CHAPTER V CONCLUSION AND SUGGESTION
B. Suggestion
This research is aimed to improve the students’ speaking skills.
Related to the focus of the study, the results of the study are advised to be used as a reference for other researchers who intend to conduct a similar research related to the improvement of the students’ speaking skills. The researcher also suggest that the students must try to practice speaking using pictures, because it can help them and make it easier for them to express their ideas. In addition, the students must also have high motivation and desire in improving their speaking ability. They must study hard, find new vocabulary by reading many books, and make a note of new words. Aside from that, students must also have the confidence in speaking English and keep on practicing it in their daily conversation.
BIBLIOGRAPHY
Arikunto, S. 2010. Prosedur penelitian: Suatu Pendekatan Praktik. (Edisi Revisi). Jakarta: Rineka Cipta.
Asnawir. 2002. Media Pembelajaran, Jakarta Selatan: Ciputat Press.
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New York: McGraw-Hill ESL/ELT.
Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge:
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Gerlach and Elly, Teaching and Media: a Systematic Approach, (New Jersey: Prentice Hall, 1980), p. 277.
Haris, David P. 1969. Testing English as a Second Language, Washington DC: Georgetown University.
Harris, David. 1974. Testing English as a Second Language. New York:
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Hartoyo. 2009. Research Method in Education. Semarang: Language and Arts Faculty UNNES.
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Keith Johnson – Morrow. 1981. Communicative in Classroom Application and Method for Communicative Approach. Hongkong: Longman Group Ltd.
Khoirul Bariyah. 2009. The Effect of Using Situational Pictures on the
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Cambridge University Press.
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http://ejournal.uigm.ac.id/index.php/GE/article/view/137/149. (Access 2on February 5 2017)
https://create.piktochart.com/output/5159053-untitled-infographicsome/useful/guidelines/and/technique/for/describing/picture/ . (Access on March 20 2017)
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(Access on March 20 2017)
https:www.outsource2indian.com/kpo/article/questionnaire-types-of-questions.aps (Access on March 7 2017)
The Material of Describing Picture Technique MY BEDROOM
This is my Bedroom. It is small enough. I use my bedroom to sleep and too learn. My room is next to my brother‘s room. My room is a place for me to rest, relax and sleep.
My room is clean and colorful. There are so many things inside my room. There is a small bed for sleep. There are also a pillows and a blanket on bed. I have a desk to study. There is a cupboard next to the desk. I have a beautiful picture and I put it on the wall. I also have a colorful lamp over the bed. So my room is not dark. In my room, there is a small window between the bed and desk. I can see the outside from the window. I also can get fresh air by opening the window.
My room is very neat, because I always clean and tidy it up. I love my room. It is the best part of my life. I feel comfortable when I am in my room.
APPENDIX 1
MY CLASS ROOM
This is my classroom. I will tell you about my classroom.
My classroom is next to school library. My classroom is not too big but it is very clean. There are a lot of things in the classroom. There is a desk teacher in front of the class. There are twenty tables and fourty chairs in my class. There is a clock on the wall and the calendar is next to the clock.
There are also a globe and a computer on the desk. We have an announcement board to display our work. We put our textbook and assignment book on our book case. I love my classroom because it is very neat and quite.
APPENDIX 2
SCORING RUBRICS
Content 1 points 2 points 3 points 4 points 5 points
Grammars
Errors in grammar are frequent but speaker can be
understood by native speaker
Many problems like in verb forms errors in basic structures
Good enough:
listener understand enough
Good two or fewer grammatical errors
Excellent no grammatical errors
Vocabulary Very little vocabulary
No enough vocabulary or incorrect use
Good enough, rarely have to look a word
Good appropriate vocabulary and
response
Very good:
use
appropriate and new words
comprehens ion
Confusing in understandin g
No enough understandi ng the concept
Understandi ng the concept
Understandi ng the concept good enough
Understandin g the concept very good
fluency
No specific fluency description.
Not complete utterances
Fluently not good
enough many unnatural hesitations
Fluently enough, several unnatural hesitations and
searching for words
Fluently occasional hesitation
Quick, fluently continuous with no hesitation send clear
pronunciati on
Errors in pronunciation on are
frequent but can be understood by native speaker
Pronunciati on has many problems
Require guessing at meaning, accent may be
obviously foreign
Errors pronunciati on on are quite rare
Pronunciatio n is excellent like native speaker
Task
Excellent : the students are able to answer all of the questions
Good: the students have a two or fewer answer errors
Good enough : the students have a half of correct answer
The students have more than half of answer errors
The students answer all the question all the questions incorrectly APPENDIX 3
Speaking Class Name :………
FINAL EXAMINATION
Choose One of Topic that You Want to Describe:
a. Describe about your family b. Describe about your home
c. Describe about your friend or best friend d. Describe about your favorite animal e. Describe about your favorite idol f. Describe about your favorite teacher g. Tell about your experience
h. Tell about your favorite country
Assalamu Alaikum Warahmatullahi Wabarakatuh My name is ….. (YOUR 5NAME)
I am student of SMAN 8 SIDENRENG RAPPANG.
Today I am going to tell / describe about …. (YOUR TOPIC)
...
...
...
...
...
...
...
...
...
...
...
APPENDIX 4
KUISIONER
Nama : _______________________________
Kelas : _______________________________
A. PETUNJUK PENGISIAN
1. Lengkapilah identitas kamu pada kolom yang telah disediakan.
2. Periksa dan bacalah pertanyaan-pertanyaan dengan teliti sebelum menjawab.
3. Jawablah pertanyaan dengan sejujur-jujurnya sesuai dengan kondisi kamu.
4. Apapun jawaban kamu tidak akan berpengaruh pada nilai.
5. Jawablah dengan memberikan tanda centang (V) pada kolom yang kamu pilih.
No Pertanyaan
Sangat
Setuju Setuju Tidak Setuju
Sangat Tidak Setuju 1 Penggunaan describing picture
technique sangat menarik untuk
diterapkan dalam belajar bahasa inggris, khususnya pada pembelajaran speaking.
2 Penggunaan describing picture technique dapat meningkatkan
kemampuan siswa dalam belajar bahasa inggris khususnya pada pembelajaran speaking.
3 Materi yang ada pada describing picture technique sangat menarik dan saya menyukai materi tersebut
4 describing picture technique dapat membantu siswa dalam meningkatkan kepercayaan diri mereka dalam bebicara bahasa inggris
5 describing picture technique dapat memotivasi siswa dalam belajar bahasa inggris
6 Saya tertarik mengikuti kelas speaking selama proses pembelajaran describing picture technique berlangsun.
7 Penerapan dari describing picture technique sangat sulit untuk di pahami.
8 describing picture technique sangat bermanfat bagi siswa dalam
meningkatkan kemampuan berbahasa inggris.
APPENDIX 5
Type of test
Speaking: oral test
Assessment format for speaking
no students speaking assessments
total Score
G V C F P T
1 s1 2 3 3 2 2 3 15 50
2 s2 3 3 3 3 3 3 18 60
3 s3 3 4 4 3 3 4 21 70
4 s4 3 3 3 3 3 3 18 60
5 s5 3 4 4 4 4 3 22 73
6 s6 3 3 4 3 3 3 19 63
7 s7 2 3 3 3 3 2 16 53
8 s8 3 4 4 3 3 4 21 70
9 s9 3 4 3 3 4 3 20 67
10 s10 3 4 4 4 3 4 22 73
11 s11 3 3 2 3 3 3 17 57
12 s12 3 3 3 3 3 3 18 60
13 s13 2 2 2 2 2 2 12 40
14 s14 3 4 3 4 3 4 21 70
15 s15 2 3 3 3 3 3 17 57
16 s16 3 3 4 3 3 3 19 63
17 s18 3 4 4 3 3 3 20 67
18 s19 3 3 3 3 3 3 18 60
19 s20 3 4 3 3 3 3 29 63
1176 APPENDIX 6
Type of test
Speaking: oral test
Assessment format for speaking
No students
speaking assessment
total Score
G V C F P T
1 s1 3 4 3 3 3 4 20 67
2 s2 3 3 4 3 4 4 21 70
3 s3 3 4 4 3 4 3 21 70
4 s4 3 4 3 3 3 3 19 63
5 s5 4 4 4 4 4 4 24 80
6 s6 3 4 4 3 4 3 21 70
7 s7 2 3 4 3 3 4 19 63
8 s8 4 4 4 4 4 4 24 80
9 s9 3 4 3 4 4 3 21 70
10 s10 4 4 5 4 4 4 25 83
11 s11 3 3 4 3 4 4 21 70
12 s12 3 4 4 4 4 3 22 73
13 s13 2 3 3 3 3 3 17 57
14 s14 4 4 4 4 4 4 24 80
15 s15 3 4 4 3 4 3 21 70
16 s16 3 4 3 3 3 3 19 63
17 s18 3 4 4 3 4 4 22 73
18 s19 3 4 4 3 3 4 21 70
19 s20 3 4 3 3 4 4 21 70
1342 APPENDIX 7
SPSS Analysis
Descriptive Statistics
N Mean Std. Deviation Minimum Maximum
Pre_test 19 61.89 8.373 40 73
Post_test 19 70.63 6.685 57 83
Wilcoxon Signed Ranks Test Ranks
N Mean Rank Sum of Ranks post_test
-pre_test
Negative Ranks 0a .00 .00
Positive Ranks 17b 9.00 153.00
Ties 2c
Total 19
a. post_test<pre_test b. post_test>pre_test c. post_test = pre_test
• Hypoteses of Research
H0 : Rejected if Asymp Sig < α means that variabel X influence variabel Y
H1 : Accepted if Asymp Sig > α means that variabel X uninfluence variabel Y
(α= 0,05)
Test Statisticsb
post_test -pre_test
Z -3.644a
Asymp. Sig. (2-tailed) .000 a. Based on negative ranks.
b. Wilcoxon Signed Ranks Test APPENDIX 9
Paired Sample Test
The ttablefor df = 19 at the level of significance 5% (a = 0,05) is 2,16 Df= n – k
ExplainK = k : variable
n :number of students Df : 19 – 6 =13
t
table=
TINV(0.05.13) (α= 0,05)= 2.16
Paired Differences
t df Sig. (2-tailed) Mean
Std.
Deviat ion
Std.
Error Mean
95%
Confidence interval of the
difference Lower Upper Pair 1 Grammar
post – grammar pre
.42105 .50726 .11637 .17656 .66554 3.618 18 .002
Pair 2 Vocabulary post – Vocabulary pre
.52632 .51299 .11769 .27906 .77357 4.472 18 .000
Pair 3 Comprehen sion post – Comprehen sion pre
.73684 .73349 .16827 .38331 .09037 4.379 18 .000
Pair 4 Fluency post – fluency pre
.52632 .51299 .11769 .27906 .77357 4.472 18 .000 Pair 5 Pronunciat
ion post – pronunciati on pre
.63158 .59726 .13702 .34371 .91945 4.609 18 .000
Pair 6 Task post –
Task pre .57895 .50726 .11637 .33446 .82344 4.975 18 .000
APPENDIX 10
Photos during the research
APPENDIX 11