CHAPTER IV

FINDING AND DISCUSSION

This chapter elaborates two major parts namely the research finding and the discussion. The
first is research finding. The research findings are subdivided into three parts: (1) the
clarification of the result of the preliminary study which described the students’ problem on
their English language skill, especially speaking; (2) the description of the general planning
of the action. It describes the planning of the class procedures; and (3) the description of the
implementation of the plan which deals with students’ activities in each meeting including
the observation and the reflection.

The second is the discussion about the implementation of the plan. The implementation
includes the success and the failure as well as the solution taken by the researcher. While the
discussion of the implemented plan the good and bad effect, the success and the failure of the
plan, and some solutions to the problem encountered. The two parts are presented as follows:

4.1. RESEARCH FINDING

This phase explains on the process and the finding of the effort to improve the students’
speaking skill through storytelling as a method in conduction the teaching learning process.

4.1.1. Preliminary Study

This research was inspired by the fact that the students’ English language competence
especially their speaking skill in the eleventh language class of SMA Negeri 2 Pasuruan was
still below the standard. It was identified when they were asked to report and give the
information based on a tourist resort brochure. They could not give information stated on the
brochure in English well. It caused by their limited vocabulary. Furthermore, in answering
the teacher’s question, they only answered in Indonesia.

4.1.2. The General Planning of the Action

Based on the mentioned preliminary study, in this study the researcher planned to carry out
the teaching learning process in four meetings each which needs 90 minutes, and planning of
the teaching learning objectives were that at the end of the lesson the students were expected
to be able to tell the story using their own sentences and give comments to the story.
To teach the learning objectives, the teaching learning activities were designed as follow:

First, the researcher gave general explanation of the teaching learning procedures. Second,
the students were asked to pronounce and find out the meaning of some key words related to
the story. The key words were identified by the students. Third, the students were asked to
read the text given by the researcher. Then, the researcher asked the students to answer the
question related the story. Forth, the researcher asked the students to tell the story using their
own sentences and give comments.

4.1.3. The Implementation of the Action

In this study, ideally there were 30 students participated in the teaching learning process.
Unfortunately, only 15 students participated in the class because they are categorized into low
achiever. So on every meeting, there are only fifteen students participated in the teaching
learning process. For the implementation of the planning, the following was detail description
of the activities.

• Cycle One

In the cycle one, there were two meetings. The description of the meetings can be see
below:

4.1.3.1. Meeting 1 (May, 1st 2007)

The first meeting was conducted on May, 1st 2007. In this meeting at the end of lesson, the
students were expected to be able to (1) pronounce some of the key words related to the story
and find out the meaning, (2) retell the story given using their own sentences based on the
key words, (3) answer the question given based on the story, and (4) give comments to the
story.

4.1.3.1.1. The Planning of Action Meeting 1

The teaching learning in this meeting covered four activities. First, the students had to pay
attention to the researcher’s explanation of the classroom procedures. Second, the students
were asked to answer the researcher’s question. The questions are as follows:

(1) What is the title of your story?

(2) How many characters are there in the story? Who are they?
 (3) What is the characteristic of the character (protagonist or antagonist)?

(4) When did the story take place?

(5) What problem is raised in the story?

(6) How is the problem solved?

(7) How is the end of the story, happy ending or sad ending?

(8) What moral value can you get from the story?

Third, the students had to pronounce some of keywords that were identified and find out the
meaning. Forth, the students were asked to tell the story using their own sentences and give
comments to the story.

4.1.3.1.2 The implementing of Action Meeting 1

In the implementation of the action in the meeting 1, the researcher divided the activity into
three activities-pre activity, main activity, and post activity. The description of those can be
seen below:

1. Pre Activity (20 minutes)

In this activity, for the first time the students had to answer the researcher questions. For
example:

R (Researcher)
R :What is the title of your story?
Aidah :Cinderella
R :How many characters are there in the story? Who are they?
Aidah :As I know there are 5 characters. They are Cinderella, Cinderella’s step
mother, her two step sisters, and the prince.
R :Could you tell us briefly about the story of Cinderella?
Aidah :Cinderella is a beautiful girl. Her mother is very cruel and she asked
Cinderella to do all the housewife works everyday. One day when she is sad
because her step mother doesn’t allow her to attend on the prince’s party in the
palace, an angel came to her. The angel helps Cinderella. With the angel’s
help, Cinderella become a beautiful girl and she can attend the party. Finally,
at the end of the story, Cinderella lives happily with the prince in the palace. I
thnk that’s all from me.
R :Ok, good Aidah. Thank you.
Who else?
Evi :Yes, Mam.
R :Ok, you, Evi.
What kind of narrative text that you had already known?
Tell us the story briefly!
Evi :I think, Pinnocchio.
R :Ok, Good. Please
Evi :Once upon a time, ther were an old man named Geppeto.
Geppeto is a sculpture. He lived in a village without someone accompanied
him. He lived lonely. That’s why, he missed a boy become his son. So, he
created a sculpture and he imagined the sculpture he already created alive and
become his son.
An angel heard Geppeto’s pray. In the night of that day, an angel spell a magic
to the Geppeto’s sculpture. The sculpture alive and became Geppeto son.
Geppeto named the sculpture “Pinnocchio”.
One day, Pinnocchio were lost so Geppeto tried to found Pinnochio till he
arrive at the sea. Suddenly, a big whale ate Geppeto when he rowed a boat.
Pinnocchio was sad because his father were not at home when he arrived
home so Pinnochio tried to found his father. Finally, Pinnocchio become a real
boy because of his love to his father
I think that’s all my story.
R :Ok. Thank you Evi. That was a nice story.

After that, the researcher explained the class procedures and the method of story telling.
Then he researcher gave some keyword related to the story on the blackboard. The key
words were: winter season, walked along, wet, felt cold, bear feet, tremble, brought a big
box, ten years old girl, candle seller, looked so sad, worked along, sell, weren’t sold,
tired, hungry, didn’t have enough money, close store, laid down, got up, lighted up her
candle, forgot her hunger, picked up comfortable place, and death body. For the next, the
researcher asked the students to pronounce the key words. In pronouncing the keywords,
some of the students mispronounced them. So, the researcher gave guidance in
pronouncing the keyword once more.
2. Main Activity (50 minutes)

This activity divided into two activities. First, the researcher read the story entitled
“Candle Seller” twice. The story was as follows:

Candle Seller

It was 9 p.m. in a winter season. Andrea walked along the street all alone. Her dress was
wet and she felt cold. Her bear feet was tremble and her weak hand brought a big box. It
was full filled by candles. The ten years girl was a candle seller who didn’t a house and
family.
She looked so sad because she worked along the town to sell her candle but some of them
weren’t sold. She felt cold, tired, and hungry, for she didn’t have enough money to have
some food. In front of a class store, she stopped and laid down her body down. After a
while, she got up because she couldn’t stand the cold weather, then she lighted up her
candle to warm her cold body. She tried to sleep and forgot her hunger.
In the middle of night, Andrea was picked up an angel from heaven. She was laid down in
a warm and comfortable place. On the morning, her death body was found by people on
front of the store.
She read the story expressively in order to show feelings and thoughts of the Candle
Seller’s character for example by using gesture expression. Second, the researcher asked
the students to retell the story using their own sentences. In retelling the story, some of
the students could not do so because she did not remember well the plot of the story. For
example:

Khoirul : In a winter season, Andrea walked along the street. She looked sad because
she didn’t have house and family. She felt cold, tired, hungry, for morning , her death
body was found by people in front of the store.

Suryo : There was a girl in a winter season. She sold candle. Morning, her death
body was found by people in front of the store. She death in front of the close store on
the next morning.

Sentot : In a winter season, there was a girl. The girl was Andrea. Andrea was a
candle seller. In the night she felt cold and hungry. Because she didn’t have enough
money to buy food, on the next morning she dead.

Abdullah : In a winter season, Andrea was walked along the street to sell candle. She
looked so sad because her candle weren’t sold. So she didn’t have enough money to buy
some food. That’s why, she couldn’t sleep. On the next morning, she death was found by
people.

After that, the students were asked to answer the researcher questions. The questions
were:

(1) What is the title of your story?

(2) How many characters are there in the story? Who ae they?

(3) What is the characteristic of the characters (protagonist or antagonis)?

(4) When did the story take place?

(5) What problem is raised in the story?

(6) How is the problem solved?

(7) How is the end of the story, happy ending or sad ending?

(8) What moral value can you get from the story?

Finally, in answering he researcher’s questions, most of the student could answer the
question well.

3. Post activity (20 minutes)

In this activity, the researcher asked the students to give comments to the story
given. In giving comments to the story, some of them only gave a simple comments. For
example:

Khoirul : The story end in sad ending because Andrea dead.

Suryo : The story end in sad ending. Finally, Andrea’s death body were found in
front of the close store.

Sentot : The story is so sad because Andrea dead.

Abdullah : The story end in sad ending because Andrea the candle seller dead.
 After asking the students to give comment, the researcher gave motivation and leave
taking to the students. Briefly, in giving motivation and leave taking, the researcher
suggested the students not to give up and had to do their best on the next meeting. For
example can be seen below:

R (Researcher) S (Students)

R : Ok, students, that’s all for today. All of you had participated actively although
some of you need to practice your English. But never give up to study English
and practice to speak English as much as possible.

Remember practice makes perfect. Ok.

Thank you for your attention. Good bye and see you next week.

S : Good bye

4.1.3.1.3 The Observing of Action Meeting 1

The following is the data collected from the step of observation during the
teaching learning process in the pre activity, main activity, and post activity.

First, in pre activity, some of the students did not pay attention to the researcher’s
explanation. Ab, Ad, An, Kh, and Se were not serious and active in taking part in the class.
For example: they were chatting with their friends, they could not answer the researcher
questions, and they could not pronounce some of key words when the researcher were
pointing at them.

Second, on the main activity, most of the male students had difficulties in telling
the story given using their own sentences and expressing ideas by giving comments in
front of the classroom. In doing so, they only presented simple storytelling. Besides,
while they were telling the story, they sometimes kept silence because they could not do
nothing. On the last activity, some of the students could not answer the researcher
questions.

Third, In the post activity, the researcher asked the students to give comments to
the story. The comments that were given by students were a simple comments. Then, on
the chance in the post activity, the researcher gave motivation and leave taking for the
students. With this activity, the student were expected to be able to do their best on the
next meeting and give more attention to the researcher.

4.1.3.1.4 The Reflecting of Action Meeting 1

Based on the result of the test given which were done inclass

activity and an hour outclass activity, the researcher concluded that the student’

speaking skill was not as good the researcher’s expectation. It was supported by

the students’ score in the storytelling method that was done.

a. The highest score : 70

b. The lowest score : 53

c. The mean of the students’ score : 61

The way in using storytelling method in the first meeting was not successful
because of some factors. The factors came from the story’s side, researher’s side, and the
students’ side.

From the story’s side, the students could not understand the story’s plot well
because the researcher read the story too fast. And from the students’ side, their language.
It referred to the students’ limited vocabulary.

In conclusion because this meeting was not successful because the mean of the
students’ score were below the criteria success. So the researcher continued to the second
meeting.

4.1.3.2 Meeting 2 (May, 15th 2007)

In this meeting, the students were expected to be able to (1) read the narrative
text given by the researcher, (2) identify the key words of each sentences in every
paragraph, (3) find out the meaning of the key words, (4) retell the story using their own
sentences, and (5) give comments to the story.

4.1.3.2.1 The Planning of Action Meeting 2

As follow up, in this meeting as done like the previous meeting. The teaching
learning process was also divided into three activities- pre activity, main activity, and post
activity. In the case, the researcher distributed the narrative text and asked the students to
identify the key words of each sentences in every paragraph. Then, they had to read the
text, answer the researcher’s question related to the text. Next, the researcher asked the
students to retell the story using their own sentences based on the key words. Finally, the
researcher asked the students to give comments to the story.

In this meeting, the researcher required every students to bring their English
dictionary. It was done to make them easy and not to depend on their friends in finding
out the meaning of some key words.

4.1.3.2.2 The Implementing of Action Meeting 2

In the second meeting, the students were ready to take part in the class activities.
The procedures of teaching learning process was also divided into three activities. They
were pre activity, main activity, and post activity as describe below:

1. Pre Activity (20 minutes)

In this activity, the researcher distributed the text entitled “The Lost
Caterpillar” and read it. Then, the researcher asked the students to identify the
key words of each sentences in every paragraph of the text. The key words were:
walking happily, leading them, had breakfast, go home, cricket say, looks at the
child, not the same, walks away, very sad, looks into, ugly, find, looks around,
beautiful big caterpillar, look the same, the most beautiful child, and turn into a
beautiful butterfly.

The text of “The Lost Caterpillar” can be seen below:

 The Lost Caterpillar

Seven worms are walking happily. Their mother is leading them. They
have just breakfast on a big tree near a river. “Come on, children. Let’s go
home,” Mama worms says.

Suddenly, a cricket says, “Your last child is ugly!” “Ugly!” ask Mama
worm. Then she looks at the child. He is not the same as her other children.
“Hey, ugly!” She says, “You are not my child. Go away.”

The little own worm walks away. He is very sad. When he is near a lake,
he looks into the water. “Oh how ugly I am,” he cries.

“You are not ugly,” says a voice. “Oh I found you my child.”

The worm looks around. There is a beautiful big caterpillar and her
children. They all look the same as he.

“They may call you ugly,” says mother caterpillar, “But you are the
most beautiful child in the world. One day you will turn into a beautiful
butterfly.”

(Taken from Fun Plus 01)

In this meeting, most of the students could pronounce them correctly but
only some of them could not pronounce the key words correctly.

To internalized the correct pronunciation, the researcher asked the

student to pronounce the key words once more.

2. Main Activity (50 minutes)

In this activity, the researcher covered three activities. First, the

researcher asked the students to read the text. Second, the researcher asked the
students to answer the question related to the text. The questions were:

1. How many worms are walking happily?

2. Where did they have breakfast?

3. Where did little brown worm go?

4. What did the mother worm say to the little child?

5. What is the characteristic of the character (protagonist or antagonist)?

6. What problem raised in the story?

7. How is the problem solved?

8. How is the end of the story, happy ending or sad ending?

9. What moral vault can you get from the story?

Third, the researcher asked the students to retell the story using their own
sentences based on the key words. Before they were asked to retell the story in
front of the classroom, they had to prepare some notes about what they were
going to tell in front of the classroom in 5 minutes. While the students were
preparing the story, the researcher walked around the classroom to check
whether they had difficulties or not in preparing the story using their
sentences. In preparing the story, some of the students had difficulties in
expressing ideas. So, the researcher tried to help the students by explaining the
main plot of the story in Bahasa Indonesia. Besides, they also asked the
researcher the difficult words/phrases, such as- he is not the same as her other
children, they all look the same as he. With this activity, the researcher
expected that the students could do better than in the previous meeting.

In telling the story in front of the classroom, some of the students still had
difficulties in expressing ideas using their own sentences because they did not
remember the plot of the story they had wrote on their notes. For example:

Fariza : Seven worms are walking happily. They already had breakfast on a
big tree near a river. But on the way home, the cricket say, “Your last child is
ugly.” So Mama worm say “go away! You are not my child.” The child looks
so sad.

Fenty : Seven worms are walking happily after having breakfast. Then they
go home. On the way home, a cricket say, “Your last child is ugly.” Then
Mama worm say “go away! You are not my child. Go away!”
 Ria : There are seven worms are walking happily. They had just breakfast
on a big tree near a river. On the way home Mama worm say, “Go away to
her last child.” Because cricket say, “Your last child is ugly!” then the child
go away into a river and meet her real mother butterfly.

3. Post Activity (20 minutes)

In this activity the researcher asked the students to give comments

related to the narrative text given by the researcher. In giving the comments,
they still gave a simple comments. For example:

Fariza : The story is good because the child finally meet her real
mother butterfly.

Fenty : The story end in happy ending because the child meet her
mother butterfly near a river.

Ria : the story is end in happy ending. The child of Mama worm
meet her mother on a river

4.1.3.2.3 The Observing of Action Meeting 2

In this phase, the researcher observed the students’ activity during pre
activity, main activity, and post activity.

In the pre activity, the students still have difficulty in pronouncing and
finding out the meaning of some key words although they were required to bring the
English dictionary. It was happen because they were lazy to look up their dictionary.

In the main activity, the students also had difficulty in telling the story of
“The Lost Caterpillar” using their own sentences. It could be happen because they did not
have enough time to preparing the story, remembering their notes. While in answering the
researcher’s question, most of them could do so.

While in the post activity, the students also had difficulty in giving
comments to the story given because they didn’t have enough practice to speak English as
much as ossible.
4.1.3.2.4. The Reflecting of Action meeting 2

As in the previous meeting, the teaching of speaking using storytelling

method were able to implemented as planned. However, the time provided was not
sufficient for the students to prepare the story which will tell in front of the classroom.
That’s why, the researcher done an hour outclass activity to cover all the fifteen students.
This activities were also done for the next meeting. In this meeting, some of the students
could not tell the storytelling well. But in general, the result that were got by the students
in this meeting higher than the previous meeting. It can be shown from the score below:

a. The highest score : 78

b. The lowest score : 56

c. The mean of the students’ score : 63

In conclusion, to make the students to be more ready and got a higher score,
the researcher explained how to make a good narrative sentences and explained the generic
structure of narrative text in the next meeting.

• Cycle Two

In the cycle two, there were also two meetings can be see below:

4.1.3.3 Meeting 3 (may, 22nd 2007)

In this meeting, the planned teaching objectives were little different from the
previous meeting. So, at the end of the teaching learning process, the students were to able
to: (1) understand the generic structure of narrative text, (2) read the narrative read given
by the researcher, (3) identify the key words in each sentences in every paragraph, (4) find
out the meaning of the key words, (5) retell the story using their own sentences based on
the key words, and (6) give comments, and (7) answer the questions related to the story.

4.1.3.3.1 The Planning of Action Meeting 3

As the next follow up treatment of the finding in the previous meeting, the
researcher tried give the text of the story with the same title for meeting 3 and meeting 4in
order to give sufficient time in preparing the story given. This way was intended to make
the students got a better score from the previous meeting. So, the researcher tried to
explain the generic structure of narrative text that could be used to lead the students in
telling the story using their own sentences and giving comments.

As done in the second meeting, the activity in this meeting was divided into
three steps- pre activity, main activity, and post activity.

4.1.3.3.2 The Implementing of Action Meeting 3

In the third meeting, the procedures of teaching learning activity was

conducted into three steps as describe below:

1. Pre Activity (20 minutes)

In the pre activity, the researcher divided the activity into three activities.
First, the researcher distributed the text entitled “Why do hawks hunt chicks?”. Second,
the researcher read the text. Then asked the students to identify the key words of each
sentences I the paragraph. For example: fell in love, flew down from the sky, love the
brave, I cannot fly, give me time, fly together, agreed, gave the hen ring, promise to marry
me, had already promise, saw the ring, very angry, throw, frightened, came few months
later, curse the hen, catch your children. After that, the researcher asked the students to
find out the meaning of the key words. Third, the researcher explained how to make a
good narrative sentences or explained the generic structure of narrative text. Through this
activity, the students were expected to be able to understand the generic structure of
narrative text and they could retell the story given better. The text of “Why do hawks hunt
chicks?” can be seen below:

Why do hawks hunt chicks?

One upon a time, a hawk fell in love with a hen. The hawks flew down from
the sky and asked the hen, “Will you marry me?”

The hen love the brave, strong hawk and wished to marry him. But she said,
“I cannot fly as high as you can. If you give me time, I may learn to fly as high as you.
Then we fly together.”

The hawk agreed. Before he went away, he gave the hen a ring. “This is
show that you have promise to marry me.” Said the hawk.
 It so happened that the hen had already to marry a rooster. So ,when the
rooster saw the ring, he become very angry. “Throw that ring away a once!” shouted the
rooster.

The hen was so frightened at the rooster’s anger that she threw away the
ring immediately.

When the hawk came a few months later, the hen told him the truth. Tha
hawk was so furious, that he curse the hen, “Why didn’t you el me earlier? Now you’ll
always be scratching the earth, and I’ll always be flying above to catch your children.”
Said the hawk.

While the researcher explaining the generic structure, the students could
directly analyzed the generic structure of the text. In analyzing the generic structure, the
students were helped by the researcher in order to make them easy to understand.

2. Main Activity (50 minutes)

In this activity, the researcher asked the students to read the story of “Why
do hawks hunt chicks?” in 5 minutes and asked them to answer questions related the story.
The questions were:

What is the title of the story?

What did the hawks says to the hen?

How many characters stated on the story?

What is the characteristic of the character (protagonist or antagonist)?

What problem is raised in the story?

How is the problem solved?

How is the end of the story, happy ending or sad ending?

What moral value can you get from the story?

After that, the researcher asked the students to retell the story of “Why do
hawks hunt chicks?” Before preparing the story using their own sentences. While they
were preparing the story, the researcher were walking around the classroom to check
whether they had difficulty or not.

When the time was up, the students had to retell the story using their own
sentences while applying the generic structure. While they telling the story, most of the
students could do so but some of them (Abdullah, Aditya, Fenty, Khoirul, Sentot, and
Suryo) did not remember well the generic structure of narrative text ad they didn’t tell
until the end of the story. For example:

Abdullah : Why do hawks hunt chicks?

A hawks fell in love with a hen. The hawk flew down from the sky and asked
the hen “Will you marry me?” the hen love the brave, strong hawk and wished to marry
him.

Aditya : Why do hawks hunt chicks?

One upon a time, a hawk fell in love with a hen. The hen loves the hawks but
she can’t fly as high as the hawk. A hawk give the hen ring to show that he love her very
much. Someday, the rooster know that the hen use a ring. So, he ask the hawk to throw
away the ring.

Fenty : Why do hawk hunt chicks?

Once upon a time, a hawk fell in love with a hen. So the hawk give the hen a
ring to show that he love her very much. But the hen didn’t tell the truth that she had
already love a rooster. So the hawk were angry to the hen.

Koirul : Why do hawk hunt chicks?

Once upon a time, a hawk fell in love with a hen. The hawk can fly as high
as he can but he hen cannot. But the hen promise that she will practice to fly. That’s why
the hawk give the hen a ring.

Sentot : Why do hawk hunt chicks?

A hawk fell in love with a hen. The hawk love the hen very much. But the hen
said “I cannot fly as high as you can. If you give me time, I may learn to fly as high as
you. Then we can fly together.” So, the hawk give the hen a ring.
Suryo : Why do hawk hunt chicks?

Once upon a time, a hawk fell in love with a hen. The hen love the hawk too,
but she cannot fly as high as the hawk can. So the hen promise to the hawk that she will
learn to fly if he give her time. But the hen didn’t tell the truth that she had already love a
rooster.

3. Post Activity (20 minutes)

In this activity, the researcher asked the students to give comments to the story
given. In giving comments, most of the students could do so because they could combine
their comments with the question given by the researcher. But some of the students could
not do so. For example:

Abdullah : The story is good and interesting. And it ended in sad ending for the
hawk.

Aditya : The story is good because I after read this story I know the myth why
the hawks hunt chicks. It end in sad ending.

Fenty : the story end in happy ending. And I like the story.

Khoirul : The story is interesting. I like the story.

Sentot : the story ended in sad ending for the hawk. I like the story very much.

4.1.3.3.3 The Observing of Action Meeting 3

The following was the result of the observation in the third meeting consisted the
students’ activities during pre activity, main activity, post activity.

On the pre activity, the students were taking part in the activity when the
researcher were explaining the generic structure of narrative text. Besides, they also could
identify some of the words in each sentence in every paragraph and give the meaning.
They could give the meaning because they had their own English dictionary.

Secondly, on the main activity most of the students could retell the story using
their own sentences based on the key words. But only some students could not do so (as
the example above) because they could not tell much the plot of the story. Besides, in
answering the researcher’s questions, the students could answer the questions well.
 In the end of the observation, when they were asked to give comments, only
some of the students could not give a good comment. They only give a simple comments.

4.1.3.3.4 The Reflecting of Action Meeting 3

As done in the previous meeting, after the teaching learning was over, the
researcher asked some students to give their opinion or comments on the activities that
were done by the researcher. They said that the method used gave many advantages in
giving new vocabulary and in practicing to speak English. Generally, some of them said
that the method used was good. For example as said by:

Binnazir : The storytelling method is good because we can practice to speak

English and we can try to express out ideas freely. With the method also give some new
vocabulary that can rich our vocabulary mastery.

Evi : With this method we can train our braveness to speak English
because we are given a chance, and our vocabulary can improve from the story because
story is rich of new vocabulary.

As stated on the previous explanation, the students did not have enough time to
prepare the story which will tell in front of the classroom. While, in retelling the story, if
the time allocation were not enough, the researcher gave an hour outclass activity in every
meeting. So, on the next meeting, tried to give the second chance to the students by using
the same story of “Why do hawks hunt chicks?” By which the researcher expected that the
students will get a better score than in the third meeting. In this meeting the students’ score
could be seen bellows:

a. The highest score : 85

b. The lowest score : 68

c. The mean of the students’ score : 76

4.1.3.4 Meeting 4 (May, 29th 2007)

In this meeting, the teaching learning objectives were that at the end the lesson,
the students were expected to be able to: (1) understand in applying the generic structure
of generic narrative text when they retell the story given, (2) read the narrative read given
by the researcher, (3) identify the key words in each sentences in every paragraph, (4) find
out the meaning of the key words, (5) retell the story using their own sentences based on
the key words, and (6) give comments, and (7) answer the questions related to the story.

In the last meeting, the researcher used same story from the previous meeting wit
the title “Why do hawks hunt chicks?” in order to give second chance to the students and
to reach maximum result.

In this activity, the teaching learning process was also divided into three steps-
pre activity, main activity, and post activity.

1. Pre Activity (20 minutes)

In this activity, the researcher distributed the same narrative text “Why do
hawks hunt chicks?” to the students. Then, they were to analyze the key words for the
second chance. Besides, this activity was also used to do warming up. The researcher
asked the students to answer the researcher’s question related to the generic structure
of narrative text, such as:

(1) Mention the generic structure of narrative text!

(2) What is meant by orientation?

(3) What is meant by complication?

(4) What is meant by resolution?

2. Main Activity (50 minutes)

In this activity, the students had to read the text once more before they were
asked to retell. Then, the students had to answer the researcher’s questions related to
the text. The questions were:

(1) What’s your opinion about the hawk’s love?

(2) Is that true that the hawk can fell in love with the hen?

(3) What is the characteristic of the character (protagonist or antagonist)?

(4) What’s your opinion about the hen’s promise?

(5) What’s your opinion about the hen and the rooster in the future?
 (6) What is the problem raised in the story?

(7) How is the problem solved?

(8) What moral value can you get from the story?

After the question and answer section, the researcher asked the students to
retell the story using their own sentences while applying the generic structure of
narrative text. The same story as the previous meeting in order to get maximum result.
That’s why, the researcher used the same story.

Because of the same story, in this meeting most of the students could get
maximum result. It could be seen from the students storytelling below:

Binazir :

Why do hawks hunt chicks?

Once upon a time, there was a hawk wish fell in love with a hen. Then he flew
down from the sky to meet the hen and asked the hen “Will you marry me?”

At the moment, the hen loved the brave, strong hawk and wished to marry
him. But the hen say, “I wish to marry you, but I can’t fly as high as you can, but I will
try to fly if you give me time.” So, the hawk give her a ring.

One day, a rooster came to hen. The rooster loved to hen too, and he would
marry the hen. But when the rooster saw the ring, he was very angry and asked the
hen to throw the ring at once. The hen so frightened because of the rooster anger.
Then, suddenly she throw the ring at once.

When the hawk came to hen a few months later, the hen told him the truth. It
made the hawk so furious. Then he curse the hen that she always scratching the earth
and the hawk will always fly above to catch the hen’s children.

Evi :

Why do hawks hunt chicks?

 Once upon a time, there were hawk that fell in love a hen. Actually, the hen
love the brave, strong hawk and wished to marry him because the hawk said, “Will
you marry me?”

Because the hawk love the hen very much, that’s why the hawk gave the hen a
ring in order to show that the hen had already promise to marry with the hawk. After
that, the hawk flew away to the sky. But, before the hawk flew away, the hen said to the
hawk that she will learn to fly as high as the hawk can in order to fly together.

Then a few months later, the hawk came back to the hen. On that time, the hen told the
truth that she had already promise to the rooster that will marry with him. That’s why,
the hawk was so furious and curse the hen that he always be scratching the earth and
always be flying above to catch the hen’s children.

3. Post Activity (20 minutes)

In this activity, the researcher asked the students to give comments to the
story. In the last meeting, the students could give comments well. For example:

Comments (by Binnazir) : According to me, the story is very interesting because
it can give us moral value not to be a liar. And the story also end a happy ending for
the hen because she can get married with the rooster. But it end in sad ending for the
hawk because he cannot get married with the hen.

Comments (by Evi) : there were three characters in the story. They were
the hawk, the hen, and the rooster. The plot of the story is very interesting because for
the first time we can take an example that there is no difference in loving someone
because there is a different between us. And the story can give a moral value. Means
that, tell the truth in the first time in order not to give regretness later.

4.1.3.4.1 The Observing of Action Meeting 4

In this meeting, most of the students were actively participated in the teaching
learning activity. They got maximum result as possible as they can. Besides, most of
them could retell the storytelling and answer the question well.

4.1.3.4.2 The Reflecting of Action Meeting 4

 In this meeting, the teaching learning process ran smoothly. The
implementation of using storytelling method could improve the students’ speaking
skill because they were trained to practice speaking English by expressing ideas freely
by telling the story and giving comments to the story. It was supported by the students’
score:

a. The highest score : 86

b. The lowest score : 70

c. The mean of the students’ score : 78

4.2 Discussion

This part elaborates the discussion on the implementation of the plan as well
as the discussion on the effect of the implementation plan.

4.2.1 The Implementation of the Plan

This part covered the discussion on the success, the failure, and the problem
encountered as well as the solution to solve the problem.

In the first meeting, the students could not do storytelling well. The students
were expected to be able to retell the story using their own sentences based on the key
words, but in fact they wanted to retell the story using Bahasa Indonesia. The solution
of this problem was the researcher gave the way how to retell narrative story by
explaining the generic structure of the narrative text, the researcher asked the students
to practice storytelling at home as well as at school.

In the next meeting, the students also faced the problem in doing storytelling.
Some of male students who were lazy to do storytelling practice and to bring English
dictionary were not active in class. So, the researcher guided them in telling the story
in front of the classroom, and in giving comments to the story. Related to this problem,
the researcher helped the students by two ways. First, the researcher gave more time to
the students in preparing the story which will retell in front of the classroom. In this
activity, the researcher was walking around the classroom to help the students in
preparing the story. For example, the researcher told the main plot of the story using
Bahasa Indonesia in order to make them clearer. Then in giving the comments the
comments to the story, the researcher guided the students by asking questions, such as-
What is the characteristic o the character (protagonist or antagonist)?, What problem is
raised in the story?, How is the problem solved?, What mora aluecan you et from the
story?.