THE USE OF PICTURE SERIES IN IMPROVING STUDENTS’ SPEAKING RECOUNT TEXT SKILL AT THE FIRST GRADE OF SMAN 1 PAGELARAN
THE USE OF PICTURE SERIES IN IMPROVING STUDENTS’ SPEAKING RECOUNT TEXT SKILL AT THE FIRST GRADE OF
SMAN 1 PAGELARAN
(A Script)
By
LUKI NUGROHO
LAMPUNG UNIVERSITY BANDAR LAMPUNG
(2)
ii ABSTRACT
THE USE OF PICTURE SERIES IN IMPROVING STUDENTS’ SPEAKING RECOUNT TEXT SKILL AT THE FIRST GRADE OF
SMAN 1 PAGELARAN BY
Luki Nugroho
There are two main objectives of this research namely, to find out whether there is any significant difference of students’ speaking ability after being taught by using picture series and to know which one of the most effective picture series for teaching speaking. This research was conducted at SMAN 1 Pagelaran. The sample of this research was students of tenth grade, class X3. The study employed times series design by giving three pre-tests, three treatments, and three post-tests. To collect the data, the speaking test applied was speaking performance. There were two raters to score students’ speaking performance.
The result shows that there is significant difference of students’ speaking ability after being taught by using picture series. It means that problem from one material to another solved can increase students speaking ability. The result of students’ mean score pre-test 1 is 53.6 up in post-test 1 is 64.8, pre-test 2 is 55 up in post-test 2 is 66.3, and pre-test 3 is 60.5 up in post-test 3 is 72.8. The researcher also uses pair sample of SPSS. The result is 1st pair 11.031 (t-value) > 2.048, 2nd pair 14.955 (t-value) > 2.048 (t-table), 3rd pair 23.108 (t-value) > 2.048 (t-table). This means that there are significant differences of students’ speaking ability after being taught by using picture series. Therefore, the first hypothesis is accepted.
Regarding the three picture series given were from comics, from capturing animation movie, and from google images. The result of mean score for 1st picture is 59.2 and is up to 60,6 and then 3rd picture is up 66.6. So, the pictur series that gave better speaking ability is 3rd picture with topic Holiday. It might be due to the familiar material to every student. The result proves that picture series using familiar topic can be recommended as a teaching media as it gave better speaking ability.
(3)
THE USE OF PICTURE SERIES IN IMPROVING STUDENTS’ SPEAKING RECOUNT TEXT SKILL AT THE FIRST GRADE OF
SMAN 1 PAGELARAN
By
LUKI NUGROHO
A Sript
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
In
The Language and Arts Department of The Faculty of Teacher Training and Education
LAMPUNG UNIVERSITY BANDAR LAMPUNG
(4)
(5)
(6)
(7)
v
CURRICULUM VITAE
The writer’s name is Luki Nugroho. He was born on October 12th 1991 in Pagelaran, Pringsewu. He was the fourth child of Mr. Ngadimin and Mrs. Suirah. He has four brothers: Krisdiyanto, Suryadi, Andriyanto, and Roni Saputra.
The writer graduated from Elemntaray School (SDN 02, Lugusari, Pringsewu) in 2004. He went on his study at SMPN 1 Pagelaran, Pringsewu and graduated in 2007. He continued his study at SMAN 1 Pagelaran and graduated in 2010. Then he was accepted at S-1 Program of English Education, Language and Art Department, University of Lampung. He did his Teacher Training at MAN Krui in 2013 in Pesisir Barat for about 3 months from July until September and conducted his research at SMAN 1 Pagelaran from September to Oktober 2014.
(8)
vi
DEDICATION
I would like to dedicate this script to:
My beloved parents, Ngadimin and Suirah
My beloved brothers: Krisdiyanto, Suryadi,
Andriyanto, and Roni Saputra
My beloved Almamater, UNILA
(9)
vii
MOTTO
Genius is infinite capacity of taking
pain (Gita Wiryawan 2012)
(10)
viii
AKNOWLEDGEMENTS
Alhamdulillahirobbil’alamin praise is merely given to Allah SWT, The Most Merciful, The Most Beneficent for His Blessings and Mercy that the writer is able to accomplish and complete his script: The Use of Picture Series in Improving Students’ Speaking Recount Text Skill at the Frist Grade of SMAN 1 Pagelaran. This script is presented to fulfill one of the requirements in accomplising the S-1 Degree at the Department of Language and Arts of Teachers Trainning and Educatuion Faculty of Lampung University.
Among many individuals who generously gave suggestion for improving this script, first of all the writer would like to take this opportunity to acknowledge her sincere gratitude and deep respect to:
1. Drs. Sudirman, M.Pd. as the first advisor, for his willingness to give assistance, ideas, scientific knowledge, and encouragement within his time during the script writing process.
2. Dra. Hartati Hasan, M.Hum. as the second advisor for her guidance, suggestion and revision which are very beneficial for the improvement of the script. Her deepest gratitude is also extended.
3. Drs. Hery Yufrizal M.A., Ph.D. as the examiner for his contribution in improving this script.
4. Ngadimin and Suirah, as his beloved parents who never forget to keep praying for his life and support him.
5. Pandawa brothers Krisdiyanto, Suryadi, Andriyanto, and Rony Saputra.
6. Friends that I called Kurawa consisting of some frustrated millionaire wanna be; Harris Tamzil, Kharisma Bianconery, Alvin chipmunk, Abdul Harris Adnan, Ferdy Aryanda, Alex Sitinjak, Oviandri, Reza Ramanda, Dani Erfan and many others.
7. My winged angels Tanjung Wulandari, Nandita Wanna, and Elsye Yeti for keeping supporting me in my hardest time
(11)
ix
The writer would also like to address his appreciation to his dear lecturers of English Education, Language and Art Departement of Lampung University and all teachers and students of SMAN 1 Pagelaran for being so nice and cooperative.
Hopefully, this writing will be beneficial for its readers.
Bandar Lampung, April 2015 The writer,
(12)
TABLE OF CONTENT
Page
TITLE ... i
ABSTRACT ... ii
APPROVAL ... iii
ADMISSION ... iv
CURRICULUM VITAE ... v
DEDICATION ... vi
MOTTO ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENT ... ix
LIST OF APPENDICES ... x
I. INTRODUCTION 1.1 Background of The Research ... 1
1.2 Formulation of Research Problem ... 4
1.3 Objectives ... 5
1.4 Uses ... 5
1.5 Scope of the Research ... 6
1.6 Definition of Term ... 7
II. FRAME OF THEORIES 2.1 Concept of Speaking ... 8
2.1.1 Types of speaking ... 10
2.2 Concept of Teaching Speaking in English as EFL ... 12
2.3 Concept of Picture Series ... 13
2.4 Recount Text ... 19
2.5 Procedure of Teaching Speaking through Picture Series ... 24
2.6 Advantages and Disadvantages of Using Picture Series ... 25
2.7 Theoretical Assumption ... 26
III. RESEARCH METHOD 3.1. Research Design ... 27
3.2. Population and Sample ... 28
3.3. Data Collecting Technique ... 28
3.3.1 Procedure of Teaching Speaking through Picture Series ... 28
3.3.2 Speaking Test ... 30
3.4. Research Procedure ... 33
3.5. Instrument of The Research ... 35
3.6. Validity and Realibility of The Instrument ... 36
3.7. Data Analysis ... 38
(13)
IV. RESULT AND DISCUSSION
4.1 Validity and Reliability of the Test ... 40
4.1.1 Validity of the Speaking Test ... 40
4.1.2 Realibility of the Speaking Test ... 41
4.2 Result of the Research ... 42
4.2.1 Result of Pre-Test ... 43
4.2.2 Result of Post-Test ... 46
4.2.3 Result of Every Aspect of Speaking ... 48
4.2.4 Hypothesis Testing ... 49
4.3 Findings and Discussions ... 53
4.3.1 Application of the Picture Series... 53
4.3.1.1 Treatment 1 Picture Series from Comic Book ... 53
4.3.1.2 Treatment 2 Picture Series from Capturing Animation Movie .. ... 56
4.3.1.3 Treatment 3 Picture Series from Google Image ... 59
4.3.2 The Result of Three Different Picture Series ... 65
V. CONCLUSION AND SUGGESTION 5.1 Conclusions ... 67
5.2 Suggestion ... 68
REFERENCES ... 70
(14)
x
LIST OF APPENDICES Appendix
Page
1. Research Schedule ... 73
2. Table of Rating Sheet Score Pre-test 1 from Two Raters ... 74
3. Table of Rating Sheet Score Pre-test 2 from Two Raters ... 75
4. Table of Rating Sheet Score Pre-test 3 from Two Raters ... 76
5. Table of Rating Sheet Score Post-test 1 from Two Raters... 77
6. Table of Rating Sheet Score Post-test 2 from Two Raters... 78
7. Table of Rating Sheet Score Post-test 3 from Two Raters... 79
8. Score Table of Pre-test 1 from Two Raters ... 80
9. Score Table of Pre-test 2 from Two Raters ... 81
10. Score Table of Pre-test 3 from Two Raters ... 82
11. Score Table of Post-test 1 from Two Raters ... 83
12. Score Table of Post-test 2 from Two Raters ... 84
13. Score Table of Post-test 3 from Two Raters ... 85
14. Frequencies of picture series 1 ... 86
15. Frequencies of picture series 2 ... 88
16. Frequencies of picture series 3 ... 90
17. Analysis of Students’ Score Evaluation ... 92
18. Lesson Plan 1 ... 95
19. Lesson Plan 2 ... 99
(15)
xi
21. Pre-test ... 108
22. Post-test ... 109
23. Transcripts of Pre-test 1 ... 110
24. Transcripts of Pre-test 2 ... 114
25. Transcripts of Pre-test 3 ... 118
26. Transcripts of Post-test 1 ... 122
27. Transcripts of Post-test 2 ... 126
28. Transcripts of Post-test 3 ... 130
29. Picture Series 1 ... 134
30. Picture Series 2 ... 135
(16)
1. INTRODUCTION
This chapter deals with background of the research, formulation, objectives, uses, scope of the research, and definition of term.
1.1 Background of The Research
English is one subject that must be learned by students of senior high school since it is an international language. By learning English, the students will have an important skill that will help them to face the future because it is used in various fields globally. It is one of top requirements to face the global era and the development of science, technology, culture and art. They have to be able to compete in the modern era. Because English is very important subject to be learned by the students and they have to pay more attention in learning English.
In learning English, there are four basic language skills that must be taught namely listening, speaking, reading, and writing (Depdiknas, 2006:307). One of the skills that must be mastered by the students is speaking because it has an important role in communication. Speaking can be found in spoken cycle especially in joint construction of text stage. Speaking skill is measured in term of ability to carry out a conversation to express ideas in the language. According to Byrne (1984) speaking is oral communication. It is an activity conducted by
(17)
2
people to communicate and interact with other people in an appropriate and correct situation.
One of the objectives of English is to make the learners able to communicate in target language. The students are expected to be able to express, communicate, and give information in short conversation orally. The students are expected to be able to use target language in daily conversation as main goal of the learning English. The students are expected to be able to use English as a form of conversation in our daily activity. For example, students are able to react, respond, express ideas, and feeling to other people, and share information to other people orally.
Speaking skill is measured in terms of the ability to carry out the conversation in the language. This requirement should be fullfiled through speaking ability that should be mastered by the students. Unfotunately, the aim of the using English has not been satisfied yet although the students have learnt English since elementary school. It can be seen from the researcher’s experience during his PPL in MAN Krui class XII. In fact English has been taught for many years but the speaking ability of the students of the school is still unsatisfactory. He found that students of the high school have difficulties in speaking ability.
Based on the writer’s experience as being a student of senior high in SMAN 1 Pagelaran, the researcher got some problems in conducting speaking recount task that he thinks the other students might experience as well. Firstly, students have difficulty to retell story as an imaginary story. They are difficult to recall their
(18)
3
imagination about something in the past event that they want to say it again. They tend to run out of idea when they are asked to speak. More often if they have to speak up in front of the class, they get nervous and lose the ideas.
The researcher also did interview with one of the English teacher at SMA N 1 Pagelaran. The problem that the students face is that they cannot develop the ideas that they want to speak. In addition, they are reluctant to speak and feel ashame of making mistake. They are also reluctant to create new sentences to share and communicate. They just use sentences they have already known and copy their friends’ opinion. In previous research Tanjung Wulandari (2014) says that students get difficulty in using English in speaking because they lack of vocabularies, confidence and sometime they are afraid when they make a mistake.
Based on the problems above, it was clearly noticed that it is very important for teacher applying the suitable ways to make the students aware of the need in learning speaking and of the text in their daily lives. The teacher needs to employ appropriate approach and maintain the teaching and learning process which builds awareness on using knowledge rather than knowing it. He/She needs to apply teaching which is able to improve students’ speaking ability and teacher’s performance. A teaching with the appropriate media and technique that can be used to help students to recall their imagination when conducting speaking and arranging the ideas chronologically . Picture series is one of the media that can be applied in the teaching.
Picture series is one of media to help students to recall their imagination into a realistic idea to create an oral form of information. Picture series that can be used
(19)
4
to teach speaking can made from many sources. Picture series that was used in this research consisted of three models of picture series. The first picture series is from comic book, picture series from capturing animation movie, and picture series from google image. Those picture series have different characteristic so researcher tried to apply them in each treatment. Researcher expected that there would be different result of applying picture series shown by students so that researcher can find out what model of picture series is better to apply.
In speaking recount text, students are expected to do a monologue orally. In doing this, students need to recall their ideas before they deliver their ideas and arrange them in chronological order. Picture series help to translate abstract ideas into relasistic form (Latuheru; 1988). Not only do the pictures motivate the students, but they also provoke lively discussions and thus demand the students to give their ideas. Therefore picture series is an enjoyable media for students to motivate to speak English and to stimulate them to communicate their ideas.
Considering the statement above, the researcher expects that picture series can improve the students’ speaking ability.
1.2 Formulation of Research Problem
Based on the background discussed above, the writer would like to take the main problem as follow:
1. Is there any significant difference of students’ speaking skill after being taught by using picture series at SMAN 1 Pagelaran grade X?
(20)
5
2. Which picture series model affects students’ speaking skill the more? 1.3 Objectives
Based on the problems above, the objectives of this research are as follows:
1. To find out the effects of teaching by using picture series on speaking skill.
2. To find out whether there is any significant effect on students’ speaking skill after being taught by using picture series.
3. To find out what kind of picture series give the best effect.
1.4 Uses
This research is useful both practically and theoritically.
1. Practically
Hopefully this research is useful for the English teacher, students, and also school.
a. The Teachers
Through this research, the teachers can use picture series as a media to improve the students’ ability in speaking.
b. The Students
The implementation of picture series in this research gives students the chance to express their tought, ideas, and imagination to communicate with others.
(21)
6
c. The School
The result of this research can be used as consideration whether the school will implement picture series for all grade of senior high school students. It improves the students’ speaking ability of the students.
2. Theoretically
The result of this research will be used to support the previous theory in teaching learning English especially in speaking.
1.5 Scope of the Research
This research used time series design. This research deals with improving students’ speaking skill through picture series which was be conducted at SMA Negeri 1 Pagelaran. The sample of this research is the students of class X.
The material of the teaching learning was recount text with topics activities before going to school, vacation, and special moment. The material is taken from the student’s text book and internet. The score of the test is based on three aspects; they are pronounciation, fluency, and comprehensibility.
(22)
7
1.6 Definition of Terms
In order to make the same perception dealing with the research, the researcher lists the terms which are important to know:
Speaking
Speaking is oral communication which happens between at least two people, speaker and listener that used to deliver or express their idea, message, information or opinion.
Speaking Skill
Speaking skill is the skill to use language fluently and accurately to express meanings to transfer or to get information from other people.
Picture
Picture is an images or likeness of an objects person, place, thing or idea on flat surface by means of drawing, painting, or photography.
Picture Series
Picture series is a series of picture that explains about the events in a story.
Recount Text
Recount text is a kind of text that has purpose to explain about series of events that happened in the past time.
(23)
II. FRAME OF THEORIES
This chapter discusses about concept of speaking, concept of teaching speaking, procedure of teaching speaking, theoretical assumption.
2.1 Concept of Speaking
Speaking is oral communication that is used to express ideas, feeling, and thought among people. Bryne (1998 :8) states that speaking is oral communication between listener and speaker that involves the productive skill and understanding. It means that there are at least two people; speaker with productive skill and listener with receptive skill. The speaker gives the message to the listener and listener tries to understand the speaker’s message.
Brown (2001:250) states that speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking (Burns and Joyce, 1997).
Lado (1977:240) states that speaking is described as an ability to converse or to express a sequence of ideas fluently. It is the main skill in communication. So
(24)
9
that, speaking can be an important aspect from four language skills that should be a priority in language in language learning.
Generally, speaking skill is divided into five components, i.e. Comprehension, pronunciation, fluency, grammar, and vocabulary (Syakur, 1987:3)
1. Comprehension
According to Heaton (1991) comprehension is the ability of understanding the speakers’ intention and general meaning. It means that comprehensibility focuses on the students’ understanding of the conversation.
2. Pronunciation
It refers to the ability to produce easily comprehensible articulation (Syakur: 1987). It means that pronunciation is the way for students to produce clearer language when they are speaking.
3. Fluency
Fluency is the ease and speed of the flow of the speech (Haris, 1987:81). Fluency refers to the smoothness of flow which sounds, syllables, words, and phrases are joined together when speaking.
(25)
10
4. Grammar
It is a rule for students to arrange a correct sentence in conversation. When we speak to other people it means that we express some of our ideas and thought orally, both listener and speaker should understand each other.
5. Vocabulary
It refers to the selection of the words those are appropriate to the topic and occasion.
2.1.1 Types of speaking
Since it is an interactive process of constructing meaning, speaking is effective when it has effects on another on the reaction and response. Meaning is constructed in an interaction which invites reaction and response between interlocutors. Based on the issue of interactivity Brown (2001:251) classifies the type of spoken language as monologue and dialogue. Monologue is type of spoken language which involves one speaker uses the language for any length or time, as in speech, lectures, readings, news broadcasts, and the like. Dialogue involves two or more speakers and can be subdivided into those exchanges that promote social relationship (interpersonal) and those for which the purpose is to convey propositional or factual information (transactional). Since the syllabus of the school which this research was conducted in, the researcher concerned on improving the monologue speaking.
Monologue speaking can be defined as a range of one way speaking proficiencies. It comprises from a simple phonetic level check to advanced oral presentation
(26)
11
skills (Nakamura, 2003). Monologue itself is divided into planned such as speeches and prewritten material and unplanned such as impromptu lectures and long stories based on the discourse structure.
Considering the grade of the students, the components of speaking that will be observed are pronunciation, fluency, and comprehension. According to Heaton (1991), there are some criteria for analyzing oral ability as follows:
Table 2.1 Rubric of Scoring System
Range Pronunciation Fluency Comprehensibility
81-90 Pronunciation only very slightly influenced by mother tongue
Speaks without too greats effort with a fairly wide range of expression. Searches for word an
occasionally but only one or two unnatural pauses.
Easy for listener to understand the speakers intention and general meaning.
71-80 Pronunciation is slightly influenced by the mother tongue. The most utterance are correct.
Has to make an effort at times to search for words. Nevertheless smooth very delivery on the whole and only a few unnatural pauses.
The speakers intention and general meaning are fairly clear a few
instruction by listener for the sake of clarification or necessary.
61-70 Pronunciation still moderately
influenced by the mother tongue but no serious
phonological error.
Although she/he has made an effort and search for words, there are not too meaning unnatural pauses. Fairly smooth delivery
Most of the speaker say is easy to follow. His attention is always clear but several interruptions are necessary to have him to convey the message or to see the
(27)
12
mostly. clarification.
51-60 Pronunciation is influenced by the mother tongue but no serious
phonological error.
Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary.
The listener can
understand a lot of what is said, but he must constantly seek clarification. Cannot understand of the speakers more longer or complex sentence. 41-50 Pronunciation is
influenced by the mother tongue with errors causing a breakdown in communication.
Long pauses while he/she searches for desired meaning. Frequently halting delivery and
fragmentary. Almost gives up for making the effort a times.
Only small bits (usually short and sentence and phrases) can be
understood and then with considerable effort by someone used to listening the speaker.
The interpretations of grading system are as follows: 81-89 : excellent
71-80 : very good 61-70 : good 51-60 : fair 41-50 : moderate
2.2 Concept of Teaching Speaking in English as EFL
Teaching speaking means teaching how to use the language for communication, for transferring ideas or feeling to other people. River (1978: 6) states that speaking is developed from the first contact with the language that we learn. We should introduce speaking with the language that we learn. Moreover Richard and Rodger, (1982:72) state that speaking activities which involve real
(28)
13
communication promote learning. Thus speaking will be optimally learnt when we communicate in the language.
In teaching speaking to get the students contacted and transfer ideas to other people, the teacher should carry out the students in certain situation when the topic is being talked about. As Freeman (2000:127) states that teacher is responsible to establish situations likely to promote communication. So the teacher is not only teaching what will be spoken yet the topic that deal with it. The topic must be also familiar to the students so they can have an oral communication to describe the topic.
In order to help the students in transferring ideas to other people, developing the topic in communication during the speaking learning, and also learning the language more successfully, language is used as means of acquiring information, rather than as an end itself (Richard, 2006:28). Normally people use language to get information or to share. Therefore, learning speaking should be with activities which invite student to share idea or to get it.
From the explanation above, the researcher asserts that in teaching speaking, teacher should engage the students to use the language by conducting activities that involve real communication. Teacher is also responsible to establish situation that promote communication and the topic deal with.
2.3 Concept of Picture Series
Picture is one of the visual aids that are used by the teacher in teaching learning process. There are some kinds of pictures that are used by the teacher such as a
(29)
14
picture, picture series, and so on. In this paper, the researcher tries to implement picture series as an alternative way in teaching learning process. As Wright (1989) states that pictures are very important in helping students to retell experiences or understand something since they can represent place, object, people, etc. A picture consists of meanings and messagas that will be presented. It depends on students’ own imagination or thought to produce the words related to the picture.
Arranging a picture series is one way to be used for developing words as well as other skills. The primary advantage of using picture series is that it is enjoyable for the students because it can encourage them to create activity in guessing the messages from the picture based on their imagination. Another, it can vary the teacher’s techniques in creating the atmosphere in the classroom as a real condition.
A picture is used to substitute the real things. The students can recognize and compare the words and the real things. The first function of the use of picture series is that the students are able to see the picture clearly and distinctly. The second is that the students can understand the content of the whole pictures because the first picture is related to the second picture and so on. It can build up the students’ motivation in learning English text.
The content of the whole pictures can be understood because the first picture is related to the second and the second is related to the next picture and so on. Pictures are set in sequence in order to deliver a message that it can represent an event. The sequence of pictures that represent a sequence of events can be taken
(30)
15
from various sources, for instance from internet, books, magazine, or capturing a movie, etc. In this study, the researcher will use 3 different picture series which are taken from 3 different sources they are from comic books, capturing animation movies, and internet.
Those three picture series have different characteristic. First, picture series that is taken from comic books has simple form. It is well arranged because comic book itself consists of pictures that are arranged in sequence so we just have to take the pages that are relevant to the topic that we want to teach to the students. Secondly, picture series of group of pictures that are taken from capturing animation movie and then are arranged in sequence. This takes more effort because we have to capture the pictures that are relevant to the topic and arrange them in sequence. This kind of picture series is more interesting because it is collourful. Third picture series of group of pictures that are taken from google images. The pictures that are suitable to the topic are downloaded and then arranged in sequence. This model of picture series is also colourful like the following.
(31)
16
(32)
17
(33)
18
3. Picture series from google images
As the students are shown the picture series they are expected to be more exciting in learning English as picture series gives students portrait that helps them in learning speaking by comparing the words and the real things. These three picture series help students in learning speaking. The picture series will help students in expressing ideas because the picture series consists of pictures that are related to activities which are familiar to them. As Lado (1977:240) states that speaking is
(34)
19
described as an ability to converse or to express a sequence of ideas fluently. The pictures are set up in sequence so that students by learning with this media will be able to express the ideas in sequence fluently.
Those three picture series have different quality in chronological order. The picture series from comic book is in good order since it has been arranged based on the activities. The second picture series that were taken from capturing animation movie is less in order than the first picture series. It is rather difficult to arrange the captured pictures and make them suitable to the topic . The third picture series from google images is less in chronological arrangement and picture does not portrait the same person.
Furthermore, previous study conducted by Rike Febrina Aska in SMPN 1 Gadingrejo showed that picture series is effective to be applied in teaching speaking. Students’ speaking skill was increased significantly in three aspects of micro skill; pronunciation, vocabulary, and grammar. This study also shows students motivation in joining the teaching learning during the treatments increased. The atmosphere in class became more encouraging to study. Students were more active to participate in class activities.
2.4 Recount Text
Recount text is one of the texts that have purpose to explain about an event that happened in the past time, for example an accident, activites report, experience, etc. Since the even happened in the past time, the tense used to tell the idea is simple past tense. Beside the simple past tense, Recount Text has one main
(35)
20
characteristic, that is the uses of conjunction after, then, finally, etc. The purpose of recount, on the other hand, is to tell what happened in the past.
To achive its purpose, the text moves through a different set of stages:
a. An orientation letting the reader know who is involved, where, when, etc. b. Retelling of a series of events in chronological sequence.
Recont is one kind of text which is used and written in a. Personal letter (not incitation)
b. Biography/autobiography c. Journal reports
d. Police reports e. Sport reports f. History
Recount Text has three main factors, they are:
a. Orientation: telling about people or things which have done or have participated inside, with times, places, situation, etc.
b. List of an Event: in accordance of the steps of an event.
c. Re-orientation or personal comment: not always there (optional): summary the event.
According to Derewianka (1990), the focus is on a sequence of events, all of which relate to a particular occasion. The recount generally begins with an orientation, giving the reader the background information needed to understand the text (i.e., who was involved, where it happened, when it happened). Then, The
(36)
21
Recount unfolds with a series of events ordered chronological sequence. At various stages there may be some personal comment on the incident (e.g., We had a wonderful time).
The function of the recount text is to retell about an event or experience which happened in the past time, and the aim is not only to retell but also to entertain. Derewianka (1990) identified that there are three types of recount text, namely:
1. Personal Recount
Telling about activities whereas the writer or speaker involves or do by herself or himself (e.g. oral anecdote, diary entry). Use the first person pronouns (I, we). Personal responses to the events can be included, particuarly at the end. Details are often chosen to add interest or humor. The following is the example of personal recount:
A Terrible Railway Station
This morning with my hands full of bags, I went to the railway station to catch my train at 10:00. I went there with a cab. To my surprise, when I just stepped my feet outside the cab, I could see a terrible huge crowd inside the railway station. As soon as I got myself into the crowd, I could smell millions of odor smells that were really horrible. I could not help myself to get rid of that because my hands were full with luggage. I just squeezed myself between two Chinese people and managed to pull myself out of the crowd onto the bridge to the railway station. I was luck as I have booked the ticked to Alor Seter. So I did not bother to queue up for a ticket.
(37)
22
2. Factual Recount
Record the particulars of an incidents (e.g. report of a science experiment, police report, news report, historical account). This type use the third person pronouns (he, she, it, their). Details are usually selected to help the reader reconstruct the activity (e.g. science experiment). Details of time, place and manner may need to be precisely stated (e.g. at 2.35 pm., between Jhonson St and Park Rd, the man drove at 80 kph). The passive voice may be used (e.g. the beaker was filled with water), it may be appropriate to include explanations and justifications. Here is the example of factual recount :
Bali Bomb
The bomb, in the resort of Kuta, destroyed the Sari Club and a crowded nightspot. Many people have fallen victims to this blast. Many of them were foreign tourists, especially from Australia. They were burner beyond recognition. Some tourist who were at the scene of the blast said there were two explosions around the nightclub. One bomb had exploded outside Paddy’s Bar before a Bar bomb hit the Sari Club which was located some meters away.
Hundred were injured in the explosion and about 220 Australians remain unaccounted for. The U.K. Foreign Secretary, Jack Straw, said that 33 Britons were among those killed in the Bali attack. The Australian Primer Minister, John Howard, called its borders, saying it had been a problem for a long time.
Lists of missing people have been posted in Bali and official said that it could take days to identity all the victims, some of whom were trapped in the Sari Club by a wall of flames. A notice board at the hospital in Bali includes a section called “Unknown Identity” and detailed list on victims such as : “Young girl in intensive care, 11-14 years old, face burned, income, Causation,” or “Girl in intensive care, about 5 years old, 130 cm, fair skin, Caucasian with reddish brown hair. She has a purplish belly button ring.”
Many embassies, including the British and the American, are advising their people to cancel spending their planned holidays in Indonesia, and
(38)
23
all U.S. citizens in the country have been told to leave including diplomats and non-essential government staff.
Taken from (http://www.text-types.com/Example of Recount)
3. Imaginative Recount
Taking on an imaginary role and giving details of events (e.g. day in the life of Roman slave; how I invented...). Usually written in the first person. It may be appropiate to include personal reactions. The following is the example of an imaginative recount:
A Day in My Life without Feminism
To imagine a day in my life without feminism is nearly impossible. I was born in 1991, and by the time I became an adult, decades had already passed since women in the United States gained their rights. I’ve been fortunate enough that I have not had to experience the full extent of the oppression of women. I’m a very opinionated, outspoken woman, and if I did not have feminism, there would be many limitations on my means of self expression. No female in this country would have any of the rights they have today.
As strong-willed as I am, I value my right to vote dearly. Not only am I pleased that I can vote, but also that I’m able to engage in serious political conversations or run for a political office, if I’d like. If the Women’s Rights Movement had not occurred, I would not be eligible to vote or run for office. Moreover, any opinions I may offer regarding politics would be instantly dismissed. I imagine that I would feel as if my government thinks I am not important, which would likely cause me to rebel, after which I would be imprisoned, as so many women were.
Taken from (http://www.text-types.com/Example of Recount)
Of the three types of recount text, the researcher chose the first type of recount text that is personal recount text because it is considered to be the easiest. The researcher considers it the easiest type of recount text because it tells about the activities that involve the speaker or it is done by the speaker himself or herself. It
(39)
24
also uses the first person pronoun (I, we). So students as the speaker didn’t get much difficulty in recalling or imagining the activities. Further reason for choosing this type of recount text is because the students are the first year students of senior high school, so the speaker took the easiest type of recount text.
2.5 Procedure of Teaching Speaking through Picture Series
Procedure of using picture series in the class is divided into three terms. They are pre-activity, while-activity, and post-activity. Here are the procedure of teaching speaking trhrough picture series.
1. Pre Activity
a. Teacher greets the students.
b. Teacher gives the questions or brainstorming to the students related to the topic they are going to learn.
c. Teacher gives a chance for students to share their ideas.
2. While Activities
a. The teacher tells his experience about his vacation to the beach to the students
b. Teacher hands out series of picture and groups the students into 3 people each group.
c. Teacher guides the students discussing the pictures
d. Teacher asks students to explain the picture to their group.
e. Teacher asks students to tell their result discussion in front of the class.
(40)
25
f. Teacher evaluates students’ speaking ability, such as, pronounciation,
fluency, and comprehensibility and organization of the text they perform.
3. Post Activity
a. Teacher gives comment and explains necessary things such as correction and how to do a monologue
b. Teacher gives a chance to students to ask question about the material. c. Teacher asks students about the lesson and the problem during the
lesson.
d. Teacher closes the class by greeting.
2.6 Advantages and Disadvantages of Using Picture Series
Using picture series in teaching speaking has advantages and disadvantages. The following are the advantages and disadvantages of using picture series in teaching speaking:
1. Advantages of Using Picture Series
a. Picture series can help students understand something happens in squence since picture can represent place, object, people, etc.
b. Picture series can guide students on vocabulary, and organisation. c. Picture series can visualize information brought by the teacher.
Information that is brought by teacher can be easily understood by students if it is also shown in picture so what the students listen is also seen. The students memory about the information will be stronger.
(41)
26
2. Disadvantages of Using Picture Series
Pictures series is not suitable to demonstrate meaning of all vocabularies specifically abstract noun for instance the word “opinion”.
2.7 Theoretical Assumption
Media is necessary in teaching learning process, especially teaching speaking to help the teacher to reach the aim of teaching learning process. The using of picture series in this research is as the media to improve and optimalize the teaching and learning process. The researcher assumes that picture series can help the students in expressing ideas, feeling, and thought in oral communication. Moreover the series of picture is assumed by the researcher can bring the students able to express the ideas in sequence. It means that picture series can help the students to communicate effectively because the message which is delivered in each picture is clearly enough to be understood and it shows concrete visual description of ideas.
(42)
`
III. METHOD
In this research, the researcher discusses about research design, population and sample, variables, the data collecting technique, research procedure, instruments, validity and reliability, data analysis and hypothesis as states below:
3.1. Research Design
This research was intended to find out the significant difference of the students’ speaking skill in form of recount model before and after being taught by using picture series and to find out which kind of picture series gave the highest effect. In conducting the research, the researcher used time series design by giving different picture series for each treatment and different topics for every test. The researcher used one class in which the students were given three times pretest, three times treatment, and three times posttest. The research design is ilustrated as follows:
T1 T2 T3 X T4 T5 T6 Where:
T1 T2 T3 : Pre-test
X : Treatment
T4 T5 T6 : Post-test
(43)
28
Pretests were administered before the treatments of teaching speaking by using picture series media. Pretests were implemented in order to see the students’ basic speaking ability. Then, the researcher gave treatment that is teaching speaking by using picture series media.
3.2. Population and Sample
This research was conducted in the first year of second semester students at SMA Negeri 1 Pagelaran academic year 2014. The researcher chose this school because the researcher wanted to investigate the increase of students’ speaking skill in form of recount text. There were five classes of the first grade and every class had the same oportunity to be chosen. In determining the class to be the sample, the researcher used random sampling by using lottery drawing. The sample of the research is the students of class X 3 which consists of 30 students.
3.3. Data Collecting Technique
The data of this research was in the form of students’ speaking ability score in performing monologue in terms of pronunciation, fluency, and comprehensibility under three topics: daily activities, special moment, and holiday. In collecting the data, the researcher used the following steps:
3.3.1 Procedure of Teaching Speaking through Picture Series
Procedure of using picture series in the class is divided into three terms. They are pre-activity, while-activity, and post-activity. Here are the procedure of teaching speaking trhrough picture series.
(44)
29
1. Pre Activity
a. Teacher greets the students.
b. Teacher gives the questions or brainstorming to the students related to the topic they are going to learn.
c. Teacher gives a chance for students to share their ideas.
2. While Activities
a. The teacher tells his experience about his vacation to the beach to the students
b. Teacher hands out series of picture and groups the students into 3 people each group.
c. Teacher guides the students discussing the pictures
d. Teacher asks students to explain the picture to their group.
e. Teacher asks students to tell their result discussion in front of the class.
f. Teacher evaluates students’ speaking ability, such as, pronounciation,
fluency, and comprehensibility and organization of the text they perform.
3. Post Activity
a. Teacher gives comment and explains necessary things such as correction and how to do a monologue
b. Teacher gives a chance to students to ask question about the material. c. Teacher asks students about the lesson and the problem during the
(45)
30
d. Teacher closes the class by greeting.
3.3.2 Speaking Test
In collecting the data, the researcher conducted speaking test. There were three times of tests before treatments and three times of tests after treatments. the researcher provided three different topics that had been done orally and direct. Teacher called students one by one in front of the class to perform their sentences. The teacher gave the score of the students’ speaking ability based on three aspects namely pronunciation, fluency, and comprehension.
This oral test was measured through three aspects of students’ speaking skill. The scoring criteria that was used was based on Heaton (1991).
Table 2.1. Rubric of Scoring System
Range Pronunciation Fluency Comprehensibility
81-90 Pronunciation only very slightly influenced by mother tongue.
Speaks without too greats effort with a fairly wide range of expression. Searches for word an
occasionally but only one or two unnatural pauses.
Easy for listener to understand the speakers intention and general meaning.
71-80
Pronunciation is slightly influenced by the mother tongue. The most utterance are correct.
Has to make an effort at times to search for words. Nevertheless smooth very delivery on the whole and only a few unnatural pauses.
The speakers intention and general meaning are fairly clear a few
instruction by listener for the sake of clarification or necessary.
(46)
31
61-70
Pronunciation still moderately
influenced by the mother tongue but no serious
phonological error.
Although she/he has made an effort and search for words, there are not too meaning unnatural pauses. Fairly smooth delivery mostly.
Most of the speaker say is easy to follow. His attention is always clear but several interruptions are necessary to have him to convey the message or to see the clarification.
51-60
Pronunciation is influenced by the mother tongue but no serious
phonological error.
Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary.
The listener can
understand a lot of what is said, but he must constantly seek clarification. Cannot understand of the speakers more longer or complex sentence.
41-50
Pronunciation is influenced by the mother tongue with errors causing a breakdown in communication.
Long pauses while he/she searches for desired meaning. Frequently halting delivery and
fragmentary. Almost gives up for making the effort a times.
Only small bits (usually short and sentence and phrases) can be
understood and then with considerable effort by someone used to listening the speaker.
The interpretations of grading system are as follows: 81-89 : excellent
71-80 : very good 61-70 : good 51-60 : fair 41-50 : moderate
The test was scored by two raters, the researcher himself and one of English teacher at the school as another rater to reach the realibility of the test. In collecting the data, researcher used the following steps:
(47)
32
1. Pretest
The researcher administered pretest before treatment which was aimed at knowing the students’ speaking skill before being given the treatment by using picture series. The researcher administered the pretest to whole students in the class. Meanwhile, before conducting the pretest, the researcher explained the topics that were tested. The tests were focused on oral test. The researcher recorded the students’ performance in order to help the researcher in scoring the oral test. So, if the researcher sliped the students’ performance during the scoring, the researcher could replay the record.
2. Treatment
Treatments were done after pretest to teach the students by using picture series. There were three times of treatments. The first treatment was on september 23 with the topic activities this morning. The second treatment was on september 27 with the topic special moment. And the third treatment was conducted on september 30 with the topic holiday.
The researcher taught the students with the target to reach the objectives in those 3 meetings as stated in lesson plan. There were 3 lesson plans to be implemented for three different topics.
3. Posttest
The posttest was administered after the treatment which was aimed at seeing the significant difference of the students’ speaking skill after they were taught by using picture series. The posttest was similar to the pretest. The posttest
(48)
33
was administered to whole students by recording them one by one. So the researcher could score every student’s performance by playing the record. 4. Recording
The researcher recorded the students’ speaking skill during pretest and posttest by using audio recorder as the recording tool. It was used to help the researcher in scoring the students’ speaking test. So if the researcher slipped the students’ performance during the test, the researcher could replay the record.
3.4. Research Procedures
The procedures of the research were as follows:
1. Selecting and Determining the Population and Sample
The population of the research was the students of SMA Negeri 1 Pagelaran as population. The sample was class X 3, there were 30 students. Their ages ranged from 15 to 16 years old. The researcher used one class as the sample of the research.
2. Selecting the Materials
The materials were taken from the students’ book based on the syllabus. The material was about daily activities, special moment, and holiday. The researcher conducted three different topics with three different picture series
(49)
34
3. Administering the Pretest
The pretest was administered before treatment which was aimed at knowing the students’ speaking skill before being given the treatment by using picture series. The researcher administers the pretest to students. Meanwhile, before conducting the pretest, the researcher explained the topic that would be tested. The test was focussed on oral test. The test was administered three times by giving different topics in each test, they were, first pretest (1st topic: activities this morning), second pretest (2nd topic: special moment), and the third pretest (3rd topic: holiday). It was a subjective test and focuses on oral test. The researcher explained generally the test and asked the students to work in group. The researcher gave the direction in each test to all students and asked the students to tell it in front of class one by one. In performing the test, the students were asked to speak up clearly since the students’ voices were recorded. Furthermore, the researcher and another English teacher judged the students’ performance.
4. Conducting the Treatments
In this research, the treatments were administered in three meetings in 90 minutes for each meeting with three different topics and picture series in every meeting. The topic which used in the first treatment is about “activities this morning” by applying picture series from comic books, the second is about “Special moment” by applying picture series from capturing animation movie, and the third topic was about “Holiday” by applying picture series taken from internet. At the first treatment, the researcher asked the question related to the topic. The researcher also explained the material by using picture series.
(50)
35
5. Administering the Posttest
The posttest was conducted after the treatment. The post-test was aimed at knowing the progress of speaking skill after being taught by using picture series media. The posttest was conducted three times, after three meetings/treatments. The researcher used a subjective test in oral test. Furthermore, the researcher gave different topics in every test. The researcher asked the students to speak up clearly in front of class since the students’ voice was recorded. Moreover, the researcher and the English teacher “Mrs LS” judged the students’ performance. “Mrs LS” graduated from English Department of Lampung University and now she has been teaching at SMA Negeri 1 Pagelaran for 8 years.
6. Analyzing the Test Result (Pretest and Posttest)
After scoring the students’ performance, the researcher compared the result of pretest and posttest, to see whether the score of posttest was higher than pretest in each aspects of speaking.
3.5. Instruments of the Research
There are two instruments that were used in this research, pretests which were given to the students before the researcher gave the treatments, and posttests which were given after the students got the treatments.
(51)
36
3.6. Validity and Reliability of the Instrument
In order to make research valid and reliable, quantitative research is focused on the collected data (Setiyadi, 2006:29). Since the researcher used quantitative research, some considerations were also taken as follows:
a. Validity of the Test
Validity refers to the appropriateness, meaningfulness, and useful of the inferences a researcher makes (Fraenkel and Wallen, 1990:126). It means that validity refers to the extent to which an instrument will give us the information that we want. Meanwhile, Setiyadi (2006: 24) mentions that the test should reflect all the areas to be assessed in suitable proportions and represent a balanced sample.
Other source says that validity is a matter of relevance: it means that the test measures what is claimed to measure. To measure whether the test has good validity, it has to be analyzed from content and construct validity. In the content validity, the material and the test are composed based on the indicators and objective in syllabus of the curriculum. The materials that were taught based on the students’ handbook for Senior High School. While, the construct validity focuses on the kind of the test that use to measure the students’ ability. The tests were administered based on the indicators which state that students were able to do a monologue related to the material taught.
(52)
37
b. Reliability of the Test
Reliability refers to the extent to which the test is consistent in its scores, and it gives an indication of how accurate the scores. Reliability is a necessary characteristic of any good test: to be valid, a test first should be reliable as a measuring instrument (Heaton, 1988:162).
To ensure the reliability of the score and to avoid the subjectively of the researcher, inter rate reliabilities applied in this research. Inter rater reliability was used when score of the test is independently estimated by two raters. To achieve such reliability and to score the students’ speaking performance, the researcher: 1. The researcher used a speaking criteria based on Heaton (1991).The focuses on speaking skills that were assessed are;
a. Pronunciation c. Fluency
d. Comprehensibility
2. The researcher involved second rater in using the profile to give judgment for each student’s speaking performance. The second rater was the English teacher who had experienced in rating the students’ speaking skill. It was done to provide the consistency and fair judgment.
(53)
38
3.7. Data Analysis
In order to find out whether there is a significant effect of students’ speaking skill, the researcher examined the students’ score using these following steps:
1. Scoring the pretest and posttest
2. Transcribing the students’ spoken. The researcher recorded the students’ speaking, the researcher transcribed the record into written form.
3. Calculating the Mean. The researcher calculated the data such as the minimum score and the maximum score to know the mean of the test. Then the researcher made a graphic based on the data. After that, the researcher compared both pretest and posttest to know the improvement. The mean of the test is illustrated through curves as draw as follow.
Figure 3.1. The Example Graphic Line of Picture series
Line 1 indicated that picture series media had a good effect on improving speaking skills. Line 2 indicated that picture series media that was implemented had a negative effect on improving speaking skill since it showed the students’ score declined consistently after the treatment. Then, line 3 indicated that there
0 1 2 3 4 5 6 7
T1 T2 T3 T4 T5 T6
Line 1 Line 2 Line 3
(54)
39
was no significant difference on students’ speaking skill before and after the applying the picture series.
3.8. Hypothesis Testing Hypothesis of this research is:
H1= Tvalue > Ttable
H0= Tvalue < Ttable
H1: There is a significant difference of students’ speaking skill after being taught by using picture series.
H0: There is no significant difference of students’ speaking skill after being taught by using picture series.
This hypothesis is statistically by comparing the mean of both pretest and posttest using excel manually, Pair Sample T-test of SPSS 16 and then made a graph based on the mean score of the test.
(55)
V. CONCLUSIONS AND SUGGESTIONS
This chapter draws about the conclusions of this research and the researcher’s suggestion. 5.1 Conclusions
To answer the formulation of the problem and reffering to the results the resercher draws the following conclusions:
1. There is significant difference of students’ speaking ability after being taught by
using picture series. It means that picture series can increase students speaking ability. It can be seen from the finding of the research. The total gain score of
students’ speaking achievement from pre-test to post-test is; students’ mean score
pre-test 1 is 53.6, pre-test 2 is 55, pre-test 3 is 60.5. Meanwhile, the result of mean score from post-test 1 is 64.8, post-test 2 is 66.3, and post-test 3 is 72.8. The researcher also used pair sample of SPSS. The result is 1st pair 11.031 (t-value) > 2.048 (t-table), 2nd pair 14.955 (t-(t-value) > 2.048 (t-table), 3rd pair 23.108 (t-value) > 2.048 (t-table) means that there are significant differences of students’ speaking ability after being taught by using picture series. Therefore, the first hypothesis is accepted.
2. Regarding the three picture series which contain different topics given are; activities this morning, special moment, and holiday. The result of mean score for
(56)
68
first discussion is 59.2 and is up to 60.6 in second discussion and then the last discussion is up 66.6. The most improved speaking skill of students is in the third discussion.. The most effective picture series for teaching speaking is the third picture series which was taken from google image with topic holiday. It might be due to the very familiar and interesting material to every student. The picture series used in the third discussion contained familiar topic. And with the topic, students can explore more ideas.
5.2 Suggestions
Based on the findings, the researcher suggests that:
1. After having the research of applying picture series in helping the students to enhance their speaking ability, the researcher suggests that the English teacher apply picture series in the classroom for teaching.
2. Since pronunciation got the lowest increase, the teacher should give more attention to students who have difficulty in pronunciation. Teacher should show the students clearly how to pronounce the words correctly. In the begining of the class session, teacher asks the important vocabularies that will be used from the students then teacher show how to pronounce them. Since the topic discussed is related to past experience or past activities, explore more verbs from the students and tell them how to pronounce them before guiding them to make sentences related to the activities in the past event they discussed about. In the last session when students performing in front of the class about their result discussion,
(57)
69
teacher corrects the mispronounced vocabularies and show all the students how to pronounce correctly.
3. The researcher suggests to apply picture series in the other skill and use interesting topic such as imaginative topic or something which is close to their
daily life to increase students’ interest and activate them in class. Teaching other
language skill by using picture series can be conducted similarly to teaching speaking. It can be done by building students’ interest by discussing about interesting topic, sharing interesting experience related to the topic, applying picture series to guide students understand the text organization , and asking them to make their own story.
(58)
REFERENCES
Brown, H. Douglas. 2001. Teaching by Principle: An Interactive Approach to Language Pedagogy. New York: Longman.
Bryne, Donn, Teaching Oral English: Longman Handbooks for English Teacer. Singapore: Longman Group, 1986.
Burns, A., & Joyce, H. 1997. Focus on speaking. Sydney: National Center for English Language Teaching and Research.
Depdiknas. 2006. Materi Sosialisasi dan Peneliatian Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Depdiknas.
Dereweinka, B. 1994. Exploring how texts work. Rozelle, NSW : Primary English Teaching Association.
Febrina, R. 2014. The Use of Picture Series to Increase Students’ Speaking Ability in Procedure Text at The Third Grade of SMPN 1 Gadingrejo. Unpublished Script. Bandar Lampung. University of Lampung.
Haris, David. 1974. English as Second Language. New York: Mc. Graw Mill.
Hatch, E. and Farhady. 1982. Research design and statistics for applied linguistic. Long Angeles: Newbury House Publisher.
Heaton, J.B. 1991. Writing English Language Testing. New York: Longman. Lado, Robert. 1977. Language Testing. New York: Mc. Graw Hill.
Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. New York: Oxford University Press.
(59)
71
Latuheru, J. D. 1988. Media Pembelajaran dalan Proses Belajar Mengajar Masa Kini. Jakarta: P3G
Nakamura, Y. 2003. Oral Profiency Assessment: Dialogue Test and Multilogue Test.
2003 JALT Pan-SIG Conference Proceedings. 51-61. The Japan Association for Language Teaching: Tokyo.
Richards, Jack C. and Theodore S. Rodgers. 1986. Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press. 167pp.
Rivers, W.M. 1978. Teaching Foreign Language Skills. Chicago: University Press. Setiadi Ag. Bambang. 2004. Metode Penelitian Untuk Pengajaran Bahasa Asing.
Jogjakarta:Graha Ilmu.
Setiyadi, Ag.Bambang. 2006. Metode Penelitian Untuk Pengajaran Bahasa Asing: Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.
Shohamy, Elena. 1985. A Practical Hand Book in Language Testing for The Second Language Teacher. Tel Aviv: Tel Aviv university.
Wright, A. 1989. Picture for Language Learning. Cambridge: Cambridge University Press.
Wulandari, T. 2014. The Use of Picture Strip Story in Narrative Text to Develop Student’s Speaking Ability at First Grade of SMA Kartika Metro. Unpublished Script. Bandar Lampung. University of Lampung.
(1)
39
was
no significant difference on students’ speaking skill before
and after the
applying the picture series.
3.8. Hypothesis Testing
Hypothesis of this research is:
H
1= T
value> T
tableH
0= T
value< T
tableH
1: There is a significant difference
of students’ speaking skill after being taught
by using picture series.
H
0: There is no significant difference
of students’ speaking skill after being taught
by using picture series.
This hypothesis is statistically by comparing the mean of both pretest and posttest
using excel manually, Pair Sample T-test of SPSS 16 and then made a graph
based on the mean score of the test.
(2)
V. CONCLUSIONS AND SUGGESTIONS
This chapter draws about the conclusions of this research and the researcher’s suggestion. 5.1 Conclusions
To answer the formulation of the problem and reffering to the results the resercher draws the following conclusions:
1. There is significant difference of students’ speaking ability after being taught by using picture series. It means that picture series can increase students speaking ability. It can be seen from the finding of the research. The total gain score of students’ speaking achievement from pre-test to post-test is; students’ mean score pre-test 1 is 53.6, pre-test 2 is 55, pre-test 3 is 60.5. Meanwhile, the result of mean score from post-test 1 is 64.8, post-test 2 is 66.3, and post-test 3 is 72.8. The researcher also used pair sample of SPSS. The result is 1st pair 11.031 (t-value) > 2.048 (t-table), 2nd pair 14.955 (t-(t-value) > 2.048 (t-table), 3rd pair 23.108 (t-value) > 2.048 (t-table) means that there are significant differences of students’ speaking ability after being taught by using picture series. Therefore, the first hypothesis is accepted.
2. Regarding the three picture series which contain different topics given are; activities this morning, special moment, and holiday. The result of mean score for
(3)
68
first discussion is 59.2 and is up to 60.6 in second discussion and then the last discussion is up 66.6. The most improved speaking skill of students is in the third discussion.. The most effective picture series for teaching speaking is the third picture series which was taken from google image with topic holiday. It might be due to the very familiar and interesting material to every student. The picture series used in the third discussion contained familiar topic. And with the topic, students can explore more ideas.
5.2 Suggestions
Based on the findings, the researcher suggests that:
1. After having the research of applying picture series in helping the students to enhance their speaking ability, the researcher suggests that the English teacher apply picture series in the classroom for teaching.
2. Since pronunciation got the lowest increase, the teacher should give more attention to students who have difficulty in pronunciation. Teacher should show the students clearly how to pronounce the words correctly. In the begining of the class session, teacher asks the important vocabularies that will be used from the students then teacher show how to pronounce them. Since the topic discussed is related to past experience or past activities, explore more verbs from the students and tell them how to pronounce them before guiding them to make sentences related to the activities in the past event they discussed about. In the last session when students performing in front of the class about their result discussion,
(4)
69
teacher corrects the mispronounced vocabularies and show all the students how to pronounce correctly.
3. The researcher suggests to apply picture series in the other skill and use interesting topic such as imaginative topic or something which is close to their daily life to increase students’ interest and activate them in class. Teaching other language skill by using picture series can be conducted similarly to teaching speaking. It can be done by building students’ interest by discussing about interesting topic, sharing interesting experience related to the topic, applying picture series to guide students understand the text organization , and asking them to make their own story.
(5)
REFERENCES
Brown, H. Douglas. 2001. Teaching by Principle: An Interactive Approach to Language
Pedagogy. New York: Longman.
Bryne, Donn, Teaching Oral English: Longman Handbooks for English Teacer. Singapore: Longman Group, 1986.
Burns, A., & Joyce, H. 1997. Focus on speaking. Sydney: National Center for English Language Teaching and Research.
Depdiknas. 2006. Materi Sosialisasi dan Peneliatian Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Depdiknas.
Dereweinka, B. 1994. Exploring how texts work. Rozelle, NSW : Primary English Teaching Association.
Febrina, R. 2014. The Use of Picture Series to Increase Students’ Speaking Ability
in Procedure Text at The Third Grade of SMPN 1 Gadingrejo.
Unpublished Script. Bandar Lampung. University of Lampung.
Haris, David. 1974. English as Second Language. New York: Mc. Graw Mill.
Hatch, E. and Farhady. 1982. Research design and statistics for applied linguistic. Long Angeles: Newbury House Publisher.
Heaton, J.B. 1991. Writing English Language Testing. New York: Longman. Lado, Robert. 1977. Language Testing. New York: Mc. Graw Hill.
Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. New York: Oxford University Press.
(6)
71
Latuheru, J. D. 1988. Media Pembelajaran dalan Proses Belajar Mengajar Masa Kini. Jakarta: P3G
Nakamura, Y. 2003. Oral Profiency Assessment: Dialogue Test and Multilogue Test.
2003 JALT Pan-SIG Conference Proceedings. 51-61. The Japan Association for Language Teaching: Tokyo.
Richards, Jack C. and Theodore S. Rodgers. 1986. Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press. 167pp.
Rivers, W.M. 1978. Teaching Foreign Language Skills. Chicago: University Press. Setiadi Ag. Bambang. 2004. Metode Penelitian Untuk Pengajaran Bahasa Asing.
Jogjakarta:Graha Ilmu.
Setiyadi, Ag.Bambang. 2006. Metode Penelitian Untuk Pengajaran Bahasa Asing: Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.
Shohamy, Elena. 1985. A Practical Hand Book in Language Testing for The Second Language Teacher. Tel Aviv: Tel Aviv university.
Wright, A. 1989. Picture for Language Learning. Cambridge: Cambridge University Press.