To solve the students' problems in speaking, the teacher used describing the imagery strategy in the eighth grade of SMPN 5 Ponorogo. How to implement the steps of describing image strategy in speaking for the eighth grade of SMPN 5 Ponorogo in academic year 2015/2016. To describe how describing visual strategy can improve students' speaking skills for the eighth grade of SMPN 5 Ponorogo in academic year 2015/2016.
Researcher ’s Role
Verification of Data Validities
Triangulate different data sources by examining evidence from the source and using it to create a coherent rationale for the themes. If themes are determined based on the convergence of multiple data sources or participants' perspectives, then it can be argued that this process contributes to the validity of the study.33. Triangulation is a method used in qualitative research that involves cross-checking multiple data sources and collection procedures to assess the extent to which all the evidence is coming together.34.
Organization of the Thesis
THEORITICAL BACKGROUND
Concepts of speaking a. Definition of Speaking
Speaking is a language skill that is very important for students to master in order to be a good communicator. Effective English speakers must be able to not only produce the individual phonemes of English, but also to use connected speech fluently. Speaking is not only having lots of vocabulary and knowing the grammatical structures, but also mastering all elements of speaking above.
Teaching Speaking
Learners need to know when to pause, back track or correct the language when they have to speak it. The teacher must help learners to achieve an acceptable speed along with other characteristics of fluency. It is about how you interact and what kind of language you use that will make the communication go smoothly43.
Now, many linguistics and ESL teachers agree that students learn to speak in the second language through "interaction". Teacher must create a classroom environment where students have real communication, authentic activities and meaningful tasks that promote oral language. 43 Emma Rosana Febriyanti, Teaching Speaking English as a Foreign Language Problems and Solutions, FKIP Universitas Lambung Mangkurat.
Teaching speaking begins with teaching students how to speak English as their foreign language and then asking them to be able to pronounce the new language correctly. It then proceeds to guide the students to the point where they can begin to judge whether their sound production is correct or not. At this point, the teacher is no longer primarily correcting, but should encourage students to practice speaking the target language.
Meanwhile, teacher should be able to encourage students to speak some sounds, repeat and imitate him/her.
Describing Picture Strategy a. Definition of Strategy
Describing the picture strategy is one of the visual aids that can be used in teaching speaking. According to Jeremy Harmer, pictures can be in the form of postcards, large wall pictures, cue cards, photographs or illustrations and projected slides.53. It can also be a partner activity where half the class is given one picture and the other half another.
Another way to use pictures in a speaking activity is to give students just one picture and have them describe what is in the picture. This activity promotes students' creativity and imagination, as well as their public speaking skills.55. Interest: Personal photos of the students or the teacher increase the interest of the students even better.
Preparation required: Preparing the activities takes time for the teacher (searching for suitable pictures, cutting, etc.). Insufficient vocabulary knowledge: If students do not have sufficient vocabulary knowledge, the teacher's help is often necessary. If the activities are too demanding or do not correspond to the students' English level, they make the students lose their interest.
Each student has a different personality, in terms of the interaction and procedure of the activities, students' behavior and reactions will vary individually.
Previous Research
What is the significant impact of using pictures to improve the speaking ability of the eighth grade students of SMP Negeri 1 Anggara. As the findings showed that the number of students classified as good and very good increased from 6.4% in preliminary study to 83%, 9% in cycle 1 and became 100% in cycle 2. While those considered fair and poor decreased from 93.6% in preliminary study to 16.1% in cycle 1 and became 0% in cycle 2.
Inta Aula Asfa Effectiveness of Using Descriptive Image to Improve Students' Speaking Skills in Descriptive Text (An. Experimental Research on Eighth Grade Students of SMP H. Isriati Semarang in Academic Year 2010/2011). How effective is picture description to improve students' speaking skills in descriptive text in eighth grade students of SMP H.
Based on the finding and discussion in chapter IV, it could be concluded that the use of descriptive picture in the teaching of speaking in descriptive. As the t-score was higher than the t-table, there was a significant difference in the performance between students in class VIII A who were taught to speak in descriptive text using descriptive picture and students in class VIII B who were taught to speak in descriptive text was taught. without using descriptive pictorial technique (direct method). This meant that the experimental group (class VIII A) was better than the control group (class VIII C).
These three findings of previous research indicate that the Description of Photography Strategy provides positive impact for students.
RESEARCH FINDING
Specific Data
- Data about the Steps Implementation of Describing Picture Strategy in Teaching Speaking for Eighth Grade of SMPN 5
- How are the impacts of Describing Picture Strategy in Teaching speaking for eighth grade of SMPN 5 Ponorogo
There are some reasons and goals why the teacher uses descriptive picture strategy in the speaking class. Using the Describing Picture Strategy in speaking makes me better and more confident in speaking English, and it also makes it easier to do some exercises from the teacher.”65. Based on the result of the interview, the teacher explains about goal and reason use by describing image strategy in the eighth grade of SMPN 5 Ponorogo.
Pre-activities are the activities performed by the teacher before the teaching and learning process begins. The main activities are the activities that the teacher develops during the teaching and learning process. The teacher asks the students to read aloud the text of the recount text based on the text with correct pronunciation.
The last activities are the activities carried out by the teacher after the teaching and learning process took place, the teacher summarizes the learning process. From the observation, the teacher gives evaluation to the students at the end of the learning process. Using Describing Picture Strategy to Teach Speaking Brings Positive and Negative Influences on Eighth Grade Students at SMPN 5 Ponorogo.
However, the use of describing picture strategy in the classroom was not conductive when the teacher did not supervise during the learning process.
DATA ANALYSIS
On the Steps implementation of Describing Picture Strategy in Teaching speaking for eighth grade of SMPN 5 Ponorogo in
In this step, the teacher presents and explains the material using a media projector to help students understand the material. Then the teacher asks the students to read aloud the text based on the material with the correct pronunciation. Then the students discuss the material in pairs and then the teacher evaluates to arrange the pictures to make a good story.
After teaching, the teacher evaluates her students by giving a question and answer session to reflect students, students' performance, and also evaluates when they work in pairs, pronunciation. The researcher can identify that the description of picture strategy in the teaching of speaking at eighth grade is less optimal with Lerry Ferlazzo, that In the description of picture strategy the teacher can choose and picture and without showing it to the class, describe it while students sign. There is difference in the application of the descriptive picture strategy, the teacher of SMPN 5 Ponorogo and the theory of Lerry Ferlazzo.
The various practical steps that the teacher carries out in pairs are the step of describing the visual strategy. All students can carry out the teacher's instructions, the average student can perform the task, practice and complete the sentence correctly. Although some students may pay less attention while the teacher is presenting the material, classroom interaction can be controlled by the teacher.
On the impact of the description of picture strategy in Teaching speaking ability for eighth grade of SMPN 5 Ponorogo in academic year.
On the impacts of describing picture strategy in Teaching speaking ability for eighth grade of SMPN 5 Ponorogo in academic year
From the above discussion, the researcher can interpret that the use of the Description of Photography Strategy in the eighth grade of SMPN 5 Ponorogo is well done. First, describing the picture strategy makes the lesson more interactive, students understand the material easier and feel better about speaking English well. In this strategy, students were always given speaking exercises to assess their ability and get motivation to learn English by describing the picture strategy.
Although the negative impact of implementing the description of picture strategy in teaching speaking cannot be controlled, the class is very noisy. Based on theory by Karoline Peskova, she states that implementing Describing Picture Strategy gives advantages and disadvantages. The advantages of Describing Picture Strategy are availability: pictures are cheap and easy to get - teachers can prepare clippings from magazines, copies of pictures in books, calendar posters, interest: personal pictures of the learners or of the teacher increase interest even better through the learners.
Hill (1990: 1) also claims that well-chosen images evoke an immediate response from students in any classroom, “a personal response that is the vital seed of all meaningful language acquisition”, diversity: there is a wide spectrum of images – different types and formats,. The disadvantages of describing visual strategy are demanding preparation: preparation of the activities is time-consuming for the teacher, insufficient vocabulary knowledge: if students do not have sufficient vocabulary knowledge, help from the teacher is often needed, mother tongue: per group In work activities, students have the tendency to use their native language, inappropriate level: the teacher may not be able to predict the students' performance, individual differences: each student has a different personality, in terms of interaction and procedure of activities.75. From the observation and interview, the researcher can determine that describing the image strategy produces the positive impact and the negative impact.
The description of picture makes learning more active, because pictures help the students to focus on the subject and make students active.
CLOSSING
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