STORYTELLING OF SPOOF TEXT FOR THE ELEVENTH GRADERS: ADVANCING THE BEGINNER SPEAKER

: This study combined the use of storytelling and spoof text in speaking class of high school students. It aims to describe how the storytelling of spoof text can improve students’ achievement in speaking skill for eleventh-graders. There were thirty-three students of MAN Krecek Kediri participated in this study. The method used is classroom action research following Kemmis & Taggart’s model with the procedures of planning, acting, observing, and reflecting. The study was carried out in two cycles. Each cycle consisted of two meetings, and the result of the study showed significant improvement of students’ active participation in classroom and fluency in speech. Most of the students obtained higher scores at the end of the research cycle. It proves that the use of storytelling of spoof text can improve students’s speaking skill . The finding of this study implies the need of English teacher's creativity to support the student's speaking skill by using interesting learning materials and strategies.


INTRODUCTION
English speaking belongs to the skill to master and a priority for second or foreign language learners. Its success becomes the measurement of how well they make improvement in their spoken language skills.
Oral skills are an important focus in language learning that require various approaches for a successful learning. For example, a hands-on approach focuses on specific features of spoken interaction, such as turn-taking, topic management, and questioning strategies. Another indirect approach creates conditions for verbal interaction through group work, working assignments, and other strategies (Richards, 2008). However, the most effective approach is the one that most motivates learners to develop their oral proficiency.
Speaking is the process of constructing and sharing meaning through the use of verbal and nonverbal symbols, in various contexts. It is also an expression of feelings to others by connecting the minds in every aspect of life. Therefore, it needs fluency in communicating thought and feeling. Because through speaking, it makes judgments about the speaker's character and mind (Barrass, 2006). In addition, it affects how well one can interact and express himself in forming social relationships through speaking (Bailey in Angraeni, 2021).
In the context of foreign language, the speaking goal to express oneself becomes a challenging task, particularly for English students at a senior high school of MAN Krecek, Kediri. Based on the preliminary study, the students demand more encouragement to improve their oral language skills and be more enthusiastic in forming communication. The root of the speaking problem is limited vocabulary and a lack of ideas to present in their speech. Accordingly, they also need to understand the material that the teacher in the speaking class has determined.
It is challenging to create conducive learning atmosphere in English class if students think that silence is gold. This is exacerbated by low levels of motivation, high anxiety levels that manifest as avoiding class participation. Many teachers of English as a foreign language find that teaching students with low motivation in speaking class is one of the hardest tasks (Hanh, 2020). Although silent students are often referred to as an indication of an attentive learning process and in the duration of thinking, in speaking classroom silence needs to be studied more deeply (Hu, 2021

1) First meeting
As an opening, the teacher asked the students about a funny story they had heard before. After that he told the students about the spoof text and its sample entitled "sailor". The teacher asked the students to read the text and he ensures that they understand its content by asking some questions. As closing the teacher assessed their comprehension. As an assignment, students were given the spoof text entitled "seafarers".

2) Second meeting
The teacher reviewed the spoof text lesson taught earlier and gave comprehension questions as an opening.
Each student was asked to retell the spoof text. The lesson closed with the teacher providing evaluation and motivation to students.

Observation
The collaborator observed all the situations and conditions in the classroom and took notes on the activities during the lesson.

Reflection
The cycle was ended when more than 75% of students passed the assessment standard and improved their speaking skills.
Otherwise, it continued to the next cycle.

RESULT
The application of story-telling of spoof text in the cycle results in the achievement as summarized in table 1.   (Abadi & Tika, 2021).
Accordingly, the class will not be silent anymore (Hanh, 2020). In this case, the selection of technique alone is not enough without being accompanied by the selection of the right material. Therefore, the eleventh graders in the study showed a positive response to the spoof text.