THE USE OF PICTURE SERIES IN IMPROVING STUDENTS’

SPEAKING RECOUNT TEXT SKILL

Luki Nugroho, Sudirman, Hartati Hasan

Lukinugroho12@Gmail.com

ABSTRACT
Tujuan penelitian ini adalah untuk melihat adakah perbedaan signifikan
kemampuan berbicara siswa setelah diajar dengan picture series dan melihat
jenis picture series yang paling efektif untuk mengajar speaking. Subjek
terdiri dari 30 siswa kelas X dari SMAN. Penelitian ini menggunakan desain
time series dengan memberikan 3 kali pre-test, 3 kali perlakuan, dan tiga kali
post-test. Peneliti menggunakan 2 rater untuk menilai penampilan berbicara
siswa. Pair sample t-test digunakan untuk menganalisis data kuantitatif dan
hipotesis dengan SPSS (16.0). Hasil analisa pertama 11.031 (t-value) >
2.048, analisa kedua 14.955 (t-value) > 2.048 (t-table), analisa ketiga 23.108
(t-value) > 2.048 (t-table), hasilnya menunjukan ada perbedaan signifikan
pada kemampuan berbicara siswa setelah diajar dengan picture series. Dari
ketiga picture series, jenis picture series dari google image adalah yang
paling efektif untuk meningkatkan kemampuan berbicara siswa.

The aims of this research were to find out whether there is any significant
difference of students’ speaking ability after being taught by using picture
series and to know which one of picture series is effective for teaching
speaking. The subjects of this research consisted of 30 students of SMAN
Grade X. The study employed times series design by giving three pre-tests,
three treatments, and three post-tests. There were two raters to judge the
students’ speaking performance. Pair sample t-test was used to analyze the
quantitative data and the hypothesis testing was computed using SPSS (16.0).
The result is 1st pair 11.031 (t-value) > 2.048, 2nd pair 14.955 (t-value) >
2.048 (t-table), 3rd pair 23.108 (t-value) > 2.048 (t-table) means that there are
significant differences of students’ speaking ability after being taught by
using picture series. Regarding the three picture series given, the picture
series from google image is the most effective in improving speaking ability.

Keywords: improvement, picture series, speaking performance

INTRODUCTION

One of the objectives of English teaching at senior high school (SMA) is to make

the learners able to communicate in target language. The students are expected to

be able to use target language in daily conversation as main goal of the English

learning. There are four skills of languge that must be taught by English teacher of

SMA/MA namely listening, speaking, reading, and writing (Depdiknas,

2006:307). One of the skill that must be mastered by students is speaking because

it has important role in communication.

Speaking is oral communication that is used to express ideas, feelings, and

thought among people. Bryne (1998:8) states that speaking is oral communication

between listener and speaker that involves the productive skill and understanding.

Brown (2001:250) states that speaking is an interactive process of constructing

meaning that involves producing and receiving and processing information. Lado

(1977:240) states that speaking is described as an ability to converse or to express

a sequence of ideas fluently.

In conducting speaking, students tend to face some problems that must be solved

by teacher through teaching. The students get difficulty in developing ideas that

they want to speak. They get difficulty in recalling imagination about something

in the past that they want to say again. They are also reluctant to create new

sentences to share and communicate. More over they get nervous when asked by

teacher to speak up in front of the class. In previous research Tanjung Wulandari

(2014) says that students get difficulty in using English in speaking because they

lack of vocabularies, confidence and sometime they are afraid when they make a

mistake.
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This research deals with the implemention of picture series in recount text to

develop students` speaking ability. Picture is one of the visual aids used by the

teacher in teaching learning process. Pictures which are used to teach such as

picture, picture series and so on. Wright (1988) states that pictures are very

important in helping students to retell expreriences or understand something since

they can represent place, object, people, etc. It is enjoyable for the students

because it encourages activity in guessing the messages from the picture based on

their imagination. Students can understand the content of the whole series of

pictures because the pictures are related. Pictures series are arranged as media to

help students express their ideas and feelings fluently.

Teaching speaking means teaching how to use the language for communication,

for transferring ideas or feeling to other people. River (1978:6) states that

speaking is developed from the first contact with the language that we learn.

Richard and Rodger, (1982:72) state that speaking activities which involve real

communication promote learning. Moreover Freeman (2000:127) states that

teacher is responsible to establish situations likely to promote communication.

Therefore, researcher used picture series as media to teach speaking in order to

establish situation of learning activities which involve real communication.

Furthermore, previous study conducted by Rike Febrina Aska (2014) in SMPN 1

Gadingrejo showed that picture series is effective to be applied in teaching

speaking. Students’ speaking skill was increased significantly in three aspects of

micro skill; pronunciation, vocabulary, and grammar. This study also shows

students motivation in joining the teaching learning during the treatments

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increased. The atmosphere in class became more encouraging to study. Students

were more active to participate in class activities.

There were three picture series used, they are picture series that was arranged

from comic books. The second is picture series that was arranged from capturing

animation movie. The third is picture series that was taken from google image.

In line with the background of the study, the questions to be answered in this

study are to find out whether picture series can improve the students` speaking

ability after three picture series were implemented, and to find out among those

three picture series the most effective to improve students’ speaking skill.

METHOD

The method used in this research was quantitative research focused on improving

speaking skill using series of picture. The subject of the research consisted of 30

students of the first grade of SMAN 1 Pagelaran. Quantitative research was

conducted in order to know whether there was an influence of students` speaking

ability after picture series were implemented. Time Series design was used in this

research because the researcher used one class as the experimental class. The

treatment was conducted in three times by using picture series as the media. The

researcher conducted 3 times pretests, 3 times treatments, and 3 times posttests.

One class was chosen from the population namely experimental class by using

random sampling.

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To collect the data, researcher used three times pretest, three times treatments,

three times posttest, recording, and transcribing. The procedure of the research

were: Preparing the Lesson Plan, Preparing the Material, Administering the

Pretest, Conducting the Treatment, and Administering the Posttest. In getting the

data, speaking test was used as the instrument of the research. The researcher

recorded the students’ speaking performance and gave scores on their the

students’ performance. After getting the raw score, the writer tabulated the results

of the test and calculate the score of pretest and posttest. Then, SPSS was used to

calculate the mean of pretest and posttest to find out whether there was an

increase or not after the students were taught by using picture series as media. Pair

Sample t-test was used to draw the conclusion. The data were computed through

Statistical Package for Social Sciences (SPSS ) for window.

RESULT AND DISCUSSION

This research was held in nine meetings to get the data. The first until third

meetings were pretest followed by three times meeting for treatment. Then, three

meetings for posttest to find out the students’ increase in speaking skill.

The research was conducted at the first grade of SMAN 1 Pagelaran Pringsewu

from September 13, 2014 up to October 11, 2014. The subject was selected

through lottery drawing.

Table 4.1 Result of the Students’ Speaking Pre-test Score

Test N The lowest score The highest score Mean

Pretest 1 30 45 63,3 53.6
Pretest 2 30 47,5 65 55
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 Pretest 3 30 56,6 68.5 60.5

As presented in table 4.1, 1st pre-test shows that the lowest speaking test was 45

and there is a student with the score 45 and a student with score 45.1. Meanwhile,

there is only one student with the highest score 63 among all. The mean score of

the students’ speaking ability is 53.6.

The second pre-test shows that the lowest speaking test is 47.5 and there is one

student who gets 47.5 and one student with bit higher score 47,6. Meanwhile,

there is only one student who gets 65 and it is the highest score among all. The

main score of the students’ speaking test is 55. The gain of the students’ mean

score is 1.4

Moreover, 3rd Pret-test shows that the lowest speaking score is 55.6 and there are

two students who get score 55.6. Meanwhile, there is only one student gets the

highest score 68.5 among all. The mean score of students’ speaking ability is 60.5.

the gain of students’ mean score is 5.6. The gain of students’ mean score is 5.5.

Pre-test are still constant.

Table 4.2 Result of Students’ Speaking Post-test Score

Test N The lowest score The highest score Mean

Post-test 1 30 57 74 64.8
Post-test 2 30 59 71.5 66.3
Post-test 3 30 69.8 75.1 72.8

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As present in table 4.2, 1st post-test shows that the lowest speaking test is 57 and

only one student who gets score 57. Meanwhile there is only one student with the

highest score 74. The mean score of students’ speaking ability is 64.8.

Second post-test shows that the lowest speaking test is 59 reached by only one

student while the highest score is 71.5 reached by one student only. The mean

score of students’ speaking ability is 66.3. The gain of the students’ mean score is

1.5

The third post-test shows that the lowest speaking test with score 69.8 is reached

by only one student and the highest score 75 is reached by two students. The mean

score of the students’ speaking ability is 72.8. The gain of the students’ mean

score is 6.5.

The final data analysis in this research was computing hypothesis test. This test

was conducted to find out whether the hypothesis test was accepted or not. The

hypothesis of the research are:

1. There was a significant difference on students’ speaking ability before and

after picture series was implemented in teaching learning.

2. There was a picture series which improved students’ speaking ability the

most after being taught by using picture series.

To answer the first question, the researcher not only calculate the mean score of

every test and graphic line but also by using repeated measures T-test which is

also called as paired sample test of SPSS, in which significant increase was

determined by P<0,05. From the result of computation show that all result is .000

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significant level. It is less than 0.05. in 1st pair 11.031 (t-value) > 2.048 (t-table),

2nd pair 14.955 (t-value) > 2.048 (t-table), 3rd pair 23.108 (t-value) 2.048 (t-

table) means that there are significant differences of students’ speaking ability

after being taught by using picture series.

In order to consider the most effective picture series to teach speaking among the

three picture series: Picture series from comic book, picture series from capturing

animation movie, and picture series from google image. The mean score of test of

first treatment is 59.2 and it increases to 60.6 in the second treatment, and the last

treatment using picture series from google image, the mean score is 66.6. Mean

score first treatment is 59.2 and mean score second treatment is 60.6. Mean score

of the second treatment is 60.6 and mean score of third treatment is 66.6.

CONCLUSION

Having conducted research at first grade at SMAN 1 Pagelaran and analyzing the

data, the researcher would like to state conclusion as follow.

1. From the analysis above it can be seen that there are significant differences

of students’ speaking ability after being taught by using picture series.

Therefore, the first hypothesis is accepted.

2. Regarding the three picture series which contain different topics given are;

activities this morning, special moment, and holiday. The most improved

speaking skill of students is in the third discussion. The most effective

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 picture series for teaching speaking is the third picture series which was

taken from google image with topic holiday. It might be due to the very

familiar and interesting material to every student. The picture series used

in the third discussion contained familiar topic. And with the topic,

students can explore more ideas.

REFERENCES

Brown, H. D. 2001. Teaching by Principle: An Interactive Approach to Language

Pedagogy. New York: Longman.
Bryne, D. 1986. Teaching Oral English: Longman Handbooks for English
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Depdiknas. 2006. Curriculum for Senior High School Students. Jakarta:
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Febrina, R. 2014. The Use of Picture Series to Increase Students’ Speaking Ability
in Procedure Text at The Third Grade of SMPN 1 Gadingrejo.
Unpublished Script. Bandar Lampung. University of Lampung.
Lado, R. 1977. Language Testing. New York: Mc. Graw Hill.
Larsen-Freeman, Diane. 2000. Technique and Principle in Language Teaching.
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Richard, Jack C. And Theodore S. Rodgers. 1986. Approaches and Methods in
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River, W.M. 1978. Teaching Foreign Language Skills. Cichago: University Press.
Wright, A. 1989. Picture for Language Learning. Cambridge: Cambridge
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Wulandari, T. 2014. The Use of Picture Strip Story in Narrative Text to Develop
Student’s Speaking Ability at First Grade of SMA Kartika Metro.
Unpublished Script. Bandar Lampung. University of Lampung.