TEACHING PROCEDURE TEXT THROUGH SERIES PICTURES TO IMPROVE STUDENTS’ SPEAKING PERFORMANCE AT SMP NEGERI 14 BANDAR LAMPUNG

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TEACHING PROCEDURE TEXT THROUGH SERIES

PICTURES TO IMPROVE STUDENTS’ SPEAKING

PERFORMANCE AT SMP NEGERI 14 BANDAR LAMPUNG

TOMMY HASTOMO

A Script

Submitted in a Partial Fulfillment of The Requirements for S-1 Degree

The Language and Arts Department of Teacher Training and Education Faculty

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

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ii ABSTRACT

TEACHING PROCEDURE TEXT THROUGH SERIES PICTURES TO

IMPROVE STUDENTS’ SPEAKING PERFORMANCE

AT SMP NEGERI 14 BANDAR LAMPUNG

Tommy Hastomo

According to guidline of School Based Curriculum (KTSP), the students are expected to master four skills in namely listening, speaking, reading and writing. Speaking is one of the important skills that the students have to master. The ability to communicate is the primary goal of foreign language instruction so that speaking is put ahead on the other skills. On the contrary, for most students speaking is the most difficult part when they learn foreign language. A common problem for foreign language teacher is dealing with passive class because the students are afraid of making mistakes and they lack vocabulary mastery.

This research is a quantitative research. This research was conducted to find out whether there is any significant difference of students’ speaking performance before and after being taught through series pictures. The design of this research was one group pretest-posttest, experimental design. The subjects were class VII 5 consisting of 30 students. In collecting the data, the researcher administered speaking test and interview. The test was given to the students to see how far the students improve their speaking performance.

Based on the data, the researcher found that there were significant improvements in students’ speaking performance. The data shows that value of two tail significance was 0.000 and the sign < α (0.000 < 0.05). It could be stated that the hypothesis was accepted. The mean score of speaking achievement in pretest was 57 and the mean of posttest was 84. It means that there was improvement in speaking performance.

Series pictures used in this research stimulated the students to speak a lot in the classroom. It can be used to increase the interactions among the students. They became more confidence to express their ideas. They started to speak their ideas and respond the teacher well.

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xi LIST OF APPENDICES

Appendices Page

1. Lesson Plan 1 ... 63

2. Lesson Plan 2 ... 66

3. Lesson Plan 3 ... 69

4. Speaking Pre-test ... 72

5. Speaking Post-test ... 73

6. Score of Pre-test ... 74

7. Score of Post-test ... 75

8. Inter Rater Reliability of Pre-test ... 76

9. Inter Rater Reliability of Post-test ... 77

10. Reliability of Pre-test and Post-test ... 78

11. The Distribution of Pre-test Score ... 79

12. The Distribution of Post-test Score ... 80

13. Questions of the Interview ... 81

14. Transcript of Students’ Monologue in Pre-test and Post-test ... 82

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viii LIST OF CONTENTS

Page

TITTLE………...i

ABSTRACT………ii

CURRICULUM VITAE………iii

DEDICATION………...iv

MOTTO………...v

ACKNOWLEDGEMENTS………...vi

LIST OF CONTENTS………...………...viii

LIST OF TABLES………...……x

LIST OF APPENDICES………....xi

I. INTRODUCTION 1.1. Background of the Problems ... 1

1.2 Identification of Problems ... 4

1.3. Research Question ... 4

1.4. Objective of the Research ... 5

1.5. Scope of the Study ... 5

1.6. Uses of the Research ... 5

1.7. Definition of Terms ... 6

II. FRAME OF THEORIES 2.1. Review of Previous Researches ... 7

2.2. Speaking ... 8

2.2.1 Concept of Speaking ... 8

2.2.2 Types of Speaking ... 10

2.2.3 Characteristic of Speaking ... 10

2.2.4 Speaking Aspects ... 12

2.2.5 Concept of Teaching Speaking ... 13

2.2.6 Principle of Teaching Speaking ... 15

2.3. Concept of Procedure Text ... 15

2.4. Concept of Pictures ... 16

2.4.1 Kinds of Pictures ... 18

2.4.2 Selecting Pictures ... 19

2.4.3 Pictures as Visual Aids in Language Teaching ... 20

2.4.4 The Use of Pictures in Classroom ... 22

2.4.5 Procedure of Teaching Speaking through Series Pictures . 23 2.4.6 The Advantages and Disadvantages of Using Series Pictures in Language Teaching ... 24

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2.6. Hypothesis ... 25

III. RESEARCH METHOD 3.1. Research Design ... 27

3.2. Population and Sample ... 28

3.3. Data Collection... 28

3.4 Step in Collecting Data ... 29

3.5. Data Analysis ... 31

3.6. Scores ... 35

3.7. Hypothesis ... 38

IV. RESULTS AND DISCUSSION 4.1. Students’ Speaking Performance ... 40

4.1.1 Results of Pretest ... 40

4.1.2 Results of Posttest. ... 42

4.1.3 The improvement of Students’ Speaking Performance ... 43

4.2. The Students’ Response ... 47

4.3. Hypothesis Testing ... 49

4.4. Discussion ... 51

V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ... 57

5.2. Suggestions ... 58

REFERENCES ... 59

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x LIST OF TABLES

Table Page

1. Table 3.1 Rating Sheet Score ... 38

2. Table 4.1 The Distribution of The Pretest Score ... 41

3. Table 4.2 The Distribution of The Posttest Score ... 42

4. Table 4.3 Students’ Score of Pretest ... 44

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I. INTRODUCTION

This chapter discusses several points, i.e. background of the problem, identification of problem, research question, objective of the research, scope of the study and definition of terms as follows:

1.1 Backgrounds of Problem

English has become popular language in the globalization era since people around the world use it as an international language when they communicate to each other. As a result many people around the world learn English for various purposes, such as for job requirement, for business, for communicating with people from different country. English has the important role as the tool of communication. It is positioned as the first foreign language in Indonesia and is taught from junior high school to university. It is the compulsory subject at school. In educational context, English functions as the tool of building interpersonal relationship, sharing information and appreciating language as in the English culture in relation to above explanation in English there some aspects or skill that should be investigated.

In junior of high school, English is one of the most important subjects for students at seven until nine grade. English has been identified as the most important parameter in

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the curriculum development that should be mastered by Indonesian students. It means that students in the junior high school have three years opportunity to learn English and they are expected to master it.

In fact, based on researcher’s interview with English teacher and researcher’s experience in Field Practice Program (PPL) at SMPN 1 Punduh Pedada from July to September 2012 , it can be reported that the first grade students at that school had low performance in speaking. Most of them were not actively involved in the learning process and they had low self-confidence in producing their sentences so they could not speak well. Their average score in speaking was only 50. The students in the class were often embarrassed when they made mistakes in the class. They still hesitated to interact with their friends or with their English teacher.

These situations might be caused by the facts that the teachers never make the students to speak English, they seldom make various interesting communicative activities in the class. In addition, the teacher did not use appropriate technique for teaching speaking. The teacher taught speaking by explaining the form of sentences, drilling it to students and asking students to do some written exercise at students’ worksheet or LKS. This made the students passive and speaking class became writing class and students did not have chance to speak. She taught the lesson by giving the formula of sentence for about twenty five minutes and then asked students to memorize the formula and did the exercise from English textbooks. The teacher just focused on the grammar. This situation made most students kept silent. When the teacher asked the students to show their speaking task in front of the class, only the

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active students produced good communication in English. In addition, most of the students’ pronunciation was not clear. It could be seen from the sound, stress and intonation they produced.

Actually in teaching English the emphasis is not only on linguistic competence of the language learners but also on the development of their communicative performance. In order to develop the learners’ communicative performance, the teacher needs to create a scenario to teach the target language in an active and interesting manner. To give the students good chance for practicing, it is necessary to take an action by using appropriate technique which gives opportunities and trigger the students to practice their English in the classroom. A suitable technique can give students’ interest and then it will increase their speaking performance.

Considering the statement above, the researcher is indented to use a technique that can motivate and give students opportunities to speak or express their ideas in a situation they are likely to encounter outside the classroom. One of the medias that are going to applied is using series pictures. Thornburry (2006) says that series pictures can illustrate the script of conversation in order that people can memorize it easily. The researcher assumes that using series pictures is very enjoyable for students because they can express their ideas in front of the class based on the series pictures which they see. So, the the researcher will try to use this technique in junior high school.

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Based on the explanation above, this research is aimed to find out the use of series pictures in teaching procedure text to improve students’ speaking performance which will be conducted to a group at the seventh grade of SMP Negeri 14 Bandar Lampung.

1.2 Identification of problem

After observation in the class, it can be stated that the students faced several problem: 1. Students have low speaking performance.

2. The frequency in learning speaking is not enough.

3. Teacher’s media for teaching speaking is not appropriate.

4. The students have low self-confidence in practice speaking in the class. 5. The students do not feel fun in studying speaking.

1.3 Research Question

The primary purpose of this research to answer the following questions:

1. Is there any significant difference of students’ speaking abilty before and after being taught through series pictures?

2. What are students’ responses after being taught through series of pictures in teaching speaking skill?

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1.4 Objective of the Research

The objectives of this research are:

1. To find out whether there is any significant difference of students’ speaking performance after being taught through series pictures.

2. To find out what the students’ response after being taught through series pictures in teaching speaking skill.

1.5 Scope of the Study

This quantitative research was conducted in the first grade of SMP Negeri 14 Bandar Lampung. The researcher found out whether there is a significant difference of students’ speaking performance after being taught through series pictures. This study only focused on improving students’ speaking performance monologue. The writer conducted this research in 5 meetings for 3 weeks. Students’ improvement found out by comparing the result of students’ recorded answers of pretest and posttest.

1.6 Uses of the Research

The writer expected that the research can be used as:

Theoretical uses:

1. To verify the previous theory dealing with the theories of using Series Pictures.

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2. To be used as a reference for the next researcher who will concentrate on students’ speaking performance, students’ participation in teaching learning through series pictures and teacher’s teaching performance.

Practical uses:

1. As a reference to English teacher in finding appropriate technique in improving students speaking skill and teacher’s performance.

1.7 Definition of Terms

Series Pictures

Series Picture is pictures (in six or more series) which show participant(s) and sequence of procedures which is used as medium.

Procedure Text

Procedural text refers to the text which tell us information of making or doing something and how things work through several steps and directions

Improvement

Improvement means making something or somebody from low performance to good performance. In this research the researcher intends to make the students’ speaking performance better which is indicated from the score of pretest and posttest

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7 II. FRAME OF THEORIES

There are some concepts related to the research. In theoretical framework, the section discusses several concepts such as review of the previous research, concept of speaking, concept of procedure text, concept of pictures, theoretical assumption, and hypothesis

2.1 Review of Previous Research

Teaching speaking using pictures is a very useful activity in teaching speaking because it helps the students to develop their way of communicating in second language. As what Wood and Tinajero (2002) state that to help the students develop their communicative efficiency in speaking, there are some activities used in the classroom to promote the development of speaking skills in learners.

In addition, Leong (2003) finds that series pictures make the learners enthusiastic to learn all four skills. Moreover, they like learning through series pictures because it was positive and interesting. They also spoke with confidence.

Purna (2005) states that series pictures activity could be implemented in language teaching learning. By using series pictures, it can improve the vocabulary of the students because it could appeal students‟ interest by creating a fun learning.

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8 Based on the previous research above, the researcher concludes that in improving the students‟ speaking skills, the English teachers have to find out the appropriate teaching techniques or media in presenting the teaching materials in the classroom. Moreover, the use of picture as a teaching media is believed as the solution to break some difficulties in teaching speaking. It also can create interesting and enjoyable learning. By applying picture, the classroom will be designed communicatively and functionally based on the students‟ needs.

2.2 Speaking

This section attempts to discuss about concept of speaking, types of speaking, characteristic of speaking, speaking aspects, concept of teaching speaking, principle of teaching speaking

2.2.1 Concept of Speaking

In language teaching, we often talk about the four language skills (speaking, listening, reading and writing) in terms of their direction. Savignon (1991) cited in Hadfield and Hadfield (2003) states that language which is generated by the learners (in either speaking or writing) is considered productive, and language directed at the learners (in reading or listening) is known as receptive language.

Thus, speaking is the productive skill and very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the students in school and success later in every phase of

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9 their life. It is believed that speaking skill is a measurement of knowing a language. The more understand the better fluently they will be.

Some definitions of speaking have been formulated by many experts. As Clark and Clark (1977) states that speaking is basically a means of taking an action. Speakers may influence their listeners by declaring things to alter their state of knowledge. By speaking, they can request their listeners to give them information. They also can ask them to do something for them

According to Bailey (2005) speaking is a process of interaction where speakers intend to build meaning through producing, receiving and processing information. Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney, 1998). In line with Kartimi (1986), speaking is the ability in using oral language to explore idea, intention, thought and feeling to other people as a way to make the hearer can understand the message clearly.

Based on the explanations it can be concluded that speaking is an activity to communicate or sharing ideas, opinions, wants, desire through the language. It means that we produce spoken message to someone. Spoken message is our ideas, thought and feeling that we want to share, influence, or interact to other people. So, here speaking situation involves a speaker who put a message with words or sentence that has content a listener.

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10 2.2.2 Types of Speaking.

According to Brown (2001), there are two types of speaking; they are monologue and dialogue. Monologue is divided into two, those are planed monologue in which usually has title redundancy such as speeches and other rewritten materials, and unplanned monologue in which has redundancy such as impromptu lectures.

On other hand, dialogue is divided into two, i.e interpersonal (to promote social relationship) and transactional (to convey the factual information). The dialogue which is occurred among the speaker and interlocutor divide into familiar and unfamiliar. Dialogue among the familiar speaker and interlocutor will make the conversation with more assumptions, implications, and other meanings hidden between the lines. Meanwhile, the conversation between unfamiliar of interlocutors will present explicit meaning to avoid misunderstanding moments.

2.2.3 Characteristic of Speaking

Harmer (2001) presents some elements in spoken language. First is connected speech. It means that good speaker not only can sound the individual word correctly but also should be able to connect the sounds of word to each other. Second is an expressive device. It means that speakers can use pitch, stress of particular parts of utterances in appropriate way to show their feeling. Third is lexis and grammar. It means that speaker should use the appropriate phrases depending on the language function such as a job interview. Last is negotiation language. It means that speaker can create the

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11 effective speaking from negotiator language to get clarification and to display the structure of our talking.

The characteristics of speaking are significant in order to make a good communication. It is necessary to convey the message or idea clearly. In other words, it is important to consider speaking aspects in conducting good communication for the others.

2.2.4 Speaking Aspects

On the subject of speaking class performance, Brown and Yule (1983) assert that students be exposed to three key items. They are namely form-focus instructions, which deal with attention to details of pronunciation, grammar, and vocabulary. Meaning-focused instructions in the next point deal with providing opportunities to produce meaningful spoken message with communicative purposes. The students are involved into producing and listening to meaningful oral communication. The last one is an opportunities to improve fluency. Reasonably fast speed speaking and fewer pauses are sighs of speaking fluency. In other words, the speakers don‟t have to spend so much time in searching language items to deliver the messages.

There are five aspects that must be fulfilled in speaking classroom, they are;

1. Fluency

Fluency can be defined as the ability to speak fluently and accurately. Signs of fluency include a reasonable fast speed of speaking and only a small numbers

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12 of pauses. Fluency refers to the ease and speed of the flow of the speech (Harris, 1974: 81). Fluency is the smoothness or flow with which sounds, syllables, words and phrases are join to other when speaking. It means that when a person makes a dialogue with another person, the other person can give respond well without difficulty.

2. Grammar

Heaton (1978:5) states that grammar as the students‟ ability to manipulate structure and to distinguish appropriate grammatical form in appropriate ones. Meanwhile, Syakur (1978) defines grammar as a correct arrangement sentence in conversation.

3. Vocabulary

The speaker can not communicate well if he/ she does not have sufficient vocabulary. Therefore, vocabulary means the appropriate diction which is used in communication as what stated by Syakur (1987).

4. Pronunciation

Pronunciation is the ability to produce easily comprehensible articulation (Syakur: 1987). Meanwhile Harris (1974: 81) defines pronunciation as the intonation patterns.

5. Comprehension

Comprehensibility denotes the ability of understanding the speaker‟s intention and general meaning (Heaton, 1991: 35). Defines comprehension for oral communication that requires a subject to respond to speech as well as to initiate it (Syakur: 1987). This idea means that if a person can answer or

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13 express the sentence well and correctly, it shows that he/ she comprehends or understand well.

2.2.5 Concept of Teaching Speaking

Speaking is an important thing to be mastered since people can convey their ideas, opinion and feeling through speaking. They can get more knowledge, information, and new concept from the interaction. Vygotsky (1978) quoted in Mooney (2000) states that the interaction gives positive contribution on cognitive development. Therefore, it is important to teach speaking to the students by letting them interact with the other because they can explore their contribution in speaking to get the good development in speaking skill.

Moreover, Arnold (1983) asserts that there are some purposes of teaching and learning speaking. They are namely to develop students‟ powers of communication, to facilitate students‟ analytical approach toward the consideration of information, problems, and conditions requiring the formation of attitudes. The other purposes are to introduce the aspects of organization and working of current society, to help students in developing and create their own creativity and initiative, to develop personal qualities as the individual and society.

The last one is to help students in creating communication effectively. The students should know how to pronounce words correctly and how to convey the message grammatically. They also should have various vocabularies, and they should be able

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14 to communicate with considering social and cultural rules which exist in certain situation.

In addition, Littlewood (2005) points out four main purposes of communicative activities; those are, first, communicative activities should provide “whole-task practice”. In EFL situation, we give learners whole-task practice by providing them various kinds of communicative activities and structuring them in order to suit the learners‟ level of ability. Second, the activities should improve students‟ motivation. The main purpose of learners is to participate in a communication with others. To sustain their motivation in acquiring, teachers should give them learning activities related to their purpose and help them to succeed in mastering speaking skill. .

Third, the activities should allow natural learning. Teacher should know that learners may get frustration frequently and many aspects of language learning are beyond their pedagogical control. In point of fact, many aspects of language can occur only through natural processes. Such processes work when a person uses language for communication. It means that communicative activity is a crucial part of the total learning process. Forth, the activities should create a context which supports learning. Learners have chances for developing positive personal relationships in classroom by doing communicative activities. These relationships can help to “humanize” them and create a context that supports students to learn.

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15 By considering the purposes of teaching and learning speaking, teachers can help the students to create communication effectively so that they can develop their personal qualities as the individual and society,.

2.2.6 Principles of Teaching Speaking

According to Brown (2001), there are seven principles for designing speaking techniques such as:

1. Use techniques that cover the spectrum of learner needs, from language-based focus on accuracy to message-based focus on interaction, meaning and fluency. Teacher often snare in employing interactive activities that do not focus on pronunciation or grammatical pointers.

2. Provide intrinsically motivating techniques.

Teacher should create good circumstances in teaching the language. Try to appeal students‟ interest and willingness in learning the materials and achieving the purpose of learning speaking skill.

3. Encourage the use of authentic language in meaningful contexts.

Teaching speaking should be considered toward meaningful context and also basic knowledge of students.

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16 Giving feedback and correction are important in teaching speaking in which it needs fluency and accuracy. Students should know whether or not they speak correctly and grammatically.

5. Capitalize on the natural link between speaking and listening.

Receptive and productive will always exist in the process of speaking. These two skills cannot be separated if it is used to achieve the process of communication.

6. Give students opportunities to initiate oral communication.

The competency of oral communication is turn-taking in speaking. Students not only hope to answer or to listen to the teacher but also they hoped to start the conversation such as asking the question, giving opinion, etc.

7. Encourage the development of speaking strategies. Create more speaking strategies to accomplish the purposes of oral communication.

In short, the principles help teachers to determine the method of teaching speaking, even to implement the activity in the classroom. Nonetheless, the teachers also have to find out students‟ needs and characteristics before conducting the principles and the selected method in teaching of speaking

2.3 Concept of Procedure Text

According to Anderson (2007), procedure text is a piece of text type to explain how something can be done. Meanwhile, Derewianka (2004) argues that procedure text is

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17 a kind of text designed to describe how something is achieved through a sequence of actions or steps. From the two statements above, the writer infers that procedure text is a kind of text that gives us instructions to do something through a sequence of actions or steps.

In this study, procedure text is taught in spoken form (oral text) to find out the improvement of students‟ speaking performance. Besides, this text is used as materials in teaching learning process. Students express instructions to do or make something through a sequence of steps by seeing series pictures given orally so that they can make a communication. Richards (1985) states that communication consists of different genres of discourse. They are conversations, discussions, debates, descriptions, narratives and instructions.

In summary, procedure text was the material used in the process of teaching and learning speaking to improve students‟ speaking performance. The students gave instructions on how to do or make something orally based on the series pictures. Therefore, speaking has a main role in displaying students‟ understanding of procedure text.

2.4 Concept of Picture

According to Gerlach and Ely (1980), picture is a two-dimensional visual representation of persons, place or things. In this study, pictures have a role as visual aids in teaching speaking which provide a starting point to talk about in the

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18 classroom. The pictures can be adopted from books, magazines, newspapers, internet, photograph, brochure, catalogue, posters, cartoon strips, and one‟s drawing.

Stevick (1982) states that visual aids are usually functioned as the illustration of what words are saying. They portray several things which are not found in the classroom and they also bring a lot of things from the outside only in a piece of paper. By seeing it, they will find new vocabularies and apply it in speaking.

Pictures as an effective media can stimulate learners to use the language. It is right to say that when students see interesting and funny picture, they always want to talk or to write something about what they have seen on it. Pictures urge learners to think about a definite new vocabulary and structure and provide them with the basic materials for their spoken or written composition.

In sum, the pictures can be determined as a means for teachers in conveying information without giving any explanation. Besides, students give explanation for the pictures by using their own words, even they can be encouraged to deliver their spoken or written composition because there are many materials to talk or write in the pictures. In addition, teachers can get more benefit of such pictures by knowing the kinds of picture.

2.4.1 Kinds of Pictures

According to Curtis and Bailey (2001), there are two kinds of pictures that are used in teaching and learning activity frequently. Firstly is single picture. It means the one independent picture in which things or thing object are shown. In teaching

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19 composition by means of using the single pictures, the teacher can also encourage on the students to use or to practice certain tense patterns, such as practicing present continuous tense only, but various tense can be practiced and used.

Secondly is series pictures. It means number picture each which is related to some ways to the other, especially to the one before it. Series pictures is really serviceable for teaching composition purpose because from this kind of pictures the student will get a complete idea and their imaginative powers are stimulated.

Of course the teacher can use a ready made picture either for teaching purpose or cut out from magazine, but it should be taken into account that the picture should be large enough for the whole class to see.

The teacher must be able to judge their language content to what can be done with them. A colorful and funny picture presented will arise the students‟ interest and stimulate them to talk and to write upon definite subject presented by the picture. Therefore, teachers should be able to select appropriate pictures to achieve the teaching and learning objectives and make the teaching and learning process more interesting by identifying the different types of pictures

2.4.2 Selecting Picture

Before choosing a picture, teachers should ask themselves whether or not they can get lively response to the picture when they use it in class. Morgan (1978) argues five factors that should be considered before selecting pictures, they are, first, appeal, the content of the picture should capture students‟ interest and imagination. Second,

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20 relevance, the picture should be appropriate for the purpose of lesson. Third, recognition, the significant features of the pictures should be within the student‟s knowledge and cultural understanding. Forth is size. A picture to be held up before the class should be large enough to be seen clearly by all. The details of the picture should be visible from the back of the room. Pictures intended for group or pair work can of course be proportionally smaller. Fifth is clarity. A crowded picture can confuse and distract. Students should be able to see the relevant details clearly. Strong outlines and contrast in tone and color are important in avoiding ambiguity.

If the five factors are fulfilled by a picture, it can be used as the media in the teaching and learning language. So, the teachers should pay attention to the criteria of the selecting picture above before doing language teaching in order to get the best result in teaching language learning.

2.4.3 Picture as Visual Aids in Language Teaching

Visual aids are very useful for proving, explaining, or holding interest. Visual aids allow the students to become involved with their eyes as well as with their minds. Kerr (1979) states that visual aids are an effective way of focusing students‟ attention. Moreover, good visual materials will have maintained the pace of the lesson and students‟ motivation. As we learn most through visual stimulus, the more interesting and varied these stimuli are the quicker and more effective our learning will be. Unsuitable aids or one that are not used properly can at best distract and at worst mislead the audience. Pictures are one of visual aids.

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21 When teachers intend to use picture as a teaching media, they should consider the students‟ needs and the circumstance of the classroom. The pictures that are used should be based on the two aspects in order to achieve the objective of learning. Heinich and Russell (1985) explains that teachers have to find out students‟ experiences, preferences, personality, interest, and capability and learning styles because those things will influence the use of media.

Harmer (2001) points out six uses of pictures as visual aids in language teaching. Firstly, Harmer states that picture is used for drilling. It is useful for drilling grammar, sentences and practice vocabularies. Secondly, the use of picture is for communication. It provides variety of communication activities. Thirdly, Harmer says that picture is used for understanding. Students will get their understanding about people or objects, even series of instructions to do something by seeing the pictures. It is also easy to check students‟ understanding by giving them a question and ask them to choose the picture as the answer. Fourthly, picture is used for ornamentation. It means that picture can be an aid to appeal students‟ interest. Fifth, the use of picture is for prediction. Picture show the stories or activities: it can help students to guess what is happening or doing in the pictures. Last is for discussion. There are many questions which occurred in the pictures.

In short, picture can give students a great help in stimulating language learning. Picture will give students more information by observing and analyzing things in it. Moreover, it can create enjoyable learning. Thus, it is expected to be employed in the classroom.

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22 2.4.4 The Use of Picture in the Classroom

Teaching English to young learners needs more attention and good method to maximize their understanding and willingness. One of the ways that can make teaching learning process more interesting is the use of picture. Picture as a visual aid provides many advantages in language learning. Sasmedi (2004) says that teaching showing pictures can make the students remember more, more impressed, more interested and more focused.

Furthermore, picture can stimulate and motivate students to become more observant and express themselves. It is because pictures provide something to talk about. Learners take the focus off the language during oral practice and turn it to the picture. A picture can evoke mental images to help second language learners recall a term or concept. Pictures can be used with any and all languages, are easily accessible, and can be used to reinforce literal, critical, and creative thinking (Curtis and Bailey: 2001).

Kayi (2006) also states that the use of pictures in teaching speaking by having them describe what it is in the picture fosters the creativity and imagination of the learners as well as their public speaking skills. In addition, using picture means that the students create or construct their knowledge as they attempt to bring meaning to their experiences.

In line with it, Doff (1990) points out six advantages of using pictures, as follows: firstly, showing visuals enables students to focus on the meaning and it makes the

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23 language can be used in the classroom more real and livelier. Secondly, visual retain students‟ attention and make teaching learning process become more interesting. Thirdly, visuals can be applied at any level of the lesson to assist in explaining new language or introducing a topic and it is also useful to review the materials that have been given in the previous time. Visual aids can be used for more than once and discussed with other teachers. Those are the indication of good visual aids.

From the above explanation, it is obvious that pictures are very important in supporting the implementation of community education and teaching, especially true in language teaching practice, including the teaching of foreign language. Pictures have many advantages in encouraging of teaching learning process. Furthermore, the pictures as a visual aid facilitate the teacher to teach the materials of procedure text. The students should tell someone how to do or make something through a sequence of actions or steps by observing series pictures. Hence, the procedure text will be explained in the following section.

2.4.5 Procedure of Teaching Speaking through Series Pictures

The researcher chose the topic related to the requirement of curriculum of the second year of senior high school. The researcher described the procedure as follows:

A. Pre Activities

- The teacher greets the students

- The teacher checks the attendance list B. Main Activities

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24 - The teacher explains briefly about series pictures.

- The teacher gives the example of series pictures.

- Tell the students that they are going to learn spoken procedure text through series pictures.

- Explain the students what kind of activities that they will do. For example; how to be yourself, how to make friends, how to motivate yourself to workout and how to jog effectively.

- Choose one of the topics from series pictures that the students will do. - Ask the students to practice their monologue activity based on the series

pictures.

- The teacher asks the students to perform the activity in front of the class. C. Post Activity

- Students answers the teacher‟s question to reflect them - Teacher gives a homework for them

2.4.6 The Advantages and Disadvantages of Using Series Pictures in Language Teaching

The Advantages of Using Series Pictures in Language Teaching:

1. Using series pictures can change the mood in the class room, the class becomes more student-centered, enabling the teacher to change role from instructor to monitor/facilitator.

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25 2. Students can practice their own language before they perform in front of the

classroom, that makes them feel enjoy and not embarrassed to present their ideas.

3. Teachers can tailor-make the content of the activity to provide suitable practice of the language items being taught.

The Disadvantages of Using Series Pictures in Language Teaching

1. The noisy condition made the teacher difficult to control the students.

The students were more active to play in class. The teacher has to control the students one by one.

2.5 Theoretical Assumption.

The researcher assumes that there is possible teaching procedure text through series pictures can improve students speaking performance. The reason why the researcher assumes like that because it is an activity which can help students to use the target language and allow them to say what they want to say and this activity is cognitively challenging. In addition, using series pictures activities will build self-confidences in the students. Therefore, series pictures may be an effective technique for the students to improve their speaking performance.

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26 2.6 Hypothesis

Based on the frame of theory and theoretical assumption above, the researcher formulates the hypothesis: “There is a significant improvement of students‟ speaking performance after being taught through series pictures at first year students of SMPN 14 Bandar Lampung”.

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27 III. RESEARCH METHOD

This chapter includes the research design, the population and sample, step in collecting date, data collection, data analysis, scores and hypotheses testing.

3.1 Research Design

This research is a quantitative research based on the experimental class. Quantitative research is a kind of research in which the data used to tend to use statistic measurement in deciding the conclusion (Hatch and Farhady, 1982:22). It is conducted using one group pretest posttest design. It means that the researcher find out the improvement by comparing the pretest with the posttest result. Reffering to Setiyadi (2000:40), the design can be presented as follows:

T1 X T2

T1 : Pre test

T2 : Post test

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28 A pretest is the activity to find out students‟ speaking performance before treatment. Afterword, the researcher gave three treatments to the students by using series pictures. Finally, a posttest is administering to find out the students‟ speaking performance after treatments.

3.2 Population and sample

The population of this research was the seventh grade of SMP Negeri 14 Bandar Lampung. The class consists of 30 students. The researcher took one class to be treated. The researcher chose VII A because they had potential to be observed in this research. The population selected by using random simply technique sample.

3.3 Data Collection

3.3.3 Research Instruments

This research used three instruments namely pre-test, post-test and interview in order to answer the research questions. Sugiyono (2008) states instrument is a media used to collect the data. The three instruments were described as follows:

3.3.3.1 Pre-test

The researcher used the pretest just 90 minutes. The purpose of this test was to know the students speaking performance before they were given treatment. In this case the researcher would give the topic to the students and let them to perform the

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29 perform it in front of the class, the test was done in individual. The last, teacher recorded their monologue.

3.3.3.2 Post-test

After conducting the treatment, the researcher gave post-test which take 90 minutes. The purpose of this test was to know the result of their speaking performance

improves or not. The researcher gave the test would be similar to the pre-test and will score the result of this test. The last, the researcher knew the student improvement when using series pictures technique.

3.3.3.3 Interview

Interview was done after finding the data from pre-test and post-test. The researcher interview the sample to get students‟ opinion concerning series pictures acitivity. So, the researcher got the opinion whether series pictures is good or not for the students to improve their speaking performance

3.4 Step in Collecting Data

3.4.1 Preparing the Lesson Plan

The lesson plan was designed to be implemented during treatment to the experimental group. The researcher designed the lesson plan for five meetings. The first and the last meeting were allocated to conduct the pretest and posttest, while the rest three meetings were allocated to execute the treatment. The lesson plan was designed based

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30 on the National curriculum of English for seventh grade students which consists of Competence Standard, Basic Competence, Indicator, Instructional Objective, and Lesson Materials. In addition, Method/ technique, Steps of the activity, Source Lesson, and the evaluation are also involved.

3.4.2 Preparing the Material

The materials given to the experimental group are taken from several English textbooks; Contextual Teaching and Learning Bahasa Inggris Sekolah Menengah Pertama Kelas VII, English in Focus for Grade VII Junior High School and Exploring How texts work. The materials included some procedure texts about doing something. It is in line with the competence standard of VII grade junior high school in number 10 that students must be able to expressing meaning on spoken functional text and short monologue in descriptive and procedure forms to interact with their close environment. In detail, those texts involves several terms; how to turn on the television, how to tie a bow tie, how to make a glass of avocado juice, how to jog effectively, how to be a good swimmer and how to remove the sim card from handphone.

3.4.3 Administering Pre-test

Pretest was given before the researcher started the treatment (teaching procedure text through series pictures). The test was speaking test in form monologue. The test was held for 90 minutes. The form of the test was subjective test since there is no exact answer.

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31 3.4.4 Conducting Treatment

The researcher presented the material for treatment through series pictures. There was three times treatment in this research. Each treatment was held for 90 minutes. In selecting the speaking material the researcher used the syllabus of the first year of junior high school

3.4.5 Administering Post-test

The researcher gave posttest after the treatment, which last 90 minutes. It aimed to know the progress of the students‟ speaking performance after being given the treatment through series pictures. In conducting the posttest the researcher provided some topics and let them to make a short monologue individually based on the topic provided. The test was done orally and directly, the teacher called each student one by one in front of class to perform their monologue. The researcher asked the students to speak clearly since the students‟ voices were recorded during the test.

3.4.6 Administering Interview

Interview was conducted to reveal the students‟ perception toward the use of series pictures as a teaching method after conducting pre-test and post-test. Interview is „a set of questions for obtaining statistically useful or personal information from individuals‟ (Meriam-Webster Online Dictionary: 2008). This instrument provides students‟ point of view about treatment that they have done as description of additional information concerning with the methodology of using series picture.

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32 3.5 Data Analysis

Data analysis needs careful thinking because data analysis is aimed at organizing the data. It makes the readers able to understand the result of the research. Data analysis is the process of organizing the data in order to gain the regularity of the pattern and form of the research. Data analysis is done to create understanding for the data after following certain procedure final of result of the students can be presented by the researcher to the readers (Setiyadi, 2001).

After collecting the data that was students‟ recording utterance in performing the activity, students‟ opinion about series pictures, the data were analyzed by referring the speaking score based on aspects of speaking.

Scoring for pretest – posttest was tabulating the result of the test and calculating the mean of the pretest and the posttest. Repeated Measure T – test used to draw the conclusion. The data computed through SPSS version 17. The hypothesis analyzed at the significance level of 0.05 in which hypothesis will approve if sig <α.

3.5.1 Evaluating the Students’ Speaking

The researcher used inter-rater to give score of students‟ performance. The rater gave the students‟ score by listening to the record. The rater is the researcher himself and the English teacher in school. The record helped the rater to evaluate more objectively. The test of speaking is measure based on two principles: reliability and validity.

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33 1. Reliability of The Test

Reliability refers to extend to which the test is consistent in its score and gives us indication of how accurate the test score are (Hatch and Farhady, 1982:224). In achieving the reliability of the pretest and posttest of speaking, inter rater reliability was used in this research. It meant that there are two raters to judge students‟

speaking performance. The first rater was the researcher himself and the second rater was the English teacher at the class. Both of them discussed and put in mind of the speaking criteria in order to obtain reliable result of the test.

Inter-rater reliability of the pretest and posttest was examined by using statistical measurement:

R= 1 - 6. d2 � ( �2₋₁₎ Notes:

R : Reliability of the test

N : Number of students

d1 : The different between R1 and R2

d2 : The Square of d1

1-6 : Constant number

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34 The standard of reliability

A. a very low reliability ranges from 0.00 to 0.19 B. a low reliability ranges from 0.20 to 0.39 C. an average reliability ranges from 0.40 to 0.59 D. a high reliability ranges from 0.60 to 0.79 E. a very high reliability ranges from 0.80 to 0.100

Slameto (1998:147) in Susan (2001:10)

2. Validity of The Test

Meizaliana (2009:82) states that the data is valid if the instruments used are also valid, and a test is reliable if it is constant, or it is reliable if the results of test show their constancy.

Hatch and Farhady (1982:250) defined validity as “the extent to which the result of the procedure serves the uses for which they were intended”.

Content validity, the test is a good reflection of what is thinking and the knowledge which the students to know. Shoamy (1985) states that is construct validity to measure the test will be examining to reflect what language.

Based on that quotation, validity refers to the extent which the test measures what it is intend to measure. This means that relates to the purpose of the test. The test measured based on the indicator.

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35 3.6 Scores

In evaluating the students‟ speaking scores, the researcher, used the Oral English Rating sheet proposed by David P. Haris (1974: 84). Based on the Oral English Rating sheet, there are five components that are going to be tested to the students, namely: pronunciation, fluency, grammar, vocabulary and comprehension.

Here is the sample of the Oral rating sheet :

Pronunciation

5 Has few traces of foreign accent

4 Always intelligible though one is conscious of a definite accent

3 Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding

2 Very hard to understand because of pronunciation problems. Must frequently be asked to repeat.

1 Pronunciation problems so severe as to make speech virtually unintelligible

Fluency

5 Speech as fluent and effortless as that of a native speaker.

4 Speed of speech seems to be slightly affected by language problems

3 Speed and fluency are rather strongly affected by language problems.

2 Usually hassitant, often forced into silence by language problems.

1 Speech as so halting and fragmentary as to make conversation virtually impossible

Grammar

5 Makes few (if any) noticeable errors of grammar or word order.

4 Occasionally makes grammatical and /or word order errors which do not, however, obsecure meaning.

3 Makes frequent errors of grammar and word order which obsecure meaning.

2 Grammar and word orders make comprehension difficult. Must often rephrase sentences and / or restrict himself basic pattern.

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1 Errors in grammar and word order so severe as to make speech virtually unintelligible

Vocabulary

5 Uses of vocabulary and idioms is virtually that of a native speaker.

4 Sometimes uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.

3 Frequently uses the wrong words: conversation somewhat limited because of inadequate vocabulary.

2 Misuses of words and very limited vocabulary make comprehension quite difficult.

1 Vocabulary limitation so extreme as to make conversation virtually impossible.

Comprehensible

5 Appears to understand everything without difficulty

4 Understands nearly everything at normal speed although occasional repetition may be necessary

3 Understand most of what is said at lower than normal speed with repetitions.

2 Has great difficulty following what is said. Can comprehend only “social conversation” spoken with frequent repetition.

1 Cannot be said to understand even simple conversation of English.

In this case, the researcher makes an equation of making students‟ oral tests. The score if each is multiplied by four, so, the highest score is 100. For example, the score of students‟ grammar is four. The researcher multiplies four by four, so, the score of students‟ grammar is 16.

Here is the identification of the scores:

If a student gets 5, so 5 X 4 = 20 If a student gets 4, so 4 X 4 = 16 If a student gets 3, so 3 X 4 = 12 If a student gets 2, so 2 X 4 = 8

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37 If a student gets 1, so 1 X 4 = 4

For example: A student gets 4 in grammar, 4 in vocabulary, 3 in fluency , 2 in comprehension and 2 in pronunciation. So, the student‟s total score will be:

Grammar 4 X 4 = 16

Vocabulary 4 X 4 = 16

Fluency 3 X 4 = 12

Comprehension 2 X 4 = 8 Pronunciation 2 X 4 = 8 Total = 60 It means he/she gets 60 in speaking.

The score of speaking based on the five components can be compared in the presentage as follows:

Grammar 20%

Vocabulary 20%

Fluency 20%

Comprehension 20%

Pronunciation 20%

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38 Table 3. 1 of Rating Sheet Score

S’s Codes Pron. (1-20) Fluen. (1-20) Gram. (1-20) Voc. (1-20) Compr. (1-20) Total (1-100) 1. 2. 3. 4. 5.

3.7 Hypothesis Testing

The researcher used t-test in order to find out the significant effects of treatment effect. The hypothesis was analyzed at significant level pf 0.005 in which the hypothesis is approved if sign <α. The result of t-test was shown in the following table:

The hypothesis on this research is formulated as follows:

Ho : There are no significant differences of students‟ speaking performance before and after pretest and posttest through series pictures.

H1 : There are significant differences of students‟ speaking performance before and after pretest and postest through series pictures.

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39 The researcher used t-test in order to find out the significance of treatment effect. The hypothesis was analyzed at significant level of 0.05. It means that the probability of error in the hypothesis is only 5% from 100% and the hypothesis was approved if p< 0.05.

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V. CONCLUSIONS AND SUGGESTIONS

This section discusses about conclusions and suggestions about this research.

5.1 Conclusions

Based on the results on data analysis and discussions, the following conclusions are drawn:

1. There were significant improvements of the students’ speaking performance after treatment by series pictures activity. The result of the posttest was higher than the result of the pretest. The mean of posttest was 84, and mean of pretest was 57. The result of the hypothesis test shows that the hypothesis was accepted (p<0.05, p=0.000). Based on this result, the researcher concluded that series pictures can help the teacher to improve students’ speaking performance.

2. The students’ respons are positive toward series pictures activity.

- Improved their performance to speak in the target language, because the students can pronounce the words well, knowing the meaning of the words, and also able to apply the words in the sentences.

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58 - Series pictures activity is not only teaching about English, but also teaches the students how to communicate and interact and express their ideas with other using target language.

- The students enjoyed and more confident to speak in the target language in the process of teaching learning because the students practiced it first so they do not feel afraid to make mistakes in the activity.

5.2 Suggestions

In line with the conclusions above, the following suggestions and put forward:

1. Teaching speaking through series pictures is difficult at first. The teacher must consider about time allocation in applying this method. Since doing it more time, so the teacher should use time as efficient as possible.

2. The teacher should give more attention to the students who has difficulties in English. For example: The teacher can as the students to practice how to pronounce the word.

3. In the teaching learning process, the students should be more active than teacher. So, the teacher should give more attention to the student who makes noise in the class.

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57 V. CONCLUSIONS AND SUGGESTIONS