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ASARJANAPENDIDIKANTHESIS
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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 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
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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 m n i p e t s r e h t o n a d e s s a p e v a h I t a h t l u f k n a h t o s m a I . y ti s r e v i n U a m r a h D
. y e n r u o
j Heneve rsaid t o met hati twouldbeeasy ,bu tHesaidt ha tHewould be s
i d o G t s u rt I . ti h tr o
w workingt hebes toutf o rmy el . fi
t u o h ti w s i s e h t y m o d o t e l b a n e e b e v a h t o n d l u o w
I the help o fothe r
d l u o w I , e r o f e r e h T . e l p o e
p give my greates tgrattiudet o t hose who have helped .
g n it ir w s i s e h t y m f o s s e c o r p e h t g n ir u d e m
k n a h t o t e k il d l u o w I , t s ri
F V .Triprihatmini ,S.Pd .M.Hum. ,M.A. ,my r
o s n o p
s , fo rhelping me i n wiritng my t hesis ,fo rhe rpaitence ,ciritca lquesitons , .
s i s e h t s i h t h s i n if o t e m d e p l e h y ll a n if h c i h w e c i v d a e s i w d n
a I also would t hank
l
a lo fPBIl ecturers ,especially toC ea ciilaTutyandari ,S.Pd. ,M.P ,d. Chrisitna i
r a d n a n A a ti m s k a h
L ,S.Pd., EM. d d,. a n Dr .RetnoMujlan iM.Pd fo rshairng I
B P t a y d u t s y m g n ir u d m o d s i w d n a , e c n e ir e p x e , e g d e l w o n k r i e h
t . Iwould also
k n a h
t PB Istaf,f Mbak Dhanniek and Mbak Tari f or the cooperaiton and .
e c n a t s i s s
a tIi salso i mpo trant thank a ll Sanata Dharma Librarian sfo rgiving s
e c i v r e s t s e
b fo rmedu irngmystudyi nPBI. Iwould ilket oshowmygrattiudet o b
e o S i t n a il u Y i tt e Y . a r
D ar it he head Maste ro fSMP BOPKRI II Yogyakatra , s s e r p x e o s l a d l u o w I . h c r a e s e r e h t t c u d n o c o t n o i s s i m r e p e h t e m e v a g o h
w ym
o t e d u ti t a r
g Mis sAriaty Puj iLestari ,S.Pd., t heteache ro fVII IA fo rallowing r
e h e s u o t e
m classt obemyt hesisr espondents . Iamalsot hankfult hatt hist hesi s e
b d l u o
c carired ou t because the presence o f VII I A student s a s research .
s t n a p i c it r a p
d u ti t a r g t s e p e e d y
M egoesmydeares tP aap andM aam ,mybrothe rRandi s
r e t s i s y m d n
a F ya n and N mlia fort heril ove ,prayersandsuppo tr ssincet heday it
n u n r o b s a w I t a h
t lnow . Iamveryl uckytohaveaf amliy ilket hem. Ineve rstop .
y li m a f y m r o f l u f e t a r g g n i e
b Iaddres smyt hankst omybelovedfirend ,Joy itvan a
h s e v a h e w g n i h t y r e v e d n a p l e h , tr o p p u s , e v o l s i h l l a r o
x o
c e b e
w met hebestf irend intomy l fie .Myf amliyand mybelovedf irendaret he .
e fi l y m f o e v o l
I am also grateful and blessed fo r my Ronald Steven and Dame n
a b a b a
N . Thank fo r alway s being my inspriaiton and my beloved man. .
m e h t f o l l a o t s i s e h t s i h t e t a c i d e d I , e r o f e r e h T
s e it i n u m m o c y l e v o l y m k n a h t o t e k il d l u o w o s l a
I JFC and PMK
A T A F
E ,ROCK CHURCH who alway smakeme remain sfatihful t o God .My y
ll a i c e p s e 8 0 0 2 I B P n i s d n e ir f y m o t s e o g o s l a e d u ti t a r g l u f r e e h
c Krisitn ,Adi ,
s a m i
D ,Gliang ,Asri ,Sr.Klarina ,Angga ,Romo Richie ,Mike ,Mba Setyo , n
a it s u
Y ,Chris itan ,Deils ,Levyn ,Dhinda ,Irene ,Monika and al lmy firends y
b e n o n o it n e m t o n n a c I s e m a n e s o h
w one . Ialso t hank my seniorwhosealway s ,s
i s e h t y m g n it ir w n i e m p l e
h Ma sYohane sHeri . Ialso givemy t hankfult o my o
h w s d n e ir f l a u ti ri p s d e v o l e
b suppor tand rtus tme ,Hesty Paramma ,Korneilu s t
a b a
S and Ursulan iBona itur . Iam blessed fo reverything we have shared , e
v o l d n a w o r r o s , r e t h g u a
l .Wehavebeen t ogethe rfo rso long ,helpedeach othe r .s
e m it d a b d n a s e m it d o o g h g u o r h
t God ha splanst oadvanceou rfu trhe rand t ake s
u higher .Blessing!
i x
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S WORK’SORIGINALITY ... .... v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
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T N E M E G D E L W O N K C
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S T N E T N O C F O E L B A
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L ... x iv S
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E C I D N E P P A 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 .
A ... 1 b
o r P .
B lemFormulaiton ... 5 n
o it a ti m i L m e l b o r P .
C ... 5 y
d u t S e h t f o s e v it c e j b O .
D ... 6 s
ti f e n e B .
E oft heStudy ... 6 s
m r e T f o n o it i n if e D .
F ... 7
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 .
A ... 1 1 .
1 Natureo fSpeakinginCAR... 1 1 e
h T .
a DeifniitonofSpeaking ... 1 1 f
o s s e c o r P e h T .
b Speaking ... .... 12 .
2 TeachingSpeakingSkillsinCAR... 13 .
ii x .
b T heP irnciple so fTeachingSpeaking. ... 1 3 s
e u q i n h c e T g n i h c a e T .
c ... 1 7 .
3 TheProblem sandFactorsi nSpeakingSkill s... 17 .
4 KTSP ... 19 5 .ClassroomAcitonResearch ... .... 2 1
f o n o it i n if e D .
a CAR ... 2 1 .
b Aims fo CAR ... 2 2 .
c Step sandCharacteirsitco fCAR... 2 2 .
d Mode lo fCAR ... 2 4 .
6 Picture-Cued ... 25 )
a TheNatureo fPicture-cuedTechnique 25 )
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 .
B ... 29
Y G O L O D O H T E M . I I I R E T P A H C
e R .
A searchMethod ... 3 2 g
n it t e S h c r a e s e R .
B ... 3 3 s
t c e j b u S / s t n a p i c it r a P h c r a e s e R .
C ... 3 3 s
t n e m u rt s n I .
D andDataGatheirngTechnique ... 3 4 n
A a t a D .
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
.
A TheResearchProcess ... 4 2 .
1PreilminaryStudy ... 4 2 .
2 Student sDfiifculitesi nSpeakingEngilsh... 43 m
I n o it c A .
3 plementaiton………... 4 4 )
a TheFris tCycle……… 5 4 )
ii i x .
B TheRoleo fPicture-cuedTechniquei nImprovingt he
Students ’SpeakingSkill... 6 4 k
a e p S ’ s t n e d u t S e h T .
1 ingSkillsI mprovement……….. 4 6 e
h T .
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
C S
.
A Conlusions... 73 .
B Recommendaitons ... 75
E
v i x F O T S I
L TABLES
e l b a
T Page
e l b a
T 3 .. 1 AnalyitcRub ircf o rSpeaking ... 3 6 1
. 4 e l b a
T .TheI mprovemen to fSpeakingSkilli ntheF ris tCycle… …. 6 4 2
. 4 e l b a
T .TheI mprovemen to fSpeakingSkilli nt heSecondCycle… . 6 6 .
3 . 4 e l b a
v x
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e r u g i
F 2.1 .TheProces so fCommunicaitonSystem... 12 e
r u g i
F 2.2. TheMode lo fClassroomAcitonResearch... 2 5 .
1 . 4 e r u g i
F Picture-cuedi nDesc irbingpeople’ sappearance………….. 4 9 e
r u t c i P . 2 . 4 e r u g i
F -cuedi nDesc irbingPersona lProflie………. 5 5 r
g o r P ’ s t n e d u t S e h T . 3 . 4 e r u g i
i v x
S E C I D N E P P A F O T S I L
x i d n e p p
A Page
. 1 x i d n e p p
A CoveirngLette rfort heHeado fSMPBOPKRII I ... 82 .
2 x i d n e p p
A ResearchOf ifcia lStatementf romSMPBOPKRII I ... 8 4 x
i d n e p p
A 3 .LessonPlanandMate iralst heFris tCycle ... 86 x
i d n e p p
A 4 .FieldNotes fo CycleOne ... 1 02 x
i d n e p p
A 5 .ObservaitonShee to fCycleOne ... .... 1 05 x
i d n e p p
A 6 .Students ’Scoreo fCycleOne ... 1 10 x
i d n e p p
A 7 .LessonPlanandMate iralst heSecondCycle... 1 2 1 x
i d n e p p
A 8 .FieldNote so fCycleTwo ... 1 6 2 n
o it a v r e s b O . 9 x i d n e p p
A Shee to fCycleTwo……… 1 29 …
… … … … … … … … … … … … … … … … e ri a n n o it s e u Q . 0 1 x i d n e p p
A 1 6 3
a t a D w a R e h T . 1 1 x i d n e p p
A o fQuesitonnarie………... 1 39 t
n I . 2 1 x i d n e p p
A erviewGuide………. 1 3 4 e
i v r e t n I . 3 1 x i d n e p p
A wTranscirpt………... 1 5 4
e d u t S . 4 1 x i d n e p p
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 hem t 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
r s s a l c e v it i s o p a e t a e r c o t d n a s l a ir e t a m g n i h c a e t e t a ir p o r p p a h ti
w oom
, e r o f e r e h T . t n e m n o ri v n
e student swli lhave oppo trun tiy to use Engilsh among e
v l e s m e h
t s . The teaching learning proces sshould happen no t only between
. s t n e d u t s d n a s t n e d u t s n e e w t e b o s l a t u b s t n e d u t s d n a r e h c a e t
a , m o o r s s a l c e h t n
I teache rmus tcreate astiuaiton t ha tcan encourage
t c a y n a M . n o it a c i n u m m o c l a e
r iviite scan bedesigned t o makespeaking element s
y l e v
il increaitngt hes tiuaiton .Picture sareoneoft hemediatha tcanbeappiledi n
l a it n e t o p f o e n o e r a s e r u t c i p e s u a c e b n o it a u ti s e h t e t a e r c n a c t I . n o it a u ti s g n it a e r c
i v it c
a itest ha tgivestudent ssenseoff reedomt oexpresst hemselve .sFo rexample , e
v i g r e h c a e
t s a chance tha tlead et h student schoosing thei rown picture-cued .
. s d n e ir f r e h t o o t e r u t c i p e h t ll e t d n a e b ir c s e d d l u o h s s t n e d u t s e h t , n e h T
g n i h c a e t g n ir u d e r e h p s o m t a d o o g a g n i d li u
B -learning acitviites i salso
t n a tr o p m i n
a thingt ha tshould bedonebyt het eacher .Having agood atmosphere
s s a l c e h t n
i ,studentsf ee lcomfo trablet odot heacitv tiy,t ospeak,t oexpresst hei r
. s s a l c e h t f o t n o r f n i m r o f r e p o t n e v e , s a e d i r o t h g u o h
t Picture-cuedi sveryusefu l
e g a r u o c n e o
t students ot interac twtih others orally. Thi stechnique can help i
n a e m e t a c i n u m m o c s t n e d u t
s ngfu lidea s to each other . In speaking pracitce ,
. s e v l e s m e h t d n a r e h t o n a e n o t c e r r o c n a c s t n e d u t s
e r u t c i p , e r o m r e h tr u
F -cued give smoreoppo truniitest o students t o take
s r e h c a e t e c n i s g n i n r a e l r o f l a it n e s s e s i l li k s g n i k a e p S . s s a l c g n i k a e p s n i s n r u t
n i s s e c c u s e v e i h c a d n a , n o it a m r o f n i d n a s t h g i s n i e ri u q c a o t s t n e d u t s e l b a n e
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
n o it a c i n u m m o c f o m r o
f .Ther esearche rknowst hatt hespeake rmus tconsidert he
t u b s d n u o s g n i c u d o r p y l n o t o n s i g n i k a e p S . s r e n e t s il s a o t g n i k l a t e r a y e h t n o s r e p . s s o r c a s e g a s s e m g n ir r e f s n a rt s e v l o v n i t a h t s l a o g g n i v e i h c a f o s s e c o r p a o s l a g n i k a e p
S proces sshouldpayattenitont owhatandhowt osaya swel last owhom
y l e t a ir p o r p p
a . In thi sresearch ,speaking skill srefe rto the students ’ablitiy tha t
. s e g a s s e m r i e h t o s l a d n a s l a o g r i e h t , g n il e e f ri e h t s e s s e r p x e g n i h c a e T .
2 SpeakinginClassroomAcitonResearch
e v i g o t s s e c o r p a s i g n i h c a e
T the student sguidance to reach goals .
0 0 0 2 ( n w o r B o t g n i d r o c c
A ) ,
s k s a t g n i d n a m e d e h t g n o m A . b o j g n i d n a m e d e h t s i , b o j r o ir e p u s a s i g n i h c a e T d n a t p a d a o t e s i c r e x e d n a e u q i n h c e t s u b a ll y s ,s e h c a o r p p a e h t g n i y fi d o m e r a s r e b m e m l a u d i v i d n i s ti f o t s o m f o s a l l e w s a s s a l c a f o g n i n r a e l e h t e z i m i x a m .) 0 0 0 2 , n w o r B ( o t s e c n e r e f e r e m o s e s u n a c s r e h c a e t e h T . b o j g n it i c x e n a s i g n i h c a e T e m o s t u o d n
if technique so fteaching in thei rclassroom .On the othe rhand ,
g n i h c a e
t i sno teasy t o do .A t eache rshould do much o fhi so rhe rwork before
. m o o r s s a l c e h t g n ir e t n
e River s(1970 :160-162 )explain stha tto teach speaking
r e d n u e v a h o t y r a s s e c e n s i t i , ll i k
s standing o fthe proces sinvolved in speech .
f o g n i h c a e t e h t n a h t r e h c a e t e h t n o g n i d n a m e d e r o m s i l li k s g n i k a e p s g n i h c a e T s t n e d u t s e h t s e v i g r e h c a e t e h t t a h t y r a s s e c e n s i t I . ll i k s e g a u g n a l r e h t o y n a .l li k s g n i k a e p s e h t e c it c a r p o t y ti n u tr o p p
3 .Picture-Cued
u t c i
P r -ecued i sa visualmedia tha thelp sstudent sdescirbeand draw a s
e c n e t n e s r o s e r u t c i p , n o it a u ti
s . Picture-cued i s used to eilci t ora l language
y r e v e b y a m s e r u t c i p e h T . s l e v e l e v i s n e t x e d n a e v i s n e t n i h t o b t a e c n a m r o f r e p
, e l p m i
s butt hey aredesigned t o eilci tawordo raphrase .Picture-cued t echnique
o t d r a c e u c a y b d e t c e ri d s i t n e d u t s e n O . s t n e d u t s o w t f o g n ir i a p a s e v l o v n i
t s u m t n e d u t s 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 s e r u t c i p e h t f o e n o e b ir c s e d
. e r u t c i p e h t y fi t n e d i n e h t
e d i s n o
C irng on the facts ,picture-cued i sfun and usefu lfo rstudent s e
r u t c i P . s s a l c e h t f o t n o r f n i g n i k a e p s n e h
w -cued help studentst o t alk i nf ron to f
e r u t c i p , n e h T . s s a l c e h
t -cuedgivestudent schancet ospeakinf ron toft heclas sby
a rt x e o n h ti w g n i z ir o m e
m help. In t hi sresearch ,picture-cued t echniquei safun
e m o c e b d n a s e ir a l u b a c o v e r o l p x e , l a c it ir c k n i h t o t s t n e d u t s e h t t e l h c i h w e u q i n h c e t
.t n e d if n o c
4 .ClassroomAcitonResearch
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
“ ressive
o it i s o
p n”(Hopkins ,1993) .Aciton research i sl earning by doing t ha tthet eacher s
ti t c u d n o
c a sclassroomparitcipant .A sat eacher ,sheo rheneeds toknowwhati s
n i g n i n e p p a
h et h classroom ,to collec tdata ,to evaluate the teaching ,and to do
v l o s o t g n i h t e m o
s et heproblems .AcitonResearchi snott heonlyr esearchproces s
n i h c r a e s e r r o
f g change .However , ti sprocess i swel lsutied t o stiuaiton swherea
n i d n a t s r e d n u d n a ) ” n o it c a e h t “ ( e g n a h c e v e i h c a o t s e h s i w r e h c r a e s e
r g (“the
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
g n i c u d o r p y l n o t o n s i g n i k a e p S . s r e n e t s il s a o t g n i k l a t e r a y e h t n o s r e p e h t r e d i s n o c o v n i t a h t s l a o g g n i v e i h c a f o s s e c o r p a o s l a t u b s d n u o
s lve s rtansfer irng message s o t s a l l e w s a y a s o t w o h d n a t n a w o t n o it n e tt a y a p d l u o h s s s e c o r p g n i k a e p S . s s o r c a . y l e t a ir p o r p p a m o h w m o u L o t g n i d r o c c
A a (2004) ,Speaking i s t echnica lterm t ha trefers t o one o f a l r e n r a e l e g a u g n a l t a h t s ll i k s s u o ir a v e h
t nguage should develop and have (p.20) . h ti w s u o m y n o n y s s i e g a u g n a l a k a e p s o t y ti li b a e h t “ t a h t s e s o p o r p ) 1 0 0 2 ( n o t a r a z a L n a m u h f o s n a e m c i s a b t s o m e h t s i h c e e p s e c n i s e g a u g n a l e h t g n i w o n k e h t f fi d t s o m e h t s i g n i k a e p s t a h t s n a e m t I .) 3 0 1 . p ( ” n o it a c i n u m m o
c icutls killf ors tudent s o t n o it a c i n u m m o c n a m u h f o c i s a b e h t n r a e l t s u m r e n r a e l e h T . g n i n r a e l e g a u g n a l n i . h s il g n E g n i s u e l p o e p r e h t o h ti w k a e p s s i g n i k a e p s ) 8 4 : 3 0 0 2 ( n a n u N o t g n i d r o c c
A the producitve aura/lora lskill . t s y s g n i c u d o r p f o s t s i s n o c l li k s s i h
T emaitcverba lutterancest oconveymeaning . )
b TheProces so fSpeaking
g n i n r a e l n a h t e r o m s i e g a u g n a l n g i e r o f a g n i n r a e l t a h t s y a s ) 8 5 1 : 8 6 9 1 ( s r e v i R . s s e c o r p e h t n i d e v l o v n i e r a g n i n e t s il d n a g n i k a e p s , r e v e w o H . ti f o n o it p ir c s e d e h t s s e c e n s i t i , e r o f e r e h
T ary to know wha tare involved in the process .The mode lo f it a c i n u m m o
c ons ystemasf ollows:
Signa l ReceiveSignal
) 8 5 1 : 8 6 9 1 , s r e v i R ( m e t s y S n o it a c i n u m m o C f o s s e c o r p e h T : 1 . 2 e r u g i F n o it a m r o f n I e c r u o
s Transmi tter
s e c r u o S e s i o N r e v i e c e
.
2 TeachingSpeakingSkillinClassroomAcitonResearch )
a TheBackgroundo fWhyTeachingSpeakingSkill e v i g o t s s e c o r p a s i g n i h c a e
T s guidance the student sto reach the goals . o r B o t g n i d r o c c
A wn ,Teaching i sa supe iro rjob and demanding job .Among the e h T . b o j g n it i c x e n a s i g n i h c a e T . s e h c a o r p p a e h t g n i y fi d o m e r a s k s a t g n i d n a m e d r i e h t n i g n i h c a e t f o s e u q i n h c e t e m o s t u o d n if o t s e c n e r e f e r e m o s e s u n a c s r e h c a e t h c a e t , d n a h r e h t o e h t n O . m o o r s s a l
c ingi sno teasyt odo .Teache rshoulddo mucho f r
o s i
h he rworkbeforeente irngt heclassroom
d o o g a n I . y s a e y l e m e rt x e e b s e m it e m o s n a c s s a l c n i k a e p s o t s t n e d u t s g n it t e G n a t a s i h s il g n E e s o h w d n a , r e h t o h c a e h ti w n o t e g o h w s t n e d u t s , e r e h p s o m t a r p o r p p
a iatel evel ,wli lo tfenparitcipate f reely and enthusiasitcallyi fwe give t hem a . k s a t d n a c i p o t e l b a ti u
s According to Nunan (2003 :48 )teaching speaking a sa i h t y n a s i e g a u g n a l n g i e r o
f ng bu tsimple .People learn the pieces o flanguages by h ti w g n it c a r e t n
e h t n i k a e p s o t s t n e d u t s g n it t e g r o f s n o s a e r n i a m e e r h t e r a e r e h t , ) 8 9 9 1 ( r e m r a H
: m o o r s s a l c
)
a Frislty,s peakingacitviite sprovide srehearsa loppo truniite swhichgivechance s l
a e r e c it c a r p o
t -lfies peakingi nt hes
