The correlation between student story telling ability and speaking skill

At MTs Negeri 11 Boyolali

Chapter I

INTRODUCTION

The chapter presents the background of research, research questions, the

purpose of research, the limitations of the research, and the significance of
research.

A. Background of the study

The significance of storytelling is starting to fade as a result of today’s

tremendous technological advancements, as children’s time is more occupied by
computer games, social media, and television programs. The child’s intake of
abilities is raised in the one-sided scenario because of their high intelligence and
creative IT processing of all the difficult games and impressions. However,
regrettably, kids develop individualism unconsciously.

Stories are very good media. A story, well told, can inspire an action, help
with the development of cultural appreciation, be emotional, expand children's
knowledge, or just evoke pleasure. Listening to stories helps them understand
their world and how they relate to others, according to Raines Danisbell
(2002:vii). When children hear stories, they use their imaginations.

They described the story based on the reader's description. This creativity
depends on how the story reader can make the story come alive and how the
active listener interprets what he hears. According to Factual Ruddin (2003:10),
despite all of it, the story has the power, function, and benefits of communication,
as well as the method of building the child's personality. The way of telling stories
is what makes them appealing to children. Storytelling is a form of art that can be
used as a means to instill values in a child without having to patronize the child,
according to Asfandiyar (2007:2). Storytelling is processor-child-producing in its
development and always activates not only intellectual aspects but also aspects of
sensitivity, void, bodies, art, fantasy, and imagination in children who not only
prioritize the ability of the left brain but also the right brain. In the story-telling
activity, the story becomes very important because, through this process, the
message of the story can come to the child. At the time of the storytelling process,
there was an absorption of knowledge delivered by the audience. Storytelling is
one effective way to develop cognitive aspects (knowledge), affective (feeling),
social, and the association of children.

Learning through storytelling is one of the means of improving the ability

to hear, talk, write, have an interest in intelligence, and have an intellectual
intelligence. Storytelling can be said to be one of the oldest literary branches.
Although the goals and conditions in story telling have changed from century to
century and from culture to culture, storytelling remains sustainable to fulfill the
same basis between socialism and individuals. Human behavior seems to have a
boost that is brought from birth to describe the feelings and experiences he
experiences through the story. The story is spoken to create an impression of the
world. They reveal trust, desire, and hope in the story as an attempt to explain and
understand each other. Speaking skills are a key to success in a career, at work,
and in social interactions.

Speaking skills will facilitate the verbal transmission of the message.

Experts widely use different perspectives to define speaking. Suhendar (1992)
said that speaking is the process of changing the mind or feelings of a person into
a meaningful voice. Depdikbud (1985) means talking to others by using oral
languages and thus being understood by others. Tarigan (1983): speaking is the
ability to articulate or articulate sounds or words to express, express, and convey
thoughts, ideas, and feelings. According to Brown and Yule (2007), speaking is
the ability to speak out of language to express or convey thoughts or feelings by
word of mouth.
 Thus, it is almost certain that the sense of speech is the conveying of ideas,
ideas, or contents of the heart in the form of speech or spoken language. Skill in
speaking is the ability to express or say words to express, say, and convey
thoughts, ideas, and feelings, according to Tarigan (1983). Speaking is the skill of
delivering messages through oral language. The link between messages and oral
languages as a medium of delivery is very heavy. The message received by the
listener is not in its original form; in other forms, it is the voice of language. The
listener then tried to divert the message in the form of language into its original
form. According to Arsjad and U.S. Mukti (1993), the ability of speech is the
ability to pronounce sentences to reveal, state, and convey the mind, ideas, and
feelings. Speaking skills are skills to give mouth-to-mouth messages to others.

According to Supriyadi (2005), if someone has good speaking skills, then

he will gain social and professional benefits. Social advantages are related to
social interaction activities between intervivals. Professional advantages are
obtained when using language to create a question, convey facts and knowledge,
explain, and describe. The skills of spoken language make it easier for learners to
communicate and express ideas to others. We will speak effectively if we meet the
following elements of speaking skills:

1. Punctuality

Inappropriate or defective pronunciation or pronunciation of language

sounds may induce boredom, be unpleasant, or be less attractive and may thus
distract the listener, interrupt communication, or use it in a weird way (Pilot and
Mukti, 1991).

2. Fluency
The capacity to communicate clearly and eloquently without stopping or
displaying distracting hesitation signs is known as fluency. It also includes certain
elements such as answering intelligibly throughout the discourse, employing
transitional words and phrases, maintaining a clear pronunciation, and utilizing
appropriate tone without undue delay. Accuracy and fluency are inseparable. The
mastery of discourse, syntax, and phonological aspects is referred to as accuracy
Inten Mujizat, (2016).

3. Choice of words (diction)

The choice of words should be precise, clear, and varied. Obviously, if the
intent is easily understood by the target audience, the listener will be more
aroused and will better understand if the words use words that have been known
by the listener (Musyawir dan Sifaul Ma'lul, 2018).

Practically every educational level in the globe now offers English

instruction as an international language. People are aware that studying a foreign
language primarily serves the aim of communicating, whether orally or in writing.
English speakers now make up 1.75 billion people, or about 25% of the global
population, according to data released by the British Council. The first the
prevalence of English in practically every facet of life is the reason for this high
percentage.

Many second-language or foreign language learners prioritize mastering

the art of speaking English fluently, as Richard (2002) claims, the fundamental
ability needed for sharing and telling stories in conversation. According to
Richard’s statement, the mastery of speaking skills in English is a priority for
many second-language or foreign language learners. He said that speaking is a
fundamental basic skill for telling and sharing ideas in communication. In fact,
during the learning process, most teachers do not have suitable techniques for
teaching speaking. In learning to speak, students often find some problems, like
finding it difficult to use a foreign language. Another reason is a lack of
motivation to practice a foreign language, especially English, in the conversation.

Students often experience anxiety and fear when they have to speaking or
interact in English with their peers. Second, due to a deficiency in vocabulary,
grammatical knowledge, and practice speaking the language, pupils lack the
motivation and ideas to communicate in English. Third, the pupils continued to
pronounce English words incorrectly on a regular basis. Fourth, their issues with
prosodic elements like tone, stress, and other phonological subtleties continue to
lead to communication breakdowns. These issues cause the kids to be reluctant
and uninspired to speaking.

Speaking is one of the following abilities that is most crucial: Speaking abilities are, in the
opinion of researchers, the most important requirement in this case. In particular, to
assess how well EFL students have learned the language and how successful they have
been in doing so. Gaining proficiency in speaking is crucial for students. For the learner
to effectively master English, they must begin focusing on quality instruction. Speaking is
a crucial part of assessing how successfully someone delivers a message or executes an
idea.

According to Richard JC & Renandva Wa(2002), there are several reasons

for EFL learners to consider why they need to learn speaking skills in the teaching
and learning process: The first is that they are able to interact with others
smoothly and correctly. Second, speaking is the expression of the mind orally. It's
through talking that people will try to reveal what they think or feel. In addition,
the EFL students who master the speaking skills will be able to immediately
interact with others from other countries if they have the opportunity to come
abroad. Not only will they benefit abroad, but they will also benefit in this
country. Such as being a tour guide, being a receptionist at the hotel, being a
consul, and others.

According to Retno (2012), speaking skills are productive speaking skills

used to express orally mind and feelings. From the opinion it can be concluded
that speaking skills are one of the productive speaking skills that serve to express
ideas, thoughts, and feelings orally to the opponent. According to Tarigan (199:
12), when we teach speaking, we can apply three major stages. Which are :

1) introduce a new language.

2) exercise

3) communication activity.
 Researchers realize that many supporting factors affect the success of
speaking and teaching, and many inhibitors factor in that all such methods are less
effective. In Indonesia, many schools that teach English start in elementary
school, whereas English is not our daily language. As a result, many students have
difficulty learning English. When researchers conducted research at MTS Negeri
11 Boyolali, many of them did not like English lessons due to various factors,
including difficulties in speaking English. According to researchers, using the
storytelling method will greatly help them in speaking English because it has been
proven to be very useful in multicultural education. This method can help create a
classroom community, improve student stability and emotions, and improve their
understanding of social environments.

The researcher chose the MTsN 11 Boyolali in addition to the distance to school,
which was easily accessible. This is also due to the fact that researchers have practiced
teaching at MTSN 11 Boyolali, so they know the characters of several classes in the
school.

B. Identification of the problem

From the above explanation, the author identifies some problems:

1. Speaking is a crucial language skill that students should acquire.

2. Many students do not like English lessons due to various factors.

3. One factor affecting dislikes for English lessons is trouble speaking

English.

4. English storytelling seems to play an important role in developing

students' speaking skills.

C. Limitation of the study

The researcher here feels the need for restriction, so the study is more
focused and there is no widening of the study on the problem at hand. It's
 limited to the correlation between student story-telling ability and
speaking skills. At MTsN 11, Boyolali Grade 7.

D. Formulation of the problem

This study examines the relationship between student story-telling ability
and speaking skills. The formulation is as follows:
1. Is there a correlation between students’ storytelling
abilities and students’ speaking abilities grade 7 at MTsN
11 Boyolali?

E. Objectives of the study

This research aims as follows:
1. To find out there is the correlation between student story-telling ability and
speaking skill grade 7 at MTsN 11 Boyolali.

F. Benefit of the study

The results of the study are expected to benefit both theoretically and
practically.

1. The theoretical significance of the results is expected to add knowledge

of The Correlation between Story Story Telling Ability and Speaking
Skill.

2. Practical significance

a. Teacher
Can be input for teachers, especially English teachers in
understanding correlation between story telling ability and
speaking skills.
 b. Students
This study can provide motivation for students in improving skills
skills by using storytelling methods.
c. Reader
This research is expected to contribute to readers, especially UIN
Raden Mas Said Surakarta students in enriching correlation
references between students story telling ability and speaking
skills.

G. Definition of key terms

a. Speaking is one of the language skills that focuses on verbal

interactions, according to Parmawati and Inayah (2019), this is
capable of producing, sending, or receiving data smoothly and
precisely. The speaker needs to focus on pronunciation, grammar,
and vocabulary.
b. According to Cici Nurmayati (2022), storytelling has been used as
a means of communication since the earliest times. Stories create
magic and a sense of wonder in the world. Stories teach us about
life, about ourselves, and about others. Storytelling is a unique way
for students to increase their understanding, respect, and
appreciation for other culture.