**Title**: Improving speaking ability by using series of picture.

**Introduction and purposes :**

Teaching English at Junior High
School in Indonesia as stated in Curriculum 2004 revised in 2006 covers
abilities four aspecs of language. One of them is speaking ability. Paultson
and Brunder (1975) stated that the objective of the language teaching is the
production of the speaker’s competence to communicate in the target language.
Rivers (1968) stated that the teacher should give the students opportunities to
practice speaking. She further stated that if the students are able to practice
the new speech habit throughout as the children do in his native language, the
problem of speaking fluency of foreign language would be lessened.

This research had one dependent variable and one
independent variable:

(1) the independent variable of this research was the
teaching device using series of pictures through pair work. Using series of
pictures means the pictures belong to the students (e.g. pictures taken from
magazines and newspapers) or the pictures that the students had drawn by
themselves. Pair work was a teaching technique/activity which allowed students
to act in accordance with the assignment;

(2) the dependent variable of this research was
speaking ability. It was empirically by the students’ mastery of using series
of picture which covered fluency, pronunciation, vocabulary, structure,
discourse and the social context of speaking.

The result of this
research is expected to be useful information to: (1) increase the teachers’
knowledge of English and share experiences in improving speaking ability using
series of picture; (2) encourage the teachers’ colleagues in doing action
research in improving their teaching as the professional practices; (3) give
any contribution to the general public in increasing knowledge concerning about
classroom action research and get any reflection for being perfection.

This research is done
by the subject of the students of the third class of SMP Ar-Risalah Kediri
using series of pictures through pair work to improve their ability to speak
English

The theory who supports
this journal ,as follow :

Westnood, Peter and Oliver (1975)
stated that in improving oral language there are four ways should be considered
in which teachers sometimes operate to restrict language development or indeed
at times train students not to listen but to speak

Hergenhalm in Elliott (1996) stated
that good teaching begins with knowing what you want to teach: the stimuli, you
must also identify the responses you want to connect to the stimuli and timing
of appropriate satisfiers.

Hulse in Elliott (1996) on the
effective teaching and effective learning stated that feedback or reinforcement
of asking question is very important. It is a powerful tool of controlling
behaviour of the students. If you praise students’ correct responses
immediately and the students increase correct responses.

Erna (2006) in his research stated
the way of teaching speaking as follow: The stages of teaching and learning speaking is divided into
three stages which commonly known as presentation, practice, and production.

Nunan (1993) distinguished between
motor-perceptive skills, which are concerned with correctly using the sounds
and structures of the language, and interactional skills, which involve using
motor-perceptive skills was all that one needed in order to communicate
successfully.

The study concluded that using
series of pictures through pair work as a teaching strategy variation has
brought a new nuance in English language teaching in improving their ability to
speak English.

**Related speaking with use media**

The statement strengthens to improve
speaking ability by using series of pictures as media to teach English.
Pictures as visual aids will attract students’ attention, and motivate them to
learn. In addition, using series of picture means that the students try to
connect the plot in the picture to be a link of story.

Brown (2007) stated that picture can
be used in many stages of the instructional process, to introduce and motivate
study of new topics, to clarify misconceptions, to communicate basic
information, and to evaluate student’s progress and achievement. Furthermore,
he suggests some ways of using pictures for ensuring maximum students benefit
from using them; (2) Using pictures can be an effective technique for any
proficiencies level or language skill. The following is an example of how one
picture can be used in improving speaking ability. To teach speaking where the
students share personal experiences that somehow relate to what is happening in
a picture they have been given and drawn.

**Method**

Subject : 20 students of the third class of SMP Ar Risalah Kediri in
2007-2008 academic year.

**Research question**

Based on the background above, the researcher formulates the following
research questions:

(1) Do the students have high motivation in speaking English using
series of picture?;

(2) Does the use of series of pictures through pair work significantly
improve their ability to speak English?

**Methods of data collection**

To collect data, the instruments to
be used:

(1) test consisted of pre-test,
post-test, and formative test;

(2) observation. Test after the first
treatment and test after the second treatment administered to find out the
improvement of the students’ speaking ability, the formative test was
administered to measure about the improvement of their speaking ability from
the cycle 1 and cycle 2. The observation was administered to measure the
characteristics of the students towards the application of using series of
pictures through pair work, and questionnaire was administered to support the
data of the students’ improvement in speaking English ability

**Methods of**

**data analysis**

The writers uses first
treatment and the second treatment. (tests, questionnaires, and
observation) and were analyzed using the scoring system, tabulating,
percentage, classification, calculating the mean score, from the first
treatment.

**Result**

Before the treatment, students mean in speaking was 65.0. Then after the
treatments, data on the students’ speaking skills were collected in line with
the instruments (tests, questionnaires, and observation) and were analyzed
using the scoring system, tabulating, percentage, classification, calculating
the mean score, from the first treatment, the researcher got the mean of the
students reached 68.3. Then after the second treatment, the mean increased to
be 78.8. Based on the observation after the treatments, it indicated that among
students had more selves confidences and had more participant in speaking. The rating scale (band) used for measuring
the improvement of the students’ speaking skill was taken from Sujiono (1992: 47):

**First Treatment**

In the first treatment
, the result from the interval 0-44 there are no students and the percentage
are 0.0. The criteria is poor. The
second result at interval 45-55 , there are no students and the percentage are
0.0.The criteria is Less. The third result at interval 56-69, there are eleven students and the percentage are 55.0. The Criteria is fair. The fourd result at
interval 70-79, there are five students and the percentage 25.0. The criteria
is good. And the last interval 80-10, there are
four students and the percentage are 20.0. The criteria is very good.

**Second treatment**

In the second treatment
, the result from the interval 0-44 there are no students and the percentage
are 0.0. The criteria is poor. The
second result at interval 45-55 , there are no students and the percentage are 0.0.The
criteria is Less. The third result at interval 56-69, there are no
students and the percentage are
0.0. The Criteria is fair. The fourd
result at interval 70-79, there are ten students and the percentage 50.0. The
criteria is good. And the last interval 80-10, there are ten students and the
percentage are 50.0. The criteria is very good.

## 1 komentar:

bissa minta jurnal nya gak?? makasih :D

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