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ASARJANAPENDIDIKANTHESIS
Presenteda sParita lFul ifllmentoft heRequirements e
h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
a n a il r e B a t s il E
: r e b m u N t n e d u t
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M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
A M R A H D A T A N A
S UNIVERSITY
A T R A K A Y G O Y
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y B
a n a il r e B a t s il E
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Y D U T S N O I T A C U D E E G A U G N A L H S I L G N
E PROGRAM
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
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y b d e v o r p p A
Sponsor Date
. A . M , . m u H . M , . d P . S , i n i m t a h ir p ir T .
V Augus t24 ,2012
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K A R T S B
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E R U G I F F O T S I
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N O I T C U D O R T N I .I R E T P A H C
y d u t S e h t f o d n u o r g k c a B .
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o r P .
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C ... 5 y
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ti f e n e B .
E oft heStudy ... 6 s
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E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
n o it p ir c s e D l a c it e r o e h T .
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1 Natureo fSpeakinginCAR... 1 1 e
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a DeifniitonofSpeaking ... 1 1 f
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ii x
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c ... 1 7 .
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4 KTSP ... 19 5 .ClassroomAcitonResearch ... .... 2 1
f o n o it i n if e D .
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c Step sandCharacteirsitco fCAR... 2 2 .
d Mode lo fCAR ... 2 4 .
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b T headvantage so fPicture-cuedTechnique 72 7 .VII IAo fSMPBOPKRII I………. 8 2
k r o w e m a r F l a c it e r o e h T .
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Y G O L O D O H T E M . I I I R E T P A H C
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C ... 3 3 s
t n e m u rt s n I .
D andDataGatheirngTechnique ... 3 4 n
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E alysi sTechnique ... 3 7 c
r a e s e R .
F hProcedure ... 39
S N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H C
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1PreilminaryStudy ... 4 2 .
2 Student sDfiifculitesi nSpeakingEngilsh... 43 m
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3 plementaiton………... 4 4 )
a TheFris tCycle……… 5 4 )
ii i x
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a e p S ’ s t n e d u t S e h T .
1 ingSkillsI mprovement……….. 4 6 e
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2 QuesitonnarieandFieldNote sAnalysis……….. 8 6
N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H
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1
I R E T P A H C
N O I T C U D O R T N I
, r e t p a h c s i h t n
I the researche rpresents t hebackground oft heresearch ,
s m e l b o r
p ,problem ilmtiaiton ,objecitvesoft heresearch ,benefti soft her esearch ,
s m r e t f o n o it i n if e d d n
a .Aparitcula rs -ub chapte,rt her esearcheri sgoingtodiscus s
k c a
b ground o fstudy .The researche rwli lshow the reason why teacher sshould
e r u t c i p e h t e s
u -cued technique in classroom speaking acitviites .Then ,wha tthe
e r u t c i
p -cuedt echniquei sand howt het eache rwli luset hist echniquearegoingt o
e s e h t s s u c s i
d deepe .rI nt hesecond sub-chapte ,rt her esearcheri sgoing t o discus s
e h t n i s e it i v it c a g n i k a e p s t u o b a s m e l b o r p o w t f o s t s i s n o c t a h t n o it a ti m il m e l b o r p
t s m r e t s n o it i n if e d e h t d n a s ti f e n e b e h t , m o o r s s a l
c ha twills uppo trt hisr esearch.
.
A Backgroundoft heResearch
n
I the language teaching ,especially teaching o fEngilsh a sa foreign
y lt s o m s r e h c a e t , e g a u g n a
l expand much o fthe itme on approp irate teaching
. s e it i v it c
a Thi si sthe way teacher shelp theri student sadap tthei rspeeche sand
. s k l a t l a m r o f n
i Teacher scanalsousemediat oenablet hes tudentst opresenti dea s
, e l p m a x e r o F . s e s s a l c e ri t n e d n a p u o r g s r e e p , s r e e p l a u d i v i d n i o
t studentslearn t o
r e h c a e t n o r o g n i s o o h c n w o r i e h t f o t c e j b u s a n o k a e p
s ’ os t pic t hrough picture
. e u q i n h c e t d e u c
ti v it c a g n i k a e p s m o o r s s a l
C y i san acitvtiy t hat l ead sstudents t o speak
s e it i v it c a g n i k a e p S . p
u , in which student s rty to use any language they know,
e d i v o r
y ti v it c
a about speaking mateiral sdesigned by individua lteacher s(o rgroup o f
. y ti v it c a g n i k a e p s m o o r s s a l c f o s s e c o r p e h t n i d e r e t s i n i m d a d n a ) s r e h c a e t
o t g n i d r o c c
A thi sstiuaiton ,McNamara (2000) ,who wrtie slanguage
e
t sitng book ys s a tha tspeaking performance requ rie sstudentst o be i nvolved i n
o n o it a c i n u m m o c h g u o r h t s n o it a u ti s e g a u g n a l l a e
r rinteraciton . In thi sstudy
g n i k a e p s ll a o t s r e f e r y l p m i s e c n a m r o f r e
p acitviite ,st hati s ,whats tudent sdousing
. s ll i k s l a r o
Good speaking acitviite s should be exrtemely media which allow
s t n e d u t
s paritcipatef ullyandt eacher shaveto se tupt heacitvtiypropelryi norde r
ll i k s g n i k a e p s ’ s t n e d u t s , e s a c s i h t n I . k c a b d e e f l u f e s u d n a c it e h t a p m y s e v i g o
t s
d e e
n to be improved .In the r -eallfie stiuaiton ,student sneed to express thei r
a n i e r a y e h t fi s a t c a o t m e h t p l e h s e it i v it c a g n i k a e p s , o S . e g a u g n a l g n i s u g n il e e f
l a e
r -lfiestiuaiton .Teacher scan ask t hemt o create ,speak and actf romt hei rnew
e t c a r a h
c r’ spoin to fview ,fo rexample ;a tmarket ,ordeirng food a trestauran to r
. e l p o e p g n i b ir c s e d
2 0 0 2 ( s e h g u H o t g n i d r o c c
A ,) t he t eaching o fspeaking depend son the
f o e c n e t s i x
e aclassroomcutlureo fspeaking and t ha tclassroom sneed t obecome
. ” m o o r s s a l c g n i k l a t
“ Thi swli lprovide student swtih con ifdence when speaking
n i k a e p s ’ s t n e d u t s , y l e t a i d e m m I . n o s s e l f o e r u t a e f r a l u g e r a s i y ti v it c
a gs kli lwli lbe
d e v o r p m
i .
Usingmediaint eachingwli lhelpstudent senjoy et h speakingacitviites ,
c e p s
e ially when t het eache rha st old them t o t ellthei rpersona lexpeirence. Both
s e g g u s e d i v o r p n a c s t n e d u t s d n a s r e h c a e
k c a b d e e
f can increase and improve students ’speaking skill .In implemenitng
d l u o h s s r e h c a e t , s l a ir e t a
m teach student sto adap t thei rspeech to a speci ifc
a i d e m g n i s u y b n o it a u ti
s .Mediaarethebestt oolt o help studentsi n creaitng and
. s n o it a n i g a m i d n a s a e d i r i e h t g n ir o l p x
e Teacher sare responsible to educate the
v n e g n i k a e p s h s il g n E t n e i c if f u s o t e g d e l w o n k o n r o e lt ti l m o r f ,s t n e d u t
s rionment .
r e h c a e t r o f t n a tr o p m i s i t
I sto implement many technique sa spossible sa to
s t n e d u t s e c n a h n
e ’ rleaning. ToprovideanEngilshspeakingenvrionment ,teache r
e v it c e f f e g n i c it c a r p y b , e fi l y li a d n i n o it a c i n u m m o c e v it c e f f e e g a r u o c n e d l u o h s
s s e r p x
e ion, i ncreasing vocabulary ,giving sampleoppo truniitest ha tusel anguage
g n it a l e r d n a g n ir a p m o c , e b ir c s e d o
t expeirences , though t and feeilng . Thi s
s d n a m e
d teacher stoen ircht hemselveswtihappropriateway soft eachings tyle .
e m o s , s w o n k r e h c r a e s e r e h t s
A o f student s come from low leve l
c i m o n o c
e -status .They usually ilvei n marke tcondiitons .Therefore , tii n lfuence s
y e h T . h s il o o f o s l a d n a r e k a m e l b u o rt , y z a l e m o c e b y e h T . e l y t s g n i n r a e l ’ s t n e d u t s
. s i y d u t s f o e c n a tr o p m i e h t t a h w w o n k t o n o d l li t
s Speakingacitviite smay f alit o
a n i k r o
w clas sbecause fo factors t hat preven tstudent sfrom speaking Engilsh
.s s a l c e h t f o t n o r f n i r o d n e ir f r i e h t h ti
w Students ’dfi ifculite smay appeari n t he
s e k a m n o it a u ti s s i h T . s s e c o r p g n i n r a e
l student sareafraid o fmaking mistakes ,o f
r i e h t n i e c n e d if n o c f o k c a l g n i v a h d n a s d n e ir f r e h r o s i h y b t a d e h g u a l g n i e b
. y ti li b a
g n ir e d i s n o
C thoseproblems ,encouragingstudentst ospeakinclas sand
o t s t n e d u t s g n i p l e
h improve thei rspeaking skli lare par to fthe teacher’s j ob .A
u r c n e v e d n a l u f e s
u cia lin some stiuaitons .Students ’speaking skli lmay be
e r u t c i p g n i s u y b d e t s e t d n a d e c n a h n
e -cuedaboutt heobjectt hatt heyhavechosen .
s e m u s s a r e h c r a e s e r e h
T tha t picture-cued i s combinaiton between
s t n e d u t S . n u f d n a e g a u g n a
l can expres s thei r idea s freely because they do
n h c e t s i h T . s d n e ir f ri e h t h ti w s e it i v it c
a iquei salsoeasyt obeacqurie sand lfexible
. n g i s e d d n a t c e j b u s f o s m r e t n i
.
B ProblemFormula iton
s i h t n
I research ,the researche rintend sto ifnd ou tthe answe ro fthe
m e l b o r
p s below:
.
1 Wha taret hestudents ’dfificulitesi nspeaking skillsi nVII IA Clas so fSMP
? a tr a k a y g o Y I I I R K P O B
.
2 Howdoe spicture-cuedt echniquei mprovestudents ’speakingskills inVII IA
? a tr a k a y g o Y I I I R K P O B P M S f o s s a l c
.
C ProblemLimtia iton
h c i h w , h c r a e s e r e h
T si aimed at descirbing the improvemen t of
t
sudents’s peakingperformanceatfe rusingpicture-cuedt echniquei nVII IAClass
. ) R A C ( h c r a e s e R n o it c A m o o r s s a l C d e y o l p m e , a tr a k a y g o Y I I I R K P O B P M S f o
h c r a e s e r e h
T e r involve s planning , implemenitng , observing the aciton and
e h t d n a s s e c o r p g n i n r a e l d n a g n i h c a e t e h t m o r f d e t c e ll o c a t a d e h t g n it c e lf e r
o r p g n i k a e p s s t n e d u t
s duct .Thesubjects oft hisr esearch were18 studentsi n VII I
f o s s a l C
v it c a g n i k a e p s m o o r s s a l
c iites .The researche rselected clas sA consisitng o f18
s t n e d u t s
.
D Objecitvesoft heResearch
: y l e m a n s e v it c e j b o o w t s a h r e h c r a e s e r e h t h c r a e s e r s i h t n I
.
1 T o ifnd ou t how picture-cued a s one o f speaking technique improves
t
sudents’s peakings kills inVII IAo fSMPBOPKRII IYogyaka tra .
.
2 To ifnd ou twhethe rpicture-cued i susefu lfo rstudents ’speaking skills in
. a tr a k a y g o Y I I I R K P O B P M S f o A I I I V
.
E Benefti soft heResearch
e r e h t f o s ti f e n e b e m o s d e t c u d n o c r e h c r a e s e r e h
T search :
.
1 Thi sresearch i sexpected t ha tby being i nrtoduced and rtained t o i mplemen t
e r u t c i
p -cued technique in speaking acitvtiy , student s wli l be wliilng to
n a c e u q i n h c e t s i h t , s u h T . g n i k a e p s n i e c it c a r p o t e u q i n h c e t e h t t n e m e l p m i
ll i k s g n i k a e p s ri e h t e v o r p m i s t n e d u t s e h t p l e
h .s
.
2 Thi sresearch wli lhelp teacher sto understand tha tpicture-cued technique
.s ll i k s g n i k a e p s r i e h t e v o r p m i s t n e d u t s p l e
h Some benefti sare involved fo r
s e it i v it c a g n i n r a e l d n a g n i h c a e t r o f s p e t s l u f s s e c c u s l a r e v e s , y l e m a n , s r e h c a e t
: e r a s p e t s e h T . e d a m e r a d e u c e r u t c i p g n i s u
)
a Insrtucitng t hestudentst o stii n groupsi n which each group consist so f
w o l o w t d n a r e v e i h c a r e h g i h e n
o e rachiever .
)
b Giving achancet o each studentt o chooseat opicthati si nteresitng fo r
r e h r o m i
)
c Assigning each student t o examine t hepicture sby doing brainstorming
.s e it i v it c a g n i n il t u o d n a
)
d Assigningeachs tudentt ogivemonologue.
)
e Providingt hef eedbackst owardt hes tudents ’pefrormance.
.
3 Forf uturer esearcher s
In concerning to number s o f benefti s from the use o f picture-cued in
e ri p s n i n a c h c r a e s e r e h t t a h t s e p o h r e h c r a e s e r e h t , y ti v it c a g n i k a e p s m o o r s s a l c
li w o h w s r e h c r a e s e r r e h t
o lconductr esearchandf u trhe rdiscussionont heuse
e r u t c i p f
o -cueda samediat oi mproves tudents’s peakings kill .
e r u t c i
P -cued technique ha s some srtength in improving students ’
. e c n a m r o f r e p g n i k a e p
s Frist , ti creates posiitveeffec ton t heatmosphere of t he
d u t s e h t f o s r o i v a h e b e h t d n a m o o r s s a l
c ents t ha tcan makestudent smoreacitve
. y ti v it c a g n i k a e p s m o o r s s a l c n i tr a p e k a t o t d e t a v it o m d n
a Second ,students are
e l b
a to speak freely by using picture-cued .Picture-cued can also minimize the
s ’ s t n e d u t
s peaking performance serror sand maximize the students ’speaking
. e m it e c n a m r o f r e p
.
F Deifni itono fTerms
Therearesomet ermsi sused i n t hi sresearch which should bedeifned t o
: w o ll o f s a e r a y e h T . g n i n a e m n i g n i d n a t s r e d n u s i m d i o v a
.
1 SpeakingSkillsinClassroomAcitonResearch
n i k a e p
S g i sone o fthe skill stha thave to be mastered by student sin
A . h s il g n E g n i n r a e
l ccording to Brown and Yule (1983 )tha t“Speaking i sto
s d e e n e h t s s e r p x
h g u o r h
T aciton research , teache r can become more autonomous ,
b a r e w s n a d n a , e l b i s n o p s e
r le . Teacher s themselve s can take a so decision
. e g n a h c g n i n r e c n o c
5 .VII IAClasso fSMPBOPKRII IYogyaka tra
A I I I
V i sone o fthe classe so fSMP BOPKR I2 Yogyaka tra. tI
s t s i s n o
c o f 10 male student sand 8 female stude . nts Based on the observaiton
, e r o f e
b the student so fVII IA have dfi ifcutly ni speaking .They though tthat
g n i k a e p
s Engilsh were very dfiifcu tl .They needed more itme to be brave in
e l o r r o s t x e t e m o s g n i k a e p
s -play .The resul tof t hei rperformance actually were
g u o n e g n i y f s it a s t o
n h . When student sdo ora lacitviites ,they actually talk mos t
. t s e b w o n k y e h t s g n i h t t u o b a y l e v it c e f f e
e r u t c i
P -cued acitvtiy i s one o f technique s tha t can be app iled in
e r u t c i p e s u a c e b g n i k a e p s g n i h c a e
t -cued i soneo fpotenital t echniquest ha tgive s
. s e v l e s m e h t s s e r p x e o t m o d e e r f f o e s n e s s t n e d u t
s Asl onga steache rgive sprope r
i p f o t c e j b o e h t l l e t o t d e s a e l p y r e v e b d l u o w s t n e d u t s , n o it c u rt s n
i cture-cued in
. h s il g n
E T shi research invesitgates the students ’ speaking pracitce in the
m o o r s s a l
c in SMP BOPKR II IYogyakatra .SMP BOPKR III i sa schoo lwhich
d e g a n a m n e e b s a
h byeducaitonorganizaiton.I nSMPBOPKRII IYogyakatra,t he
m u l u c ir r u
c tha t i s used in teaching acitviite s i s Kurikulum Tingka t Satuan
n a k i d i d n e
P (KTSP .)I n t hi sschool ,oneacademicyea rconsist soft wosemesters;
r e t s e m e s n e v e d n a r e t s e m e s d d o e r a e s o h
t in where each semeste rgoe sfo rsix
1 1
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
n o it a d n u o f e h t e m o c e b l li w t a h t s e ir o e h t f o n o i s s u c s i d a s t n e s e r p r e t p a h c s i h T
l a c it e r o e h t ; s tr a p o w t o t n i d e d i v i d s i n o i s s u c s i d s i h T . h c r a e s e r m o o r s s a l c e h t f o
. k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d
t n
I he theoreitca ldesc irpiton ,the researcher wli ldiscus sspeaking ,teaching
ll i k s g n i k a e p
s s ,picture-cuedtechnique ,classroomacitonr esearchandSMPBOPKR I
e h t m o r f y r a m m u s d n a s i s e h t n y s e h t s i k r o w e m a r f l a c it e r o e h t e h T . a tr a k a y g o Y I I
l e h l li w h c i h w s e ir o e h
t pt her esearchert os olvet heproblem .s
.
A Theore itca lDescrip iton
n o it p ir c s e d l a c it e r o e h t n
I s, t he researche rwli ldiscuss t he t heo ire srelated t o
. h c r a e s e r s i h
t T heresearche remployst heo ire so fSpeakingSki ll ,Teaching Speaking
,l li k
S Problem sand Factors ,KTSP ,Classroom Aciton Research and Picture-Cued
e u q i n h c e
t .
.
1 Natureo fSpeakinginClassroomAcitonResearch
)
a De ifniitono fSpeaking
g n i n r a e l n i s t n e d u t s y b d e r e t s a m e b o t e v a h t a h t s ll i k s e h t f o e n o s i g n i k a e p S
A . h s il g n
E ccordingt oBrownandYule( 1983 )arguetha t“Speakingi s t oexpres sthe
s d e e
e h T . e r e h p s o m t
a teache rshould be able to bulid a learning atmosphere which
. s l a u d i v i d n i s a e u l a v d n a y ti r u c e s f o e s n e s a m e h t s e d i v o r p
.
4 KTSP
t a k g n i T m u l u k i r u
K Satuan Pendidikan (KTSP) i sa cur irculum t ha tha sbeen
. 6 0 0 2 e c n i s a i s e n o d n I n i d e t n e m e l p m
i The Cente r o f Educaitona l Data and
n o it a m r o f n
I – The Naitona l Depa trmen t (2004 )de ifne scur irculum a sa se to f
n a t n e t n o c e h t , m i a e h t t u o b a t n e m e g n a r r a d n a m a r g o r
p d the mate ira lwhich are
e h t r o f s e n il e d i u g a s a d e s u s i h c i h w e r u d e c o r p e h t s a l l e w s a , e s r u o c e h t n i d e d u l c n i
g n i h c a e
t -learning acitviites t o achieve a paritcula reducaitona lobjecitve .According
“ , ) 7 0 0 2 ( h c il s u M o
t Kurikulum Tingka tSatuan Pendidikan” i sthe improvemen to f
) 4 0 0 2 m u l u c ir r u C ( m u l u c ir r u C d e s a b y c n e t e p m o C e h
t which i s an operaitona l
.) 0 1 . p ( ” l o o h c s y r e v e f o d e t n e m e l p m i d n a d e n g i s e d s i t a h t m u l u c ir r u c
f o s e l p i c n ir p n e v e s s e s o p o r p ) 1 1 . p , 7 0 0 2 ( h c il s u M , n o it i d d a n
I KTSP tha t
d e w o ll o f e b t s u
m byt eacher swhent heyi mplementt hi scur irculum,t heyare:
)
a Students ’potency ,development ,need ,andconcerncentered
)
b Va irou sandi ntegrated
)
c Havingr esponset ot hedevelopmen to fknowledge,t echnology ,anda tr
)
d Relevan twtiht hel fieneeds
)
e Comprehensiveandconitnuous
)
)
d L -fie longeducaiton
o t e l b a e b t s u m s s e c o r p g n i n r a e l d n a g n i h c a e t e h t “ t a h t s d d a ) 7 0 0 2 ( h c il s u M
, y ti s o ir u c , e c n e d if n o c f o t n e m p o l e v e d e h t e d u l c n i t a h t s ll i k s e m o s m e h t e v i g
n i k r o w d n a e t a c i n u m m o c o t y ti li b a e h t , s r e h t o d n a t s r e d n u o t y ti li b a e h t
d a e r o t y ti li b a e h t d n a , p u o r
g ,i nordert oencouraget hemselvest ol earn ,etihe r
0 5 . p p ( ” m o o r s s a l c e h t e d i s t u o y ll a m r o f n i r o l o o h c s n i y ll a m r o
f -5 1 .)
)
e Individua landcooperaitvel earning
t “ , ) 7 0 0 2 ( h c il s u M o t g n i d r o c c
A he teaching and learning proces sneed sto
t s e h t o t y ti n u tr o p p o e v i
g udent sto be accustomed to learn independenlty
y l e v it r o p p u s e t e p m o c o t m e h t e l b a n e t a h t s t n e m n g i s s a l a u d i v i d n i e h t h g u o r h t
.) 1 5 . p ( ” n o it a i c e r p p a t s e h g i h e h t t e g o
t In the same itme ,the teaching and
s s e c o r p g n i n r a e
l need s to provide some assignment s tha t are able to
o t s t n e d u t s e h t e g a r u o c n
e workt ogetheri ngroups .Thi swaycandevelopt hei r
, y ti r a d il o s ri e h t ,s p u o r g n i k r o w o t ti ri p
s sympathy ,andempathyt oother .s
.
5 ClassroomAcitonResearch
t r a p s i h
T present sa discussion o fClassroom Aciton Research .I tconsist so f
f o s tr a p e e r h
t thedeifniiton ,aim ,ss tep sandcharacte irsitc.
)
a Deifni itono fClassroomAcitonResearch
” n o it i s o p e v i s s e r g o r p e h t f o e m o c t u o l a c i g o l d n a t c e ri d a s i h c r a e s e r n o it c A “
s n i k p o H
.
d Developingaplano faciton
e h w s e n il e d i u g e h t s a d e d e e n s i n a l p n o it c a e h
T n t he researcher i mplement s
r o s i
h he r rteatment t o t he problem sfound. Aciton research ha ssome characte irsitc .
9 9 9 1 ( s n r u
B :30 )sugges ta numbe ro fcommon feature sto characte irsitc aciton
: s w o ll o f s a h c r a e s e r
)
1 Aciton research i scontextua lin a small-scale and i ti slocailzed .Besides ,i t
. n o it a u ti s r a l u c it r a p a n i h ti w s m e l b o r p s e t a g it s e v n i d n a s e if it n e d i
)
2 I ti sevaluate and re lfecitve because ti saim i sto b irng abou tchange and
. e c it c a r p n i t n e m e v o r p m i
)
3 I ti sparitcipatory because i tcan be done by team o fcolleagues ,pracititoner s
.s r e h c r a e s e r d n a
)
4 Changesi npracitcearebasedont heco llecitonofi nformaitono rdata .Thedata
e d i v o r
p st hei mpetusf o rchange.
)
d Mode lo fClassroomAcitonResearch
,t r a g g a T c M d n a s i m m e
K (1988 )a sctiedbyHopkins( 199 ) 3 argue t ha taciton
, g n i n n a l p y l e m a n , s s e c o r p y r a t n e m e l p m o c d n a c i m a n y d a h g u o r h t s r u c c o h c r a e s e r
n o it c e lf e r d n a n o it a v r e s b o , n o it c
a a spresented i n t he ifgure 2.2 .Thi smode lwli lbe
d n a s i m m e K . h c r a e s e R n o it c A m o o r s s a l C t c u d n o c o t r e h c r a e s e r e h t r o f e n il e d i u g e h t
d n a e v l o s , s m e l b o r p f o t s i s n o c d l u o h s h c r a e s e R n o it c A t a h t n i a l p x e o s l a t a r g g a T c M
: 2 . 2 e r u g i
F Kemmi sandMcTaggart’ sMode lo fClassroomAcitonResearch )
2 0 0 2 , d a e h e ti h W d n a f fi N c M m o r F ( a
s i m m e
K n d McTagga tr ,a sctied by Hopkin s(1993) ,presents t hat t hose fou rstep s
e r
a inanacitonr esearchgroupunde traken :t o
)
1 Develop a plan o fc iritcally informed aciton to improve wha ti sarleady .
g n i n e p p a h )
2 Actt oi mplementt heplan )
3 Observe the effec to fc iritcally informed aciton in the contex tin which i t d
n a , s r u c c o )
4 Re lfec ton t hese effect sas t hebasi soff u trhe rplanningsubsequen tc iritcally r
o f n
i medacitonands oon,t hroughsuccessionofs tage.
Those fou rstep sare i ncluded i n one cycle .Therefore, t he researche rwho conducts
it c a m o o r s s a l
c onr esearchs houldf ollowt hestepsabove.
.
6 Picture-cuedTechnique
f o e r u t a n e h t e r a y e h T . tr a p s i h t n i d e s s u c s i d g n i e b t a h t s g n i h t o w t e r a e r e h T
e r u t c i
p -cuedtechniqueandt headvantage so fpicture-cuedtechnique. g
n i n n a l P
g n it c e lf e
R Ac iton
e
R -planning
g n i v r e s b O
g n i v r e s b O g n it c e lf e
e r u t c i
P -cued i sa t echnique i n which one person has i nformaiton t ha tother s
r o d n a g n i g n a h c x e y B . ) 6 5 : 3 0 0 2 , n a n u N ( e r u t c i p e h t n o d e s a b n o it a m r o f n i e h t d e e n
e r u t c i p g n i s u n I . n o it a m r o f n i e t e l p m o c e h t n i a tt a l li w y e h t n o it a m r o f n i e h t g n ir a h
s
-e u q i n h c e t d e u
c , t he t eache rcan encourage t he student sto expeirmen tand i nnovate
e k a m o t m e h t s w o ll a t a h t e r e h p s o m t a e v it r o p p u s e m o s e t a e r c d n a , e g a u g n a l e h t
. t n e m s s a r r a b m e f o r a e f t u o h ti w e k a t s i
m Whent eache rgivess tory-telilngt echniquei n
t n e d u t s , y ti v it c a g n i k a e p
s sstli lge tsomedfi ifculitest oexpresst herii dea .sTherefore,
e r u t c i
p -cuedwa sanapprop iratemediat ohelpt hemi nspeakingacitviites.
e r u t c i p g n it n e m e l p m i y
B -cued technique which provide s communicaitve
r p e h t e m o c r e v o d l u o c r e h c r a e s e r e h t , s e it i v it c
a oblem swhich occurred du irng the
n i g n i k a e p s e c it c a r p o t s t n e d u t s e h t r o f s e c n a h c y n a m e v i g d l u o c o s l a d n a n o s s e l
e r u t c i P . l e v e l l li k s g n i k a e p s r i e h t e s a e r c n i o t r e d r
o -cued also bu li t students ’
i n r a e l e h t e d a m d n a e c n e t e p m o c e v it a c i n u m m o
c ngeasie randmoreenjoyable.
.
7 VII IAo fSMPBOPKRII IYogyaka tra
A I I I
V i soneof t heclasse so fSMPBOPKRII I Yogyaka tra. tI consist sof 10
d n a s t n e d u t s e l a
m 8 female studen . ts Based on the observaiton before, student so f
A I I I
V have dfi ifcutly i n speaking .They t hought t hat speaking were very dfi ifcutl .
o t e m it e r o m d e d e e n y e h
T bebravei n speaking some t ext sor r ole-play .The r esutl s
e c n a m r o f r e p r i e h t f
o actuallyareno tsaitsfyingenough .Therefore,t heuseo fpicture
-n i m e h t p l e h o t a i d e m e t a ir p o r p p a n a s a w d e u
r a e s e r e h
T che ralso use sdialog ,simulaiton, t est and othe racitviite sby
e r u t c i p g n i s
u -cued technique in clas .s The t eache ruses t he recen tcur irculum t hat i s
k i r u
K ulumTingka tSatuan Pendidikana sguidance.The researche rbeilevesthat t hi s
p o l e v e d n a c h c r a e s e
r and help t eacher t o use t he approach and method prope lry i n
r i e h t o t g n i k a e p s g n i h c a e
t students .Usingpicture-cuedtechnique,t eacher sareablet o
e t a v it o
m and encourage student sto pracitce speaking Engilsh acitvely du irng the
s e it i v it c a g n i k a e p
s .Also ,teacher sare able to bulid atmosphere in which student s
y b n o it s e g g u s d n a s e g a s s e m n i n e v e d n a n o i n i p o , s a e d i , g n il e e f ri e h t g n i s s e r p x e y o j n e
e r u t c i p g n i s
2 3
I I I R E T P A H C
Y G O L O D O H T E M H C R A E S E R
y g o l o d o h t e m h c r a e s e r e h t , r e t p a h c s i h t n
I w ias dscussed .The discussion
d e t s i s n o
c oft he explanaiton oft he research t ype i n genera,l t heresearch setitng
) d e t c u d n o c s a w h c r a e s e r e h t n e h w d n a e r e h w
( ,research paritcipants (who were
s a w a t a d e h t w o h ( s t n e m u rt s n i h c r a e s e r , ) h c r a e s e r f o t c e j b u s e h t s a d e v l o v n i
l a n a a t a d , ) d e t c e ll o
c ysi stechnique (how the data wa sanalyzed) ,and research
r e t p a h c s i h T . ) d e t c u d n o c s a w h c r a e s e r e h t w o h ( e r u d e c o r
p would be used a sa
s o t e c n e r e f e
r eehow t heresearch wa sdoneandhow t he researche ranalyzed t he
.s m e l b o r p e h t r e w s n a o t a t a d
.
A ResearchMethod
b h c r a e s e r e h t n o d e s a
B ackground presented in chapte rI ,the researche r
d i c e
d ed t o use aciton research .A sexplained i n chapte rI ,aciton research sw a a
t a c u d e e v o r p m i o t s s e c o r
p ion by i ncorporaitng changet ha tinvolve seducators to
k r o
w togethe rto improve thei rown pracitce .To ge tthe data of et h aciton
h c r a e s e r n o it c a m o o r s s a l c e h t , h c r a e s e
r w sas u ed .According to Mill s(2000) ,
n o it c a m o o r s s a l c
“ research involve s teacher s in thei r classroom to examine
m i o t r o e c it c a r p m o o r s s a l c e v o r p m i o t r e d r o n i s e u s s i n o m m o
c provepracitcesi n
” .l o o h c s e h
t A basi sfor aciton in thi sresearch focused on data colleciton and
s i m m e K o t g n i d r o c c A . s i s y l a n
a (1986) ,classroomacitonr esearchconsist soff ou r
, e s a c s i h t n I . n o it c e lf e r d n a n o it a v r e s b o , n o it c a , g n i n n a l p e r a y e h T . s e g a t s l a it n e s s e
h
m r o f n i e h t w o n k o t s i e s o p r u p s ti e c n i s , h c r a e s e
r aitonabouts tudentsandt eachers ’
n o it a m r o f n i e h T . s s a l c h s il g n E n i y g o l o d o h t e m g n i h c a e t s d r a w o t n o i n i p
o would
, t a h t s e d i s e B . s e ri a n n o it s e u q e h t m o r f s r e w s n a e h t f o r e b m u n e h t m o r f d e r r e f n i e b
m a x e d n a s e t o n d l e if e h t m o r f d e r r e f n i e b l li w n o it a m r o f n i e h
t ining ilkeprogres s
. y ti v it c a t c u d n o c d n a s e r o c s t s e t ,s tr o p e
r
.
B ResearchSetitng
n i d e t c u d n o c s a w h c r a e s e r e h
T SMP BOPKRII IYogyakatra, i nt heeven
r a e y c i m e d a c a e h t f o r e t s e m e
s o f2011/2012 ,from Ap ir lto May 2012 .The
r p e h t h ti w t i d e t c u d n o c r e h c r a e s e
r ocedure tha tthe researche rhad made before
. h c r a e s e r e h t d e t c u d n o c g n i v a h
.
C ResearchPar itcipants
h c r a e s e r e h t f o , n o it a l u p o p e h t s a , s t n a p i c it r a p e h
T w erethet eache randt he
d n a I I I R K P O B P M S f o s r e b m e m e h t ll a e r a y e h T . I I I R K P O B P M S f o s t n e d u t s
. h s il g n E h ti w l a e d
.
1 TheTeachers
e r e h
T w asjus toneEngilsht eacheri n SMPBOPKRII I ,andt her esearche r
k o o
t he ra sparitcipan tto give opinion abou tthe method o fpicture-cued in
k a e p
s ing acitvtiy .The researche rneeded he rcommen tin observaiton shee to f
. e l c y c h c a
e
.
2 TheStudents
s a w h c r a e s e r s i h
T conducted in SMP BOPKR II IYogyakatra in VII IA
tr a p e h T . s s a l
c icipant sof t hi sresearch were1 8 studentsi n VII IA Classo fSMP
chosepicture-cued a smediat o help studentsi mproving t hei rspeaking skill .The
d e r a p e r p o s l a r e h c r a e s e
r the mateiral , lesson plan fo r teaching and learning
n I . n o it a t n e m e l p m i d n a y ti v it c
a implemenitng technique ,the researcher needed
e v r e s b o o h w s r e v r e s b o o w
t and make ifeld note sto record everything which is
s r e v r e s b O . m o o r s s a l c e h t n i n o g n i o
g cancomef romotherr esearche randt eacher .
e h t t
A endo fcycle,t her esearche raskeds tudentstopracitceinorde rtoge t
r e h c r a e s e r e h t ,s e d i s e B . e r o c
s could dist irbutet hequesitonnariet ot hestudentst o
e r u t c i p f o e s u e h t fi t u o d n
if -cued could help t hestudents t o speak up. In othe r
l a r e h c r a e s e r e h t , e m
it so conducted the interview to 4 students . Then , the
d e t c e ll o c r e h c r a e s e
r al ldatai ncludingt hestudents’t es tscore .Theresearche rhad
o g t a h w g n i z y l a n a y b n o it c e lf e r e k a m o
t e swel land wha tgoe swrong du irng t he
. m o o r s s a l c n i n o it c a
d l u o c r e h c r a e s e r e h
T make conclusion whethe rthi smethod could really
s i e l c y c t s ri f f o t l u s e r e h t f I . t o n r o l li k s r i e h t e v o r p m i o t s t n e d u t s p l e h
r e h c r a e s e r e h t , g n i y f s it a s n
u could do the aciton in the second cycle . The
d a h r e h c r a e s e
r to makerelfeciton based on t hefris tcycle .Ift he i mplementaiton
t o b m o r
f h cycle swere good enough, t he researche rdid not need t o conduct t he
r e h c r a e s e r e h t ,s p e t s e s e h t ll a m o r F . e l c y c d ri h
t could makeaconclusiont hatt he
i
pcture-cued couldhelp studentsi n VII IAClas so fSMPBOPKRII IYogyakatra
g n i k a e p s ri e h t e v o r p m i o
e r u t c i
p -cued technique to teach speaking acitviites ,the student scould be able to
e r
c atethei deat os peak.
s ’t n e d u t s e h t d e s s e s s a r e h c r a e s e r e h t ,s c ir b u r g n i k a e p s d n a s e t o n d l e if g n i s U
d e r r u c c o h c i h w s m e l b o r p w a r d d l u o c r e h c r a e s e r e h t ,s e g a t s e s e h t m o r F . ll i k s g n i k a e p s
d u t s n
i ents ’speaking ski ll .From thei rperformances ,the researche rconcluded the
: s w o ll o f s a e r e w s m e l b o r p e h T . s t n e d u t s e h t f o s m e l b o r p l a r e n e g
)
a Student shad dfi ifculite sin creaitng idea to talk about .Fo rexample ,
r e h c a e t e h t d e k s a n e tf o s t n e d u t
s how to statr o rhow to maintain the
. n o it a s r e v n o c
)
b Student shad ilmtied Engilsh vocabulary .Fo rexample ,student so tfen
. y r a l u b a c o v h s il g n E e h t r o f r e h c a e t e h t d e k s a
)
c Student shad very poo rEngilsh grammar .The use o fbasic language
h t s i e r e H . e t a r u c c a n i s a w s e r u t c u rt
s e example ,“She have silm and
) 2 1 0 2 , 4 1 y a M n o s e t o n d l e i F , t n e d u t s m u l e a C ( ” y d o b t h g i e h e g a r e v a
)
d Studentss omeitmess pokewtihpauses a s“ehmm……apa…piye… ”
)
e Student swereno tcon ifden twhent het eache raskedt hemt os peaki nf ron t
. s s a l c f o
.
3 AcitonI mplementaiton
e b d l u o w n o it c a e h T . h c r a e s e R n o it c A m o o r s s a l C s a w h c r a e s e r s i h T
d e t s i s n o c h c r a e s e r s i h T . h c r a e s e r n o it c a m o o r s s a l c f o s p e t s e h t h g u o r h t d e t n e m e l p m i
e r u t c i P : 1 . 4 e r u g i
F -cuedi nDescribingPeople– Appearance
e r u t c i p f o e l p m a x e e h t m o r
F -cued above, i tcan be seen that t his t echnique
w o h n o s e u c e h t s e d i v o r p t I . e c n a r a e p p a e l p o e p g n i b ir c s e d t u o b a a e d i s t n e d u t s s e v i g
s t n e d u t S . n o it a s r e v n o c e h t t c u d n o c o
t couldconductt hedialogueo rmonologwtihou t
a e p s d l u o h s y e h t t a h w g n i k n i h
t knex twhent heygo tques itons .Thisi st heopen-ended
t s e t s k s a e r u t c i p g n i w o ll o f e h t , e c n a m r o f r e
p -taker sno t only to identfiy ce train
ti w e t a r o b a l e o s l a t u b n o it a m r o f n i c if i c e p
s h thei rown opinion ,to accompilsh a
e r u t c i p n i s e c n a r a e p p a e l p o e p e h t e b ir c s e d o t d n a , n o it c n u f e v i s a u s r e
p -cued .Actually ,
e r u t c i p l u f s s e c c u s e h
t -cued t echnique i nvolve sa pai irng of t wo t est-takers . tI i swhy
. s ri a p n i k r o w o t s t n e d u t s d e k s a r e h c a e t e h
t Onet est-takeri sdriectedbyacuecardt o
t s e t d n o c e s e h T . e l b i s s o p s a s d r o w w e f s a n i r e h c a e t e h t y b n e v i g e r u t c i p e h t e b ir c s e
d
-t s e t t s ri f e h t o t s n o it s e u q e v i g t s u m r e k a
t -take rbased on t he picture-cued t heyhave .
d o o w e lt ti
L (1981:51 )explain stha tthe cue salso enable learner sto predic ta large
a r e n e g e h t e r a p e r p o t d n a y a s l li w r e h t o e h t t a h w f o n o it r o p o r
p l ils to fthei rown
e il a t a N
0 2 d n u o r A
ll a T
m il S
