A set of speaking instructional materials utilizing picture narrating technique for the first grade of SMP N 2 Yogyakarta.

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G N I K A E P S F O T E S A

L A I R E T A M L A N O I T C U R T S N

I S UTILIZING

G N I T A R R A N E R U T C I

P TECHNIQUEFORTHE

A T R A K A Y G O Y 2 N P M S F O E D A R G T S R I F

ASARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

e h t n i a t b O o

t SarjanaPendidikanDegree n

i EngilshLanguageEduca iton

Y B

O T N A I B R E F Y D D U R

8 2 0 4 1 2 1 7 0

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M E T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

2 1 0 2

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ASETOFSPEAKING L A I R E T A M L A N O I T C U R T S N

I S UTILIZING

G N I T A R R A N E R U T C I

P TECHNIQUEFORTHE

A T R A K A Y G O Y 2 N P M S F O E D A R G T S R I F

ASARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

e h t n i a t b O o

t SarjanaPendidikanDegree n

i EngilshLanguageEduca iton

Y B

O T N A I B R E F Y D D U R

8 2 0 4 1 2 1 7 0

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M E T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

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Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S

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N A U J U T E S R E P N A A T A Y N R E P R A B M E L

S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P

i n i h a w a b i d n a g n a t a d n a tr e b g n a

Y ,s ayamahasiswaUniverstia sSanataDharma: a

m a

N :RuddyFerbianto M

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n a a k a t s u p r e P a d a p e k n a k ir e b m e m a y a s , n a u h a t e g n e p u m li n a g n a b m e g n e p i m e D

: l u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U

R E T A M L A N O I T C U R T S N I G N I K A E P S F O T E S

A IALS UTILIZING F O E D A R G T S R I F E H T R O F E U Q I N H C E T G N I T A R R A N E R U T C I P

A T R A K A Y G O Y 2 N P M S

i d u t

S dan research dliakukan pada SMP Neger i2 Yogyakatra Yogyakatra

n a k ir e b m e m a y a s n a a i k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a k g n a r e p a tr e s e b

n a a k a t s u p r e P a d a p e

k Universtia sSanata Dharma hak untuk menyimpan ,mengailhkan , a t a d n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d

n i a l a i d e m u a t a t e n r e t n i i d a y n n a k i s a k il b u p m e m n a d , s a t a b r e t a r a c e s a y n n a k i s u b ir t s i d n e m

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ii v T C A R T S B A . 2 1 0 2 . Y D D U R , O T N A I B R E

F A Se t o f Instrucitona l Speaking Materiasl g n it a r r a N e r u t c i P g n i z il it

U Technique fo r the Firs t Grade o f SMPN 2 a t r a k a y g o

Y .Yogyakarta:Engilsh Language Educa iton Study Program ,Sanata y ti s r e v i n U a m r a h D .

A sthe globa ldemand ,Engilsh ha sbecome an internaitona llanguage in . s t c e p s a e fi l t s o

m Beingablet ospeak lfuencyist heoneo fpeople’ sdream swhen y d u t s y e h

t Engilsh l anguage .Based on t he survey done du irng t he PPL proces s s e ri a n n o it s e u q e h t d n

a which weredistirbuted ,i twa sfound outt ha tthestudent s a tr a k a y g o Y 2 N P M S n

i go tdfi ifcutly in speaking skill .Atfe ranalyzing wha t e h t t a h t d e d u l c n o c r e ti r w e h t ,l li k s g n i k a e p s r i e h t e v o r p m i o t tl u c if fi d m e h t e d a m g n i k a e p

s mateiralsused i n SMPN 2 Yogyaka tra d id no t rtuly faclitiated t hem t o s u h T . k a e p

s , t hi sstudy aims ot ifndwhatt hemos tapprop iratespeakingmate irals s i a tr a k a y g o Y 2 N P M S f o e d a r g t s ri f e h t r o

f . Thewrtie rdecided t o uitilzepicture e u q i n h c e t g n it a r r a

n dueto t hepowe ro fusing picture sont hel earning proces .s I t m it s n a c e r u t c i p t a h t t e r c e s n o m m o c a e b o t s a

h ulate t hel earners t o create t hei r e r a s e r u t c i p e h t t a h w n o n o it a n i g a m

i re lfected(Kreeidle,r1971) . t n e m p o l e v e D d n a h c r a e s e R s e s u y d u t s s i h

T techniquewhich adapt ssome

m o r f s p e t

s Kemp’ smode lbuli tbyJerro lE .Kemp ,Ed.D .H,( 1977). TheKemp’ s i

l e d o

m sused ast hebasic foundaiton for t he ifna lproduc tdesigning .Sincet hi s n r e c n o c y d u t

s e dwtiht heuseo fpicturenarraitngt echniqueandt hes peakings kill , d n a g n it a r r a n e r u t c i p t u o b a s tr e p x e y n a m m o r f s e ir o e h t e m o s d e y o l p m e r e ti r w e h t . g n i k a e p

s Through datawhich were gained on t he ifeld, t hewrtie rcan conclude a tr a k a y g o Y 2 N P M S n i s t n e d u t s e d a r g t s ri f e h t t a h

t had high moitvaiton in

g n i k a e p s g n i c it c a r

p skli lbutt heEngilsh mate iralswereno t rtuly f aclitiated t hem .l li k s g n i k a e p s ri e h t e r o m e r o l p x e o t s p e t s e s o h t g n it e l p m o c r e tf

A ,the wrtie rpresented a se to finsrtucitona l g n i k a e p

s mateirals fo rthe fris tgrade o fSMPN2 Yogyaka tra .The mateirals s

u c o

f e d on the language expression swhich are used in daliy communicaiton . s n o i s s e r p x e e g a u g n a l e s o h

T w ere b irelfy developed into 4 untis .The fris tuni t d

e k l a

t abou texpressing ilke sand disilke ,s t he second uni tw as abou tasking fo r k l a t ti n u d ri h t e h t , n o i n i p o g n i v i g d n

a e dabou tasking fo rand t alking abou tfact s t i n u t s a l e h t d n

a w as asking fo rcla irifcaiton sand ti sresponses .Each uni twa s n i d e d i v i

d to ifves eciton snamelyt hewarmingups eciton,t hel anguageexpression e h t d n a , n o it c e s g n it a r r a n e r u t c i p e h t , n o it c e s r a m m a r g e h t , y r o e h

t las tonew asthe

. n o s a e s g n ir a h

s Thewarmingup seciton contain sof r eading passaget o sitmulate o t s e r u t c i p f o s e ir e s a s n i a t n o c n o it c e s g n it a r r a n e r u t c i p e h t e li h w d n o p s e r o t m e h t . y l e e r f k a e p s o t s t n e d u t s e h t s e t a l u m it s n o it c e s t s a l e h T . d e t a r r a n e

b aB sed on t he

t a h t d e w o h s t l u s e r e h T . d e t p e c c a y ll a r e n e g e r e w s l a ir e t a m n g i s e d e h t , n o it a u l a v e g n it a r r a n s e r u t c i p f o e s u e h t d n a s l a ir e t a m e h t o t d e e r g a s r o t a u l a v e e h t f o % 0 0 1 .l li k s g n i k a e p s ri e h t e v o r p m i o t s r e n r a e l e h t r o f g n it s e r e t n i e r e w e u q i n h c e t o w y e

K rds : insrtucitona l mateirals , speaking,SMPN 2 l e d o M s ’ p m e K , g n it a r r a n e r u t c i p ,s e r u t c i p , a tr a k a y g o Y

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ii i v B A STRAK

. 2 1 0 2 . Y D D U R , O T N A I B R E

F A Se to fInstruc itona lSpeaking Materiasl g

n it a r r a N e r u t c i P g n i z il it

U Technique for the Firs t Grade o f SMPN 2 a

t r a k a y g o

Y .Yogyakarta :FakutlasPendidikanBahasaInggri ,sUniverstiasSanata .

a m r a h D

n a t u t n u

T darimasyaraka t globa l menjadikan bahasa gIn g ri ssebagai l

a n o it a n r e t n i a s a h a

b yang mempengaruhi banyak lh a dalam berbagai bidang n

a p u d i h e

k .Dapat berbicara bahasa Inggris dengan lance r adalah ha l yang n

a k p a r a h i

d oleh orang-orang.Berdasarkan peneilitan selama masa P PL d an i

r a d a t a

d angket ,ssiwa-siswi d iSMPN 2 masih mengalami kesultian dalam i

a s a u g n e

m kemampuan berbicara dalam bahasa Inggris . Setelah melalui is

a v r e s b

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m mempraktekan bahasa inggris secara g

n u s g n a

l .O leh karena tiu ,peneilitan ii n bertujuan untuk menemukan mater i it

r e p e s g n i k a e p

s apakah yang cocok untuk digunakan b agi siswa-sisw iSMPN 2 7

s a l e

k .Penuils memutuskan membuat sebuah materi pembelajaran speaking n

a g n e

d menggunakan picture narraitng teknik..Menggunakan gambar dalam r

a j a l e b m e p s e s o r

p a n telah dikenal dapat merangsang murid-murid untuk i

s a n ij a m i r e

b terhadapapayangdigambarkan ho le gambar-gambartersebu .t n

a it il e n e

P ii n menggunakan metode Research and Developmen t yang i

s a t p a d a g n e

m beberapalangkahdar iKemp’ smode lyangdibangun ho le Jerro lE . 7

7 9 1 ( H . D . d E , p m e

K ) sebagai acuan teor.iSelain teor i R&D , penulsi juga n

a k a n u g g n e

m teori-teo ir mengenai picture narraitng d an speaking. Berdasarkan h

a l e t g n a y a t a d s i s il a n

a dikumpulkan ,diketahuibahwasiswa-siswikela s7SMPN a

t r a k a y g o Y

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m a t u r e

t dalam speaking skill ,akan tetapi mater iyang digunakan belum cukup i

s a il i s a f m e

m merekauntukmenggunakanbahasaInggrissecaralangsung.

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e t a M . a t r a k a y g o

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a k a n u g i d g n a y i t r e p e s n o i s s e r p x e e g a u g n a

l dalam keseharian yang dibuat

a m a tr e p t i n U . ti n u 4 m a l a d e

k menjelaskan tentang expressing ilke sand disilkes , t

i n

u kedua tentang asking fo rand giving opinion ,uni tkeitga berbicara tentang s

t c a f t u o b a g n i k l a t d n a r o f g n i k s

a ,dan un tit erakhir menjelaskan tentang asking s

e s n o p s e r s ti d n a s n o it a c if ir a l c r o

f .Seitap uni tdibagimenjad i5 seciton yatiu the t

c e s p u g n i m r a

w ion ,the language expression theory ,the gramma rseciton ,the n

o it c e s g n it a r r a n e r u t c i

p ,dan yang terakhir adalah the shairng season. Bagian p

u g n i m r a

w berisi wacana yang mensitmulate parasiswa-siswi untuk merespon n

d bagian picturenarraitngberisirangkaian gambaruntukdinara iskan .Bagian r

i h k a r e

t mensitmulate ssiwa-siswi untuk berbicara dengan beba .sMenurut hasli i

r e t a m , i s a u l a v

e speaking telah memadai . Secara keseluruhan,para evaluato r ,

% 0 0 1 , u j u t e

s bahwa mater i speaking yang telah dibuat menairk untuk n

a k t a k g n i n e

m kemampuan ap ar siswauntukberbicarabahasaIngg ir .s i

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e d o M s ’ p m e K , g n it a r r a n e r u t c i

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d a e t s n i s i s e h t y m t u o b a k n i h t o t e m d e d n i m e r s y a w l a e h S . d P . M ,. d P . S , i n a y it s ir K

s i v e r e h t t i m b u s o t e m d e t s i s n i o h w e n o e h t o s l a s i e h S . s s e n i s u b y m f

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s e u q g n ir e w s n a n i s s e n g n il li w d n a e m it r i e h t r o f a tr a k a y g o Y 2 N P M

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M ved f irends , Rima ,

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m it t s e d r a h e h t g n ir u d e m d e i n a p m o c c a s a h o h w a m i

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y d a e rl a d a h e w , n e v E . e m it n o n o i s i v e r e h t ti m b u s o t r e h t o n a e n o g n i d n i m e r t p e k

e h t d n e tt a o t y l d a l g m a I . r e h t e g o t t h g i n t p m o r p e h t o t o g o t e s i m o r p e d a m

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i x

S T N E T N O C F O E L B A T

G A P E L T I

T E ... i E

G A P L A V O R P P

A ... ii Y

T I L A N I G I R O S ’ K R O W F O T N E M E T A T

S ... iv .

E G A P N O I T A C I L B U

P ... v E

G A P N O I T A C I D E

D ... vi T

C A R T S B

A ... vii K

A R T S B

A ... iv ii S

T N E M G D E L W O N K C

A ... xi S

T N E T N O C F O E L B A

T ... xi S

E L B A T F O T S I

L ... x iii S

E C I D N E P P A F O T S I

L ... vi

N O I T C U D O R T N I .I R E T P A H C

A Backgroundoft heStudy ... 1 .... .

B ProblemFormulaiton... 5 .

C ProblemLimtiaiton ... 5 .

D Objecitve soft heStudy ... 6 .

E Benefti soft heStudy ... 6 .

F Deifniitono fTerms... 7

R E T I L F O W E I V E R . I I R E T P A H

C ATURE

A Theoreitca lDesc irpiton ... 11 .

1 Insrtucitona lDesign... 11 .

2 CommunicaitveLanguageTeaching ... 61 .

3 TheSchool-BasedCurirculum( KTSP) ... 02 .

4 SpeakingSkill ... 22 .

5 PictureNarraitng ... 62 .

6 Storytelilng... 13 .

B Theoreitca lFramework ... 43

.I I I R E T P A H

C METHODOLOGY

A ResearchTechnique... 63 .

B ResearchParitcipants... 93 .

C ResearchI nsrtumentsandDataGatheirngTechnique... 24 .

D DataAnalysi sTechnique ... 5.... 4 .

E ResearchProcedures ... 74

D N A S T L U S E R H C R A E S E R . V I R E T P A H

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ii x .

1 TheGoal ,TopicsandGenera lPurposes ... 15 .

2 TheStudents ’Need sandCharacte irsitcs... 35 .

3 TheObjecitve sandSubjec tContents ... 65 .

4 Teaching-LearningAcitviites ... 95 .

5 TheEvaluators ’Feedbackont heMate irals... 4.... 6 .

6 TheMainRevision... 66

S N O I T A D N E M O C C E R D N A S N O I S U L C N O C . V R E T P A H C

A Conclusions... 96 .

B Recommendaitons ... 17

S E C N E R E F E

R ... 27

E P P

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ii i x

LISTOFTABLES

e l b a

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d n a h c r a e s e R r o f s t n a p i c it r a P t s ri F e h t f o n o it p ir c s e D e h T 1 . 3

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o it a u l a v E ’ s r o t a u l a v E e h t f o e g a t n e c r e P n i tl u s e R e h T . 7 .

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1 I R E T P A H C

N O I T C U D O R T N I

, n o it a l u m r o f m e l b o r p , d n u o r g k c a b h c r a e s e r e h t s e t a r o b a l e r e t p a h c s i h T

.s m r e t f o n o it i n if e d d n a , s ti f e n e b h c r a e s e r ,s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p

A Backgroundoft heStudy

t s a

M eirng speaking sk li li sthe one o fthe dfiifcul tpatrs in learning a foreign language .The nature beyond speaking i s"the proces so fbuliding and

n o n d n a l a b r e v f o e s u e h t h g u o r h t g n i n a e m g n ir a h

s -verba lsymbol ,si navairetyo f .)

3 1 . p , 8 9 9 1 , y e n a h C ( " s t x e t n o

c Thus ,speaking become sacrucia lpar to fsecond g

n i n r a e l e g a u g n a

l andt eachingbecauseo fti scomplex tiy .Mos tofs choolsi nclude l

li k s g n i k a e p s e h

t i n thei rcurirculum .Desptie tisi mpo trance, t eaching speaking g n i h c a e t f o d e m u s s a s r e h c a e t e g a u g n a l h s il g n E e m o s e c n i s d e u l a v r e d n u n e e b s a h

m it d n a d e t a c il p m o c s i g n i k a e p

s e-consuming( Kresse,l1986 .) Compilcated mean s .

g n i k a e p s g n i h c a e t n i d e r u s a e m e b d l u o h s h c i h w s t c e p s a f o t o l a e r a e r e h t

g n i k a e p s e h t , I I V e d a r g r o f y l n i a m m u l u c ir r u c l o o h c s h g i h r o i n u j n I

o w t n i s e c n e t e p m o c d r a d n a t s r u o f o t n i d e s ir p m o c y lf e ir b s i n o it r o

p semester swtih

g n it e e m 2 2 t u o b a s i e m it f o n o it a l u m u c c a e h

t s hwti i n40minutesi neachmeeitng . e k a m , n e v i g e u g o l a i d e h t d a e r o t e r a s e c n e t e p m o c c i s a b e s o h t f o s n o it c u rt s n i e h T

y l n o d n a , t p ir c s e h t t u o h ti w r o t p ir c s e h t h ti w t n o r f n i d a e r e b o t e u g o l a i d a

e h t g n ir e w s n

a teache rquesitons(Depdikna ,s2006) .Basedont heobservaiton done e

h t y

b wrtierbeforet hedesignappiled ,wha tmadethestudentsf eelr eluctan twa s t I . m e h t r o f d e r o b s a w h c i h w c i p o t n i a tr e c e k a m o t r o t p ir c s e h t e z ir o m e m o t

(17)

f f e e b t o n d l u o

w icien t in b irnging them up to speak i fthey did no t have s t n e d u t s e h t d e k c o l b h c i h w s t c e p s a e m o s l li t s e r e w e r e h t ,s e d i s e B . o o t s s e n g n il li w

g n i k a m f o s u o i x n a e h t , e r e h p s o m t a g n i k a e p s d e tr o p p u s n u e h t s a h c u s , k a e p s o t

f g n il e e f d e g a r u o c s i d e h t d n a , s e k a t s i

m romt heris urround.

Today' swo lrd r equ riest hat t hegoa loft eachingspeaking shouldi mprove s

ll i k s e v it a c i n u m m o c ' s t n e d u t

s in which thestudent scan expresst hemselve sand h c a e n i e t a ir p o r p p a s e l u r l a r u tl u c d n a l a i c o s e h t w o ll o f o t w o h n r a e l

e c n a t s m u c ri c e v it a c i n u m m o

c a s ctied on Teaching Speaking : Acitviite s to e

g a u g n a L d n o c e S a n i g n i k a e p S e t o m o r

P (Hay ire ,2006) .A si ti sseen o fwha t s

e n if e d e ir y a

H on hisj ournal ,aboutt hegoa loft eachingspeaking , tii scleart ha t l o o h c S h g i H r o i n u J r o f g n i d u l c n i s l o o h c s f o t s o m n i g n i k a e p s g n i h c a e t f o m i a e h t

o s , e g a u g n a l h s il g n E s i e s a c s i h t n i , e g a u g n a l e h t h ti w r a il i m a f m e h t e k a m o t s i

t t a h

t hey are able to produce the language orally , communicaitvely , and h g i H r o i n u J n i t a h t s i l o o h c S h g i H r o i n e S h ti w e c n e r e f fi d r o j a m e h T . y l e v i s s e r p x e

s i tI . h s il g n E d e c n a v d a g n i n r a e l f o l e v e l y r a m ir p e h t n i e r a s t n e d u t s e h t ,l o o h c S

r a li m i s t o

n wtih t heEngilshl essont heygeti nelementaryschool .Thestudentsi n . y lt n e d n e p e d n i g n i k a e p s n i e v it c a e r o m e b o t d e t c e p x e e r a l o o h c s h g i h r o i n u

j In

e h t t a h w , d l e

if wrtierha sobservedw asthes tudent sw erepassivetospeak.

e h t , y l e v it c a k a e p s o t g n il li w l o o h c s h g i h r o i n u j n i s t n e d u t s e h t e k a m o T

s l a ir e t a

m of t eaching speaking should befun and i nteresitng .Meaning to say, t he d

l u o h s s t n e d u t

s n eot b burdened by thei rresponsiblitiy to speak bu tfu trhe rthey e

v a h d l u o h

s et ih wlilngnesst o speak t hemselve .s Many aim shavebeen searched h s il g n E k a e p s o t t n e d u t s e h t e t o m o r p o t s y a w t s e b e h t r o f k o o l o t t r e p x e e h t y b

(18)

d e c n a v d a g n i n r a e l f o l e v e l r e i m e r p n i ll it s e r a y e h t e c n i S . y l e v i s s e r p x e d n a y l e e r f

r e t n i e r o m e b l li w y e h t , h s il g n

E ested i nl earning fit hemateiralstheyhavet o study g

n i n r a e l e h t n i e r u t c i p f o e s u e h T . m e h t r o f e v it c a rt t a o s l a s

i process ,according t o

r e l d e ir

K (1971 )i sone o fthe soluitons since the student sin tha tleve lare more g

, r o l o c , s e r u t c i p n i d e t s e r e t n

i raphic ,and even sounds .(p ).1 .Nevetrheless , there d

i a g n i h c a e t f o t o l a e r

a s canbeusedtot each ,sucha sdigtialr ecorder ,sildeshow , T

. g n o s n e v e r o , s e i v o

m heproblemmaycomeou taccordingt ot hei mplementaiton d

i a g n i h c a e t e s o h t f

o s in the ifeld , of rexamplet hedisablitiy oft het eachers when y

e h

t should face to use those kind s o fteaching aids .Some o fthem can be e

v i s n e p x

e enough wh lie some other scan be dfiifcutl enough fo rthe teache rto .

m o o r s s a l c n i t n e m e l p m i

( r e l d e ir K , e r o m r e h tr u

F 1971,p.14) explain s tha tthe use o f picture s ha s s

r e h c a e t e h t d n a s t n e d u t s e h t h t o b r o f s e g a t n a v d a l a r e v e

s .Sincei tcanbecheapand

o t y s a

e eb eu ds ,t het eacher scan compliemany source so reven draw t hepicture s .

s e v l e s m e h

t O n the students ’side ,through the pictures ,student scan create and e n o m o r f s e ir o t s t n e r e f fi d g n it s e r e t n i g n i k a m y b y ti li b a g n i k a e p s r i e h t p o l e v e d

r e h t o n

a wtihou tbeing afraid o fmaking mistakes .Thus ,i twli lhelp them to be .

r e k a e p s e v it c a e r o

m Inaccordancewtihpictures ,picturenarraitngt echniquei sone g

n i h c a e t n i e r u t c i p e s u o t s e u q i n h c e t e h t f

o .Picturenarraitng means t he student s d

e t a r r a n e b o t s e r u t c i p e h t m o r f y r o t s a e t a e r

c . A studen tfrom Universtiy o f

s e n o it n e m e i y a K e ir y a H ; a d a v e

N tha t picture narraitng is based on severa l s

e r u t c i p l a it n e u q e

s (2006 ,p.25) .Thus ,student sare asked to tel lthe story taking e h t y b d e d i v o r p a ir e ti r c e h t o t n o it n e tt a g n i y a p y b s e r u t c i p l a it n e u q e s e h t n i e c a l p

(19)

e h t s e r u t c u rt s r o y r a l u b a c o v e h t e d u l c n i n a c s c ir b u R . c ir b u r a s a r e h c a e

t y need t o

. g n it a r r a n e li h w e s

u Wha ti tshould bepu tunde rconcern i sno thow perfectt hey .

y r o t s r i e h t g n it a r r a n n i e l b a y o j n e l e e f y e h t w o h t u b k a e p

s In extend wtih Hay ire

( n a D c o u Q , i y a

K http://www.b iritshcounci.lorg )statest ha tusing picturestory wli l o t d e s u e b n a c o s l a t i ,s e d i s e B . n r a e l y e h t n e h w d e t s e r e t n i l e e f s t n e d u t s e h t e k a m

.l li k s s r e h t o n i a rt

it a l e r n

I o ont picturenarraitngtechnique,t hes torytelilngi susedast hew ayto .

s t n e d u t s e h t y b e d a m n e e b s a h h c i h w y r o t s e h t g n il l e t e

r Through storytelilng,t he

e l y t s d n a s a e d i ri e h t s s e r p x e o t e e r f e r a s t n e d u t

s .Storytelilng i s t he bes tway t o ’

e l p o e p r e v il e

d sidea sby using the language .Thus ,the student scan use the n a c y r o t s e h t r o e g a s s e m e h t t a h t o s e l b i s s o p s a e v it a e r c s a s e r u t s e g d n a e g a u g n a l

.s r e n e t s il e h t o t n i d e r e v il e d e

b A sprofessiona lstoryteller, Helen Forest (2007 , I

I I

X ) point sout tha tthe advantage so fstorytelilng i sto encourage student sto s t h g u o h t e t a c i n u m m o c o t y ti li b a ’ s t n e d u t s a n e t h g i e h d n a s s e n e v i s s e r p x e e r o l p x e

.) 8 . p ( r e n n a m d i c u l , e t a l u c it r a n a n i g n il e e f d n a

, n o tl i m a H o t g n i d r o c c a , d e e d n

I 1971 ,student scan speak t hei rown story t o t n a tr o p m i s i tI . s d n i m r i e h t f o s e r u t c u rt s l a t n e m a d n u f t c e lf e r y lt c e ri d d n a , s r e h t

o to

tr o p p u

s the developmen t o f speaking sk li l since the student s can learn the . r e h t o n a e n o a e d i ri e h t r o y r o t s r i e h t e r a h s o t w o h d n a e g a u g n a l ri e h t f o s e r u t c u rt s

,s e d i s e

B tii si ntegratedwtihothert hreeskills ,sincet hrough storytelilng ,speaking .

e n o l a d n a t s t o n n a

c Added by Hay irye Kayi ,2006 ,storytelilngcan f oste rcreaitve t a m r o f n i s a e d i ri e h t s s e r p x e s t n e d u t s p l e h n a c t i t a h t d i a s e h , n o it i d d a n I . g n i k n i h t

g n i d n e d n a , t n e m p o l e v e d , g n i n n i g e b f

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m o r f s t n e d u t s e h

T SMPN2arechosenast her epresentaitvet ogaint hedata e

ti r w e h t t a h

t rneeded .Based on the survey which had done before making the n

g i s e

d ,thestudent sw eredfi ifcutlt ospeakEngilsh lfuen ltysincetheytended t o be s

t n e d u t s e v i s s a

p .Wha tmadethembeingr eluctantt o speak w asbecauset heywere a

y h

s nd afraid o fmaking mistake .Moslty ,the student sonly used theri Engilsh s

n i k o o b t x e t h s il g n E e h t t a h w d e w o ll o f d n a k o o b t x e

t rtucted .Ast her esutl , til acks s s e n g n il li w e h t e t a e r c o t c i s a b t n a tr o p m i t s o m e h t s i h c i h w e r e h p s o m t a e l b a y o j n e f o

g n ir e d i s n o C . k a e p s o t r e k a e p s e h t f

o thef act ,st het eacher shavet ot eachEngilsha s ’ s t n e d u t s o t n i d e z i s a h p m e e b d l u o h s g n i n r a e l e h T . e l b i s s o p s a g n it s e r e t n i

g n it s e r e t n i h g u o r h t s i k a e p s o t r e g a e m e h t e k a m o t w o H . k a e p s o t s s e n g n il li w

d n a y ti v it a e r c r i e h t e t a ti li c a f o t e l b a h c i h w y ti v it c

a imaginaiton .Thekeyi showt o

n i d e t s e r e t n i e r a y e h t t u b d e k s a g n i e b t u o h ti w k a e p s o t r e g a e e r a s t n e d u t s e h t e k a m

. n o it a s r e v n o c e h t g n ir u d g n i v l o v n i

B ProblemFormula iton

m e l b o r p e n o e r a e r e h t , e v o b a d e s s u c s i d d n u o r g k c a b h c r a e s e r e h t n o d e s a B

e b d l u o h

s discussed .The problem is w“ ha ti sthe sutiable design o fa se to f g

n i k a e p s l a n o it c u rt s n

i mateiralsusingaseire so fpicturet hrough picturenarraitng e

u q i n h c e

t forJ unio rHighSchoo lState2Student sGradeVII?” .

C ProblemLimtia iton e h t , y d u t s s i h t n

I wrtier designed a se tof i nsrtucitona lspeaking mateirals l

o o h c S h g i H r o i n u J r o f s e r u t c i p f o s e ir e s a g n i s

u State 2 Student sGrade VI I

. m u l u c ir r u c e h t n o d e s a b s n o i s s e r p x e e g a u g n a l n o g n i s u c o

f The wrtie rchose

i u b n i s u c o f n i a m e h t s a s n o i s s e r p x e e g a u g n a

(21)

t u o b a k l a t d n a t u o b a g n i k s a , s n o i n i p o g n i v i g d n a r o f g n i k s a , s e k il s i d d n a s e k il

r o f g n i k s a d n a , s t c a

f clair ifcaitons .Here ,the wrtie rconcern swtih the use o f .

s e r u t c i p e h t e t a r r a n o t e u g o l a i d

g n it a r r a n e r u t c i

P techniqu e i sappiled in the design by uitilzing some e h t g n it a ti li c a f n i d i a g n i h c a e t n i a m e h t e r a s e r u t c i p t a h t s n a e m t I . s e r u t c i p

. k a e p s o t s t n e d u t

s Whlie ,storytelilng i st he main t echnique t o i mplemen tas t he v

a h s t n e d u t s e h t t a h w g n ir a h s r o g n ir e v il e d f o m i

a ebeendonewtiht hepicture .s

D Objecitveoft heStudy e v it c e j b o e h

T o fthe study i sto ifnd ou tthe idea ldesign o fa se to f g

n i k a e p s l a n o it c u rt s n

i mateirals by using a seire so fpicture sthrough picture .

g n it a r r a n

E Beneftis oft heStudy

g n i k a e p s l a n o it c u rt s n i f o t e s a g n i n g i s e d s i y d u t s s i h

T mateiralsst hrough

g n it a r r a n e r u t c i

p techniquefo rSMPN2gradeVI Istudents .Throught hi sstudy,i t e

b o t d e t c e p x e s

i beneifcialf o rsomeparites ,suchast heSMPN2Yogyakatra,t he N

P M S f o s t n e d u t

s 2Yogyakatra,t het eachers ,andf u trherr esearcher .s .

1 SMPN2Yogyakarta

l o o h c s h g i h r o i n u j e l b a t u p e r e h t f o e n o s

A s in Yogyakatra, t hi sstudy can g

n i k a e p s h s il g n E f o y ti l a u q e h t e v o r p m

i mateirals .Ast heoutcomeofl earning a l

e h t s i g n i k a e p s , e g a u g n a

l as tskillt obeacquried .To achievet hegoa lo fSMPN2 h

s il g n E f o t n e m e v o r p m i e h t , l o o h c s l a n o it a n r e t n i n a s a a tr a k a y g o

Y mateirals

. d e d e e n s i g n i k a e p s n i s n r e c n o c h c i h w

(22)

2 Fort heJuniorHighSchoo lState2s tudents o

t m e h t p l e h d l u o w y d u t s s i h

T improvethei rspeakingskli lbasedon t hei r f o s e ir e s a h g u o r h t y r o t s e h t g n il l e t e r d n a y r o t s e h t g n i p o l e v e d n i y ti v it a e r c

. e r u t c i

p Thebasicaimoft hi sstudyi st omoitvatet hemt ol earnEngilshespecially .

y a w n u f a n i k a e p s o t

3 Fort heEngilsh t eachers ,developers ,and t hosewho areconcerned wtih r o i n u J r o f ll i k s g n i k a e p s e h t e v o r p m i o t e r u t c i p f o s e i r e s a g n i s u f o a e d i e h t

t n e d u t s l o o h c S h g i

H st hroughpicturenarra itng t

, y ll u f e p o

H hi sstudy nc a g nive a illusrtaiton and the example o fthe g

n i k a e p

s mate irals using a seire so fpicture swhich uitilze spicture narraitng e

u q i n h c e

t which can be i mplemented i n genera lclassroom acitviites .Thewrtie r ,

e p o h o

d int hef uture,t het eachers ,developers ,andt hosewhoareconcernedwtih l

e v e d o t e l b a e b l li w y d u t s s i h

t opt hei rownt eachingmateiralsbyusingpictures. .

F De ifniitonoft heTerms .

1 Picture

m a r g a i d r o , p a m , h c t e k s , g n i w a r d , g n it n i a p s a d e b ir c s e d e b n a c e r u t c i P

e h t f o e n o s i e r u t c i p , r e v o e r o M . e k il s k o o l e n o e m o s r o g n i h t e m o s t a h w g n i w o h s

c i h w s d i a g n i h c a e

t h consis to fcolorfu lpainitng which can be seen no theard f o l a it n e u q e s e h t e r a d e s u e r a h c i h w s e r u t c i p e h t , y d u t s s i h t n I . ) I X : 4 6 9 1 , s a a H (

r e h t o n a e n o e r e h w n i s e r u t c i

p a re connected to create a story .Ofifcially ,i ti s n

o c h c i h w y r o t s e r u t c i p s a d e m i a l

c sist schielfy o rwholly o fpictures .In thi s ,

n g i s e

d thepicture susedaredeifntiely wtihoutt ext .Thestudent shavet odevelop .s

e r u t c i p e s o h t h g u o r h t y r o t s e h t

(23)

2 Insrtucitona lMateirals n

o d e s a

B http://www.planningl.eon.k12f..lus/Poilcies/411.htm , an l

a n o it c u rt s n

i mateirals si tiem stha tare designed to serve a sa majo rtoo lfo r n i e l b a li a v a e b y a m s m e ti e s e h T . e s r u o c r o t c e j b u s a f o n o it c u rt s n i e h t n i g n it s i s s a

t f o s r o d e k c a b d r a h f o t s i s n o c y a m d n a m r o f e g a k c a p r o t i k , d n u o b n u , d n u o b

, s e l b a m u s n o c , s k o o b t x e t d e k c a

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a s a r e h c a e t e h t y b d e d i v o r p a ir e ti r c e h t o t n o it n e tt a g n i y a p y b s e r u t c i p l a it n e u q e s

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r can include the vocabulary o rsrtucture sthey need to use whlie g

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n .Picture Narraitng can be donet horough storytelilng. The student scan e h t , y r o t s h g u o r h t ,s e d i s e B . s e t a m s s a l c r i e h t ll e t o t y r o t s n w o r i e h t e t a e r c o s l

a they

u g n a l r i e h t p o l e v e d n a

c age ablitiy and appreciaitng ltierature . (Aiex , 1988 ; )

9 8 9 1 , y e ll u G & i ri a b o Z ; 8 9 9 1 , i k o K ; 9 8 9 1 , r e p o o

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s t a h t e t o r

(24)

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l aseire so fpicturesfort hestudentst o sitmulate k

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m e h t e h t n o d e s a b n o it a n i g a m i ri e h t o t g n i d r o c c a y r o t

s givenbyt het eacher .The

s i e d a m n e e b s a h h c i h w y r o t

s narratedinf ron toft heclassthroughs torytelilng. .

4 Storytelilng

a g n il l e t y r o t s s e n if e d , 5 : 1 9 9 1 , n a ll a

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a n i s e n e c s e t a e r c o t s y a w l u f r o l o c n i e r u t s e g d n a e g a u g n a l g n i s u y b s r e h t o

e c n e u q e

s . Int hi sstudy,storytelilngmeanst hetechnica lwayused f o rdeilveringa f o t n o r f n i s e r u t c i p f o s e ir e s e h t m o r f s t n e d u t s e h t y b e d a m n e e b s a h h c i h w y r o t s

. s s a l c e h t r o p u o r g e h

t Thus ,the student smake a story based a sequence o f .

r e h c a e t e h t y b n e v i g s e r u t c i

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5. Speaking

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n o n d n a l a b r e

v -verbals ymbol ,si navairetyo fcontexts"( Chaney ,1998 ,p .13) .A s n a e t a e r c o t h c e e p s r i e h t e s u e l p o e p , y l s u o i c s n o c n u r o y l s u o i c s n o c , r e k a e p s e h t

, h c ti p f o n o it a ir a v d n a , g n i s u a p d n a d e e p s g n i s u y B . s r e h t o o t s e v l e s m e h t f o e g a m i

l a t ri e h t r o f e r u t x e t a e t a e r c o s l a y e h t , n o it a n o t n i d n a e m u l o

v k t ha tsuppo tr sand

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(25)

f e h t s i d e s s e s s a s

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. y r o t s e h t g n il l e t e r n i s t n e d u t s e h t f o y ti v it a e r c e h t

(26)

1 1

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n i s n o it c e s r o j a m o w t e r a e r e h T . s l a ir e t a m l a n o it c u rt s n i h s il g n E f o t e s a g n i n g i s e d

e r a e r e h T . k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t y l e m a n , r e t p a h c s i h t

e s s u c s i d s c i p o t e v

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. y d u t s s i h t n i s e ir o e h t

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n i l i a t e d n i d e t a r o b a l e e r a s e ir o e h t e m o s , n o it p ir c s e d l a c it e r o e h t r e d n U

e h t r o f e g d e l w o n k c i s a b s a e r a s e ir o e h t e s o h T . y d u t s s i h t n i d e s u e b o t r e d r o

e r u t c i p g n i s u l a ir e t a m g n i k a e p s l a n o it c u rt s n i f o t e s e h t n g i s e d o t r e h c r a e s e r

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t i d n a n g i s e d l a n o it c u rt s n i e h t e n il r e d n u h c i h w s e ir o e h t f o t o l a e r a e r e h T

e ri t n e e h t o t s r e f e r n g i s e d l a n o it c u rt s n I .l a ir e t a m g n i p o l e v e d r o f d e y o l p m e e b n a c

n a s l a o g d n a s d e e n g n i n r a e l f o s i s y l a n a f o s s e c o r

p dt hedevelopmen to fadeilvery

d n a s l a ir e t a m l a n o it c u rt s n i f o t n e m p o l e v e d s e d u l c n i ; s d e e n e h t t e e m o t m e t s y s

t n e m s s e s s a r e n r a e l d n a n o it c u rt s n i l l a f o n o i s i v e r d n a t u o y rt d n a ; s e it i v it c a

. ) x x : 7 7 9 1 , s g g ir B ( s e it i v it c

(27)

y b d e n g i s e d l e d o m h c a o r p p a m e t s y s e h t s i t n e m p o l e v e d d n a h c r a e s e

r proposedby

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e r a y e h

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s e c r u o s e r d n a s e it i v it c a ( .

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e r

a asf ollow .s .

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e b y a m h c i h w s l a o g d e t a t s y l d a o r b n o d e s a b e r a s m a r g o r p l a n o it a c u d e l l A

d l u o h s s l a o g f o s t n e m e t a t S . s a e r a t c e j b u s d n a , s t n e d u t s , y t e i c o s m o r f d e v ir e d

i n g o c e r r e tf A . s t s e r e t n i d n a s d e e n s ’ r e n r a e l n i s e g n a h c e z i n g o c e

r zingt hegoal ,st he

l a r e n e g h c a e , y ll a n i F . a e r a t n e t n o c e h t n i h ti w d e t a e rt e b d l u o h s s c i p o t r o j a m

c if i c e p s e h t s a e v r e s l li w t a h t s e v it c e j b o n i a t b o o t d e t a t s e b d l u o h s e s o p r u p

.s e m o c t u o g n i n r a e l

2 Identfiyingt hel earner’ scharacteirsitcs n

r a e l l u f s s e c c u s

A ing program i sthe learning which concern wtih the r o j a m o w t e r a e r e h T . s d e e n e h t d n a s c it s ir e t c a r a h c e h t h t o b ; s r e n r a e l

(28)

. s r o t c a f l a i c o s d n a s r o t c a f c i m e d a c a y l e m a n , s r e n r a e l e h t e n if e d o t s c it s ir e t c a r a h c n r e c n o c h c i h w s r o t c a f e h t o t s r e f e r r o t c a f c i m e d a c

A to t he academicbackground

. n o o s d n a , n o it a v it o m , s ti b a h y d u t s , e c n e g il l e t n i f o l e v e l s a h c u s , s r e n r a e l e h t f o c i m o n o c e o i c o s , y ti r u t a m , e g a e h t h ti w n r e c n o c s r o t c a f l a i c o s , e d i s r e h t o e h t n O .s r e h t o d n a , n o it a u ti

s The learning condiiton and learning style should be taken . ll e w s a , g n i n n a l p n e h w t n u o c c a o t n i .

3 Specfiyingt hel earningobjecitves

Wiritng objecitve si sa developmenta lacitvtiy tha trequrie sre ifnements , e h T . s p e t s g n i n n a l p t n e u q e s b u s s p o l e v e d r e ti r w e h t s a s n o it i d d a d n a , s e g n a h c j b o g n i n r a e

l ecitve sshouldbestatedclealryi nordert opromotet hel earning tisefl . d e t a t s e b t s u m s e v it c e j b o l l a , s u h T . r e n r a e l e h t y b t r o f f e e v it c a s e ri u q e r g n i n r a e L . g n i n r a e l e t o m o r p t s e b l li w t a h t s e it i v it c a f o s m r e t n i , s e v it c e j b o f o s e ir o g e t a c e e r h t e r a e r e h

T namely cogniitve ,psychomotor , s e v it c e j b o e h t o t s r e f e r h c i h w n i a m o d e v it i n g o c e h t s i e n o t s ri f e h T . e v it c e f f a d n a g n i k n i h t d n a , n o it a m r o f n i r o e g d e l w o n k g n i n r e c n o

c -naming , recognizing ,

s r e h t o d n a , g n it c i d e r

p .Bloom ,1956,i n hi sbook“CogniitveDomain ,Taxonomy y e h T . n i a m o d e v it i n g o c e h t r o f y m o n o x a t e h t s e t a t s ” s e v it c e j b O l a n o it a c u d E f o . n o it a u l a v e d n a , s i s e h t n y s , s i s y l a n a , n o it a c il p p a , n o i s n e h e r p m o c , e g d e l w o n k e r a s ll i k s e h t n o s n r e c n o c h c i h w n i a m o d r o t o m o h c y s p s i y r o g e t a c d n o c e s e h T g n ir i u q e

r use and coordinaiton o fskeleta lmuscles .Thel as tcategory i saffecitve d n a , n o it a i c e r p p a , e d u ti tt a g n i n r e c n o c s e v it c e j b o s e v l o v n i h c i h w n i a m o

(29)

4 Lisitngt hes ubjec tcontent

g n i h t e m o s s i n g i s e d l a n o it c u rt s n i f o t x e t n o c e h t n i t n e t n o c t c e j b u

S which

d n a , s ll i k s , e g d e l w o n k c if i c e p s e h t f o n o it a z i n a g r o d n a n o it c e l e s e h t s e s ir p m o c

t s u m , n r u t n i , t n e t n o c e h T . ) 4 4 : 7 7 9 1 , p m e K ( s c i p o t y n a f o s r o t c a f l a n i d u ti tt a

.s d e e n s ’ r e n r a e l e h t d n a s e v it c e j b o e h t o t e t a l e r y l e s o l c

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s u e h

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e r a p e r p d l u o h s r e n g i s e d e h T . s e l u d e h c s d n a e m it d n a , t n e m p i u q e , s e it il i c a f ,t e g d u b

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