Munaqasyah Robby

THE USE OF STORYTELLING TECHNIQUES TO IMPROVE
STUDENTS' SPEAKING SKILLS THROUGH GOOGLE MEET

APPLICATION AT HMPS TBI IAIN BONE NAMELY TBI
MILLENNIAL ENGLISH CLASS (TIME CLASS)
BACHELOR THESIS
Submitted as a Fulfillment of the Requirements for the Educational

Degree (Sarjana Pendidikan) in English Educational
Programs
By
ROBBY ANSYAH PUTRA
Student Id. 02184057
TARBIYAH FACULTY
STATE INSTITUTE OF ISLAMIC
STUDIES IAIN BONE
2023
TRANSLITERATION GUIDE
A. Transliterasi Arab-Latin
Daftar huruf bahasa Arab dan transliterasinya ke dalam huruf Latin berdasarkan Surat
Keputusan Bersama (SKB) Menteri Agama dan Menteri Pendidikan dan Kebudayaan R.I.,
masing-masing Nomor: 158 Tahun 1987 dan Nomor: 0543b/U/1987, adalah sebagai berikut:
1. Konsonan
Huruf Arab Nama Huruf Latin Nama
‫أ‬ Alif Tidakdilambangkan Tidakdilambangkan
‫ب‬ Ba B Be
‫ت‬ Ta T Te
‫ث‬ Ṡa ṡ es (dengantitik di atas)
‫ج‬ Jim J Je
‫ح‬ Ḥa ḥ ha (dengantitik di bawah)
‫خ‬ Kha Kh ka dan ha
‫د‬ Dal D De
‫ذ‬ Żal Ż Zet (dengantitik di atas)
‫ر‬ Ra R Er
‫ز‬ Zai Z Zet
‫س‬ Sin S Es
‫ش‬ Syin Sy es dan ye
‫ص‬ Ṣad ṣ es (dengantitik di bawah)
‫ض‬ Ḍad ḍ de (dengantitik di bawah)
‫ط‬ Ṭa ṭ te (dengantitik di bawah)
‫ظ‬ Ẓa ẓ zet (dengantitik di bawah)
‫ع‬ `ain ` Komaterbalik (di atas)
i
‫غ‬ Gain G Ge
‫ف‬ Fa F Ef
‫ق‬ Qaf Q Ki
‫ك‬ Kaf K Ka
‫ل‬ Lam L El
‫م‬ Mim M Em
‫ن‬ Nun N En
‫و‬ Wau W We
‫ﮬ‬ Ha H Ha
‫ي‬ Ya Y Ye
Hamzah (‫ )ء‬yang terletak di awal kata mengikuti vokalnya tanpa iberi tanda, jika
terletak di tengah atau di akhir, maka ditulis dengan tanda (‘).
2. Vokal
Vokal bahasa Arab, seperti vokal bahasa Indonesia, terdiri atas vokal tunggal
atau monoftong dan vokal rangkap atau diftong. Vokal tunggal bahasa Arab yang
lambangnya berupa tanda atau harakat, transliterasinya sebagai berikut:
‫ﹷ‬ Fathah A A
‫ﹻ‬ Kasrah I I
‫ﹹ‬ Dammah U U
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Vokal rangkap bahasa Arab yang lambangnya berupa gabungan antara harakat
dan huruf, transliterasinya berupa gabungan huruf, yaitu:
‫ْي‬.َ.. Fathahdan ya Ai a dan u
‫ْو‬.َ.. Fathah dan wau Au a dan u
Contoh:
- ‫َكْيَف‬ kaifa
- ‫َح ْو َل‬ haula
B. Datar Singkatan
Beberapa singkatan yang dibakukan adalah:
swt = subhanahu wa ta’ala
saw = sallallahu ‘alaihi wa sallam
a.s. = ‘alaihi al-salam
H = Hijrah
M = Masehi
l. = Lahir tahun (untuk orang yang masih hidup saja)
w. = Wafat tahun
QS.../: 4 = QS al-Baqarah/2: 4 atau QS Ali ‘Imran/3:4
HR = Hadis Riwayat
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ACKNOWLEDGEMENT
‫بسم الله الرحيم الرحمن‬

‫الحمدلله رب العالمين والصالة والسالم على أشرف األنبياء والمرسلين وعلى آله وصحبه أجمعين‬
‫أمابعد‬
Alhamdulillahirabbil ‘Alamiin, All praises be to Allah, the lord of the worlds, who
has given health and strength to the researcher in completing the thesis. May Allah’s peace
and blessing be upon his final prophet and messenger Muhammad, and his family
companions.
During the writing of this script, the researcher received much assistance from a
number of people, for their valuable guidance, correction, suggestion, advice, and golden
support. Without them, the writing of this thesis would never been possible completed.
Therefore, the researcher would like to express the greatest thanks and appreciation for
those people, they are:
1. The greatest thanks go to the researcher's family, especially to the late Dahri and
Ruaedah, as well as to H. Darwis and Hj. Sinar, who were both the researcher's
birth and adoptive parents, and who always educated, motivated, supported, loved,
and prayed for the success of the researcher.
2. Prof. Dr. H. Syahabuddin, M.Ag as the rector of State Institute of Islamic Studies
(IAIN) Bone.
3. Dr. Ishak, S.Pd., M.Pd as the dean of Tarbiyah Faculty of State Institute of Islamic
Studies (IAIN) Bone.
4. Dr. Nirwana Darwis, SS., M.Pd. as the head of English Study Program for his
motivation and big contribution and all researcher’s lecturers that the researcher
cannot mention one by one for their assistance, support, insightful, and invaluable
comment this research which make the researcher has been able to complete this
research.
5. Dr. Nirwana Darwis, SS., M.Pd and Sitti Nurul Ilmi HL, M.Pd. as the first and the
second supervisor, thanks for their guidance, advice, correction, and motivation
during writing this thesis.
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6. Mardhaniah, S.Ag.,S.Hum., M.Si as the head of Library of State Institute of
Islamic Studies (IAIN) Bone.
7. HMPS TBI IAIN Bone specially for TBI Millenial Class (TIME CLASS) as the
subjects of this research.
8. A greatest thanks for H i d a y a t a s the leader of HMPS TBI IAIN Bone

2023/2024 and all the members for their help and support.
9. Big family of PKBM GEMA, and GETC that has been given the researcher so
much knowledge and experiences speacially for English teaching.
10. Big family of 18 TBI 3, Sipammase Squad, Black-Mamba Squad, Warani Circle, All
of my KKLP friends PADA IDI FAMILY Kec.Cenrana in Desa Cakkeware and
much more Friends could not mention one by one for their kindness, togetherness,
suggestions and motivation.
11. A big thanks to My step-family Squad (Nurul Rahmadani & A. Alief Nugraha
Bimap M) who always supported, and motivation.
The researcher realizes that, this thesis is still far the simplest one. Remaining
errors are the researcher’s own. Therefore, constructive criticism and suggestions will be
highly appreciated.
Finally, willingly the researcher prays may be all our efforts are blessed by Allah
SWT. Aamiin.
Watampone, Oktober 2023
Robby Ansyah Putra

NIM. 02184057
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TABLE OF CONTENT
TRANSLITERATION GUIDE
ACKNOWLEDGEMENT
TABLE OF CONTENT …………………………………………………………………..vi
ABSTRACT………………………………………………………………………………..vii
CHAPTER I INTRODUCTION........................................................................................1
A. Background....................................................................................................1
B. Problem Identification...................................................................................3
C. Scope of the Research....................................................................................3
D. Research Questions........................................................................................3
E. Purpose and Significance of Research...........................................................3
CHAPTER II LITERATURE REVIEW...........................................................................5
A. Theoretical Review........................................................................................5
B. Previous Related Research Findings..............................................................12
C. Conceptual of Framework..............................................................................14
CHAPTER III RESEARCH METHOD............................................................................16
A. Type of Research...........................................................................................16
B. Research Design.............................................................................................16
C. Research Approach........................................................................................17
D. Location and Time of Research....................................................................17
E. Population and Sample of the Research.........................................................17
F. Research Variable and Operational Definition..............................................18
G. Procedure of Data Collection.........................................................................19
H. Research Instruments.....................................................................................20
I. Validity and Reliability..................................................................................21
J. Procedure of Data Analysis...........................................................................22
BIBLIOGRAPHY…………………………………………………………………………36
APPENDICS
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ABSTRACT
Name : Robby Ansyah Putra

Reg. Number : 02.18.4.057
Study Program : Tadris Bahasa Inggris
Faculty : Tarbiyah
Title of Thesis : “ The Use Of Storytelling Techniques To Improve Students'
Speaking Skills Through Google Meet Application At HMPS TBI IAIN Bone Namely
TBI Millennial English Class (TIME CLASS)”
This research aims to determine the improvement of students' English skills in terms
of speaking. This research was conducted using quantitative research methods with Quasi-
Experimental research. Data were collected from 27 students of HMPS TBI IAIN Bone
namely TBI Millennial English Class (TIME CLASS). 14 students were taken as the
experimental class and 13 students were taken as the control class. Data collection is done
by using a test; pre-test and post-test as instruments. Tests were carried out to see whether
the storytelling technique through google meet application had an effect on students'
speaking skills. The results of data analysis showed that in the pre-test the average value of
the experimental class was only 42 and became 51 in the post-test. Whereas in the control
class, the average pre-test score was 47 and the post-test was only 48. This shows that the
class that used the storytelling technique through google meet application as a treatment
shows an insignificant increase.
Keywords: Storytelling Technique, English Speaking Skills, Google meet Application.
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CHAPTER I
INTRODUCTION
A. Background
In this period individuals are requested to be able to speak English in
international exchange and interpersonal exercises. Numerous occupations require
specialists to be able to talk English in communicating and arranging with non-
natives or remote companies. Innovation requires clients to be able to get it
English information and numerous other movement require English particularly
Talking Ability. According to British Council “The English Effect” The
information appeared by British Chamber that The number of people who speak
English has risen to 1.75 billion (British Council, 2013). Due to approximately a
quarter of the world populace utilizing English to communicate, acing English
talking is exceptionally imperative. So that is why the understudies can compete
with other individuals from where English gets to be a moment or to begin with
dialect.
According to Jianing (2007) in Agustiyaningsih (2015), Speaking skills are
vastly inferior to other skills such as listening, reading, and grammar. In this case,
various variables indicate that learners are unable to understand speaking
effectively, such as never being involved in communication, feeling nervous, and
fearful of making mistakes. As well as a limited vocabulary, which causes the
students to struggle while trying to explain a sentence in speaking time.
According to Richard (2008), Speaking is a crucial foundational ability for
conveying and exchanging ideas in communication. Thus, one of the language
abilities that must be mastered to begin communication is speaking. This is
relevant to what is said by Hughes (2003) in which speaking involves some other
aspects such as grammar and vocabulary. In addition, to be able to speak English,
students have to involve the components of speaking Skills, namely
pronunciation, grammar, vocabulary, fluency, and accuracy (Nunan, 2003 ).
Education is an experience, learning situations throughout life that might
effect an individual's progress in receiving and searching for information. The
system controlling education in Indonesia is contained in Invite Law of the
Republic of Indonesia number 20 of 2003 (Indonesia, 2003), article 13, that "The
Path of Education shall consist of: Formal, non-formal, and informal education
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that can complement and enrich each other."

Teachers and administrators will face fresh, unexpected challenges as the
use of online and blended learning grows and spreads across the country as they
attempt to maintain the frameworks required to support productive online and
blended learning environments (Douglas, 2020). Google Meet is a platform that is
very often used in learning, meetings, and discussions in the world of business or
education. Google Meet is an application that plays a role in keeping the world of
education still alive. It becomes a big challenge for every English teacher to teach
English, especially Speaking Skills in the learning process.
They have to find the most suitable method and strategy to raise the
student's motivation and engagement to speak. By observing students of the
English learner community in HMPS TBI IAIN Bone namely TBI Millennial
English Class (TIME CLASS), learning process students find some difficulty to
speak English. It is caused by some reasons. First, when students desire to talk or
converse in English in front of their classmates, they are often apprehensive and
nervous. Second, due to a lack of vocabulary, grammatical patterns, and practice
speaking English, students do not have any ideas or initiative to speak English.
Third, kids continued to make blunders while pronouncing English words.
Students are reluctant and unmotivated to talk as a result of these issues. One of
the components of English learning is speaking. However, speaking is the hardest
of the four abilities to master because it is influenced by a variety of conditions.
These are the flaws in pronunciation, grammar, vocabulary, comprehension, and
fluency that can occur.
Furthermore, Students can either recount a narrative or story they heard
from someone previously or develop their own stories to tell their peers using
storytelling as one of the ways for teaching speaking (Harmer, 2007).
As a result, students can share their storytelling ideas. Storytelling is a
technique for conveying and interpreting information. “storytelling is perhaps the
world's earliest kind of narrative. It differs from reading aloud in that the
relationship between a teller and his or her listener is direct and without any
barriers, as in the case of literature. Furthermore, in storytelling, a teller will
actively explore his or her ability to make his or her listener understand the story
by controlling his or her voice. Using body language and gestures or using props.”
He believes that by using the storytelling technique, pupils will be more inspired
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to speak English freely since they will first be stimulated to comprehend the story.
It also makes the learning process more enjoyable for the kids. As a result, the
researcher believes that using storytelling techniques will make speaking more
enjoyable and appealing.
B. Problem Identification
Based on the background of the problem described above, can be identified
several issues such as:
1. Due to a lack of vocabulary, students' speaking in class is incoherent.
2. The use of the internet is a barrier for students who want to access Google
Meet and perform at their best.
C. Scope of the Research
Related to the statements above, the problem of this research can be

limited as follow This research only focuses on the use of storytelling technique
in teaching speaking through the Google Meet application of students at HMPS
TBI IAIN Bone namely TBI Millennial English Class (TIME CLASS), especially
grammar, vocabulary, and pronunciation.
D. Research Questions
Based on the background above, the researcher would like to formulate
the research question, as follows: Is storytelling technique through Googlemeet
application more effective to improve students' speaking skills than conventional
way?
E. Purpose and Significance of Research
1. Purpose of Research
Based on the formulation of the problem above, the purpose of this
study is to know whether or not storytelling techniques more effective to
improve students' speaking skills than conventional way.

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2. Significance of Research
The researcher hopes that this study will be useful in the English
learning process, particularly in teaching speaking skills.
This Research is beneficial theoretically and practically:

a) Theoretically, this study offers advantages and serves as a valuable
resource for studying the outcomes of teaching English speaking to
learners of HMPS TBI IAIN Bone namely TBI Millennial English Class
(TIME CLASS) in storytelling technique.
b) Practically, Students will be able to realize their capacity to speak

English and become fluent speakers with the aid of the greatest
storytelling learning experience.
CHAPTER II
LITERATURE REVIEW
A. Theoretical Review
1. The Concept of Speaking
a) Definition of Speaking
Speaking is one of four language skills other than listening, writing,

and reading. Those skills are partitioned into two skills, there are responsive
and productive skills. Speaking is one of the most profitable skills other than
writing, which requires coordinated reaction, spontaneity, and consequently.
Speaking has picked up the primacy of status in language teaching and
learning. Speaking could be a portion of daily life that procedures so
numerous words in each sentence (Thornbury, 2005).
Able to communicate with other people utilizing signs or writing, but

speaking makes communication simpler. Nunan (1995) states “To most
individuals, acing the speaking skill is the single most imperative angle of
learning a moment or foreign language, and success is measured in terms of
the ability to carry out a discussion within the language.”
Fulcher (2003) states, “Speaking is the use of language verbally to

communicate with others. The reasons why we want to communicate with
people are numerous, and because this is not a book about human needs and
aspirations, we will not attempt to provide examples.” Nowadays, speaking is
one of the vital skills in the world to connect with each other. Other than
speaking easier to do something. In this way, speaking is exceptionally
beneficial.
b) Function of Storytelling
According to Richard (2008), there are two fundamental works of

speaking. The first is the interactional function of speaking which serves to
set up and keep up social relations, and the second is value-based work,
which focuses on the exchange of information.
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The first is to convert as an interaction; it alludes to what individuals

normally mean by “conversation” and describes an interaction that serves a
fundamentally social function. This Function focuses on the speakers and
how they wish to show themselves to each other than on the message. In this
case, when individuals meet, they exchange greetings, engage in a little
conversation, tell the experience, and so on.
Another function is the conversation as a transaction; it alludes to

circumstances where the focus is on what is said or done. The message and
making oneself caught on clearly and accurately is the central focus, instead
of members and how they connected socially with each other. For case,
understudies may be engaged in hands-on exercises to explore concepts
related to coasting and sinking.
The last function is the conversation as execution. It is an

approximately open conversation, conversation transmits information
sometime recently audience, such as classroom introductions, public
announcements, and speeches.
In expansion, there is a connection between the three functions of

speaking with storytelling techniques. Storytelling is one of the speaking
actions which constrain or stimulate students to perform their speaking skills.
So, it means that storytelling can empower students to utilize the function of
speaking.
c. The Element of Speaking

Speaking is not just expressing something orally. However, the
students need to acquire some speaking aspects to have good speaking skills.
Speaking becomes important because speaking is a skill that can make people
easily understand what things are explained. Speaking assess the speaker's
ability to transfer their idea through speech.
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According to Thornbury (2005), There are four aspects of speaking

performance:
1) Pronunciation
Pronunciation is the lowest level of knowledge learners typically pay
attention to it. In order to speak the English language accurately, learners
should master phonological rules and they should be aware of the various
sounds and their pronunciations. Learners should also know the stress,
intonation, and pitch. All of these elements help learners speak the English
language easily and effectively.
Pronunciation becomes important because it gives meaning to what is

being said. Wrong pronunciation may cause misunderstanding or people
involved in a conversation are offended.
2) Grammar
learners’ correct use of grammatical structures requires the length
and complexity of the utterances and the well-structured clauses. To gain
accuracy in terms of vocabulary means to select suitable words in suitable
contexts. Learners sometimes apply similar words or expressions in various
contexts which do not mean similar things. So learners should be able to use
words and expressions correctly.
From that statement, we know that grammar is used to arrange the

words into the appropriate sentence by considering all the use of each word
and its tense. Grammar makes a well-arranged group of words that will be
delivered to be known well.
3) Vocabulary
There are three things that speakers usually use in their speeches:
 When people speak, they are involving a high proportion of words and
expressions that express their attitude (stance) to what is being said.
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 Speakers usually employ words and expressions that express positive

and negative appraisal because a lot of speech has an interpersonal
function, and by identifying what people like and dislike, they are able
to express solidarity.
 A speech also usually employs deictic language, i.e. words and

expressions that point to the place, time, and participants in the
intermediate or a more distant context.
4) Interactive Communication
Interactive communication refers to the ability of a candidate to
interact with the interlocutor and the other candidates by initiating and
responding appropriately and at the required speed and rhythm to fulfill the
task requirements. The statement above explained that the meaning of
conversation as a way of communication should deliver well to get an
appropriate interpretation from the speaker to the listener.
In another view, Brown (2001), states that two of the assessment of

speaking skills are fluency and accuracy.
1) Fluency
Fluency is the ability to produce what one wishes to say smoothly
and without undue hesitation and searching. Speaking without too great an
effort with a fairly wide range of expression in the past researcher.
2) Accuracy
Accuracy is the ability in using target language with clearly
intelligible pronunciation, particular, lexical, and accuracy. achieve a certain
extent by allowing students to focus on grammatical elements of phonology
and discourse in spoken output.
After knowing some criteria of speaking assessment by the opinion

above, it will be a cashier for the researcher to conduct the speaking
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assessment of this research in other data to collect.
2. Concept of Storytelling
a) The Defenition of Storytelling
Storytelling has been utilized as an implies of communication since

the earliest times. Stories make enchantment and a sense of ponder at the
world. Stories educate us about life, approximately ourselves, and others.
Storytelling could be a one-of-a-kind way for students to increase their
understanding, regard, and appreciation for other cultures.
Wilson (2002) explains that storytelling is an activity that can be

characterized exceptionally simply as that which is done by storytellers. As
human beings, individuals ordinarily tell their stories to others. They tell
others about their feeling, supposition, thoughts, or indeed anything that
happened in their lives. It is exceptionally basic to tell the story to others, as
basic as expressing what is on intellect.
As individuals like to share their stories or involvement, it is clarified

in advance in the book of Wilson, storytelling is thought of as something
having a place in a preindustrial or mythical past. Stories have been shared in
each culture as a implies of entertainment, instruction, and social
conservation, and ingrain ethical values. Crucial elements of narrating
incorporate plot, characters, and story points of view.
As the understanding of storytelling is clarified, it can be concluded

that actually, storytelling is an action to share what is on intellect. It has
numerous benefits, such as excitement, instruction, social conservation, and
ingrains moral values. It additionally has elements that need to be taken note
of, they are the plot, characters, and story point of view.
b) The Aim of Storytelling

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According to Ellis and Brewster (1991) in Mujizat (2016),

storytelling techniques can persuade students to create positive states of mind
toward remote language and language learning. In each story, there will be an
ethical message can be taken, whether it is negative or positive. In the event
that it is negative, the teacher must tell the students not to duplicate, but in the
event that it is positive, the teacher must tell the students to do so. Moreover,
through storytelling, students will be taught listening, good oral language,
plot, sequencing, and characterization.
According to Hilary Dawn (1999) in Mujizat (2016), the significance

of storytelling is approximately visualization, so storytelling mentally fortifies
students as they normally start to suppose and make sense of the story when
they listen.
Storytelling can increment students’ capacity to share social

experiences. Storytelling is not as it is agreeable, but can offer assistance to
construct students’ certainty and encourage social and passionate
improvement.
3. Storytelling as a Speaking Ability
Storytelling is the most seasoned frame of education movement in

speaking skills that can stimulate the learners to appreciate the speaking
learning process. It has numerous benefits, such as amusement, education,
social preservation, and ingrains ethical values. It additionally has elements that
need to be taken note of, they are the plot, characters, and narrative point of
view.
Furthermore, Brown (2001) listed the following kinds of classroom

speaking activities:
1) Imitative. Students practice an intonation or try to identify a certain vowel

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sound. The elements of language form are the focus of this activity.
2) Intensive. This is a speaking performance that is designed to practice some

phonological or grammatical aspects of language. It is usually done in
individually or even in pairs.
3) Responsive. It means that students practice their language by answering

some questions. This activity uses simple utterances which can be
meaningful and authentic.
4) Transactional (dialogue). Transactional dialogue seeks the purpose of

getting or exchanging specific information. It is an extended form of
responsive language.
5) Interpersonal (dialogue). Interpersonal dialogue seeks the purpose of

maintaining social relationships than for the transmission of facts and
information. Students are usually asked to have a dialogue about their
feeling.
6) Extensive (monologue). Students are asked to give extended monologues

in the form of oral reports, summaries, or speeches.
Other interactive techniques. These include interviews, games, jigsaw,

problem-solving activities, role-play, and discussion (Brown, 2001).
Storytelling will invigorate the learners to imitate speaking, intensive

speaking as the preparation sometime recently they perform the storytelling. At
that point, the learners will be propelled to respond to the story as the audience.
Also, storytelling will grant numerous great impacts on the learners’

speaking skills, since storytelling makes the learners comprehend how to speak
with good motion and pitch. It is useful for the learners to continue the
extensive speaking.
From this explanation, storytelling can be executed not only in

speaking class but also in different kinds of work. Teachers can take this as a
creative way in the class to take a job as its point.
4. Googlemeet
Google Meet is a video communication service that is very helpful,

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especially in situations where we have to keep our distance to avoid the covid-
19 virus. For students, educators, or workers working from home, this
application is very useful. Because we can easily join via live video or video
conferencing, even if we are in each other's homes. Google Meet provides an
interface that allows users to meet directly and effectively, but also very light
and fast. It is not difficult to manage it and many participants can follow. From
that statement, we know that grammar is used to arrange the words into the
appropriate sentence by considering all the use of each word and its tense.
Grammar makes a well-arranged group of words that will be delivered to be
known well.
Furthermore, Google Meet is a safe application because Google has

stated that they have made and operated all of their products on a safe
foundation. (Aswir, A., Hadi, M. S., & Dewi, F. R, 2020).
Because of the various advantages of Google Meet as a video

conferencing application, many people in the business and education areas like
to use this application. Users find it easy to use Google Meet, so this creates a
positive perception of this platform. And all day, Google Meet users are
increasing significantly.
B. Previous Related Research Findings
Many studies have been performed by researchers related to the use of

storytelling techniques to improve students' speaking skills through the google
meet application. Some of them are mentioned in their report as follows:
Research has been done by Ikrammuddin (2021) entitled “Using Story

Telling Technique To Improve Speaking Ability”. This research is aimed to
answer the question of whether storytelling techniques improve students’ skills in
speaking, and also to know students’ responses after learning to speak through
storytelling techniques. To get the data, the writer conducted field research at
Insan Qur’ani Boarding School by applying three techniques, namely:
experimental teaching (Preexperimental), test, and questionnaire. Purposive
sampling is the technique that the writer used in choosing the sample. Based on
the data analysis, the researcher found that storytelling techniques can improve
students’ skill in speaking. As the result from the pre-test and post-test mean
13
scores are given. The improvement of the mean score is 72.6 to 84. Then, it is also
proved by examining the hypothesis that is higher than the table (4,88> 1,677). It
means that there is a significant difference in achievement between the students
who are taught by using the storytelling technique and the students who are taught
without the storytelling technique. This research is similar to the research that will
be conducted by the researcher in how the researcher uses the Quantitative
method. However, this research that will be conducted by the researcher is
different because the researcher will use the google meet application as a learning
media in this research.
Another research is done by Mujizat (2016) under the title “The

Effectiveness Of Using Storytelling Technique On Students’ Speaking Skil the
Eleventh Grade of MAN 1 Bekasi Academic Year 2016/2017”. This study aimed
to find empirical evidence that storytelling techniques can enhance students’
speaking ability in the eleventh grade of MAN 1 Bekasi. The total sample is 60
students and the method used in the research is quasi-experimental. The data
showed that the mean score of the pre-test in the experimental class is
73.96666667, while the mean score of the pre-test in the control group is
74.03333333. The scores of both classes mean that there is a difference between
the students’ achievement of scores in the pre-test (experimental class and control
group). Based on the result of the research, it is expected to know the
effectiveness of storytelling techniques in enhancing students’ speaking skills.
This research is similar to the research that will be conducted by the researcher in
how the researcher uses the same research method. However, this research that
will be conducted by the researcher is different because the researcher will use the
google meet application as a learning media in this research.
Research has been done by Rohmaniyah (2021) Untitled “Using

Storytelling To Teach Speaking Of Narrative Text”. This research is aimed to
find out the effectiveness of using storytelling to teach speaking of narrative text
in the Tenth Grade of SMAN 13 Semarang. This research used quantitative
research, which is conducted in two classes namely; (X MIPA 4) as the
experimental class, which consisted of 38 students, and (X MIPA 1) control class,
which consisted of 37 students. The result of the calculation of the t-test showed
𝑡𝑐𝑜𝑢𝑛𝑡 = 2.329 and 𝑡𝑡𝑎𝑏𝑙𝑒 = 1.666. This result showed that 𝑡𝑐𝑜𝑢𝑛𝑡 > 𝑡𝑡𝑎𝑏𝑙𝑒
14
(𝑡𝑐𝑜𝑢𝑛𝑡 higher than 𝑡𝑡𝑎𝑏𝑙𝑒). The average score of the experimental class is
42.131 for the pre-test and 76.51351 for the post-test. Meanwhile, the average
score of the control class is 45.1351 for the pre-test and 62.378 for the post-test. It
can be concluded that there is a significant difference in students’ achievement
between those taught by using storytelling and those taught without using
storytelling in the tenth grade of SMAN 13 Semarang in the academic year of
2017/2018 between students who had been taught speaking by using storytelling
and who those had been taught without storytelling.
It means that Using Storytelling is effective in teaching speaking of narrative text

in the tenth grade of SMAN 13 Semarang in the Academic Year of 2016/2017.
This research is similar to the research that will be conducted by the researcher in
how the researcher uses the same research method. However, this research that
will be conducted by the researcher is different because the researcher will use the
google meet application as a learning media in this research.
Research has been done by Ginting (2021) entitled ” Improving Students’

Speaking Skills By Digital Storytelling Technique In Pandemi Covic-19”. This
research is aimed to determine whether using a digital storytelling strategy can
help students develop their speaking skills, as well as to clarify how using a digital
storytelling strategy can help students improve their speaking skills. This research
used Classroom Action Research (CAR) The research subject is 10 students, they
are from the XI class of SMK Panca Budi Medan in school years 2020/2021. The
mean score for the pre-test is 42,4, post-test I is 62, and post-test II is 80. It is also
evident from the percentage of the students who passed the Minimum Mastery
Criterion – (KKM) score above 75. In the pre-test, there are 20% of the students
got scores above 75 % In post-test I, there is 40%, meanwhile post-test II, there
are 80%. It means that using a digital storytelling technique boosted students'
speaking abilities significantly. This research is similar to the research that will be
conducted by the researcher in how the researcher uses quantitative methods for
taking and collecting data and also use digital media. However, this research that
will be conducted by the researcher is different because the researcher will use
specific digital media that’s the google meet application as a learning media in
this research.
15
C. Conceptual of Framework
Teaching Speaking
Implementation of Storytelling Technique Trough Googlemeet
Students’ Speaking Skill
The conceptual framework above, describe through Google Meet,

Storytelling technique to improve the students’ Speaking skill. Therefore, the
researcher wants to find out does The use of storytelling techniques improves the
student's speaking skills through the google meet application or not.
D. Research Hypothesis
The hypothesis of the resulting research is formulated as follow:
H0 : There is no improving of students’ speaking skills using

Storytelling technique through googlemeet application.
H1 : There is an improving of students’ speaking skills using

Storytelling technique through googlemeet application.
16
CHAPTER III
RESEARCH METHOD
A. Type of Research
The writer employs a quantitative strategy in this study. According to

Prajitno (2006), the Quantitative method is a method in which the investigation
focuses on the use of positive statements for developing knowledge, the use of
inquiry strategies such as experiments, and surveys, and collecting data on
predetermined instruments to get specific statistics data. Also, it defines as a
method in research to collect, analyze, and show data in the form of numeric than
narrative.
As a result, because quantitative research is basically about collecting

numerical data to explain a specific phenomenon, specific queries appear to be
naturally suited to be ansared using quantitative methods (Muijs, D, 2010).
B. Research Design
The researcher use a quasi-experimental approach in this study. Arikunto,

S. (2010) stated that Experimental is a method of determining the causal
relationship between two variables mentioned by a researcher by reducing or
eliminating any distracting factors. The quasi-experimental design is intended to
determine the efficacy of using storytelling techniques to improve students'
speaking skills.
Quasi-experimental is divided into two groups: experimental and control.

In this study, cluster random sampling is used, as well as a pre-test and a post-test.
The design of quasi-Experimental Design can be presented as follow

(Hikmawati, 2017) :
Group Pre-test Treatment Post-test
Experimental Class 0 X 0
Control Class 0 0
17
C. Research Approach
The researcher will employ quantitative methods in this research.

Following the action, the scholar will conduct a quantitative analysis of the data.
This implies that the percentage technique will be used by the researcher to
calculate the increase in student scores.
D. Location and Time of Research
1) Location
The location of this research is in HMPS TBI IAIN Bone namely TBI
Millennial English Class (TIME CLASS). Jl. Hos Cokroaminoto, Tanete
Riattang, Kabupaten Bone, Sulawesi Selatan 92712.
2) Time of Research
The researcher conducts research in HMPS TBI IAIN Bone namely
TBI Millennial English Class (TIME CLASS) From July 2023.
E. Population and Sample of the Research
1) Population
The population of this research is all of HMPS TBI IAIN Bone
namely TBI Millennial English Class (TIME CLASS), totaling 27 students.
Which consists of ten classes.
No Class Number of Students
1 Cambridge Class 7
2 Standford Class 7
3 Starwars Class 5
4 Hogwarts Class 8
Table 3.1 The population of the study

18
2) Sample
According to Arikunto, S. (2010), the sample is representative of the
community being studied. It is a demographic issue.
Referring to the description above, the population is divided into 4

classes, namely Cambridge Class, Standford Class, Starwars Class, and
Hogwarts Class. Totaling 27 learners.
According to Sugiyono (2011), Total sampling is a sampling technique

where the number of samples is equal to the population. The samples are
divided into two groups: Experimental class. had 14 learners who are taught by
storytelling, and control Class has 13 learners who are not taught by
storytelling.
F. Research Variable and Operational Definition
1) Variable
There are two types of variables in this study:
1) Independent variable
The independent variable is a variable that influences or has an

impact on the change or appearance of the dependent variable. (Sugiyono,
2014). The use of storytelling via the GoogleMeet application is the
independent variable in this research. The experimental class used
storytelling, whereas the control class did not.
2) Variable Dependent
A dependent variable is often referred to as a variable output,

criteria, and consequential. In Indonesian, it is often referred to as a
variable dependent. The dependent variable is the variable that is affected
or the result because of the dependent variable. The dependent variable in
this study is the student's speaking skills.
The dependent variable is the variable that is affected by or has an

effect on the independent variable. (Sugiyono, 2014). The students
19
speaking storytelling ability is dependent on this research. The

accompanying statement is the students' speaking skill scoring rubric.
2) Operational Definition
1) Storytelling
Storytelling has been used as a means of communication since the earliest

times. Stories teach us about life, about ourselves, and others. Storytelling is a
unique way for students to increase their understanding, respect, and appreciation
for other cultures. So in this research, the researcher will use experiences as the
topic of storytelling. Before telling the story, the students will make a narrative
text and tell that story in front of the class one by one.
2) Google Meet Application
GoogleMeet is an online platform based on video and chat. Through this

feature, GoogleMeet is a solution for online learning. Apart from video and chat
features, the ease of accessing GoogleMeet is also the reason why researchers
focus online learning on GoogleMeet so that students can easily access
GoogleMeet because of course all students have Google accounts.
3) Speaking Skills
speaking is one of the four skills related to language teaching and

learning. As a language skill, speaking is sometimes underrated or, in other
words, taken for granted. In this research, the researcher will focus on grammar,
vocabulary, and pronunciation.
G. Procedure of Data Collection
There are several steps involved in collecting data for this research. It
includes a pre-test and a post-test. Students in the experimental and control
classes will take a pre-test and a post-test. The pre-test will be administered at the
start of the meeting, before the treatment. While the post-test will be administered
to pupils after three treatments. Furthermore, the experimental class's pre-test and
20
post-test scores will be compared to those of the control class. The two scores
will then be used as numerical data to assess the efficacy of using storytelling
techniques to improve speaking skills through google meet application.
H. Research Instruments
The following are the instruments that will be used in this research:
1) Speaking Test
In this research, the instrument is a test. The speaking test is

administered by the researcher both before and after the exam. A pre-test is
provided to the students to assess their speaking ability prior to treatment, and a
post-test is given to the students to assess their speaking ability after treatment.
The test provided to students in both the experimental and control classes are
the same. The pre-test and post-test are about “previous holiday”. Both the pre-
test and post-test are performed over the course of a 1-2 minute conversation.
The teacher immediately give scores during the exam based on the rubric she
prepared for each student.
Speaking Rubric (Rohmaniyah, 2017)
AspectScore Level
1 Errors in grammar are frequent,
2 The student is able to understand the basic

grammar, but he does not have the confidence
to correct the error in grammar
3 The student’s comprehension of grammar is good.
GRAMM Errors in
AR grammar are quite rare
4 The student is able to use the grammar correctly.
Errors in grammar are quite little
5 The student is able to speak English correctly. No
errors in
grammar.
VOCABU 1 Speaking vocabulary is inadequate to express

anything
LARY
2 The student has sufficient vocabulary to express
21
his opinion.
3 The student’s vocabulary is broad enough.
4 The student can understand and participate in

speaking with a high degree of precision of
vocabulary.
5 The student speaks with many vocabularies
including idioms,
synonyms and antonyms
1 Errors in pronunciation are frequent,
2 Most of the student’s expressions are not

pronounced correctly
PRONUN 3 Half past of the student’s expressions are not
CIATI pronounced correctly
ON 4 Errors in pronunciation are quite rare.
5 The student is able to pronounce his speaking.

No errors in
pronunciation
I. Validity and Reliability
The amount to which a concept is accurately measured in a quantitative

investigation is characterized as validity. A poll aiming to investigate depression
but measuring anxiety, for example, would not be regarded as valid. The
reliability or accuracy of an instrument is the second quality measure in a
quantitative study. In other words, the degree to which a study instrument
consistently produces the same results when used in the same situation on
multiple occasions. (Heale & Twycross, 2015)
Anderson (1994) There are five different sorts of validity. They are
democratic validity, outcome validity, process validity, catalytic validity, and
dialogic validity. This study will make use of all of the following types.
1) Democratic validity
By accommodating the participants' voices, dialogic validity is achieved.

22
In this case, the researcher included them in decision-making. She listened to

others and considered their perspectives on all aspects of the investigation. It is
difficult to please everyone while making decisions, so the best she could do is
minimize the disappointment. She also attempted to authentically depict the
diverse opinions of all participants in the study.
2) Outcome validity
The increase in students' speaking skills resulted in outcome validity. In

this case, the use of comic strips resulted in the successful resolution of the
problem. The realization of the outcome required not just problem-solving but
also the emergence of new research-related problems.
3) Process validity
To determine the process validity, the researcher watched and

documented everything that occurred during the research implementation to
determine how the process is progressing, and then reflected on the collected
data. She also guaranteed the adequacy of the data collection approach and
techniques by inspecting the data from various angles.
4) Catalytic validity
The validity of the research is tied to how the research affects each party
involved. The English teacher learned how to teach speaking through numerous
activities. The students discovered that learning English is enjoyable.
5) Dialogic validity
Dialogic validity is achieved by reviewing the researcher's work with the

English teacher, peer collaborators, and students. The next action could be
enhanced by examining the research's strengths and limitations.
J. Procedure of Data Analysis
The quantitative data analysis technique will be applied in this

investigation. They based it on students' speaking scores. Those enrolled in this
study via pre-test and post-test are assessed by comparing the means of each test
to determine the improvement of all students speaking achievement. The
following formula is employed by the researcher:
23
Correct answer
Score= ×100
Total number of items
For the technique of data analysis in this research, the researcher used
SPSS.
1. Normality Test
Sudjana (2005) The normality test is used to determine whether or not

the data that will be investigated has a normal distribution.
As a result, the data is examined using the paired T-test. As a result, a

normality test is required because the condition of the paired T-test is the
dissimilarity of two groups with normal distribution. Due to the sample size less
of 100 samples, the researcher employed Shapiro Wilk as the normality test
formula in the SPSS 23 application.
The statistic hypothesis is as follows:
H0: Data distribute normally.
H1: Data does not distribute normally.
H0 is accepted if the significant level > 0,05
H1 is accepted if the significant level < 0,05
2. Homogeneity Test
The homogeneity test is used to determine if an experiment class and a

control class drawn from the population have the same variant or not. Nunan
(2001) believes that a test should be administered to both groups of students
prior to the experiment to ensure that the broth courses are indeed the same.
As a result of this investigation, two classes are used. As a result, the

researcher believes it is necessary to conduct a homogeneity test to distinguish
between two classes with distinct data sources. The assumption from the
independent T-test requires this homogeneity test. The goal of this homogeneity
test is to determine whether or not the varieties of some data from the population
24
have the same variant. Even if the homogeneity test results are not
homogeneous, the independent test might be continued.
Hypothesis:
H0: Both variables are homogenous.
H1: Both variables are not homogeneous.
The variant or the population is avowed, not homogeneous if the significant level <
0,05.
The variant or population is avowed homogeneous if the significant level > 0,05.
T-test
Suharsimi Arikunto (2006) The t-test is used to determine whether the

experimental and control groups have different averages. The T-test is utilized to
assess the data in this study.
To decide a decision in research, a paired T-test is required. Following

the normality and homogeneity tests. To determine whether or not the paired
sample exhibits a significant change. The data tested are the pre-test and post-
test results from both classes.
If the significant level <0,05 thus there is an influence of the use of

storytelling techniques through the google meet application to improve students’
speaking skills.
If the significant level >0,05 thus there is no influence of the use of

storytelling techniques through the google meet application to improve students’
speaking skills.
3. Hypothesis Test
To determine whether or not the assumption about a population's

characteristics is strongly supported by the data acquired, the researcher put the
25
hypothesis to the test. The following are the criteria:
Ha is accepted if t0>ttable with the significant level. (2-tailed) 5%<(0,05)
Ho is accepted if t0<ttable with the significant level. (2-tailed) 5%>(0,05)
Here are the hypotheses of this research:
a. Alternative Hypothesis (Ha)
There is a significant change in the students' speaking skills by using

storytelling techniques through the google meet application with students who
are not using storytelling techniques through the google meet application.
b. Null Hypothesis (Ho)
There is no significant change in the students' speaking skills by using

the storytelling technique through the google meet application with students who
are not using the storytelling technique through the google meet application.
CHAPTER IV
FINDINGS AND DISCUSSION

A. Findings
This study employed a quasi-experimental research design, with two

classes serving as research samples. Before conducting a t-test to answer the
research question "Is storytelling technique through googlemeet application more
effective to improve students' speaking skills than conventional way?", a
normality and homogeneity test were performed to ensure the distribution of
normal and homogeneous data. The results of the t-test and the hypothesis test.
1. Data Description
In this research, the researcher describes the data outcomes. This study
relies on numerical data. After completing the research, the researcher identified
two categories of data. There included information from both the experimental
(Hogwarts and Starwars Class) and control (Cambridge and Standford Class). The
quantitative data were acquired from the pre-test and post-test. The pre-test was
conducted during the first appointment prior to the treatment. On the other hand,
the post-test was completed during the final meeting after the treatment.
a. The Pre-Test Score
The following table shows the results of the students' scores.
14
12
10
8
Experimental
6 Control
0
0-59 60-69 70-79
The diagram above depicts the two classes' pre-test scores. 12 learners in
27
the experimental and control class received score between 0-59. And 2 learners
from the experimental and control class had values between 60-69. Both classes
have a nearly equivalent score which indicates that the two classes have speaking
level at the same level.
b. The Post-Test Score
10
9
8
7
6
5 Experimental
Control
4
3
2
1
0
0-59 60-69 70-79 80-89
The diagram above depicts the two classes' pre-test scores. 9 learners in the
experimental and control class received a score between 0-59. 3 learners from the
experimental class had values between 60-69. and 2 learners from the control
class had values between 60-69. 1 Learners from the control class had values
between 70-79. 2 learners from the experimental class had values between 80-89.
And 1 learner in the control class received scores ranging from 80-89. The chart
above clearly shows that there are differences in learning results between the
experimental and control classes. The chart above clearly shows that there are
differences in learning results between the experimental and control classes.
2. Data Analysis
28
In this study, the researcher analyzed the data in three ways. On the
preliminary data, the researcher first applied normality and homogeneity tests. The
researcher then calculated the hypothesis test results. Finally, by counting the
statistical hypotheses, the researcher arrived at a conclusion.
a. Normality Test
Normal data is one of the requirements for a parametric test. In this study,
the SaphiroWilk test was used to determine normalcy. Because there are less than
50 samples, a normality test utilizing the Saphirowilk method is used. Even after
the Lilliefors correction, the Shapiro-Wilk test has more power than the
Kolmogorov-Smirnov test.It is based on the relationship between the data and the
normal scores. Some researchers recommend using the Shapiro-Wilk test to
determine whether data is normal (Ghasemi & Zahediasl, 2012). The outcome of
the normality test is shown below:
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Class Statistic df Sig. Statistic df Sig.
Pre- Experimen .275 14 .005 .845 14 .019
Test tal
Control .254 15 .010 .870 15 .034
The data from both groups are normally distributed, as seen in the table
above. The pre-test normality test significance value from the experimental class
was 0.019 and the control class is likewise normally distributed, with a
significance value of 0.034. This result is significantly higher than the value of
0.05. As a result, the pre-test data from both groups can be assumed to be
normally distributed.
29
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Class Statistic df Sig. Statistic df Sig.
Post Experimen .247 14 .021 .848 14 .021
Test tal
Control .320 13 <.001 .814 13 .010
In both classes, the significance value in the post-test was higher than 0.05.
The significance value for the experimental class is 0.021, and the significance
value for the control class is 0.010. Both of these figures are significantly higher
than 0.05. It can be concluded that both classes' post-test scores are normally
distributed.
b. Homogeneity Test
The homogeneity test is used to examine whether or not any of the

population variations are the same. The homogeneity of variance can be evaluated
using several formulas, such as the Harley test, Cohran test, Levene test and
Bartlett test (Usmadi, 2020). According to the Levene statistic, the lower the
value, the bigger the homogeneity. The description is as follow:
Tests of Homogeneity of Variances

Levene
Statistic df1 df2 Sig.
Pre- Based on Mean 6.459 1 25 .018
Test Based on Median 3.792 1 25 .063
Based on Median and 3.792 1 21.009 .065
with adjusted df
Based on trimmed 5.638 1 25 .026
mean
The significance value in the pre-test data for the homogeneity test was
higher than 0.05, and it is 0.018. This shows that the data is homogeneous and has
the same variance.
30
Tests of Homogeneity of Variances

Levene
Statistic df1 df2 Sig.
Post- Based on Mean .344 1 25 .563
Test Based on Median .288 1 25 .596
Based on Median and .288 1 24.729 .596
with adjusted df
Based on trimmed .371 1 25 .548
mean
The significance value in the post-test data on the homogeneity test was
0.563, which was more than 0.05. This demonstrates that the data is homogenous
and has the same variance.
c. T-Test
T tests are a sort of parametric procedure that can be employed when the
samples have normality, equal variance, and independence. T tests are classified
into two categories. The independent t test can be used when the two groups being
compared are independent of each other, while the paired t test can be used when
the two groups are dependent on each other. T tests are typically employed when
the experimental subjects are separated into two independent groups, one treated
with A and the other with B (Kim, Tae Kyun, 2015). Furthermore, the
independent sample t-test was used because the research data were normally
distributed and homogeneous. This test analyzes the averages of two unconnected
groups (two independent samples) in order to figure out whether or not the
samples have the same average. The significance level for the t-test is 0.05.
Group Statistics
Std. Std. Error
Class N Mean Deviation Mean
Post- Experimental 14 51.00 16.548 4.423
Test Class
Control Class 13 48.15 15.198 4.215
31
Independent Samples Test

Post-Test
Equal
Equal variances
variances not
assumed assumed
Levene's Test for F .344
Equality of Sig. .563
Variances
t-test for Equality t .464 .466
of Means df 25 24.998
Significance One- .323 .323
Sided p
Two- .646 .645
Sided p
Mean Difference 2.846 2.846
Std. Error Difference 6.130 6.110
95% Confidence Lower -9.778 -9.737
Interval of the Upper 15.470 15.429
Difference
The difference between the experimental and control classes may be

noticed in the group statistics table above. The experimental class's average post-
test score was 51.00, while the control class's average value was 48.15. According
to the data presented above, the average post-test score for the experimental class
is higher than the average for the control class.
d. Hypothesis Test
The researcher used statistical hypothesis test with the following criteria in
order to know the result of the research:
1. Ha is accepted if t0>ttable with the sig. (2-tailed) 5% < (0.05)
2. H0 is accepted if t0<ttable with the sig. (2-tailed) 5% > (0.05)

32
The basis for decision-making independent sample t-test test: if the value
of sig. (2-tailed) <0.05, then there is a difference between learning outcomes in
the experimental class and the control class. If the value of sig. (2-tailed) >0.05,
then there is no significant difference between the learning outcomes of the two
classes. From table above can be seen that the value of sig. One-Sided p and sig.
two-Sided p are 0,323 and 0,646. As the result, there is no a significant difference
in the learning outcomes of the two classes because of the sig. (2-tailed) is more
than 0.05.
B. Discussion
The findings of these research studies on the impact of storytelling

techniques on students' speaking skills exhibit a range of outcomes.
Ikrammuddin's study (2021) at Insan Qur’ani Boarding School demonstrated that
storytelling techniques had a significant and positive effect on improving students'
speaking abilities. The research employed a quantitative approach with pre-test
and post-test assessments. Conversely, Mujizat (2016) conducted among eleventh-
grade students at MAN 1 Bekasi did not explicitly confirm whether storytelling
techniques yielded a substantial impact on speaking skills, leaving this aspect
open for interpretation. This research utilized a quasi-experimental design. In
Rohmaniyah (2021) research involved tenth-grade students at SMAN 13
Semarang, storytelling was found to be effective in teaching speaking of narrative
text, as evidenced by quantitative analysis. Moving beyond traditional methods,
Ginting (2021) emphasized the significance of digital storytelling during the
COVID-19 pandemic, showcasing a significant boost in students' speaking
abilities through Classroom Action Research. However, the study conducted at
HMPS TBI IAIN Bone namely TBI Millennial Class (TIME CLASS), focusing
on the use of storytelling technique to improve students’ speaking skills through
Google Meet application, concluded that the combined use of this digital medium
and storytelling had an insignificant impact on speaking skills, revealing the
challenges associated with virtual learning environments for spoken language
development. These divergent findings underscore the importance of considering
contextual nuances and the specific pedagogical approaches when determining the
33
effectiveness of storytelling techniques in enhancing students' speaking skills.
According to the outcomes of the research conducted at HMPS TBI IAIN

Bone, namely TBI Millennial English Class (TIME CLASS). Regarding the use of
storytelling technique to improve student's speaking skills through googlemeet
application. The study was conducted on 14 students in the experimental class
(Hogwarts and Star Wars Class), and 13 students in the control class (Cambridge
and Stanford class), and based on the results of the analysis, it was discovered that
Storytelling technique through Googlemeet application has an insignificant on
student achievement than the conventional way.
Following the research, the researcher conducted a normality test on the

pre-test and post-test scores of the experimental and control classes to determine if
the data was normally distributed. The SPSS normality test found that the pre-test
and post-test data from both classes were normally distributed. The significance
value of the pre-test normality test from the experimental class was 0.019, and the
control class is also normally distributed, with a significance value of 0.034. This
result is higher than 0.05. Both classes' data are normally distributed. The
significant value for the post-test normality test for the experimental class is
0.021, and the significance value for the control class is 0.010. This result is
higher than 0.05. As a result, the data from the two classes is considered to be
normally distributed.
The researcher also performed homogeneity tests to confirm that the

population used was homogeneous. The pre-test data for the homogeneity test
showed a result more than 0.05, which is 0.018 of the homogeneity test and the
homogeneity test post-test data was 0.563. According to the results of the analysis,
the population used for this study was homogeneous.
After doing the normality test and homogeneity test, the researcher
conducted a t-test on the data. To see if there is a significant different in the
learning outcomes of the two classes. The result showed that the value of sig.
One-Sided p and sig. two-Sided p are 0,323 and 0,646. This shows that there is no
a significant difference in the learning outcomes of the two classes because of the
sig. (2-tailed) is more than 0.05. Furthermore, the post-test results in the
experimental class increased insignificantly after the treatment was applied. In the
34
experimental class, the mean score is 42 in the pre-test and 51 in the post-test, in
the control class, the mean score in the pre-test is 47 and 48 in the post-test. This
shows that the class that implemented the storytelling technique using the
GoogleMeet application as the treatment showed an insignificant rise.The
storytelling technique used in the GoogleMeet application has an insignificant
impact on student learning achievement. Some students appear to be highly
enthusiastic whenever the students learn using the Googlemeet Application. The
study lasted 8 meetings, and some students complained about being bored with
online learning. The students like and enjoy the presentation as well as the way in
which the researcher explains.
According to the findings of the research and data analysis, the researchers
determined that the Storytelling technique used in the Google Meet application
had no significant effect on students' learning achievement in speaking. It can be
observed from the value of the experimental class, which increased insignificantly
after the storytelling technique was applied using the Googlemeet application
same as the value of the controlled class by the conventional way in storytelling
technique. The researcher concludes that the use of storytelling techniques to
improve students' speaking skills at HMPS TBI IAIN Bone, namely TBI
Millennial English Class (TIME CLASS), has an insignificant effect in terms of
increasing learning achievement and shows that online learning was not effective
on the speaking learning process.
CHAPTER IV
CONCLUSION AND SUGGESTION
In this chapter, the researcher would present conclusions and suggestions

of this research. The conclusions are the core of the data analysis in the previous
chapter. Meanwhile, suggestions are in the form of solutions to the difficulties
experienced in this research.
A. Conclusion
After conducting research at HMPS TBI IAIN Bone, namely TBI

Millennial English Class (TIME CLASS), and analyzing the data, it can be
determined that the use of storytelling technique through Google Meet application
has an insignificant impact on students' speaking skills. This is demonstrated by
the fact that the average value of the experimental class increased insignificantly
in the post-test scores, whereas the average value of the control class did not.
After treatment, post-test scores in the experimental group increased
insignificantly. The mean score in the experimental class is 42 in the pre-test and
51 in the post-test, while the mean score in the control class is 47 in the pre-test
and 48 in the post-test. This shows that the class that used the GoogleMeet
application as the treatment and implemented the story-telling technique had an
insignificant rise.
The data had been tested to a t-test by the researcher. To figure out whether
or not there is significant different in the learning outcomes of the two classes.
The values of sig. One-Sided p and sig. Two-Sided p were found to be 0.323 and
0.646. This shows that there is no significant difference in learning outcomes
between the two classes because the sig. (2-tailed) is greater than 0.05.
The data analysis suggests that the use of storytelling techniques to

improve students’ speaking skills at HMPS TBI IAIN Bone namely TBI
Millennial English Class (TIME CLASS) had little to no effect on improving
students' speaking skills, and it also indicates that online learning did not
contribute significantly to the success of the speaking learning process.
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Inten Mujizat, “The Effectiveness Of Using Storytelling Technique On Students’
Speaking Skil the Eleventh Grade of MAN 1 Bekasi Academic Year
2016/2017”,Juni 2021, p. iv.
APPENDICS
Material Lesson
Grammar (Simple Past)

Past simple tense verbs come in two forms: regular and irregular, and are
used to talk about completed actions in the past. Regular simple past tense verbs
are easy to form – you add “ed” to the end of the verb (e.g. I play guitar –> I
played guitar).
Form :
Verbal → (+) S + V2 + O
(-) S + Did + not + V1 + O
(?) Did + S + V1 + O ?
Nominal → (+) S + Was/Were + Adjective, Noun, & Adverb
(-) S + Was/Were + not + Adjective, Noun, & Adverb
(?) Was/Were + S + Adjective, Noun, & Adverb ?
Example :
(+) I went to my grandmother’s house.

(-) I did not go to my grandmother’s house.
(?) Did I go to my grandmother’s house ?
(+) My brother was happy.

(-) My brother was not happy.
(?) Was my brother happy ?
Grammar (Past Continuous)
The past continuous, also called past progressive, is used to refer to an action
that was continuous (i.e. an action that was going on) at a particular time in the
past.
Form :
(+) S + Was/Were + Ving
(-) S + Was/Were + not + Ving
(?) Was/Were + S + Ving ?
Example :
Yesterday, Liza and Jim played tennis. They began at 10:00 and finished at 11:30.
So at 11:00, they were playing tennis.
They were playing="they were in the middle of playing." They had not finished yet.
Was/were playing is the past continuous.
(+) They were playing tennis at 11:00.
(-) They were not playing tennis at 11:00.
(?) Were they playing tennis at 11:00 ?

Grammar (Past Perfect)
The past perfect tense form is a verb tense that is used to talk about actions and events
that were completed at some specific point in the past.
Form :
(+) S + Had + V3 + O
(-) S + Had + not + V3 + O
(+) Had + S + V3 + O ?
Example :
(+) Anto had slept when I left from his house.
(-) Anto had not slept when I left from his house.
(+) Had Anto slept when I left from his house ?
Narrative text
Simply put, a narrative text is a type of text that tells a story or describes a sequence of
events. The purpose of a narrative text is to entertain or inform the reader by presenting a
series of events in a coherent and engaging way.
Characteristic of Narrative Text
1. Using Past tense

2. Using Noun phrase
3. Using Adjectives
4. Using Adverbial of time
The Structure of Narrative text
1. Orientation
Orientation sets the stage for the story.
Ideally, the orientation should answer the questions “who,” “where, and “when.”
So, when reading the orientation part, we should be able to identify the character and
setting (both time and place) of the story.
2. Complication
This section contains the problems that occur within a story. It is divided into three parts,
namely:
 Rising action: Problems begin to emerge

 Climax: Peak of the problem
 Falling action: The tension of the problem begins to decrease, and the solution starts
to emerge
3. Resolution
The resolution is the part of the narrative where the conflict or problem
introduced earlier in the story is resolved or addressed.
This may involve characters finding a solution to their issues, overcoming

obstacles, or experiencing personal growth.
The resolution helps tie up loose ends, providing closure for the reader and
allowing them to see how the events of the story have impacted the characters.
4. Re-orientation / Evaluation
Re-orientation, also known as evaluation, is an optional component of a

narrative text that serves to reflect on the story and its events, reinforcing the
moral lesson or theme.
This section typically appears at the end of the story, providing a summary
or commentary on the characters’ experiences and the consequences of their
actions.
It helps the reader understand the significance of the story and encourages
them to consider the message or lesson the author intended to convey.
The points mentioned above are the basic components of a narrative text
structure, but it is important to note that not all narrative texts follow this exact
structure.
Some narratives may include additional elements, such as flashbacks,

multiple perspectives, or non-linear timelines. Nevertheless, the basic structure
described above provides a useful framework for understanding and analyzing
narrative texts.
Lesson Plan
School : TBI Millenial Class (TIME CLASS)
Subject : English
Class : Hogwarts & Starwars class
Time of Meeting :1
Learning material : Simple Past
Times : 2 X 45 minutes
A. Purpose of study
1. Students know the purpose and formula of simple past tense.
2. Students know how to make sentences and speak in the simple past
tense.
B. Learning Activities
a. Pre-Activity (10 minutes)
1. The class will begin with the researcher giving greeting to the
students.
2. The class continue with praying together.
3. The researcher checks the students’ attendance.
b. Whilst (70 minutes)
1. The researcher will give a sentence and let the students decide
the tenses of the sentence.
2. The researcher will show and explain the material of simple past
tense.
3. The researcher asks the students to make some sentences by using
simple past.
4. The researcher invites each student to read their sentences while
simultaneously correcting each student's pronunciation.
c. Post-Activity (10 minutes)
1. The researcher ask the students about their feeling after study.
2. The researcher ask the students about the difficulties that they face.
3. The researcher give greating and close the class.
C. Evaluation
The researcher observes ability the students’ speaking after learning process.
Watampone, 01 September 2023
Agreed by Scientific Coordinator Researcher
Desy Safitri Robby Ansyah Putra

NIM.882032020024 NIM. 02184057
Approved by
Leader of HMPS TBI IAIN Bone 2022/2023
HIDAYAT
NIM. 882032020037
Lesson Plan
Subject : English
Time of Meeting :2
Learning material : Past Continuous
A. Purpose of study
1. Students know the purpose and formula of past continuous tense.
2. Students know how to make sentences and speak in the past
continuous tense.
students.
1. The researcher starts the class by reviewing the previous meeting.
2. The researcher will show and explain the material of past
continuous tense.
3. The researcher asks the students to make a previous daily activity
by using past continuous tense.
4. The researcher invites each student to speak about their previous
daily activity while simultaneously correcting each student's
pronunciation.
C. Evaluation

NIM.882032020024 NIM. 02184057
Approved by
HIDAYAT
NIM. 882032020037
Lesson Plan
Subject : English
Time of Meeting :3
Learning material : Past Perfect
A. Purpose of study
1. Students know the purpose and formula of past perfect.
2. Students know how to make sentences and speak in the past perfect.
students.
2. The researcher will show and explain the material of the past
perfect.
3. The researcher asks the students to make some sentences by using
past perfect.
4. The researcher invites each student to read their sentences while

C. Evaluation

NIM.882032020024 NIM. 02184057
Approved by
HIDAYAT
NIM. 882032020037
Lesson Plan
Subject : English
Time of Meeting :4
Learning material : Narrative Text (Structure and characteristic)
A. Purpose of study
1. Students know the definition and characteristic of narrative text.
2. Students know how to make a narrative text.
students.
2. The researcher will show and explain the material of Narrative
text.
3. The researcher will give an example of narrative text and let the
students analyze it based on the characteristics.
4. The researcher invites each student to read the example of
narrative text while simultaneously correcting each student's
pronunciation.
C. Evaluation

NIM.882032020024 NIM. 02184057
Approved by
HIDAYAT
NIM. 882032020037
Lesson Plan
Subject : English
Time of Meeting :5
Learning Material : Making Narrative text (Travelling Experience)
A. Purpose of study
1. Students know how to make narrative text.
2. Students can analyze the characteristic of narrative text.
students.
2. The researcher will give a topic and let each students to make a
narrative text.
3. The researcher ask the students to read one by one their narrative
text and open discussion time to analyze it based on its
characteristics.

1. The researcher ask the students about their feeling after the study.
2. The researcher asks the students about the difficulties that they face.
3. The researcher give a greeting and closed the class.
C. Evaluation

NIM.882032020024 NIM. 02184057
Approved by
HIDAYAT
NIM. 882032020037
Lesson Plan
Subject : English
Time of Meeting :6
Learning Material : Speaking Time (Travelling Experience)
A. Purpose of study
1. Students know to make a narrative text.
2. Students get the improving in speaking skills.
students.
2. The class continues with praying together.
2. The researcher will give the topic of speaking and ask the students
to prepare for speking
3. The researcher invites each student to speak up while

C. Evaluation

NIM.882032020024 NIM. 02184057
Approved by
HIDAYAT
NIM. 882032020037
Lesson Plan
Subject : English
Time of Meeting :7
Learning Material : Speaking Time (Telling about friend’s experience)
A. Purpose of study
1. Students can retel the story.
2. Students improve in speaking skills.
students.
2. The researcher will tell the students about the researcher’s
experience.
3. The researcher invites each student to retell the researcher’s
experience while simultaneously correcting each student's
pronunciation.

1. The researcher ask the students about their feelings after study.
C. Evaluation

NIM.882032020024 NIM. 02184057
Approved by
HIDAYAT
NIM. 882032020037
Lesson Plan
Subject : English
Time of Meeting :8
Learning Material : Impromtu Speaking (Telling about friendship experience)
A. Purpose of study
1. Students can speak directly
2. Students improve in speaking skills.
1. The class will begin with the researcher giving greetings to the
students.
2. The class continues with praying together.
2. The researcher invites each student to talk about their experience
with their friend while simultaneously correcting each student's
pronunciation.

1. The researcher ask the students about their feelings after study.
3. The researcher give greeting and close the class.
C. Evaluation

NIM.882032020024 NIM. 02184057
Approved by
HIDAYAT
NIM. 882032020037
Speaking Test
Speaking test Question

Subject : Telling Experiences
Time Allotment : 2 minutes
Please answer the question orally!

1. Tell us about your experience on your previous holiday!
2. Your performance will be scored based on these criteria:
Aspect Score Level
1 Errors in grammar are frequent,
2 The student is able to understand the basic grammar, but he

does not have the confidence to correct the error in
grammar
3 The student’s comprehension of grammar is good. Errors in
GRAMMAR
grammar are quite rare
4 The student is able to use the grammar correctly. Errors in
grammar are quite little
5 The student is able to speak English correctly. No errors in
grammar.
1 Speaking vocabulary is inadequate to express anything
2 The student has sufficient vocabulary to express his

opinion.
3 The student’s vocabulary is broad enough.
VOCABULARY
4 The student can understand and participate in speaking
with a high degree of precision of vocabulary.
5 The student speaks with many vocabularies including
idioms,
synonyms and antonyms
1 Errors in pronunciation are frequent,

PRONUNCIATION
2 Most of the student’s expressions are not pronounced
correctly
3 Half past of the student’s expressions are not pronounced
correctly
4 Errors in pronunciation are quite rare.
5 The student is able to pronounce his speaking. No errors in

pronunciation
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THE USE OF STORYTELLING TECHNIQUES TO IMPROVE

STUDENTS' SPEAKING SKILLS THROUGH GOOGLE MEET

Submitted as a Fulfillment of the Requirements for the Educational

ROBBY ANSYAH PUTRA

Student Id. 02184057

STATE INSTITUTE OF ISLAMIC

STUDIES IAIN BONE

Huruf Arab Nama Huruf Latin Nama

‫أ‬ Alif Tidakdilambangkan Tidakdilambangkan

‫ث‬ Ṡa ṡ es (dengantitik di atas)

‫ح‬ Ḥa ḥ ha (dengantitik di bawah)

‫خ‬ Kha Kh ka dan ha

‫ذ‬ Żal Ż Zet (dengantitik di atas)

‫ز‬ Zai Z Zet

‫ش‬ Syin Sy es dan ye

‫ص‬ Ṣad ṣ es (dengantitik di bawah)

‫ض‬ Ḍad ḍ de (dengantitik di bawah)

‫ط‬ Ṭa ṭ te (dengantitik di bawah)

‫ظ‬ Ẓa ẓ zet (dengantitik di bawah)

‫ع‬ `ain ` Komaterbalik (di atas)

Huruf Arab Nama Huruf Latin Nama

Huruf Arab Nama Huruf Latin Nama

‫ْي‬.َ.. Fathahdan ya Ai a dan u

‫ْو‬.َ.. Fathah dan wau Au a dan u

‫بسم الله الرحيم الرحمن‬

8. A greatest thanks for H i d a y a t a s the leader of HMPS TBI IAIN Bone

Watampone, Oktober 2023

Robby Ansyah Putra

Name : Robby Ansyah Putra

that can complement and enrich each other."

C. Scope of the Research

Related to the statements above, the problem of this research can be

E. Purpose and Significance of Research

Based on the formulation of the problem above, the purpose of this

study is to know whether or not storytelling techniques more effective to

improve students' speaking skills than conventional way.

This Research is beneficial theoretically and practically:

b) Practically, Students will be able to realize their capacity to speak

1. The Concept of Speaking

Speaking is one of four language skills other than listening, writing,

Able to communicate with other people utilizing signs or writing, but

Fulcher (2003) states, “Speaking is the use of language verbally to

According to Richard (2008), there are two fundamental works of

The first is to convert as an interaction; it alludes to what individuals

Another function is the conversation as a transaction; it alludes to

The last function is the conversation as execution. It is an

In expansion, there is a connection between the three functions of

c. The Element of Speaking

According to Thornbury (2005), There are four aspects of speaking

Pronunciation becomes important because it gives meaning to what is

From that statement, we know that grammar is used to arrange the

 Speakers usually employ words and expressions that express positive

 A speech also usually employs deictic language, i.e. words and

In another view, Brown (2001), states that two of the assessment of

After knowing some criteria of speaking assessment by the opinion

assessment of this research in other data to collect.

a) The Defenition of Storytelling

Storytelling has been utilized as an implies of communication since

Wilson (2002) explains that storytelling is an activity that can be

As individuals like to share their stories or involvement, it is clarified

As the understanding of storytelling is clarified, it can be concluded

b) The Aim of Storytelling

According to Ellis and Brewster (1991) in Mujizat (2016),