THE USE OF “DESCRIBING PICTURE TECHNIQUE” TO IMPROVE STUDENTS’ SPEAKING ABILITY

(1)

THE USE OF “DESCRIBING PICTURE TECHNIQUE” TO IMPROVE STUDENTS’ SPEAKING ABILITY

(A Study in the Eleventh Grade Students of SMAN 8 Sidenreng Rappang)

A Thesis

Submitted to the Faculty of Cultural Sciences, Hasanuddin University in Partial Fulfillment of Requirements to Obtain a Graduation Degree in

English Department

By:

SASMITA F21113048

ENGLISH DEPARTMENT

FACULTY OF CULTURAL SCIENCES HASANUDDIN UNIVERSITY

MAKASSAR 2018

(2)

SKRIPSI

THE USE OF "DESCRIBING PICTURE TECHNIQUE" TO IMPROVE STUDE]IITS, SPEAKI NG ABILITY

(A Study in the Eleventh Gmde Students of SMAN 8 Sidenreng

,

^Reppang.l

i

Disusun dan diajukan oleh:

SASMITA

No.

Pokok: F21{{3048

Telah dipertahankan didepan Panitia Ujian Skripsi

'i. ".

Pa.db tangqral z7,'F-ebry : 20l 8d6n dinyp_,tekan telah memenuhi sya rat.

Menyetujui, Komisi Pembibing

rttyj/

Dra. Nasmilah. _!S;Hqm;,Ph,,,D:

NtP.1963 {103 1988 1{ 200{

Fr. Asj$lg Bammu.

$.&.

Ph.D TESOL.

NlP.1960 1231 1986 01 1071

Ketua Departement Sastra lnggris

Dr. Abidin Pammu..M.A.. Ph.D TESOL_.

NtF. {950123t tgSS 011071 Fakultas llmu Budaya

07{6 1991 03 1010

(3)

UNIVERSITAS HASANUDDIN F-AKUI.TAS II.MU BUDAYA

Pada hari ini, Selasa knggal 27 februari 2017, Panitia Ujian Skripsi menerima dengan baik skripsi yang berjudul:

THE USE OF *DESCRIBING _PICTURETECHNIQUE" TO IMPROVE STUDENTS' SPEAKING ABILITY

(A Study ln the Eleventh Grade Students of SMAN Sidenreng Rappang)

Yang diajukan dalam rangka memenuhi salah satu syarat ujian akhir guna memperoteh

gelar

_Sarjana

Sastra Pada

Fakultas

llmu

^Budaya

Departemen Sastra ^Inggris Universitas Hasanuddin.

Makassar, 27 Februari 2018 PANITIA UJIAN SKRIP$I

l.

^Dra.^Nasmilah,^il.Hum.,^Ph.D. ^Ketua

2,Dr.Abidin Pammu, ll[.A.,

EhL-feSOl

^Sekertaris

3. Dr. Sukmawaty, M.Hum. Penguji ^I

4. Dra. Nadira Mahaseng, llrl.Ed. Penguji ll

1s,' t-

Konsultan

I

^(...

.-l-. .. .

_I

5. Dra. Nasmilah, M,Hum., Ph.D.

6. Dr. Abidin Pammu, M.A., DiF[

feSOu

Konsultan Il

(4)

UNIVERSITAS HASANUDDIN FAKULTAS SASTRA JURUSAN SASTRA INGGRIS

LEMBAR'FE

_f;$*HAN

,,il

Sesuai dengan

surat tugas

Dekan Fakultas

llmu

^Budaya

Universitas Hasanuddin Nomor: 391/UN4.9.7.UM15/2018 pada tanggal 16 Januari 2018. Dengan ini meyatakan dan menyetujui skripsi untuk diteruskan kepada panitia ujian

skipsi,

Departemen Sastra lnggris Fakutks ltmu tsudaya Universitas Flasanuddin. ^::,,

Makassar, 30 Januari 2018 Mengetahui,

Konsrltan

I fl,5n,.1-

ill

I

Dra. Nasmilah. lVLHum.. Ph.D.

ruP. 1963

ilm

r98E ll2001

Komultan

II

Dl. ^AbtdinPaqqu. lt4A..

Ef,

^TESOL.

FIIP. 1960 r2:I1 1986 0l ¹⁰⁷¹

Disef-ujui untuk diteruekan Kepada Panitia Ujian Skripsi

a.n Dekan

Ketua Departemen Sastra lnggris

IV

I

¹⁹⁸⁶01 l07l

(5)

]ffir

W

Skripsi

yang

berJudul

THE USE OF

"DESCRlBlltlG ^PICTURE TECHNIQUE" TO IilPROVE STtlOEl*T8' SPEAK|I{G ABILITY ^(Agtudy in the Eleventh Gmde

I

^$Henreng^Rappang)^oleh

SASilITA" telah disetujui ujian, targgal 27 februari 2418, orefi ^paniti.erngufri

(6)

AKCNOWLEDGMENTS

Alhamdulillah, praise to be God Allah SWT, the almighty, who has given health, blessing, inspiration, and protection, so I am finish this thesis.

Shalawat and Salam for the Prophet Muhammad SAW, who has brought us from the darkness to the brightness with Islam religion (Peace Be upon Him).

It would not have been possible to write this thesis without the help and support of the kind people around me. In any case, I am indebted to them for making the time during my study an unforgettable experience

The greatest thankfulness for my beloved father (Mr. Sahibu) and mother (Mrs.Tasmia), for their trust, finance support, encouragement and everlasting prayer. I consider the days I spent with them as the most beautiful memories in my process of growing up.

I would like to express my thankfulness to both of my supervisor, Dra.Nasmila, M.Hum., Ph.D and Dr. Abidn Pammu, M.A., Dipl.TESOL for their kind responsibility, help, and suggestions to improve this thesis. I would like to convey my greatest thanks for their guidance and academic support

Furthermore, I would like to show my gratefulness to my close friends: Riris, Fika, Elma, Aija, Ira and Hasbar who always shared their happiness and their lovely moment with me. I also would thank to my KKN friends: Uni, Wincu, Ichi, Mufty, Maykel and Aidil for the friendship and sweet memory during the time in Soppeng.

I would like to address my gratitude to the school principal of SMAN 8 Sidenreng Rappang Drs. H. Mursalim. M,Si and English teachers for their permission and assistance during my data collection. I also would like

(7)

to thank all the members of class XI students of SMAN 8 Sidenreng Rappang for their cooperation and participation during data collection.

Makassar, 30 January 2018 The Writer

Sasmita

(8)

ABSTRAK

Sasmita, 2018 Menggunakan “teknik pendeskripsian gambar” dalam meningkatkan kemampuan berbicara siswa (sebuah penelitian di kelas XI siswa SMAN 8 Sidenreng tahun ajaran 2017/2018)

(Di bimbing oleh Nasmilah dan Abidin Pammu).

Penelitian ini bertujuan mengukur peningkatan kemampuan berbicara siswa setelah diterapkan “describing picture technique” dan mengetahui persepsi siswa tentang penggunaan dari "describing picture technique”. Sampel penelitian terdiri dari 19 siswa SMAN 8 Sidenrang Rappang tahun ajaran 2017/2018. pola penelitian yang digunakan dalam penelitian ini adalah desain penelitian pra-eksperimental dan data yang dikumpulkan menggunakan metode kuantitatif yang terdiri dari tes berbicara yaitu pre-test, treatment and post-test dan kuesioner untuk mengetahui persepsi siswa tentang treatment tersebut. Peneliti memberikan treatment dengan menggunakan gambar.

Data dari tes berbicara dianalisis menggunakan perangkat lunak SPSS 16,0 (Statistical product and service solution). Sementara itu, data dari kuesioner dianalisis dengan menggunakan rumus persentase.

Temuan tersebut menunjukkan bahwa "describing picture technique"

digunakan dalam proses belajar mengajar mempengaruhi peningkatan kemampuan berbicara siswa. hal tersebut dapat dilihat dari hasil nilai rata- rata kemampuan berbicara siswa meningkat dari 61,89 pada pre-test ke 70,63 pada post-test dan hasil uji statistik menunjukkan bahwa Asymp.Sig adalah 0,000. Hal ini berarti bahwa null hipothesis ditolak karena Asymp.

Sig < α (0,000<0,005), ini juga menunjukan bahwa terdapat peningkatan yang signifikan pada kemampuan berbicara siswa melalui "describing picture technique ".

Kata kunci: Meningkatkan kemampuan berbicara, teknik mendeskripsikan gambar, analisis SPPS 06,0

(9)

ABSTRACT

Sasmita, 2018. The Use of “Describing Picture technique” to Improve Students’ Speaking Ability (A Study in the Eleventh Grade Students of SMAN 8 Sidenreng Rappang in the Academic Year 2017/2018).

(Supervised by Nasmilah and Abidin Pammu).

The aims of this study is to find to measure the improvement of the students’ speaking skills after implementation of “describing picture technique” and to know the students’ perception about “Describing Picture technique”. The sample of the research consisted of 19 students of SMAN 8 Sidenrang Rappang, academic year of 2017/2018. The research paradigm used in this study is the pre-experimental research design and the data were collected by using the quantitative method, which consists of speaking tests, namely the pre-test, treatment, post-test as well as a questionnaire in order to find out the students’ perception about the treatment. The researcher gave treatment by using pictures.

The data from speaking tests were analyzed using the SPSS 16,0 software (Statistical product and service solution). Meanwhile, the data from the questionnaire were analyzed using the percentage system. The findings indicate that the “Describing Picture technique” used in the teaching and learning process affected the improvement of the student’s speaking skills. It could be seen from the result that the mean score of the students’ speaking performance increased from 61,89 in the pre-test to 70,63 in the post-test and the results from Test statistics showed that Asymp.Sig is 0,000.This means that null hypothesis is refused because Asymp.Sig<α (0,000<0,005). This also indicates that there is a significant improvement on the students’ speaking skills through the use of the Describing Picture technique.

Keywords: Improving speaking skills, Describing Picture technique, SPPS 06,0 analysis

(10)

LIST OF FIGURE

Figure 1. The Students’ Mean Scores in Speaking Aspects ...49 Figure 2. The Percentage of Oral Test...50 Figure 3. The Percentage of Questionnaires ...54

(14)

LIST OF TABLE

Table 1. Oral Proficiency Scoring Categories Grammar Score ... 15

Table 2. Oral Proficiency Scoring Categories Vocabulary Score ... 16

Table 3. Oral Proficiency Scoring Categories Comprehension Score.... 17

Table 4. Oral Proficiency Scoring Categories Fluency Score ... 17

Table 5. Oral Proficiency Scoring Categories Pronunciation Score ... 18

Table 6. Oral Proficiency Scoring Categories Task Score ... 19

Table 7. The Students’ Scores of Pre-Test... 34

Table 8. Result of students Oral Test in Pre-Test... 36

Table 9. The Students’ Scores of Post-Test... 40

Table 10.The Students’ Speaking Scores of Post-Test and Post-Test.. 42

Table 11. The Result of students Oral Test in Post-Test... 44

Table 12. The Result of Questionnaire... 46

Table 13. Students’ Mean of Pre-Test and Post-Test... 50

(15)

CHAPTER I INTRODUCTION

A. Background of Study

Language is a system to express meaning which has a primary function for interaction and communication. Language is used by human beings in order to know and understand each other. God created humans in different conditions and characters, so when they need to interact with each other, they need language. One of these languages is English. It plays a vital role in international communication.

As an international language, English has many interrelationships with various aspects of life. It is used to communicate in business meetings or other activities among government all over the world. Besides, English is used as a media of transferring the science of knowledge, new inventions in the field of modern technology, pharmaceutical, medical, trade and many more.

In Indonesia, English is one of the foreign languages and it is one of the compulsory subjects of all levels of education. There are four English skills to learn, namely speaking, reading, writing, and listening skills. This research only concerns the speaking skill. Speaking skills is one of the important aspects in learning a language, because speaking is an important tool for communication. Many educators agree that students should learn how to speak English as a second language to be able to interact with others. It aims to make students capable of keeping track of

(16)

where English is used by all walks of life and activities. According to Kayi (2006:1), the teaching of speaking is a very important part of second language learning because it clearly and efficiently contributes to the success of the learners in school as well as their life. Thus, it is essential that language teachers pay great attention to the teaching of speaking.

In the teaching and learning process, English teachers should motivate the students in studying English, especially the speaking skills, because most of them experience difficulties in learning it. There are several problems why students find it difficult to speak; firstly, they are shy to speak if their teacher asks them to speak. Secondly, they always think about structure before they speak. Thirdly, the students often feel confused in expressing what they want to say. Fourthly, the studentsknow how to speak well, but they have no motivation to increase their speaking abilities. Fifthly, the students tend to feel afraid of making mistakes, become nervous as well as shy to express their ideas in a spoken form.

They also lack the self-confidence needed to be able to speak English.

In order to solve the students’ problems, the teacher should have a new technique to improve the students’ speaking, such as using the new methodology to teach speaking, making the teaching materials more interesting, and using the effective media. According to M. Solahudin (2006) in Kiat-Kiat Praktis Belajar Speaking, there are some models of learning speaking, which are classified as follows: Main class and study

(17)

club, Conversation on the way, Discussion group, and Describing Picture method.

The researcher chooses the Describing Picture technique in teaching speaking, because with this technique, the students will be able to express their ideas easier and they can reflect on the image they see. So if they can express their ideas, they will certainly speak and the teacher will also be able to get the idea that the students try to propose.

Based on the explanation above, the researcher is interested in conducting a research entitled The Use of “Describing Picture technique” to Improve the Students’ speaking Ability at The Eleventh Grade Students of SMAN 8 Sidenreng Rappang. After the implementation of this research, the researcher hopes that there will be an improvement in the students’ speaking ability.

B. Identification of Problem

In teaching and learning English as a foreign language, most students cannot speak English well. There are some difficulties underlying this fact; internal and external factors. The Internal factors come from the students themselves and concerns their personality. The students are afraid to express their ideas; they are worried that everyone will mock them. On the other hand, the external factors come from outside. These concerns their environment, parents, as well as the teaching-learning technique applied in their school.

(18)

C. Scope of the study

To limit the scope of the study, the researcher focuses on the internal factors of students’ problem. The researcher will apply “Describing Picture technique” to solve the students’ problems and improve their speaking competence. Moreover, it will show the students’ responses toward the use of “Describing Picture technique” to improve their speaking ability.

D. Research question

Based on the explanation above, the researcher formulates two questions as follows:

1. How does the Describing Picture technique affect the students’

speaking ability after treatment?

2. What is the students’ perception about the implementation of Describing Picture technique in improving their speaking ability?

E. Objective of The Study

Generally, the purpose of this research is to improve the speaking ability of the eleventh grade students of SMAN 8 Sidenreng Rappang. On the other hand, the purpose of this research is to specifically get information about:

1. To measure the improvement of students’ speaking skills after the implementation of “Describing Picture technique” in the classroom.

2. To know the perception of students about the use of “Describing Picture technique”.

(19)

F. Significance of Study

The findings of the present research are expected to have both theoretical and practical to the teaching and learning English, especially in teaching speaking.

1. Theoretically: the research is expected to give the formation in acquiring English; this research also informs the readers that there are many ways for students to learn speaking.

2. Practically: the result of the study is expected to be as follows:

a. For English teachers; this study can be propose as an alternative learning technique for English teachers; by implementing picture, they can promote English speaking ability in the classroom and also solve the student’s difficulty in speaking.

b. For students; this study can be use to improve their speaking ability.

c. For readers of this research: this research is expected to give contribution as a reference for other researchers who study the similar topic and purpose.

(20)

CHAPTER II

LITERATURE RIVIEW

A. Previous Studies

There some previous studies can be references for the researcher:

First research is conducted by Bariyah (2009), whose study is on The Effect of Using Situational Pictures on the Ability of Writing Descriptive Texts at Eleventh Grade Students of SMA Muhammadiyah 1 Gresik. The objectives of this research are:

1. The students’ ability of writing descriptive texts before and after using the situational pictures at the eleventh grade.

2. The effect in writing ability between the students who are taught by using situational pictures and the students who are not.

She make two group as a subject in her research, the first group is teaching by using situational pictures and the second group is teaching without using situational pictures. And the result of her research is the students’ ability in writing skill before using situational picture; both of groups have near ability in writing skill, and the result of implementation situational pictures in writing descriptive text is the group by using situational pictures has more score than the other group. It means that there is the effects on ability of writing descriptive text between the students who teach by using situational pictures and the students who are not.

(21)

The other research is conducted by Nisa (2012), whose study is The Use of Series Pictures in Teaching Vocabulary. The objectives of her research are the effect of the used of series pictures in helping students’

vocabulary enhancement and students’ responses toward learning vocabulary using series pictures. Her study focuses on the use of pictures at fifth grades of elementary school. This study specially investigates the improvement of students’ vocabulary mastery through series pictures and their response. The results of this research are the students’ vocabulary mastery improve after they teach by using series pictures than the students teach vocabulary in writing text. Most students also have a positive response toward the use of series pictures. It means students are interesting and exciting in learning vocabulary using series pictures because they can memorize the words easily.

The last research is conducted by Devina Nizzu (2016), this research focuses on Improving Students Speaking Skills through Retelling Story by Using Picture Series. She conducts her research for the second grade students of SMAN 7 Bandar Lampung. The result of her research show that the students’ mean score of pre-test is 59.16 and their score of post- test after the implementation of retelling story by using picture series is 67.86, in which the gain amounted 8.70. It means that there is improvement on students’ speaking skills after teaching through retelling story by using picture series. Retelling story by using picture series can improve students’ speaking skills in five aspects, pronunciation, grammar,

(22)

vocabulary, fluency, and comprehension. The highest improvement is achieve in vocabulary is 2.56 points from 11.60 to 14.16. It was proven by the result of paired sample t-test, which show that the value of two tails significance is (0.00) smaller than alpha (0.00<0.05) and it means that null hypothesis is rejected and alternative hypothesis is accepted. It can be conclude that retelling stories by using picture series could be used to improve students’ speaking skills.

Based on previous studies above, there are differences that can find.

The first and second research use qualitative method, while in this research, the researcher use quantitative method to collect the data. The other difference is the researcher use “describing picture technique” to improve students’ speaking ability. Furthermore, the participants of this research also different from the previous studies, the researcher use the eleventh grade students of SMAN 8 Sidenreng Rappang as a sample in this researcher.

B. Theoretical Background 1. Concept of Speaking

a. Definition of Speaking

Speaking is a skill which deserves attention every bit as much as literary skills, in both first and second language. To most people, mastering the speaking skill is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language.

(23)

According to Nunan (1991: 23), speaking is described as the activity as the ability to express oneself in the situation, or the activity to report acts, or situation in precise words or the ability to converse or to express a sequence of ideas fluently. Furthermore, Wilson (1983) defines speaking as development of the relationship between speaker and listener.

Another definition comes from Cameron (2001). She says that speaking is about making people understand speaker’s feeling and ideas by doing an act of communication using language. At the time people produced utterances, they deliver their meanings, feelings, ideas and desires.

Keith and marrow (1981) says “Speaking is an activity to produce utterance to oral communication”. It means that this activity involves two or more people in whom the participants are both hearers and speakers having to react to whatever they hear and make their contribution a high speed, so each participant has intention or a set of intention that he wants. Additionally, Bailey (2005), speaking is a process of interaction where speakers intend to build meaning through producing, receiving and processing information.

From the definitions above, researcher can conclude that speaking is an activity in which the speaker produces utterances to express his / her ideas in order to exchange information, so the listener understands what the speaker means.

(24)

b. The Components of Speaking

Speaking skill can be described as the ability of a person to express his / her ideas and feeling in spoken language. Speaking has several components. The components are as follows (Harris, 1974):

i. Grammar

English grammar is different from Indonesian grammar.

English has many tenses which are not found in Indonesian grammar. So, in speaking one should master and know exactly grammar if they want to talk smoothly. If the speaker makes mistakes in grammar when communicating with other people, it can make the listener miss understand what the speaker says.

ii. Vocabulary

Vocabulary is a basic element in language. Vocabulary is sniggle world, set phrases, phrases verbal and idioms. It is clear that limited vocabulary mastery makes conversation virtually impossible.

iii. Pronunciation

English has differences in writing and pronunciation. In English, the pronunciation of word is not similar with written text and each of the words that are pronounced has different meaning. If we are wrong in pronouncing the words, the meaning will be different and make the learner difficult to understand Intonation in English can change the kinds of word. It is separated one by one; it will

(25)

show the other meaning. It means that if the intonation cannot spell correctly, the meaning of the sentence will confuse and change the meaning. Concerning to the important of pronunciation, Hill (1982:4) states that there are three basic reasons for practicing and developing English pronunciation:

1) Other people will understand us more easily when we speak.

2) It helps us to hear English sounds better.

3) To be able to speak a word with correct English pronunciation. Correct English pronunciation helps us to “fix”

a word in our memory

From the definition above we can see that good pronunciation is an important think in mastering speaking because pronunciation can influence the meaning of the words. If she/he does not speak appropriate pronunciation, the listener cannot understand her say.

iv. Fluency

According to Harris (1974), fluency is the case and speed of the flow of speech. It means that it exerts a significant influence of the communication between the speaker and listener. If the speaker speaks with great difficulty, the listener does not understand and perhaps give irrelevant response to what the speaker says.

Concerning to the explanation above, the important thing in speaking class is to ask the students to speak and the teacher gives correction whether the students can master or not the subject

(26)

in speaking class.

v. Comprehension

The last speaking element is comprehension. Comprehension is discussed by both speakers because comprehension can make people getting the information they want. Comprehension is defined as the ability to understand something by a reasonable comprehension of the subject or as the knowledge of what a situation is really like.

c. Teaching Speaking

According to Hayriye Kayi (2005) in Activities to Promote speaking in a Second language is to teach English language learners to:

i. Use word and sentence stress, intonation patterns and the rhythm of the second language

ii. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.

iii. Organize their thoughts in a meaningful and logical sequence.

iv. Use language as a means of expressing values and judgments.

v. Use the language quickly and confidently with few unnatural pauses, which are called as fluency.

In those meanings of teaching speaking above, the teacher Must pay attention of some important aspects include producing sentences,

(27)

intonation, rhythm and stress. Those sound productions must be meaningful because it must be produced logically from thoughts.

d. The Importance of Speaking Ability in English

Speaking is important to support students’ ability to use the language. As one of language skill, speaking has given an important contribution to human work. The important speaking can be seen in people daily activities and business activities. Speaking is an interactive task and it happens under real time processing constraints.

It means that they will be able to use words and phrases fluently without very much conscious thought. As skill that enables people to produce utterances, when genuinely communicative, speaking is desire (and purpose driven), in other words they genuinely want to communicate something to achieve particular end.

e. Models of Teaching Speaking

Average person who want learn English language, most certainly they have same reason. It is can speak English. So, they learn English language to try speaking English. Usually, failure of learn speaking caused by bore situation in the class, unattractive, less fun and silent in the class. There are many models of learning speaking.

According to M. Solahudin in Kiat-Kiat Praktis Belajar Speaking (1992), there are some models of learning speaking as follows:

(28)

i. “ Main class and study club

It is better for meeting with the teacher in the class twice a day. First meeting is called main class and second meeting is called study club. Main class is meeting with the teacher, that the teacher as students’ advisor in the class. The teacher has important character in the class. All activities in the class depend on the teacher. Study club is group of learning, it held to repeat the material study in the class by senior. Because the senior is not teacher, so the students more enjoy make questions and practices speaking with the senior. Activities in the study club are not different with main class, because the reason of study is to explain material learning.

ii. Conversation on the way

Conversation on the way is one of activity in speaking class. The function is to bore disappear in the class. They can share about their daily activity. So, the students feel the conversation more clearly, attractive, and comfortable.

iii. Discussion group

Discussion group is one of activity in speaking class.

Discussion in the speaking program only talking about easy topic, the purpose of discussion is to train the students to speak English more clearly.

iv. Describing picture

Describing picture is one of activity in teaching speaking English. In this activity, students must describe pictures in front of class. Every student gets one picture and must describe it. The purposes of this activity are to train students’ imagination and retell story in speaking English.”

(Solahuddin, 2009: P.99).

Those are models that Solahudin offers to use in speaking class, and as the title of this research, The writer thinks that describing picture is suitable to improve students’ speaking skill because the purposes of these activities are to train students’ imagination and describe picture in speaking English. Usually, students can’t speak anything because they don’t have idea. The researcher hopes that picture can help students to speak English, because students will be

(29)

easier to say when they see. The writer will make this activity more attractive and make students get enjoyable in the class.

f. The Assessment of Speaking

Speaking is a complex skill requiring the simultaneous use of different ability which often develops at different roles. Speaking skill is generally recognized in analysis of speech process are pronunciation, grammar, vocabulary, fluency and comprehension. Here the oral score proficiency scoring categories in speaking skill (Brown, 2004: 172- 173). It can be seen on the tables below:

Table 2.1

Oral proficiency scoring categories grammar score

Score Proficiency Description

1

Errors in grammar are frequent, but speaker can be understood by a native speaker used to dealing with foreigners attempting to speak his language.

2

Can usually handle elementary constructions quite

accurately but does not have thorough or confident control of the grammar.

3

Control of grammar is good, able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations on practical, social, and professional topics.

4 Able to use the language accurately on all levels normally

(30)

pertinent to professional needs. Errors in grammar are quite rare.

5 Equivalent to that of an educated native speaker.

Source: Brown. 2004. Language Assessment Principles and classroom practice. New York: Pearson Education, Inc.

Table 2.2

Oral proficiency scoring categories vocabulary score

Score Proficiency Description

1

Speaking vocabulary inadequate to express anything but the most elementary needs.

2

Has speaking vocabulary sufficient to express him simply with some circumlocutions.

3

Able to speak the language with sufficient vocabulary to participate effectively in most formal and informal

conversations on practical, social and professional topics.

Vocabulary is broad enough that be rarely has to grope for a word.

4

Can understand and participate in any conversation within the range of his experience with a high degree of precision of vocabulary

5

Speech on all levels is fully accepted by educate native speakers in all its features including breadth of

vocabulary and idioms, colloquialisms, and pertinent

(31)

cultural references.

Table 2.3

Oral proficiency scoring categories comprehension

1

Within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech, repetition, or paraphrase.

2

Can get the gist of most conversations of non-technical subjects (i.e., topics that require no specialized

knowledge)

3

Comprehension is quite complete at a normal rate of speech.

4

Can understand any conversation within the range of his experience.

5 Equivalent to that of an educated native speaker.

Source: Brown. 2004. Language Assessment Principles and classroom practice. New York: Pearson Education, Inc

Table 2.4

Oral proficiency scoring categories fluency

1 (No specific fluency description refer to other four

(32)

language areas for implied level of fluency)

2

Can handle with confidence but not with facility most social situations, including introductions and casual conversations about current events, as well as work, family and autobiographical information.

3

Can discuss particular interest of competence with reasonable ease. Rarely has to grope for words.

4

Able to use the language fluently on all levels normally pertinent to professional needs. Can participate in any conversation within the range of this experience with a high degree of fluency.

5

Has complete fluency in the language such that his speech is fully accepted by educated native speakers.

Table 2.5

Oral proficiency scoring categories pronunciation Score Proficiency Description

1

Errors in pronunciation are frequent but can be understood by a native speaker used to dealing with foreigners attempting to speak his language.

2 Accent is intelligible though often quite faulty.

3

Errors never interfere with understanding and rarely disturb the native speaker. Accent may be obviously

(33)

foreign.

4 Errors in pronunciation are quite rare.

5

Equivalent to and fully accepted by educated native speakers

Table 2.6

Oral proficiency scoring categories task Score Proficiency Description

1

Can ask and answer questions on topics very familiar to him. Able to satisfy routine travel needs and minimum courtesy requirements. (Should be able to order a simple meal, ask for shelter or lodging, ask and give simple directions, make purchases, and tell time).

2

Able to satisfy routine social demands and work

requirements; needs help in handing any complication or difficulties.

3

Can participate effectively in most formal and informal conversations on practical, social, and professional topics.

4

Would rarely be taken for a native speaker but can respond appropriately even in unfamiliar situations. Can handle informal interpreting from and into language.

5

Speaking proficiency equivalent to that of an educated native speaker.

(34)

2. Concept of “Describing Pictures Technique”

a. Definition of “Describe Picture Technique”

According to the Oxford learner’s pocket dictionary, Oxford University press, new edition (1995:113) states that Describe is to say or write what someone or something is like. Describing picture is one activity in learning how to speak speaking English. In this activity, students must describe pictures in front of the class. Every student gets one picture and he/she must describe it. The purposes of this activity are to train student’s imagination and retell stories in speaking English.

(Solahuddin, 2009: P. 99).

Picture is one of the visual aids. Pictures are used to support and help a teacher to interest the students because it is considered as a part of visual aids that have many functions in the teaching process.

i. Types of Pictures

According to Jeremy Harmer (2001), pictures can be in the form of flashcard, large wall pictures, cue cards, photographs or illustration, and projected slide

1. Flashcard

It is a small card which teacher can hold up for students to see. Flashcards are particularly useful for drilling grammar items, for cueing different sentences, or practicing vocabulary.

2. Large wall picture

(35)

It is big enough for everyone to see detail. Some time teachers use large wall pictures, when pointing to detail of a picture to elicit a response.

3. Cue card

It is a small card which students use in pair or group work. Teachers put students in pair or groups and give them some cue cards so that when a student picks up the top cue card in a pile he or she has to say a sentence that the card suggests.

4. Photograph or illustration

It is a photo or image that depicts a situation or people in action. The teachers use it to make the situation or the action clear. Photograph can be found in the book, newspaper, magazine, etc.

5. Projected slide

In the multimedia class, the teachers also use it to teach.

Sometimes the teachers use it to show the images in the big form.

b. The Function of Pictures in Language Learning

Teacher is the most important factor in teaching learning, especially in English subject. He or she must have an ability to make an interesting class. Picture is one of teaching media that can make the students enjoy the lesson. ideally, each classroom should have a file of

(36)

pictures which can be used not only to illustrate the aspect of socio- cultural topics, but also gives interesting, meaningful, easy to prepare, and easy to organize.

According to Sadiman (1990) in Wulandari (2012:29) states that picture is a general verbal communication that can be understood and available everywhere. Pictures give real description of an object which are portable and can be used anytime and help an understanding on objects which are difficult to be observed.

c. The Procedures of “Describing Picture Technique”

There are steps of application in describing picture according to Ismail (2008:94) in Strategi Pembelajaran Agama Islam Berbasis Paikem as follows:

1. The teacher prepares picture according to the topic or material of subject.

2. The teacher asks students to examine the picture accuracy.

3. The teacher divides students in groups.

4. The teacher asks all members of groups to write the vocabularies based on the result of their examined the picture (necessary limitation of the time)

5. Then, every group make sentences and writes on the black board.

6. After that, every group describes their picture.

7. Clarification/ conclusion/ teacher reflection.

(37)

This is example of strategy that can use as individual or collaboration with the other strategy based on the necessity.

e. The advantages of using “describing pictures technique” in teaching speaking

A picture is an excellent media in which this can be done pictures arouse play fullness to the students because pictures are interesting.

The provide variety of fun and games, furthermore, it also means that the use of picture may offer parallel opportunities both for teacher- students and students’ interaction.

Gerlach and Elly (1980:277) state the advantages of using picture as follow:

1. Pictures are inexpensive and widely available. The teacher can find picture easily, for example in the books, magazine, and newspaper, etc.

2. Pictures provide common experiences for an entire group of students. It means by using picture, teacher can involve all of students in his or her class.

3. Pictures can help prevent misunderstanding. It means by using pictures, teacher can explain the new vocabularies to his or her students easily, so it prevents misunderstanding between students” perception and teachers’ perception.

4. Pictures help the students to focus attention to the subject and make students active

(38)

According to Asnawir (2002) the advantages of using pictures are that they are more concrete to improve the students’ feeling. A simple shape will make it easier for both the teacher and the students to bring it wherever. The pictures can solve time, room, eyes limitation of the user. Both the teacher and students will focus on looking at the picture^.

Furthermore, pictures serve for illustration, develop learners’

imagination, make the learning process more interesting and entertain at the same time Peskova (2008, p. 20-21), She lists some reasons as follows:

1. Availability: Pictures are inexpensive and easy to get – teachers can prepare cuttings from magazines, copies of pictures in books, calendar posters, etc.

2. Interest: Personal pictures of the learners or of the teacher even better increase interest by the learners. They like talking about themselves and getting to know personal information of other people.

3. Reaction: Hill (1990, p. 1) claims also that well-chosen visuals evoke an immediate response from learners in any class – “a personal reaction which is the vital seed of all meaningful language- learning”.

4. Diversity: There is a wide spectrum of pictures – different types and formats, also the subject matter differs. What is more, learners usually cannot anticipate what will be the task.

(39)

5. Wide usage: Pictures can be used for various focuses on the language and from various aspects: discussion, essays, grammar practice, vocabulary, etc.).

6. Stimulus: They function as a stimulus (for writing, speaking, reading, listening exercises).

7. Integrating subjects: There is usually more than one topic the picture relates to, which is an advantage mainly for primary schools pupils.

From the theory above, the researcher conclude that “describing pictures technique” have many advantages in the teaching and learning process, they are: Learning becomes more interactive, the length of time required can be reduced, the instruction be more interesting, the quality of learning can be improved, and the process itself can be enhanced. The researcher hopes this technique make students more active in the class and it useful for the students.

(40)

CHAPTER III

RESEARCH METHODOLOGY

In this Chapter, the researcher presents the research methodology, which includes: Research Paradigm, Population and Sample, Instrument of the Research, Method of Collecting Data, and Technique of Data Analysis.

A. Research Paradigm

The researcher used the pre-experimental research design. Based on Arikunto (2009) statement, there are two kinds of experimental design.

They are the pre-experimental and the true-experimental. Pre- experimental design is the experiment that consists of three kinds of research, one-shot case study, one group pretest posttest design and intact-group comparison. This research uses one group pre-test post-test design. This design consists of pre-test, treatment and post-test. Arikunto (2009:212) states that the form of this method is as follows:

X

Explanation:

O1:pre-test X: treatment O2:post-test

O1 O2

(41)

B. Population and Sample ii) Population

Population has an important role in obtaining data for the research. According to Arikunto (2006), population is all the individuals who play as the subjects in the research. The population in this research is the whole eleventh grade students in SMAN 8 SIDRAP –which consists of three classes with a number of 63 students.

iii) Sample

Meanwhile, Arikunto (2006) stated that sample is part of population. It has a smaller group as the representative of the population. The sample of this research was class XI A, which consisted of 19 students. The researcher chooses the sample using the simple random sampling.

C. Instrument of the Research

According to Hartoyo (2009), research instruments are the tools that are used to gather data. Some of the research instruments are test, questionnaires, interviews, content analysis, focus groups and observation, etc. In doing this research, the researcher used test (pre-test and post-test) to collect the data of the research.

1.Test (pre-test and post -test)

The students were given the pre-test to check their speaking ability before the application of the Describing Picture technique. After

(42)

that, the post-test was given to them to find out their speaking ability after the application of the Describing Picture technique.

D. Method of Collecting Data

The method used in collecting data for this research was the quantitative method that consisted of test (pre-test and post-test) and questionnaire.

a. Quantitative Data 1. Test

Speaking test was also done to obtain the information on the students’ speaking ability. The test was done twice, in the form of pre-test and post-test. In this research the pre-test and post-test were given to the students to find out the condition of the students’

speaking ability before and after the use of the Describing Picture technique.

a) Pre-test

Pre-test was given before the treatments. The teaching procedures for this pre-test are as follows:

i. The teacher came to the class;

ii. The teacher explained to the students what to do;

iii. The teacher collected the results of the students’ speaking performances.

b) Treatment

(43)

i. The researcher suggested teacher to use “describing Picture technique” in teaching speaking

ii. The researcher prepared picture according to the topic or material of subject.

iii. The teacher explained “describing Picture technique” to the students

iv. The teacher asked students to examine the picture accuracy.

v. The teacher asked students to write the vocabularies based on the result of their examined the picture (necessary limitation of the time)

vi. After that, every student described their picture.

vii. The last, the teacher gave test to the students.

c) Post-test

Post-test was held after all the treatments. This test was to measure the students’ achievement after they were given treatment.

2. Questionnaire

In this study, the writer used questionnaire to know the students’ perceptions toward the teaching and learning process.

The researcher provided questionnaire in the form of a like’s scale.

For positive items, the SS (Strongly Agree) is given the score 4, the S (Agree) is given the score 3, the TS (Disagree) is given the score 2 and the STS (Strongly Disagree) is given the score 1.

(44)

E. Technique of Data Analysis

After collecting data, the next step of the research was analyzing the data.

1. Quantitative Data

The quantitative data obtained from the speaking performances were analyzed by using the quantitative descriptive analysis. The quantitative data were presented in the form of tables mean scores, percentage score and standard deviation (SD). The students’ speaking performances were then assessed by using the speaking rubric. The results of the speaking performances in each task were used to determine whether there were any improvements on the students’

speaking skills or not. Furthermore, the questionnaire is used to find out the result of the students’ perceptions.

a. Analyzing the Result of the Test

In analyzing the numerical data, the researcher tried to get the mean of the students’ scores. It is used to know how well the students’ scores are as a whole in speaking. The formula (Sudjiono, 2006: 79) is as follows:

1. Mean

N Mx _  x

Explanation:

M = Mean

(45)



^x = sum of students’ score N = number of students 2. Percentage class

The researcher tried to get the percentage class by using the formula from Sudjiono (2006: 4).

Explanation:

P: Percentages F: Frequency

N: Number of observations in sample 3. SD (standard deviation)

According to Sudjiono (2006:306), the first step is where the researcher calculated the SD, the formula is:

Explanation

SD = Deviation standard for one sample t-test D = Different between pre-test and post-test N = Number of observation in sample

b. Statistical Technique

The researcher also calculated the data by using the calculation utility; the SPSS 16,0 software (statistical product and service

(46)

solution). Statistical technique was used to determine to which extent the Describing Picture technique can improve the students' speaking skills after treatment.

c. Analyzing Students’ Response

Besides analyzing the result of the test activity, the researcher also used questionnaire to find out the students’ responses toward the implementation of Describing Picture technique in speaking.

The researcher used the criterion of score for each questions as follows:

Strongly agree = 4

Agree = 3

Disagree = 2

Strongly disagree = 1

After the students answered all the questions in the questionnaire, the researcher analyzed the students’ responses using the formula as follows:

Explanation:

P = the percentage

F= frequency of the percentage is being calculated N = number of cases

(47)

CHAPTER IV

FINDING AND DISCUSSION

This chapter focuses on analyzing the collected data. The researcher gives the details of the findings. In this research, the researcher analyzes the data collected from 19 students of class XI A SMA Negeri 8 Sidenreng Rappang in the academic year 2017/ 2018. This chapter displays the findings of the collected data since the beginning until the end of the research.

A. Finding

1. The result of students’ score in the pre-test

To measure how far the students’ improved their speaking ability, the researcher collects the students’ score by conducting pre-test to the students of the eleventh grade. The criterion of the test includes Grammar, Pronunciation, Vocabulary, Comprehension, Fluency, and Task. These criterions are assigned by the researcher referring the speaking test validity measurement by Brown (2014). Along with the test, the researcher as the teacher gives a theme as the guideline. Along with the test, the researcher as the teacher gives a theme as the guideline. It is

“introduction‟, in which each student has to come forward to introduce themselves in front of the class by taking turns within three minutes. From the pre-test result, it is indicated that 6 of 19 students pass the criterion of the minimum completeness (KKM 70), while the others do not pass. On the other hand, it can be said that 13 out of the whole number of students

(48)

of the eleventh grade are still weak in the speaking aspect. To be more detail, the researcher explains this aspect in the following table;

Table4.1

The students’ scores of pre-test 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

(49)

Explanation:

G : Grammar V : Vocabulary C : Comprehension F : Fluency

P : Pronunciation T : Task

70 : Minimum Criterion of Completeness (KKM)

In analyzing the data of the pre-test, the first step is to get the mean score of the class. It is calculated as follows:

19

1176

= 61,89

Based on the result of the pre-test, the data show that the mean score of pre-test is 61,89. This indicates that the students’ speaking mean score before using Describing Picture technique or before the implementation of the technique is 61,89.

The second step is to know the percentage of students’ score who pass the KKM (70). It is calculated as follows:

19 s20 3 4 3 3 3 3 29 63

1176

(50)

Table 4.2

The result of students’ oral test in the pre-test

Percentage scores:

No Students Score <70 >70

1 s1 53 X

2 s2 60 X

3 s3 70 

4 s4 60 X

5 s5 73 

6 s6 63 X

7 s7 53 X

8 s8 70 

9 s9 67 X

10 s10 73 

11 s11 57 X

12 s12 60 X

13 s13 57 X

14 s14 70 

15 s15 57 X

16 s16 63 X

17 s17 67 X

18 s18 60 X

19 s19 70 

(51)

Percentage of the students’ score: < 70 = 19

13 X 100%

= 68,42 % Percentage of the students’ score: > 70 =

19

6 X 100%

= 31,58%

From the calculation above, the students’ percentage score in the pre-test is 31,58% for students who passed the oral test, and 68,42% for students who do not pass the oral test. It means that there are 6 students who pass the KKM and there are 13studentswhose scores are still below the KKM.

On the other hand, based on the standard score (KKM) which is 75, it can be seen from the percentage in the pre-test that the students who gain the score that almost reach the KKM are 31,58% students. The researcher wants to get 70% of the students to achieve a score of 70.

It is necessary for the researcher to conduct treatment for several meetings, since the result of this pre-test has not yet reached the researcher’s target. The researcher hopes that the students will pass the KKM after treatment using the Describing Picture technique.

2. The result of the implementation

 The result of the first meeting

It is the first time, the teacher use “describing picture technique” in teaching speaking in XI A class. In doing this activity, the teacher

(52)

explain clearly but some of students still confuse, and during teaching learning activity, they start to understand the use of “describing picture technique”. The situation in the class is very enjoyable and some of students are interested to learn, even though the class becomes crowded. This technique can make students to start speaking in English. The teacher gives them several tests that consist of vocabulary or mentioning word and pronoun. The results of this meeting are students’ vocabulary get better than before and for pronunciation, they still need correction. So, the teacher suggests them to bring dictionary in the next meeting.

 The result of the second meeting

In the second meeting, the teacher explains it clearly and the students understand with the material. The students make a list of vocabulary based on their picture and then they speak English in front of class. The situation in the class is very enjoyable and actively even though the class becomes crowded. Some students in XI A begin bravely to speak English after that, the teacher give the student tests that are vocabulary and pronunciation. The result of this meeting is many students begin brave to speak English and for their pronunciation, they still need some correction although some of them have a good pronunciation.

 The result of the third meeting

(53)

In this meeting, the teacher gives the students challenge to make a simple tense from the words that find by them base on their picture. The students ask about grammar and the teacher give them clue. They can choose one of kinds in grammar, like present tense, past tense, or future. After He explain and teach about the material, he gives them tests that consist of vocabulary, fluency, pronunciation, and grammar.

The results of this meeting are many students understand about vocabulary or in the mentioning thing in the picture and for pronunciation they begin correct, for grammar they need corrections but some of them know about tenses.

 The result of the last meeting

In the last meeting, the teacher explains clearly and the students had understood with the material. The situation in the class was very enjoyable and actively even though the class became crowded. In this meeting, the teacher gives the students about test to make them more understand. He gives them test that consists of vocabulary, fluency, pronunciation, and grammar. The teacher also helps students when they get difficulties and for this activity the observer help the teacher to monitor the students.

3. The result of students’ score in the post-test

Before the researcher conduct the speaking test in front of the class, the students are asked to choose one of the themes of the speaking test

(54)

that has been provided (see Appendix 8). And then, the students are given seven minutes to prepare themselves. After all the students are ready to perform the test, the researcher call the name of the student in accordance to the sequence of the attendance list, then the name of the student mention by the researcher is asked to stand in front of the class to conduct the speaking test. The test is done by collaborating with two English teachers to give the score on the result of the students' speaking with the scale of 1-5, while the aspects score are grammar, vocabulary, comprehension, fluency, pronunciation, and task. The researcher inputs the result of data into a table as follows:

Table 4.3

The students’ scores of post test

No Students

Score

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

(55)

Explanation:

G : Grammar V: Vocabulary C: Comprehension F: Fluency

P: Pronunciation T: Task

70: Criterion Minimum of Completeness (KKM)

Based on the data above, it can be interpreted that the mean of the students’ post-test scores are:

N Mx _  x

Mx

=

19 1342

Mx

= 70,63

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

(56)

From the calculation, the mean score of the post-test is 70,63. This indicates that there is an improvement in students’ scores.

The result shows that the student’s speaking skills increased significantly. It is displayed in the results above that the mean of the pre- test is 61,89 and the mean of post-test is 70,63.

4. Standard deviation of pre-test and post-test Table 4.5

The students’ score of pre-test and post-test in

No Students Score Post-test (y)

pre-post

(D) D

1 S1 50 67 17 289

2 S2 60 70 10 100

3 S3 70 70 0 0

4 S4 60 63 3 9

5 S5 73 80 7 49

6 S6 63 70 7 49

7 S7 53 63 10 100

8 S8 70 80 10 100

9 S9 67 70 3 9

10 S10 73 83 10 100

11 S11 57 70 13 169

12 S12 60 73 13 169

13 S13 40 57 17 289

(57)

14 S14 70 80 10 100

15 S15 57 70 13 169

16 S16 63 63 0 0

17 S17 67 73 6 36

18 S18 60 70 10 100

19 S19 63 70 7 49

166 1886

From the data above, the researcher calculated the SD pre-test and post-test, seen as follows:

1. Standard deviation

= 2

19 166 19

1886 



 





=

⁹⁹ ^, ²⁶ ^   ⁸ ^, ⁵⁸

²

=

99 , 26  76 , 33

= 22,93

=

4 , 78

SD of Pre-test and Post-test = 4,78

It shows that there is a significant influence between pre-test and post-test. It means that the use of Describing Picture technique can help the students to improve their speaking skills.

(58)

After finding the SD (standard deviation), the researcher try to find the percentage score of all the students who are able to pass the KKM in the following table:

Table.4.5

The result of students’ oral test in post-test

No Students Score <70 >70

1 s1 67 X -

2 s2 70 - 

3 s3 63 - 

4 s4 70 - 

5 s5 83 - 

6 s6 70 - 

7 s7 63 X -

8 s8 80 - 

9 s9 70 - 

10 s10 83 - 

11 s11 70 - 

12 s12 70 - 

13 s13 60 X -

14 s14 80 - 

15 s15 70 - 

16 s16 63 X

17 s17 73 - 

18 s18 70 - 

19 s19 70 - 

(59)

Percentage of students’ scores

:

Based on the standard score (KKM) which is 75, it can be seen from the percentage in the pre-test that the students who gain the score that almost reached the KKM are 73,68% students. The researcher wants to get 70% of the students to achieve a score of 70.

In the end, the researcher does not think it was necessary to conduct cycle 2, because the result of this cycle is able to surpass the researcher’s target. The application of the technique is considered successful based on the percentage of the students’ score in post-test.

5. The Results of Questionnaire

Based on the questionnaire that is given to the students after accomplishing the post-test, the students’ responses toward the learning process using Describing Picture technique in speaking is obtained. There are eight questions in a questionnaire. The response is presented in the following table

Percentage of students’ score

>

70

=

5 x 100%

19

= 26,32%

Percentage of students’ score

>

70 = 14 x 100%

19

= 73,68%

THE USE OF “DESCRIBING PICTURE TECHNIQUE” TO IMPROVE STUDENTS’ SPEAKING ABILITY