The Effectiveness of Using Pictures To Improve: Students' Speaking Skill
The Effectiveness of Using Pictures To Improve: Students' Speaking Skill
The Effectiveness of Using Pictures To Improve: Students' Speaking Skill
93-101
Abstract
The problem of this study was “Is it significantly effective to use pictures to improve
students’ speaking skill to the sixth semester students of English Education Study
Program at STKIP PGRI Lubuklinggau?”. This study was conducted to find out
whether it is significantly effective to use pictures to improve students’ speaking skill.
There were two hypotheses; null hypotheses (H0) and alternative hypotheses (Ha).
The sample of the study was 23 students which were taken through cluster random
sampling. Research method of this study was pre-experimental with one group pre-test
and post-test design. The writer used speaking test and analyzed the data by using
conversion of score range, individual score, and match t-test. Based on the result of
data analysis, it was found out that students’ average score in the pre-test was 46.43
and post-test was 60.54. Finally, the results of matched t-test calculation shows that
the t-obtain was higher than t-table. The t-obtained was 31.37 while the t-table was 1.717. It
means that the null hypotheses (Ho) was rejected and automatically the alternative
hypotheses (Ha) was accepted. It can be concluded that it is significantly effective to
teach speaking skill by using pictures.
that have to be mastered by students so what they want to say. There are many
that it is a crucial part of second language ways to teach speaking. Teaching
learning and teaching. Henry G. Tarigan speaking can be done through dialogues,
(1981:15) states that speaking is a skill of pictures, games, etc. In brief, English
conveying words or sounds of teacher or lectures should be creative in
articulation to express or to deliver ideas, developing their teaching learning
opinions, or felling. Despite its process to create good atmosphere,
importance, for many years, teaching improve the students’ speaking skill, and
speaking has been undervalued and give attention to the speaking
English language teachers have continued components. In this study, the writer
to teach speaking just as a repetition of focuses on picture to improve students’
drills or memorization of dialogues. speaking ability. There is a phrase that
However, today’s world requires that the describes a picture means a thousand
goal of teaching speaking should improve words. Picture is a good media that can
students’ communicative skills, because, be used to motivate the students and
only in that way, students can express provide the participants with practice in
themselves and learn how to follow the improving speaking skill.
social and cultural rules appropriate in Based on the description above, the
each communicative circumstance. To writer conducted a study entitled The
most people, mastering the art of Effectiveness of Using Pictures to
speaking is the single most important Improve Students’ Speaking Skill to the
aspect of learning a second or foreign Sixth Semester Students of English
language, and success is measured in Education Study Program at STKIP
terms of the ability to carry out a PGRI Lubuklinggau in the Academic
conversation in the language. Year of 2014/2015. In this study, the
From the observation, the writer writer would like to find out whether or
often finds students’ difficulties in not it is significantly effective to use
learning how to speak up in classroom. pictures in teaching speaking skill to the
They are afraid of speaking English sixth semester students of English
because lack of vocabularies, feel Education Study Program at STKIP
unmotivated, and confuse how to express PGRI Lubuklinggau in the academic year
Sample is the minimum number to given the pictures and asked to speak in
represent selective populations that are front of the class about fifteen minutes.
examined to gain the data or information The conversation was recorded by using
about the whole. Sample is items selected good accuracy, fluency and
randomly from a population and used to comprehensibility.
test hypotheses about the population. The data obtained were analyzed
According to Fraenkel and Wallen through three techniques, they were: (1)
(2009:90), sample is a group of subjects conversion of score range, (2) individual
on which information is obtained. Sample scores, (3) the matched t-test.
is items selected randomly from a
population and used to test hypotheses 3. FINDINGS AND DISCUSSION
about the population. Cohen, Manion, The study of teaching speaking skill
and Morrison (2007:15) states that there by using pictures was done to the sixth
sampling, cluster sampling, volunteer from April 21st, 2015 until May 26th,
sampling, quota sampling and purposive 2015. Total population of the study was
In this study, the writer took sample study was taken by using cluster random
by using cluster random sampling. sampling. The result was showed that
According to Fraenkel and Wallen class A was taken as the sample of the
selected VI A as the samples of the study treatment and post-test. Firstly, the pre-
with total number of the students were test was done on Tuesday, April 21st,
In this study, the writer used oral test students. The test was held to find out
in collecting the data. The students were students’ speaking score before having
treatment. Secondly, the students were Students’ Speaking Score in the Pre-
give treatment by using pictures as a Test
media to improve their speaking
Pre-test was given in order to find
achievement. The treatments were given
out students’ speaking score before they
four times. It was started from April 28th,
got treatment from the writer. In this
2015 until May 19th, 2015. Thirdly, post-
th
study, pre-test was done on April 21st,
test was done on May 26 , 2015. Post-
2015. In conducting the pre-test, students
test was given to find out students’
were asked to describe one of the topics.
speaking scores after treatment.
The topics were your friend’s physical
There were three findings in this appearance and your future dream job.
study, they were: (a) the students’ scores Students were given 10 minutes to
in the pre-test, (b) the students’ scores in describe their friend’s physical
the post-test, (c) the result of normality appearance and their future dream job in
testing, (d) the matched t-test. The front of the class. The writer scored
speaking test consisted of three students’ speaking skill based on three
components. They are accuracy, fluency components. They are accuracy, fluency
and comprehensibility. By using the and comprehensibility. The pre-test was
result of the test, the writer got students’ given to 23 students from class A. The
speaking scores. The scores were gotten highest score for pre-test was 67 and the
by using inter-rater in analyzing the data. lowest score was 33.
It means that the scores were conducted
Students’ Speaking Score in the Post-
by two raters. The first rater was the
Test
lecturer of English at STKIP PGRI
Lubuklinggau. Her name is Ardayati, M. The post-test was given in order to
Pd. and the second rater was the writer find out students’ speaking score after
herself. Students’ speaking score was they got treatment from the writer. In this
calculated by adding the score from rater study, post-test was done on May 26st,
1 and rater 2. Then, the scores were 2015. In conducting the post-test,
divided by 2. students were asked to describe one of
the topics. The topics were your friend’s
physical appearance and your future The Results of Normality in the post-
dream job. Students were given 10 test
minutes to describe their friend’s physical
Based on the result of normality
appearance and their future dream job in
calculation in the pre-test, the writer
front of the class. The writer scored
found out that obtained = 8.04 which is
students’ speaking skill based on three
the degree of freedom (df)= 5 (6-1) with
components. They are accuracy, fluency
significance level was 99% (0.5) and
and comprehensibility. The post-test was
given to 23 students from class A. table = 11.1. The criterion for normality
test was if obtained < table, it can be
The highest score for post-test was
concluded that the data distribution of
83 and the lowest score was 44. It
post-test can be considered as “normal”.
showed that students’ speaking
achievement increased because their The Result of Matched T-test
average score in the post-test was higher Calculation
than pre-test.
Based on the students’ score
The Results of Normality in the pre- obtained in the per-test and post-test, the
test writer calculated the matched t-test to
find out whether or not it was
Based on the result of normality
significantly effective to teach speaking
calculation in the pre-test, the writer
skill by using pictures to the sixth
found out that obtained = 5.49 which is
semester students of English Education
the degree of freedom (df) = 11.1 (6-1) Study Program at STKIP PGRI
with significance level was 99% (0.5) and Lubuklinggau in the academic year of
table = 11.1. The criterion for 2014/2015.
normality test was if obtained < table,
Finally, the result of matched t-test
it can be concluded that the data
calculation shows that the t-obtain was
distribution of pre-test can be considered
higher than t-table. The t-obtained was 31.37
as “normal”.
while the t-table was (1.717). It means that
the null hypothesis (Ho) was rejected and
automatically the alternative hypothesis
the teacher gave treatment by using Latief, Mohammad Adnan, 2012. Research
Methods on Language Learning an
pictures as teaching media. Introduction. Malang: UM Press.
In addition, Based on the statistic,
the result of matched t-test calculation
was 31.37and exceeded (1.717) as
coefficient of t-table with 95%
significantly level for one tailed test. It
can be concluded that in the pre-test, t
obtain<t table. On the other hand, in the post-
test, t obtain>t table.
5. REFERENCES
Cohen, Manion, & Morrison, Keith.
2007. Research Methods in
Education. New York: Routledge.