SPEAKING ABILITY
Bio Data:
Naimatunisa was born on April 6th, 1995 in Paririsi, South Sulawesi. She
graduated from SDN No. 1 Centre Pattallassang in 2007, SMP Negeri Takalar in
2010, and SMA Negeri 3 Takalar in 2013. Now, she is a learner in English
Education
Department,
Faculty
of
Teaching
Training
and
Education,
is
two
books,
magazines,
newspapers, internet,
photograph,
brochure,
and represented the real object into a simple device, which has displayed a series
of places, object, person, or even experiences.
Furthemore Hornby in Nuryadi (2013 : 3) states that there are two kinds of
pictures that are used in teaching and learning activity. Firstly is single picture, it
means the one independent picture in which things or certain objects are showed.
In teaching speaking by means of using the single picture, the teacher can also
encourage the students to use or to practice certain tenses patterns, such as
practicing present tense only, but various tenses can be practiced and used.
Secondly is picture series. It means number of pictures each of which is related to
some ways to other, especially to the one before it. Series of picture is really
serviceable for teaching speaking purpose, because from these kinds of pictures
the students get a complete idea and their imaginative are stimulated.
Discussion
Picture series is a form of entertainment that enacts a story by sound and a
sequence of images giving the illusion of continuous movement (Wahyuni, 2013 :
25). Series is group of related things, events, etc, occuring one after the other.
Additionally, Yunus in Fajri (2010 : 24) a picture series is a number of related
composite pictures linked to form a series of sequences. Hence, it is main function
is to tell a story or sequence of events.
Here the students are asked to look at the picture correctly and they have to
describe the picture. The students were expected to practice in telling the story
based on the picture. Then, students are required to tell the story by their own
words.
Another picture can be used to produce dialoque. The students are asked to
make a dialoque by their imagination based on the picture. Then, they present
front of class. Picture series is more effective than single picture whenever we
want to teach concept involving motion or process because they can know each
process by looking at the picture series.
Fatimah (2014 : 9) states that the aspects of speaking ability include
accuracy on pronunciation, grammar, vocabulary, fluency and content of speech.
speaking
activity, the
students
are
Students got easy to speak something and also more enjoy to spread out their idea
with look at the picture series. Teacher helped the perform of individual students
directly. So, the students did not nervous about trying to say things in
foreign language. In addition, they had self confident to telling story in front of
class. The application of picture series as media in speaking also gave some
advantageous both teacher and students.
Besides, Mulya (2014) states that the use of picture series helps students
in learning speaking skill. The students in 8 th grade of one of junior high
schools in Bandung have some new vocabularies when retelling the story.
In addition, the students could know some of verbs in the past form. Even
though it was complicated to explain the meaning of the picture, the
teacher should repeat the verbs, but in times, students could get the
meaning and understanding in the story through picture series. In addition,
retelling
story using
includes
picture
series
can
enhance
students
imagination and concentrates the mind and clues about the story.
Based on explanation above, it can be concluded that picture series can
improve students speaking ability especially for vocabulary, fluency and content
mastery. Picture series make interesting speaking activity for most of the students.
This can be happened because this speaking activity made an opportunity for
students to play like fun but in case they are learning serious topic. By
conducting the research the students might explore their speaking ability without
afraid of their friends insulting words. Therefore, students have good
confidence to develop their idea and improve their speaking ability.
There are some researchers that implemented the picture series to improve
the students speaking ability, they are:
Prihastuti (2013) taught the speaking procedure text in SMP PGRI
Kedawung Cirebon, by using series pictures, it means number of pictures each of
which was related to some ways to the other. Series pictures was really
serviceable for teaching composition purpose, because from this kind of pictures
the students was get a completed idea and their imaginative powers are
stimulated.
There are two groups taken as the investigate groups in this study.
One group was for the experimental group that received the special treatment
namely the group treated by the use of picture during the teaching and learning
spoken procedure text whereas another group was for the control group that didnt
receive the special treatment.
As the result, the use of series pictures in teaching speaking procedure
text is effective to improve students speaking ability. These can be seen from
the data obtained in this study. Data from speaking test shows that there is an
improvement on the students speaking score. The calculation of t-test in
post-test scores shows experimental group got higher score, the tobtain 7.25 is
higher than tcritical 2.021, meaning that the null hypothesis is rejected. It means
there is a significant difference of means between experimental group that was
assigned series pictures and control groups that was not. Moreover, it is also
proved by computing the effect size which shows that the use of series
pictures as the teaching method had a large effect size in improving students
speaking ability. In other words having been treated by series pictures,
students have a significant improvement on their speaking skill in procedure text.
Besides, Aska (2014) taught by using picture series at the third grade of
SMPN 1 Gadingrejo in class IX.5. The researcher explains that first, it began by
giving pretest at the first meeting to measure students speaking ability before
the treatment was given. Next, students were asked about procedure text
they had performed in their previous classes. Then they took lottery consist of
three title of procedure text they were How to Make a Cup of Coffee, How to
make a Cup of Tea, and How to Make a Glass of Mango Juice that would be
deliver in the pretest and posttest. Then the students were asked to come in
front one by one delivering their procedure.
Then she gave the treatment to student. The researcher showed a picture
series of procedure text How to make a Cup of Coffee and guided them to
create a procedure text based on the picture series. It supposed to give the same
perception of the pictures students seen and helped them to express their idea
orally. By seeing the picture series students know what they have to mention and
explain so it will increase their vocabulary. After that, researcher performed a
procedure text in front of the students. After seeing an example which was
performed by the researcher, students were asked to perform.
then they had to choose the appropriate given words for each picture
mentioned using the past form of the words. The students were given 10
minutes to make sentences based on the words chosen.
The result of the observation and students speaking ability in Cycle 1 did
not achieve the target of the research. As the average percentage of the
students active participation in Cycle 1 was 72%. Moreover, the result of
students speaking ability test showed that 16 students of 25 students or 64%
of the students got score 65 in the speaking test. It means that the percentage of
students active participation and
of the research yet. It might happen because there were some weaknesses
influenced. They were as follows: 1) The students tended to use verb 1 in
their monologue, 2) The students experienced difficulty in pronouncing the
to describe the picture. The students were expected to practice in telling the story
based on the picture. Then, students are required to tell the story by their own
words.
Picture series can improve students speaking ability especially for
vocabulary, fluency and content mastery. Picture series make interesting speaking
activity for most of the students. This can be happened because this speaking
activity made an opportunity for students to play like fun but in case they
are learning serious topic. By conducting the research the students might explore
their speaking ability without afraid of their friends insulting words.
Therefore, students have good confidence to develop their idea and improve their
speaking ability.
References
Aska, R. F., et al. 2014. The Use Of Picture Series to Increase Students Speaking
Ability. Unila Journal English Teaching, Vol. 3,
No. 4.
th
http://jurnal.fkip.unila.ac.id (Accessed on November 21 , 2015 at 04:00
PM).
Fajri, Z. N. 2010. The Comparative Study between Using a Series and Single
Pictures on Student's Speaking Achievement of Second Semester at State
Islamic College of Tulungagung. Thesis. Tulungagung: State Islamic
College of Tulungagung.
Fatimah. 2014. Improving the Eighth Grade Students Speaking Ability by Using
Picture Series at MTS Negeri Bondowoso I. Thesis. Jember: Jember
University.
Mulya, I. R. Retelling Story Through Picture Series to Improve Students
Speaking Skill. Thesis. Bandung: Universitas Pendidikan Indonesia.
Nurvitasari, H. 2014. Improving Students Speaking Ability by Using Picture: A
Classroom Action Research at the Tenth Grade Students of SMA Negeri 3
Ketapang in the Academic Year 2013/2014. West Kalimantan Scholars:
Studies on English Language and Education, Vol. 1, No. 1.
http://journal.pbing.org (Accessed on December 3th, 2015 at 07:20 PM).
Nuryadi. 2015. Using Picture Series in Teaching Procedure Text to Improve the
Students Speaking Ability at Grade Eight of SMP Negeri 2 Deket in the