Improving students` speaking skills in VIII a class of SMP Bopkri II Yogyakarta by using picture-cued technique : classroom action research.

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ASARJANAPENDIDIKANTHESIS

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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 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

A M R A H D A T A N A

S UNIVERSITY

A T R A K A Y G O Y

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ASARJANAPENDIDIKANTHESIS

Presenteda sParita lFul ifllmentoft heRequirements e

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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 PROGRAM

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 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

1 0 2 2

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ASarjanaPendidikanThesi son

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Sponsor Date

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ASarjanaPendidikanThesi son

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Sponsor Date

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. A . M , . m u H . M , . d P . S , i n i m t a h ir p ir T .

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Delight yourself in the LORD and He will give you

the desires of your heart

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Delight yourself in the LORD and He will give you

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Delight yourself in the LORD and He will give you

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s kosakata,tatabahasayang t n e m e l e n a k t a k g n i n e m t a p a d a k e r e M . i r i d n a a y a c r e p e k n a d g n a r u

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m a tdar ijumlah siswa yang berhasi ldalam melewat i krtieria ketuntasan minima ld istud iawa ladalah 4 siswa ,pada siklu spertama

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k .Oleh karena tiu ,picture-cued menciptakan pengaruh posiit fpada n a d f it k a h i b e l a w s i s a h a m n a k i d a j n e m g n a y a w s i s u k a l h a k g n it n a d s a l e k i s a u ti s u t n u i s a v it o m r e

t k berparitsipas i d i seitap akitvtia s kelas . Picture-cued juga .s a b e b h i b e l a r a c i b r e b k u t n u a w s i s g n o r o d n e m ,i n i n a it il e n e p a d a

P in idiharapkan bahwa ijka siswa itdakpercayadir i g n a y u t k a w i r e b i d s u r a h a w s is , a k e r e m a r a c i b r e b n a u p m a m e k a d a

p cukup untuk

i r i d n a k p a i s r e p m e

m . Guru direkomendasikan untuk menyediakan picture-cued h a t n i r e p i r e b m e m , r a j a l e b s e s o r p m a l a d a w s i s s a ti v it k a r u t a g n e m , k i r a n e m g n a y r u t a r e t n a g n e d s i r g g n I a r a c i b r e b h it a l r e b k u t n u n a t a p m e s e k n a d s a l e j g n a y n a k a n u g g n e

m teknikpicture-cued.

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F grattiude sgo to Jesu sChrist who alway sgive sme hi s a t a n a S m o r f e t a u d a r g d n a s i s e h t y m h s i n if d l u o c I t a h t o s e c n a d i u g d n a e c a r g

y m n i p e t s r e h t o n a d e s s a p e v a h I t a h t l u f k n a h t o s m a I . y ti s r e v i n U a m r a h D

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j Heneve rsaid t o met hati twouldbeeasy ,bu tHesaidt ha tHewould be s

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w workingt hebes toutf o rmy el . fi

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I the help o fothe r

d l u o w I , e r o f e r e h T . e l p o e

p give my greates tgrattiudet o t hose who have helped .

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

k n a h t o t e k il d l u o w I , t s ri

F V .Triprihatmini ,S.Pd .M.Hum. ,M.A. ,my r

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s , fo rhelping me i n wiritng my t hesis ,fo rhe rpaitence ,ciritca lquesitons , .

s i s e h t s i h t h s i n if o t e m d e p l e h y ll a n if h c i h w e c i v d a e s i w d n

a I also would t hank

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a lo fPBIl ecturers ,especially toC ea ciilaTutyandari ,S.Pd. ,M.P ,d. Chrisitna i

r a d n a n A a ti m s k a h

L ,S.Pd., EM. d d,. a n Dr .RetnoMujlan iM.Pd fo rshairng I

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t . Iwould also

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t PB Istaf,f Mbak Dhanniek and Mbak Tari f or the cooperaiton and .

e c n a t s i s s

a tIi salso i mpo trant thank a ll Sanata Dharma Librarian sfo rgiving s

e c i v r e s t s e

b fo rmedu irngmystudyi nPBI. Iwould ilket oshowmygrattiudet o b

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m classt obemyt hesisr espondents . Iamalsot hankfult hatt hist hesi s e

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c carired ou t because the presence o f VII I A student s a s research .

s t n a p i c it r a p

d u ti t a r g t s e p e e d y

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a F ya n and N mlia fort heril ove ,prayersandsuppo tr ssincet heday it

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y li m a f y m r o f l u f e t a r g g n i e

b Iaddres smyt hankst omybelovedfirend ,Joy itvan a

h s e v a h e w g n i h t y r e v e d n a p l e h , tr o p p u s , e v o l s i h l l a r o

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N . Thank fo r alway s being my inspriaiton and my beloved man. .

m e h t f o l l a o t s i s e h t s i h t e t a c i d e d I , e r o f e r e h T

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ll a i c e p s e 8 0 0 2 I B P n i s d n e ir f y m o t s e o g o s l a e d u ti t a r g l u f r e e h

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w one . Ialso t hank my seniorwhosealway s ,s

i s e h t y m g n it ir w n i e m p l e

h Ma sYohane sHeri . Ialso givemy t hankfult o my o

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v o l d n a w o r r o s , r e t h g u a

l .Wehavebeen t ogethe rfo rso long ,helpedeach othe r .s

e m it d a b d n a s e m it d o o g h g u o r h

t God ha splanst oadvanceou rfu trhe rand t ake s

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a n a il r e B a t s il E

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k r o w e m a r F l a c it e r o e h T .

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Y G O L O D O H T E M . I I I R E T P A H C

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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

, r e t p a h c s i h t n

I the researche rpresents t hebackground oft heresearch , s

m e l b o r

p ,problem ilmtiaiton ,objecitvesoft heresearch ,benefti soft her esearch , s

m r e t f o n o it i n if e d d n

a .Aparitcula rs -ub chapte,rt her esearcheri sgoingtodiscus s k

c a

b ground o fstudy .The researche rwli lshow the reason why teacher sshould e

r u t c i p e h t e s

u -cued technique in classroom speaking acitviites .Then ,wha tthe e

r u t c i

p -cuedt echniquei sand howt het eache rwli luset hist echniquearegoingt o e

s e h t s s u c s i

d deepe .rI nt hesecond sub-chapte ,rt her esearcheri sgoing t o discus s e h t n i s e it i v it c a g n i k a e p s t u o b a s m e l b o r p o w t f o s t s i s n o c t a h t n o it a ti m il m e l b o r p

t s m r e t s n o it i n if e d e h t d n a s ti f e n e b e h t , m o o r s s a l

c ha twills uppo trt hisr esearch.

.

A Backgroundoft heResearch

n

I the language teaching ,especially teaching o fEngilsh a sa foreign y

lt s o m s r e h c a e t , e g a u g n a

l expand much o fthe itme on approp irate teaching .

s e it i v it c

a Thi si sthe way teacher shelp theri student sadap tthei rspeeche sand .

s k l a t l a m r o f n

i Teacher scanalsousemediat oenablet hes tudentst opresenti dea s ,

e l p m a x e r o F . s e s s a l c e ri t n e d n a p u o r g s r e e p , s r e e p l a u d i v i d n i o

t studentslearn t o r

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

s ’ os t pic t hrough picture .

e u q i n h c e t d e u c

ti v it c a g n i k a e p s m o o r s s a l

C y i san acitvtiy t hat l ead sstudents t o speak s

e it i v it c a g n i k a e p S . p

u , in which student s rty to use any language they know, e

d i v o r

2

y ti v it c

a about speaking mateiral sdesigned by individua lteacher s(o rgroup o f .

y ti v it c a g n i k a e p s m o o r s s a l c f o s s e c o r p e h t n i d e r e t s i n i m d a d n a ) s r e h c a e t

o t g n i d r o c c

A thi sstiuaiton ,McNamara (2000) ,who wrtie slanguage e

t sitng book ys s a tha tspeaking performance requ rie sstudentst o be i nvolved i n o

n o it a c i n u m m o c h g u o r h t s n o it a u ti s e g a u g n a l l a e

r rinteraciton . In thi sstudy g

n i k a e p s ll a o t s r e f e r y l p m i s e c n a m r o f r e

p acitviite ,st hati s ,whats tudent sdousing .

s ll i k s l a r o

Good speaking acitviite s should be exrtemely media which allow s

t n e d u t

s paritcipatef ullyandt eacher shaveto se tupt heacitvtiypropelryi norde r ll i k s g n i k a e p s ’ s t n e d u t s , e s a c s i h t n I . k c a b d e e f l u f e s u d n a c it e h t a p m y s e v i g o

t s

d e e

n to be improved .In the r -eallfie stiuaiton ,student sneed to express thei r a n i e r a y e h t fi s a t c a o t m e h t p l e h s e it i v it c a g n i k a e p s , o S . e g a u g n a l g n i s u g n il e e f

l a e

r -lfiestiuaiton .Teacher scan ask t hem t o create ,speak and actf romt hei rnew e

t c a r a h

c r’ spoin to fview ,fo rexample ;a tmarket ,ordeirng food a trestauran to r .

e l p o e p g n i b ir c s e d

2 0 0 2 ( s e h g u H o t g n i d r o c c

A ,) t he t eaching o fspeaking depend son the f

o e c n e t s i x

e aclassroomcutlureo fspeaking and t ha tclassroom sneed t obecome .

” m o o r s s a l c g n i k l a t

“ Thi swli lprovide student swtih con ifdence when speaking n

i k a e p s ’ s t n e d u t s , y l e t a i d e m m I . n o s s e l f o e r u t a e f r a l u g e r a s i y ti v it c

a gs kli lwli lbe d

e v o r p m

i .

Usingmediaint eachingwli lhelpstudent senjoy et h speakingacitviites , c

e p s

e ially when t het eache rha st old them t o t ellthei rpersona lexpeirence. Both s

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

k c a b d e e

f can increase and improve students ’speaking skill .In implemenitng d

l u o h s s r e h c a e t , s l a ir e t a

m teach student sto adap t thei rspeech to a speci ifc a

i d e m g n i s u y b n o it a u ti

s .Mediaarethebestt oolt o help studentsi n creaitng and .

s n o it a n i g a m i d n a s a e d i r i e h t g n ir o l p x

e Teacher sare responsible to educate the v

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

s rionment .

r e h c a e t r o f t n a tr o p m i s i t

I sto implement many technique sa spossible sa to s

t n e d u t s e c n a h n

e ’ rleaning. ToprovideanEngilshspeakingenvrionment ,teache r e v it c e f f e g n i c it c a r p y b , e fi l y li a d n i n o it a c i n u m m o c e v it c e f f e e g a r u o c n e d l u o h s

s s e r p x

e ion, i ncreasing vocabulary ,giving sampleoppo truniitest ha tusel anguage g

n it a l e r d n a g n ir a p m o c , e b ir c s e d o

t expeirences , though t and feeilng . Thi s s

d n a m e

d teacher stoen ircht hemselveswtihappropriateway soft eachings tyle . e

m o s , s w o n k r e h c r a e s e r e h t s

A o f student s come from low leve l c

i m o n o c

e -status .They usually ilvei n marke tcondiitons .Therefore , tii n lfuence s y e h T . h s il o o f o s l a d n a r e k a m e l b u o rt , y z a l e m o c e b y e h T . e l y t s g n i n r a e l ’ s t n e d u t s

. s i y d u t s f o e c n a tr o p m i e h t t a h w w o n k t o n o d l li t

s Speakingacitviite smay f alit o a

n i k r o

w clas sbecause fo factors t hat preven tstudent sfrom speaking Engilsh .s

s a l c e h t f o t n o r f n i r o d n e ir f r i e h t h ti

w Students ’dfi ifculite smay appeari n t he s

e k a m n o it a u ti s s i h T . s s e c o r p g n i n r a e

l student sareafraid o fmaking mistakes ,o f r i e h t n i e c n e d if n o c f o k c a l g n i v a h d n a s d n e ir f r e h r o s i h y b t a d e h g u a l g n i e b

. y ti li b a

g n ir e d i s n o

C thoseproblems ,encouragingstudentst ospeakinclas sand o

t s t n e d u t s g n i p l e

h improve thei rspeaking skli lare par to fthe teacher’s j ob .A teache ri sexpected to have in the irgh tteaching technique sto provide student s

4

r s s a l c e v it i s o p a e t a e r c o t d n a s l a ir e t a m g n i h c a e t e t a ir p o r p p a h ti

w oom

, e r o f e r e h T . t n e m n o ri v n

e student swli lhave oppo trun tiy to use Engilsh among e

v l e s m e h

t s . The teaching learning proces sshould happen no t only between .

s t n e d u t s d n a s t n e d u t s n e e w t e b o s l a t u b s t n e d u t s d n a r e h c a e t

a , m o o r s s a l c e h t n

I teache rmus tcreate astiuaiton t ha tcan encourage t

c a y n a M . n o it a c i n u m m o c l a e

r iviite scan bedesigned t o makespeaking element s y

l e v

il increaitngt hes tiuaiton .Picture sareoneoft hemediatha tcanbeappiledi n l a it n e t o p f o e n o e r a s e r u t c i p e s u a c e b n o it a u ti s e h t e t a e r c n a c t I . n o it a u ti s g n it a e r c

i v it c

a itest ha tgivestudent ssenseoff reedomt oexpresst hemselve .sFo rexample , e

v i g r e h c a e

t s a chance tha tlead et h student schoosing thei rown picture-cued . .

s d n e ir f r e h t o o t e r u t c i p e h t ll e t d n a e b ir c s e d d l u o h s s t n e d u t s e h t , n e h T

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

B -learning acitviites i salso t

n a tr o p m i n

a thingt ha tshould bedonebyt het eacher .Having agood atmosphere s

s a l c e h t n

i ,studentsf ee lcomfo trablet odot heacitv tiy,t ospeak,t oexpresst hei r .

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

t Picture-cuedi sveryusefu l e

g a r u o c n e o

t students ot interac twtih others orally. Thi stechnique can help i

n a e m e t a c i n u m m o c s t n e d u t

s ngfu lidea s to each other . In speaking pracitce , .

s e v l e s m e h t d n a r e h t o n a e n o t c e r r o c n a c s t n e d u t s

e r u t c i p , e r o m r e h tr u

F -cued give smoreoppo truniitest o students t o take s r e h c a e t e c n i s g n i n r a e l r o f l a it n e s s e s i l li k s g n i k a e p S . s s a l c g n i k a e p s n i s n r u t

n i s s e c c u s e v e i h c a d n a , n o it a m r o f n i d n a s t h g i s n i e ri u q c a o t s t n e d u t s e l b a n e

s i g n i k a e p s d o o g y h w s t n e d u t s w o h s n a c s r e h c a e T . s r e h t o h ti w n o it a c i n u m m o c

u r c n e v e d n a l u f e s

u cia lin some stiuaitons .Students ’speaking skli lmay be e

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

e -cuedaboutt heobjectt hatt heyhavechosen . s

e m u s s a r e h c r a e s e r e h

T tha t picture-cued i s combinaiton between s

t n e d u t S . n u f d n a e g a u g n a

l can expres s thei r idea s freely because they do n

h c e t s i h T . s d n e ir f ri e h t h ti w s e it i v it c

a iquei salsoeasyt obeacqurie sand lfexible .

n g i s e d d n a t c e j b u s f o s m r e t n i

.

B ProblemFormula iton

s i h t n

I research ,the researche rintend sto ifnd ou tthe answe ro fthe m

e l b o r

p s below: .

1 Wha taret hestudents ’dfificulitesi nspeaking skillsi nVII IA Clas so fSMP ?

a tr a k a y g o Y I I I R K P O B .

2 Howdoe spicture-cuedt echniquei mprovestudents ’speakingskills inVII IA ?

a tr a k a y g o Y I I I R K P O B P M S f o s s a l c

.

C ProblemLimtia iton

h c i h w , h c r a e s e r e h

T si aimed at descirbing the improvemen t of t

sudents’s peakingperformanceatfe rusingpicture-cuedt echniquei nVII IAClass . ) R A C ( h c r a e s e R n o it c A m o o r s s a l C d e y o l p m e , a tr a k a y g o Y I I I R K P O B P M S f o

h c r a e s e r e h

T e r involve s planning , implemenitng , observing the aciton and e h t d n a s s e c o r p g n i n r a e l d n a g n i h c a e t e h t m o r f d e t c e ll o c a t a d e h t g n it c e lf e r

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

s duct .Thesubjects oft hisr esearch were18 studentsi n VII I f

o s s a l C

6

v it c a g n i k a e p s m o o r s s a l

c iites .The researche rselected clas sA consisitng o f18 s

t n e d u t s

.

D Objecitvesoft heResearch

: y l e m a n s e v it c e j b o o w t s a h r e h c r a e s e r e h t h c r a e s e r s i h t n I .

1 T o ifnd ou t how picture-cued a s one o f speaking technique improves t

sudents’s peakings kills inVII IAo fSMPBOPKRII IYogyaka tra . .

2 To ifnd ou twhethe rpicture-cued i susefu lfo rstudents ’speaking skills in .

a tr a k a y g o Y I I I R K P O B P M S f o A I I I V

.

E Benefti soft heResearch

e r e h t f o s ti f e n e b e m o s d e t c u d n o c r e h c r a e s e r e h

T search :

.

1 Thi sresearch i sexpected t ha tby being i nrtoduced and rtained t o i mplemen t e

r u t c i

p -cued technique in speaking acitvtiy , student s wli l be wliilng to n a c e u q i n h c e t s i h t , s u h T . g n i k a e p s n i e c it c a r p o t e u q i n h c e t e h t t n e m e l p m i

ll i k s g n i k a e p s ri e h t e v o r p m i s t n e d u t s e h t p l e

h .s

.

2 Thi sresearch wli lhelp teacher sto understand tha tpicture-cued technique .s

ll i k s g n i k a e p s r i e h t e v o r p m i s t n e d u t s p l e

h Some benefti sare involved fo r s e it i v it c a g n i n r a e l d n a g n i h c a e t r o f s p e t s l u f s s e c c u s l a r e v e s , y l e m a n , s r e h c a e t

: e r a s p e t s e h T . e d a m e r a d e u c e r u t c i p g n i s u

)

a Insrtucitng t hestudentst o stii n groupsi n which each group consist so f w

o l o w t d n a r e v e i h c a r e h g i h e n

o e rachiever . )

b Giving achancet o each studentt o chooseat opicthati si nteresitng fo r r

e h r o m i

)

c Assigning each student t o examine t hepicture sby doing brainstorming .s

e it i v it c a g n i n il t u o d n a )

d Assigningeachs tudentt ogivemonologue. )

e Providingt hef eedbackst owardt hes tudents ’pefrormance. .

3 Forf uturer esearcher s

In concerning to number s o f benefti s from the use o f picture-cued in e ri p s n i n a c h c r a e s e r e h t t a h t s e p o h r e h c r a e s e r e h t , y ti v it c a g n i k a e p s m o o r s s a l c

li w o h w s r e h c r a e s e r r e h t

o lconductr esearchandf u trhe rdiscussionont heuse e

r u t c i p f

o -cueda samediat oi mproves tudents’s peakings kill . e

r u t c i

P -cued technique ha s some srtength in improving students ’ .

e c n a m r o f r e p g n i k a e p

s Frist , ti creates posiitveeffec ton t heatmosphere of t he d

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

c ents t ha tcan makestudent smoreacitve .

y ti v it c a g n i k a e p s m o o r s s a l c n i tr a p e k a t o t d e t a v it o m d n

a Second ,students are e

l b

a to speak freely by using picture-cued .Picture-cued can also minimize the s

’ s t n e d u t

s peaking performance serror sand maximize the students ’speaking .

e m it e c n a m r o f r e p

.

F Deifni itono fTerms

Therearesomet ermsi sused i n t hi sresearch which should bedeifned t o :

w o ll o f s a e r a y e h T . g n i n a e m n i g n i d n a t s r e d n u s i m d i o v a

.

1 SpeakingSkillsinClassroomAcitonResearch n

i k a e p

S g i sone o fthe skill stha thave to be mastered by student sin A

. h s il g n E g n i n r a e

l ccording to Brown and Yule (1983 )tha t“Speaking i sto s

d e e n e h t s s e r p x

w e i v r e t n

I Transcrip twtihUrsaMajor m

o o R y r a r b i L : e c a l P :

e t o N

r e h c r a e s e R : R

r o j a M a s r U : U

:

R Oke ,ktia mula iaja ya? Sayadisin imembutuhkandata Andauntuk sk irps isaya .Anda ?

p a i s h a d u s

U: Sudah :

R Pe tranyaanpe trama ,apayangkamuketahuit entangpicture-cued? U: Gamba ryangbisamembantubelaja .r

R: Pernah itdakAndabelaja rmenngunakanpicture-cuedsebelumnya? U: Belumpernah.

:

R Menuru tAndabagaimanas eharusnyapicture-cueddigunakandikelast adi? U: Cukupmenyenangkan.

:

R Bagaimanaperasaankamus etelahbelaja rmenggunakanpicture-cuedtad i? U: Semakinmudahbelajart entangt opicbaru.

:

R Belaja rmemaka ipicture-cuedsusah itdak?Mengapakalaui yaatau itdak? U: Sediktis usahawalnya ,karenas uil tmemaham ibahasanya.

:

R Apakah efekit funtukbelaja rberbicaramenggunakanpicture-cued? U: Sangatefekt fi .Meningkatkanmoitvas iberbicaraI ngg irss aya.

R: Menuru tkamu ,apas ajamanfaa tdar ikegunaanpicture-cuedpadabelajars peaking? U: Banyak banget .Tau kegunaan picture-cued ,membantu belaja rsayaj uga ,percaya di ir .

. h a b m a n e m y r a l u b a c o v

:

R Menuru tAnda ,apakahmenemukanhal-ha lyang itdakbermanfaa tdar iakitvtiast adi? U: Tidakadas amas ekal .i

:

R Apayangberhasi ldar iAndas aa tbelaja rmenggunakanpicture-cued? U: Lebihmudahmendisk irpsikandanberbicaradalambahasaI ngg ir .s

:

R Apayangpe lrudi itngkatkanda irt eknikyangdigunakan t ad i? :

U Akitvtia sdanmate irnya. :

9 4 1 s

e t o o B h ti w t p i r c s n a r T w e i v r e t n I

m o o R y r a r b i L : e c a l P :

e t o N

r e h c r a e s e R : R

s e t o o B : B

:

R Oke ,ktia mula iaja ya? Sayadisin imembutuhkandata Andauntuk sk irps isaya .Anda ?

p a i s h a d u s

: B Sudah

:

R Pe tranyaanpe trama ,apayangkamuketahuit entangpicture-cued? :

B Gamba ryangmudahdihafailn :

R Pernah itdakAndabelaja rmenngunakanpicture-cuedsebelumnya? B :Pernah ,waktukela s1s emeste r2

:

R Menuru tAndabagaimanas eharusnyapicture-cueddigunakandikelast adi? :

B Ya ,menyenangkans iht ad.it.apis amas epe tr ipelajaranbiasa. :

R Bagaimanaperasaankamus etelahbelaja rmenggunakanpicture-cuedtad i? :

B Sayas enang,l ebihmudahdihafailn. :

R Belaja rmemaka ipicture-cueds usah itdak?Mengapakalaui yaatau itdak? :

B Gak .Gamba rdanpe irntahnyaj ela .s :

R Apakah efekit funtukbelaja rberbicaramenggunakanpicture-cued? :

B Sanga tefektfi .Lebihmena irkdar ibiasanya. :

R Menuru tkamu ,apas ajamanfaa tdar ikegunaanpicture-cuedpadabelajars peaking? :

B Banyakbanget .Yangpasits ayabisaberbiaca rdenganl anca .r :

R Menuru tAnda ,apakahmenemukanhal-ha lyang itdakbermanfaa tdar iakitvtiast ad i? :

B Tidakadas amas ekal .i :

R Apayangberhasi ldar iAndas aa tbelaja rmenggunakanpicture-cued? :

B Gampangpercayadri imendisk irpsikangamba .r :

R Apayangpe lrudi itngkatkanda irt eknikyangdigunakan t ad i? :

B Gamba rdancluenyaharusl ebihva iratfil ag.i :

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S yUsingPicture-cuedTechnique :ClassroomAciton h c r a e s e

R .Yogyakatra :SanataDharmaUniverstiy. a w h c r a e s e r s i h

T sconcerned wtih a teaching technique which could . a tr a k a y g o Y l o o h c S h g i H r o i n u J I I I R K P O B n i ll i k s g n i k a e p s ’ s t n e d u t s e v o r p m i e v l o s o t r e d r o n i h c r a e s e R n o it c A m o o r s s a l C e h t d e t c u d n o c r e h c r a e s e r e h T g n i k a e p s ’ s t n e d u t

s problem sin Engilsh in the classroom. In thi sresearch ,the ,s n o it s e u q o w t r e w s n a o t d e ir t r e h c r a e s e

r namely:whatt hes tudents ’dfiifculitesi n

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

s and howa picture-cued techniquei mprovesstudents ’speaking ll i k s s. h c r a e s e r s i h t f o t c e j b u s e h

T wa s18 eighth grade student so fSMP

m o o r s s a l c k o o t o h w 2 1 0 2 / 1 1 0 2 r a e y c i m e d a c a n i a tr a k a y g o Y I I I R K P O B . s e it i v it c a g n i k a e p

s The insrtument s o f thi s classroom aciton research w ere n o it a v r e s b

o check ilst , ifeldnotes ,quesitonnarie ,si nterview ,andalsos tudents’t es t . g n i k a e p s n i e r o c

s Int hisr esearch,t her esearche rconducted qualtiaitver esearch to y

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a ze the observaiton checkils,t ifeld note s and interview and quanttiaitve c r a e s e

r h ot analyzethequesitonnarieands tudents’s core.Thisr esearchi saimedt o i n u j p l e

h o r high schoo l teacher s use a picture-cued technique in speaking e v o r p m i o t s e it i v it c

a students ’Engilshs peakings kills. d e z il a e r r e h c r a e s e r e h

T t hat student shave some genera lproblem sin S . g n i k a e p

s tudent shaddfiifculitesi ncreaitngi deas tot alkabou ;ttheyalsol acked d n a r a m m a r g r o o p d a h , y r a l u b a c o v f

o wereno tcon ifdent .By using picture-cued

g n i k a e p s n

i acitviites ,the student swere moitvated to pracitce thei rEngilsh ll i k s g n i k a e p

s s. They could improve theri speaking skill sin terms fo content , n o i s n e h e r p m o

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f enumbe ro fstudent swho passed the passing gradei n preilmin ary study , e

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t were4students ,incycleonewere12 students ,andincyclet woal lstudent s . e d a r g g n i s s a p e h t d e s s a

p Therefore , a picture-cued technique created posiitve t

c e f f

e s on the atmosphere o fthe classroom and behavior so fthe students t tha d

l u o

c maket he student smoreacitveand moitvated t o t akepatri n t heclassroom e r u t c i P . y ti v it c

a -cuedalsos itmulated studentst os peakf reely . s

i h t n

I research , tiisr ecommendedt hat fit hestudent sareno tcon ifden t s t n e d u t s e h t ,s ll i k s g n i k a e p s r i e h t n

i nc a begivenchances toprepare.Teachers are

e r u t c i p g n it s e r e t n i e h t e d i v o r p o t d e d n e m m o c e

r -cued technique , conrto l the

r a e l c e v i g , m o o r s s a l c e h t n i s e it i v it c a ’ s t n e d u t

s insrtucitons and give chances t o

t n e u q e r f s a h s il g n E r i e h t e c it c a r

p l ya spossiblebyusingpicture-cuedtechnique.

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S yUsingPicture-cuedTechnique :ClassroomAciton h c r a e s e

R .Yogyakatra :SanataDharmaUniverstiy.

a r a c i b r e b r a j a l e b m a l a d t a p e t g n a y k i n k e t i a n e g n e m i n i n a it il e n e P r g g n I a s a h a

b i s untuk meningkatkan kecakapan berbicara murid sekolah h a g n e n e

m pertama SMP BOPKR I II , Yogyaka tra. Penelti i menggunakan h c r a e s e r n o it c a m o o r s s a l

c .Peneilitan in ibertujuan untuk mengatas imasalah

.r a j a l e b a m a l e s s a l e k i d a w s i s a r a c i b r e

b Dalam peneilitan i ni ,penelti iberusaha

a r a c i b r e b m a l a d a w s i s n a ti l u s e k a j a s a p a u ti a y , n a a y n a t r e p a u d b a w a j n e m k i n k e t a n a m i a g a b n a d s i r g g n I a s a h a

b picture-cued dapa t meningkatkan

n a p a k a c e

k berbicaras iswa . Responden dalampeneilitan i n iberjumlah18siswa g n a y 2 1 0 2 / 1 1 0 2 n a r a j a n u h a t a t r a k a y g o Y I I I R K P O B P M S A I II V s a l e k i r a d t a l A . s a l e k i d a r a c i b r e b n a t a i g e k i t u k i g n e

m -ala tyang digunakan dalampeneilitan

n a k a d n

it kela s in i adalah observasi , catatan lapangan , kuesioner , paduan t s e t li s a h a g u j n a d a r a c n a w a

w berbicaras iswa.Peneilitmenggunakanqualtiaitve h c r a e s e

r untuk menganailsi sobservasi ,catatan l apangan ,dan wawacara .Selain u

ti qualtiaitve research digunakan untuk menganailsi skue isone rdan hasi ltes t .

a w s i

s Peneilitan i n idimaksudkan untukmembantuguru-guru sekolahmenengah n a k a i d e y n e m a m a t r e

p picture-cued dalam kegiatan berbicara dikela s untuk n a k t a k g n i n e

m kecakapanberbicaras iswa

a w h a b a w s i s a r a c i b r e b m u m u n a h a l a s a m r e p n a k l u p m i y n e m i ti l e n e P a y n g n a r u k , e d i n a k g n a b m e g n e m m a l a d n a ti l u s e k a w s i

s kosakata,tatabahasayang

t n e m e l e n a k t a k g n i n e m t a p a d a k e r e M . i r i d n a a y a c r e p e k n a d g n a r u

k -elemen t

,i tr e p e s k i a b n a g n e d a r a c i b r e

b content ,comprehension , lfuency ,pronunciaiton , .r a m m a r g d n a y r a l u b a c o

v Melalu ipengalaman kegiatan berbicara dikelas ,para a

w s i

s juga termoitvas i untuk melaith kemampuan berbicara bahasa Inggri s h il i d t a p a d i n i l a H . a k e r e

m a tdar ijumlah siswa yang berhasi ldalam melewat i krtieria ketuntasan minima ld istud iawa ladalah 4 siswa ,pada siklu spertama

a w s i s 2 1 h a l a d

a ,dan pada siklu skedua semua ssiwa berha is lmemenuh ikrtieria n a s a t n u t e

k .Oleh karena tiu ,picture-cued menciptakan pengaruh posiit fpada n a d f it k a h i b e l a w s i s a h a m n a k i d a j n e m g n a y a w s i s u k a l h a k g n it n a d s a l e k i s a u ti s u t n u i s a v it o m r e

t k berparitsipas i d i seitap akitvtia s kelas . Picture-cued juga .s a b e b h i b e l a r a c i b r e b k u t n u a w s i s g n o r o d n e m ,i n i n a it il e n e p a d a

P in idiharapkan bahwa ijka siswa itdakpercayadir i g n a y u t k a w i r e b i d s u r a h a w s is , a k e r e m a r a c i b r e b n a u p m a m e k a d a

p cukup untuk

i r i d n a k p a i s r e p m e

m . Guru direkomendasikan untuk menyediakan picture-cued h a t n i r e p i r e b m e m , r a j a l e b s e s o r p m a l a d a w s i s s a ti v it k a r u t a g n e m , k i r a n e m g n a y r u t a r e t n a g n e d s i r g g n I a r a c i b r e b h it a l r e b k u t n u n a t a p m e s e k n a d s a l e j g n a y n a k a n u g g n e

m teknikpicture-cued.

, a r a c i b r e b , s a l e k n a k a d n it n a it il e n e p : i c n u k a t a