Abstract
Storytelling and role play as techniques of teaching have been studied and believed to be effective for teaching speaking. In speaking class, students’ interest and motivation are also improved as the impact of the techniques. The present research aims at explaining how significant the students’ achievement is taught by using storytelling and role-play as techniques of teaching speaking to the students with high and low levels of motivation. The design of this research was a quasi-experimental design with a 2x2 factorial design. This research was conducted on eleventh-grade students at MA Al-Hikmah Bandar Lampung as the research participants. Then, the writer analyzed the result from the questionnaire and speaking test using t-test and ANOVA. The results of this research showed that the value of sig. of techniques and motivation was 0.00. It meant that sig. the value was lower than 0.05. It can be concluded that there was a significant difference in the students’ achievement taught by storytelling technique and roleplay technique for students with high and low motivation. This research is expected to give a contribution to English teaching-learning such as giving appropriate techniques to teach speaking comprehension.
Highlights
Speaking is one of the most important skills to be developed and increased as means that of effective communication. Nunan (2005)states that to most people, mastering speaking is the most essentials aspect of learning English as a second language, and success is measured in terms of the ability to carry out of the conversation in a language
This section, the finding of the research and the interpretation of data analyzing the effectiveness of storytelling and role play techniques in teaching speaking comprehension to students with different motivation levels
The researcher wanted to know the significance of both storytelling and role play techniques to students with high and low motivation
Summary
Speaking is one of the most important skills to be developed and increased as means that of effective communication. Nunan (2005)states that to most people, mastering speaking is the most essentials aspect of learning English as a second language, and success is measured in terms of the ability to carry out of the conversation in a language. Akhyak and Indramawan (2013), states that using storytelling in teaching speaking could improve the students’ fluency, grammar, pronunciation, vocabulary, and content Another technique to help teachers in teaching speaking comprehension is role play. Students are students of eleventh-grade of second semester develop their vocabulary and learn where to students at MA Al-Hikmah Bandar Lampung in use certain words and phrases Another technique to teach speaking divided into three classes with a total 105 comprehension was role play. Study was that the researcher divided the and the items on the questionnaire asked students into high and low motivation In this respondents by using Likert scale that provide a paper, the researcher aimed to find out the range of responses to a given statement or effectiveness of storytelling and role play question (Cohen et al, 2007).
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