1

BUILDING UP STUDENTS’ ENGLISH SPEAKING ABILITY THROUGH

DUAL MEANING PICTURES

JUSMANIAR N, S. Pd., M. Pd.

NIDN. 0904038702

ISLAMIC UNIVERSITY OF MAKASSAR

Desember, 2015
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HALAMAN PENGESAHAN

Judul Penelitian : BUILDING UP STUDENTS’ ENGLISH

SPEAKING ABILITY THROUGH DUAL
MEANING PICTURES
Nama Rumpun Ilmu : Pendidikan Bahasa (dan Sastra) Inggris
Peneliti
a. Nama Lengkap : JUSMANIAR N
b. NIDN : 0904038702
c. Jabatan Fungsional :-
d. Program Studi : Pendidikan Bahasa Inggris
e. Nomor HP /surel : 085299395997/jusmaniar_nonci@yahoo.com
f. Perguruan Tinggi : Universitas Islam Makassar

Kota Makassar, 17-12-2015

Mengetahui,
Dekan Peneliti

(Dr. H. M. Arfah Shiddiq, M.A.) (Jusmaniar N, S.Pd., M.Pd)

NIP/NIK 195102051978011001 NIDN. 0904038702

Menyetujui,
Ketua LPPM

(Dr. Ir. H. Darmawan, M.P.)

NIP. 196702021998031002
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CHAPTER I

INTRODUCTION
This chapter deals with background, problem statement, objective,
significance and scope of the research.

A. Background
The development of science and technology has spread out around the world
including Indonesia, as the result; people realize that the need of English as the
international language is very important. Since English is considered as an
international language, the need of teaching and learning becomes the main priority
subject either at school or at private courses, including senior high school level
because the graduates of senior high school are expected to have life skill for
communication to meet the need for job opportunity directly, besides they are
expected to continue their study to the higher level.
In teaching learning process, teacher needs to prepare and equip students from
the early stage with the necessary knowledge, approach, and values in order to gain
students in getting a good achievement of English.
The use of English in a classroom has a greatly important role in the teaching
and learning process. It is used for communication for both teachers and students in
their daily classroom interaction. Teachers use it when they give instructions, ask
questions, give feedbacks to students and manage the class and for the students,
language is used to interact with their teachers and other classmates. They use it to
ask questions, give responses to teachers’ questions and express their thoughts and
opinions in the discussion.
1
Of all the four skills (listening, speaking, reading, and writing), speaking
seems intuitively the most important: people who know a language are referred to as
‘speaker’ of the language, as if speaking included all kinds of knowing (Ur, 1996:
120).
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Speaking is used for many different purposes, and each purpose involves
different skills. When we use causal conversation, our purposes may be to make
social contact with people, to establish rapport. When we engage in discussion, the
purpose may be to seek or expression opinions, to persuade someone about
something, or to clarify information. In some situations, we use speaking to give
instructions or to get things done. We may use speaking to describe things, to
complain about people behavior, to make polite request, or to entertain people with
jokes and anecdotes (Richard & Renandya, 2002: 211).
Related to the statement above, it means that speaking is the real challenge to
most of students because it needs paints taking effort to use appropriate vocabularies
orally in order that the message is able to be understood by others correctly. Beside
that speaking is used to express our ideas and to communicate to other people in
civilized world so that is why speaking is more important
The students have to be stimulated to speak English in order to build up their
speaking habits. Many English teachers or English facilitators make some efforts to
make their class interesting with various approaches, methods, techniques, materials
and instruments to make learn about language skill more effectively and creatively.
Teaching is education activity. Teaching helps someone how to do something
and make them understand the new knowledge. Achieving new knowledge is the goal
of teaching. Teaching is showing or helping someone to learn how to do something,
giving instruction, guiding in the study of something; providing with knowledge,
causing to understand (Brown, 2000:7).
Based on the statement above, it means that the teacher’s responsibility is to
create situations and should find out the effort on searching and creating a new model
in presenting materials that provide opportunities and stimulate students to
communicate actively with the little English that they may have, then giving them
confidence in their ability in speaking because in teaching oral English, the students
should be served with conducive learning activity so they can practice their English
well because they learn to express their thoughts and feeling in speech and action.
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They need good situation to keep them learning. A friendly environment can make
them get motivation in studying English.
In teaching and learning process, there is an interaction between teacher and
students in the case of knowledge transferring in teaching but in our environment
almost the only foreign language input for students comes from teachers and teaching
materials. The students, therefore, find it difficult to extend their opportunities to
build up their speaking ability and they still face the problems like others have
because they do not interested in English especially in speaking and their teachers’ do
not provide new method, media, or variation in teaching.
Teaching speaking can be done through many ways such as visual aids,
dialog, game and etc. The teacher should choose a suitable ways so the students will
have a lot of opportunity to practice pronunciation and communication or in other
words it means that the students will get knowledge or input from them. In teaching
learning process, teacher should have interesting lesson for students and the lesson
has to be presented in attractive way. Teacher should make the students active and
fun in learning process in order to get a good achievement.
Visual aids add variety, capture attention, illustrate concepts and provide
entertainment (Sidhu, 2005: 7). Visual aids are vehicles for enhancing or facilitating
the understanding of your spoken words. If they do not fulfill that purpose, they are
misused (Rhodes, 2005: 11).
One of the visual aids as teaching media about building stimulus and
motivation for students who learn English as a foreign language in speaking class is
using pictures. Pictures here are in order to help students to build up their ability to
use English as a foreign language because pictures are more exciting and entertaining.
Brown (2000) states that picture can be used in many stages of 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
Pictures can motivate students and make them want to pay attention to take a
part in class and also contribute their idea to the context in which the language is
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being used in class. There are several criteria or reason about using pictures in
language class. Teacher can find and get any kinds of pictures easily and also easy to
be organized. The next criterion is interesting. This is important factor of pictures in
teaching learning process because teacher must have choose kind of pictures that
make students be interested with them so students will enthusiast to attend the class.
Using pictures also considered with meaning, this mean that teacher must
select pictures which have meaningful for students. Dual meaning pictures are one of
the kinds of pictures that can cover all the reason above because they are more
interesting and cover two meaning in one picture so teachers can make some
techniques in teaching by using them.
After doing observation, the researcher found that among the four English
skills, speaking skill is very poor, particularly at SMA Negeri 2 Watansoppeng.
Those shown by the grade of students at English are under averages particularly in
speaking ability because the lack of self confidence. Based on the observation, the
researcher found that some students are lack of interest in speaking, they are lack of
vocabulary, they are afraid of making mistake in pronouncing the words, they are not
able to arrange sentences into good order, they cannot speak in front of their friends
and they sometimes feel shy especially in the first year.
Beside influenced by the lack of internal motivation, students’ ability in
speaking also influenced by external motivation especially from their teacher and
teaching techniques. Many of English teachers pay less attention to speaking caused
by the fact that there is no oral exam at the final examination.
The next problem is concerning the method used. Generally, in SMA Negeri 2
Watansoppeng, teacher teaches speaking by using traditional methods. The technique
used by teacher less varied because the only technique for formal classes is printed
textbook or printed materials. In English subject, usually students just read texts in
their book and then write the answer of the questions from their book or work sheet.
Based on the problems above, the researcher are going to conduct the research
in using dual meaning pictures as the teaching media as the contribution to the
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teachers to understand and teach one of techniques in increasing students’ English

speaking ability. This research will be conducted to measure students’ interest in
studying English by using this teaching media. The study focuses on English
speaking ability which consists of accuracy, fluency, and comprehensibility.
The researcher really hopes that by using dual meaning pictures in teaching,
the students are not reluctant to speak and they can have high self confidence and
high interest in order to build up their speaking ability.
Based on the background above the researcher need to create classrooms
where English speaking is taught, practiced, and expected and conducted research in
building up students’ English speaking ability at first year students of SMA Negeri 2
Watansoppeng under the title, “Building up Students’ English Speaking Ability
through Dual Meaning Pictures.

B. Problem Statement
Based on the background above, the researcher formulated research questions:
1. Can the use of dual meaning pictures build up students’ English speaking
ability?
2. Can the use of dual meaning pictures make the students interested in
learning English speaking?
3. What are the students perceptions to the dual meaning picture applied in
teaching English speaking

C. Objective of The Research

In accordance with problem statements above, the objectives of the research
are stated as follows:
1. To find out whether or not the use of dual meaning picture can build up
students’ English speaking ability.
2. To find out whether or not the use of dual meaning picture interesting in
studying English speaking.
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3. To know the students’ perception toward the dual meaning picture

applied in teaching English speaking.

D. Significance of The Research

The result would be beneficial theoretically and practically to the field of
teaching. In theoretically, it is expected that the findings of the research will be
broden our knowledge on speaking activities and provide us new insights on the
importance of speaking skill in communication. In practically, this research is
expected to be useful for teachers as (1) an input on the use of dual meaning pictures
in their classrooms so that the teaching and learning process will be effective and
meaningful for their students, (2) one of the references in using teaching aids in their
classrooms, (3) additional knowledge on how they should form interaction in
classroom; for students as a guidance to be able to speak English accurate, fluent, and
comprehensible and fell interesting in learning English, especially in speaking so that
they can maximize the teaching and learning process; next researchers as one of the
references in conducting researches on similar or related topic; an input to SMA
Negeri 2 Watansoppeng in building up students’ English speaking ability especially
for first year students.

E. The Scope of The Research

The scope of the research was limited to the building up students’ English
speaking ability through dual meaning pictures. By discipline, this research was
under applied linguistic. By an activity, the researcher employed dual meaning
pictures in teaching speaking. By content, this research emphasized on speaking skill
which would be focused on accuracy, fluency and comprehensibility.
The speaking differences in this context is the ability to respond the researcher
questions based on the structural interview test. The researcher conducted this
research to the first year students of SMA Negeri 2 Watansoppeng. There were two
classes as sample that were divided into two groups, experimental and control group.
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The researcher applied questionnaire to find out the students’ interest toward
the use of dual meaning picture to build up their speaking ability and learning log to
know the students’ perceptions to the use of dual meaning picture applied in teaching
English.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with previous research finding, and some pertinent ideas,
resume, theoretical framework and hypotheses of the research.

A. Previous Related Research Findings

Amirullah (2004) conducted research under the title Improving English
Speaking Ability of SMU Negeri I Pare-pare Using Picture in Pair Activities and
found that teaching materials for English speaking skill using pictures in pair
activities can improve the students’ achievement and ability and most of students
interested in speaking English using pictures in pair activity.
Sasmedi (2004) stated that the use of students’ own pictures through pair
work as teaching strategy could improve the students’ ability to speak English
significantly and this strategy is needed in English language teaching and learning
activities. The implementation of teaching English using students’ own pictures
through pair work as teaching strategy could nurture the students’ motivation in
improving their ability to speak English.
Nurhasanah (2011) concluded after doing the analyzing the data that pictures
are able to develop student’ speaking skill and suggested that
the use of pictures in teaching procedure text should be taken into account as any
teaching strategies. It should be use appropriately an effectively.
She also suggested that teaching speaking procedure text through pictures needs to be
implemented and used in a consistent manner so those students could take the benefit
of the process and facilitate their learning.
Amoharu (2011) found that the use of stick figure effective to build up the
speaking ability of the first grade students of SMK Negeri 2 Watansoppeng better
than the use of existing teaching techniques and the use of stick figure in teaching
speaking was interesting in learning English speaking.
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Based on the previous studies, the researcher indicates that the use of picture
in learning and teaching English particularly in speaking can give effect to the
students’ achievement and students’ interest. The studies above become the basic
theories for the researcher to investigate the use of dual meaning picture as one kind
of picture as teaching aid to build up speaking ability of students in SMA Negeri 2
Watansopeng.
The use of picture as visual aids has advantages in teaching and learning
English, particularly in speaking. Picture is very suitable to be applied to the senior
high school students and it is very helpful for the students to comprehend the
components of speaking. From the previous studies above, the researcher concludes
that the use of dual meaning picture as kind of picture in English teaching and
learning built up the students’ English speaking ability and the students interested in
and had positive perceptions especially in formulating their ideas into sentences
orally.

B. Some Pertinent Ideas

1. Speaking
a. The Nature of Speaking
Speaking is known as oral skill that plays essential role in human interaction
and communication. When people communicate their ideas minds and feeling to the
other, they will speak as tool transfer what they want.
Byrne (1995: 8) states that oral communication (speaking) is a two-way
process between speaker and listener. Both speaker and listener have a positive
function to perform. The speaker has to encode the message he wishes to convey in
appropriate language while the listener has to encode or interpret the message.
Speaking is a means of oral communication, in giving ideas or information to
other. It is the most essential way in which the speakers can express themselves
through the language.
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Speaking is one of the most difficult aspects for students to master. This is
hardly surprising when one considers everything that is involved when speaking:
ideas, what to say, language, how to use grammar and vocabulary, pronunciation as
well as listening to and reacting to the person you are communicating with. It is
important to give students as many opportunities as possible to speak in a supportive
environment. Gaining confidence will help students speak more easily (Pollard: 2008,
33).
Almost all of our contact with family and friends and much of our contact
with stranger involves speaking which is strongly governed by rules that lead not
only what we should say but also how we say it.
Speaking is the verbal use of language to communicate with others. The
purposes for which we wish to communicate with others are so large that they are
innumerable (Fulcher, 2003:23).
In speaking class, the students are hoped to express ideas, information to
others. Practicing the use of language is very important to develop the students’
speaking ability. Even though speaking is considered to be productive approach, it
does not mean that speaking is a simple process. As mentioned before that speaking
is a way to express our idea orally and bring messages from one person to others, so
that we can make an interaction in verbal form and non-verbal form.
Among all language skills, speaking is considered as the most important skill.
Ur (1996) stated that people who know a language are referred to as “speaker” of that
language, as if speaking included all other kinds of knowing, and if not most foreign
language learners are primarily in learning to speak.
The successful communication can be seen when mutual understanding
between listeners and speakers in exchanging ideas works. Ur (1996) classifies the
characteristic of the successful speaking activity as follows:
1) Learners talk a lot. As much as possible of the period of time allotted to the
activity is in fact occupied by learner talk. This may be seen obvious but often
most time is taken up with teacher talk or pauses.
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2) Participation is even. Classroom discussion is not dominated by minority of

talkative participants: all get a chance to speak, and contributions are fairly
evenly distributed.
3) Motivation is high. Learners are eager to speak: because interested in the topic
and have something new to say about it, or because they want to contribute to
achieving a task objective.
4) Language is of an acceptable level. Learners express themselves in utterances
that are relevant, easily comprehensible level of language accuracy.
Speakers talk in order to have some effect on their listeners. They assert
things to change their state of knowledge. They ask them to get information. They
request things to get them do things for them. The nature of the speech act should
therefore play a central role in the process of speech production. Speakers begin with
the intention of affecting their listeners in particular way, and they select and utter
sentences that they believe will bring this effect.
In communicating with other people, it is important to know whether the
situation is formal or informal. Besides that, it is also important to know that the
language, in this case English, can be standard or nonstandard so that they are able to
communicate effectively. In speaking English as a foreign language the speaker
obviously has to try to speak it in the way the native, speakers do. In order to be able
to speak English better, it is important for him to learn all of the four skills in English
and master English phonetic as well, because it is very helpful to learn the language
quickly and successfully.
In communication, speakers have to come up with a way of conveying
information to someone else. They must plan what they want to say, choose the right
words and the appropriate speech act, and then produce their utterances.
Speaking is one of the branch English skills which should be mastered by
student. By speaking student may convey themselves in basic interactive skills such
as greeting, apologizing, thanking, introducing, asking or offering for something.
Some people suppose that somebody master English well if he or she has a good
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performance in speaking. Speaking is the process of building and sharing meaning

through the use of verbal symbols, in variety of contexts.

b. Component of Speaking
Speaking is one of the language skills that have to be mastered in learning
because it is the most important skills in getting communication and interact to other
people. In conveying message, speaker has to master the components of speaking in
order to make the listener understand. There are three components of speaking, they
are:

1) Accuracy
Accuracy in speaking means someone can produce correct sentences in
pronunciation, grammar, and word choice so can be understood. There are three
components of accuracy: (1) Pronunciation, (2) vocabulary, (3) grammar.
Pronunciation is the way in which a word is produced, the spelling of words in
accordance with their usual pronunciation. Pronunciation teaching deals with
recognition or understanding the flow of speech and production of words. The aim of
pronunciation teaching must be that the students can produce English speech which is
intelligible in the areas where they use it.
When teacher teach English, they needs to be sure that the students can be
understood when they speak. They need to be able to say what they want to say. This
means that students’ pronunciation should be at least adequate for that purpose.
Vocabulary is total number of which (with rules for combining them) make up
the language. It consists of word, noun, verb, adjective, and adverb, and function
words as preposition, conjunction, article, and pronoun. One of the special handicaps
in speaking is caused by the lack of vocabulary. To make a communication goes
along smoothly, students must know the English word to produce some sentences in
order to express what they want to say.
Grammar is one of the major language components. It pertains to sentence and
word. It figures the categories such as noun, subject, imperative clause, and so on.
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One often pre purposes that speaking communicatively does not have to use
grammar. However, we sometimes do not realize that by ignoring grammar, we can
misunderstand which may be it is not bad in relax conversation but it can really bring
about serious bad effect in formal conversation.
According to Ur (1996), grammar may be roughly defined as the way a
language manipulates and combine words (or bit of words) in order to form longer
units of meaning. Grammar is the sets of rules that related with sound sequences to
meaning. Right grammar is when the students can produce the sentences that have a
right structure so the sentences also have the right meaning.

2) Fluency
Fluency is highly complex notion relaxed mainly to smoothness of continuity
in discourse. It thus includes a consideration of how sentences are connected, how
sentence pattern vary in word-order and omit elements of structure, and also certain
aspects of the prosody of discourse.

3) Comprehensibility
Comprehensibility is the process of understanding of the utterance sent by the
speaker done by the listener. Comprehensibility in speaking means that people can
understand what we say and we can understand what they say.

c. The Elements of Speaking

In getting communication to other people, the speaker also has to consider
about the elements of speaking as the one aspects that support both successful and
components of speaking
Harmer (2003: 269) states that the ability to speak English presupposes the
elements necessary for spoken production as follows:
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1) Language features
The elements necessary for spoken production, are the following:
a) Connected speech: in connected speech sounds are modified
(assimilation), omitted (elision), added (linking r), or weakened (through
contractions and stress patterning). It is for this reason that we should
involve students in activities designed specifically to improve their
connected speech
b) Expressive devices: native speakers of English change the pitch and
stress of particular parts of utterances, vary volume and speed, and show
by other physical and non-verbal (paralinguistic) means how they are
feeling (especially in face - to - face interaction). The use of these devices
contributes to the ability to convey meanings.
c) Lexis and grammar: teachers should therefore supply a variety of phrases
for different functions such as agreeing or disagreeing, expressing
surprise, shock, or approval.
d) Negotiation language: effective speaking benefits from the negotiatory
language we use to seek clarification and show the structure of what we
are saying. We often need to ask for clarification when we are listening to
someone else talks and it is very crucial for students.

2) Mental/ Social Processing

Success of speaker’s productivity is also dependent upon the rapid processing
skills that talking necessitates.
a) Language processing: Language processing involves the retrieval of
words and their assembly into syntactically and propositionally
appropriate sequence.
b) Interacting with others: effective speaking also involve a good deal of
listening, an understanding of how the other participants are feeling, and
knowledge of how linguistically to take turns or allow others to do so.
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c) (On the spot) information processing: quite apart from our response ton
other’s feelings, we also need to be able to process the information they
tell us the moment we get it.
Speaking a language is very difficult for learners because effective oral
communication requires the ability to use the language appropriately in social
interaction.

d. Types of Speaking
There are many language teaching strategies focused on mastering English
speaking activities. Brown (2001) stated that there are two types of oral language that
should be explained. The two types of spoken are described as follow:

1) Monologue
In monologue, when one speaker uses spoken language for any length of time,
as in speeches, lectures, reading, and hearers must process long stretches of speech
without interruption the stream of speech will go on whether or monologue and
unplanned monologue. The planned monologues differ considerably in their
discourse structures. The unplanned monologue such as in speeches and other
prewriting material usually manifest little redundancy and are therefore relatively
difficult to comprehend.

2) Dialogue
Dialogue involves two or more speakers can be subdivided into those
exchanges that promote social relationship (interpersonal) and those for which the
purpose is to convey proportional of factual information (transactional). In the
dialogue, there are familiarity and unfamiliarity of interlocutors. If it is familiar, it
will produce conversation with more assumption and implication. In addition, if it is
unfamiliar the reference and meaning have to be made more explicit.
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e. Types of Spoken Interaction

Speaking means that there is interaction between speaker and listener in order
to convey message or information. In teaching learning activities, teacher may use
some kinds of interaction in the classroom to make it varied. According to Ur (1996:
129), there are three types of interaction which can be used in classroom activity as
follow:
1) Interactional Talk
This is to some extent a matter of learning conventional formulae of courtesy:
how to greet, take leave, begin, and end conversations, apologize, thank, and so on.

2) Long Turns
The ability to speak at length is one which adult, more advanced or academic
students will perhaps need and therefore needs cultivating; for other types of classes it
may be less important.

3) Varied Situations, Feelings, and Relationships

It is certainly arguable that learners will need to function in a wide variety of
such contexts, and it makes sense to give them opportunities to try using the target
language in simulations of at least a selection of them.

2. Visual Aids
The aids that help in teaching languages and that can be seen are called 'visual
aids'. They provide practical solutions to the problems of a language teacher whose
equipment, as a rule, consists of nothing more than books and classroom. They include
black-board, chart maps, pictures, flannel-boards, film strips, slides, epidiascope and
actual objects that facilitate the process of teaching (Lundeberg, Roberta, et.al: 2009).
Visual aid is a specifically prepared drawing, model, or device that will
expedite learning through the visual sense.
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Visual Aids are an essential feature of effective communication. It would

appear that making use of the sense of sight through visual presentation makes
learning easier, as it provides:
a. An appeal to a variety of senses
b. A focus of attention
c. A change of pace
d. A simplified explanation to help understanding
e. A more vivid and lasting impression
f. A consolidation of learning
g. Reference material for later use
h. Help in relating or transferring learning to the real situation
Aids should be used as an important and integral part of the learning process.
They should be used to create interest; to help learners understand the information
being given; to help them recall major points that they must remember; and to help
them develop a mental perception of the information.

a. Visual literacy
Students need the ability to analyze, compose, and interpret images that speak
in a visual language. Teaching visual literacy is one way that enables students to be
aware and critical about images that surround their lives everyday. Visual literacy
gives students the ability to actively unravel and deconstruct codes given by an
image, rather than become a passive receiver of it.
As a method for teaching, exercises or challenges in interpreting can be a
good complement in developing speaking ability. Students can learn visual literacy in
a very dynamic way, not only reading images, but also creating them and
reinterpreting them through class presentations and discussions. However, being alert
and critical about what they are doing or seeing is something different and has to be
taught through a learning process.
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Visual literacy has been described as an understanding and critical analysis of

all visual imagery presented to the individual in a culture (Golubieski, 2006).
Visual literacy is the ability to understand and produce visual message. Visual
literacy refers to the ability to interpret message as well as generate images for
communicating ideas and concepts (Bleed: 2005)
Visual literacy refers to a group of vision competencies a human being can
develop by seeing at the same time he has and integrates other sensory experiences.
The development of these competencies is fundamental to normal human learning
(Braden: 1990).
Visual literacy is the ability to decode, interpret, create, question, challenge
and evaluate texts that communicate with visual images as well as, or rather than,
words. Visually literate people can read the intended meaning in a visual text,
interpret the purpose and intended meaning, and evaluate the form, structure and
features of the text.
Visual literacy is the ability to evaluate, apply, or create conceptual visual
representations. Visual literacy defined as the ability to interpret, negotiate, and make
meaning from information presented in the form of an image. Visual literacy is based
on the idea that pictures can be “read” and that meaning can be communicated
through a process of reading (Avergerinou, M: 2008).
Visual literacy is the ability to see, to understand, and ultimately to think,
create, and communicate graphically. Generally in speaking, the visually literate
viewer looks at an image carefully, critically, and with an eye for the intentions of the
image's creator. Those skills can be applied equally to any type of image:
photographs, paintings and drawings, graphic art (including everything from political
cartoons to comic books to illustrations in children's books), films, maps, and various
kinds of charts and graphs.
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All convey information and ideas, and visual literacy allows the viewer to
gather the information and ideas contained in an image, place them in context, and
determine whether they are valid (Avergerinou, M: 2008).
Definition of literacy includes the “understanding and competent control of
representational formats that are becoming increasingly significant in the overall
communications environment, such as visual images and their relationship to the
written word”. By educating students to understand and communicate through visual
modes, teachers empower their students with the necessary tools to thrive in
increasingly media-varied environments.
Teachers need to develop students’ capacities to understand and properly
interpret specialized technical visuals. Visual literacy is an essential component of
science and technology education today. Visual literacy in education develops a
student's visual literacy, their ability to comprehend, make meaning of, and
communicate through visual means, usually in the form of images or multimedia.
Integrating visual literacy instruction into classroom curriculum begins by
asking a few key questions to spark the critical thinking process. Moreover, visual
literacy instruction will better to prepare students for the dynamic and constantly
changing online world because they will inevitably be communicating through
(Riesland: 2005)
Applying visual literacy in classroom has many benefit to the students such as
follows:
1) Developing an understanding of visual media
2) Development of an awareness of communications, technology and its
pervasiveness
3) Technical information on photography, video, etc.
4) The psychology and physiology of
5) The analysis, evaluation, and interpretation of visual communication
6) Aesthetics
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7) How visual literacy contributes to the development of general intellectual

skills
8) Developing [visual] learning skills
9) Developing positive self-concept, autonomy, and self esteem
10) Learning attentiveness to concrete experiences
11) The blending of vision with other senses
12) Developing self-knowledge
13) Metaphoric thinking and language: development of meaning
14) The creative process
15) The nature of consciousness
16) Imagination
17) The relationship of visual literacy to concept development
18) Perception of patterns and classification (such as causation)
19) Body and object language
20) Exploring visual/verbal relations

b. Visual Perception
Perception, narrowly defined is awareness. Most of what we perceive is
perceived visually (Hansen: 1987 in Barry: 1994). Perception is sensing, and visual
perception is seeing. Studies of perception at that level are beyond the scope of this
chapter. Still, the relevance to visual literacy of perception more broadly defined is
obvious.
Barry (1994) defines perception as “the process by which we derive meaning
from what we see, hear, taste, and smell”. Seeing images and deriving meaning from
them is both an act of perception and a necessary condition of visual literacy
(Unesco: 2000).
Because visual perception involves investigation at many different levels of
the visual system, a comprehensive understanding of visual perception must involve
an interdisciplinary approach.
 23

We all come to each communication exchange with our own ‘filter’ through
which we see the world, the person we are communicating with, and the situation or
topic we are communicating about. These filters means that we do not always starts
with the same perspective as the person we are communicating with. Our individual
perceptions are the ‘filter’ through which we communicate with others. These filters
can be visual. We have to recognize that there is more than one way to perceive the
picture, just like there is usually more than one way to see any situation we encounter.

c. Picture
According to Oxford Essential Dictionary in third edition, definitions of
pictures are:
1) Painting, drawing, etc. that shows a scene, a person or thing
2) Description that gives you an idea in your mind of what something is like
According to Grolier International Dictionary, definitions of pictures are:
1) A visual representation or image painted, drawn, photographed, or
otherwise rendered on a flat surface.
2) Any visibly image, especially one on a flat surface
3) A vivid or realistic verbal description
4) A person, object, or scene that typifies or embodies an emotion, state of
mind, or mood.
Picture has many advantages especially in appliance in classroom. By
showing pictures, the students can: a) be remember more, b) be more impressed, c) be
more interested, d) be more focused. A picture as a visual aid is helpful to the teacher
of a foreign language in a number of different ways. It can be brighten up the class
and bring more varieties into the language lesson, especially in teaching English. It is
good for the students to see the total scene or pictures to see how they are related to
the whole.
Pictures vitalize learning because students like them. Pictures are relatively
not expensive and widely available and they are easily manipulated. The techniques
 24

of using pictures have been around for centuries and have had its place in all
approaches to language teaching.
According to Lee and Cope (1998: 18) in Mukmin (2011), there are several
functions of pictures in teaching English, namely:
1) To motivate students who want to speak.
2) To create a context within which the speech will have meaning.
3) To provide students with information to use in speech, including objects,
actions, events, and relationship.
4) To provide students with non-verbal monitoring word.
5) To provide non-verbal prompts with dialogue production and invitation.
The ways pictures are used in everyday life can give the misleading
impression that visual language is somehow generally much easier to understand and
more universal than verbal or mathematical language (Unesco: 2000). We can also
use picture and word in a creative and appropriate way to express meaning.
Pictures comprise text pictures and class pictures. Text pictures are to be
found in the texts designed primarily for beginners. The meaning of a single word can
be shown in different pictures. Class pictures may be sub divided into picture cards
and wall pictures.
Picture cards or post cards are extremely helpful in language teaching. They
may be captioned or uncaptioned in front or on reverse side. Wall pictures include
maps, posters, photographs, etc. They are excellent in practice for oral composition
and question and answer drill. Pictures have great importance in the sense that what
cannot be described by words, can be described through them.
Supplementary exercises based on an existing picture which require students
to analyze, elaborate or modify the original in various ways can also help to improve
comprehension (Unesco: 2000).

d. Dual coding
 25

The term "multimedia" can be thought of as the use of several media for the
purpose of communicating information to a person. Multimedia is being used
increasingly for educational purposes. One reason for this increase is that allows the
instructional designer to use a variety of media to present the learning material. These
media include text, graphics, pictures, animation, sound, and video. A word can
evoke a picture and a picture can evoke a word. (Paivio,1975 in Najjal,1995)
Learning is the act of deliberate study of a specific body of material, so that
the material can be retrieved at will and used with skill so learning can be thought of
as the process of assimilating new information such as facts, procedures, or concepts.
An explanation for the effects of multimedia information on learning can also
called dual coding theory. Dual coding theory emphasizes that there are two modes of
representation in memory verbal and pictorial. Information is stored in the
representation mode that most closely matches its presentation
According to Paivio, 1975 in Najjal, 1995), there are three items that related
to dual coding, included repeated pictures, repeated words, and picture-word
combinations. People recalled more items that were successively presented as picture-
word combinations compared to repeated pictures or repeated words. This effect
resulted because people differentially encoded the successive picture-word
combinations.
People recalled more successively repeated pictures than successively
repeated words. This is because people recall pictures better than words. This result is
known as the picture superiority and may be because pictures access meaning more
quickly and completely than words.
Dual coding theory emphasizes that there are two modes of representation in
memory: verbal and pictorial. Information is stored in the representation mode that
most closely matches its presentation. People learn by connecting new knowledge to
prior knowledge. People learn better when the learning materials involve related
verbal and pictorial information compared to verbal material alone or pictorial
 26

material alone. It also appears that information presented through the pictorial is more
salient and better remembered than information presented through the verbal.
Dual (verbal and pictorial) media also seem to improve the ability to learn
assembly instructions. College students who used text with pictures made fewer
construction errors on an assembly task than college students who used only text
(Stone & Glock, 1981 in Najjar 1995).
Dual coding may help people learn spatial information so people appeared to
find it easier to learn spatial information when they saw pictures and text than when
they saw only text.
Learning is best in the condition that encouraged dual coding. The pictures
reflected the contents of the stories. Dual (verbal and pictorial) media improved
learning compared to single (verbal) media. Since learning in the pictorial (video and
audiovisual) conditions is superior to learning in the verbal (audio) conditions, these
is consistent with the picture superiority
Dual coding is a reasonable explanation for the large number of studies of
multimedia learning. People appear to learn better, when related information is
presented simultaneously via verbal and pictorial media than when information is
presented via verbal or pictorial media alone

e. Dual Meaning Picture

According to The Free Dictionary/thesaurus, the definition of dual meaning

picture as follows:
1) Dual meaning picture is the image that having more than one decidedly
dissimilar aspects or qualities
2) The dual meaning picture is defined as double or ambiguous signification
picture
3) Dual meaning picture is picture that having a double sense
 27

Based on the definition above, the researcher conclude that dual meaning
picture is picture that has a different double image in one flat surface, can be both
related each other and not.
Teachers can enable learners to present ideas to individual, peers, peer groups
and entire classes of students. They can learn to speak on a subject of their own
choosing or on teacher’s topics assigned.
Teacher effectiveness is not concerned with any particular teaching method. It
is concerned in a more general sense with the way in which teachers operate in their
classrooms, the decisions they make, the actions they take, their interactions with
students, their presentation skills, and the way they manage the group (Westwood:
2008: 56). It means that teacher should choose some materials for teaching in order to
make their students feel interested and motivated in study.
Sometimes students are not involved simply because teachers decide that they
will use an interactive whiteboard or make their lesson interactive. Students need to
pay attention to each other and to the teachers. Teachers may have tried out the script
dealing with gaining attention; it is a well-known way to involve students, but one
worth revisiting. It is complete mystery why teacher are rigorous about gaining
attention, then forget some of the basic ideas that they have had about teaching
Learning, especially in English requires learning the basic language skills of
reading, writing, listening and speaking. English language students who are speakers
of English as a first language face certain specific difficulties when using the
receptive language skills of reading and listening or the productive language skills of
writing and speaking. Learning English also have four elements that we have to
master in order to achieve the successful in English.
In achieving these skills and elements, sometimes the students find some
problems. Many things may cause these problems but the most probably problem is
the lack of interest and enjoy. Sometimes, they are not able to make their learning
enjoy as the result, they cannot achieve learning goal including speaking ability.
 28

Learning is the act of deliberate study of a specific body of material, so that

the material can be retrieved at will and used with skill so learning can be thought of
as the process of assimilating new information such as facts, procedures, or concepts.
Learning can be a difficult task for teacher and feel interest for students
However, it is one that must be mastered in order to provide a successful of
education. So often, the students express that they are not interested in what is being
taught in the classroom and the teaching media in classroom is not available.
The use of picture in learning is possible for senior high school level because
they can form some kind activities to make their learning more interested. There are
many kinds of picture in the world and dual meaning picture is one kind of it. Dual
meaning Pictures are all around us everyday, in the street, at work, at home and even
in our leisure time, so do in the classroom as well. They are enjoyable, they set the
scene or context, they inform us, they interest us, they are a key resource. Sometimes
it is unpredictable and we do not consider it but it can be used in the classroom
activity as the one of teaching media, usually as a starting point for a narrative
speaking and ultimately writing activity, but they can also be of key importance in the
communicative and interactive classroom.
In using dual meaning pictures in the class, they can form a key resource for
accessing the different learning styles that each student has. Using dual meaning
pictures really appeals to visual learners who may suffer in a speaking based
classroom. They also can offer an opportunity for movement and a multi-dimensional
perspective which will reach kinaesthetic learners.
Dual meaning pictures are suitable for senior high school students to access
their certain area of vocabulary to be formulated in spoken language. The students
can take enjoyment from the dual meaning pictures. They will add a touch of intrigue
to the class and make the lesson much more dynamic as imaginations are aroused.
This is especially useful with those students who find it difficult to use their
imaginations.
 29

The dual meaning picture provides supports and ideas that the students can
then build their speaking ability more easily. The students' reaction to a dual meaning
picture is almost immediate so the students are interested and enthusiastic right from
the beginning of the class until the end because dual meaning pictures can be applied
for many activities such describing, interpreting, and etc. to formulate students’ ideas
and stimulate their brain.
One of the uniqueness of dual meaning picture is not all of them have the
same view; they may have different view to find their dual meaning. Some pictures
can be seen by seeing from many sides to find their other image.
The strategy can be used with a whole class, small groups, pairs, or
individually to lead students into inquiring about words and adding them to their
vocabularies, discovering phonetic and structural principles while some skills can be
taught explicitly.

3. Interest
Interest usually refers to an activity that person prefers to engage in, would
not avoid and would not choose in preference to many other activities. Interest also
refers to the kinds of things we appreciate and enjoy. Basically, interest is mentally
condition of someone that produces a response to particular situation or object that
gives pleasure as well satisfaction.
Interest is a mentally condition of someone that gives pleasure as well as
satisfaction. In this case, interest should be considered because of whatever students
do, they would not do it well unless they are interested in what they are doing.

According to Ur (1996:281), there are ways of arousing students’ interest as

follows:
a. Clear goals. Learners should be aware of the objectives of the task-both
language learning and content. For example, a guessing game may have the
language learning goals of practicing learning and the content goal of
guessing answer.
 30

b. Varied topics and tasks. Topics and tasks should be selected carefully to be
as interesting as possible; but few single types can interest to everyone, so
there should be a wide range of different ones overtime.
c. Visuals. It is important for the learners to have something to look at that is
eye-catching and relevant.
d. Tension and challenge like games. Game is like activities provide
pleasurable tension and challenge through the process of attaining some
‘fun’ goal while limited by the rules.
e. Entertainment. It produces enjoyment, which in its turn adds motivation. It
can be teacher produced (jokes, stories, perhaps songs, dramatic
presentations) or recorded (movies, video clips, and television
documentation).
f. Play acting. Role-play and simulations that uses the imagination and take
learners out of themselves can be excellent; though some people are
inhibited and may find such activities intimidating at first.
g. Information gap. A particularly interesting type of task is that based on the
need to understand or to transmit information; finding out what is in a
partner’s pictures. For example, a variation on this is the opinion gap where
participant exchange views on a given issue.
h. Personalization. Learners are more to be interested in task that has to do
with themselves: their own or each other’s opinions, tastes, experiences,
and suggestions.
i. Open-ended cues. A cue which invites a number of possible responses is
usually much more stimulating than one with only one right answer:
participants’ contributions are unpredictable and are more likely to be
interesting, original, and humorous.
Harmer (1991: 193), states that there are two factors can affect students’
motivation as well as their interest in learning namely; extrinsic and intrinsic
 31

motivation. Extrinsic motivation refers to motivation engage in an activity as a means

to end, whereas intrinsic is motivation in an activity for own sake.
Extrinsic motivation consists of two main types, first, integrative motivation
where the students need to be attracted by the culture of target language community.
Second, instrumental motivation which describe situation in which students believe
that mastery of target language is needed.
DeMarie (2003:15) claims there are “a reciprocal relation between knowledge
of domain and interest in domain” and explain that interest may drive knowledge
acquisition which then continues to fuel interest. She suggests that in an area
probably pay more attention to the information that is learned.
In this case, the researcher can conclude that interest is a feeling to know and
to express about something that has been learned in formal and informal.

C. Resume
Speaking is one of the four skills that is taught in English teaching in
which in this case, the researcher introduced how important the speaking, the nature
of speaking skill, the components of speaking, elements of speaking, the types of
speaking, and also types of spoken interaction.
In teaching English, teacher may use some materials. There is picture as one
kind of visual aids in teaching that was applied in this research that can build up
students’ English speaking ability.
The dual meaning picture as kind of picture was presented to the students to
build up students’ speaking ability. The students’ achievement in speaking and the
students’ interest toward the use of dual meaning picture will same relatively. The
students’ interest means the attitude or opinion or feeling of the students about liking
or disliking in the use of dual meaning picture.
The researcher also concludes that dual meaning pictures is possible and
necessary for all learners so the researcher is going to determine that dual meaning
pictures can be explicitly taught in building up students’ English speaking ability.
 32

The researcher hopes to gain insight that dual meaning pictures can be taught
explicitly and transferred to other situations, and can be applied to the students’
activities, both in and out of the classroom. The researcher intended to help them
discover how to speak English accurate, fluent, and comprehensible.

D. Conceptual Framework
Dealing with the theories previously stated, the conceptual framework is
described as follows:
The researcher applied mixed method which employed explanatory design to
find out whether or not there is significant difference from students’ input in speaking
before and after treatment. The researcher used two groups as the sample in this
research, experimental and control group. By process, the researcher gave treatment
to the experimental group by using dual meaning picture as the teaching material
while control group taught without dual meaning picture.
The output is the result of the treatments applied that is the students’
achievement in terms of accuracy, fluency and comprehensibility that was taken from
the students speaking score. The researcher also investigated the students’ interest
and perception by using questionnaire and learning log after the last treatment in
teaching process. The conceptual framework of this research is presented by showing
the following diagram.

The conceptual framework of this research can be illustrated diagrammatically

as follows:
 33

Teaching
INPUT
Speaking

PROCESS Dual- meaning picture

OUTPUT Students’ Students’ Students’

Achievement Interest Perception

Accuracy Fluency Comprehensibility

Figure 2.1: Conceptual Framework of the Research

E. Hypotheses
Based on the literature that has been explained before, the researcher put
forward the hypotheses of the research as follows:
1. Null Hypothesis (H0): There is no a significant difference between the
students’ speaking ability who are taught through dual meaning picture
and the students’ speaking ability who are not taught through dual
meaning picture.
2. Alternative Hypothesis (H1): There is a significant difference between the
students’ speaking ability who are taught through dual meaning picture
and the students’ speaking ability who are not taught through dual
meaning picture.
 34

CHAPTER III

RESEARCH METHOD
This chapter deals with the research design, variables, population and sample,
instrument of the research, procedure of collecting data, and technique of data
analysis.

A. Research Design
In this research, the researcher employed mixed method research design. This
method is the combination of two research design approaches; quantitative and
qualitative by essentially mixing both quantitative and qualitative data in a single
research. The aim of mixed methods research design is to build on the synergy and
strength that exist between qualitative and quantitative research methods in order to
understand a phenomenon more fully than is possible using either quantitative and
qualitative methods alone (Gay, et al, 2006: 490). They state that there are three
types of mixed method research designs: (1) QUAL-Quan model and well-known as
Exploratory mixed method design. In this method, qualitative data collected first and
more heavily weighted than quantitative data. (2) QUAN-Qual model and known as
Explanatory mixed method design. Quantitative data collected first in this method
and more heavily weighted than qualitative data. (3) QUAN-QUAL model or
Triangulation mixed method design. In this method, quantitative and qualitative data
are equally weighted.
The researcher applied QUAN-Qual research design to emphasize on
quantitative data and then it will be supported by qualitative data. For quantitative
research design, the data got from students’ achievement scores and the result of
questionnaire, while the qualitative data got from the analysis of students’ perception
of dual meaning picture from learning logs.

B. Variables
 35

There are two variables in this research namely independent variable and
dependent variable. The independent variable is the use of dual meaning pictures and
the dependent variable is the students’ ability in speaking.

C. Operational Definition of Variable

To make clear the variables in this research, the researcher describes the
operational definition as follows:
1. The speaking ability is the students’ achievement to speak accurate, fluent,
and comprehensible.
2. Dual meaning picture is the visual aids that teacher use in teaching in order
to build up students’ speaking ability.
3. Students’ interest is the students’ perception about the use of dual meaning
pictures which expresses the enjoyment in speaking.

4. Students’ perception is the students’ opinion about the use of dual meaning
picture in teaching English speaking

D. Population and Sample

1. Population
The population of this research was the first year students of SMA Negeri 2
Watansoppeng. It consisted of six classes and each class consisted of 25 students. The
total numbers of them were 150 students.

2. Sample
The sampling technique that used in this research is cluster sampling because
the population is absolutely big in number and not all of them involved as the subject
of this research. In this case, the researcher took two classes of the first year students
of SMA Negeri 2 Watansoppeng as the sample. Both of classes divided into two
groups, they were Experimental Group and Control Group that consisted of 25
students for each group.
 36

E. Instrument of the Research

In this research, the researcher used instruments to collecting data.
1. Interview
The researcher used interview test and used open-ended questions. One kind
of test namely achievement tests that consisting of pretest and posttest which intended
to measure the students’ speaking ability. The pretest used to identify the students’
basic performance in speaking in terms of accuracy, fluency, and comprehensibility
that taken as the starting point of investigation. The posttest administered after the
teaching implementation through dual meaning picture to know whether or not the
students gained progress in speaking (see appendix 3 on page 123-124).

2. Questionnaire
Questionnaire used to get data on the students’ interest on learning English
speaking through dual meaning picture. There were two types of questionnaire that
used in this research to see students’ interest. Firstly, the researcher needed to
students’ interest about English generally of both group that consisted of ten items
and then their interest of learning English through dual meaning picture in
experimental group and discussion in control group that consisted of twenty items
and distributed to the experimental group after the last treatment given (see appendix
4,5,and 6 on page 125-132).

3. Learning logs
The researcher also used learning logs in order to know the students’
perception and to support the quantitative data. This log consisted of three columns
and each column has questions that had to be answered to express their opinion about
the use of dual meaning picture applied in teaching English speaking. This log
distributed to the students every meeting after the treatment given (see appendix 7 on
page 133).
 37

F. Procedure of Data Collection

The data collected through the following procedures:
1. Pre-test
Before treatments take place, both groups were given a pre-test. The pre-test
used to derive two groups of students who are equal each other in speaking ability. In
the pre-test, the researcher interviewed the students in order to know their basic
speaking ability. Then the researcher looked at the accuracy, fluency, and
comprehensibility.

2. Treatment
After giving pre-test, the researcher treated the experimental class through
dual-meaning pictures, while the control class through discussion. There were six
meeting in this treatment and the researcher created different activities for each
meeting. The activities were in group, pair, and individual. Technique that used in
experimental were describing and interpreting dual meaning picture, reporting
writing, acting out the dialogue and situation given, and storytelling while, in control
group, the researcher gave different topic to the students in each meeting so topics
that given to the students for each meeting were different.

3. Post-test
The end of the treatments, both Experimental and Control group were given a
post-test to check the influence of the treatments. In the posttest, the researcher used
speaking test which supplied the same test in the pretest.

4. Questionnaire
Before conducted the treatment, the researcher distributed general
questionnaire to both groups in order to see their interest of English and then after
giving posttest, the researcher distributed specific questionnaires to both groups to see
their interest in learning English speaking through treatment given and to see whether
or not they have different interest.
 38

5. Learning logs
To support the quantitative data from tests and questionnaire, each student
asked to write down their own experience and opinion during the learning process
about the use of dual meaning picture in their learning logs that distributed every
meeting in the last treatment.

G. Experimentation
1. Experimental Group
Obviously, the teacher talks in class but in this session, her role only includes
explaining language points, giving instructions for what to do, asking questions, etc
because in speaking class, the students also need to speak. The goal is to get students
speaking and using English as much as possible. This involved the teacher listening
to what the students say and setting up tasks that give students opportunities to
express their idea.
The teacher also motivated students every meeting before doing their
activities. It’s goal was to make students encourage in learning especially in speaking
and having fun in doing all the activities in the classroom since the teaching learning
process run.
Some techniques that were used to get students speaking more are: group
work, pair work, and also individually. The purpose of this techniques of course to
make them actively involved in what is going on in the classroom. In this research,
the researcher taught their students for six meetings and every meeting have different
activities such as describing and interpreting dual meaning picture, reporting writing,
dialogue, acting out the situation given, and story telling based on dual meaning
picture shown.
The types of these activities were expected to make students enjoy their lesson
and did not felt bore because they had different activities in each meeting. The
advantage of using this kind of picture was that the researcher could find out the
 39

students’ progress and how much students’ achievement in speaking especially in

three components.
In treatment, the researcher shown dual meaning and ask them to find the
operational words that they wanted to use in their sentences to enrich their vocabulary
and correct their pronunciation and grammatical error of their sentences after they
having turn in speaking. The purpose of these was to make sure that they had master
the certain vocabulary and their meaning, able to pronounce them, and arrange good
sentences grammatically because we know that vocabulary, pronunciation, and
grammar are the components of speaking accurate.
In this session, the researcher was also as the teacher in teaching speaking
through dual meaning picture.
In the first meeting, the teacher introduced the dual meaning picture firstly
and to build up their curiosity. After the students got information about the dual
meaning picture, they were divided into group of five. Here the teacher used two
kinds of pictures and both of these kinds of pictures distributed to each group.
Teacher divided them into five groups to make them more serious and having
discussion to practice their speaking and because this was still in the first meeting so
the teacher thought that they still need more effort to arrange and making sentences
with their friends.
Because students had not new anymore about dual meaning picture, so teacher
shown different dual meaning picture directly in the second meeting. In this meeting,
students still had activity in group but the number of member only three or four for
each group to make them more focus and more practice their speaking in long turn.
Here, students’ activity was interpreting the image. Teacher used only one kind of
picture to be interpreted so each group got the same picture but different
interpretation.
Different activity than before was done in the third meeting. In this meeting,
the students were shown two kinds of dual meaning picture that related each other.
Here, teacher and students worked collaboratively. Students were asked to make a big
 40

circle and the teacher in the middle. Teacher asked the students to mention one word
in turn based on picture shown while sang a song and she improvised the activity by
using a ball as the hot iron and threw the ball to the students in turn. Every student
who hold the ball had to mention one word to keep their hands cool. Every word
mentioned, noted by the teacher. After this activity finished, students find their group
of three and make the paragraphs based on word mentioned and each group had to
report their writing orally after complete it.
Applying dual meaning picture in teaching has many advantages because it
can be used in many kinds of activities especially to build up students English
speaking ability, as activity in fourth meeting. In this meeting, teacher applied them
in pair work. There are two kinds of dual meaning picture that teacher used and each
students in pair had different picture. The activity that students done was acting out
the situation given so students can do the activity without felt bore.
More interpretation and argument were hoped in the fifth meeting because
dual meaning picture that was used occur different perception so students had to
defend their opinion. Although they had different opinion, students did not felt bore
because teacher asked them to imagine that they are in the reality and then follow the
instruction and having a dialogue with their group of four. Although they are divided
into group of four, they still practiced their speaking individually because they have
their own opinion about this picture.
In the last meeting, they were divided into group of three because the activity
that they done were story telling so teacher gave instruction to choose one of two
kind of picture that their group interested in. This meeting was the time for them to
relate two images from one picture and then made story about that. The theme of the
story that students made was based on their group decision. After making story, all
member of the group retell the story in front of the class in turn.
To make students more practice their speaking, students gave their response
about the use of dual meaning picture applied at that time orally every meeting in last
of activity.
 41

2. Control Group
In control class, the researcher also as the teacher who conducted treatment to
the students. The aims of this treatment was to see whether progress and the students’
achievement of this class different or not from the experimental class. The teacher’s
role was quietly same because this class also learnt English speaking. There were also
six meeting in this class but teacher did not use picture as teaching aid. Here, teacher
sometimes used book or students’ worksheet.
For the first time teacher came to the control class, in this case class X4,
teacher divided students into group of five. Teacher gave topic “going to school on
Ramadhan” to be discussed. Here, every group made discussion and each member of
the group had to tell their opinion whether they agree or disagree and told their reason
to others. It took forty five minutes for them to speak in their own group and in the
last of their activity, some of students gave their response toward their activity in
classroom.
In the second meeting, students divided into eight groups just like in
experimental group to make them more focus and practice their speaking in long turn.
Teacher gave them one topic again to be discussed “Bells ring at seven“. Every
students had to tell their opinion whether they agree or disagree and told their reason
to others in their own group.
Student’ worksheet very useful in the third meeting because it was the
teaching aid that was used in order to practice students’ speaking. In their worksheet,
teacher took two kinds of conversation so students who divided into pair had to
choose one of the conversation and having dialog with their partner. Firstly, teacher
gave them opportunity to read before practice it in front of the class by using their
own word.
In forth meeting, students were provided dialogue again to practice their
speaking. Dialogue that used was in their book. Teacher asked the students to make
group of four to practice the dialog. Teacher also asked the students to improve the
dialogue. They were obligated to continue the dialogue by using their own word.
 42

Story telling was going on in fifth meeting. Teacher still divided students into
group and the number of group were five. In making students easy to act out the
‘Role Play’, teacher asked them to choose one of the folk story from Kabupaten
Soppeng. Here, teacher gave them five minute as preparation and discussed kind of
story that they were going to act out, forty five minutes to practice it with their group
and then thirty five minute for them to act it out in front of the class in turn with other
groups.
In the last treatment, students still play the role but different instruction from
teacher. In this meeting, teacher distributed the situation to the students to be act out.
The students were asked to follow all the instruction of the situation given and then
discussed it with their partner and then act it out in front of the class.
Just like in the experimental class, teacher also kept attention to the students’
vocabulary, pronunciation, and grammar. This class also had to tell their comments
about the activities that they done in the last of teaching and learning process in every
meeting to practice their speaking more. All the students comments also as input for
the teacher to know whether their activities and technique effective for the students or
not and can be used in another class.

H. Technique of Data Analysis

In speaking test, the researcher used the recorded data for tabulating and
scoring the students’ ability in speaking English during improvisation process.

1. Scoring and Tabulating Students’ Speaking Test Result

The students’ score described separately into the value of speaking accuracy,
fluency, and comprehensibility. In measuring the students’ speaking ability of
accuracy, fluency, and comprehensibility, the researcher used levels of classification
scores as follows:
 43

Table 3.1 Level of Classification Score of Accuracy

a. Accuracy
Classification Score Criteria

Excellent 6 Pronunciation only very slightly influence by the mother

tongue, two or three grammatical errors

Very good 5 Pronunciation is slightly influence by the mother tongue.

A few minor grammatical and lexical errors but most
utterance is correct.

Good 4 Pronunciation is still moderately influenced by the mother

tongue but no serious phonological errors. A few
grammatical and lexical errors some of which cause
confusing.

Average 3 Pronunciation seriously influenced by mother tongue.

Only a few serious phonological errors, and several
grammatical and lexical errors some of which cause
confusing.

Poor 2 Pronunciation seriously influenced by mother tongue with

errors causing a breakdown in communication many
“basic” grammatical and lexical errors.

Very poor 1 Serious pronunciation errors as well as many “basic”

grammatical and lexical errors. No evidence of having
mastered any of the language approach and areas practiced
in the course.

Heaton: 1991: 100

Table 3.2 Level of Classification Score of Fluency
 44

b. Fluency
Classification Score Criteria

Excellent 6 Speak without too great an effort with a fairly wide range
of expression. Search for word occasionally by only one
or two unnatural pauses.

Very good 5 Has to make an effort at times to search for words.

Nevertheless, smooth delivery on the whole and only a
few unnatural pauses.
Good 4 Although he has to make an effort and search for words,
there are not many unnatural pauses. Fairly smooth.
Delivery mostly. Occasionally fragmentary but succeeds
in conveying the general meaning. Fair range expression.

Average 3 Has to make an effort for much of time. Often has to

search for desired meaning. Frequently fragmentary and
halting delivery. Almost give up making the effort at
times. Limited range of expression.

Poor 2 Long pauses while he searches for desire meaning.

Frequently fragmentary and halting delivery. Almost
give up making the effort at times. Limited range of
expression.
 45

Very poor 1 Full of long and unnatural pauses. Very halting and
fragmentary delivery. At time gives up making the effort.
Very limited range of expression.

Heaton: 1991: 100

Table 3.3 Level of Classification Score of Comprehensibility

c. Comprehensibility
Classification Score Criteria

Excellent 6 Easy for the listener to understand the speaker, attention

and general meaning. Very few interruptions and
classification required.
Very good 5 The speakers’ intention and general meaning are fairly
clear. A few interruptions by listeners for sake of
clarification are necessary

Good 4 Most of what the speaker says is easy to follow. His

intention is always clear but several interruptions are
necessary to help him to convey massage or to seek
clarification.

Average 3 The listener can understand a lot of what is said, but he

must constantly seek clarification. Cannot understand
many of the speaker’ more complex or longer sentences.
 46

Poor 2 Only small bits (usually short sentences and phrases) can
be understood and then with considerable effort by
someone who is to listening to the speaker.

Very poor 1 Hardly anything of what is said can be understood. Even

when the listeners make great effort or interruption. The
speaker is unable to clarity anything they seems to have
said.
(Heaton, 1991: 100)

To find the subject mean score, the quantitative evaluation above were
converted into nominal:

Table 3.4 Conversion Score

SCORE CLASSIFICATION
81-100 Very good

61-80 Good

41-60 Fair

21-40 Poor

0-20 Very poor

(Depdiknas, 2005)

2. Questionnaire
The data analysis of questionnaire used Likert Scale and then they were
analyzed in percentage to see the students’ interest and this way also can support the
 47

data from the result of speaking test. The questionnaire consisted of two types:
questionnaire for students’ interest of English and questionnaire for interest of dual
meaning picture applied in teaching English. The first questionnaire consisted of ten
items while other consisted of twenty items and used Likert Scale with five options as
follows:

Table 3.5 Item of Likert Scale

Positive Statement
Score Category
5 Strongly agree
4 Agree
3 Undecided
2 Disagree
Negative Statement
Score Category
1 Strongly agree
2 Agree
3 Undecided
4 Disagree

1 Strongly disagree 5 Strongly disagree

Sugiyono (2007:135)

To interpret the students’ interest response, the researcher used the interval
estimate. The interval estimation was used to measure the parameter of population
base on the score of rates interval sample data that had 15 intervals estimate each
level. In this case, the rating score is ranged 20 to 100 and the questionnaire levels are
5 levels or 5 categories. Thus, the researcher started to measure the score of strongly
uninterested (20) to strongly interested (100) Therefore, the researcher will use 15
intervals estimate and as well as large enough score in order to minimize the error
level or insignificant scores in measuring.
The interval of the students’ interest response on the questionnaire can be seen
in the following table as follows:

Table 3.6 Interval Estimate of Students Interest of English

 48

Interval Score Category

41-50 Strongly interested

31-40 Interested
21-30 Undecided
11-20 Uninterested
≤10 Strongly uninterested

Table 3.7 Interval Estimate of Students Interest of Treatment Given

Interval Score Category

85-100 Strongly interested

69-84 Interested
52-68 Undecided
36-51 Uninterested
20-35 Strongly uninterested
Sugiyono (2011: 99)
3. Learning logs
The data analysis of students’ response from learning log analyzed
qualitatively by interpreting their writing

I. Data Analysis
The data on the students’ English speaking ability analyzed by tabulating,
scoring, computing the frequency and the rate percentage of students’ score,
calculating the mean score, finding the standard deviation to measure the
improvement between pre-test and post-test, finding out the significant difference
between the means of two groups on some independent variable, and test normality of
the data by calculating the value of the t-test which will apply Statistical Package for
Social Science (SPSS).
 49

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter deals with the research findings and the discussion. The findings
in this part consists of the data obtained through the test in order to know the effect of
teaching English through dual meaning picture to the students’ speaking ability,
interest, and response. The findings that the researcher reported in this chapter are
based on the analysis of data collected. The discussion deals with the description,
arguments and further interpretation of the findings in the research.

A. Findings
As the researcher explained in the previous chapter that to collect the
quantitative data in this research, the researcher used pre-test and post-test to collect
data of the students’ English speaking ability. The components of students’ speaking
ability consisted of three parts: accuracy, fluency, and comprehensibility and to
analyze the data obtained from the test, the researcher used the t-test (test of
difference)
In analyzing the percentage data from questionnaire, the researcher was used
descriptive statistic and interpreting their questionnaire response. The qualitative data
also collected through learning log support the quantitative data. Learning log was
used to know the students’ respond since the teaching and learning process run about
the application of dual meaning picture.

1. The Students’ Speaking Achievement

This section deals with the presentation of the result of the students’ ability to
speaking in pretest and posttest of experimental group comparing with the control
group through dual meaning picture.
a. Scoring Classification of The Students’ Pretest in Experimental and Control
Group
 50

Students’ scores of test were classified into five classifications namely very
good, good, average, poor, and very poor. The frequency and the rate percentage of
the students’ score of experimental and control group in pretest and are presented in
the following table:

1) The Students’ Speaking Achievement of Accuracy in Pretest

Table 4.1 Frequency and Rate Percentage of The Students’ Speaking Achievement in
terms of Accuracy in Pretest
Experimental Group Control Group
Classification Score
Frequency Percentage Frequency Percentage

Very good 81-100 0 0% 0 0%

Good 61-80 1 4% 2 8%

Fair 41-60 11 44% 12 48%

Poor 21-40 12 48% 11 44%

Very poor 0-20 1 4% 0 0%

TOTAL 25 100 25 100

Based on the table shows above that students’ ability in speaking was almost
same, it was proven by the frequency and rate percentage score of both groups that 1
student or 4% in experimental group and 2 students or 8% in control group who in
‘good’ category. In ‘fair’ category, there were 11 students or 44% of experimental
group and 12 students or 48% of control group. 12 student or 48% of experimental
and 11 students or 44% of control group was in ‘poor’ category and there was 1
students or 4% of experimental group while none students of control group who got
‘very poor’ category. It meant that students’ English speaking ability in terms of
accuracy still low and need to be built up.
 51

2) The Students’ Speaking Achievement of Fluency in Pretest

Table 4.2 Frequency and Rate Percentage of The Students’ Speaking Achievement in
terms of Fluency in Pretest
Experimental Group Control Group
Classification Score
Frequency Percentage Frequency Percentage

Very good 81-100 1 4% 1 4%

Good 61-80 10 40% 8 32%

Fair 41-60 11 44% 11 44%

Poor 21-40 3 12% 5 20%

Very poor 0-20 0 0% 0 0%

TOTAL 25 100 25 100

The table above shows that the students’ speaking achievement of both groups
in terms of fluency is not significantly different because their score was almost in the
same category. From the table it shows that 1 student from both group in ‘very good’
category and there were 10 or 40% students in ‘good’ category while in control
group, there were 8 students or 32%. 11 students or 44% from both group who got
‘fair’ category. There were 3 students or 12% in experimental and 5 students or 20%
in control group in ‘poor’ category and none of them from both group who in ‘very
poor’ category. It signified that the students’ speaking ability in terms of fluency
needed to be built.

3) The Students’ Speaking Achievement of Comprehensibility in Pretest

Table 4.3 Frequency and Rate Percentage of The Students’ Speaking Achievement in
terms of Comprehensibility in Pretest
 52

Experimental Group Control Group

Classification Score
Frequency Percentage Frequency Percentage

Very good 81-100 9 36% 7 28%

Good 61-80 9 36% 9 36%

Fair 41-60 5 20% 9 36%

Poor 21-40 1 4% 0 0%

Very poor 0-20 1 4% 0 0%

TOTAL 25 100 25 100

b. Scoring Classification of The Students’ Posttest in Experimental and Control

Group
Students’ score of posttest were classified also into five classifications. The
frequency the rate percentage of the students’ score of pretest and posttest in
experimental group are presented in the following:
1) The Students’ Speaking Achievement of Accuracy in Posttest
Table 4.4 Frequency and Rate Percentage of The Students’ Speaking Achievement in
terms of Accuracy in Posttest

Experimental Group Control Group

Classification Score
Frequency Percentage Frequency Percentage

Very good 81-100 0 0% 0 0%

Good 61-80 2 8% 2 8%
 53

Fair 41-60 11 44% 13 52%

Poor 21-40 12 48% 10 40%

Very poor 0-20 0 0% 0 0%

TOTAL 25 100 25 100

From frequency and percentage table above, it shows that there were 2 or 8%
students of both group who got ‘good’ category and 11 or 44% students in
experimental group while 13 or 52% students in control group in ‘fair’ category. In
‘poor’ category, there were 12 students or 48% in experimental group and 10 or 40%
students in control group and none students of both groups who got both ‘very poor’
and ‘very good’ category.
2) The Students’ Speaking Achievement of Fluency in Posttest
Table 4.5 Frequency and Rate Percentage of The Students’ Speaking Achievement in
terms of Fluency in Posttest

Experimental Group Control Group

Classification Score
Frequency Percentage Frequency Percentage

Very good 81-100 10 40% 1 4%

Good 61-80 11 44% 8 32%

Fair 41-60 3 12% 11 44%

Poor 21-40 1 4% 5 20%

Very poor 0-20 0 0% 0 0%

TOTAL 25 100 25 100

 54

Based on the table above, the result of students’ posttest of experimental

group in terms of fluency shows that none of them of both groups who got both
‘poor’ and ‘very poor’ category. there were 1 students or 4% in experimental group
while 9 students or 36% in control got ‘fair’ category, 8 or 32% students in
experimental group and 9 or 36% students in control group got ‘good’ category, 16
students or 64% in experimental group while 7 students or 28% in control group got
‘very good’ category.

3) The Students’ Speaking Achievement of Comprehensibility

Table 4.6 Frequency and Rate Percentage of The Students’ Speaking Achievement in
terms of Comprehensibility in Posttest

Experimental Group Control Group

Classification Score
Frequency Percentage Frequency Percentage

Very good 81-100 16 64% 7 28%

Good 61-80 8 32% 9 36%

Fair 41-60 1 4% 9 36%

Poor 21-40 0 0% 0 0%

Very poor 0-20 0 0% 0 0%

TOTAL 25 100 25 100

Based on the data shown in table above, the result of posttest of both groups
was none or 0% of students got both ‘poor’ and ‘very poor’ category and there were 1
or 4%got “fair” score in experimental group while in control group, there were 9 or
36 % and there were 8 students or 24% got ‘good’ score in experimental group” and
 55

9 or 36% students who got good in control group, 16 or 64% of students in

experimental group and 7 or 28% in control group got ‘very good’ score.
c. Scoring Classification of The Students’ Score of Experimental and Control Group in
Pretest and Posttest for Three Components
Table 4.7. The Rate percentage and frequency of students’ score of experimental and
control group in pretest for three components

Experimental Group Control Group

Classification Score
Frequency Percentage Frequency Percentage

Very good 81-100 0 0% 0 0%

Good 61-80 12 48% 13 52%

Fair 41-60 11 44% 12 48%

Poor 21-40 2 8% 0 0%

Very poor 0-20 0 0% 0 0%

TOTAL 25 100 25 100

Based on the data shown in table above, the result of posttest of both groups
was none or 0% of students got “very good” category and there were 12 or 48%got
“good” score in experimental group while in control group, there were 13 or 52 %
and there were 11 students got “fair in experimental group” and 12 or 48% students
who got “fair” in control group, 2 or 8% of students in experimental group and none
in control group got “poor”, and none of them were categorized as “very poor” in
both group.

d. Scoring Classification of The Students’ Score of Experimental and Control Group

in Posttest for Three Components
 56

Table 4.8. The Rate Percentage and Frequency of Students’ Score of Experimental
and Control Group in Posttest for Three Components

Experimental Group Control Group

Classification Score
Frequency Percentage Frequency Percentage

Very good 81-100 0 0% 0 0%

Good 61-80 24 96% 15 60%

Fair 41-60 1 4% 10 40%

Poor 21-40 0 0% 0 0%

Very poor 0-20 0 0% 0 0%

TOTAL 25 100 25 100

Based on the data shown in table above, the result of posttest of experimental
group none or 0% students in both group got “very poor”, 24 or 967% students in
experimental group got “good” score while in control group there were 15 or 60%,
only one students got fair or 4% in experimental group got “fair” and 10 students or
40% in control group, and none or 0% students got “poor” and “very poor” score in
both group.
The comparison between pretest and posttest result showed that there was no
any significant different in students speaking ability of both groups. It was proved by
the result of pretest in both groups that showed that most of students were categorized
as “good” and “fair”.

e. The Comparison between the Students’ Scores of Pretest and Posttest in

Experimental and Control Group.
 57

The following tables are the result of the students’ score of pretest and posttest
in control and experimental group. The tables show the difference score on mean
score and standard deviation of both groups in three components of speaking.
1) The Mean Score and Standard Deviation of The Students’ Accuracy Score in
Pretest and Posttest
Table 4.9. The Mean Score and Standard Deviation of the Students’ Accuracy Score
in Pretest and Posttest

Group Sample (N) Mean score Standard deviation

Experimental group 25 41.33 10.89
Pretest
Control group 25 44.00 10.63
Experimental group 25 43.33 10.76
posttest
Control group 25 44.67 10.45

The table above indicates that there was an improvement of the students’
speaking ability in terms of accuracy from both groups. It was proven by the mean
score of the students’ pretest was 41.33 and the mean score of the students’ posttest
was 43.33 in experimental group while the mean score of the students’ pretest was
44.00 and the students posttest was 44.67 in control group but in this case, we can see
that the mean score of the students’ posttest in experimental group were higher than
in control group.
2) The Mean Score and Standard Deviation of The Students’ Fluency Score in
Pretest and Posttest
Table 4.10. The Mean Score and Standard Deviation of the Students’ Fluency Score
in Pretest and Posttest

Group Sample (N) Mean score Standard deviation

Experimental group 25 56.00 12.62
Pretest
Control group 25 53.33 13.61
 58

Experimental group 25 70.00 13.61

posttest
Control group 25 53.33 13.61

The table above shows that there was an improvement of the students’
speaking ability in terms of fluency from both groups. It was proven by the mean
score of the students’ pretest was 56.00 and the mean score of the students’ posttest
was 70.00 in experimental group while the mean score of the students’ pretest was
53.33 and the students posttest was 53.33 in control group but in fact, we can see that
the mean score of the students’ posttest in experimental group were higher than in
control group.

3) The Mean Score and Standard Deviation of The Students’ Comprehensibility

Score in Pretest and Posttest

Table 4.11. The Mean Score and Standard Deviation of The Students’
Comprehensibility Score in Pretest and Posttest

Group Sample (N) Mean score Standard deviation

Pretest Experimental group 25 68.00 20.37
Control group 25 63.33 13.54
posttest Experimental group 25 83.33 15.96
Control group 25 63.33 13.54

The table above shows that there was an improvement of the students’
speaking ability in terms of comprehensibility from experimental and control. It was
proven by the mean score of the students’ pretest was 68.00 and the mean score of the
students’ posttest was 83.33 in experimental group while the mean score of the
students’ pretest was 63.33 and the students posttest was 63.33 in control group but in
fact, we can see that the mean score of the students’ posttest in experimental group
were higher than in control group.
 59

4) The Mean Score and Standard Deviation of The Students’ Pretest

Table 4.12. The Mean Score and Standard Deviation of the Students’ Pretest
Group Sample (N) Mean Score Standard Deviation

Experimental 25 54.68 10.97

Control 25 54. 23 11.26

Based on table above, the mean score of pretest in experimental group was
54.68 and control group was 54.23. From the table above, it can be concluded that the
mean score of experimental group was the same as the control group because both
groups was in the same category based on the converted scoring system namely in
“good” and “fair” category. In this case, we can conclude that both experimental and
control group have the same or relatively the same prior knowledge in speaking.

5) The Mean Score and Standard Deviation of The Students’ Posttest

Furthermore, the researcher presents the difference of the students’ speaking
ability after giving treatment to both experimental and control group. The
experimental group was taught through dual meaning picture while the control group
was not. Explanation of students’ achievement on the posttest score after the
treatment was done in order to find the significant difference, the researcher applied
t-test formula to analyze whether or not it is significant. In this case, the posttest score
was analyzed at the level of significant 0.05 through SPSS 17. The result of posttest
as follows:
Table 4.13. The Mean Score and Standard Deviation of The Students’ Posttest

Group Sample (N) Mean Score Standard Deviation

 60

Experimental 25 65.56 6.21

Control 25 59.34 8.30

The table above shows that the mean scores of both experimental and control
group were different after treatments. The mean score of experimental group was
65.56 whereas the control group was 59.34. The mean score of posttest for
experimental group is higher than control group (65.56 > 59.34) and the standard
deviation for experimental group was 6.21 and control group was 8.30. The mean
score of posttest in both groups also shows that both groups were in different
category based on the converted scoring system where the experimental group was in
“good” and the control group was still in equal between “good” and “fair” category. It
means that after giving the treatment, the result of experimental group on the mean
score was higher than the control group. It proved that the treatment through dual
meaning picture built up students’ English speaking ability.

f. Test of Significance (t-test)

In analyzing the hypotheses, the researcher used t-test (test of significance) for
independent sample test in order to know the significant difference between the result
of students' scores in pretest and posttest in control group and experimental group.

Table 4.14. The probability value of t-test of pretest in experimental and control
group

Variable Probability Value (α)

Pretest of control and
0.887 0.05
experimental group
 61

Based on the result of data analysis as summarized in Table 9 above in pretest

of control and experimental group, the researcher found that the Probability Value is
higher than alpha (α) (0.314 > 0.05) which means that there is no significant difference
in pretest of both groups.

Table 4.15. The Probability Value of t-test of Posttest in Experimental and Control
Group

Variable Probability Value (α)

Posttest of control and
0.004 0.05
experimental group

Based on the result of data analysis as showed in table above, the researcher
found that the Probability Value is lower than alpha (α) (0.004 < 0.05) and the degree
of freedom 48 which means that there is significant difference in posttest. It indicated
that the null hypothesis (H0) was rejected and, of course, the alternative hypothesis
(H1) was accepted. It showed that the use of dual meaning picture significantly built
up the students' speaking ability. Then, it is concluded that the use of dual meaning
picture was able to give significantly greater contribution to the students’ speaking
ability.

g. The Product of Activities

The description of students’ activities of experimental and control group has
been explained in previous chapter. It is explained that there were six meetings for
each group. Every meeting has different picture in experimental group and different
topic in control group. Dual meaning pictures that were showed to the students helped
them to decide topic and create paragraph to be formulated in speech.
 62

Related with students’ achievement that was found that students’ English
speaking ability built, it was supported by the components of speaking that were
mastered by the students. One of the components that have great improvement was
vocabulary. Every meeting, students mastered some vocabulary or the operational
words that they wanted to use in speech from dual meaning picture seen. Since the
activities run, the students could identify verbs, nouns, adverbs, and others.
Besides identifying the vocabulary, students were able to pronounce the
certain words correctly because in their activities, they practiced them. Not only
those, students also able to correct the grammatical mistake of their sentences because
teacher noted their grammatical mistakes since they delivering their sentences into
oral and then corrected in the end of the teaching process in every meeting.

2. The Students’ Interest

One of the popular instruments for collecting data in education and social
research is questionnaire. The main aim to distribute the questionnaire to the students
in this research is to know whether they are interested in studying speaking through
dual meaning picture. The questionnaire was distributed to the students of
experimental group after given treatment.
The questionnaire used consist of two kinds, general questionnaire contained
10 items where itemized 5 positive and 5 negative statements, while specific
questionnaire contained 20 items, which were hoped to know the students’ interest in
learning English and their interest in learning English speaking through dual meaning
picture in experimental group and compared with students’ interest through
discussion in control group in which the researcher gave optional those are: (1)
Strongly agree, (2) Agree, (3) Undecided, (4) Disagree, (5) Strongly disagree. The
researcher itemized ten positive statements and ten negative statements.
The general questionnaire was answered individually based on the students’
opinion before following treatment.
 63

a. The Students’ Interest of English in Experimental Group

Based on the analysis of the questionnaire items in experimental group, the
researcher found that 18 or 72% of students have undecided answer and only 7 or
28% interested and none of them who strongly interested in study English. It also
proved by the mean score of questionnaire was 29.84 that classified in the undecided
classification. These data can be seen in the table below:

Table 4.16. The Rate Percentage of Students’ Interest of Learning English in

Experimental Group

No Classification Range of Score Frequency Percentage

1. Strongly Interested 41-50 0 0%

2. Interested 31-40 7 28%

3. Undecided 21-30 18 72%

4. Uninterested 11-20 0 0%

5. Strongly Uninterested ≤10 0 0%

Total 25 100

b. The Students’ Interest of English in Control Group

Based on the analysis of the questionnaire items in experimental group, the
researcher found that 15 or 60% of students have undecided answer and 10 or 40%
interested and none of them who strongly interested in study English. It also proved
by the mean score of questionnaire was 30.12 which classified in the undecided
classification. These data can be seen in the table below:

Table 4.17. The Rate Percentage of Students’ Interest of Learning English in Control
Group
 64

No Classification Range of Score Frequency Percentage

1. Strongly Interested 41-50 0 0%

2. Interested 31-40 10 40%

3. Undecided 21-30 15 60%

4. Uninterested 11-20 0 0%

5. Strongly Uninterested ≤10 0 0%

Total 25 100

Similar with the general questionnaire, specific questionnaire answered

individually based on the students’ opinion but this session done after following
treatment through dual meaning picture in experimental group and treatment through
discussion in control group.

c. The Students’ Interest of Treatment Given in Experimental Group

Based on the analysis of the questionnaire items, it is the researcher concluded
that the students’ interest in learning speaking through dual meaning picture was
positive. It was proved that the mean score of questionnaire was 77.32 which
classified in the interested classification. From the table, it can be seen that 7 or 28%
students felt strongly interested in dual meaning picture applied as the technique in
teaching speaking and 12 or 48% students who interested in. it is showed in the table
below:

Table 4.18. The Rate Percentage of Students’ Interest of Learning Speaking through
Dual Meaning Picture in Experimental Group
 65

No Classification Range of Score Frequency Percentage

1. Strongly Interested 85-100 7 28%

2. Interested 69-84 12 48%

3. Undecided 52-68 6 24%

4. Uninterested 36-51 0 0%

5. Strongly Uninterested 20-35 0 0%

Total 25 100

d. The Students’ Interest of Treatment Given in Control Group

Based on the analysis of the questionnaire items, It can be seen that 13 or 52%
students in control group felt interested in discussion applied as the technique in
teaching speaking and 12 or 48% students in undecided category. The mean score of
questionnaire was 68.68 which classified in the interested classification. It is showed
in the table below:

Table 4.19. The Rate Percentage of Students’ Interest of Learning Speaking through
Discussion in Control Group

No Classification Range of Score Frequency Percentage

1. Strongly Interested 85-100 0 0%

2. Interested 69-84 13 52%

3. Undecided 52-68 12 48%

 66

4. Uninterested 36-51 0 0%

5. Strongly Uninterested 20-35 0 0%

Total 25 100

e. The Comparison between The Students’ Interest in Experimental and Control

Group
The result of the analysis of students’ interest of English in experimental and
control group analyzed by using descriptive analysis to compare the students’ interest
of both group as described in the following table.

1) The Mean Score and Standard Deviation of Students’ Interest of English in

Experimental and Control Group
Based on the table shows, the mean score of the students’ interest of English
in experimental group was 29.84 and categorized in undecided while in control
group, the mean score of students’ interest was 30.12 and categorized in undecided. It
can be concluded that the students’ interest of both group was same about English. It
can be seen in table as follows:

Table 4.20.The Mean Score and Standard Deviation of Students’ Interest of English
in Experimental and Control Group

Group Sample (N) Mean Score Standard Deviation

Experimental 25 29.84 2.23

 67

Control 25 30.12 2.35

2) The Mean Score and Standard Deviation of Students’ Interest of Dual Meaning
Picture in Experimental Group and Discussion in Control Group
The table below shows that the mean scores of the students’ interest in both
experimental and control group were different about the treatment. The mean score of
experimental group was 77.32 whereas the control group was 68.68. The mean score
of the students’ interest of treatment given in experimental group is higher than
control group (77.32 > 68.68). The mean score of students’ interest in both groups
also shows that both groups were in different category where the experimental group
was in ‘interested’ category and the control group was in ‘undecided’ category. It
means that after giving different treatment, the interest of students in experimental
group on the mean score was higher than the control group. It proved that the dual
meaning picture was interesting than discussion in learning speaking.

Table 4.21.The Mean Score and Standard Deviation of Students’ Interest of

Treatment Given in Experimental and Control Group

Group Sample (N) Mean Score Standard Deviation

Experimental 25 77.32 8.75

Control 25 68.68 5.08

3. Students’ Perception
In conducting research, quantitative and qualitative data sometimes matched
in order to gain the validity of the research. As explain in the third chapter that the
researcher used learning log in collecting qualitative data to support quantitative data.
 68

Learning log distributed to the students every meeting in the last of the treatment
given.
Researcher was interested in using log because it recorded students’ opinions
and reflection that cannot easily be tapped in other way. The analysis of students’ log
as follow:
Table 4.22. Students’ Achievement (Positive Comment)
Source students’ comment
Students’ log 1. Meningkatkan kualitas belajar, sangat bermanfaat, untuk
menuangkan ide dalam berbicara (Sample 2). Increase my
achievement, very useful in formulating idea into speak
(Sample 2).
2. ….. sangat menyenangkan dan menarik karena gambar-
gambarnya memberikan inspirasi bagi kita…… (Sample 12).
…. so fun and interesting because the pictures gave us
inspiration …. (Sample 12).
3. …… karena dengan penggunaan gambar dua makna itu bisa
membuat saya memperhatikan pelajaran sehingga
peningkatan hasil belajar saya bisa naik (Sample 11). ….
because using dual meaning picture can make me pay
attention so my achievement can be increased (Sample 11).

From the excerpt of student’s log on table above, it is concluded that dual
meaning picture is one of teaching media that can make teaching and learning process
effectively because this technique make the students’ more focus and pay attention to
the material given and the most hoped in this research was students can formulate
their idea into speaking can be achieved. After learning speaking through dual
meaning picture, students felt that this technique has benefit to them in order to
achieve a good quality in learning.
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Table 4.23. Students’ Opinion to Dual Meaning Picture (Positive Comment)

Source Students’ comment

Students’ log 1. Baik dan menyenangkan bagi saya pembelajaran ini (Sample
21). This teaching was nice and interesting (Sample 21)
2. …… aku paling suka dalam bahasa inggris tentang gambar
dua makna (Sample 24). …. I like dual meaning mostly in
English teaching (Sample 24).
3. Penggunaan gambar dua makna sangat mengasyikkan dan
membuat pelajaran bahasa inggris lebih mudah dipahami
(Sample 9). The use of dual meaning picture was fun and make
English easier to be understood (Sample 9).
4. .… sangat menyenangkan karena belajar bahasa inggris
menjadi lebih mudah dengan menggunakan gambar dua makna
(Sample 10). …. very fun because English can be easier to be
understood by using dual meaning picture (Sample 10)
5. Bagus karena mudah dimengerti (Sample 17). Nice because it
can be understood easily [English]. (Sample 17).

Relevant excerpts from the students’ log above also provide evidence on the
advantages of dual meaning picture applied in teaching speaking. It was proved that
dual meaning picture is interesting and comfortable for the students because they can
remember and understand English easily through this kind of picture.
Dual meaning picture is not only a visual aid in teaching according to students
but also the transformation from picture to game because this picture can be used in
many situation or activities especially in English study particularly in speaking. Dual
meaning picture provide enjoyment and feel happy in follow the activities in the
classroom. These statements were proved with students log on the table below:

Table 4.24. Learning Activity ( Positive Comments)

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Source Students’ comment

Students’ log 1. ….. saya senang sekali karena gambar dua makna
berhubungan dengan permainan (Sample 16). …. I was happy
because dual meaning picture related with game (Sample 16)
2. Saya sangat senang karena ada juga permainannya (Sample
18). I was happy because it [teaching] also provided game
(Sample 18).
3. Bermain sambil belajar, ya bermanfaat, sangat bagus (Sample
25). Learning by playing, useful, very nice (Sample 25).

There are some reasons why students have low score in English especially in
speaking and make them unable to communicate in English. It may happen when they
find difficulties on mastering the components of speaking. This case also had by
students of SMA Negeri 2 Watansoppeng especially in experimental group.

Table 4.25. Students’ Problems in Speaking (Negative Comment)

Source Students’ comment
Students’ log 1. …. tidak tau artinya, cara membacanya, dan penyebutannya
(Sample 17). …. I do not know the meaning [operasional
words] and how to pronounce them (Sample 17).
2. …. masalah yang saya hadapi adalah mengartikan (Sample
10). …. my problem that I face is translation (Sample 10).
3. …. ketika saya disuruh menyebutkan kata dalam bahasa
inggris saya sulit mengucapkannya, .... (Sample 16). …. when
I asked to pronounce the word, I was difficult for me to
pronounce it, …. (Sample 16).
4. …. saya sering merasa kesulitan dalam menyusun kata-
kata…. (Sample 11). …. I often face the difficulties in
arranging the words …. (Sample 11).
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5. Bagian yang kurang menurut saya adalah membuat kalimat

(Sample 3). The lower thing that I face is making sentence
(Sample 3).

From table above it is concluded that students still have problem in English.
Some students told that they lack of pronunciation. It means that they also face
problem in speaking because pronunciation is one of the indicators of speaking
accuracy. Not only in pronunciation, students also find problem in finding meaning of
the operational words that they wanted to use so it is difficult to them in making,
arranging, and using sentences in order to deliver message to the listener.
While there were students had problems in mastering vocabulary, there were
also students thought that this kind of picture can help them in mastering vocabulary
to be formulated in sentences. Similar with students' log, they stated that dual
meaning picture applied in teaching can help them in facing their problem in
speaking, in this case pronunciation and lack of vocabularies and their meaning.

Table 4.26. The Advantages of Dual Meaning Picture (Positive Comment)

Source Students’ comment
Students’ log 1. …. karena dengan itu kita juga bisa menambah wawasan dan
kata-kata yang belum kita tau (Sample 1). …. because of it
[dual meaning picture] we could increase our new knowledge
and vocabulary (Sample 1).
2. …. karena dapat menambah pengetahuan tentang arti kata/
vocabulary (Sample 20). …. because it [dual meaning
picture] could increase our knowledge about vocabularies
and their meaning (Sample 20).
3. ….. kita bisa mengetahui arti kosa kata (Sample 3). …. we
could know the meaning of vocabulary (Sample 3).
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4. Cukup bermanfaat, karena dapat mempelajari kata yang

belum pernah di temukan (Sample 15). Useful enough,
because we could study about the unfamiliar vocabulary
(Sample 15).

In teaching English, pictures are usually used as the teaching media. There are
many kinds of picture that can be used to facilitate students in study but sometimes
teacher find problem in finding the unique picture that can be used to make their
students more interested in study.

Table 4.27. Dual Meaning Picture as the Teaching Aid (Positive Comments)
Source Students’ comment
Students’ log 1. Cara ini bagus sekali apalagi gambar dua makna baru pertama
kali diajarkan. Saya juga baru melihat gambar seperti ini.
Kalau setiap hari materinya unik-unik mungkin saya akan
bersemangat terus belajar bahasa Inggris (Sample 8). This
way was really good, besides dual meaning was the first
taught. I also new about this picture. If the materials like this
every day, maybe I will keep more spirit to study English
(Sample 9).
2. Saya sangat senang dengan cara pembelajaran ini karena baru
kami dapatkan dan dapat membuat kami paham cara
berbahasa inggris yang baik dan benar (Sample 25). I was
really happy with this kind of teaching aid because it was new
and could make us understand the way in speaking English
correctly (Sample 25).

From the table above, it means that dual meaning picture is unique and this
kind of picture never used in teaching before especially in first year students at SMA
 73

Negeri 2 Watansoppeng. It implied that dual meaning picture was the newest teaching
aid so the students felt interested, kept more spirit, and motivated in study English in
order to achieve a good goal.
4. The Correlation of Students’ Speaking Ability, Interest, and Perception.
It has been explained before that the students achievement of posttest in
experimental group higher than control group. It was proven by the mean score of
posttest in experimental group higher than control (65.56 > 59.34) and the interest of
English of both groups was in the same category before different treatment given.
After analyzed the students’ interest of dual meaning picture in experimental
and discussion in control group, the result of the analysis data shows that the
students’ interest of experimental group was higher than control group. It was proven
by the mean score of students’ interest in experimental group was 77.32 categorized
in ‘interested’ category, while the mean score of students’ interest of control group
was 68.68 and categorized in ‘undecided’. The students’ high achievement and high
interest of experimental group also supported by their perception in their logs. Most
of students gave positive comments.
In their writing, students told that dual meaning picture was a good teaching
aid to be applied in teaching especially in speaking because it can help students in
formulate their idea to solve their problem in English especially in speaking, such as
lack of vocabulary and pronunciation and finding the meaning of the vocabulary.
Besides that, the students also thought that dual meaning picture was interesting and
made them interested in study English speaking.

B. Discussion
The discussion deals with the findings that were derived from descriptive
statistics and inferential statistics, some theories, and interpretation of test result both
of the groups. After doing that, the researcher presented the description of the data
that gained from the questionnaire based on students’ interest toward using dual
 74

meaning picture in teaching speaking. The students’ log also interpreted in order to
see the students’ perception.
Based on the data above, it showed that the speaking ability of the first year
students of SMA Negeri 2 Watansoppeng built especially for experimental group. It
was also supported by the students’ frequency and rate percentage of the students’
pretest and posttest result. Students score for experimental group through dual
meaning picture in teaching speaking was better than before the treatment given to
the students and better than the result of students’ speaking score in control group.
Based on the students’ work in the pretest of both experimental and control
group, the researcher analyzed that most students had low ability to express their idea
in speaking. Most of the students had difficulty to speak and also still confused on
how to construct their sentences caused of the lack of vocabulary and pronunciation.
It was because some of them were poor of idea about the topic and also they did not
know what and how to tell their idea.
After classifying the rate percentage and frequency of students’ score in
pretest of experimental and control group, the researcher found that the students’
speaking ability before treatment in experimental and control group was almost the
same and the probability value of students’ speaking ability were higher than α (0.05)
as the proof that the students’ ability in speaking for both group was not different
significantly.
On the contrary in pretest, the description of the data collected through test
showed that the students’ speaking ability in posttest of experimental and control
group was different significantly. It was proved by the mean score rate of the
students’ post-test result of experimental group that higher than control group and the
probability value of students speaking ability of experimental group in posttest lower
than α (0.05). It indicated that there was significant different between students
posttest in experimental group and control group after treatment given.
In teaching speaking, especially in experimental group, the researcher gave
the students dual meaning picture and then the students discussed again about the
 75

picture, so the students were helped to find the idea that they would express in speech
and it also influenced the students’ speaking in which the content aspect got the most
improvement among three components of speaking.
Therefore, it can be concluded that the use of dual meaning picture could lead
the students in organizing and developing their ideas into good sentences. Besides
using dual meaning picture in teaching speaking, the researcher also gave some
explanations to the students about the indicator of the speaking success in this case
speaking accurate, such as about the vocabulary, grammar, and pronunciation.
Overall, in analyzing the students’ achievement in both groups based on the
mean score, the researcher found that the mean score of students pretest in
experimental group and control group was in the same category based on scoring
system namely “fair” category while in posttest result, most of students’ score in the
experimental group was in “good” category and the control group still in “fair”
category. It means that the speaking ability of the students of both groups were
different after given treatments in which the students’ ability of the experimental
group was greater than the students’ ability of the control group. It was implied that
the students’ speaking ability treated through dual meaning picture was different
significantly with the students speaking ability without dual meaning picture in
control group.
Based on the students’ result obtained and stated in findings above, the
researcher used t-test in inferential statistic through SPSS program to test the
hypothesis. On statistics test result in table 12, it showed that the Probability Value is
lower than alpha (α) (0.05). It means that H1 was accepted and H0 was rejected. It is
concluded that there was a significant difference before treatment in pretest and after
treatment in posttest. In other words, there was an improvement on the students’
speaking ability between posttest in both experimental and control group after the
treatment.
Related with Brown (2000) who states that picture can be used in many stages
of instructional process, to introduce and motive study of new topics, to clarify
 76

misconceptions, to communicate basic information, and to evaluate students’

progress and achievement.
The result of the findings showed of students’ interest that students especially
in experimental group and control answered the general questionnaire with undecided
category. It meant that their interest in learning English was still in average. In the
specific questionnaire, the students’ interest of English through dual meaning picture
in experimental mostly were categorized as ‘interested’ and ‘strongly interested’
while in control group, their interest was in undecided category.
According to the students’ interest classification, the students still had low
interest in English but had high interest to learn English speaking if they taught by
using unique teaching aid in this case through dual meaning picture. It was also
proved by the mean score of the questionnaire which classified into ‘interested’
category.
The analysis showed that the use of dual meaning picture influenced
significantly the students’ interest to speak English. This meant that there was a good
applicable material in teaching speaking skill. In other words, the students’ interest
was the indication of a degree of success and material given also the indication of the
students’ interest that a foreign language student is likely to have in real given foreign
language setting.
In this study, the interest of students was considered as output because they
were expected to have interest category toward the use of dual meaning picture in
learning speaking. Most of the students agreed to use dual meaning picture because it
could build their interest in the process of learning especially in English speaking, so
teachers have to explore learning process with the students’ need.
Furthermore, comparing with the result of speaking achievement and interest
in learning speaking through using dual meaning picture it showed that the teaching
speaking through dual meaning picture was more effective and useful to build up the
students’ achievement as well as the students’ interest. In line with Ur (1996) who
 77

states that one of way of arousing students’ interest is using visuals. It is important for
learners to have something to look.
The result of the qualitative analysis from students’ learning log found that
most of the students had the same point of view about dual meaning picture. Their
comments were positive because they felt interested and their activities in classroom
were enjoyable. It caused by the teaching aid that applied in teaching English
especially in speaking was the newest and unique teaching aid.
Based on students’ writing in their learning logs, they stated that it was easy
for them in finding idea and inspiration to formulate their sentences into speech and
this kind of picture also can help them in solving their problem in speaking, in this
case pronunciation and lack of vocabularies and their meaning. They were not
reluctant in speaking anymore because they were motivated in study and they were
able to understand and remember the vocabulary and their meaning easily.
Interest in learning also contributed to the students’ achievement. Interest is
one of the ways in increasing educational success. Interest and achievement are
simultaneously determined by the teaching aid that used by teacher in teaching and
interest is a consequence of students’ positive perception toward English. Students’
interest towards English language learning have the potential to influence their
achievement so teachers needs to comprehend the available teaching aid that provide
interest and enjoyment to the students in order to achieve learning goal.
Conducive classroom, varied activities, and teaching aid play an important
role in facilitating effectual language learning which promote students interest and
achievement so their perception about English is always positive. It is in line with
Bandura, 1994 in Shen, 2003 who stated that positive self–perception of their
competence have great impact on their motivation thus enhancing their academic
achievement.
CHAPTER V

CONCLUSION AND SUGGESTIONS

 78

This chapter deals with the conclusion of the research finding as well as some
suggestions regarding for the improvement of the teaching English speaking in the
first year students of SMA Negeri 2 Watansopeng.

A. Conclusion
Based on the findings and discussion, the researcher puts forward conclusion
as follows:
1. The use of dual meaning picture can significantly build up students’
English speaking ability.
2. The use of dual meaning picture makes the students interested in learning
English speaking.
3. Students had positive perception to the dual meaning picture applied in
teaching speaking.
B. Suggestions
Considering the conclusion above, the researcher gives some suggestions as
follows:
1. English teachers should be creative to manage the material and the
classroom for teaching speaking, so it is advisable to the teachers to use
dual meaning picture as one of alternative media in teaching speaking in
order to build up students’ speaking ability.
2. English teacher should give opportunities and motivations to the students
to build up their speaking ability such as using dual meaning picture that
was proved to be an interesting media and applicable in learning English.
3. It is strongly suggested that the teaching of speaking skill through dual
meaning picture should be continually implemented to the first year
students of SMA Negeri 2 Watansopeng. The teacher also suggested to
give more attention to the students’ speaking through dual meaning
picture, so that the students can compose and organize their speaking
perfectly.
 79

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