EVALUATION OF SPEAKING SKILLS (STORY TELLING OF NARRATIVE TEXT) AT GRADE NINE IN JUNIOR HIGH SCHOOL NUMBER 5 KEPAHIANG

 EVALUATION OF  SPEAKING SKILLS (STORY TELLING OF NARRATIVE TEXT) AT GRADE NINE IN JUNIOR HIGH SCHOOL NUMBER 5 KEPAHIANG 

Written by : Julianto, S.Pd, M.Pd

EMAIL: misterjoelianto@yahoo.com

 ABSTRACT 

This study aims to explain (1) how the evaluation of speaking skills (storytelling of narrative text) in the class IX Junior High School Number 5 Kepahiang, (2) the constraints of teachers in the evaluation of speaking skills (storytelling of narrative text) in the class IX SMPN 5 Kepahiang, and (3) efforts to overcome the teacher’s challenges in evaluation speaking skills (storytelling of narrative text) in the class IX students of SMPN 5 Kepahiang. This study used descriptive qualitative method. The research subject is the English teacher. The object of this study is how the evaluation of speaking skills (storytelling of narrative text) in the class IX students of SMPN 5 Kepahiang, barriers to teachers in the evaluation of speaking skills (storytelling of narrative text in the class IX students of SMPN 5 Kepahiang, efforts in overcoming teacher’s challenges evaluation speaking skills (storytelling of narrative text) in the class IX students of SMPN 5 Kepahiang. The collecting data of this study by using observation and interviews. Analysis of the data used Miles and Huberman analysis model. The results of this study indicated that (1) there are three ways that teachers do in evaluating speaking skills (storytelling) (2) there are three barriers to teachers in evaluating speaking skills (storytelling of narrative texts) in the class IX students of SMPN 5 Kepahiang, namely a ) difficulty in preparing the readiness of students participation in learning process, b) difficulty regulating duration of lessons, and c) difficulty organizing the class, (3) there are three efforts made by teachers in evaluating speaking skills (storytelling), they are a) implement strategies to motivate students, b) effective time allocation, and c) set the time speaking students.

Keywords : evaluation, speaking skills, narrative text

INTRODUCTION 

Learning a foreign language is always difficult. Whatever language that you want to master, students need more practice to improve speaking skills. One of language that must be mastered in this era is English. Unfortunately, learning English is its own difficulties for many people. Speak a language is activity of giving and receiving, conveying ideas and messages at the same time, the speaker and audience. So, speaking in general can be interpreted as a submission of ideas, thoughts with others using spoken language so that this intention can be understood by listeners. A speaking skills can not be mastered quickly or instantaneously. Good speaking skills in formal situations require an exercise briefing or guidance and intense. Speaking skills in formal situations can be trained through a learning process in schools. Teacher as an educator must be a model of good learning for the improvement of students' speaking skills. Learning English in school has the purpose to improve speaking skills, especially for students. Every English teacher wish that all students are able to use the skills to speak to improve the ability of communication orally, so that they were able to implement it efficiently and effectively.

Assessing students' speaking skills is not an easy thing to do. Lee stated that the assessment tools must be able to assess the ability to communicate the idea that of course includes the ability to use the word, sentence, and discourse, which also includes cognitive and psychomotoric abilities. The ability to speak one language skills is quite complex because it includes not only the intonation, but also various aspects such as pronunciation, diction, and gestures of the body. By evaluating the teacher can determine the extent to which learning objectives have been achieved by the students. Arikunto stated that evaluation is one of the variables that determine the success of learning, so teachers are required for professional and creative. Evaluation of the learning process is basically focus on how teachers can determine the effectiveness of the teaching that has been done. Through evaluation by teachers, it can be seen the extent to which students have achieved the learning objectives have been planned.

In addition, Sudjana stated efforts to plan and carry out appraisal should notice some of the principles and the assessment procedure. The evaluation should be based on existing procedures. Learning evaluation procedures are the stages in conducting evaluations on learning. Arikunto also stated that learning evaluation procedure divides into five phases namely, drafting, drafting instruments, data collection, data analysis and information, preparation of reports. A teacher in conducting the evaluation should follow the prescribed procedures. The goal is that the evaluation is given according to the needs, systematic, efficient, and accountable. In practice speaking, students need to be trained pronunciation, voice control, self-control, controlling the movements of the body, the choice of words, sentences, intonation, the use of language is good and right, and arrangements or organizing ideas. The students will not be able to master a language actively if they are not given enough opportunities to use, practice the language already learned. Therefore, language lessons focus on grammar that are not going to work make students skill to use language when they are not given the opportunity to practice using the language already learned.

The success of learning to speak, one of can be seen from the way students performance or practice speaking in front of the class. Some students still can not speak properly practice. Even sometimes seen several students in a nervous, stood rigid, forget going to say when he was confronted with a number of other students. This suggests that learning conversational skills yet to obtain maximum results. Thus the teacher evaluation in learning to speak is very important as an evaluation of the students were lacking in skills to speak and that has been good in speaking. This can be noted in managing classroom teacher for the speaking material. Burhan stated that teaching speaking skills in the class IX SMP include: (1) criticized the work and implementation, (2) reporting, (3) tells the short story, (4) musical poetry, (5) the discussion. Some of the overall speaking skills including language skills in middle school. In English syllabus, curriculum K13, speaking aims is able to determine the elements of the story with the stages in the guide groove, capable of determining the flow of stories read, able to retell content stories orally. Therefore, speaking is very important learning skills mastered by the students as stated in the curriculum that requires students to master the skills of speaking storytelling.

In practice speaking, there are several criterias that had been prepared by the teacher. However, the fact is that not all students can meet the criteria. Students feel that telling stories is just one task in subjects in English. Here, the teacher's role is very important in evaluating students. As did one teacher class IX SMP Negeri 5 Kepahiang in the evaluation of learning, the teacher always use the guidelines to measure the extent to which students are able to speak well. From the results of preliminary observations that the researchers did, using guidelines when evaluating able to generate interest and motivation to learn, help understanding learners become better, and knowing the position of learners in the classroom.

Based on interviews with teacher. They said that evaluating speaking skills (storytelling) is not easy. Many of the teachers that are difficult to evaluate speaking skills. But in contrast to Mrs. Lia Jayanti as a teacher of English class IX SMPN 5 Kepahiang, she is one of the experienced teacher at SMPN 5 Kepahiang. Lia Jayanti used assessment guidelines for evaluating speaking skills. Proven long as she teaches in this way continues to be applied and the value of speaking students did not disappoint. The average value of the students speaking skills was 75.00 while the minimum score learning English especially speaking in SMPN 5 Kepahiang was 67.00. It shows that study of storytelling in SMPN 5 Kepahiang is successful. Therefore in addition to information about its success also need to know in detail how the implementation, barriers experienced, and the efforts made. Recognizing the difficulty in evaluating speaking skills then the difficulty that needs to be researched. Thus it can be known for certain things that become difficult teacher in evaluating speaking skills (storytelling).

RESEARCH METHODS 

The research design used in this research is qualitative descriptive methode. This research subject is English teacher class IX SMPN 5 Kepahiang, while the object of this study is how the evaluation of speaking skills (storytelling of narrative text ) in the class IX students of SMPN 5 Kepahiang, inhibition of teachers in the evaluation of speaking skills (storytelling of narrative text ) in the class IX SMPN 5 Kepahiang, efforts in overcoming challenges teacher evaluation speaking skills (storytelling of narrative text ) in class IX SMP Negeri 5 Kepahiang.

Methode of data collection in this study included (1) observation and (2) interviewing. In this study, observation method nonparticipant is the method used because researchers wanted to see the way of learning evaluation speaking skills (storytelling of narrative text ) in the class IX students of SMPN 5 Kepahiang, inhibition of teachers in the evaluation of speaking skills (storytelling of narrative text ) in IX grade students of SMPN 5 Kepahiang, and the efforts of teachers in overcoming barriers to implementation evaluation speaking skills (storytelling of narrative text ) in the class IX SMPN 5 Kepahiang. Instruments of observation is the field fields note. This study also used the interview as data collection. Interview method used is a structured interview in order to get answers as desired. Sugiyono stated that in order to get deeper information about the source, the researchers can also use a structured interview. The interview method done if a case can not be solved when observed scientifically and require a real answer from the speaker itself.

The technique of data analysis in this research was descriptive qualitative analysis using the procedure with the analytical model of Miles and Huberman consisting of, first data reduction election subject matter, focusing on the important things, look for themes and patterns and discard the no need. Second, presentation of data is done by processing and analyzing the data to obtain the right answer in accordance with the formulation of the problem. In this presentation, challenges, and efforts in the evaluation of speaking skills (storytelling of narrative text ) grade IX SMPN 5 Kepahiang that has been reduced, will be described in such a way that can be found barriers and efforts made in overcoming challenges evaluation speaking skills (storytelling of narrative text ) in the class IX SMPN 5 Kepahiang,  Third, drawing conclusions put forward in the early stages supported by the data is valid, then the conclusion  is the answer of the problem in accordance with the circumstances and what it is. The results of activities in the form of temporary conclusions. Therefore, before preparing research reports, checking back in the whole process to get the results of the analysis and conclusions convincing.

RESULTS AND DISCUSSION 

RESULT 

The results of this study include: (1) How the evaluation of learning speaking skills (storytelling of narrative text ) in the class IX SMPN 5 Kepahiang, (2) Barriers of teachers in the evaluation of speaking skills (storytelling of narrative text ) in the class IX SMPN 5 Kepahiang (3) efforts in overcoming challenges teacher evaluation speaking skills (storytelling of narrative text )  in the class IX SMPN 5 Kepahiang, 

Based on data obtained from the research, there are several ways to evaluate the speaking skills (storytelling). The first way teachers explain the learning indicators, after that the teacher provided materials on speaking skills. After the students learned about the speaking skills (storytelling) teachers began to train students to speak with attention to the elements of the assessment. The second way, teachers evaluate students by assessing students using instruments assessment that have been made in accordance with the guidelines for assessment. There are seven elements of teacher assessment in the value of speaking skills (storytelling) is the appropriateness of the contents, keruntutan storyline, clarity of pronunciation, intonation ketepan, ketepan pause, ketepan tempo, and the suitability of expression. The final way that teachers evaluate the results of the day learning by providing feedback to all students. In addition there are several barriers that prevent teachers (1) Determine the readiness of students in the course. For teachers, to prepare students before the start of learning is not easy. Moreover, most students did not dare show his ability to speak (storytelling), so that teachers difficulty in knowing the readiness of students in the course. Sometimes there are students who are not confident to stand and speak in front of  the class. (2) Setting duration of learning speaking skills (storytelling of narrative text). The lack of English learning duration for the material to speak into one of the obstacles teachers because in practice speaking takes quite a lot of time. However, teachers are provided only a very short time. The barriers of teachers in organizing learning can influence indicators of successful learning. (3) The class management. The number of students in class takes a rather long, whereas they should be evaluated all.

In addition to the obstacles of course there are the efforts of teachers in overcoming them. They are (1) to apply proven strategies to motivate students. Teachers feel that the motivation for students to learn is paramount. For that teachers should be able to motivate students for learning speaking skills can be done properly. Teachers should constantly motivate their students to have the confidence and courage in speaking. Teachers should instil to the student not to be afraid and ashamed to the teacher because the teacher is not something to be feared. In addition to motivating students with better grades, teachers should always use strategies and methods varied. This is to make students more interested and are not easily bored. Innovations to excite student learning outcomes is needed in order to be satisfactory. A teacher must have other capabilities, in addition to the ability to teach and convey the material. A teacher must have a good personality, dynamic, flexible, creative, innovative, aggressive, and intelligent. In this case the soft skills to be a very decisive success in stimulating students' teachers. In this respect the experience and knowledge of teachers also determine the success of teachers in overcoming obstacles. In this case the speaking skills to be a very decisive success in stimulating students' teachers. In this respect the experience and knowledge of teachers also determine the success of teachers in overcoming obstacles. In this respect the experience and knowledge of teachers also determine the success of teachers in overcoming obstacles. (2) The time effective. Teachers recognize the time allocation to teach English is short.. However, it should teachers are able to manage the time allocation well so that the objective can be achieved with good learning. This effort was undertaken by teachers so that the teachers has short time to explain the material speaking (storytelling). (3) organize their speaking time. In the third obstacle, an effort that teachers set the time performance of each student. Each student will be given 5-10 minutes to speak (telling stories) and therefore they will be evaluated by teacher.

DISCUSSION 

Based on the research that has been described previously, the discussion of these results are presented in accordance with the formulation of research problems that include three terms, namely (1) how the evaluation of learning speaking skills (storytelling of narrative text) in the class IX SMPN 5 Kepahiang, (2) the challenges of teachers in the evaluation of speaking skills (storytelling of narrative text) in the class IX SMPN 5 Kepahiang and (3) efforts in overcoming obstacles teacher evaluation speaking skills (storytelling of narrative text) in the class IX SMPN 5 Kepahiang. How the evaluation of learning speaking (storytelling of narrative text) in the class IX SMPN 5 Kepahiang. Speaking is one of the skills that must be mastered by the student. In speaking  course, there are several factors that must be owned by the speaker if it is to succeed in speaking, namely: (1) self confidence; (2) the clarity of the sound; (3) expressions of motion; and (4) a smooth communication. In addition, the speaking skills (storytelling) contained in the K13 curriculum syllabus with basic competencies that verbally retell narartif text content. Thus, speaking skills (storytelling) is one of the competencies that must be mastered by the student. So in evaluating speaking skills (storytelling) needs to be designed properly. How ratings certainly see the conditions, the specific situation and needs of each. Teachers can do the self-assessment,

With the holding of the evaluation in the learning process, will allow students to know their success in following the teaching given by the teacher. If students obtain satisfactory results of the students will look for other opportunities to make students continue to feel satisfied, this will be a significant motivation to study harder. Conversely, if the students are not satisfied to their perfomance so the students will not repeat it anymore, then there are some students who have lackness ability will become more lazy. Hence the importance of the evaluation carried out so that teachers and students know the extent of the student's ability. Teachers also will determine the extent to which teachers succeeded in teaching students.

Speaking is a complex language skills, which not only includes the issue of pronunciation and intonation but also the gestures, expressions, pauses accuracy, precision of intonation. A large element of judgment in speaking skills (storytelling) often makes it difficult to provide an evaluation of teachers. This is suitable with the Arjad’s opinion saying that the evaluation speaking skills often cause difficulties for teachers. In evaluating speaking skills teachers should also look at the existing assessment procedure as a benchmark in the evaluation process. Arikunto divided the learning evaluation procedure into five stages namely, drafting, arranging instruments, data collection, data analysis and collecting report evaluation. In a matter of learning speaking skills (story telling of narrative texts) teachers usually divide time into two sessions. The first meeting of teachers start by telling the students the basic competencies that will be achieved in this study, provides material on speaking and train students to speak well. If students are still embarrassed or they do not want to appear to speak in front of teachers will continue to motivate the students to engage with students in distress. He was prepared to evaluate the learning activities on the second day by using the instrument of teacher assessment has been made in accordance with the guidelines for assessment.

Teachers performed the evaluation by asking each student to speak (storytelling) in front of the class with respect to some elements of the assessment. Each student has a period of 5-10 minutes. The instrument used is an assessment instrument that already contains some elements of the first assessment of conformity with the contents of the storyline, clarity of pronunciation, intonation accuracy, precision pauses, tempo accuracy and appropriateness of expression. Each element has a weight assessment 5. So every student is able to properly speak well will get the biggest score 30. In addition to evaluating using assessment guidelines. Teachers will also provide comments and feedback on each student's performance. In this way students will know the extent to which students are able to speak. In addition, teachers will also show the scores obtained immediately after the students finished speaking (telling) it is the teacher do to excite students to continue learning. As for students who do not appear to be easy to prepare himself. By using a complete instrument easier teachers in making decisions about the level of learning. For the assessment of the ability to speak, in addition to noting a shortage of students, teachers should also note the progress that has been achieved. This is very important because the results of that assessment should be presented to students.

The evaluation of speaking skills (storytelling of narrative text ) in SMP Negeri 5 Kepahiang basically running smoothly, but there are some terms that can be barriers for  teachers. Each implementation of learning there must be obstacles to overcome. A teacher should be able to identify the problems  and look for solutions to solve the problems. From the research carried out there walkin barriers experienced by teachers in evaluating speaking skills (storytelling of narrative text )  in the class IX SMPN 5 Kepahiang namely (1) obstacles in preparing the readiness level students in participating in learning to speak (storytelling), (2) the constraints of teachers in organizing learning time allocation, and (3) the difficulty of regulating the amount of students who want to tell  story. 

The first obstacle is resistance in the level of readiness to prepare students in participating in learning to speak (storytelling). In the process of learning readiness of students into the main thing that must be prepared. This is a constraint teacher because not all students want to show their ability, so the teacher should explore the ability of students  to know the extent of readiness of students to participate in learning. Therefore, teachers must be able to motivate students so that students have a good confidence. Knowing the extent of the ability of students is not easy. Because the differences of students’ character so that teachers have to think about how that all students can be teachers noticed. Moreover, the speaking is a skill that requires students to come forward and speak in front of the class Many students feel less confident when teacher asked to tell the story in front of  the class. This can constraint the learning process, therefore teachers should make students dare to appear and speak to the class. 

Besides obstacles in preparing the level of preparedness of students in participating in learning to speak (storytelling), the second obstacle is teachers in organizing the time allocation learning. In the two meetings, teachers are expected to evaluate the learning activities to evaluate all students. This has become one of the obstacles for the materials teachers speak (storytelling) takes a lot of time. Practice speaking not an easy thing to be done by student. The level of students' speaking ability varies, such as good level or smooth, moderate, stutter, or less. There are students who are fluent unable to express his opinion about something even in a modest extent. A significant number of students are still afraid to stand in front of class. This can be a barrier teachers in organizing the time allocation of learning. Therefore teachers should think of ways to make the time allocation of learning can be used properly and effectively.

The last barriers experienced by teachers in evaluating speaking skills (storytelling of narrative text) at grade IX SMPN 5 Kepahiang, namely the difficulty of regulating the amount of students. Teachers should organize students numbered 21 people so that all students can be evaluated properly because the speaking skills not only on theory but also the practice. This is accordance to John Dewey’s statement who said the speaking as a skill only can be mastered with the exercises or practices regularly speaking and planning. Therefore, to acquire maximum results in learning speaking skillsstudents also should practice or exercise. Thus it was with somewhat less time in the process of learning speaking skills (storytelling) teachers must be able to regulate the passage of teaching and learning. Efforts are being made of teachers, namely (1) the teacher has a strategy to motivate students, (2) the teacher is able to streamline the time, and (3) set the time speaking students. 

To overcome challenges of teacher in preparing student's readiness level is motivate students. Prepare students before the start of the learning is not an easy case. Readiness of students following study is important in the learning process. Dalyono said preparedness is considerable ability, good physical, mental and learning equipment. In preparing student teachers always do a first approach with students. But there are students who do not want to reveal problems in the student learning experience. Teachers will provide motivations to students so that they are not shy in opinion. The motivation can  encourage students to speak in front of the class. The efforts are being made Mrs. Lia is occasionally invites students to joke, with a joke or give encouragement to other students. She would not let the class too tense or be daunting. She always made the grade to be comfortable so that students do not feel afraid to be asked to speak (storytelling) in front of the class. Various efforts have been taken by the teacher to make students closer to the teacher. However there are also students who feel fear and shame to the teacher. Students not yet fully have the courage when faced with the teacher. To anticipate this, usually teachers should encourage students to be able to interact. Teachers give students questions to the perceived lack of attention to when learning takes place. In addition to asking questions, teachers are also often issued statements that could raise questions for students. Teachers should be able to invite students so that the students want to talk.

In addition, the efforts made by teachers in overcoming obstacles in a set of instructional time allocation, the teacher should able to streamline the time. With the availability of time is less, the teacher should be able to set a strategy for learning to run smoothly. This is done by the teacher by sharing learning materials properly. The first meeting with the 90 minutes of learning. Teachers provided materials on speaking (storytelling), provide an understanding of how to tell a story well. After that the teacher will train students to be ready to speak (storytelling) in front of the class. Furthermore, a second meeting with 90 minutes of learning, teachers will evaluate each student to come forward to speak (storytelling). Teachers always set the best time possible so that all students can be teachers with good evaluations. It is indeed hard to do since it does not all students are always present in the learning process. There are of course students are absent when learning. In such event, the efforts made by teachers, by giving an evaluation at the next meeting. A good teacher should able to regulate the problems experienced by both the learning problems or any other problems.

The efforts made by teachers in overcoming difficult obstacles set the number of students has a short time to speak. By the  large number of teachers set up a strategy to provide a time limit for students to speak. She has short time to evaluate students. Before students speak (storytelling) teachers will agree on a time for the students to speak (storytelling) in front of the class. Teachers give 5-10 minutes for  each students to speak. If students passed longer than it, so teacher asked student to stop. In addition teacher also need time to provide comments or feedback for students who have finished the performance. This highly effective way to manage learning, especially to evaluate speaking skill that requires a lot of time. There were unexpected obstacles are faced by teachers. It naturally happens because the number of students in one class and character of students is different.  In this study, researchers looked only at how, effort, and obstacles in evaluating speaking skills (story telling of narrative text) in the class IX students of SMPN 5 Kepahiang.

CONCLUSIONS AND SUGGESTIONS

CONCLUSIONS

Based on the results and the discussion mentioned before, we can conclude several things about this research. They are : How the evaluation of learning speaking skills (storytelling of narrative text) in the class IX students of SMPN 5 Kepahiang teacher explained that the first way of learning indicators, after which the teacher provided materials the speaking skills. After that, students learned about the speaking skills ( how to tell the story in narrative text) teachers began to train students to speak with attention to the elements of the assessment. The second way, teachers evaluated students by assessing students using assessment instruments that have been made in accordance with the guidelines for assessment. There are some elements that teacher assessment in the value of speaking skills (storytelling) is the appropriateness of the contents, clarity of pronunciation, intonation accuracy, precision pause, inaccuracy tempo, and the suitability of expression.

There are several barriers to teachers in the evaluation of learning speaking skills (storytelling of narrative text) in the class IX students of SMPN 5 Kepahiang namely, (1) determine the readiness of students in learning (2) setting time allocation of learning and (3) class management.  In addition there are three efforts of teachers in the evaluation of learning speaking skills (storytelling of narrative text) in the class IX students of SMPN 5 Kepahiang namely, (1) implement a strategy to motivate students, (2) effective time, and (3) set the time speaking for each students. 

SUGGESTION

Based on the research results and conclusions above, there are three suggestions that can be conveyed in this study. First, for English Teacher , the results of this study can be used as one way of evaluating the speaking skills (storytelling of narrative text).  Second, for the school, the results of this study can be used as a reflection in the training system of evaluating learning, especially in the activities of speaking skills. Third, for other researchers expected to assess a student's response in terms of the ways of evaluating teachers speaking skills.

REFERENCES

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Arjad, M.G dan Mukti. 1993. Peningkatan Kemampuan Berbicara Bahasa Indonesia. Jakarta: Erlangga. 

Burhan. 2001. Metodologi Penelitian Sosial. Surabaya: Universitas Airlangga. 

Sugiyono. 2007. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta. 

Miles, M.B and Huberman A.M 1994, Second Edition “Qualitative Data Analysis : An Expanded Sourcebook”

Wendra. I Wayan. 2008. Buku Ajar Keterampilan Berbicara. Singaraja: Universitas Pendidikan Ganesha.