CHAPTER
1. INTRODUCTION
Language
is one of important things in communication. It is used as a tool of
communication among the nations in the world. English as an international
language is very important. It has many interrelationships with various aspects
of life. In Indonesia, English is considered as the first foreign language and
taught in formal education. Language of communication occurs in
daily activity as a text. This is true in any spoken and written language.
Language represents medium of most communication comprehended by people in the
entire world. Language as medium of communication has two types, they are
written and spoken. Spoken language can be manifested in oration, dialogue,
presentation, etc. Written language can be manifested in letter, news, short
message, short story, novel, etc. Language is very important to express
something and to communicate with other.
In
learning English, there are four skills that should be mastered, they are listening,
speaking, reading and writing . Stated that listening and reading are receptive
skills, i.e. they require only understanding. Speaking and writing are productive
skills, i.e. they require the learners to produce something. All of these
skills have integrated relation in learning English. However, in this research,
the researcher only concerns with speaking skill. Speaking is one of skills in
learning English. People around the
world speak English to communicate. By learning English, people can communicate
to other people around the world, because English is the number one
international language. People realize that they need knowledge to survive
their lives. The knowledge that is needed is not only from their country but
also from other countries. To make relationship with them, people need English
for communication because English is one of the international languages that
have an important role in the international communication.
In
Indonesia, students are usually afraid of joining foreign language classes.
They may feel unmotivated, discouraged easily. Their mindsets say foreign
language is difficult to learn because most of them know nothing from the
start. Usually, students know nothing how to express what they want to say. The
reasons of learning are to change student’s intellectuality, morality and
societal attitude. To reach the reason, the students interact with circle of
learn that arranged by teacher in the learning process. There
are two aspects in learning methodology such as; learning method and learning
media as tools to help students in learning process. While, judgment is tool to
measure or determine standard of achievement on the reason of learning.Learning
media´ in learning process gives advantages to make learning more attractive, material
of learning more clearly, learning methods more have variation.
Improving
speaking ability can be done with many media to help students in speaking skill
such as: pictures, cards, paper sheet etc. The researcher chooses improving
speaking ability by using picture , because by using pictures students will be
easier to express their ideas. They can reflect on image, when they see. So if
they can express their ideas of course they will speak and teacher can know the
purpose of student’s mean.
Based
on the studies that had been stated above, the use of pictures is important because it may give a
significant impact in teaching learning process, especially in teaching English
skills that had been conducted in some schools. The use of pictures may also create
an interesting situation in the classroom. Because of that, the researcher was
interested to conduct a classroom action research to improve his students’
speaking ability by describing pictures.
Considering the above
matter, the researcher is interested in conducting an experiment research on
the teaching of speaking ability by using picture. The researcher hopes with
the pictures can improve student’s speaking skill.
CHAPTER
2. DISCUSSION
In
Webster New World Dictionary, speaking is to utter words orally, talk; to
communicate as by talking; to make a request; to make a speech.16 Skill is
ability to do something well. Speaking is a skill which deserves attention
every bit as much as literary skills, in both first and second language. To
most people, mastering the speaking skill is the single most important aspect
of learning a second or foreign language, and success is measured in terms of
the ability to carry out a conversation in the language. Speaking is so much a
part of daily life that people take it for granted. The average person produces
tens of thousands of words a day, although some peoples, like auctioneers or
politicians-may produce even more than that. So natural and integral is speaking
that people forget how they once struggled to achieve this ability-until, that
is, they have to learn how to do it all over again in a foreign language.
Speaking in a second or foreign language has
often been viewed as the most demanding of the four skills. When attempting to
speak, learners must muster their thoughts and encode those ideas in the
vocabulary and syntactic structures of the target language. Depending on the
formality and importance of the speech situation (and their own personal
linguistic propensities), the learners may also attempt to monitor their output.
In conversations and other interactive speech events, the speakers must attend
to the feedback from their interlocutors and observe the rules of discourse
used in the target culture. Phonological considerations add to the difficulty
of the task, especially for adult learners, as speakers strive to achieve
³good´ pronunciation. The speed of such interaction is also an issue because
there may not be adequate time for processing either outgoing speech or
incoming messages at the typical rate of native-speaker interaction.
All
of these factors combine to make speaking in a second or foreign language a
formidable task for language learners. Yet for many people, speaking is seen as
the central skill. The desire to communicate with others, often face to face
and in real time, drives people to attempt to speak fluently and correctly.
There is a dynamic tension caused by the competing needs for fluency and accuracy
during natural speech. People can define speaking as the way to carry out our
feeling through words, conversation with other. Speaking also used to
communicate as by talking, to make a request, to make a speech. It means that
they always use it in their life, because without speaking they will be a dumb
and never know everybody’s means.
Speaking
is an interactive task and it happens under real time processing constraints.
It means that they will be able to use words and phrases fluently without very
much conscious thought. Effective speakers need to be able to process language
in their own heads and put it into coherent order so that it comes out in forms
that are not only comprehensible, but also convey the meanings that are
intended. One of the reasons for including speaking activities in language
lessons is to help students familiar with oral use of language in English
conversation. Speaking activities provide exercise opportunities in real life
speaking in the safety classroom.
The Importance of
Speaking In learning English
speaking is important to support students’
ability to use the language. As one of language skill, speaking has given an
important contribution to human work. The important speaking can be seen in
people daily activities and business activities. Speaking is an interactive
task and it happens under real time processing constraints. It means that they
will be able to use words and phrases fluently without very much conscious
thought. As skill that enables people to produce utterances, when genuinely
communicative, speaking is desire (and purpose driven), in other words they
genuinely want to communicate something to achieve particular end.
Models of Teaching
Speaking
Average person who want
learn English language, most certainly they have same reason. It is can speak
English. So, they learn English language to try speaking English. Usually,
failure of learn speaking cause bore situation in the class, unattractive, less
fun and silent in the class. There are many models of learning speaking.
According to M. Solahudin in Kiat-Kiat Praktis Belajar Speaking, there are some
models of learning speaking as follows:
a. Main class and study
club It is better for meeting with the teacher in the class twice a day. First
meeting is called main class and second meeting is called study club. Main
class is meeting with the teacher, that the teacher as students’ advisor in the
class. The teacher has important character in the class. All activities in the
class depend on the teacher. Study club is group of learning, it held to repeat
the material study in the class by senior. Because the senior is not teacher,
so the students more enjoy make questions and practices speaking with the senior.
Activities in the study club are not different with main class, because the
reason of study is to explain material learning.
b. Conversation on the
way Conversation on the way is one of activity in speaking class. The function
is to bore disappear in the class. They can share about their daily activity.
So, the students feel the conversation more clearly, attractive, and
comfortable.
c. Discussion group
Discussion group is one of activity in speaking class. Discussion in speaking
program only talking about easy topic. Because this discussion just to train
the students to speak English. The purpose of discussion is to train the
students to speak English more clearly.
d. Describing picture
Describing picture is one of activity in teaching speaking English. In this
activity, students must describe pictures in front of class. Every student gets
one picture and must describe it. The purposes of this activity are to train
students’ imagination and retell story in speaking English.Those are models
that Solahudin offers to use in speaking class, and as the title of this
research, the researcher chooses the last model. The researcher thinks that
describing picture is suitable to improve students’ speaking skill in
descriptive text because the purposes of these activities are to train
students’ imagination and describe something in speaking English. Usually,
students can’t speak anything because they have not idea. The researcher hopes
that picture can help students to speak English, because students will be easier
to say when they see. The writer will make this activity more attractive and
make students get enjoyable in the class.
Kinds of Genre
Culture context created
genres that every text has communicative purpose, generic structure, and characteristic
of linguistics.Harmer states that Genre is a type of writing which members of
discourse community would instantly recognize for what is was. Each genre has
specific language features. According to Gerrot and Wignel, there are kinds of
genre:
1. Spoof Spoof is genre
which has social function to retell an event with a humorous twist.
2. Recount Recount is
genre which has social function to retell event for the purpose of informing or
entertaining.
3. Report Report is a
genre which has social function to describe the way things are, with reference
to a range of natural, man-made and social phenomenon in our environment.
4. Analytical
Exposition Analytical exposition is a genre which has social function to
persuade the reader or listener that something is the case.
5. News Item News item
is a genre which has social function to inform the readers, listeners, or
viewer about events of the day which are considered newsworthy or important.
6. Anecdote Anecdote is
a genre which has social function to share with others an account of an unusual
or amusing incident.
7. Narrative Narrative
is a genre which has social function to amuse, entertain and to deal with
actual or vicarious experience in different ways: narrative deal with
problematic events which lead to a crisis or turning point of some kind, which
in turn find a resolution.
8. Procedure Procedure
is a genre which has social function to describe how something is accomplished
through a sequence of actions or steps.36 9. Description Description is a genre
which has social function to describe a particular person, place or thing.
10. Hortatory
Exposition Hortatory exposition is a genre which has social function to
persuade the reader or listener that something should or should not be the
case.
11. Explanation
Explanation is a genre which has social function to explain the processes
involved in the formation or workings of natural or social cultural phenomenon.
12. Discussion
Discussion is a genre which has social function to present (at least) two
points of view about an issue.
13. Review Review is a
genre which has social function to critique an art work or event for a public
audience. Such works of art include movies, TV shows, books, plays, operas, recordings,
exhibition, concerts and ballet.38 One of the aims of speaking is giving
information and understanding to the other. Consequently, people have to know
the elements of speaking before speak in order to avoid misunderstanding. There
are many elements in speaking kind of genre. Such as function of the text,
generic structure, language competent, use of tense, etc.
General Concept of
Describing Pictures
In
Webster New World Dictionary, describe is say what somebody or something is
like.Describing picture is one of activity in learning speaking English. In
this activity, students must describe pictures in front of class. Every student
gets one picture and must describe it. The purposes of this activity are to
train students’ imagination and retell story in speaking English. This method
is to make students easier to describe something, and make learner process more
enjoyable. Pictures are one of the visual aids that can be used in teaching
speaking. It makes something more interesting for the students. It also can be
used in creating situation for speaking classes more clearly. Picture as aids
are clearly in dispensable for language teacher since they can be used in so
many ways. The teacher can teach vocabulary easily through pictures it means
blackboard drawing, wall pictures, chart and flashcard.
Types of Pictures
According to Jeremy
Harmer, pictures can be in form of flashcard, large wall pictures, cue cards,
photographs or illustration, and projected slide.
a. Flashcard
It is a small card
which teacher can hold up for students to see. Flashcards are particularly
useful for drilling grammar items, for cueing different sentences, or
practicing vocabulary.
b. Large wall picture
It is big enough for
everyone to see detail. Some time teachers use large wall pictures, when
pointing to detail of a picture to elicit a response.
c. Cue card
It is a small card
which students use in pair or group work. Teachers put students in pair or
groups and give them some cue cards so that when a student picks up the top cue
card in a pile he or she has to say a sentence that the card suggests.
d. Photograph or illustration
It is a photo or image
that depicts a situation or people in action. The teachers use it to make the
situation or the action clear. Photograph can be found in the book, newspaper,
magazine, etc.
e. Projected slide
In the multimedia
class, the teachers also use it to teach. Sometimes the teachers use it to show
the images in the big form.
Function of Using
Pictures in Language Learning
There are several
methods in teaching learning speaking. Picture is one of the ways to explain a
real situation. It is very simple visual aids that can be picked up from the
newspaper, magazine, internet, book, etc.
a. The use of pictures
in teaching speaking
Teacher is the most
important actor in teaching learning, especially in English subject. He or she
must have an ability to make an interesting class. Picture is one of teaching
media that can make the students enjoy the lesson. Ideally, each classroom
should have a file of pictures which can be used not only to illustrate the
aspect of socio-cultural topics, but also gives interesting, meaningful, easy
to prepare, and easy to organize.
b. The advantages of
using pictures in teaching speaking
A picture is an
excellent media in which this can be done pictures arouse play fullness to the
students because pictures are interesting. The provide variety of fun and
games, furthermore, it also means that the use of picture may offer parallel
opportunities both for teacher-students and students’ interaction.
Gerlach and Elly state
the benefit of using picture as follow:
1) Pictures are
inexpensive and widely available. The teacher can find picture easily, for
example in the books, magazine, and newspaper, etc.
2) Pictures provide
common experiences for an entire group of students. It means by using picture,
teacher can involve all of students in his or her class.
3) Pictures can help
prevent misunderstanding. It means by using pictures, teacher can explain the
new vocabularies to his or her students easily, so it prevents misunderstanding
between students’ perception and teachers’ perception.
4) Pictures help the
students to focus attention to the subject and make students active.
5. Describing Picture
to Teach Speaking The functions of describing picture are to practice
describing things and using preposition of position, to practice listening and
speaking to direction, to train students’ imagination and retell story in
speaking English.
a. The benefits of using
describing picture
Pictures are all right
for beginner and for young learner. There are many benefits of describing
pictures in a teaching process, they are:
1) Learning becomes
more interactive
2) The length of time
required can be reduced
3) The instruction be
more interesting
4) The quality of
learning can be improved
5) The positive
attitude of students toward what they are learning and the process it self can
be enhanced.
b. The weakness of
using describing pictures
1) Teacher needs an
extra time to prepare pictures
2) Teacher should give
handout the photocopied pictures to the students
There are preparations
and procedures that used in describing picture.
1) Preparation: If want
this technique more comfortable, must prepare material that used in drawing
picture technique before give this technique to students. And there are some
preparations: Select from magazines, internet, books, any pictures which show a
number of different objects, the objects should be clear in shape and the
pictures should preferably. It is amusing if the objects are bizarre in some way-but
this is not essential. Alternatively, the language can be limited if the
original is a simple line drawing or the language may be specialised if the
original is a technical diagram.
2) Procedures: There
are some procedures of describing picture to teach speaking especially in
descriptive text, they are:
a) Let the class work in pairs.
b) Give each pair two
different pictures. Tell them not to look at each other’s picture.
c) Ask A to describe
his or her picture, and ask B to draw it. Ask B to do the same as what A does
after B has finished drawing.
d) Have them to compare
their picture with the original.
3) The example of
describing picture
Learner 1: There is a
square table in the picture. It is in the middle of the picture.
Learner 2 : About here?
Learner 3 : Yes...well,
a little further down.
Learner 4 : It is like
that?
Learner 5 : No, no
quite, the legs are too long.
When the ³artist´ and
his ³patron´ have done as much as they can, the original and the copy should be
compared, e.g.
Learner 2: Oh, the
table legs are too long!
Learner 1: I told you
they were. But you wouldn’t change them!
These are the preparations and procedures of
describing picture. Although this method can make students crowded, the
researcher hopes this technique make students more active and no bored in the
class. And the researcher hope describing picture can be successful in Junior
High School and useful to the students.
RESEARCH
This research is
supported by some researches below:
There are two previous
researches related to this study. First research was conducted by Dian Mayang
Sari (05410080), student of English Education and Art Faculty IKIP PGRI
Semarang under the title ³Teaching English Using Still Picture to Improve Their
Fluency in Speaking of the Seventh Grade of SMP N O1 Sukorejo Kendal in
Academic Year 2008/2009´ This research is to find out the technique of teacher
in teaching speaking using still picture, to know the ability of the student in
speaking, to identify the problem faced by the teacher and the students in
teaching learning process of speaking using still picture to improve their
fluency in speaking, and to suggest some possible solutions of the problems.
The type of the research is descriptive qualitative and methods of collecting
data are observation and test. Meanwhile, the instrument of collecting data is
recording the students’ performance.
Based on the result of
the study, it suggested that teaching using still pictures could improve their
fluency in speaking and was effective.
The second research was
conducted by Yulis Megawati (054100126), student of English Education and Art
Faculty IKIP PGRI Semarang under the title ³Using Pictures in Teaching Writing
Descriptive Text a Case of the Eight Grade Students of SMP Islam Sudirman
Banyubiru in the Academic Year 2008/2009´. The objectives of the study are to
find out the students ability and significances between the students ability in
writing descriptive text who were taught using pictures and without using
pictures. This study was an experimental research. The numbers of students are
40 students. The experimental group consists of 20 students, and control group
consists of 20 students. The instrument used in this study was test consists of
a set of picture contained 16 pictures. Based on the result of the study, it
was suggested that by using pictures teacher could improve the students’
ability that applying pictures in teaching writing descriptive text was
effective. In other word, the pictures give possible contribution in improving
the writing skill.
The result of this study is expected to be information and
inputs for the institution, teachers, students and all of the circles to improve
students’ achievement.To reinforce the result of the effectiveness of using
picture, the researcher will try to do another research related to them. The
researcher will do another research to teach speaking by using describing picture.
CHAPTER
3. CONCLUSION
Describing text using
picture can impove speaking ability of the students.Picture was considered as a
good media to be applied in English language teaching because it can help the
students to relax while they were studying and then the use of picture as media
in teaching speaking can help the students to memorize the words easily. It was
because picture can show similarity with the real object in the picture, so
their meanings were easier to guess by the students. In conclusion, the use of
picture was as one of medium to improve the students speaking ability.
Using describing
picture, students will be easier to express their ideas, they can reflect on
image, when they see. So if they can express their ideas of course they will
speak and we can know purpose of student’s mean. Using describing picture,
students will not doubt to try to speak because describing picture is done by
group or pair, so it can build students’ bravery to speak using English
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