“IMPROVING STUDENTS’ LISTENING COMPREHENSION THROUGH TEACHER’S STORYTELLING IN TEACHING NARRATIVE TEXT” ud(A Classroom Action Research at the Eleventh Grade Of SMA 3 Boyolali in Second Semester 2009/2010 Academic Year) ud

摘要

The students’ problem was that most of them have low capability in listening udcompetence, especially in comprehend narrative text. They are easy to be panic when udthey do not understand the meaning of the word they heard and the result is they are not udmotivated in joining the listening class so their score in listening is low. The objectives of udthe study are: (1) to find out whether teacher’s storytelling technique can improve udstudents’ listening competence, (2) to find out the effectiveness of teacher’s storytelling udin teaching listening. udStorytelling technique is a technique which was used by our ancestor to deliver udthe massage and gave moral value. By using teacher’s storytelling technique, the writer udwanted to solve the problems of students in listening class. Firstly, by using teacher’s udstorytelling, students are more interested in listening class. After the students are udinterested in listening class, it is hopefully increase their motivation in following the udlistening class and in understanding the oral text. Secondly, Teacher’s storytelling can udincrease the active participation of students in listening so that it can promote their udlistening skill. udThe study shows that teacher’s storytelling gives some positive effects: (1) From udthe result of the test, in the first cycle, second cycle, and third cycle, students made a udpositive improvement. The average score of pre-test is 59, cycle 1 is 65.91, cycle 2 is ud72.05, and cycle 3 75.45. The total students who gained passing grade improved udsignificantly, from 28.21% in pre-test to 85.71 to post-test cycle 3. (2) Teacher’s udstorytelling is effective in teaching listening. Most students participate well during the udprocess of teaching and learning. They were motivated to follow the lesson, more focus udon lesson, participate actively, eager to express their opinion, and cooperate in group. udTherefore, it is suggested that English teachers apply this technique as one of the udalternatives that can be used in teaching listening skill. Besides, it is also suggested to udfuture researchers conduct similar study by using Teacher’s storytelling on different udsetting and subjects to see whether the technique is also effective and applicable to be udimplemented in improving students’ listening skill. For other researchers, it is udrecommended to do further research about the use of teacher’s storytelling technique in udthe teaching of English.