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APA Citation: Kosdian, O. (2016). Improving students’ speaking skill by using picture strip story.
Indonesian EFL Journal, 2(2), 100-109
Abstract: This research is aimed at improving students’ speaking skill by using picture strip
story in class XI IPA 1 of Senior High School 1 Luragung. The problems in this research are
the low of students’ skill in speaking. This research was applied through collaborative action
research which was conducted in two cycles. The subject of this research was English subject
in class XI IPA I with total number of students 34. The result of the research showed that
picture strip story could improve students’ speaking skill. The result of test I was 62.69, test
II was 68.83 and test III was 74.22. The students who passed the Minimum Mastery Criterion
(KKM) were 22 students or 64.71%. In addition, the result of field notes showed that the
classroom situation during teaching learning process by using picture strip story created the
positive atmosphere. In cycle 1, there were no students who chatted and played handphone
during the teaching and learning process by using picture strip story, all of students in a
group did the task together and discussed it each other, the students could answer teacher’s
question, and all of students spoke in English while expressing their ideas. In cycle 2, the
classroom situations were completed with students asking questions to the teacher.
Keywords: speaking skill, picture strip story, improve, collaborative action research
INTRODUCTION
Speaking is the most important English well. Furthermore, the students
skill of all the four simplex skills. should master all of the speaking
According to Sarosdy, Bencze, Poor and components; those are fluency, accuracy,
Vadnay (2006, p.57), “of all the four and comprehensibility. On the other
simplex skills (listening, reading, hand, Richards & Renandya (2002, p.
speaking, writing) speaking seems to be 121) states that “a large percentage of
the most important as people who know the world’s language learners study
a language are referred to as ‘speakers’ English in order to develop proficiency in
of that language, as if speaking included speaking.” Then, Riggenback & Lazaraton
all other kinds of knowing a language.” It as cited in Cahyono & Widiati (2006) tell
means that speaking is important as that “students of second/foreign
standard of mastering language include language education programs are
for students in language class. considered successful if they can
Then, for students in Indonesia as communicate effectively in the
EFL learners, speaking also is the most language.” Here, in English learning,
important skill. Based on the KTSP speaking is a main purpose for student.
academic curriculum, Agus, Mahrum, and So, they are considered successful if they
Hastini (2014, p. 2) explain that “the goal can communicate well in English. As EFL
of language learning is to enable students learners, they should master speaking
to communicate the language.” The main skill to be successful.
purpose of learning is aimed to improve Opposite with it, the students of
the students’ skill in communicating SMAN 1 Luragung in XI IPA 1 class, they
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Improving Students’ Speaking Skill by Using Picture Strip Story
face speaking skill problems. The first, improve students’ speaking skill. Then,
the students have problems in fluency; because of CLT has some techniques, the
they have too long time for pausing and researcher chose one technique.
they have many hesitation or filler. The According to Freeman (2000, p. 132),
second, they have problems in “there are some materials and
pronunciation; there are many techniques associated with CLT, they are
phonemes errors in articulations of authentic materials, scrambled
vowels and consonants, also there are sentences, language games, picture strip
question intonation errors. The third, story, and role play.” So, the researcher
they have grammatical errors; there are chose picture strip story technique to
tenses errors of present tense and past improve students’ speaking skill.
tense, also there are error sentence The researcher considered the
grammars of question. The fourth, they using of picture strip story because there
have the limitation of vocabulary are some supporting statements from
knowledge; there are too much code many scientists who explain the
mixing and register errors. And the last, correlation between picture and
they also have comprehension problem; speaking skill. One of them, for example,
they can’t answer simple question about is Andrew Wright (2004, p. 17), who says
their story telling. that “speaking and writing are both
Moreover, in English learning there productive skills and pictures can often
are other students’ activities. First, some be used in similar ways to promote
students chat with his/her classmate them.” So, it strengthens to use picture
during the teacher was explaining in strip story to be assosiated with CLT for
front of the class. Second, the students improving students’ speaking skill.
were busy using hand phone during Besides that, picture strip story also can
teacher explaining material. Third, only overcome classroom situation’s problem
the leader of group who did the task well above. Based on Canning-Wilson as cited
in the class, the others chat. Fourth, there in Nurvitasari (2014) stated that the
was no feedback from students towards picture is one of media, which can help
teacher’s question. Fifth, there was no teacher draws students’ interest and
student who tried to express their idea in improves students’ motivation to learn
English and then, there was no question because pictures assist students develop
to the teacher. creativity and increase thinking ability.
From the problems above, the Moreover, according to Wright (2004, p.
researcher collaborated with the 71), “the picture strips devised especially
teachers and lecturers. The teachers for language teaching are usually very
were Mrs. Pristie Antari S.Pd and Mrs. boring. Alternative sources are cartoon
Ria Shofariatin S.Pd, who teach in Senior strips or photo story strips.” So, it means
High School 1 Luragung. Then, the that picture strip story appropriates to
lecturers were Mr. Yayan Suryana M.Pd overcome some classroom situation’s
and Mr. M. Aprianto B.N. M.Pd from problems in SMAN 1 Luragung.
Kuningan University. Finally, we took
Communicative Language Teaching METHOD
(CLT) approach to improve students’ In this study, the researcher took
speaking skill. The purpose of CLT based Action Research (AR), especially
on Diane Larsen-Freeman (2000, p. 128), collaborative action research. Carr &
“the goal is to enable students to Kemmis as cited in Burns (2010) gave
communicate in the target language.” So, the definition of action research as
CLT was appropriate approach to follows:
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Indonesian EFL Journal, Vol. 2(2) July 2016 AISEE
p-ISSN 2252-7427 e-ISSN 2541-3635 The Asso ci atio n of Indones ian
Scho lars of Engli sh Educatio n
Cyclical AR model based on Kemmis and McTaggart (as cited in Burns, 2010)
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Indonesian EFL Journal, Vol. 2(2) July 2016 AISEE
p-ISSN 2252-7427 e-ISSN 2541-3635 The Asso ci atio n of Indones ian
Scho lars of Engli sh Educatio n
80
74.22
75
70 68.83
65 62.69
60
55
Test 1 Test 2 Test 3
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Improving Students’ Speaking Skill by Using Picture Strip Story
From the result above, it showed 68.83 in test 2 and 74.22 in test 3. It
that there was improvement of students’ indicated that there was an improvement
speaking score. From test 1, the mean of of students’ speaking skill from test 1 to
speaking score was 62.69 improved to test 3 through picture strip story.
80 75.98
70.02 73.56 71.72 75.43 74.43
68.31 66.96 69.59 69.28
70 63.73 64.36 61.52 63.09 60.74
60
50
40
30
20
10
0
Based on the result above, it can improved from 63.09 in test 1 to 69.59 in
conclude that students’ speaking skills test 2, and 75.43 in test 3. The last,
were improving. First, the mean of comprehension improved from 60.74 in
fluency improved from 63.73 in test 1 to test 1 to 69.28 in test 2, and 74.43 in test
70.02 in test 2, and 75.98 in test 3. 3. Then, from mean score of speaking
Second, pronunciation improved from from test 1 to test 3 increased that was
64.36 in test 1 to 68.31 in test 2, and from 62.69 to 74.22. It indicated that
73.56 in test 3. Third, grammar improved there was an improvement in students’
from 61.52 in test 1 to 66.96 in test 2, speaking skill from test 1 to test 3
and 71.72 in test 3. Fourth, vocabulary through picture strip story.
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Indonesian EFL Journal, Vol. 2(2) July 2016 AISEE
p-ISSN 2252-7427 e-ISSN 2541-3635 The Asso ci atio n of Indones ian
Scho lars of Engli sh Educatio n
From the table above, it showed Second, they didn’t use hand phone
that the classroom situation in XI IPA 1 again during English class. Whereas,
class was better than before. First, the before in preliminary study situation,
most of students listened to the teacher’s they didn’t look at to the teacher,
explanation. They didn’t chat again and whereas they were busy to play hand
focus to the teacher. Whereas, before, phone during teacher explained the
they didn’t listen to the teacher, whereas material.
chatted with his/her classmate during Third, every student in a group did
the teacher was explaining in front of the the task together and discusses it with
class. each other. Whereas, before in
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Improving Students’ Speaking Skill by Using Picture Strip Story
preliminary study situation only the Sixth, students asked to the teacher
leader of group who did the task well in when they didn’t understand. Whereas,
the class, the others chat. in preliminary study and cycle 1, they
Fourth, there was feedback from didn’t give question to the teacher when
students. It can be seen when the they didn’t understand the material
researcher gave question to the students, during English class.
most of them could answer correctly. The last, every student spoke in
Fifth, every student expressed their English one by one. Whereas, in
idea through pictures. So, they could preliminary study they didn’t speak in
speak in English. Whereas, in the class in English, starting from the
preliminary study situation, there was no opening until closing meeting in the
student who tried to express their idea in English class.
English. It meant that before hand, there So, all of classroom situations
was no speaking in the class during indicators got the target, so the
English class, but now through pictures researcher and collaborators decided
strip story, they could express their idea that this action research is success.
in English orally.
100.00% 91.18%
90.00% 82.35% 82.35% 85.29%
79.41% 76.47%
80.00% 70.59% 73.53%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
interested in the teaching way of the activity in the class are positive. It can be
teacher. So, picture strip story not only proved by seeing the result of
improved students’ speaking skill but questionnaire which shows good
also was liked by students. response.
CONCLUSION REFERENCES
Picture strip story can improve students’ Agus, I. P., Mahrum, M., & Hastini. (2014).
speaking skill. It can be proved by the Improving speaking skill through
result of test 2 and test 3. First, the result information gap technique. Journal of
of test 2 indicates the improvement of English Language Teaching Society
(ELTS), 2(4), 1-14. Retrieved from
students’ speaking skill. It describes the
http://jurnal.untad.ac.id/jurnal/index.
change of students’ graduation of php/ELTS/article/view/3224/2295
speaking in English subject are better Burns, A. (2010). Doing action research in
than before; there are 13 students English language teaching. New York:
(38.24%) can graduate from the KKM Routledge.
whereas before only 6 students Canning-Wilson. (2001). Visuals & language
(17.65%). Second, the result of test 3 learning: Is there a connection.
indicates significant improvement, there Retrieved from
are 22 students (64.71%) can pass KKM. www.eltnewsletter.com/back/Feb200
So, it is more than 50%. Besides, based on 1/art482001.htm
the result, the improvement can be seen Carr, W., & Kemmis, S. (1986). Becoming
critical: Knowing through action
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speaking score from 62.69 in the Ferrance, E. (2000). Themes in education:
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