A.

Title

THE USE OF PICTURES AND JOKES TO IMPROVE STUDENTS’

SPEAKING SKILLS

(A Pre-Exprimental Research to the Third Grade of Students of SMA

Kemala Bhayangkari 1 Kubu Raya in Academic Year 2018/2019)

B. Background

Speaking skills are essentials for the successful future career of a

student. In this competitive world, speaking skills are the most sought after

quality of an educated person. To meet the requirement of global world, it

is necessary for each individual to master and use English fluently. The

skills that are reading, listening and writing are three important skills for

students. But the most important and as a result of learning English is

speaking skills. Reading and writing presentation is not the only part of

school curriculum, there is also speech. It has been introduced in schools for

the overall development of students. This makes expressive skills and

managing skills also important for a student. It is important to develop

speaking skills for a student. That is exactly the researcher want to conduct

the research about the use of pictures and jokes to improve students’

speaking skills in English.

What deserves more attention is that the students often feel not

confident to express their ideas. Sometimes students have unaddressed

learning or speech difficulties and struggle to communicate in classroom

settings. They have trouble comprehending lessons and organizing their

thoughts. Because of hesitation, students often shut down, isolating

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themselves out of fear or embarrassment. Whilst teachers may encourage

students to talk about their work; that talk is usually about problematic

aspects of work. Also, some students’ efforts to ask for help results in

negative labels from some teachers. The activity that the researcher suggests

to improve students’ speaking skills is pictures and jokes.

Pictures and jokes can be used for description or discussion. By

discussing the jokes that speakers of a certain language think are funny,

students can begin to understand more about what the teacher explains. The

use of this activity can help the teacher know whether their students

understand the material or not. If the teacher explains the lesson through a

picture and joke, she/he will know the students getting the point when she/he

hears them laughing. Laughter is the confirmation that the students have

fully acknowledged what has been taught to them.

A picture speaks a thousand words. Using pictures really appeals to

visual learner who may suffer in a speaking and listening based classroom.

Using visual aids in general and pictures in particular to teach speaking skill

for the students is one pedagogical issue which attracts the attention. Not

only educator but also many learners and people concerned. Thus it is worth

investigating the roles of pictures in speaking lesson as it may affect

students’ speaking skills.

Some previous researchers have proved the effectiveness of the use

pictures. For instance, Nguyen (2014) has proved that using pictures as

motivating factors in speaking lessons. Darhasiah (2015) conducted a

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 research in Title The Use of Picture Dictation In Increasing the Students’

Listening Ability.

Since the previous research focus on the use of pictures, not using

jokes it is interesting and challenging to conduct a research to find out

whether Pictures and Jokes is effective in teaching speaking to the third

grade of SMA Kemala Bhayangkari 1 Kubu Raya.

C. Research Questions

Based on the background above, the research questions of this research

proposal are as follows:

1. Does the use of pictures and jokes activity is effective to improve

students’ speaking skills to year-12 students of SMA Kemala

Bhayangkari 1 Kubu Raya in academic year 2018/2019?

2. If it does, what is the size of the effect?

D. Research Purposes

1. This research proposal is intended to investigate whether the use of

pictures and joke is effective to improve students’ speaking skills to

year-12 students of SMA Kemala Bhayangkari 1 Kubu Raya in

academic year 2018/2019.

2. To find out the effect size of picture and jokes in improving students’

speaking skill to year-12 students of SMA Kemala Bhayangkari 1

Kubu Raya in academic year 2018/2019.

E. Research Hypothesis

In the relation of the research purpose above, the hypothesis of this study is

follows:

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 1. Null Hypothesis

The use of pictures and joke is not effective to improve students’

speaking skills to year-12 students of SMA Kemala Bhayangkari 1

Kubu Raya in academic year 2018/2019.

2. Alternative Hypothesis

The use of pictures and joke is effective to improve students’

speaking skills to year-12 students of SMA Kemala Bhayangkari 1

Kubu Raya in academic year 2018/2019.

F. Significance of the Research

1. For the researcher

This research can contribute to find out method to improve students’

speaking skills. This study gives the understanding toward the

implementation of picture and jokes to improve students’ speaking

skill.

2. For the students

Students can improve their speaking skill and increase their interest

in learning English through Pictures and Jokes.

3. For the teacher

This research can give additional contribution to English Teacher to

develop language teaching method. In addition, the teachers are able

to improve the quality of speaking skills. Teacher can understand the

students’ needs and know the students’ lack of skills, especially in

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 speaking, then they can use appropriate materials and techniques to

teach the students.

G. Research Variable

a. Dependent variable

Dependent variable is the factor which is observed and measured to

determine the effect of the independent variable. The dependent

variable in this research is improve students’ speaking skills.

b. Independent variable

Independent Variable is the factor which is measured, manipulated,

or selected by the experimenter to determine its relationship to an

observed phenomenon. The independent variable in this research is

Pictures and Jokes.

H. Terminology

1) Picture is a design or representation made by various means such as

painting, drawing, or photography.

2) Joke is a display of humour in which words are used within a specific

and well-defined narrative structure to make people laugh and is not

to be taken seriously.

3) Speaking is simply the act of transferring information from one

place to another through various methods (written words, spoken

words, and nonverbal cues).

I. Frame of Theory

1) Speaking

a. Definition of Speaking

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 Speaking is defined as action of expressing or

communication opinions, feeling and ideas to other people. It is the

productive skills that really important in learning a language. As

Cunningham (1999) stated that speaking is an interactive process of

constructing meaning that involves producing and receiving and

processing information. Its form and meaning are depend on the

context in which it occurs, including the participants themselves,

their collective experiences, the physical environment, and the

purpose for speaking. It is often spontaneous, open-ended, and

evolving.

The aim of learning a foreign language is to speak and

communicate with it. According to Cora and knight, (2000, p.261)

Speaking is act of performing and producing the oral language to

convey a message in different situation and in appropriate context.

In order to be able to communicate with other speakers, responding

to someone else, knowing how to deal with different events, so

speaking is a productive skill for putting all element of language

together to perform or construct the intended message. The spoken

language includes some characteristics that differentiate it from the

other skills: tone of voice, stress, intonation, speed of speech,

besides the gestures and facial expression of the speaker that they

can use with repetitions and pauses. All this characteristics are

helpful to make the speakers’ intended or addressed message for the

listener. Speaking is an interactive process of constructing meaning.

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It is involve producing, receiving, and processing information.

Hedge (2000, p.162) States, “learning to speak competently in

English is a priority” Many learners think that having many words

may help them to speak English. However, there are learners know

many words but they face problems in using it. Thornbung (2008,

p.208) claims that “one frustration commonly voiced by learners are

that they have spent years studying English, but still cannot speak

it”.

The speaker must be aware with vocabulary, grammar, and

pronunciation at the same time. Also the learners must be a good

listener because when they say something this is respond for

something else. In addition to enhance, their speaking skill students

do not only learn how to speak but they should be aware of how to

use this language in given speech community. “Speaking skill is an

important part of the curriculum in language teaching, and this

makes them important object of assessment as well” (Littlewoods,

1981, p.1).

Speaking is a skill which deserves attention as much as the

literary skills in both native and foreign language.” The aim of

learning a second language is to be able to communicate. Learners

of second language should have confidence in their abilities to

produce correct utterance. In addition, when learners have not a fair

of using the second language, in this case they can use this language

in contacting with real daily life situation “speaking fluently, of

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course involves speaking easily and appropriate”(Vegacely, 2006,

p.15).

Speaking help learners to explain their ideas. So speaking

has used as tools to influence listeners and reach their goals.

According to Nunan (1991), to most people, mastering the art of

speaking is the single most important factors of learning a second or

foreign language and success is measure items of the ability to carry

out a conversation in the language.

In order to be able to speak effectively, there are some

elements of second language, which learners must take in

consideration. Harmer (2001) introduces and explains some

elements that are represented through language features and

processes of language and information. The most important

elements of speaking are the following:

a) Connected Speech

It is when learners of English have the ability to use and to

produce the connected speech which can be modified

(assimilation) omitted (elision) added (linking) or weakened

(through connection and stress patterning). For all this the

teacher should give the students activities to develop their

connected speech to be able to speak effectively.

b) Expressive Devices

English native speakers use certain devices and elements to

convey meanings extra expression of emotion, and volume,

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 speed, physical, and nonverbal (paralinguistic) means. Students

should have knowledge about these elements and devices in

order to employ them during their speaking production to be

communicated effectively.

c) Lexis and Grammar

Refer to the learners’ ability and knowledge to use a number of

lexical phrases during the performance of a certain language

function such as agreeing, disagreeing, and expressing surprise,

shock, or approval, which can be used in different stage of

communication with others. The role of teacher here is to give

their students a verity phrases in their speaking skill such as

agreeing or disagreeing.

d) Negotiation Language

Students is from the negotiation language Harmer (2001, p.269)

claims “effective speaking benefits from negotiating language

we use to seek clarification and to show the structure of what

we are saying”. Learners in EFL classes should know how to

produce an organization and structure utterances, because if

their speaking have well formed the listener will understand

their discourse. In addition, learners of second language should

formulate their utterances to be clearer especially when they

feeling that the listener did not understand them.

e) Mental Social Processing

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 Not only the knowledge of language features is important to the

speaking skill, but also the information process is important to

get success in speakers’ productive ability.

f) Language Processing

Language processing is the ability to process second language

in their mind and to make it coherent order .so, language

processing should be comprehensible to the meaning that

speakers want to convey it. According to Harmer (2001, p.271)

effective speakers need to be able to process

language in their Owen heads and put it into coherent
order so that it comes out forms that are not only
comprehensible , but also convey the meaning that
intended.
g) Interacting with Others

It is the learners’ ability and the knowledge of how they interact

with other. In addition to get effective speaking, learners should

listen and understand the other participants ‘speech. Moreover,

they should know when they take turns or let the others do that.

h) Information Processing on the Spot

Information process is the learners’ ability to process the

information in the same time when they get it. Is not effective

when the learners takes a long time to processing information

however, there are some cultural rules of L2, which speakers are

not aware with it.

b. Speaking Assessment

There are some considerations to assess students’ performance in

speaking skill based on the characteristic of spoken language.

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According to Pandiya (2013) there are four components in speaking

skill. Thus components are pronunciation, accuracy, vocabulary, and

fluency.

1. Pronunciation

According to Lado (1964, p.70), pronunciation is the use of

a sound system in speaking and listening. It is the act of producing

the sound of speech, including stress pattern and intonation.

2. Accuracy

According to Nunan (2003), accuracy is the extent to which

students’ speech matches what people actually say when they use

the target language. Accuraacy concerns to the use of grammatical

structure and how speaker get her/his utterance correct when

perform a speech.

3. Vocabulary

Vocabulary is the total number of words that has meanings,

also used in a English text book and foreign language. It is the

appropriate diction used in communication. In language testing

vocabulary can be measured by the learners’ ability to choose

appropriate words.

4. Fluency

According to Nunan (2003), fluency is the extent to which

speaker uses the language quickly and confidently, with few

hesitations or unnatural pauses, false starts, word searches.

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 Speaking assessment is focused on pronunciation, accuracy,

vocabulary, and fluency. In order to make appropriate assessment,

the researcher includes a rubric as you can see in the appendix.

2) Teaching Speaking

Speaking is "the process of building and sharing meaning

through the use of verbal and non-verbal symbols, in a variety of

contexts" (Chaney, 1998, p. 13). Speaking is a crucial part of second

language learning and teaching. Despite its importance, for many

years, teaching speaking has been undervalued and English

language teachers have continued to teach speaking just as a

repetition of drills or memorization of dialogues. However, today's

world requires that the goal of teaching speaking should improve

students' communicative skills, because, only in that way, students

can express themselves and learn how to follow the social and

cultural rules appropriate in each communicative circumstance. In

order to teach second language learners how to speak in the best way

possible, some speaking activities are provided below, that can be

applied to ESL and EFL classroom settings, together with

suggestions for teachers who teach oral language.

Now many linguistics and ESL teachers agree on that

students learn to speak in the second language by "interacting".

Communicative language teaching and collaborative learning serve

best for this aim. Communicative language teaching is based on

real-life situations that require communication. By using this

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method in ESL classes, students will have the opportunity of

communicating with each other in the target language. In brief, ESL

teachers should create a classroom environment where students have

real-life communication, authentic activities, and meaningful tasks

that promote oral language. This can occur when students

collaborate in groups to achieve a goal or to complete a task.

Another way to make use of pictures in a speaking activity

is to give students just one picture and having them describe what it

is in the picture. For this activity students can form groups and each

group is given a different picture. Students discuss the picture with

their groups, then a spokesperson for each group describes the

picture to the whole class. This activity fosters the creativity and

imagination of the learners as well as their public speaking skills.

Teaching speaking is a very important part of second

language learning. The ability to communicate in a second language

clearly and efficiently contributes to the success of the learner in

school and success later in every phase of life. Therefore, it is

essential that language teachers pay great attention to teaching

speaking. Rather than leading students to pure memorization,

providing a rich environment where meaningful communication

takes place is desired. With this aim, various speaking activities such

as those listed above can contribute a great deal to students in

developing basic interactive skills necessary for life. These activities

13
 make students more active in the learning process and at the same

time make their learning more meaningful and fun for them.

3) Picture

Cobuild (1987) defined a picture as “a visual representation

or image painted, drawn, photographed, or otherwise rendered on a

flat surface.” It is obvious that the most outstanding feature of a

picture is its visibility to learners; teachers can use it for a lot of

pedagogical purposes. There are some vivid examples of common

types of pictures such as: visible pictures printed in textbook; cut

from magazines or newspapers; drawn on cards or boards, shown in

slides in Power Point programs.

According to Calhoun (1999, p.25), the concept of using

pictures as a stimulus for language experiences activities in the

classroom was developed specifically for teaching young students to

speak and write. The connections between the children Languages

and the items and actions in the picture support the transition from

oral (listened to and spoken) language to written (read and written)

language. Students witness the transformation from oral to written

expression.

According to Raimes (1983, p.27), everybody likes to look

at pictures, their use in classroom provides a stimulating focus for

student’s attention. Picture bring the outside world into the

classroom in vividly concrete way. So picture is a valuable resources

as it provides a shared experience in the classroom, a need for

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 common language forms to use in the classroom, a variety of tasks

and a focus of interest for students.

Wright (1989, p.4) states that pictures can be used by

teachers and students whatever the emphasis of the syllabus they are

following. Wright also stated that one of the most useful

developments in language teaching methodology in recent years has

been in the organization of students in the class room. The gain lies

in the degree of interaction between students and the consequent

sense of purpose in using language. Picture can play a key role in

motivating students, contextualizing the language they are using,

giving them a reference an in helping to discipline the activity.

According to Wright (1989, p.22), speaking and writing are

both productive skill and pictures can often be used in similar ways

to promote them. Picture also can motivate student want to pay

attention and want to take part. Picture can be used to motivate the

learner and to remind him or her what to say. A more demanding

activity is when the student tries to remember a number of lines of

text and is prompted by a series of pictures.

4) Jokes

Using jokes to teach students can be a challenge, and it adds

complexity when you use jokes with English as a Second Language

(ESL) learners. It goes without saying that humor is a prevalent

feature of interaction in every language or dialect. This “specifying

characteristic of humanity” (Nash, 1985, p.1) is present throughout

15
social conventions and cultural artifacts, and its use is of high value

in interactions between individuals (Ritchie, 2004). Teasing, banter,

badinage, irony and sarcasm frequently surface in our quotidian talk,

and interlocutors often get themselves engaged in amusing story

telling if not outright joke telling (Norrick, 2009). Grasping the

meaning of the jokes is a part and parcel of the process of the first

language acquisition; furthermore, jokes are part of the flavor that

belongs to any language. Learning to understand jokes in a new

language is deemed to be both a cause, and also a consequence, of

proficiency in a language (Cook, 2000). Jokes are deemed to be a

boon for learners in having them feel more comfortable and stress-

free in their new language milieu (Waring, 2013). A shared minute

of wittiness could decrease the affective filter—that covert hurdle or

mental block that makes learners feel awkward and ill at ease (Lems,

2012) and hinders their efforts to use the input to internalize

language (Chastain, 1988). Krashen (1982) theorized that a low

affective filter is one of the key principles of successfully managing

to pick up a new language by ameliorating the tension caused by the

context. When classmates laugh and masse, the likelihood of

learning better and more effectively might be augmented as well

(Waring, 2013). Jokes which are based upon word play and

assimilation have the additional benefit of constituting meta-

linguistic awareness, or conscious awareness of the forms and

elements of language which eventually, results in learning more

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language. In a nutshell, jokes or on broader terms, language play can

stretch one’s sociolinguistic competence and destabilize the

interlanguage system (Waring, 2013). Having adopted jokes in the

classes, as a meaningful or unfocused task, learners’ attention can be

principally focused “on the meaning rather than form” (Nunan,

1989, p.10). This might be due to the fact that they are rather hooked

to get the punch line; though it is possible to have them notice some

linguistic features as a focused task in jokes, too. This is in line with

the top down process of language learning in which learners try to

work out the meaning of a text by resort to their background

knowledge and use of higher level, non-sensory information to

predict or interpret lower level information present in the data

(Richards & Schmidt, 2002). Performing in role play or telling a joke

generally follows the pattern for storytelling; the major difference,

however, lies in the expectation of laughter or being funny at the

end. Jokes can be adopted as understanding tests, since not everyone

necessarily gets every joke, and getting jokes involves background

knowledge and rational processing (Norrick, 2009).

Understanding jokes is part of the process of native

language acquisition, and jokes are part of the charm that belongs to

any language. Learning to understand jokes in a new language is

both a cause, and a consequence, of language proficiency (Cook,

2000). The most obvious benefit of understanding jokes is that it can

help students feel more comfortable in their new language. A shared

17
moment of humor lowers the affective filter, that invisible barrier

that makes learners feel awkward and uncomfortable. A low

affective filter is one of the cornerstones of successfully learning a

new language (Krashen, 1982). If a class can laugh together, they

are likely to learn better together, too. Jokes based on wordplay have

additional benefits because they build metalinguistic awareness, or

conscious awareness of the forms of language, and this, in turn,

helps in learning more language. In particular, metalinguistic

awareness boosts reading comprehension and encourages higher-

order thinking.

Even native speakers need to access a great deal of linguistic

information and background knowledge to “get” a joke (Aarons,

2012). At the same time, jokes that are based on wordplay in another

language can be really hard to understand because they need to be

processed very quickly. In a social setting where everyone is

standing around chatting, understanding a joke that comes up may

seem like a high-stakes test. Not understanding a joke in this

situation can make someone feel like an outsider and create a sense

of isolation. For all these reasons, an important part of learning a

new language is learning to enjoy its jokes. A joke is a statement or

an act that the main purpose is to make people laugh. The jokes of a

nation or individual is an integral part of that person or nation's

culture and we need to help students to appreciate the jokes in order

to help them understand the culture and language. To try to define

18
 the jokes of a nation is always going to be an impossible task, as

different people within that nation are always going to have their

own individual sense of jokes, but we can help our students to

explore this area.

Many researchers, and particularly Stephen Krashen, have

written about the negative effects of anxiety on students' ability to

learn. Using jokes can play an important part in helping to relax

students and help them overcome stress and nerves and so make

them more receptive to learning. Humour can also help to improve

the classroom atmosphere particularly for students who are worried

about making mistakes or nervous about their speaking abilities. It

is, however, very important that we learn with our students to laugh

'about' mistakes rather than at the people who make them.

J. Frame of Concept

a. Pre-Teaching

(Brainstorm)

 Teacher plays with the students using words game.

Example: teacher says “profession” the students should

answer only one word e.g. “doctor”, “jokes” = “laugh”, etc.

 Teacher askes the students about profession that they know.

Students answer.

 Teacher give some examples about profession and give some

explanation about them. She can asks the students to do that

orally.

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 b. Main activities

 Teacher show the pictures to the students that contain jokes.

 Teacher askes the students what they think about the

pictures.

 Teacher give brief explanation about the pictures.

What profession, the jokes statement, etc.

 Teacher devides the students into groups and gives them a

picture and askes them to explain the picture using their own

words freely in funny way.

c. Post activities

 Students are given some pictures and students need to

explain about it.

K. Method of Research

1. Form of Research

In accordance with the possible cause and effect in the independent

and dependent variables, and this situation is controlled by the writer, the

appropriate method is pre-experimental research. Pre-experimental research

is the simplest of the group research designs which involve the assessment

of the functioning of a single group of persons who receive social work

service. According to Nunan (2003, p.41), there are three types of

experimental research that are: a) pre-experiment, it may have pre- and post-

treatment test, but lack of control group; b) quasi-experiment, it has tests

and control group but lacks of random assignment of subject; c) true-

20
 experiment, it has tests, control group and random assignment. The writer

chose to use a pre-experimental research.

2. Population and Sample of the Research

The source of data is important in research. It displayed in order to

fulfil the research. The research sources of data called population and

sample.

a. Population

According to Creswell (2008, p.151), “a population is a

group of individuals who have the same characteristic.” The

population of this research is the Senior High School student

of SMA Kemala Bhayangkari 1 Kubu Raya in grade 12 in

class MIA 1 and MIA 2. In which the first class consists of

30 students and the second class consists of 31 students. The

total population is 61 students.

b. Sample

According to Cresswell (2008, p.152), “a sample is a

subgroup of the target population of the target population

that the researcher plans to study for generalizing about the

target population”. The researcher takes subject as the the

sample in this research is 30 students from MIA 1. The

consideration of choosing the class is based on cluster

sampling. The researcher choose the class based on a number

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 of classes randomly, the unit choosen is not an individual but

a group of individuals who are naturally together.

3. Technique and Tools of Data Collecting and Analysis

a) Technique of Data Collecting

The technique of data collecting in this research is

measurement test. According to Brown (2000,

p.384), “a test is method of measuring a person’s

ability or knowledge in a given domain.” The writer

collect performance measures to assess an

individual’s ability to perform on an achievement

test.the data will be done twice. First is pre-test, that

will be conducted before the tratment. The second is

post-test, that will be conducted after the treatment.

The result will be measured and compared using T-

test to identify the significant interval. The result will

be used to investigate wether the use of pictures and

jokes is effective to improve students’ speaking skill.

b) Tool of Data Collecting

The researcher will use test as technique of data

collecting. The appropriate tool to collect data which

is performance test is scoring rubric.

d. Validity

Validity of the test is needed to measure whether the test

items are good or not. Burden and Byrd’s study (as cited in Adviani,

22
 2017) states that validity refers as a range of which the assessing tool

measures what is supposed to measured. The researcher will attempt

to use validity content which will be used to see whether there is a

gap between the learning indicators and the test items.

After listing the specification, the researcher will analyze the level

of difficulty and the level of discrimination. According to Siregar

(2015), the formulas will be as follows:

Level of Difficulty

The purpose is to measure and calculate the difficulty of an item.

The formula of level of difficulty can be seen as follows:

LD = ∑ right score

Ms. N

Keys:

LD = level of Difficulty

Ms = maximum score

N = number of learners\

Level of Discrimination

The purpose is to calculate the discriminative power of an item. A

good item should discriminate between those who have a high score

and those who have a low score. The formula of level of

discrimination can be seen as follows:

DP = RAUG – RALG

½T

Keys:

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 DP = Discrimination Power

RAUG = Right Answer Upper Group

RALG = Right Answer Lower Group

T = Total learners (Upper group + Lower Group)

Reliability

A test will be reliable if the information about test participants’ abilities

and the result of the test are consistent over time. To deal with the

reliability of the test, the researcher will conduct a try out. It will be

conducted on a class which has the same level of the class which will

be given the treatment. After getting the score of the try out, the

coefficient of reliability will be obtained with Kuder Richardson’s

formula as cited in Siregar (2015):

KR21 = K 1– X (K - X)

K–1 KS2

Keys:

KR21 = reliability coefficient

K = number of items in the test

X = mean of the test score

S = standard deviation of the test

In order to calculate the standard deviation, the formula is as

follows:

S = ∑ (Xi – ∑X) 2

Keys:

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 S = standard deviation

Xi = the total sum of squared scores

∑X = the total sum of scores

N = number of learners

The reliability coefficient of the test score is classified in the criteria

as follows:

Coefficient Reliability of the Test

00 – 20 Negligible

21 – 40 Low

41 – 60 Moderate

61 – 80 Substantial

81 – 100 High

Technique of Data Analysis

Accorfing to Siregar (2015), based on the students result, the score will be

calculate as follows:

The learners’ individual score of pretest and posttest. The formula to

measuring the learners’ individual score is as follows:

X=

Keys:

X = learners’ individual score

S = the right answer

N = number of learners

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 The learners’ individual score criteria can be seen as follows:

Test Score Classification

0 – 39 Poor

40 – 59 Average

60 – 79 Good

80 – 100 Excellent

The learners’ average score of pretest and posttest. After calculating the

learners’individual score, the researcher will calculate the average of

learners’ score. The formula is as follows:

For the pretest score:

X1 =

For the posttest score:

X2 =

Keys:

X = mean score of pretest and posttest

∑X = sum of individual score

N = number of learners

After calculating the learners’ average score, the researcher will

calculate the interval score of pretest and posttest using a formula as

follows:

∑D = X2 – X1

Keys:

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 ∑D = learners’ average total score

X1 = learners’ average posttest total score

X2 = learners’ average pretest total score

The significance of the interval of pretest and posttest

After calculating the interval score of pretest and posttest, the

researcher will calculate the significance of the interval of pretest and

posttest. The significance of the interval of pretest and posttest will

calculated by using T – test formula, which can be seen as follows:

T=

Keys:

∑D = learners’ average total score

N = number of learners

d) To determine the effect size of the treatment, the following formula will

be:

ES =

ES = Effect Size t = the result of the t-test

N = Number of students

e) The result is categorized as follows:

Es < 0.2 : is categorized as low

0.2 < Es < 0.8 : is categorized as moderate

Es > 0.8 : is categorized as high

27
References

Arbaniah, I. (2015). The effectiveness of TPR storytelling in teaching speaking.

Baruah, T.C. (1991). The english teacher's handbook. Delhi: sterling publishing

house.

Darhasiah (2015). The use of picture dictation in increasing the students’ listening

ability.

Heni, V. (2016). The use of simulation for teaching speaking.

Krashen, Stephen D. (1987). Principles and Practice in Second Language

Acquisition. Prentice-Hall International

Krashen, Stephen D. (1988). Second Language Acquisition and Second Language

Learning. Prentice-Hall International

Nunan, D. (2003). Practical english language Teaching. NY:McGraw-Hill.

Wulandari, S. (2015). The effectiveness of using digital story telling to develop

student’s ability in speaking for English club students.

28
Appendix 1

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah : SMA Kemala Bhayangkari 1 Kubu Raya.

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII/ 1

Alokasi Waktu : 2 x 45 menit (1x pertemuan)

Topik Pembelajaran : profesi

1. Standar Kompetensi

Memahami makna teks fungsional pendek dan esai sederhana berbentuk narrative,

explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk

mengakses ilmu pengetahuan.

2. Kompetensi Dasar

Merespon makna dan langkah retorika dalam esei yang menggunakan ragam

bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-

hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative,

explanation, dan discussion.

3. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi

• Membaca wacana ragam tulis yang dibahas: jokes on a picture.

• Mengidentifikasi topik dari teks yang dibaca

29
• Mengidentifikasi informasi tertentu dari teks yang dibaca

4. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

• Mengidentifikasi makna kata dalam gambar yang diberikan

• Mengidentifikasi makna kalimat dalam teks yang dibaca

• Bercerita tentang gambar yang diberikan

5. Materi Pokok

Pictures and Jokes, kosa kata yang terkait

6. Teknik ; PPP

7. Langkah-Langkah Kegiatan

a. Kegiatan Pendahuluan

 Guru membuka pelajaran dengan mengucapkan salam dan

menanyakan kondisi siswa.

 Guru mengabsen kehadiran murid.

 Guru memperkenalkan materi yang akan dipelajari hari ini

dengan bertanya macam macam pekerjaan.

 Guru memberikan pertanyaan pada siswa sesuai dengan topic

seperti:

1. Who is she/he?

30
 2. What do you think about she/he?

3. What does the text means?

b. Kegiatan Inti

1. Presentation

 Guru menyebutkan sambil menunjukkan gambar

gambar profesi.

 Guru melatih siswa untuk mengatakan jenis jenis

profesi dalam gambar dan kemudian menanyakan

tentang tugas masing-masing profesi.

 Guru menjelaskan tentang profesi tersebut dan

menyampaikan makna yang terdapat dalam teks.

 Kemudian guru membagikan gambar kepada siswa

di dalam grup 5 orang. Siswa berbicara di depan

kelas tentang gambar yang diberikan tanpa ada

arahan dari guru.

2. Practice

 Guru menunjukkan gambar dan berkata what do you

think about the picture?

 Siswa menjawab berdasarkan flashcard yang

ditunjuk guru.

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  Guru memanggil 5 siswa untuk mempraktekkan di

depan kelas sesuai dengan kartu yang guru tentukan.

3. Production

 Siswa praktek berbicara ke dalam grup 5 orang.

 Setiap kelompok diberi 1 gambar tentang jenis

pekerjaan.

 Siswa berlatih dalam grup selama 10 menit. Setelah

itu grup berbicara di depan.

c. Kegiatan Penutup

 Guru menanyakan apa yang sudah dipelajari hari ini dan

apa kesulitan mereka.

 Guru menyimpulkan materi.

 Guru menutup pelajaran dan mengucapkan salam

perpisahan.

8. Sumber Belajar

 ESL Teacher’s Activities Kit. Elizabeth Claire.

 Gambar-gambar

 Pathway to English for Senior High School.

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9. Penilaian

Teknik: Oral test/spoken test

Nama Aspek Penilaian Skor Nilai

No
Fluency Accuracy

Grammar Pronoun- Vocabulary

ciation

33
Appendix 2

Speaking assessement

Score Pronounciation

0 Many wrong pronounciation; so many pronounciation

errors that comprehension is impossible.

1 Frequent incorrect pronounciation; frequent

pronounciation errors cause consistent confusion or

misunderstanding.

2 Occasional errors in pronounciation; occasional

pronounciation errors cause some confusion or

misunderstanding.

3 Some errors in pronounciation; some errors in

pronounciation rarely impede comprehension.

4 No errors / Minor errors; no errors or minor errors in

pronounciation that impede comprehension.

Score Accuracy

0 No mastery of sentence construction; grammatical errors

so frequent that comprehension is totally impeded.

1 Major problems in structure; many grammatical errors

frequently impede comprehension.

34
2 Several errors in structure; several grammatical errors

occasionally impede comprehension.

3 Minor problems in structure; some grammatical errors,

errors do not impede comprehension.

4 Demonstrates mastery of structure; no or very few

grammatical errors.

Score Vocabulary

0 Little knowledge of English words; shows no

appropriate of vocabulary.

1 Frequent errors of word choice; uses a limited range of

vocabulary. Vocabulary is often used inappropriately.

2 Occasional errors in word choice; uses an adequate range

of vocabulary, but sometimes inappropriately.

3 Minor errors in word choices; uses a fairly wide range of

vocabulary appropriately

4 Effective/appropriate word choices; uses a wide range of

vocabulary appropriately.

Score Fluency

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0 Dominated by hesitation; speech is limited to isolated

words or short phrases. No fluency.

1 Frequent hesitation; speech is extremely hesitant and

choppy. Frequent pauses and/or unfinished phrases.

2 Occasional hesitation; speech is generally hesitant and

often choppy.

3 Minor hesitation; speech is smooth for the most part.

Few hesitancy. Some rephrasing.

4 No hesitation; speech is smooth and flowing. No

hesitancy or rephrasing.

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Appendix 3

POST - TEST
Give a presentation on a problem you’ve had to solve.

A fear you overcame a time you repaired a broken friendship

A difficult choice you made something you had trouble learning to do

PLAN

1. Now choose one problem. Take notes on the problem, answering some of the
the wh- questions. Then take notes on the steps you took to solve it and the
results you achieved.
Problem
Who? What?
When?
Where? How?
Why?

Solution Steps taken Results

End result

2. Use your notes to prepare a presentation on your topic.

SPEAK

Take turns presenting your topics to the class.

SHARE

Reflect on your presentations. Was speaking like this a stressful experience? How
comfortable were you? Were the used of pictures and jokes from the previous lessons
helpful in order to increase your speaking skill? What would you do differently next
time?

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 PRE – TEST
Tell a dramatic story to the class

A. Work with a partner. Think of a possible story for each type. It can be a
true story that happened to you, a story you heard or read, or
something you imagine.

A funny story a happy story

a scary story an embarassing story

B. Choose one of the stories. Make notes on all the events that
happened, in order.

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

Students tell their story to the class. They are not allowed to read word by word.

38