was

revealed that vocabulary, generic structure, and grammar were improved. In order

to present the clearer analysis, the researcher explained the results in a detailed

way as follows:

a. Vocabulary

According to Brown (2001, p. 377), vocabulary is the basic foundation of

language. It could be said that vocabulary was the basic element of language that

enable students to understand and use the language. In storytelling, vocabulary

was important to deliver and express the message clearly. So it could be inferred

that to be good in storytelling, they must have an adequate vocabulary.

Based on the previous statements, it was proven that twenty eight out of

thirty two (87, 5%) students answered that storytelling could improve their

vocabulary. The teacher asked the students to tell story using their own words.

According to Wright (1985), learning through stories made the students list the

meaning and motivate themselves to understand the meaning. In telling story,

they would be forced to know all the meaning inside the story. So, it showed that

vocabulary was important and could be developed through storytelling. The

statement was strengthened by the interview. Students 1 and 3 stated as follows:

S1: Storytelling challenged me to find out the new vocabularies

S3: Yes, using storytelling made me improve my vocabularies.

Vocabulary stimulated the students to find new vocabulary. Students felt

easy to tell their story if they had a lot of vocabulary knowledge. They tried to


41

find many vocabularies to elaborate their story. The following was the example

that storytelling helped them to improve their vocabulary knowledge.


42

It showed that for the 8th

grade students was really good to use some words

like current, emerge, warned, queque, gluttonously. They used the words that

were rare to be used in learning English for the 8th

grade students. In addition,

Barzaq (2009, p. 5) also defined that the use of storytelling can build vocabulary.

Storytelling made the students to perform actively. Consequently, they would find

some words to explain their action in performance. For example the story would

tell about the “the story of mouse deer counts the crocodiles”, the students would

find some words how to explain the process of the story then they put it in their

action. They could not do their action in storytelling when they did not have a lot

of vocabulary to explain story. Besides, the students who became the listeners

would get new vocabulary also. Stories had vocabulary context which is easier to

understand and learn. Students who watched their friends‟ performance could

easily understand the meaning of new words whose referents are concrete

(Gomez, 2012, p. 35).

b. Generic Structure

Twenty nine out of thirty two (90, 6%) students stated that storytelling

helped them memorize the generic structure of narrative text. As stated by Mallan

(1991), in memorizing a story does not mean learning a story word for word,

sentence for sentence because it means developing the story structure. Storytelling

help the students memorize the generic structure of narrative text. They would be

given a lot of time for having preparation. They would learn to memorize the plot

in correct order by rehearsed their story many times. Finally, it made them

understand that in telling a good story should consist of three generic structure


43

which were orientation, complication and resolution. The statement was

strengthened by one of the interviewees.

S3: Usually it was difficult for me to tell the narrative in sequence, but

now I can tell the story in chronological order based on the sequence of

narrative story. Telling a narrative must be in sequence. It is not upside

down, so that the story could be understood by all friends who listened to

it.

Since they were familiar with the generic structure in narrative text, it

would be easier to develop the idea in the story. It showed that twenty five out of

thirty two students (78, 1%) said that it made them develop the idea in the story

more easily. Student 2 explained as follows:

S1: Yes, through storytelling I can develop my story to be more interesting

and do much improvisation.

The teacher believed that storytelling helped the students tell the story

cohesively because they became aware of its generic structure. If they knew the

generic structure, they would be able to develop their story. That is why

storytelling is very helpful for students in learning narrative because it helped

them memorize generic structure of narrative text.

c. Grammar

Grammar in the story can be learnt in ongoing way because they appear

frequently in appropriate contexts (Safdarian, 2012). As long as learners could use

the correct grammar in actual language use, it could be said that they had acquired

the rules properly. Stories helped the students aware about the language items and

the sound of the foreign language (Wright, 1995). When the students listened to

some stories as an example, they would aware that the grammar in narrative must

be in past tense. They would learn, remember and analyze it before doing the


44

storytelling. Next, on the day, the teacher and the other friends should give their

contribution to check the grammar. They would give the direct comment based on

the grammar they used. Consequently, the students would be aware that in

narrative they must use past tense. It was proved that twenty seven out of thirty

two (84, 4 %) students answered that using storytelling could check their

understanding in learning past tense material, which is to be and verb 2.

S2: Through story telling made me remember that I must use the second

verb- forms and it reminded me the writing of the second verb-forms.

S3: Hmmm…then I realized that narrative uses the past tense verbs or the

second verb- forms.

In writing narrative, the awareness to use the correct grammar was

important. As revealed by Lloyd and McKay (1997), the awareness of grammar

helped students to analyze narrative effect and write a clear narrative story.

Therefore, we needed to use the relevant grammar to make our story clear to the

reader.

In this case, the students will be more aware of their language. According

to Garcia (2009, p. 385), language awareness is used to encompass three

understandings, those are about language, its teaching and its learning. Language

awareness covers about grammar and vocabulary. As stated by Carter (2003, p.

64), language awareness refers to the development in learners to enhance

consciousness and sensitivity to the form and the function of language. So,

through storytelling the students also learned to be aware of the form of grammar

and language function which they used in telling narrative story. The following

was the example of students‟ work in writing narrative.


45

From the example above, the students could make narrative text well. It

was almost no grammatical mistakes in her story. Therefore, storytelling was an

appropriate technique to be used before doing the narrative writing. The students

would remember what they have said in storytelling and carry into their writing.


46

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

There are two major sections in this chapter. The first section presents the

conclusions of this research. The conclusions are drawn based on the answers of

the research questions. The second is recommendations for English language

teachers who want to use storytelling in learning narrative and also the future

researcher who want to conduct the same topic

A. Conclusions

In this section, the researcher drew the conclusion based on what have

been stated on the research questions and discussion. The first one is about the

students‟ perception on the use of storytelling in learning narrative text. The

second one is about to what extent storytelling can help the students in learning

narrative text.

Based on the analysis of questionnaire and interview results, the researcher

found that storytelling had a positive effect in learning narrative. The students

revealed that they liked English learning and telling English story. Therefore, the

the use of storytelling was an appropriate technique in learning narrative. It built

the students‟ interest and improved their motivation in learning. The researcher

found some motivations improved in learning narrative by storytelling. First, the

students were motivated in finding new vocabulary. The use of storytelling made

the students learn how to make a good story. They tried to find some words to


47

elaborate their story. Finally, they would familiar to many words and easy to

elaborate their story. Second, storytelling motivated the students in speaking

English. Storytelling gave the students chance to learn how to communicate,

entertain, and reveal the moral value well. All of those must be clear to make the

listeners understand their story. Therefore, they must pay attention to their

pronounciation, spelling and clarity.

For the second conclusion, the researcher had found that storytelling

helped the students in two aspects. First to develop their understanding in the

story. The students were given much time to have preparation in doing

storytelling. They could repeat the story more than once. At last, they would

understand the story well. Moreover, the used of storytelling was also improved

students‟ writing skill. Storytelling made the students aware to their vocabulary,

generic structre and grammar they used in narrative text.

B. Recommendations

Based on this research, it was showed that storytelling was an appropriate

technique in learning narrative text. Therefore, researcher has some

recommendations for the English teacher and future researcher. Below are the

recommendations.

1. English Teachers

Teachers become an essential part in learning process. Knowledge will be

delivered by them as well. Therefore, they have an important role to build a

greater learning process. They must find a good technique to be conducted in

class. This research has proved that storytelling offers a positive effect in learning.


48

Teacher can use storytelling in learning narrative text. However, teacher should

have a lot of preparation to teach the students in learning by storytelling. Based on

the interview results, the students reveal that they need more vocabularies

knowledge. It helped them to elaborate the story easily. So, it is expected the

English teacher to give much vocabulary in learning English. The English teacher

may give the students vocabulary list related to narrative story. At last, they will

feel easy to explain their story using storytelling because they have adequate

vocabulary knowledge.

2. Future Researcher

The researcher realizes that this research has limitation because the degree

of agreement in the questionnaire only mentioned “Yes” and “No”. Therefore, the

researcher has some suggestions to the future researchers. The future researchers

may conduct research related to the students‟ motivation in learning narrative

through storytelling and how the storytelling can improve students‟ motivation in

learning narrative. The future researchers can also use other sschool to be the

variable of the research.


49

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