The result of the speaking test of students in I. and II. The findings of the research showed that using the story telling strategy with a series of pictures could improve the students' speaking skills and after evaluation in the first and second cycles, the average scores improve from 6.3 in the first cycle to 7 in the second, which was categorized as average . Based on these findings, the researcher concluded that the use of story-telling strategy through picture series was one of the effective and interesting speaking teaching strategies that could improve students' speaking skills in the case of pronunciation, vocabulary and efficiency in class XI MIA 2 of SMAN 4Jeneponto .
Students' average scores for speaking ability 29 Graph 4.2 Students' average score of speaking ability 29 Graph 4.3 Percentage of students' speaking ability.
INTRODUCTION
- Background
- Problem Statement
- Objective of the study
- Significance of the Study
- Scope of The Study
- Previous Research Finding
- Concept of Speaking 1. Definition of Speaking
- The Component of Speaking
- Retelling Story and Picture Series 1. Retelling Story
- Picture Series
- Procedure
- Conceptual Framework
What is the students' reaction of speaking skill by retelling story with picture series at SMAN 4 Jeneponto. The improvements of students' speaking skills through story telling with picture series at SMAN 4 Jeneponto. The students' response of speaking skill by telling story with picture series at SMAN 4 Jeneponto.
This research is limited to the use of retelling through picture series to improve students' speaking skills.
RESEARCH METHOD
- Research Design
- The Place and Time Research
- Research Subject
- Research Procedure
The researcher and student collaborator discuss some preparation such as the preparation of the strategy, the design of the lesson plan, the preparation of teaching materials and media, and the preparation of the measurement of student success for outcome. Observation on all activity of student is every meeting so that the researcher can measure the students' ability. In this case, the result of data analysis was checked with predetermined criteria of success to draw the conclusion.
If the result of the data analysis matches the success criteria, the action is complete.
1. Planning
- Research Instrument
- Procedure of Collecting Data
- Data Analysis
- The Mean Score of The Students’ Speaking Skill
- Test Cycle I Cycle II
- The Students’ Mean Scores of Speaking Skill
- The Mean Score of Students Speaking Skill
The researcher used observational checklist and tests to assess and examine the students' speaking skills. The researcher will give a test in each cycle to find out the students' improvement and progress in their speaking skills. Observation, it aims to find out the students' participation during the teaching and learning process.
The researcher interacts with the students and observes their speaking skills such as their grammar, vocabulary, confidence and pronunciation. The speaking skills of the students who focus on pronunciation before they start the strategy of repeating the story with a series of pictures (diagnostic test) are 59.6. This means that there was an improvement in students' speaking skills in the pronunciation indicator from I to II. cycle and from D-test to II.
Table 4.1 above also shows that students' speaking ability to focus on vocabulary before implementing Retelling story through picture series strategy (D-Test) is 66.2. However, after implementing the strategy Retelling through picture series in cycle I, the average score becomes 69.3. In addition to that, Table 4.1 also shows that students' speaking ability to focus on effectiveness before implementing the strategy Retelling through picture series (D-Test) is 60.4.
But after implementing the Retelling Story through Picture Series strategy in Cycle I, the average score becomes . The average score of the students' fluency in the D-Test, Cycle I and Cycle II is shown in the diagram below.
Mean Score of Speaking Skill
Students Mean Score
TEST CYCLE I CYCLE II
After taking an action in Cycle I by telling stories through the image series strategy, the percentage of students' speaking skills is 1 student (3.2%) who becomes very poor, 7 students (22.5%) average , 18 students (58%) get good, 4 students (12.9%) get very good, and none of the students gets the qualification excellent. The above result also proves that the use of storytelling through the image series strategy can improve students' speaking skills when the result of Cycle II is higher than that of Cycle I and the diagnostic test (Cycle II > Cycle I, and Cycle I > Diagnostic Test) . After taking an action in Cycle I by telling stories through the image series strategy, the percentage of students' speaking skills is: 1 student (3.2%) becomes very poor, 1 student (3.2%) becomes poor, 21 students (67.7%) get average, 8 students (25.8%) get good, and none of the students score very well.
The above result also proves that the use of narration through picture series strategy is able to improve students' speaking ability where the result of Cycle II is higher than Cycle I and Diagnostic Test (Cycle II > . Cycle I and Cycle I > Diagnostic test ). After doing an action in cycle I by doing story telling through picture series strategy, the percentage of students' speaking ability is 1 student (3.2%) becomes very poor, 6 students (19.3%) become poor, 15 students (48.3%) get average, 8 students (25.8%) get good, and none of the students for very good classification. The above result is that the use of stories through picture series strategy is able to improve students' speaking ability where the result of Cycle II is higher than Cycle I and Diagnostic Test (Cycle II > Cycle I > Diagnostic Test) .
Chart 4.3 The Percentage of The Students’ Speaking Skill for Pronunciation
Chart 4.4 The Percentage of The Students’ Speaking Skill for Vocabulary
Percentage of Students Vocabulary
Chart 4.5 The Percentage of The Students’ Speaking Skill for Effectiveness
After the introduction of story-telling through picture series in cycle I and cycle II, the score of students' speaking skills improves significantly, where cycle II is higher than D-test and cycle I. While in cycle I, it is lower than cycle II, where students' speaking skills in cycle I, 3.2% are categorized as very poor, 19.3% are categorized as poor, 48.3%.
Percentage of Students Effectiveness
The Result of The Students’ Responds of Speaking Skill
The result of the students' answers of speaking skill by retelling story with picture series strategy conducted in 2 cycles during eight meetings was taken by the observer. The result above is formulated based on the technique of data analysis and the students' score that is collected. In the third meeting in cycle II, the students' response improved again to 79%, and then in the fourth meeting, the students' response improved to 93.5%.
This improvement of the students because the students are interesting in the teaching material and the students' more interesting with the picture series when the students retell the stories. The results are presented in the graph below which shows the percentages of students responding in the first cycle and the second cycle.
The Percentage of The Students’ Respond
Percentage of Students Respond
Discussion
- The Improvement of Students Speaking
- The Improvement of Students Accuracy
- The Improvement of Students’ Fluency
- The Improvement of Students’ Respond
The researcher explained to the students how to retell the story using the photo series as media. In the analysis of students' speaking ability, the researcher was evaluated with the students' speaking accuracy. To improve students' accuracy, in cycle I meetings, the researcher asked students to make a story based on the photo series as media.
At meetings in II. cycle, the researcher also asked the students to tell the story through a series of pictures. Analyzing the students' speaking ability, the researcher found that the students' fluency in teaching speaking by telling a story using the picture series strategy was improved. Using this standard of results, the researcher concludes that students' fluency (efficiency) has improved.
The effectiveness of the students was improved because the students often practiced giving their opinion. In the following sessions, the students learned to express themselves by telling used stories using photo series. Based on the above explanation, the researcher can say that telling stories through the picture series strategy is an effective method to improve the speaking skills of students.
In this part, to know the response of the students, the researcher acts as an active observer. Based on the students' response score, the students' responses were increased from cycle I to cycle II.
Conclusion
This chapter contains the conclusion and suggestion based on the research results from the previous chapter.
Suggestion
It is suggested that the English teacher in SMAN 4 Jeneponto in grade XI MIA 2 uses the strategy Story Telling Through Picture Series as one of the alternative ways to improve students' speaking skills. It is suggested to the English teachers in SMAN 4 Jeneponto in grade XI MIA 2 to use this strategy to know the students' speaking ability, especially is accuracy and fluency. For the next researcher, the hope is to use this thesis as further in other research related to developing students' speaking skills deeply because it is a very effective strategy to do in English teaching.
The Importance of Vocabulary in Language Learning and How to be Teaching, (online), (http://www.iises.net/international-journal-of-teaching-education/publication-detail-213?download=July 2, 14 2018). Increasing student proficiency through a Somatic Auditory Visual Intellectual (SAVI) approach (a classroom action research in Class VIII SMP IT Ar Rahmah Makassar). Increasing the speaking skills of the students through the Pow-Tega method (Power Teaching and Game) using Pic-Pow (Picture in Power Point).
Teknik Penilaian Pembelajaran Bahasa, (Online), (http://www.researchgate.net/profile/Muh_Arief_Muhsin/publication TEKNIK_PENILAIAN_DALAM_PEMBELAJARAN_BAHAS A/links/576f60a408ae62194744 RAN-BAHASA.pd/origin=publication_detail, 16 Juli 2018) Muna, D. Penggunaan gambar seri dalam pengajaran menulis teks deskriptif (Studi pada kelas VIII SMP Negeri 23 Semarang pada tahun ajaran 2016/2017). Meningkatkan keterampilan berbicara siswa dengan menceritakan kembali cerita menggunakan gambar seri di SMAN 7 Bandar Lampung.
Teaching reading through narrative text using picture series to second year students of SMP N 1Seputih Raman. The effectiveness of using picture series as media in teaching Speaking to the first grade students of SMAN 1Kampak.
APPENDICES
The Raw Score of The Students in Cycle I and Cycle II
The Raw Score of Students’ Respond
- Cycle I
- Cycle II
Thank you giant,” said Mbok Rondo. "But there is a condition, at the age of 17 the child must be subservient to me and you," replied the giant. Every day, Mbok Rondo begins to take care of the plants that grow with him as best he can. But she became very afraid, because on the anniversary of Timun Mas, at the age of 17, the giant will return.
Near the giant, Timun Mas immediately took out the handful of salt from the cloth bag. Between her tears, a fairy godmother suddenly appeared and said "don't cry, I can send you to the ball now!", but she kept crying and looked so sad. Before she left the house, the Fairy Godmother said “Cinderella, you must go home in the middle of the night, because this magic.
She forgot the fairy godmother's warning to go home in the middle of the night. 2 Pronunciation is seriously affected by the mother tongue with errors that cause many communication disorders.
