All lecturers of English study program in IAIN Palopo who have given the researcher motivation, help, development of her skills and attention in learning the English language. Thanks to beloved parents: Seyung and late Bunga Dia who have given the researcher help, motivation, blessing, prayer, financial and strength to complete this thesis. Ariska, 2022 Increasing Students' Speaking Ability through Describing picture at the seventh grade SMPN 3 Bupon". Thesis English Study Program Educational Department in the State Islamic Studies Palopo Supervised by Masruddin and Dewi Furwana.
The thesis focused on increasing students' speaking ability by describing a picture in the seventh grade of SMPN 3 Bupon. The question of this research: Are descriptive pictures effective in improving students' speaking ability in the seventh grade of SMPN 3 Bupon. The aim of this research: to find out whether the use of descriptive picture is effective in improving students' speaking skills in seventh grade students of SMPN 3 Bupon.
A pre-test was done to find out the basic speaking skills of the speaking students and a post-test was done to see if the students increased their speaking after the treatment and the research used picture description. Where the tcount score (8.268) was higher than the table score (2.093) or 8.263>2.093, the research concluded that the use of descriptive picture can increase students' speaking skills at Smpn 3 Bupon in seventh grade.
Background
Therefore, teachers should have the right techniques to teach speaking skill so that students are more active in learning English skill. They can also be more active and creative during the teaching and learning process because they work individually and they always have to prepare opinions or answer questions related to the topic or answer questions from the researcher. When given instructional questions, they are invited to think about the answer because they can answer the question.
2 Ariska (2019) Increase student's speaking skill by using descriptive picture at the seventh grade SMPN 3 Bupon. Therefore, based on the explanation above, the researcher decided to conduct a research titled Enhancing Students' Speaking Ability Using Description Pictures in the Seventh Grade Students of SMPN 3 Bupon.
Research Questions
Objective of the Research
Significance of the research
It is expected that the research results will provide teachers with useful information about describing pictures in order to teach increasing fluency. They can increase their knowledge on how to improve the way they speak by using picture descriptions as a good medium in learning English.
Scope of the research
- Previous Studies
- Some Pertinent Ideas
- Theory of describing picture
- Conceptual framework
- Hypothesis
Adi Daya Rumeksa The effectiveness of using pictures to describe picture in the speech class” the researcher who uses experimental research to teach speech, picture as a medium to teach students' how to speak well by describing the picture in the picture. It is impossible to be successful relying only on learning the language without practice. The nature of the speech act should therefore play a controlling role in the process of speech production.
Students often think that the ability to speak the language is a product of language learning, but speaking is also a crucial part of the language learning process. An expressive means is to change the speed, volume, and emphasis of utterances to show feeling. Sometimes the students feel bored by the situation in English class, so they need entertainment and photo is one of the entertainment.
Practically, one picture can be seen by all students in the classroom or even in the community of the school. The researcher asks all the students to describe their picture in front of the class.
Research Method
Time and place of the Research
Variable operational definition
Population and Sample
Procedure of Collecting Data
The researcher gave them a post-test which tested the students' speech one by one.
Research instrument
Technique of Data Analyzing
When analyzing the collected data, the researcher must determine the score classification, which includes accuracy, fluency, and comprehensibility. 3 Pronunciation is influenced by native language, but there are only a few serious phonological and lexical errors, some of which cause confusion. There is no evidence that you have mastered the language skills and areas practiced during the course.
4 Although he has taken pains and searched for words, there are not too many unnatural pauses. His intent is always clear, but several interruptions are necessary to help him convey the message to seek clarification. 3 The listener can understand much of what is said, but he must constantly seek clarification.
2 Only small chunks (usually short sentences and sentences) can be understood, and then with considerable effort, by someone accustomed to listening to the speaker. The researcher calculated this using SPSS 20 and used table division to choose the score.
Validity and Reliability
In this section, the researcher shows the students' scores on the speaking test, the students' mean scores and standard deviations, the percentage of the students' levels, the data in the table, and calculates the scores using SPSS 20. scores on the speaking test were assessed by the researcher and the English teacher of SMPN 3 Bupon. The researcher then showed the students' speaking skills scores in the pre-test. In this section, the researcher describes the average score of students' fluency for accuracy, fluency, and ultimately comprehensibility.
To calculate the average score of students' accuracy in the pre-test, the researcher used SPSS 20 to determine descriptive statistics and accuracy rate. To calculate the average score for students' speaking proficiency in the pre-test, the researcher used SPSS 20 to determine descriptive statistics and the percentage of speaking proficiency. To calculate the average score of students' comprehensibility in the pretest, the researcher used SPSS 20 to determine descriptive statistics and percentage of comprehensibility.
The researcher showed the complete score of students' speaking skill (students' correct answer), the mean score and standard deviation of students, and the rate percentage of students' score of speaking skill in the post-test. The researcher percentages the data in the table and calculates the score using SPSS 20. Then the research showed the students' complete score of speaking skill in the post-test.
To calculate the average score of students' accuracy in the posttest, the researcher used SPSS 20 to determine descriptive statistics and accuracy rate. To calculate the average score for students' speaking skills in the posttest, the researcher used SPSS 20 to determine the descriptive statistics and percentage. To calculate the average score of students' comprehensibility in the posttest, the researcher used SPSS 20 to determine descriptive statistics and percentage of comprehensibility.
The mean score and standard deviation of students' speaking ability in pre-test and post-test. It also showed that the average score of students in the pre-test is 24.55 and the average score of the students in the post-test is 43.80. The result of the table above showed that the average score of students in the post-test was higher than the average score of students in the pre-test.
After the pretest, the researcher analyzed the students' scores and then administered the treatment. After the treatment, the researcher conducted a post-test to measure the students' ability to speak. The students' scores were then analyzed by the researcher to find out whether the students' scores on the post-test had increased or not.
Adi Daya, the researcher, uses experimental research to teach speaking, image as media to teach the students how to speak well by describing the image in the photo.
