ENGLISH EDUCATION

English Journal for Teaching and Learning

Vol. 01 No. 1 Maret 2022 pages 1 - 12
http://jurnal.iainpadangsidimpuan.ac.id/index.php/EEJ

Using Pictures Media On The Effect To Speaking Mastery

Annisa Hasibuan

IAINPadangsidimpuan

e-mail: *1annisahasibuan1999@gmail.com

Abstract : The main focus of the research is to find out the effect of oictures
on speaking mastery at XI Eleventh Students of SMA Negeri 1
Angkola Barat. This research was designed with quantitative re-
search with experimental method. The sample were XI 1 as experi-
mental class that consisted of 15 students and XI 2 as control class
that consisted of 12 students. The data were collected through pre-
test and post-test in essay test form and analyzed by using t-test
formula. The finding showed that the mean score of experimental
class was higher than the mean score of control class. After doing
T-test, the researcher found that t count>ttable (2.23> 2.069). Therefore,
alternative hypothesis (Ha) of this research was accepted null hy-
pothesis (H0) was rejected. It can be concluded that there was sig-
nificant effect of using Picture Media on speaking Mastery at
Eleventh Grade of SMA Negeri 1 Angkola Barat.
Key Words: Pictures Media, Speaking Mastery.

Abstrak : Fokusutamapenelitianiniadalahuntukmenemukanpengaruhdari
metode gambar terhadap penguasan berbicara bahasa Inggris
siswa di kelas 11 SMA Negeri 1 Angkola Barat. Penelitian ini dide-
sain dengan penelitiankuantitatifdenganmetodeeksperimen-
tal.Sampelnyamerupakankelas XI 1 sebagaikelaseksperimen yang
terdiridari 15 siswa.Dan kelas XI 2 sebagaikelaskontrol yang ter-
diridari 12 siswa. Data dikumpulkanmelalui pre- test dan post-test
dalambentuktes essay dandianalisismenggunakanrumus t-test.
Penemuanmenunjukkanbahwanilai rata-rata kelaseksperimenlebi-
htinggidaripadakelas control. Setelahmelakukan T-test,
penelitimenemukanbahwatcount>ttable (3.23> 2.060).Adapun
Hadaripenelitianiniditerimasedangkan H0ditolak.Itubisadisim-
pulkanbahwaadapengaruh yang signifikandaripenggunaan-
metode Media Gambar siswa 11 SMA Negeri 1 Angkola Barat.
Kata Kunci : Media Gambar, Peguasan Berbicara

E-ISSN : 2579-4043 P-ISSN: 2338-8781

1
Corresponding Author : email of author
 Pictures Media on the Effect to Speaking Mastery

INTRODUCTION
There are many materials of speaking should be mastered by students in
curriculum 2013. They are: offer & suggestion, opinion & thought, party time, na-
tional disaster- an exposition, letter writing, cause & effect, meaning through mu-
sic, enrichment, and explain this. When the material about explain this, the lesson
is about related to describing pictures, because the lesson is not about contents of
text. So, the explain this is the basic material.
Various types of efforts has been done by government to improve the
quality of education. School also make an effort to raise the students ability, the
school has prepared equipment to support the students activities in study. The
teacher has an important role in teaching learning process. Teacher gives their
knowledge and share some motivation to make students success in education.
Speaking is the productive aural/oral skill. It consists of producing sys-
tematic verbal utterances to convey meaning. Speaking is sometimes considered
a simple process. Commercial language schools around the world hire people
with no training to teach conversation. Although speaking is totally natural,
speaking in a language other than own is anything but simple. “Speaking is a
process to convey and sharing ideas and feelings orally and speaking involved
some skills such as vocabulary, pronunciation, accuracy and fluency”.2
In speaking mastery, many students at grade XI in SMA Negeri 1 Angkola
Barat faced many problems in learning speaking, so that they are very difficult to
understand all of the materials that the teacher explained. Base on the interview
with the English teacher of SMA Negeri 1 Angkola Barat.
Many students of SMA Negeri 1 Angkola Barat lack vocabulary about
English lesson. She said there is no habituation in speaking. Also, most of stu-
dents often confuse how to use pronounce the grammar and vocabulary cor-
rectly, and they still confuse to distinguish the function every picture. So, the stu-
dents difficult to understanding English lesson.3

H. Doughlas Brown Teaching by principles as intercative Approch to Language

2

Pedadogy, (New Jersey: Englewood Ciff, 2001), p. 256-257.

3
Lamsari Lubis, “Private Interview to Teacher of SMA Negeri 1 Angkola Barat” ( Sitin-
jak Angkola Barat: SMA Negeri 1, 2020).

2
 Pictures Media on the Effect to Speaking Mastery

It means that the teacher’s strategy with the material has not been
achieved optimally. Because, the teacher did not use a method while teaching.So,
the speaking of students still poor. To increase the speaking of students, the
teachers needs to use several method. This method can make easier to under-
stand English, especially speaking.
There are some factors that influence student’s speaking mastery. They
are “method, materials, facilities, media, etc”4. This research only taken a picture
for discussing. “picture is an interesting enough that make the students inter-
ested in them and easier to understand the language they are learning about”5.
Picture media can make teaching learning process enjoyable and fun for students
as a media.
Media are part of communication. Wherever communication is held, me-
dias always used. It has been created trough the way of teaching and exchanging
the message can be knowledge, skill, ideas, experience, and etc. through the
process of communication, people can receive the message or information.
There are many kinds of media that can be applied in teaching process in-
cluding in teaching speaking. such as “tv, radio, newspaper, internet, newslet-
ters, specialty magazines and social media”6. So, the teacher should have an ideas
of which media students are most likely to use.
There are many media can be used in teaching speaking such as two and
three dimensionmedia. According to Mackey “media likes pictures, movies or
song lyric are usually most often used in classroom can be able to manipulate to
seen, to hear and to in order in facilitate teaching in class” 7. So, media is anything
that can interest thought and feeling in the learning activities to achieve learning
goals.
Picture media is one of the learning it is really important in the learning
process, especially in foreign language learning for the pupils. Without the media
in learning process, it is very hard for the teacher to explain or describe some-

4
Mezia Kemala Sari, Yulya Putri, and Pascasarjana Universitas Andalas, “The Im-
plementation of Using Picture Media on Teaching Present Continious Tense” 13, no.October
(2018).
5
Marriam Bashir, ”Factors Effecting Students’ English Speaking Skill,” no. January
2011 (2015)
6
University Bandar Lampung, “The Effect Of Using Pictures On Students’ Speaking
Ability AT grade Eight OF SMPN 2 Seputih Mataram, “2014, 351- 55.
7
of Sma And Negeri Purwodadi, “To Improve The Students’ Speaking Ability At A
Case Of The Eleventh Grade Students” 5, no. 1 (2014): 7-14.

3
 Pictures Media on the Effect to Speaking Mastery

thing, and it can make pupils understand what the material is about.
According to Siti Kurotun states that picture is an illustration that can be
used as a two demensional visual representation of person, things, and place.
Picture is very simple, because it can be drawn, printed, photogrophical pro-
cessed and any size and color, and also it can be correlated with a lesson and real
life.8 Furthermore, it can appear the students’ motivation in learning descriptive
text. Picture is a two dimensional work of art that serves to explain something.
Picture is used for students to help students more easier in learning about decrip-
tive text. Picture can help students to imaginate what can be happened from the
picture an it can be make students more creatively in choosing the best sentence.
In addition, by using media picture students can pay more attention to the les-
son.
The role of using picture media teacher must be able to encourage the stu-
dents to achieve the lesson. Using English for conversation or discussion in the
classroom. Developing and stimulating the students in learning. As a teacher, we
must have many sources that can stimulate the students to learn actively because
it is important. They are included in teaching learning process. A picture is one of
the resources that can be used as a stimulate their interest and motivation.
Several related studies have been conducted to see how the students
speaking mastery. The first is conducted by Walberg, besides the students admit-
ted that using pictures was an interesting learning media where they could orga-
nize their presentation and participation using their creative ways. This state-
ment is definitely suitable with the theory from Walberg who state that the stu-
dents can give better speech when they can organize their presentation in variety
ways, including sequentially, chronologically and thematically. Using pictures
will let the students emerge several ideas during the speaking activity.9
Then, Ma’mun Nadiah in her thesis that was conducted to know the
process of teaching speaking by using pictures sequence which was conducted in
four classes. In every class, the teacher was teaching the same way and the same
material. The researcher observed to know the process of teaching speaking by

8
Siti Kurotun, “Improving Students’ Ability in Writing Descriptive Text by Using Picture
at Seventh Grade of Smp plus Az-Zahro in the Academic Year of 2014/2015”, 2015, 19,
http://eprints.walisongo.ac.id.
9
Walberg, H.J. 2008.English for Communication. Philadelphia: Open University Press.

4
 Pictures Media on the Effect to Speaking Mastery

using picture sequence, the teacher’s and students’ problem during teaching
speaking by using picture sequence in the observation process, the research pre-
pared the observation checklist which was made from on of lecturer in UIN Se-
marang (see appendix 2) and the documentation the teaching and learning
process.10
Then, the students’ speaking ability had improved after using pictures.
The students of Grade VIII-A had an improvement from cycle to cycle. As the
findings showed that the number of students which were classified as good and
very good’ improved from 6,4% in preliminary study to 83,9% inn cycle I and be-
came 100% in cycle 2. While those classified as fair and poor reduced from 93,6%
preliminary study to 16,1% in cycle 2. As result, the using pictures could enhance
the students’ speaking ability. Mostly, the students could improved their fluency,
content, pronunciation, and grammar.11
Finally, this research is written by researcher to complete and report the
investigation of using pictures media. These review of the literature does help
many information in making this research. Meanwhile, the researcher interested
in doing this research to find the effectiveness of using picture in speaking.
From the previous study, the researcher would like to analyze about “The
Effect of Using Pictures Media on Speaking Mastery at The Eleventh Grade
Students of SMA Negeri 1 Angkola Barat”.

METHODOLOGY
This research used experimental quantitative method with pre-test and
post-test design. The populations were all of the students at XI grade SMA
Negeri 1 Angkola Barat. The sample were XI 1 as experimental class that con-
sisted of 15 students and XI 2 as control class that consisted of 12 students. In this
research the sample took by using population sampling where all of the students
becomes a sample. The data were collected through pre-test and post-test in es-
say test form and analyzed by using t-test formula.

10
Ma’mun Nadiah, The Effect of Teaching Strategies and Speaking Skill on the Teach-
ing Practice of English Education Department Students, LP2M, (UIN Walisongo Semarang
2018), p.18-84
11
Susilowati, Retno. 2012. Using Cue Card Technique in Improving the Speaking
Skill of the Eight Grade Students at SMPN 3 Balikpapan. Unpublished Thesis.Mulawar-
man University.

5
 Pictures Media on the Effect to Speaking Mastery

RESULT AND DISCUSSION

Based on the student’s answers in post- test in experimental class and
control class, the researcher has calculated the students score and most of stu-
dents both of classes increased. In experimental class consist of 11 students (XI 1),
most of them got raising score,and their score increased very significant. In con-
trol class consisted of 10 students (XI 2), most of students score also increased but
not significant or it can be said that their score increased slightly.
The researcher found that the total score in experimental class was
higher than the total score in control class in post- test. The higher score of exper-
imental was 91 and the highest score in control class was 80. The lowest score of
experimental in post- test was 60; meanwhile in control class was 49. To make the
easier in seeing the comparison of the data, the researcher makes them in this fol-
lowing table.
The Score of Experimental Class in Pre-test

Descriptive Statistics
Highest score 49
Lowest score 20
Mean 38.15
Median 33.96
Modus 33.9
Range 29
Interval 5
Standard deviation 5.3
Variant 72.2

The Score of Experimental Class in Pre-test

Descriptive Statistics
Highest score 64

6
 Pictures Media on the Effect to Speaking Mastery

Lowest score 45
Mean 39.2
Median 44.1
Modus 47.5
Range 19
Interval 4
Standard deviation 10.71
Variant 42.2

To get the data description of both of classes, the researcher

presented them into this following histogram.
Y

10

46.5 50.5 54.5 58.5 60.6 X

Based on the table and histogram above, the students’ score it

can be seen the comparison between the highest score and the lowest

score. From the histogram of students’ score of experimental class in

post- test shown that the highest interval 61-64 was 2 students and

the lowest score interval 45-48 was 6 students.

Hypothesis

After calculating the data of post-test, researcher has found that

post-test result of experimental and control class was normal and ho-
mogenous. The data would be analyzed to prove the hypothesis. It used
formula of t-test. Hypothesis of the research was “there is the effect of pic-
tures media on speaking mastery at the eleventh grade students of SMA

7
 Pictures Media on the Effect to Speaking Mastery

Negeri 1 Angkola Barat’. The calculation can be seen on appendix 6 and 8

The result of t-test was as follow:
Result of T-test from the both average

Pre-test Post-test
tcount ttable tcount ttable
-1.77 2.060 3.23 2.060

The hypothesis test has two criteria. They are if t count<ttable, H0 was accepted and if
tcount>ttable, Ha was accepted. Based on researcher calculation in pre-test, the re-
searcher found that tcount -0.19 while ttable 2.060 with opportunity (1 – α) = 1 - 5% =

4% and dk = n1 + n2 – 2 = 15 + 12 – 1 = 25. Cause tcount>ttable (-0.19>2.060), it means

that hypothesis Ha was accepted and H0 was rejected. So, in pre-test, the two
classes were same. There is no difference in the both of classes. But, in post-test,
the researcher found that tcount -3.04while ttable 2.060 with opportunity (1 – α) = 1 -

5% = 4% and dk = n1 + n2 – 2 = 15 + 12 – 1 = 25. Cause tcount>ttable (-3.04> 2.060), it

means that hypothesis Ha was accepted and H0 was rejected. So, there was signif-
icant effect of using pictures media on speaking mastery at the eleventh grade
students of SMA Negeri 1 Angkola Barat. In this case, the mean score of experi-
mental class by using pictures media was 39.2 and mean score of control class by
using conventional strategy was 33.5. The gain score was 1.54.The calculation can
be seen in the following table:

Gain Score of Experimental Class and Control Class

Class Pre-test Post-test Gain score

Experimental 33.5 39.2 9.48
Control 26.02 38.15 1.05

The researcher discussed the result of this research. Based on the result of

the data analysis, the researcher got the mean score of experimental class in pre-

test was 39.2 and in post-test was 35.5. Then the mean score of control class in

8
 Pictures Media on the Effect to Speaking Mastery

pre-test was 38.15 and in post-test was 33.96. So, based on its comparing can be

concluded that the improvement of experimental class was higher than control

class. Automatically, pictures media had the effect on Speaking Mastery.

The first is conducted by Walberg, besides the students admitted that us-

ing pictures was an interesting learning media where they could organize their

presentation and participation using their creative ways. This statement is defi-

nitely suitable with the theory from Walberg who state that the students can give

better speech when they can organize their presentation in variety ways, includ-

ing sequentially, chronologically and thematically.12 Using pictures will let the

students emerge several ideas during the speaking activity.

Then, Ma’munNadiah in her thesis that was conducted to know the

process of teaching speaking by using pictures sequence which was conducted in

four classes. In every class, the teacher was teaching the same way and the same

material. The researcher observed to know the process of teaching speaking by

using picture sequence, the teacher’s and students’ problem during teaching

speaking by using picture sequence in the observation process, the research pre-

pared the observation checklist which was made from one of lecturer in UIN Se-

marang (see appendix 2) and the documentation the teaching and learning

process.13

Then, the students’ speaking ability had improved after using pictures.

The students of Grade VIII-A had an improvement from cycle to cycle. As the

findings showed that the number of students which were classified as good and

very good’ improved from 6,4% in preliminary study to 83,9% inn cycle I and be-

12
Walberg, H.J. 2008. English for Communication. Philadelphia: Open University Press.
13
Ma’munNadiah, The Effect of Teaching Strategies and Speaking Skill on the Teaching
Practice of English Education Department Students, LP2M, (UIN Walisongo Semarang 2018),
p.18-84

9
 Pictures Media on the Effect to Speaking Mastery

came 100% in cycle 2. While those classified as fair and poor reduced from 93,6%

preliminary study to 16,1% in cycle 2. As result, the using pictures could enhance

the students’ speaking ability. Mostly, the students could improved their fluency,

content, pronunciation, and grammar.14

From the result of the research that is previously stated. It was proved

that the students who were taught speaking by using pictures media got better

result. As in this research, the mean score of experimental class got better result

than control class (39.2>38.15). Looking the students’ score after using pictures

media to motivation learning speaking, this strategy is good to be used as an in-

novation for teaching speaking. It aims to motivate the students in learning

speaking. Although not all of the aspect in speaking can be covered by this strat-

egy. It can be considerably used in teaching speaking. This, strategy makes the

students happy and not feel bored when the teacher gave the material about

speaking. As a conclusion, this strategy is recommended to be used for teaching

speaking.

From the result of the research that is previously stated. It was proved

that the students who were taught speaking by using pictures media got better

result. As in this research, the mean score of experimental class got better result

than control class (44.1>42.4). Looking the students’ score after using pictures

media to motivation speaking mastery, this strategy is good to be used as an in-

novation for speaking mastery. It aims to motivate the students in learning

speaking. Although not all of the aspect in speaking can be covered by this strat-

egy. It can be considerably used in teaching speaking. This strategy makes the

students happy and not feel bored when the teacher gave the material about

14
Susilowati, Retno. 2012. Using Cue Card Technique in Improving the Speaking Skill of
the Eight Grade Students at SMPN 3 Balikpapan. Unpublished Thesis. Mulawarman University.

10
 Pictures Media on the Effect to Speaking Mastery

speaking. As a conclusion, this strategy is recommended to be used for speaking

mastery

CONCLUSION
Based on the result of the research, the conclusions of this research are:

The students’ speaking mastery at grade XI of SMA Negeri 1 Angkola Barat be-

fore using pictures media, the mean score of pre-test for experimental class was

38.15 and the mean score of pre-test for control class was 26.02. Then, the stu-

dents’ speaking mastery at grade of SMA Negeri 1 Angkola Barat after using pic-

tures media, the mean score of experimental class was higher than before using

pictures media. The mean score of post-test for the experimental class 39.2 and

the mean score of post-test for control class taught by conventional strategy was

35.5. Furthermore, there was a significant effect of pictures media to speaking

mastery at the grade XI of SMA Negeri 1 Angkola Barat. The researcher found

the research result of t-test where t 0 was higher than tt was 3.32 and tt was 2.060

(3.32>2.060). It means that Ha was accepted, so there was a significant effect of us-

ing pictures media to speaking mastery at the grade XI of SMA Negeri 1 Angkola

Barat.

REFERENCES
H. Doughlas Brown Teaching by principles as intercative Approch to Language
Pedadogy, (New Jersey: Englewood Ciff, 2001), p. 256-257.

Shiamaa Abd EL Fattah Torky, “The Effectiveness of a Task- Based Instruction

Program in Developing the English Language Speaking Skills of Sec-
ondary Stage Students A Thesis Supervised by,” 2006, 38.

Siti Kurotun, “No Title,” Improving Students’ Ability in Writing Descriptive Text by
Using Picture at Seventh Grade of Smp plus Az-Zahro in the Academic Year of
2014/2015, 2015, 19.

11
 Pictures Media on the Effect to Speaking Mastery

www.dictonary.com/browser/picture

Brown, Language Assesment Principles and Classroom practices, 151.

http://2teachnarrative.blogspot.co.id/2011/04/advantage-0f-usinf-picture-in
teaching.html.

Maylia Suryani, “The Implementation Of Using Picture Media To Improve Stu-

dents Writing Performance In Descriptive Text Of MTs Aswaja Ten-
garan In The Academic Year of 2015/2016,” 2016, 12–13, http://e-
repository.perpus.iainsalatiga.ac.id.

Wright,Andrew.(1989). Picture For Language Learning, ubited Kingman Press.

Lamsari Lubis, “Private Interview to Teacher of SMA Negeri 1 Angkola Barat” ( Sit-
injak Angkola Barat: SMA Negeri 1, 2020).

Mezia Kemala Sari, Yulya Putri, and Pascasarjana Universitas Andalas, “The Im-
plementation of Using Picture Media on Teaching Present Continious Tense”
13, no.October (2018).

Marriam Bashir, ”Factors Effecting Students’ English Speaking Skill,” no. January
2011 (2015)

University Bandar Lampung, “The Effect Of Using Pictures On Students’ Speaking

Ability AT grade Eight OF SMPN 2 Seputih Mataram, “2014, 351- 55.

of Sma And Negeri Purwodadi, “To Improve The Students’ Speaking Ability At A
Case Of The Eleventh Grade Students” 5, no. 1 (2014): 7-14.

Siti Kurotun, “Improving Students’ Ability in Writing Descriptive Text by Using Pic-
ture at Seventh Grade of Smp plus Az-Zahro in the Academic Year of
2014/2015”, 2015, 19, http://eprints.walisongo.ac.id.

Walberg, H.J. 2008.English for Communication. Philadelphia: Open University

Press.

Ma’mun Nadiah, The Effect of Teaching Strategies and Speaking Skill on the Teach-
ing Practice of English Education Department Students, LP2M, (UIN Wal-
isongo Semarang 2018), p.18-84

12
 Pictures Media on the Effect to Speaking Mastery

Susilowati, Retno. 2012. Using Cue Card Technique in Improving the Speaking
Skill of the Eight Grade Students at SMPN 3 Balikpapan. Unpublished
Thesis.Mulawarman University.

13