IMPROVING THE STUDENTS SPEAKING ACHIEVEMENT BY APPLYING PICTURE STORY GAMES.
IMPROVING THE STUDENTS’ SPEAKING ACHIEVEMENT
BY APPLYING PICTURE STORY GAMES
A THESIS
Submitted in Partial Fulfillment of the Requirements for
the Degree of Sarjana Pendidikan
By:
EZRANI VALENTINA MALAU
Registration Number 209321051
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2013
DECLARATION
I have familiarized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not been previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan,
Oktober 2013
Ezrani Valentina Malau
NIM: 209321051
ACKNOWLEDGEMENT
Praise to the Jesus Christ for His wonderful love to the writer, his saviour
who always guides her in everything until this thesis could be completed. This
thesis has been written in fulfilment of the requirements for the degree of Sarjana
Pendidikan at English Department, Faculty of Languages and Arts, State
University of Medan.
In the process of completing this thesis, many people have shown their
care and assistanc, therefore, the writer would like to express her gratitude and
speacial thanks to :
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts and Vice Dean I, II, III and her staff for offering the best
administrative information.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head, English Department, her
Consultant, and her academic supervisor
who has given her brilliant
supervision and spent her precious time in guiding, commenting, critizing,
suggesting, and giving valuable insights in the process of completing this
thesis. : Rika, S.Pd. M.Hum., the Secretary of English Department; Dra.
Marsitowarni Siregar, M.Ed., the Head English Education Study
Program.
Prof. Amrin Saragih, M.A, Ph.D, Drs. Johan Sinulingga, M.Pd, Dra.
Sorta Silitonga, M.Pd, her examiners who gave taught, guided, and
advised her through out the academic years.
Pdt.Hendra Pasaribu, S. Th, MA, Headmaster, SMP YAPSI Medan for
allowing her to conduct the research in his school. She also would like to
convey her gratitude to her collaborator, Fince Hutagaol, S.Pd., the
English teacher for assistance and guidance during the research. And also
to all students of Grade VIII for their attention and appreciation.
ii
Her special sincere gratitude to her beloved father, Krimson Malau and
her beloved mother Heddi Herlian Manurung, S.Sos, for their endless
love,mental, and financial support, understanding, spirit, motivation, and
prayers during the writer’s whole life. Her lovely sister, Elisa Laurenza
Malau, S.Si. M.Si, and for her lovely brothers Andre Paskalis
Malau,Andar Yogi Mathius Malau,Ariel Sharon Manalu, Moriz
Aritonang, Sr. Robertha Malau for their support, love and care. And
also all of her family to be the inspiration and their great motivation for
their writer in finishing her study.
Her best friends, Hastika Nova, S.Pd., Vivi Gracia Pasaribu, S.Pd.,
Putri Ardilla Lubis, S.Pd., for their support, love, laugh, happiness,
grief,struggle together and care in getting degree of Sarjana Pendidikan.
All her classmate in Extention A 2009
The writer realize that the content of her thesis is still far from being perfect,
but she warmly welcome any constructive suggestions will improve the quality of
this thesis. She hopes it would be useful for those who are interested in this field
of study.
Medan, Oktober 2013
The Writer,
iii
ABSTRACT
Malau, Valentina Ezrani. NIM: 209321051. Improving The Students’
Speaking Achievement By Applying Picture Story Games. A thesis. English
Department, Faculty of Languages and Arts, State University of Medan.
2013.
This study focuses on improving the students’ speaking achievement by
applying Picture Story Games. This study was concluded by using classroom
action research. The subject was students of Grade VIII, junior high school
YAPSI Medan, consist of 35 students. The research was done in two cycles and
each cycles consisted of three meetings. The instruments used in this study were
speaking test by playing games, interview, diary notes, and observation sheet. The
techniques for data analysis were qualitative and quantitative. Based on the data, it
was found that the students’ sore increased from the orientation test until test of
first cycle and the second cycles. In analyzing data, the mean of the students’
score for the orientation test was 45.49, for the assesment during cycle I was
61.86, and for the assesment during cycle II was 75.49. It concluded that the use
of Picture story games results in significant improvement of the students’speaking
achievement. It is suggested that the teachers should apply the Picture story games
as one of media to improve student speaking achievement.
i
TABLE OF CONTENTS
Page
ABSTRACT ..................................................................................................
i
ACKNOWLEDGEMENT ...........................................................................
ii
TABLE OF CONTENT ...............................................................................
iv
LIST OF TABLES .......................................................................................
vi
LIST OF FIGURES .....................................................................................
vii
LIST OF APPENDICES .............................................................................
viii
CHAPTER 1 INTRODUCTION .................................................................
1
A. The Background of the study ...................................................
1
B. The Problem of the study ..........................................................
3
C. The Objective of the study ........................................................
3
D. The scope of the study ..............................................................
3
E. The significance of the study ....................................................
3
CHAPTER II : REVIEW OF LITERATURE ..........................................
5
A. Theoretical Framework. .............................................................
5
1. Speaking Achievement ………………………………..........
5
2. SPEAKING ..........................................................................
6
a. Types of Speaking .............................................................
7
b. The Aspects of Speaking English as a Foreign Language
8
c. The purposes of speaking .................................................
8
3. Genre ......................................................................................
9
4. Games ....................................................................................
11
5. Picture story games ................................................................
13
6. Assesment of speaking ..........................................................
16
B. Conceptual Framework ...............................................................
17
CHAPTER III : RESEACH METHODOLOGY ......................................
19
A. Location of Research ................................................................
19
B. Research design .........................................................................
19
C. Research Subject .........................................................................
21
iv
D. The Instrument for collecting data .............................................
21
E. The Procedure of the research ...................................................
22
F. Scoring of test... .........................................................................
27
G. Technique of data analysis ..........................................................
29
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDINGS .......
31
A. Data Analysis ............................................................................
31
1. Analysis of Quantitative Data ................................................
31
2. Analysis of Qualitative Data .................................................
37
a. Observation sheets ............................................................
37
b. Interview ...........................................................................
38
c. Diary notes ......................................................................
38
B. Researcher findings ...................................................................
38
CHAPTER V: CONCLUSIONS AND SUGGESTION ............................
40
A. Conclusions .............................................................................
40
B. Suggestions ..............................................................................
40
REFERENCES .............................................................................................
42
APPENDICES
v
LIST OF TABLES
TABLE
Page
2.1 The Generic Structure of Narrative Text ............................................
11
3.1 Activities while Doing the Research in First cycle ............................
24
3.2 Avtivities while Doing the Research in Seconf cycle ........................
26
3.3 Oral Proficiency of Scoring Rating ....................................................
27
3.4 The Description of Oral Profieciency of Scoring Rating ....................
27
4.1 Student’s score in orientation test and cycle I and Cycle II ...............
33
4.2 A comparison of the students’ speaking achievement score ...............
35
4.3 The percentages of the students who got the score above 65 ............
36
vi
LIST OF FIGURES
PICTURE
Page
3.1 Action Research Model of Kemmis & Mc. Taggart ..........................
vii
20
LIST OF APPENDICES
APPENDIX
Page
A. Lesson Plan ..........................................................................................
43
B. Students Score ......................................................................................
57
C. The Improvement Score of Students ....................................................
60
D. Observation Sheet ................................................................................
62
E. The Interview Srcipt of the Teacher and The Researcher ....................
64
F. The Interview Script of The students and The Researcher ..................
66
G. Diary Notes ..........................................................................................
68
viii
CHAPTER I
INTRODUCTION
A. The Background of The Study
Language is the most important aspect in the life of all beings. It is used to
express their feelings, purposes, ideas, even in spoken or in written way. In
modern era, communication in the second or foreign language is important.
Ahmad Izzan (2007:1) states English as Second and International Language is
mostly used in all countries in this world. English is used in almost every aspect in
our life, such as science, education, technology, business, and news. English itself
has been taught from the elementary school level up to the university level and
even now, it has been taught in kindergarten school level as well.
There are four language skills that people need to comprehend English
namely speaking, reading, writing, and listening. The four skills of language are
important to be mastered. Speaking and writing are classified as productive while
listening and reading are receptive. To convey ideas directly with others in daily
life, we use speaking as the tool. Greene (1963 : 91) defines speaking as an
exchange of thoughts and ideas of one or more topics between two or more
speaking. Speaking is an interactive processing information. Students should have
ability to speak English in order that they can communicate with others.
Based on the researchers’ observation through the result of students’study
in Grade VIII SMP YAPSI Medan, many students have many problems when
they want speak English, most of students can not communicate in speaking
english actively and are not interesting in speaking. The student’s problem in
1
2
speaking are they did not know how to speak up their mind. The student's lack in
vocabulary and feel shy to talk in front of other students. They tend to be silent
because they do not want to show their weakness in speaking English, it becomes
the problem for the teacher to command the students to speak in front of the class.
Based on the situation above, English need creative and motivating
teaching technique to increase their attention and ability in learning English
especially in speaking in terms, by using technique in teaching learning process,
language games is great technique for starting long or creativity speaking projects.
Gerlach (1980:380) states language games can increase the students' joy and will
be interested in learning English will increase their motivation especially to
improve their speaking achievement . In language teaching, there are many kinds
of language games such as, puzzle, guessing, flashcard, etc. One of those games is
Picture Story. Picture story is a game which the students should make a
conversation based on the picture (Redjeki : 2007 ) . It can help teacher to make
the atmosphere of speaking class become attractive, interesting, and fun, so that
the students feel happy and the goal can be reach. Picture story game is the
alternative technique in improving students in speaking. After students feel
enjoyed in class, they will receive the material better.
Therefore, in this research, the researcher tries to research the
effectiveness of applying "Picture Story Games" to
speaking achievement.
improve the students'
3
B. The Problem of the Study
In relation to the background of the study, the research problem is
formulated as the following "Is there any significant improvement in the students'
speaking achievement when they are taught by applying Picture story games?”
C. The Objective of The Study
The objective of this research is to investigate the effectiveness of
applying picture story games on the students’ speaking achievement.
D. The Scope of The Study
In solving the problem using language games in teaching English will
increase their motivations especially to improve their speaking achievement. In
line with application of language games in teaching English, this research is
limited only for speaking while the technique used is picture story games. The
study is conducted by classroom action research.
E. The Significance of The Study
This thesis is concerned with the use of picture story games in improving
students' speaking achievement the findings of this research are expected to be
useful and relevant theoretically and practically.
1. Theoretically, the results of this study are expected to be able to enrich and
enhance the theory of teaching speaking on a report text by using picture
story games. The results of this study are can be used as a reference for
4
2. those who want to conduct the same research in improving speaking
achievement.
3. Practically, the results of this study are expected to be useful for English
teachers to overcome the students’ problem in speaking English, especially
in text. The results of this study are also expected to be able to motivate
the students to be interested in speaking. Hopefully, the use of picture
story games can help them to develop their knowledge to speak English
and to improve their speaking achievement.
CHAPTER V
CONCLUSIONS AND SUGGESTION
A. Conclusions
After analyzing the data, it was found that the students’ speaking achievement
by applying Picture Story Games increased from the orientation test until cycle II
test. It is shown from the improvement of the mean of students’ score. The mean
of students’ score in orientation test was 45.49. The mean of students’ score in
Cycle I test was 61.86 and the mean of students’ score in Cycle II was 75.49.
Furthermore, it was also proved through the observation sheet, interview and
diary notes which indicate there was an improvement in learning result by
applying Picture story games in the teaching – learning process from Orientation
to Cycles I and II. Therefore, it can be concluded that Picture Story Games can
improve students’speaking achievement.
B. Suggestion
The result of the study shows that the use of Picture story games technique
improves the
students’achievement in speaking. These following suggestion are offered :
1. To English teacher, it is better to apply Picture story games in teaching
speaking because it can improve the students’ achievement because this
media is provides picture, gestures, facial expression that give more
40
41
2. understanding about what was happening about the picture so that the
students can expand the ideas easily.
3. To the students, it is suggested to apply relevant topic to conduct further
research by applying Picture story games and the students should have
more confidence in exploring their ability and idea in speaking.
4. For all readers, may this research will bring you into good understanding
how to improve students’speaking achievement by applying Picture story
games . Picture Story Games allow students to work cooperatively,
compete with each others, learn from mistakes, work in a less stressfull
and more productive environment and allows students have fun.
BY APPLYING PICTURE STORY GAMES
A THESIS
Submitted in Partial Fulfillment of the Requirements for
the Degree of Sarjana Pendidikan
By:
EZRANI VALENTINA MALAU
Registration Number 209321051
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2013
DECLARATION
I have familiarized myself with the University’s Policy on Academic integrity.
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words, and has not been previously been submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan,
Oktober 2013
Ezrani Valentina Malau
NIM: 209321051
ACKNOWLEDGEMENT
Praise to the Jesus Christ for His wonderful love to the writer, his saviour
who always guides her in everything until this thesis could be completed. This
thesis has been written in fulfilment of the requirements for the degree of Sarjana
Pendidikan at English Department, Faculty of Languages and Arts, State
University of Medan.
In the process of completing this thesis, many people have shown their
care and assistanc, therefore, the writer would like to express her gratitude and
speacial thanks to :
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts and Vice Dean I, II, III and her staff for offering the best
administrative information.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head, English Department, her
Consultant, and her academic supervisor
who has given her brilliant
supervision and spent her precious time in guiding, commenting, critizing,
suggesting, and giving valuable insights in the process of completing this
thesis. : Rika, S.Pd. M.Hum., the Secretary of English Department; Dra.
Marsitowarni Siregar, M.Ed., the Head English Education Study
Program.
Prof. Amrin Saragih, M.A, Ph.D, Drs. Johan Sinulingga, M.Pd, Dra.
Sorta Silitonga, M.Pd, her examiners who gave taught, guided, and
advised her through out the academic years.
Pdt.Hendra Pasaribu, S. Th, MA, Headmaster, SMP YAPSI Medan for
allowing her to conduct the research in his school. She also would like to
convey her gratitude to her collaborator, Fince Hutagaol, S.Pd., the
English teacher for assistance and guidance during the research. And also
to all students of Grade VIII for their attention and appreciation.
ii
Her special sincere gratitude to her beloved father, Krimson Malau and
her beloved mother Heddi Herlian Manurung, S.Sos, for their endless
love,mental, and financial support, understanding, spirit, motivation, and
prayers during the writer’s whole life. Her lovely sister, Elisa Laurenza
Malau, S.Si. M.Si, and for her lovely brothers Andre Paskalis
Malau,Andar Yogi Mathius Malau,Ariel Sharon Manalu, Moriz
Aritonang, Sr. Robertha Malau for their support, love and care. And
also all of her family to be the inspiration and their great motivation for
their writer in finishing her study.
Her best friends, Hastika Nova, S.Pd., Vivi Gracia Pasaribu, S.Pd.,
Putri Ardilla Lubis, S.Pd., for their support, love, laugh, happiness,
grief,struggle together and care in getting degree of Sarjana Pendidikan.
All her classmate in Extention A 2009
The writer realize that the content of her thesis is still far from being perfect,
but she warmly welcome any constructive suggestions will improve the quality of
this thesis. She hopes it would be useful for those who are interested in this field
of study.
Medan, Oktober 2013
The Writer,
iii
ABSTRACT
Malau, Valentina Ezrani. NIM: 209321051. Improving The Students’
Speaking Achievement By Applying Picture Story Games. A thesis. English
Department, Faculty of Languages and Arts, State University of Medan.
2013.
This study focuses on improving the students’ speaking achievement by
applying Picture Story Games. This study was concluded by using classroom
action research. The subject was students of Grade VIII, junior high school
YAPSI Medan, consist of 35 students. The research was done in two cycles and
each cycles consisted of three meetings. The instruments used in this study were
speaking test by playing games, interview, diary notes, and observation sheet. The
techniques for data analysis were qualitative and quantitative. Based on the data, it
was found that the students’ sore increased from the orientation test until test of
first cycle and the second cycles. In analyzing data, the mean of the students’
score for the orientation test was 45.49, for the assesment during cycle I was
61.86, and for the assesment during cycle II was 75.49. It concluded that the use
of Picture story games results in significant improvement of the students’speaking
achievement. It is suggested that the teachers should apply the Picture story games
as one of media to improve student speaking achievement.
i
TABLE OF CONTENTS
Page
ABSTRACT ..................................................................................................
i
ACKNOWLEDGEMENT ...........................................................................
ii
TABLE OF CONTENT ...............................................................................
iv
LIST OF TABLES .......................................................................................
vi
LIST OF FIGURES .....................................................................................
vii
LIST OF APPENDICES .............................................................................
viii
CHAPTER 1 INTRODUCTION .................................................................
1
A. The Background of the study ...................................................
1
B. The Problem of the study ..........................................................
3
C. The Objective of the study ........................................................
3
D. The scope of the study ..............................................................
3
E. The significance of the study ....................................................
3
CHAPTER II : REVIEW OF LITERATURE ..........................................
5
A. Theoretical Framework. .............................................................
5
1. Speaking Achievement ………………………………..........
5
2. SPEAKING ..........................................................................
6
a. Types of Speaking .............................................................
7
b. The Aspects of Speaking English as a Foreign Language
8
c. The purposes of speaking .................................................
8
3. Genre ......................................................................................
9
4. Games ....................................................................................
11
5. Picture story games ................................................................
13
6. Assesment of speaking ..........................................................
16
B. Conceptual Framework ...............................................................
17
CHAPTER III : RESEACH METHODOLOGY ......................................
19
A. Location of Research ................................................................
19
B. Research design .........................................................................
19
C. Research Subject .........................................................................
21
iv
D. The Instrument for collecting data .............................................
21
E. The Procedure of the research ...................................................
22
F. Scoring of test... .........................................................................
27
G. Technique of data analysis ..........................................................
29
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDINGS .......
31
A. Data Analysis ............................................................................
31
1. Analysis of Quantitative Data ................................................
31
2. Analysis of Qualitative Data .................................................
37
a. Observation sheets ............................................................
37
b. Interview ...........................................................................
38
c. Diary notes ......................................................................
38
B. Researcher findings ...................................................................
38
CHAPTER V: CONCLUSIONS AND SUGGESTION ............................
40
A. Conclusions .............................................................................
40
B. Suggestions ..............................................................................
40
REFERENCES .............................................................................................
42
APPENDICES
v
LIST OF TABLES
TABLE
Page
2.1 The Generic Structure of Narrative Text ............................................
11
3.1 Activities while Doing the Research in First cycle ............................
24
3.2 Avtivities while Doing the Research in Seconf cycle ........................
26
3.3 Oral Proficiency of Scoring Rating ....................................................
27
3.4 The Description of Oral Profieciency of Scoring Rating ....................
27
4.1 Student’s score in orientation test and cycle I and Cycle II ...............
33
4.2 A comparison of the students’ speaking achievement score ...............
35
4.3 The percentages of the students who got the score above 65 ............
36
vi
LIST OF FIGURES
PICTURE
Page
3.1 Action Research Model of Kemmis & Mc. Taggart ..........................
vii
20
LIST OF APPENDICES
APPENDIX
Page
A. Lesson Plan ..........................................................................................
43
B. Students Score ......................................................................................
57
C. The Improvement Score of Students ....................................................
60
D. Observation Sheet ................................................................................
62
E. The Interview Srcipt of the Teacher and The Researcher ....................
64
F. The Interview Script of The students and The Researcher ..................
66
G. Diary Notes ..........................................................................................
68
viii
CHAPTER I
INTRODUCTION
A. The Background of The Study
Language is the most important aspect in the life of all beings. It is used to
express their feelings, purposes, ideas, even in spoken or in written way. In
modern era, communication in the second or foreign language is important.
Ahmad Izzan (2007:1) states English as Second and International Language is
mostly used in all countries in this world. English is used in almost every aspect in
our life, such as science, education, technology, business, and news. English itself
has been taught from the elementary school level up to the university level and
even now, it has been taught in kindergarten school level as well.
There are four language skills that people need to comprehend English
namely speaking, reading, writing, and listening. The four skills of language are
important to be mastered. Speaking and writing are classified as productive while
listening and reading are receptive. To convey ideas directly with others in daily
life, we use speaking as the tool. Greene (1963 : 91) defines speaking as an
exchange of thoughts and ideas of one or more topics between two or more
speaking. Speaking is an interactive processing information. Students should have
ability to speak English in order that they can communicate with others.
Based on the researchers’ observation through the result of students’study
in Grade VIII SMP YAPSI Medan, many students have many problems when
they want speak English, most of students can not communicate in speaking
english actively and are not interesting in speaking. The student’s problem in
1
2
speaking are they did not know how to speak up their mind. The student's lack in
vocabulary and feel shy to talk in front of other students. They tend to be silent
because they do not want to show their weakness in speaking English, it becomes
the problem for the teacher to command the students to speak in front of the class.
Based on the situation above, English need creative and motivating
teaching technique to increase their attention and ability in learning English
especially in speaking in terms, by using technique in teaching learning process,
language games is great technique for starting long or creativity speaking projects.
Gerlach (1980:380) states language games can increase the students' joy and will
be interested in learning English will increase their motivation especially to
improve their speaking achievement . In language teaching, there are many kinds
of language games such as, puzzle, guessing, flashcard, etc. One of those games is
Picture Story. Picture story is a game which the students should make a
conversation based on the picture (Redjeki : 2007 ) . It can help teacher to make
the atmosphere of speaking class become attractive, interesting, and fun, so that
the students feel happy and the goal can be reach. Picture story game is the
alternative technique in improving students in speaking. After students feel
enjoyed in class, they will receive the material better.
Therefore, in this research, the researcher tries to research the
effectiveness of applying "Picture Story Games" to
speaking achievement.
improve the students'
3
B. The Problem of the Study
In relation to the background of the study, the research problem is
formulated as the following "Is there any significant improvement in the students'
speaking achievement when they are taught by applying Picture story games?”
C. The Objective of The Study
The objective of this research is to investigate the effectiveness of
applying picture story games on the students’ speaking achievement.
D. The Scope of The Study
In solving the problem using language games in teaching English will
increase their motivations especially to improve their speaking achievement. In
line with application of language games in teaching English, this research is
limited only for speaking while the technique used is picture story games. The
study is conducted by classroom action research.
E. The Significance of The Study
This thesis is concerned with the use of picture story games in improving
students' speaking achievement the findings of this research are expected to be
useful and relevant theoretically and practically.
1. Theoretically, the results of this study are expected to be able to enrich and
enhance the theory of teaching speaking on a report text by using picture
story games. The results of this study are can be used as a reference for
4
2. those who want to conduct the same research in improving speaking
achievement.
3. Practically, the results of this study are expected to be useful for English
teachers to overcome the students’ problem in speaking English, especially
in text. The results of this study are also expected to be able to motivate
the students to be interested in speaking. Hopefully, the use of picture
story games can help them to develop their knowledge to speak English
and to improve their speaking achievement.
CHAPTER V
CONCLUSIONS AND SUGGESTION
A. Conclusions
After analyzing the data, it was found that the students’ speaking achievement
by applying Picture Story Games increased from the orientation test until cycle II
test. It is shown from the improvement of the mean of students’ score. The mean
of students’ score in orientation test was 45.49. The mean of students’ score in
Cycle I test was 61.86 and the mean of students’ score in Cycle II was 75.49.
Furthermore, it was also proved through the observation sheet, interview and
diary notes which indicate there was an improvement in learning result by
applying Picture story games in the teaching – learning process from Orientation
to Cycles I and II. Therefore, it can be concluded that Picture Story Games can
improve students’speaking achievement.
B. Suggestion
The result of the study shows that the use of Picture story games technique
improves the
students’achievement in speaking. These following suggestion are offered :
1. To English teacher, it is better to apply Picture story games in teaching
speaking because it can improve the students’ achievement because this
media is provides picture, gestures, facial expression that give more
40
41
2. understanding about what was happening about the picture so that the
students can expand the ideas easily.
3. To the students, it is suggested to apply relevant topic to conduct further
research by applying Picture story games and the students should have
more confidence in exploring their ability and idea in speaking.
4. For all readers, may this research will bring you into good understanding
how to improve students’speaking achievement by applying Picture story
games . Picture Story Games allow students to work cooperatively,
compete with each others, learn from mistakes, work in a less stressfull
and more productive environment and allows students have fun.