IMPROVING STUDENTS’ SPEAKING SKILL BY USING REAL OBJECTS, PICTURES, AND MARKERS

AT THE SECOND YEAR OF ENGLISH EDUCATION DEPARTMENT FACULTY OF EDUCATION AND TEACHERS TRAINING

LANCANG KUNING UNIVERSITY

THESIS

BY:

SYAIFULLAH 91446

Submitted to Fulfill One of the Requirements to Obtain

a Degree of Magister in Education (M.Pd)

ENGLISH EDUCATION SECTION

LANGUAGE EDUCATION PROGRAM GRADUATE PROGRAM

STATE UNIVERSITY OF PADANG 2009

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ABSTRAK

Syaifullah, 2009: Peningkatan Kemampuan Berbicara Mahasiswa dengan menggunakan Ril Objek, Gambar, dan Marker pada Mahasiswa Pendidikan Bahasa Inggris tahun ke dua Fakultas Keguruan dan Ilmu Pendidikan Universias Lancang Kuning.

Pada Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Lancang Kuning, peneliti menemukan mahasiswa memiliki kemampuan berbicara yang rendah. Masalah ini dapat diketahui ada beberapa penyebabnya. Salah satu dari masalah itu adalah mahasiswa merasa takut dengan kesalahan, khususnya salah dalam tatabahasa. Penelitian ini adalah Penelitian Tindakan Kelas (PTK). Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan berbicara mahasiswa yang rendah dengan menggunakan ril objek, gambar, dan marker sebagai alat bantu. Penelitian ini dilakukan sejak Februari sampai dengan April 2009 dalam tiga siklus. Ini telah dilaksanakan dalam lima belas pertemuan yang masing-masing siklus terdiri dari lima pertemuan.

Responden penelitian ini adalah mahasiswa Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universias Lancang Kuning sebanyak 24 orang. Untuk meningkatkan kemampuan berbicara mahasiswa, maka ril objek, gambar, dan marker telah digunakan sebagai media visual di penellitian ini.

Peneliti dan kolaborator telah menemukan adanya peningkatan kemampaun berbicara mahasiswa dengan menggunakan ril objek, gambar, dan marker. Ril objek dan gambar yang telah digunakan berbeda jenisnya pada setiap siklus penelitian.

Sebagai kesimpulan, ril objek, gambar, dan marker dapat membantu mahasiswa meningkatkan kemampuan berbicara mereka. Sebagai kontribusi terhadap dunia pendidikan atau pengajaran bahasa Inggris untuk komponen berbicara, hasil dari penelitian ini boleh dicobakan atau diterapkan.

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ABSTRACT

Syaifullah, 2009: Improving Students’ Speaking Skill by Using Real Objects, Pictures, and Markers at the Second Year of English Education Department Faculty of Education and Teachers Training Lancang Kuning University.

At English Education Department of Education and Teacher’s Training Faculty of Lancang Kuning University, it was found that the students have low speaking skills. One of the factors is the Students’ hesitation in making mistakes especially mstakes in grammar. It was a Classroom Action Research (CAR). The aimed of this research was to improve the students’ low speaking skills by using real objects, pictures, and markers. This research had been carried out since February until April 2009. It had three cycles and consisted five meetings each cycles.

On the research process, the students of the English Education Department of Education and Teachers Training Faculty of Lancang Kuning University were respondents of the research. There were 24 students all of them who were taught to speak English by using real objects, pictures and markers which were different from the first, second, and the third cycles.

It was found that there was improvement of the students’ speaking skills under the use of the real objects, pictures, and markers which were based on the students’ speaking base score with their scores from cycle I, II, and cycle III.

Conclusion, real objects, pictures, and markers can help the students to improve their speaking skills at the second year of English Students Department of Education and Teachers Training Faculty of Lancang Kuning University. This finding implies that the use of real objects, pictures, and markers can be used to enhance the students’ speaking skill in English speaking class.

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SURAT PERNYATAAN

Dengan ini saya menyatakan bahwa: 1. Karya tulis saya, tesis dengan judul “Improving Students’ Speaking Skill by

Using Real Objects, Pictures, and Markers at the Second Year of English Education Department Faculty of Education and Teachers Training of Lancang Kuning University” adalah asli dan belum pernah diajukan untuk mendapatkan gelar akademik baik di Universitas Negeri Padang maupun di perguruan tinggi lainnya.

2. Karya tulis ini murni gagasan, penelitian, dan rumusan saya sendiri tanpa bantuan tidak sah dari pihak lain kecuali arahan tim pembimbing.

3. Di dalam karya tulis ini tidak terdapat hasil karya atau pendapat yang telah ditulis atau dipublikasikan orang lain, kecuali dikutipsecara tertulis dengan jelas dan dicantumkan sebagai referensi di dalam naskah saya dengan disebutkan nama pengarangnya dan di cantumka pada daftar pustaka.

4. Pernyataan ini saya buat dengan sesungguhnya dan apabila dikemudian hari terdapat penyimpangan dan ketidakbenaran dari pernyataan ini saya bersedia menerima sangsi akademik berupa pencabutan gelar yang telah saya peroleh karna karya tulis ini, serta sangsi lainnya sesuai dengan norma dan ketentuan hukum yang berlaku.

Padang, July 2009 Saya Yang Menyatakan

Syaifullah

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ACKNOWLEDGEMENT

Alhamdulillah, the researcher would like to express his thankfulness to Allah

SWT for all of his mercy and bounty so that the researcher could finish his thesis on

entitled “Improving Students’ Speaking Skill by Using Real Objects, Pictures, and

Markers at the Second Grade of English Education Department of Education and

Teachers Training Faculty of Lancang Kuning Universty”. This thesis is completed to

fulfill one of the requirements to get the Degree of Education Magister (M.Pd).

Moreover, the researcher wants to express his gratitude and appreciation to those

who helped and supported him from the beginning up to the end of the research:

1. Prof. Drs. H. Mohd. Ansyar, Ph. D and Prof. Dr. M. Zaim, M.Hum as his advisors

who gave advice and guidance to finish this thesis.

2. Prof. Drs. H. Zainil, M.A., Ph.D, Prof. Dr. H. Anas Yasin, M. A, Prof. Dr. Gusril,

M.Pd as his examiners who also gave valuable contribution and suggestion to

complete this thesis.

3. The Director of Pasca Sarjana of State University of Padang all staffs who

provided the supporting facilities well.

4. The Rector and the Dean of Education and Teachers Training Faculty of Lancang

Kuning University who have given him a chance to conduct the research there.

5. The greatest appreciation belongs to his mother who has prayed all the time for

his successful during his life, his wonderful wife who has supported him mentally

and physically to do this research, his children who inspired him to be a success

father for their life, his sister and brother in law who have supported him

economically.

6. All classmates at English Section of Graduate Program of State University of

Padang: Dedy Wahyudi was his collaborator, maria, pipit, kiki, tengku, yasir

hardiana who always reminded him to complete this thesis.

7. Moreover, the deepest gratitude for all students of English education department

faculty of education and teachers training Lancang Kuning University, especially

for those became respondents of this research.

Finally, the researcher fully realizes that this thesis is far from perfect. So, any

comments and contribution to the development for further research are really appreciated.

Hopefully, this thesis will be useful for everyone. May Allah send his bounty our life.

Padang, July 2009 Researcher, Syaifullah 91446

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TABLE OF CONTENTS ABSTRAK………………………………………………………………………...… ABSTRACT…………………………………………………………………………. PERSETUJUAN AKHIR…………………………………………………………... PERSETUJUAN KOMISI…………………………………………………………. SURTA PERYATAAN…………………………………………………………….. AKNOWLEDGEMENT…………………………………………………………… TABLE OF CONTENTS…………………………………………………………... LIST OF TABLES………………………………………………………………….. LIST OF FIGURES………………………………………………………………… LIST OF DIAGRAMS……………………………………………………………... LIST OF APPENDICES……………………………………………………………

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CHAPTER I: INTRODUCTION

A. Background of the Problem…………………………………….… B. Identification of the Problem……………………………………... C. Limitation of the Problem………………………………………… D. Formulation of the Problem………………………………………. E. Purposes of the Research……………………………………….... F. Significance of the Research……………………………………… G. Definition of the Key Terms………………………………………

CHAPTER II: REVIEW OF THE RELATED LITERATURE

A. Review of the Related Theories 1. Speaking Skills………………………………………………... 2. Teaching Speaking……………………………………………. 3. Concept of Real Objects, Pictures, and Markers….………..

B. Review of the Related Findings…………………………………. C. Conceptual Framework………………………………………….

CHAPTER III: METHOD OF THE RESEARCH

A. Type of the Research…………………………………………….. B. Setting…….………………………………………………………. C. Instrumentation…………………………………………………..

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D. Procedure……..………………………………………………….. E. Techniques of Collecting the Data...……………………………. F. Techniques of Analyzing Data…………………………………..

CHAPTER IV: FINDINGS AND DISCUSSION

A. Findings………………………………………………………….. B. Discussion………………………………………………………... C. Limitation of the Research……………………………………...

CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion………………………………………………………. B. Implication………………………………………………………. C. Suggestion………………………………………………………..

BIBLIOGRAPHY …………………………………………………………………...

APPENDICES ……………………………………………………………………….

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LIST OF TABLES

Table 1: the number of students participants

Table 2: Observation checklist of speaking skill

Table 3: Observation Checklist of Real Objects, Pictures, and Markers

Table 4: Observation of Improving Students’ Speaking skill by Using Real objects,

Pictures, and Markers.

Table 5: Research Field Note

Table 6: Speaking test Result in Percentage (%) For Cycle I

Table 7: Speaking test Result in Percentage (%) For Cycle II

Table 8: Speaking Result in Percentage (%) For Cycle III

Table 9: the category of students speaking skill score in percentage

Table 10: The Category or Level of the Students Speaking Skill of Based Score and

Each Cycle

Table 11: Weighting Table of Speaking Skill Rubric

Table 12: Weighting Table of Speaking Skill Rubric in Percentage

Table 13: The range of students’ speaking skill score

Table 14: Students’ Speaking Skill Base Score

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LIST OF FIGURES

Figure 1: Conceptual Framework…………………………………………………

Figure 2: The Procedure of Class Room Action Research……………………….

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LIST OF DIAGRAMS

Diagram 1: Students’ speaking test score Cycle I…………………………………..

Diagram 2: Students’ speaking test score Cycle II………………………………….

Diagram 3: Students’ speaking test score Cycle III…………………………………

Diagram 4: Students’ base score and Cycle I until Cycle III……………………….

Diagram 5: Students’ Speaking Skill Base Score

Diagram 6: Students’ Accent score from base score to Cycle III…………………..

Diagram 7: Students’ Grammar score from base score to Cycle III………………..

Diagram 8: Students’ Vocabulary score from base score to Cycle III………………

Diagram 9: Students’ Fluency score from base score to Cycle III………………….

Diagram 10: Students’ Comprehension score from base score to Cycle III………..

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LIST OF APPENDICES

Research Recommendation Letter………………………………………………….

Appendix 1: Research Lesson Plan………………………………………………...

Appendix 2: Students’ base score………………………………………………….

Appendix 3: Students’ Speaking Score for Cycle I………………………………..

Appendix 4: Students’ Speaking Score for Cycle II………………………………..

Appendix 5: Students’ Speaking Score for Cycle III………………………………

Appendix 6: The result of Observation and Field Note Cycle I to Cycle III………

Appendix 7: The Interview List of Students’ Speaking skill………………………

Appendix 8: Pictures of students’ presentation on the research process…………..

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CHAPTER I

INTRODUCTION A. Background of the Problem

One of the indicators of the students’ English speaking skill is the students’

performance, normally performed when they share information in English to the others. It

is why the success of the students in learning a language is commonly judged from their

speaking performance, in private and public. It means that if the students do not perform

well in speaking, people will judge them as unsuccessful language learners.

Consequently, as language learners, they must be able to speak the language that they

learn.

At English Education Department of Education and Teacher’s Training Faculty of

Lancang Kuning University, speaking is taught for three semesters. Generally, its goal is

to develop the students’ fluency in speaking English. Although English speaking has

been taught for two semesters, it seems that the students are not fully successful yet in

speaking the language fluently. As a fact, most of them still use their mother tongues or

Indonesian in their daily activities even though they are required to speak English in the

campus. Moreover, it can be seen from the low results from the interview given by the

researcher on May 30th 2008. In addition, a speaking pre test was given to gain more

concrete data to upgrade their low speaking skill. The data can generally be seen from the

students’ result in percentage. There was one student got B (4,16%), three students got C

(12,5%), nineteen students got D (79,16%), and one student got E (4,16%). From the

previous interview and speaking pre test, the researcher got the information from the

students that they had several problems in speaking English.

First of all, the students are shy to speak. They must be thinking about their

surrounding or environment that is not so tolerant with their errors that could lead to their

embarrassment. Second, they are afraid of making mistakes and errors; they feel down

when they make mistakes because when they make a mistake, their friends usually laugh

at them. Third, they have limited vocabulary items, even though they have studied

English since their high schools. Although they must have relatively learned many

vocabulary items and could use them in speaking English, still they cannot speak English

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well. Moreover, in daily conversations, they are still using Indonesian words then English

ones, they often make unnecessary pauses to think of what the appropriate vocabulary

items should be used in speaking.

Consequently, they could not pronounce a lot of words in their sentences well

which would be caused by a lack of practices in the part of the students. Fourth, they

think mostly about the correct grammar of sentences while speaking which influences

their pronunciation; wrong grammatical items indicate wrong meaning or unsuccessful

communication in a language. Finally, they tend to forget what to say when they are

sharing their ideas. In Indonesian, they can speak about anything but when they are

speaking in English, their ideas are gone. In addition, they seem not to concern with the

topic to be discussed and its vocabularies. Because the vocabulary and the topic are

related to each other. They do not know what appropriate vocabularies and what forms of

the words to be used in certain situation. It can be concluded that the students have some

problems in speaking as indicated by the fact that they are shy to speak, afraid of making

mistakes, have limited vocabulary items, have difficulty to pronounce words, use

incorrect grammatical sentences, and have low speaking skill which make them forget

what to say in speaking.

To solve these problems, the use of real objects, pictures, and markers will be

helpful to the learners in describing and illustrating the meaning of something through

visualizing the message. This in line with what Canning-Wilson (2000) suggests that:”

visuals can be used to help enhance the meaning of the message trying to be conveyed by

the speakers through the use of paralinguistic cues”. She claims that:

The use of illustrations, visuals, pictures, perceptions, mental images, figures, impressions, likenesses, cartoons, charts, graphs, colors, replicas, reproductions, or anything else used to help one sees an immediate meaning in the language may benefit the learner by helping to clarify the message, provide the visual works in a positive way to enhance or supplement the language point.

In other words, real objects, pictures, and markers will be applied in this research

as aid to solve the students’ problem in speaking particularly descriptive speech. On the

research process, the students may select any real objects, pictures, and markers or chalks

as long as they are relevant with the topic of the speaking class because they are easy to

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be found, brought and applied anywhere and anytime. In addition, they are categorized as

excellent visual aids to eliminate most of the possible distortion of size, shape, color

including markers and pictures (Verderber, 1979:123).

A number of researches dealing with this case have been conducted by previous

researchers. They strongly argued that their research findings can solve the problems.

Anderson (1989:2) surveyed about what is required in a specific situation, trying out what

have been planned, and analyzed can be an alternative way to remedy speaking problem.

Aman (2005:82) found that by having a small group discussion in learning English could

help the learners to improve their speaking skills. Next, Rosmaliwarnis (2007:45) found

in this study that the activity such as role-playing and information gap could improve the

learners’ speaking skills. Then, Syarfin (2005:42) found that disciplines in doing any

activities whether outside or inside of school: doing home work, study together, come on

time, pay full attention, and be active in learning process could better improve the

learners’ speaking skills. After that, Riskandi (2007:53) found that debate activities could

better improve the learners’ speaking skills. Finally, Rivers proposes to develop speaking

skills in a foreign language, the students must have practice in communication

continuously, such as practice in the language situation (Aman, 2007:22).

Because real objects, pictures, and markers are categorized as part of visual aids,

there are also the other previous researchers who carried out their research in applying

visual aids in form of videos. Herron, Hanley and Cole (1995) found that the use of visual

supports of descriptive pictures significantly improve comprehension scores with

language videos for English speaking students learning French. The study indicates that

extensive listening is facilitated by the richness of the context provided by visual

organizers. Second, Heron (1994) found that advanced organizers based on videos helped

learners improve comprehension and aid in the retention of information. Next, a recent

large-scale survey by Canning-Wilson (2000) disclosed that the students like learning

language by videos. One of the results of her survey shows that learners prefer

action/entertainment films to language films or documentaries in the classroom. She

stated that although these films may seem to hold student interest, she believes that it

could be inferred that student comprehension of the video may be due to the visual clues

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instead of the auditory components. Finally, Heron, Hanley and Cole (2000) also found

that video offers contextual support and/or helps learners to visualize words as well as

meanings. It can be concluded that there were some researches who studied about

speaking ability improvement and the application of visual aids in teaching and learning a

language.

Even though there have been many studies that have been done by the previous

researchers dealing with speaking skills and visual aids appliance, it still needs more

studies to find out what factors that may cause students to have low speaking skills and

the implementation some visual aids, such as real objects, pictures, and marker in

teaching and learning process. As a part of a continuing study in speaking, a research

dealing with the students’ speaking skills need to be conducted.

B. Identification of the Problem

Based on the background information above, the problems of this study are as

follows. First, the students are shy to speak English that makes them reluctant to use

English in their daily activities. In the campus they tend to speak Indonesian instead.

Second, the students are afraid of making errors or mistakes. Because when they speak,

they concentrate more on using the correct grammar. Although grammar is important in

speaking, the students must not concentrate too much on using well grammatical

utterances. Moreover, in their opinions, speaking without using the correct grammar is a

complete failure in speaking. Third, the students have limited vocabularies. When they

are speaking with their friend, they do not vary the vocabularies item. Fourth, the

students have difficulties in pronouncing the vocabularies appropriately. Moreover, their

native languages interfere their English pronunciation. As a result, their friends do not

catch the information easily. Consequently, they have difficulties in sharing their ideas or

when they are given an opportunity to speak in front of the class. Most of them do not say

anything that it takes too much time on thinking about something to be said.

Referring to the above problems, there are many problems that must be solved by

the researcher as a lecturer. But in a limited time available, only problems using real

objects, pictures, and markers in teaching speaking will be studied in this study.

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C. Limitation of the Problem Based on the identification of problem above, it can be seen that there are six

problems stated in this study. The researcher focuses the problem on the students’ low

speaking skill and study whether the use of real objects, pictures, and markers would be

helpful to remedy the problem.

D. Formulation of the Problem

The problem of this research can be formulated in the following questions:

1. To what extent can real objects, pictures, and markers better improve the students’

low speaking skill at second year of English Education Department of Education

and Teachers Training Faculty of Lancang Kuning University?

2. What factors influence the students’ speaking skill by using real objects, pictures,

and markers at the second year of English Education Department of Education

and Teachers Training Faculty of Lancang Kuning University?

E. Purpose of the Study Purposes of the research are:

1. To identify whether real objects, pictures, and markers can better improve the

students’ low speaking skill at second year of English Education Department of

Education and Teachers Training Faculty of Lancang Kuning University.

2. To find out what factors can influence students’ low speaking skill at second year

of English Education Department of Education and Teachers Training Faculty of

Lancang Kuning University.

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F. Significance of the Research After this research is completed, researcher hopes that this research will give

significant contribution to the speaking class where the students have difficulties.

Secondly, researcher expects that this research can also give beneficence to the speaking

lecturers who have same problem dealing with speaking class. Finally, researcher hopes

that this research result could be applied for whomever like teaching and learning English

particularly speaking.

G. Definition of Key Term The terms used in this research are defined as follow:

1. Students’ speaking skill means the ability or the capability of the students to

speak or to utter the English forms in daily communication.

2. Real objects are kinds of instrument that function as illustration of the topic that

have size, shape, and color.

3. Pictures are kinds of instrument that function as description of the topic that have

realism, size, shape, color, or detail.

4. Markers are kinds of instrument that function to draw, write, and describe the

topic.

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CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. Review of the Related Theories

1. Speaking Skill

Speaking is one of the productive skills that must be mastered by the students in

learning a language. They are to be able to give their opinions and express their feeling to

the others because of speaking abilities. They are known by the others because of their

speaking skills. Hornby (1974:826) notes that: “Speaking is the way of one in giving

his/her opinion without hesitation or fear”. Nunan (2003:48) reports a similar idea that:

“speaking is the aural /oral skill because it consists of producing systematic verbal

utterances to convey meanings. In other words, Richard and Renandya (2005:201) assert

that: “Speaking is used for many different purposes, each purpose involves different

skills, such as established rapport, or to engage in the friends, to seek or express opinion,

to persuade someone about something, or clarify information”. In conclusion, speaking

skill is the ability of someone to communicate with other people.

Widdowson (1978:54) states the similar idea that: “speaking is an active

productive skill and makes use of oral production communication through speaking is

commonly performed face to face. This idea suggests the students to have productive

skill and perform in their daily with their pairs. This idea is in line with what Hedge

(2000:261) says that: “Learning to speak competently is a complex task. It involves the

mastery of grammar, vocabulary, pronunciation, and fluency”. To achieve that purpose,

previous expert suggests the students to master the grammar, vocabulary, pronunciation

and fluency when they are sharing their ideas. Brown and Yule (1999:23) emphasize that:

”the primary function of spoken language is interactional, and to establish and to

maintain social relations. From the expert’s idea can be clarified that the students are able

to keep their social relation if they know the function of the spoken language.

Similarly, Brown (1994:24) confirms that: “Speaking is an interactive process of

constructing meaning that involves producing, receiving and processing information. The

idea from the expert can be clarified that speaking has process to construct a meaning. It

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means that in speaking, the students can construct the meaning if they are able to

produce, receive, and process the information.

Not very different from those ideas, Bygate (1980:142) believes that speaking is

often thought of as a popular form of expressions.

For elementary level of students

a. The ability of students to reproduce the sound of language, b. The use of vocabulary in sentences and the knowledge about the language, c. The ability o use idiom, d. The ability to give comment on someone’s sentence, e. The ability to condense verb, f. The way to play game by using vocabulary, g. The ability to know the target language greeting, and h. The ability to do a conversation.

For intermediate level of students

a. The ability of using agreement expression, b. The ability to identify places and people, c. The ability of using capability expression, d. The ability of giving opinion, e. The ability to use suggestion expression, f. The ability to report, and g. The ability to conclude a conversation.

Based on the definition and statement were given by Hornby (1974:826),

Widdowson (1978:54), Bygate (1980:142), Brown (1994:24), Brown and Yule

(1999:23), Hedge (2000:261), Nunan (2003:48), Richard and Renandya (2005:201),

speaking skill can be described into some skills in oral communication. It is as a way of

students in sharing and giving their idea without feeling fear of mistake or embarrassed.

It means that, when never or where ever the students are, they will not be feeling afraid of

anything to speak or to practice their English. It is one of the verbal utterances to convey

the meaning and it can be applied in face to face contact. Finally, it is a complex task

because it involves the mastery of grammar, vocabulary, pronunciation, and fluency.

It can be concluded that speaking is the ability that had by the students in

reproducing the sound of the language or the students are able to make a repetition after

listening to someone’s word or sentence. Using vocabulary in sentence, using idiom,

giving comment on someone’s sentence, condensing the verb, knowing target language,

doing conversation, using agreement, identifying place and people, giving opinion, using

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suggestion expression, reporting, and concluding the conversation. In addition, the

students are expected to be able to apply the previous statement and definition without

selecting or clarifying who their audiences are.

In this research, all of those skills are going to be assessed by some speaking

indicators. According to Hughes (2003:131) there are some speaking indicators that can

be evaluated in this research:

a. Accent: it is concerned with the pronunciation produced by the students whether

it is like a foreign accent or not. On the other hand, the students’ pronunciation is

like native pronunciation or not.

b. Grammar: it is concerned with the students’ error of using the grammar or

pattern that causes misunderstanding.

c. Vocabulary: Students ability in selecting a word and applying the accurate form

in the accurate situation.

d. Fluency: it indicates students’ speed in speaking, slow, incomplete sentence,

smooth, or speaks like native speakers.

e. Comprehension: it is concerned with the students’ understanding about the type

of conversation, speech topic, and its style.

In conclusion, the speaking skills that would be assessed in this research are the

students’ ability in giving the information, ability in producing systematical verbal

utterances, ability in establishing the report, engage with friends, express the opinion,

persuade someone about something, and ability in clarifying the information.

2. Teaching Speaking

Speaking is one of the language skills that must be mastered by language learners.

They cannot be said as success learners if they cannot speak. Furthermore, people will

identify them in communication because of their speaking. Penny Ur (1997:120) states

that

0f all the four skills (listening, speaking, reading, and writing), speaking seems intuitively the most important: people who know a language are referred to as ‘speakers’ of that language. Based on the above researcher’s statement, however, learners may not ignore speaking even though they have some problems such as inhibition, nothing to say, low or uneven participation, and mother-tongue use.

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So far in learning process, the students always consider about the mistake in

speaking, shy to say something, or nervous to speak because their English is bad. These

are not trial to speak actually. If they look at what the researcher explains mistake is a

part of learning, they must make a mistake or willing to make mistake. As long as they

speak English mistake is not counted as failure in learning. Moreover, they do not need to

be a shame any more. They must be able to seek out the opportunity to use their language

in real communication not in correct grammar. Real communication means they can

understand each other the expression being uttered even though the grammar is wrong.

On the other hand, as a speaking lecturer h/she can also overcome these problems by

using the suggestion given by a researcher.

Penny Ur (1997:121) suggests that: “use group work, base the activity on easy

language, make a careful choice of topic and task to stimulate interest, give some

instruction or training in discussion skills, and keep the students speaking the target

language”. Moreover, Brown (1994:237) applies speaking skills in oral language, such as

monologue (speech, lectures, reading, news broadcast) and dialogue which involves two

or more speakers and can be subdivided into those exchanges that promote social

relationship. In addition, Richard (1997:ix) explains that there are a number kinds of

activities focused on speaking course:

a. Giving Feedback. It is important to give a clear feedback on students’

performances, but feedback should not be inhibited by the students’ attempts to

communicate with one another.

b. Conversation. It is usually required of the students to work with a partner. This

encourages the students to avoid a “reading like” pronunciation and intonation

when practicing the conversation.

c. Pair work. Practicing with a partner is useful way to improve their fluency in

English, because it gives them more opportunities to speak.

d. Role play. It is important for developing fluency and also fun. It focuses on the

creative use of language and requires students to draw on their own personal

language resources to complete a task or to improvise and keep a conversation

going.

11

e. Group work and class activities. In the group activity, students usually work in

groups of three to six. Often one student is the group secretary and takes notes to report

back to the class later. In the class activities, however, the whole class is involved such as

completing a survey, gathering information, sharing facts or ideas previously learned in a

group work activity.

It can be concluded that as a speaking lecturer, h/she can give feedbacks toward

students’ performance as long as not inhibited learners to communicate with another. It

means that giving a feedback is also counted as a part of the speaking practice. But the

feedback should not make the students feel embarrassed. Then, conversation is also

suggested, because it can make students will be busy to communicate their partner. The

conversation here means not the conversation text based, but the conversation which

produced by the students with their partner. On the other hand, conversation can be

presented in pair work. Moreover, to create a fun class, a speaking lecturer can have a

role play in speaking class. It is also good to improve the students’ fluency, because it

focuses on the creative use of language and requires the students to have their own

resources in keeping the conversation going. After varying the techniques in the speaking

class, if a lecturer still having problem with his/her students, h/she must find again what

exactly the their speaking problems are and what make speaking still difficult for them.

More over h/she must try to find out another technique.

Brown (1994:256) suggests ways to overcome the students’ problem in an oral

performance:

a. Clustering. Fluent speech is phrasal, not word by word. Learners can organize

their output both cognitively and physically (in breath groups) through such

clustering.

b. Redundancy. The speaker has an opportunity to make meaning clearer through

the redundancy of language. Learners can capitalize on this feature of spoken

language.

c. Reduced forms. Constructions, elisions, reduced, vowel, etc. all form special

problem in teaching spoken English. Students who do not learn colloquial

contraction can sometimes develop a stilted, bookish quality of speaking that in

turn stigmatizes them.

12

d. Performance variables. One of the advantages of spoken language is that the

process of thinking as you speak allows you to manifest a certain number of

performance hesitation, pauses, backtracking, and correction. Example of pauses

or hesitate, we insert certain fillers: uh, um, well, you know, I mean, like, etc.

e. Colloquial language. Make sure that your learners are reasonably well

acquainted with the words and idioms and phrases of colloquial language and

those they get practice in producing these forms.

f. Rate of delivery. Another character of fluency is rate of delivery. One of your

tasks in teaching spoken English is to help learners to achieve an acceptable speed

along with other attributes of fluency.

g. Stress, rhythm, and intonation. This is the most important characteristics of

pronunciation. The stress- time rhythm of spoken English and its intonation

patterns convey important message.

h. Interaction. Learning to produce waves of language in a vacuum- without

interlocutors.

Finally, there is a new language learning approach in order to create independent

language learners and know both the language and its content. The language lecturer can

apply these learning designs Preparation, Presentation, Practice, Evaluation and

expansion, Chamot (1999:7). Based on the above experts’ idea about teaching speaking,

Brown (1994:237), Brown (1994:256), Penny Ur (1997:121), Richard (1997:ix), and

Chamot (1999:7), it can be concluded that as language lecturer, she/he, must vary the

techniques and create the most joyful atmosphere in his/her language class.

The above idea can be concluded in teaching speaking the lecturer can vary the

activity into oral performance, he/she can figure out the students’ interlocutor.

Furthermore, to keep the message is going well, besides fluency, the lecturer must watch

the students’ stress, rhythm, and intonation of the students’ language. More over the

lecturer must look on the students’ performance, reduced forms and redundancy.

3. The Concept of Real Objects, Pictures, and Markers

Since real objects, pictures, and markers are parts of visual aid, they are stated and

defined in the following experts’ idea. Verderber (1979:46) defines that:” Visual aid is a

13

form of speech development that allows audience to see as well as to hear about the

material “. From the expert definition, writer can imply that visual aid is a progression of

speech performance. It uses a media in delivering the material. In addition, Canning-

Wilson (2000) suggests that:

The use of illustrations, visuals, pictures, perceptions, mental images, figures, impressions, likenesses, cartoons, charts, graphs, colors, replicas, reproductions, or anything else used to help one sees an immediate meaning in the language may benefit the learner by helping to clarify the message, provide the visual works in a positive way to enhance or supplement the language point.

One benefits of using Visual Aid is it is able to help the students catch the material is

being spoken. Verderber (1979:123) identifies various visual aids that can be applied in

delivering the material effectively:

a. The speaker. It is the best visual aid. Speaker can show the meaning of the

material by using gesture, movement and attire.

b. Objects. They are excellent visual aids. Because they can eliminate most of the

possible distortions of size, shape, and color.

c. Models. It is representation used to show the construction or to serve as a copy.

d. Chalkboard. It is unbeatable. It is to write a volume of the material while they

are talking. And it is overused because it is so readily available.

e. Pictures, Drawings, and Sketches. They probably account for a majority of all

visual aids used in speeches in or out of the classroom, because they may be

obtained or made easily and inexpensively; their use is undoubtedly justified.

Obviously, any pictures, drawings, and sketches give up some aspects of realism

in shapes, sizes, colors, or details.

f. Film, Slide, and Projection. They are called as professional visual aids used in

education, business, and industry. On the other hand, their use offers obstacles

that may be nearly insurmountable for the beginner.

Moreover, Verderber (1979:130) suggests that there are some suggestions in

applying visual aids:

a. Show visual aids only when you are talking about them

14

b. Conversely, you should talk about visual aid when you are talking about it.

c. Show visual aid so that everyone in audience can see it.

d. Talk to your audience not to your visual aid.

e. Do not overdo the use of visual aid; you can reach the point of diminishing

returns with it.

f. Think of all the possible hazards before you decide to pass objects around the

class.

Penny Ur (1996:124) describes that:” visual aids can be presented on the other

forms such as describing picture, picture differences and things in common, shopping list,

and solving a problem”. For these activities, the students have a visual thing on their

hand. That is picture or a chart. Then, students start speaking based on what they see on

it. Finocchiaro (1989) states that: “ pictures can be used to illustrate the aspect of socio-

cultural topics and give interesting meaningful practices in the sound, communicative

expression, structures, and vocabulary of English. It can be described that picture can

help the language learners to illustrate the topic in doing communication as long as it has

structures and vocabularies. According to Hornby (1995) a picture is a painting, drawing,

and sketches. It means that in applying the picture, the language learners may vary it into

painting, drawing, and/or sketches.

In conclusion, real objects, pictures, and markers as part of visual aids are the

most appropriate media that can help the students to develop their speaking skills. It can

be seen the advantages and weaknesses of using them. There are some advantages will be

gained by the students when they are applying real objects, pictures, and markers, such as

sharing the idea fluently, knowing the specific information of the topics, and speaking in

front of the class confidently. On the other hand, as weaknesses the students probably

will look continuously at the real objects, pictures, or markers that are being used. They

seem do not speak seriously. In short, the students will get more advantages than the

weaknesses of using real objects, pictures, or markers.

B. Review of the Related Findings

There some researchers dealing with Speaking Skill and tools to improve it.

First, Aman (2005:82) finds that students’ speaking skill can be better improved by using

15

small group discussions. He finds that a small group discussion can better improve

students’ speaking skill because it makes all the students in that group take a part to

express their idea. Second, Syarfin (2005:42) finds that students who have good

discipline are going to have good speaking skills. He finds that for those always do home

work, come on time, pay full attention, and active in learning process are going to have

good speaking skills. Third, Rosmaliwarnis (2007:48) finds that the information gap and

role-play can give better effect toward speaking skills. She finds that in doing role play

the students can speak fluently without bothering by any cases. Fourth, Riskandi

(2007:53) finds that students speaking skills can be better improved by using debate

activity. He finds that debate activity can stimulate the students to speak or argue each

other to defend their idea. Fifth, Nurtita (2008:47) finds that the used of group discussion

can improve students motivation to speak and speaking skill in speaking English. Finally,

Ali Akbar (2008:69) finds that good language learner strategies of speaking have

successfully improved the speaking skills of the students. Furthermore, he states that

teaching good language learners strategies of speaking is very useful and helpful in

increasing the speaking skills of the students.

Moreover, real objects, pictures, and markers are parts of visual aids, researcher

also finds some previous researchers that have carried out the research about using visual

aids. First of all, Herron, Hanley and Cole (1995) indicated that the visual support in the

form of descriptive pictures significantly improved comprehension scores with language

videos for English speaking students learning French. The results of the study indicate

that extensive listening is facilitated by the richness of the context that visual organizers,

such as educational videos, provide. Second, Heron (1994) found that advanced

organizers based on videos helped learners improve comprehension and aid in the

retention of information.

Next, a recent large-scale survey by Canning-Wilson (2000) suggested that the

students like learning language through the use of videos. One of the results of her survey

shows that learners prefer action/entertainment films to language films or documentaries

in the classroom. She stated although these films may seem to hold student interest, she

believes that it could be inferred that student comprehension of the video may be due to

the visual clues instead of the auditory components. Finally, Heron, Hanley and Cole

16

(2000) also hypothesized that video offers contextual support and/or helps learners to

visualize words as well as meanings. Referring to the above researchers’ findings, it can

be concluded that there were some researches dealing with visual aids application for

improving language learners’ speaking skill.

Jamrah, A (2008:60) found that picture can motivate the students learning

English. It makes the students interested to the lesson, creates good atmosphere, provides

some vocabularies, and gives them unconsciously discussion. In addition, Liliswati

(2008:84) found that students’ interest in learning English is improved by picture

application. It improves students’ confidence, involves in learning process and is happy

during classroom activity. Then, Andriani (2008) found that picture can improve the

students’ motivation to speak English.

Although many researchers have done a research dealing with speaking skills

and several techniques to improve it, it is important that more studies need to be

conducted in order to identify, clarify, and modify what the students’ problems in

speaking and the way out for these. Therefore, in this research the researcher wants to

apply real objects, pictures, and markers in teaching speaking in order to improve

students’ low speaking skills.

C. Conceptual Framework

The framework of this research was conceptualized in three concepts:

a. The problem to be solved

b. The tool to solve the problem

c. The result be expected

The problems to be solved are the students’ low speaking skill. It has some

indicators, such as accent, vocabulary, grammar, fluency, and comprehension. These

indictors get to be improved or solved. The use of real objects, pictures, and markers are

as tool to solve this problem. These will be used because of several reasons. First, as far

as the researcher know, real objects, pictures, and markers have not been used yet by the

previous researchers in solving students’ low speaking skill. Second, these instruments

are easy finding and bringing to the class. Third, these instruments are the simplest

17

instruments that are able to describe the size, shape, realism, and color of thing that is

being discussed.

The expectation of this research is the students’ low speaking skill, such as

accent, grammar, vocabulary, fluency, and comprehension will be improved because of

the using real objects, pictures, and markers on the research process. Furthermore, the

conceptual framework figure, can be seen as follows:

Problem Students’ Low Speaking

Skill

Accent Grammar Vocabulary Fluency Comprehension

Problem solving Real Objects

Pictures

Markers

Expected Improvements of Students’ Result Low speaking skill

Accent Grammar Vocabulary Fluency Comprehension

18

CHAPTER III METHOD OF THE RESEARCH

A. Type of the Research

The research was a classroom action research. This was typically a classroom

problem solving as one of the ways to solve the teaching problem in a form of action

which done in the class functioned as a problem solving by applying a new technique. In

applying this research, researcher did it in team with another speaking lecturer called as a

collaborator to find out what exactly the problems in speaking class were. While the

researcher was applying the new technique in speaking class, the collaborator did a

checklist dealing with the activity that had been listed.

B. Setting

The research was done at English Education Department of Education and

Teachers Training Faculty of Lancang Kuning University. Participants of this research

were the second year students. There were two classes all of them, class A and B.

Moreover, there were fifty five students. This research particularly has been conducted at

class B where there were twenty four as seen in table 1.

Table 1: the number of students participants

Students’ Gender Number of students

Female 17

Male 7

TOTAL 24

The researcher took this class as participants because most of them had problem

in their speaking skill. This research had been carried out for six months, starting from

November 2008 until April 2009. In addition, the data of this research were collected and

analyzed starting from February until April 2009. In doing this research, the researcher

was helped by another speaking lecturer as his collaborator, Dedy Wahyudi, S.Pd.

19

C.Instrumentation

The key instrument of this study was the researcher himself. He was involved in

every cycle, and collecting data with the instrumentations as below:

1. Observation sheets

It was applied in order to gain the data about the variable of this research,

students’ speaking skill and real objects, pictures, and markers. In addition, the

observation sheet was divided into two sheets. The first was the sheet which contained

the students’ speaking skill indicators. And the second sheet contained real objects,

pictures, and markers indicators. Two of these sheets were checked during the class was

done by the researcher and collaborator with indicators as follow:

Table 2: Observation checklist of speaking skill

NO INDICATORS YES NO

1 Accent

2 Grammar

3 Vocabulary

4 Fluency

5 Comprehension

All of these indicators were checked by the researcher and collaborator using the

checklist process in every cycle. It was done when the respondents were having speaking

tests. In addition, the researcher and collaborator also used the checklist Real Objects,

Pictures, and Markers as shown in table The table 3 and table 4.

Table 3: Observation Checklist of Real Objects, Pictures, and Markers

NO INDICATORS YES NO

1 An object is used to describe something

2 A chalk or marker is used to describe something

3 A picture is used to describe something

4 A message is clarified visually

5 Students talk to audience not to their real objects, pictures, or markers

20

Table 4: Observation of Improving Students’ Speaking skill by Using Real objects, Pictures, and Markers.

Variables Indicators Sub- Indicators Yes No

Speaking Skill

Visual Aids

Accent Vocabulary Grammar

Comprehension

Fluency

Real object Markers/Chalk Picture

1. Students use the oral skill to describe something

2. Students have various vocabularies in describing something.

3. Students are speaking grammatically to convey the correct meaning.

4. Students’ speaking is able to persuade their friends

5. Students are able to express their opinion fluently

1. A real object is used to describe

something. 2. A Chalk or marker is used to

describe something. 3. A Picture is used to describe

something. 4. A message is clarified visually. 5. Students talk to audience not to

visual aid.

2. The Speaking Test

The Speaking test was used to find out the students’ speaking skills. It was a kind

of descriptive speeches. The students asked to describe the topic by using the visual aid.

In implementation, students selected the topics that were provided. They had also been

given a chance to speak for about five minutes maximum. It was assessed by using oral

assessment that is suggested by Hughes (1990:94). In this assessment, there were five

speaking indicators assessed, such as accent, grammar, vocabulary, fluency, and

comprehension. The criteria of these indicators were as below:

Accent

21

1. Pronunciation frequently unintelligible 2. Frequent gross and a very heavy accent make understanding difficult, require

frequent repetition 3. “Foreign Accent” requires concentrated listening, mispronunciation lead to

occasional misunderstanding and apparent errors in grammar or vocabulary 4. Marked “Foreign Accent” and occasional mispronunciation which do not interfere

with understanding 5. No conspicuous mispronunciation, but would not be taken for a native speaker 6. Native pronunciation, with no trace of “foreign accent”

Grammar 1. Grammar almost entirely in accurate phases 2. Constant error showing control of very few major patterns and frequently

preventing communication. 3. Frequent errors showing some major patterns uncontrolled and causing occasional

irritation and misunderstanding 4. Occasional errors showing imperfect control of some patterns but no weakness

that causes misunderstanding 5. Few errors, with no patterns of failure 6. No more than two errors during the speech

Vocabulary 1. Vocabulary inadequate for even the simplest conversation 2. Vocabulary limited to basic personal and survival areas 3. Choice of words sometimes inaccurate, limitations of vocabulary prevent

discussion of some common professional and social topic 4. Professional vocabulary adequate to discuss special interest; general vocabulary

permits discussion of any non-technical subject with some circumlocutions 5. Professional vocabulary broad and precise; general vocabulary adequate to cope

with complex and practical problems and varied social situations 6. Vocabulary apparently as accurate and extensive as that of an educated native

speaker

Fluency 1. Speech is so halting and fragmentary that conversation is virtually impossible 2. Speech is very slow and uneven except for short or routine sentences 3. Speech is frequently hesitant and jerky; sentences may be left uncompleted 4. Speech is occasionally hesitant, with some unevenness caused by rephrasing and

groping for words 5. Speech is effortless and smooth, but perceptibly non-native in speech and

evenness 6. Speech or all professional and general topics as effortless and smooth as a native

speaker’s

Comprehension

22

1. Understands too little for the simples type of conversation 2. Understands only slow, very simple speech on common social and tourist topics;

requires constant repetition and rephrasing. 3. Understands careful, somewhat simplified speech when engaged in a dialogue,

but may require considerable repetition and rephrasing 4. Understands quite well normal educated speech when engaged in a dialogue, but

requires occasional repetition or rephrasing 5. Understands everything in normal educated conversation except for very

colloquial or low frequency items, or exceptionally rapid or slurred For those rubrics which have criteria “like native speaker”, were ignored by the

researcher because they could not be assessed from Indonesian students, particularly

Lancang Kuning University students. Furthermore, the researcher was helped by Hughes

in scoring students’ speaking test. In short, the rates of the speaking indicators are

available on it.

3. Interviews

It was used to gain more information about the students’ speaking skills and their

comments on using visual aids. The students were interviewed about the topic that had

been decided and after they were asked about using the visual aids. In addition, the

researcher made an unstructured interview. It means that, the researcher divided them

into some groups, and then the researcher interviewed only the representative from those

of each groups.

4. Field notes

It was used as an additional instrumentation for the observation. It was applied to

gain any information during the observation process. It contained both teacher’s and

lecturer’s and students’ activities. Moreover, it was held by the collaborator with the table

5 below:

23

Table 5: Research Field Note Subject Matter : Cycle : Meeting : Date/day :

Teacher/lecturer’s activities Students’ activities Note

D. Procedures

This action research had three cycle processes. Each cycle consisted of several

steps. First of all, the researcher and collaborator planned the activity to be applied in the

class followed by actions and observations. After having the data, the researcher and

collaborator reflected them in the following cycle after revising them. For example, the

researcher and collaborator found the students’ comprehension was the lowest score in

cycle I. By revising the plan, comprehension was acted and observed on the cycle II as

well as cycle I. Next, the researcher and collaborator analyzed the data from cycle II. In

this cycle, researcher and collaborator found the students’ grammar was the lowest score.

The researcher and collaborator planned to have the next cycle, cycle III. After revising

the plan, the researcher and collaborator focused on improving students’ grammar.

Furthermore, after analyzing the data on cycle III, researcher and collaborator found there

was improvement on students’ grammar. In addition, the researcher and collaborator

decided not to continue to the next cycle because the students’ score had difference in

every cycle. Finally, their score had never equaled between one proficiency and the

others. In the following circle was the model of this research that proposed by Kemmis

and Taggart (1988). It has been known as the action research cycles. It consisted of four

steps. They were planning, doing action, observing and reflecting or evaluating. The

model has been used as follows:

24

Based on the above model, the researcher has done three cycle processes. Each

cycle consisted of five meetings with a test included on it. Every meeting was (3X45

minutes) because speaking has three credit hours. The research had three cycles and five

meetings each, because the researcher wanted to find out more processes. In addition, the

more processes would be, the more factors could be found. The general procedure of this

research can be seen below:

Reflect

Revised Plan

Act and Observe

Plan

Cycle I

Reflect

Revised Plan

Act and Observe

Cycle II

Reflect

Result

Act and Observe

Cycle III

25

Cycle I

1) Plans

In this phase, the researcher and the collaborator had some activities as follows:

a) Designing the lesson plan or syllabus (Appendix I). On that lesson plan generally can

be seen such as the aim of the course, topics, schedule, real objects, pictures, markers

and the reference.

b) Preparing the observation and field note checklist (Appendix VI). On the observation

checklist and field note can be seen the activities both lecturer and students besides the

speaking skill and real objects, pictures, or markers indicators.

c) Preparing some topics and the schedule, as follows:

Meeting Topic Date

1. Sport February 19th 2009

2. Transportation February 28th 2009

3. Hand Phone March 2nd 2009

4. Enroll to University March 5th 2009

5. Final Test Cycle I March 9th 2009

d) Preparing the real objects. pictures, and markers were needed for the action, such as

pictures of sport and transportation, markers for the enrolling to the university, and the

objects or real objects of hand phone. The pictures of students’ presentation from Cycle I

to Cycle III can be seen on Appendix VIII.

e) Preparing the items for interview. In interview, the items were related to the students’

speaking skill and their comment of using real objects, pictures, and markers.

Referring to the above schedule, the researcher and collaborator conducted five

meetings for Cycle I because of several reasons. First of all, the researcher knew better

about his students’ speaking capability. Most of his students came from isolated private

senior high schools. They were the students’ who did not pass on the universities

examination. They had low speaking skill and had some problems on their English.

Second, due to of the previous cases, the researcher and collaborator had decision to have

more meetings in order to see more processes. Finally, the researcher and collaborator did

26

not find a far difference between the students’ speaking base score and the score of

students’ quiz in every meeting.

2) Actions

For this phase, it was divided into three activities, such as pre, while, and post

activities. On the pre-activity, the lecturer or researcher started the class familiarly

greeting, asked about the students’ previous activity, and introduced the topics and the

procedures of using proper real objects, pictures, or markers. On the while activity, the

lecturer or researcher first of all gave a model how to speak by using real objects,

pictures, or markers. After that on the post activity, the students had a chance to present

their materials or topics that had been decided. In this phase, every student had his or her

own real objects, pictures, or markers. On the other hand, the real objects, pictures, or

markers used could be same or different between one and the other students. On Cycle I,

the researcher provided five meetings with five topics to be presented.

On the first meeting, the students spoke about sport. They had different specific

topics and pictures about it. Some had football pictures from different clubs, the others

had MOTOR GP from different circuits, and the rests were various. And so did for

meeting two until four. And then, the students had to expand the topics and real objects,

pictures, or markers to be used out of the class. Finally, for the test of Cycle I, the

students had a chance to select one of those topics and real objects, pictures, or markers

to be presented. There were four students spoke about sports (the pictures of swimming,

jogging, football, and climbing), nine students spoke about transportations (the pictures

of bus, car, air plane, and motor cycle), seven students presented about hand phones (real

objects: Nokia, Sony Ericson, Samsung, and Hi-tech), and three students spoke about

Enrolling to the University.

3) Observations

This phase is referred to the above action, while the students were presenting their

topics individually, the researcher and collaborator observed the students’ presentation in

applying the real objects, pictures, or markers. It was applied in every meeting. When

students presented their topics, the researcher and collaborator assessed their speaking

skill scores. After having the daily scores, the researcher finally gave them the speaking

test. It was the same as the previous meeting presentations. They spoke for five minutes

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27

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28

hesitant and jerky; sentences might be left uncompleted. Then, the Students’ Speaking

skill in Comprehension was 33,33 % (Poor).

Back to the above data, it can be seen the comparison of the students’ speaking

skill from base score to their speaking skill score of Cycle I. In addition, the researcher

and collaborator found that most of the students’ speaking skill proficiency score were

higher than the base score except for their comprehension. The students’ accent score for

the pre test was 26, 04% while on Cycle I was 50%, grammar from the pre test was 39,

58% while on Cycle I was 58, 33%, vocabulary from the pre test was 44, 16% while on

Cycle I was 54, 16%, fluency from the pre test was 42, 62% while on Cycle I was 50%,

and comprehension from the pre test was 46, 58% while on Cycle I was 33, 3%. Based on

the students’ test result the students have problem on their comprehension for Cycle I

because their comprehension on the test score was lower than the pre test score. So, the

students’ comprehension was the focus of the researcher and collaborator to be improved

in Cycle II.

4) Reflections

Based on the students’ speaking score in Cycle 1, some topics in Cycle 1 were

revised in Cycle 2 in order to improve the students’ comprehension. Because it was

found that the students had low comprehension about the topic. This revision was based

on the ideas that if the students had more comprehension about the topic, they could

present the topic better.

Cycle II

In this cycle the researcher gave more advances and helped the students to

understand what the topic described about. In addition, this cycle consisted 5 meetings

also. Basically, the activities held in Cycle II were the same as the activities done in

Cycle I. On the other hand, the topics presented were different from before.

1) Plans

In this phase, the researcher and the collaborator did some plans as follows:

29

a) Redesigning the topics or materials to be presented for the students and the

schedule. The researcher and collaborator revised the topics because of several

reasons that had been gotten from the speaking test, observations, and field notes

of Cycle I. First of all, the students saw their real objects, pictures, or markers

continuously when they were presenting their materials. It means that the students

did not have comprehension about the topics. Second, the students spoke clumsy.

They were doubt what to be delivered. Finally, the students did some repetitions

or rephrases. They uttered the some vocabularies repeatedly. From the previous

results, it was expected that the following topics were able to improve their

comprehension. For example, traditional food was one of the most interesting

topics to be applied. It had vast vocabularies to be uttered. So, the following

topics and its real objects, pictures, or markers were assumed better improve

students’ comprehension on speaking skill.

Meeting Topic Date

1. Traditional Food March 12th 2009

2. Party March 16th 2009

3. Clothes March 19th 2009

4. Trading Circle March 26th 2009

5. Test Cycle II April 2nd 2009

b) Preparing the proper visual aids to be applied for this cycle. The visual aids were

real objects of traditional food and clothes, pictures of various parties, and

markers for trading circle.

2) Actions

This phase was the same as the previous action in Cycle I. First of all, the lecturer

or researcher did opening with greetings, shared about the students’ problems on the

previous Cycles, and explained the topics for the second Cycle. Second, the lecture gave

a model how to apply the proper real objects, pictures, or markers based on the theories

30

given. Moreover, the researcher acted all the topics. Next, the researcher gave chance to

the students to present about their materials or topics.

For the first meeting, the students presented about traditional food. They

presented it by using real objects. They brought different real objects of traditional food,

such as, sate, bakso, bakwan, godok bagulo, and onde-onde. On the second meeting, the

students spoke about parties. They brought some pictures from different parties, such as,

GOLKAR, PKB, PKS, and PAN. In addition, there also brought the picture of wedding

parties. On meeting three, the students spoke about clothes. In this phase, they brought

some different real objects of clothes, such as T-Shirts, shirts, jackets, caps, shoes, skirts,

and sucks. And on meeting four, the students spoke about trading circles. On this

meeting, they described the circle of trading process by using markers. They spoke about

this process after drawing it on the white board.

Finally, on the speaking test for Cycle II, the students presented different topics.

There were two students spoke about traditional food. They used real objects of

traditional food, such as bakwan, sate, and bolu kemojo. There were six students spoke

about parties. When they were speaking, they showed to the audiences the picture of

parties, such as PAN, PKB, PKS, GOLKAR, PBB, and PDIP. There were fourteen

students spoke about clothes (the real objects of clothes), and one students spoke about

trading circles (using marker).

3) Observations

This phase is still referred to the above action, while the students were presenting

their topics individually, the researcher and collaborator did observations toward the

students’ presentations in applying real objects, pictures, or markers. It was applied in

every meeting. When students presented their topics, the researcher and collaborator

assessed their speaking skill scores. After having the daily score, the researcher finally

gave them a speaking test. It was the same as the previous meeting presentations. They

spoke for five minutes maximum in term of talk. When they were speaking, the

researcher and collaborator found that they had problems with their grammar. The score

of the students’ speaking skill for Cycle II test can be seen in Table 7:

N

skill

unint

(Poor

uncon

speak

profe

neede

circum

mean

left u

No. Compo

1

2

3

4

5

Based on

for Accent

telligible pro

r). It mean

ntrolled and

king skill in

essional voc

ed to parti

mlocution. A

ns that the stu

uncompleted

0

10

20

30

40

50

60

70

A

Perc

enta

ge

Spea

onent of Spe

Acc

Gram

Vocab

Flue

Compre

the Table 9

t was 45,83

onunciation.

ns that the

d causing occ

n Vocabular

abulary ade

icipate in a

After that, th

udents’ spee

d. Then, the

ccent Gra

aking test R

Fo

eaking Profic

cent

mmar

bulary

ency

ehension

9 and Diagr

3 % (Poor

. The Stude

students’ g

casional irrit

ry was 66,6

quate to dis

a discussion

he Students

ech was freq

e Students’

ammar Voca

Proficie

DiagSpeaking T

Meetin

31

Table 7

Result in Per

or Cycle II

ciency Pe

am 3, it can

r). It mean

ents’ speaki

grammar had

tation and m

66 % (Goo

scuss their s

n of any n

’ speaking s

quently hesita

Speaking sk

abulary Flue

ency

gram 2Test Cycle II

ng 5 (Test)

rcentage (%

ercentage (%

45,83

37,35

66,66

50

62,5

n be seen th

s that the

ing skill in

d errors wi

misunderstan

od). It mean

special inter

non technic

skill in Flue

ant and jerky

kill in Com

ency Compreh

%)

%) Categ

Po

Po

Go

Fa

Fa

at the studen

students ha

Grammar

ith some m

nding. Next,

ns that the

rests; genera

cal subjects

ncy was 50

y; the senten

mprehension

hension

gory

oor

oor

ood

air

air

nts’ speakin

ad frequentl

was 37,5 %

major pattern

the Students

students ha

al vocabular

s with som

% (Fair).

nces might b

was 62,5 %

ng

ly

%

ns

s’

ad

ry

me

It

be

%

32

(Fair). It means that the students had care understanding in the type of talk. In short, for

the last meeting or final test at Cycle II, their scores increased slowly.

Based on the Table 9, it can generally be elaborated that the students’ accent score

was similar with that as the first meeting until the final test. Comparing with Cycle I, it

was worst. It was 50% (Fair) for Cycle I but it was 45, 83% (Poor) for Cycle II. Second,

the students’ grammar score was different from meeting 1 to meeting 5. It got lower. It

was 58, 33% (Fair) for Cycle I but for the Cycle II was 37, 5 % (Poor). Next, students’

vocabulary was better than the previous cycle. It was 54, 16 % (Fair) previously, yet it

was 66, 66 % (Good) for the second cycle. Then, students’ fluency for Cycle II was the

same as Cycle I. It was 50% (Fair). Finally, students’ comprehension for Cycle II was

better than Cycle I. In cycle I, it was 33.33% (Poor), but it was 62, 5 % (Good) for Cycle

II. Based on the students’ test result, for the next cycle, the researcher and collaborator

focused on increasing students’ Grammar score because it was the lowest score for Cycle

II.

4) Reflections

Referring to the students’ speaking test result in Cycle II, the researcher and the

collaborator determined to revise some activities in Cycle II to be applied in Cycle III.

The researcher and the collaborator focused to improve students’ grammar in presenting

their material, because it was the worst score for the second Cycle.

Cycle III

Based on the students’ speaking test result in Cycle II, the researcher and the

collaborator did a revision. The revision was focused on the students’ grammar. In this

Cycle the researcher gave more advances and helped the students to apply correct

grammar in describing the topic. In addition, this Cycle consisted 5 meetings also.

Basically, the activities held in Cycle III were the same as the activities done in Cycle II.

On the other hand; the topics presented only were different from before.

1) Plans

In this phase, the researcher and the collaborator did some plans, as follows:

33

a) Redesigning the topics and schedules that to be presented for the students on this

cycle. The previous topics were revised because those topics did not help the

students to express their ideas trough speaking grammatically. They spoke

fluently and comprehended the topics well but they made so many errors on their

grammar. In addition, the researcher and collaborator determined the following

topics because we thought some of them could lead the students’ grammar. For

example, for a new bank customer, they spoke about its procedure and process.

So, the researcher and collaborator expected that the following topics could

improve the students’ grammar.

b) Schedule of Cycle III

Meeting Topic Date 1. A New Bank Customer April 6th 2009 2. Election Process April 9th 2009 3. Tourism Object April 16th 2009 4. Stationery April 23rd 2009 5. Test April 30th 2009

c) Decided the proper real objects, pictures, or markers to describe the topics. The

visual aids were markers for describing election process and a new bank

customer on the white board, pictures of tourism object, and the real objects of

stationery.

After having the above schedule, the researcher and collaborator did an action. It was in

the next procedure.

2) Actions

In this phase, on the Cycle III, the researcher or lecturer’s pre-activities were

the same as the previous meetings. After giving a model, how to speak with correct

grammar, the lecturer or researcher gave a chance to the students to present their

materials for five meetings. The first meeting, they spoke about a new bank customer. In

this topic, there were many students did not familiar with several bank terminologies.

They mixed their vocabularies both Indonesian and English. Moreover, they did not

know exactly how to pronounce those terms. On the second meeting, they spoke about

34

the election procedures. For these two meetings, they spoke by using markers. They

described these two procedures of how to be a new bank customer and did an election by

using markers. In addition, they drew the procedures of these two topics on the white

board. On the third meeting, they spoke about tourism objects. They spoke about them

with full of life, bright, and with various vocabularies. They described about the picture

tourism objects. When they were speaking, they showed their own pictures. Different

students showed and spoke with different pictures of tourism object. On the fourth

meeting, they spoke about stationery. They brought their own stationeries and spoke

about them.

Finally, on the speaking test of Cycle III, the lecturer or researcher gave the

students the same activity as the previous meetings. On the other hand, they selected

different topics available from before. As a result, one student selected and spoke about a

new bank customer (markers), eighteen students spoke about tourism objects (the pictures

of tourism object: Lawang top, Pacu jalur, Borobudur temple, Bukit tinggi, Rumah

gadang, Kute beach, Siak palace, and lake tobe), and four students spoke about

stationeries (real objects of stationeries: pen, book, and marker).

3) Observations

This phase referred to the above action, while the students were presenting their

topics individually, the researcher and collaborator did observations toward the students’

presentation in applying real objects, pictures, or markers. It was applied in every

meeting. When students presented their topics, the researcher and collaborator assessed

their speaking skill scores. After having the daily score, the researcher finally gave them

a speaking test. It was the same as the previous meeting presentation. They spoke for five

minutes maximum in term of talk. Moreover, in this talk, the researcher and collaborator

found the students’ problem. They still had problem about their grammar and accent. In

short, as a fact, the score of the students speaking skill for Cycle III can be seen in Table

8.

N

skill

frequ

(Poor

major

Next,

stude

stude

After

stude

gropi

(Fair

No. Compo

1

2

3

4

5

According

for Accent

uently uninte

r). It means

r patterns un

, the student

ents’ vocabu

ents to partic

r that, the St

ents’ speech

ing for word

r). It means t

P

Sp

onent of Spe

Acc

Gram

Vocab

Flue

Compre

g to Table 1

was 45,83

elligible. Sec

that the stud

ncontrolled,

ts’ speaking

ulary was so

cipate in a d

tudents’ spea

was occasi

ds. Then, th

that the stud

0

10

20

30

40

50

60

70

Acc

Perc

enta

ge

peaking ResFo

eaking Profic

cent

mmar

bulary

ency

ehension

10 for Cycle

% (Poor).

cond, the Stu

dents’ gramm

which caus

skills in Vo

ometimes in

discussion o

aking skill i

ionally hesit

he Students’

dents had car

cent

Speaki

35

Table 8 ult in Percer Cycle III ciency Pe

e III, it can

It means th

udents’ speak

mar had freq

sed occasion

ocabulary w

naccurate; lim

of some com

in Fluency w

tant with un

speaking s

re understand

Vocabulary

Proficiency

Diagram 3ing Test Cycle

entage (%)

ercentage (%

45,83

45,83

58,33

62,5

62,5

be seen tha

hat the stud

king skills in

quent errors

nal irritation

as 58,33 %

mitation of

mmon profes

was 62,5 %

nevenness ca

skill in Com

ding in the ty

Comprehens

y

e III

%) Cat

P

P

F

F

F

at the studen

dents’ pronu

n Grammar

and it was s

s, and misun

(Fair). It m

vocabulary

ssional and

(Fair). It m

aused by re

mprehension

ype of talk. I

sion

tegory

Poor

Poor

Fair

Fair

Fair

nts’ speakin

unciation wa

was 45,83 %

howing som

nderstanding

means that th

prevents th

social topic

means that th

ephrasing an

was 62,5 %

In short, afte

ng

as

%

me

g.

he

he

s.

he

nd

%

er

36

having a test at meeting 5 five, the students proficiency got lower than the previous

meetings.

4) Reflections

Referring to the above Cycle III data, the researcher and the collaborator

concluded that students’ speaking skill score from Cycle I to Cycle III did not have

significant improvement. Furthermore, the score of proficiency always changed from one

Cycle to the others. So, the researcher and collaborator decided to take the research data

until Cycle III. In order to have the data clarification, it can be seen on below students’

speaking skill average.

After presenting the data of the research from fifteen meetings or three cycles, the

researcher wants to present the score of the students’ speaking skill by using visual aid. In

addition, to see the difference of proficiency score on base score and score in each cycle,

the score and category will be presented below:

Table 9: the category of students speaking skill score in percentage

No Component of

Speaking Proficiency

Students’ Speaking skill

Base Score (%)

The Score of Speaking

Skill Cycle I (%)

The Score of Speaking

Skill Cycle II (%)

The Score of Speaking

Skill Cycle III (%)

1 Accent 26, 04 50 45,83 45,83 2 Grammar 39, 58 58, 33 37,5 45,83 3 Vocabulary 44,16 54,16 66,66 58,33 4 Fluency 42,62 50 50 62,5 5 Comprehension 46,58 33,3 62,5 62,5

Table 10: The Category or Level of the Students Speaking Skill of Based Score and Each Cycle

No

Component of Speaking

Proficiency

Students’ Speaking skill

Base Score

The Score of Speaking

Skill Cycle I

The Score of Speaking

Skill Cycle II

The Score of Speaking

Skill Cycle III

1 Accent Poor Poor Poor Poor 2 Grammar Poor Fair Poor Poor 3 Vocabulary Poor Poor Fair Fair 4 Fluency Poor Poor Poor Fair 5 Comprehension Poor Poor Fair Fair

37

Diagram 4 Students’ base score and Cycle I until Cycle III

From the data above, they can be described that the students’ accent scores were

various from base score to the speaking test in every cycle. For the base score was (26,

04), Cycle I was (50), Cycle II was (45, 83), and on Cycle III was (45, 83). Second,

students’ grammar for base scores was (39, 58), Cycle I was (58, 33), Cycle II was (37,

5), and Cycle III was (45, 83). Third, students vocabulary on base score was (44,16),

Cycle I was (54, 16), Cycle II was (66, 66), and Cycle III was (58,33). Fourth, students’

fluency on base score was (42, 62), Cycle I was (50), Cycle II was (50), and Cycle III

was (62,5). And finally, students’ comprehension on base score was (46, 58), Cycle I was

(33,3), Cycle II was (62, 5), and Cycle III was (62, 5). From the students’ speaking test

result and their respond, it can be concluded that Students’ Speaking Skill can be

improved by using real objects, pictures, and markers as parts of visual aids.

E. Techniques of Collecting the Data

As explained previously, the data were collected through observation, speaking

test, interview, and field note. First, an observation was done during teaching and

learning process by the researcher and collaborator using the observation sheets and

notes. On the observation sheet, there were some items that related to the speaking and

0

10

20

30

40

50

60

70

Base Score Cycle I Cycle II Cycle III

Accent

Grammar 

Vocabulary

Fluency 

Comprehension

38

visual aid indicators to be checked accordingly by the researcher and collaborator during

the teaching and learning process. The collaborator helped the researcher to note the

students’ activity during process. Second, the speaking test was applied in collecting the

quantitative data. Checking the students speaking in front of the class individually. They

used one of the visual aids that helped them to describe the material. They had time to

speak for five minutes maximum with this technique, the researcher analyzed the result

by using the oral communication rubrics giving the researcher scored each of their

speaking indicators based on the speaking rubric guide. Finally, the speaking rubric

converted into the following weighting score. The weighting table can be seen below:

Table 11: Weighting Table of Speaking Skill Rubric

WEIGHTING TABLE

1 2 3 4 5 6 (A)

Accent 0 1 2 2 3 4 -

Grammar 6 12 18 24 30 36 -

Vocabulary 4 8 12 16 20 24 -

Fluency 2 4 6 8 10 12 -

Comprehension 4 8 12 15 19 23 -

Total

(Adam and Frith in Arthur Hughes 1979 : 35-8)

Table 12: Weighting Table of Speaking Skill Rubric in Percentage

WEIGHTING TABLE IN PERCENTAGE (%)

1 2 3 4 5 6

Accent 0 25 50 50 75 100

Grammar 16,6 33,2 50 66,5 83 100

Vocabulary 16.6 33,2 50 66,7 83,2 100

Fluency 16,6 33,2 50 66,4 83 100

Comprehension 17,4 34,8 52 65 82,5 100

(Transcript Score of the Weighting Table)

39

The above table is weighting score speaking skill rubric in percentage. The score

was gotten from the multiple of the weighting score with the percentage. In addition, the

lowest score of the indicator divided by the highest score of the same rubrics, and then

multiplied by the percentage.

For example: Accent in column 2 = ¼ x 100 = 25 in the weighting score speaking skill

rubric in percentage. Moreover, the score on the above table was exactly used to score the

students’ speaking skill when their speaking skill was tested.

Then, to ease the writer and collaborator to categorize or to see the students’ speaking

skill result, the above weighting percentage score can be reflected into the following

range as follows:

Table 13: the range of students’ speaking skill score

Range of the scores The level of Speaking Skill and Motivation

86-100 Very Good

71-85 Good

56-70 Fair

10-55 Poor

(Sutanto Leo, 2006: XIX)

The third, interview was used in collecting the students speaking skills data. In

this case, the researcher interviewed the students about their impression dealing with the

topics that have been given to them. Furthermore, the researcher also interviewed the

students about the specific thing from the topic. For example, the researcher interviewed

them about traditional food. In this data collection technique, the researcher had an

unstructured interview. It means that, the students were divided into some groups and the

participant from each group only was interviewed by the researcher. The fourth, field

note was applied as an additional data collection technique. It was as a supporting data

for the observation. Moreover, it functioned to note any situation that happened during

the research. In short, it was hold by the collaborator.

F. Technique of Analyzing the Data

Data were analyzed quantitatively and qualitatively. Quantitative data were all

the data gotten from the speaking test. It was analyzed by the researcher, collaborator,

40

and raters. Researcher and collaborator assessed the students’ test result by using

speaking rubrics. Moreover, they were helped by some raters in order to keep the

trustworthiness of the speaking test result. After converting the test result, it presented in

the graph in order to see the students’ speaking skill category or level. Qualitative data

were the data gotten from observation, interview and field note. In observation, the

collaborator helped the researcher. The collaborator checked the researcher’s activities

that beard on speaking skill and real objects, pictures, or markers as parts of visual aids.

In addition, a collaborator noted the activity or situations that happened during research

application. Furthermore, these data were analyzed by using six steps qualitatively:

1. Data managing: it involved creating and organizing the data collected during the

study. The researcher and collaborator managed all the data gained during the

study and put them in order.

2. Memoing: Reading field note, interview, and observer’s command to get the data.

Found a quite place and planned on reading for a few hours at that time during the

initial reading of the data.

3. Description: it aimed to provide a true picture of setting and event that took place

on it. So, the researcher and reader had an understanding about the result.

4. Classifying: Qualitative data analysis was basically a process of breaking down

the data into smaller units, determining the import of these units, and putting the

units together again in interpreting forms. The typical way qualitative data were

broken down and organized through the process of classifying, which mean

ordering field note into categories that represented different aspect of the data.

5. Interpreting: it was based on the connection, common aspects, and linkages

among the data, especially the identified categories and pattern. Interpreting

involved identifying and abstracting important understanding from detail and

complexity of the data.

41

CHAPTER IV

FINDINGS AND DISCUSSIONS

A. Findings

The purpose of the research, this classroom action research was to find out

whether the students’ speaking skill can be better improved by using real objects,

pictures, and markers as parts of visual aids. This research was applied at the second year

students of English Education Department of Faculty of Education and Teachers Training

Lancang Kuning University in 2008-2009 Academic Years. It was conducted in three

cycles; each cycle had five meetings including a test for each meeting; each meeting was

in 3 x 45 minutes. The students’ attendance list during a research can be seen on

Appendix IX.

Each cycle consisted of four phases; planning the research, acting the plan, doing

the observation, and reflection. The reflection phase was as the base to go to the next

cycle. After three of these phases had been applied, the result of the study was disclosed.

Before conducting the research, the students were given a preliminary quiz or pre-

test. It aimed to get the base data or score about the students’ speaking condition and the

ways the students learn English. From the quiz results, it is summarized that most of the

students had problems in speaking. The complete result of the students’ base score can

be seen on Appendix II. In addition, to see the improvement of the students’ speaking

skill from the pre-test to Cycle I, and the base score are presented in Table 7 and Diagram

1.

Table 14: Students’ Speaking Skill Base Score

No. Component of Speaking Proficiency Percentage (%) Category

1 Accent 26,04 Poor

2 Grammar 39,58 Poor

3 Vocabulary 44,16 Poor

4 Fluency 42,62 Poor

5 Comprehension 46,58 Poor

42

Diagram 5 Students’ Speaking Skill

Base Score

Referring to Table 7 and Diagram 1, it can be concluded that all of the students’

speaking proficiencies are relatively poor. This score was gotten from the pre- test given.

On that test, the students spoke individually without keeping something on their hand. In

addition, they just talked with free topic for five minutes. On that duration, they were able

to talk for three minutes with several pauses. Moreover, it seemed that they did not know

anything to be talked about. In short, from this situation, it can be concluded that the

students have a low speaking skill. The improvement of the students’ speaking skill can

be seen after looking at below by using real objects, pictures, and markers as parts of

visual aids.

1. The used of real objects, pictures, and markers could better improve students’

speaking skill

After the research was conducted 15 meetings in the 3 Cycles by using real

objects, pictures, and markers, the Average of Students’ Speaking Skill in every cycle

was made Every single score in every cycle had a category or level. Furthermore, the

process that had been conducted can be seen below:

0

10

20

30

40

50

43

Cycle I

In this Cycle, the researcher and collaborator conducted five meetings because of

several reasons. First of all, the researcher knew better about his students’ speaking

capability. Most of his students came from isolated private senior high schools. They

were the students’ who did not pass on the universities examination. They had low

speaking skill and had some problems on their English. Second, due to of the previous

cases, the researcher and collaborator had decision to have more meetings in order to see

more processes. In addition, the researcher and collaborator did not find a far difference

between the students’ speaking base score and the Cycle I score. In short, for this the

students had problem with their comprehension.

Cycle II

In this cycle the researcher gave more advances and helped the students to

understand what the topic described about. In addition, this cycle consisted 5 meetings.

Basically, the activities held in Cycle II were the same as the activities done in Cycle I.

On the other hand, the topics presented were different from before.

Moreover, in this Cycle the researcher found the students’ speaking skill for

Accent was 45,83 % (Poor). It means that the students had frequently unintelligible

pronunciation. Second, the Students’ speaking skill in Grammar was 37,5 % (Poor). It

means that the students’ grammar had frequent errors and it was showing some major

patterns uncontrolled and causing occasional irritation and misunderstanding. Next, the

Students’ speaking skill in Vocabulary was 66,66 % (Good). It means that the students

had professional vocabulary adequate to discuss their special interests; general

vocabulary which is needed to participate in a discussion of any non technical subjects

with some circumlocution. After that, the Students’ speaking skill in Fluency was 50 %

(Fair). It means that the students’ speech was frequently hesitant and jerky; the sentences

might be left uncompleted. Then, the Students’ Speaking skill in Comprehension was

62,5 % (Fair). It means that the students had care understanding in the type of talk. In

conclusion, in this Cycle the researcher found the students’ grammar was the lowest

score.

44

Cycle III

Based on the students’ speaking test result in Cycle II, the researcher and the

collaborator did a revision. The revision was focused on the students’ grammar. In this

Cycle the researcher gave more advances and helped the students to apply correct

grammar in describing the topic. This Cycle consisted 5 meetings. Basically, the

activities held in Cycle III were the same as the activities done in Cycle II. On the other

hand; the topics presented only were different from before.

In this Cycle, the researcher found the students’ speaking skill for Accent was

45,83 % (Poor). It means that the students’ pronunciation was frequently unintelligible.

Second, the Students’ speaking skills in Grammar was 45,83 % (Poor). It means that the

students’ grammar had frequent errors and it was showing some major patterns

uncontrolled, which caused occasional irritations, and misunderstanding. Next, the

students’ speaking skills in Vocabulary was 58,33 % (Fair). It means that the students’

vocabulary was sometimes inaccurate; limitation of vocabulary prevents the students to

participate in a discussion of some common professional and social topics. After that, the

Students’ speaking skill in Fluency was 62,5 % (Fair). It means that the students’ speech

was occasionally hesitant with unevenness caused by rephrasing and groping for words.

Then, the Students’ speaking skill in Comprehension was 62,5 % (Fair). It means that

the students had care understanding in the type of talk. In conclusion, after some cycles

were applied in this research, the researcher found the students’ speaking skill were

various from one proficiency to the other proficiencies. So, the research was only decided

until three cycles.

2. Factors Influenced Students’ Speaking skill by using Real objects, Pictures, and

Markers

The factors that influenced students’ speaking skill by using real objects, pictures,

and markers can be seen from the instrumentations such as observations, field notes, and

interview results. All of the factors were gotten from the above instrumentations

categorized as second finding of the research.

a). O

stude

These

stude

clearl

Acce

comm

Cycle

by th

Cycle

their

83). I

there

intere

Observation

Referring

ents applied

e indicators

ents’ score f

ly seen in Di

Based on

nt scores w

ment, it was

e I was (50)

he topics av

e II was (45

low concent

It was the s

were some

est, and low

and Field N

g to the obser

all of the

were differe

for Accent fr

iagram 6.

Students’ A

the students

were various

s caused by

. It was high

vailable. The

5, 83). It was

tration. They

same as Cyc

e factors in

concentratio

0

5

10

15

20

25

30

35

40

45

50

Pr

Note

rvation chec

speaking an

ent between

from Cycle I

DAccent scor

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48

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8). Cycle I w

caused by th

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the students

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Cycle III w

ents’ vocabu

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ecturer).In C

hey could n

II

III, students

was (33,3).

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king. Cycle I

used by the

Cycle III wa

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nce, and topi

the students

ors. First, th

ked the topic

by their low

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rammar whe

about topic

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in

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49

vocabulary for the some forms. Then, the students’ fluency in Cycle I was influenced by

daily practice. They always practice their English with their friend. Cycle II was the

same as Cycle I. Cycle III was influenced by the topic mastery. Finally, the students’

comprehension in Cycle I was influenced by their ability to develop the topic. They could

not develop the topic when they were speaking. Cycle II was influenced by their

diligence. They liked to read and search the information from internet. Cycle III was

influenced by their understanding about the topics besides their diligence.

Besides the information from the above Diagrams, the data from observation and

field note will be further described. On field note in Cycle I and meeting I from Appendix

6 can be found that the students did not pay full attention and listened carefully toward

lecturer’s presentation and explanation. In addition, they were reluctant to present their

topics (sport) when were recommended to do a presentation. At that time, they thought

about their bad grammar and shy to speak. Particularly, for those two students did not

want to come in front of the class. It was continued to following meeting, those two

students still did not want to present their presentation because of the same problem.

Referring to the meeting 3 on Cycle I, the factor can be analyzed that the students did not

follow the class seriously. So that, all of their speaking proficiencies were lower than the

previous meeting. Their seriousness was disturbed by the unquiet surrounding, it was

farewell music program.

On meeting 4 of Cycle I can be seen that the factor influenced students speaking

skill by using visual aid was their physic condition. This meeting was hold in the

afternoon. They had full class since morning until the research data was taken in the

afternoon. As a result, they did not speak fluently. On the test of Cycle I, the students

were given a chance to select any topics were provided from meeting 1 to meeting 4.

They spoke in front of the class for about five minutes maximally. The factor influenced

students’ speaking skill in using real objects, pictures, or markers was their

comprehension. Their comprehension score was the lowest. Their explanation was

different from the topic selected. For example, the topic was enrolling to university. They

did not describe the procedure of it. On the other hand, they talked about the structure of

university. In short, they looked at their real objects, pictures, or markers continuously.

50

Second, it was the continuation of the Cycle I. On Cycle I, students’

comprehension was the lowest proficiency. So, the researcher and collaborator tried to

improve it on Cycle II. For meeting 1 on Cycle II of the field note result could be seen

that the factor was the students’ concentration. They actually liked the topic that had been

given to them but they did not concentrate to the speaking proficiencies any way. As a

result, they only got fair on their grammar and the other competencies were failure. On

meeting 2 of Cycle II field note can be noted that the factor influenced students’ speaking

skill by using real objects, pictures, or markers was their understanding. They did not

exactly understand what topic was. They spoke fluently actually, but it was not suitable

with the topic agreed. As a result, some of them talked about political parties, and some

talked about happiness parties.

For the meeting 3 on Cycle II the factor can be concluded that the students’

speaking skill influenced by their friends’ activity. When he/she spoke, their friend

laughed at his/her mistake. As a result, their fluency score was the worst one. On the

other hand, they had good score for the vocabulary. On meeting 4, the factor influenced

students’ speaking skill by using real objects, pictures, or markers was their familiarity of

the topic. In this meeting, they did not know much about that topic. So, as a result their

accent was the lowest score, but the vocabulary was good. On the test of Cycle II,

students’ speaking skill influenced by their friend action. Their friends did a correction

when she/he presented the material or topic. Meanwhile, the correction done was not

totally correct. In addition their friends broke his/her concentration. In short, based on the

observation and field note on Cycle II, students’ grammar was the lowest one.

Finally, the researcher and collaborator decided to have Cycle III because of the

second Cycle result. For the second Cycle, students still had problem on their speaking

skill, particularly their grammar. It was the lowest score. So, the researcher and

collaborator tried to develop it on Cycle III. The result of field not on meeting 1 at Cycle

III noted that the factor that influenced students’ speaking skill by using real objects,

pictures, or markers was students’ vocabulary. They did not have enough vocabulary,

which related to the topics. They did so many repetitions. It was assumed that they had

little vocabulary to be expressed. On meeting 2 of Cycle III, the factor influenced

students’ speaking skill by using real objects, pictures, or markers was their

51

pronunciation of particular vocabularies from election. For example, “Vote” most of the

students pronounced it Voti. On meeting 3 of Cycle III most of the students had well

presentation because most of them liked that topic. For meeting 4 on Cycle III, students

did the similar thing with the previous meeting. For the test of Cycle III, the factor could

influence students’ speaking skill by real objects, pictures, or markers was the

comfortable of a place, a nice audience, and topic mastery. It was the third test for this

meeting. Again, in this test, the students had been given a chance to select any topics they

like best. In short, for this Cycle, students competencies score had improved.

b). Interviews

As a supporting data, interview was applied in this research. The kind of

interview was unstructured. In this interview, the researcher divided the students into six

groups. Each group had a participant. The participant was elected by their friend. In short,

the researcher interviewed the participant of each group only. The interview was about

the students’ problem in speaking, factors that influence their speaking skill in every

cycle, and their opinion about using real objects, pictures, or markers as parts of visual

aids. After pooling the data, the researcher and collaborator concluded that there were

some problems faced by the students in speaking such as, afraid of making mistake, shy

to speak, lack of vocabulary, and nervous . The data of interview items and students’

respond can be seen below and on Appendix VII:

Lecturer’s questions Students’ responds

What are your group problems on speaking class?

Does your group think real objects, pictures, and markers as visual aid improve your speaking skill? Why? What is the most helpful visual aid for your group? Why?

Student 1: “our problems are lack of vocabularies and no confidence to speak”.

“We think visual aid can overcome our

problem. Because by using visual aid we are able to explain the topic fluently”.

“We like most picture. It eases us to explain the material”.

52

What is the most influent factor for your group in applying real objects, markers, and pictures?

“ ooo….. I think we often look at the visual aid and we do not concentrate”.

What are your group problems on speaking class?

Does your group think real objects, pictures, and markers as visual aid improve your speaking skill? Why? What is the most helpful visual aid for your group? Why? What is the most influent factor for your group in applying real objects, markers, and pictures?

Student 2: “Our problems are less of vocabulary and bad habit not to practice our English in daily life”. “Yes, it can. Because it helps us in speaking. It gives additional information”. “Picture is the most helpful visual aid for us because it helps us to tell the subject or topics”. “yes….. our friends laugh at we, when we use one of the visual aids”.

What are your group problems on speaking class?

Does your group think real objects, pictures, and markers as visual aid improve your speaking skill? Why? What is the most helpful visual aid for your group? Why? What is the most influent factor for your group in applying real objects, markers, and pictures?

Student 3: “our problems are lack of vocabulary and thinking about grammar”.

“Yes, it can. Visual aid give us more vocabularies”.

“The most helpful visual aid is picture. From the picture we can get the idea or info”. “it can help us to describe the meaning of the picture and we can speak fluently”

What are your group problems on speaking class?

Does your group think real objects, pictures, and markers as visual aid improve your speaking skill? Why? What is the most helpful visual aid for your group? Why?

Student 4: “our problems are lack of vocabulary and inaccurate pronunciation”. “Yes, it can. It eases us to explain the topic or the material”.

“visual aid for us is picture. It helps us to explain something easily”.

53

What are your group problems on speaking class?

Does your group think real objects, pictures, and markers as visual aid improve your speaking skill? Why? What is the most helpful visual aid for your group? Why? What is the most influent factor for your group in applying real objects, markers, and pictures?

Student 5: “we cannot say the English well and not have fluency”. “Yes, it can. it helps us to imagine, explain the topic, and arrange the sentence well”. “The most helpful visual aid for our group is picture. It helps to express and arrange the sentence well”.

“we like to present them, we do not forget about what we are talking”

What are your group problems on speaking class?

Does your group think real objects, pictures, and markers as visual aid improve your speaking skill? Why? What is the most helpful visual aid for your group? Why? What is the most influent factor for your group in applying real objects, markers, and pictures?

Student 6: “lack of vocabulary, wrong grammar, and less motivation to speak”.

“Yes, it can. It eases us to tell the topics” “The most helpful visual aid for our group is real object. It helps us to describe the topic”. “ the most influent factor is picture. It help we to illustrate the information what we want to say”

The above interview list was the general information gotten from the students. The

specific data were recorded on the cassette.

B. Discussions

It was explained before that this research was conducted for three Cycles and

fifteen meetings. The researcher decided three Cycles in fifteen meetings in order to see

more processes of students increasing and decreasing score in speaking. In short, the

longer research time, the more processes will be found. It was carried out at the second

year of students of English education department of education and teachers training

54

faculty of Lancang Kuning University. It had been done since February 19th until April

30th 2009. It had 24 respondents or participants. The data that have been gotten can be

discussed as follows:

First of all, the results of base score from students’ speaking skill were generally

poor. After that, the researcher did a Cycle I as a treatment. After conducting the first

Cycle, researcher and collaborator saw there was no significant changing of the students’

speaking skill score. It was caused by their low comprehension. They did not present the

topics exactly liked what was decided. Furthermore, researcher and collaborator

continued to the second Cycle. For this Cycle, the students’ comprehension was the

focused on the research. Moreover, researcher and collaborator wanted to improve their

comprehension by real objects, pictures, or markers with different topics. After doing the

research for five meetings, the researcher and collaborator could see there was a changing

of the students’ comprehension score. For the Cycle II, the researcher and collaborator

found a new problem. It was the students’ grammar. In this Cycle the grammar of

students was the lowest score from the other competencies. Thus, the researcher

continued to the third Cycle. The third Cycle was focused on the improving students

grammar score by using real objects, pictures, or markers with different topics. After

doing the research for five meetings, the researcher and collaborator found that all of the

students’ speaking proficiencies score were higher than the previous meetings. Even

though their scores were higher, their levels were generally fair.

Second, to find out the factors influenced students’ speaking skill by using real

objects, pictures, or markers, the researcher and collaborator analyzed the observation

and field note lists. From these lists, the researcher and collaborator found there were

some factors influenced them. Firstly, they did not serious to follow the class. When they

were in the class, they made small discussion among their friends. They did not pay full

attention to the lecturer’s explanation and presentation. Secondly, they were still reluctant

to speak spontaneously. As a fact, there were two students did not want to present their

material. They said that they did not ready physically and mentally yet or they were

afraid of their friends. Next, they did not have good condition when came to the class.

They were tired and sleepy because of full day classes. They wanted to leave the class as

soon as they could. Finally, they did not have enough understanding about the topic.

55

When they presented their material, it was out of the topic. Moreover, what they were

talking about did not give clear description of the topic.

Finally, to find out the other factors, the researcher did an unstructured interview.

It was about students’ problem on speaking and their opinion about using real objects,

pictures, or markers as parts of visual aids. For speaking, they had some problems, such

as lack of vocabulary, afraid of making mistake, shy to speak, no confidence to express

the idea, and less motivation to practice. For applying visual, they said that real objects,

pictures, or markers were the best instruments or treatments to help them in expressing or

describing the material.

Their idea was supported by Penny Ur (1996:124). The expert states that using

visual aids can be presented on the other forms such as describing picture, picture

differences and things in common, shopping list, and solving a problem”. However, real

objects, pictures, or markers could reduce their shame, nervous, and reminded them about

the topic to be descried. This idea is also supported by Canning-Wilson (2000). He

suggests that:

The use of illustrations, visuals, pictures, perceptions, mental images, figures, impressions, likenesses, cartoons, charts, graphs, colors, replicas, reproductions, or anything else used to help one sees an immediate meaning in the language may benefit the learner by helping to clarify the message, provide the visual works in a positive way to enhance or supplement the language point.

In conclusion, after conducting the research in three cycles, the researcher found

that the students’ speaking skill proficiencies are different from one cycle and the others.

in Cycle I the students’ comprehension was low. In Cycle II the students’ grammar was

the lowest. And finally, in Cycle III the students’ vocabulary and accent were the lowest.

C. Limitation of the Research

This classroom action research was conducted by the researcher at the second year

students of English education department of faculty education and teachers training of

Lancang Kuning University. The research was aimed at improving the students’ low

speaking skill by using real objects, pictures, or markers. In the research, the researcher

only used four instrumentations: observation sheet, speaking test, field notes and

56

interview. The finding of this research is only on the second year students of English

education department of faculty education and teachers training of Lancang Kuning

University, particularly for B class. This research finding can be applied for the other

classes or institution; it will probably have different result. Because different students

have different ability, so it needs different tool to be applied.

57

CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS

A. Conclusions

Based on the findings the following conclusions are made:

1. Real objects, Pictures, Markers better improve the students’ speaking skill at the

second year of English Education Department Education and Teachers Training

Fakulty of Lancang Kuning University.

2. The factors that influence the changes of students’ speaking skill are:

a) Vocabulary: the students have vast vocabulary. By holding the real objects,

pictures, and marker on their hand, they are able to utter the related

vocabularies to the topics.

b) Confidence: the students have high confidence or they do not nervous when

they are sharing their idea.

c) Willingness: the students are willingly to speak in front of the class.

d) Motivation: the students are motivated to express the idea.

e) Practice: the students are able to speak fluently when they are practicing in

front of the class.

f) Idea: the students have broad idea when they are sharing their idea.

B. Implications

The finding and the conclusions of this research have some implications. The

implications are as follow:

1. To the researcher himself:

a. It is a new instrument that can be applied in every speaking class.

b. It is new finding that can be applied for other communication circumstances

2. To the other speaking lecturers, it can be applied for their speaking class as an

alternative instrument in improving their students’ speaking skill.

3. To the students, particularly students who are learning a language, visual aid can help

them to improve their confident, vocabulary, and understanding.

58

C. Suggestions

Based on the above conclusions and implications, the suggestions can be made as

follows:

1. Researcher as lecturer who teaches speaking subject may apply this research finding,

if he/ she has the same problem with this study.

2. Students may apply real objects, pictures, or markers as an aid to improve their

speaking skill as long as they have same problems and conditions with this study.

3. The candidate researchers who have some problems and condition with this study can

continue this research.

59

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61

Appendix 1: Research Plan

UNIVERSITAS LANCANG KUNING FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SILABUS Fakultas Keguruan dan Ilmu Pendidikan Program Studi Pend. Bahasa Inggris Kode Mata Kuliah PBIG 002 Nama Mata Kuliah Speaking II Jumlah Kredit 3 sks Prasyarat Speaking III Tujuan Instruksional Umum

Mahasiswa Diharapkan mampu untuk berkomunikasi dengan menggunakan alat bantu

Tujuan Instruksional Khusus

Mahasiswa dituntut untuk menggunakan alat atau media yang relefan dengan topic yang dibicarakan. Sehingga media tersebut dapat memperlancar Speaking mereka ketika mempresentasikan topik yang telah mereka tentukan sendiri.

Evaluasi

Tugas (15%) Presentasi (15%) UTS (35%) UAS (35%)

Referensi

-Rivers, 1983. Speaking in any Tongues: Essay in Foreign Language Teaching. Cambridge.

-Verderber, R, F, 1979. The Challenge of Effective Speaking. Wardsworth Publishing Company.

-Richard ,J,C. 1997. New Interchange. Cambridge University.

Mengetahui Pekanbaru, 14 Februari 2009 Ketua Jurusan, Dosen Pengasuh,

(Syaifullah, S.Pd.I) (Syaifullah, S.Pd.I)

62

UNIVERSITAS LANCANG KUNING FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SATUAN ACARA PERKULIAHAN (SAP)

Tahun Akademik Semester

: :

2008/2009 Genap (IV)

Metode Pengajaran : Discussion and Practice Media Pengajaran : Visual Aids: Objects, Pictures, and Markers. Dosen Pengasuh Ruangan Telp./E-mail

: : :

Syaifullah, S.Pd.I FKIP A&B 081365660282/ Syaifullah2005@yahoo.com

Hari Perkuliahan Ruangan

: :

Senen sampai Kamis A&B (Reguler Class)

Hari-Hari Penting

:

Pengumpulan Tugas Presentasi Test Harian Ujian Akhir

MEETING TOPIC MEDIA REFERENCE

1. Sports  Pictures Pictures from any sources 2. Transportation  Pictures Pictures from any sources 3. Hand Phone  Real objects Students’ Hand phone 4. Enroll to University Markers/Chalks Students’ Marker 

Test Cycle I 1. Traditional Food Real objects Students’ Traditional food 2. Party Pictures Pictures from any sources  3. Clothes Real objects     Students’ Clothes 4. Trading Circle Markers/ Chalks Students’ Marker  

Test Cycle II 1. A New Bank Customer  Markers/Chalk Students’ Marker 2. Election Markers/Chalk Students’ Marker 3. Tourism Object  Pictures Picture from any resources  4. Stationery Real object Students’ stationary 

Test Cycle III

Mengetahui Pekanbaru, 2009 Ketua Jurusan Dosen Pengasuh

(Syaifullah, S.Pd.I) (Syaifullah, S.Pd.I)

Appendix 2: Students’ Speaking Skill Based Score    

63

       

No Students’ Name Indicators of Speaking Average Level A G V F C 1 Herdi 45 55 55 50 55 52 Poor 2 Diyah Puspita. S 35 40 50 45 50 44 Poor 3 Ani. P 45 40 55 50 55 49 Poor 4 Wahyu sriutami 50 55 70 65 65 61 Fair 5 Rismawati 30 35 35 35 45 36 Poor 6 Nurhasanah 40 50 55 60 60 53 Poor 7 Umairah 35 45 50 50 50 46 Poor 8 Elpa Sumiati 15 25 25 30 35 26 Poor 9 Ade Rahmadani 20 35 45 50 50 40 Poor 10 Reni Elvita 10 20 20 18 18 17.2 Poor 11 Ully Hartati 15 35 40 35 45 34 Poor 12 Yuni Nandivinta 0 0 0 0 0 0 Fail 13 Nurjannah 35 45 50 45 45 44 Poor 14 Zulfahmi 10 20 20 20 20 18 Poor 15 Ridwansyah 25 30 35 35 45 34 Poor 16 Aidon Siskandar 35 60 65 60 65 57 Fair 17 Asmir 10 20 20 20 20 18 Poor 18 Mardiana 35 65 70 65 70 61 Fair 19 Rahmat Hidayat 50 75 75 75 80 71 Good 20 Epi phanes. D 10 35 40 35 45 33 Poor 21 Metria Winarsih 15 45 45 40 45 38 Poor 22 Nurdalisah. A 15 35 35 35 45 33 Poor 23 Afriani 25 45 60 60 60 50 Poor 24 Aria 20 40 45 45 50 40 Poor

Average 26.04  39.58  44.16 42.62 46.58      

Appendix 3 : Students' Speaking Score for Cycle I

64

No Students’ Name Indicators of Speaking Average Level A G V F C 1 Herdi 50 60 60 50 40 52 Poor 2 Diyah Puspita. S 50 50 50 50 35 47 Poor 3 Ani. P 55 60 60 55 40 54 Poor 4 Wahyu sriutami 70 75 65 70 50 66 Fair 5 Rismawati 40 55 50 40 30 43 Poor 6 Nurhasanah 65 75 65 65 45 63 Poor 7 Umairah 60 65 60 60 35 56 Fair 8 Elpa Sumiati 45 50 50 45 25 43 Poor 9 Ade Rahmadani 60 65 60 60 35 56 Fair 10 Reni Elvita 40 50 50 40 20 40 Poor 11 Ully Hartati 45 55 55 45 30 46 Poor 12 Yuni Nandivinta 0 0 0 0 0 0 Fail 13 Nurjannah 50 65 60 50 40 53 Poor 14 Zulfahmi 40 50 50 40 20 40 Poor 15 Ridwansyah 50 55 50 50 30 47 Poor 16 Aidon Siskandar 60 65 60 60 40 57 Fair 17 Asmir 40 50 45 40 20 39 Poor 18 Mardiana 60 70 60 60 45 59 Fair 19 Rahmat Hidayat 75 80 80 75 55 73 Good 20 Epi phanes. D 45 55 50 45 30 45 Poor 21 Metria Winarsih 50 60 55 50 35 50 Poor 22 Nurdalisah. A 40 60 50 40 30 44 Poor 23 Afriani 60 70 60 60 40 58 Fair 24 Aria 50 60 55 50 30 49 Poor

Average 50  58.33 54.16 50  33.33        Appendix 4: Students' Speaking Score for Cycle II

65

No Students’ Name Indicators of Speaking Average Level A G V F C 1 Herdi 55 45 75 50 70 59 Fiar 2 Diyah Puspita.S 50 40 70 50 65 55 Poor 3 Ani. P 55 40 75 55 70 59 Fair 4 Wahyu sriutami 65 55 80 70 70 68 Fair 5 Rismawati 35 35 65 40 65 48 Poor 6 Nurhasanah 55 45 75 65 70 5 Poor 7 Umairah 50 40 75 60 70 59 Fair 8 Elpa Sumiati 25 25 60 45 60 43 Poor 9 Ade Rahmadani 45 35 70 60 70 56 Fair 10 Reni Elvita 30 20 60 40 50 40 Poor 11 Ully Hartati 40 35 65 45 65 50 Poor 12 Yuni Nandivinta 0 0 0 0 0 0 Fail 13 Nurjannah 50 40 70 50 65 55 Poor 14 Zulfahmi 35 20 60 40 55 18 Poor 15 Ridwansyah 50 30 65 50 60 51 Poor 16 Aidon Siskandar 60 55 75 60 70 64 Fair 17 Asmir 20 20 65 40 50 39 Poor 18 Mardiana 65 60 75 60 75 67 Fair 19 Rahmat Hidayat 70 65 80 75 80 74 Good 20 Epi phanes. D 45 35 65 45 60 50 Poor 21 Metria Winarsih 45 45 70 50 70 56 Fair 22 Nurdalisah. A 45 30 60 40 55 46 Poor 23 Afriani 60 45 75 60 70 62 Fair 24 Aria 50 40 70 50 65 55 Poor

Average 45.83  37.5  66.66 50  62.5        Appendix 5: Students' Speaking Score for Cycle III

66

No Students’ Name Indicators of Speaking Average Level A G V F C 1 Herdi 55 55 60 70 75 63 Fair 2 Diyah Puspita. S 50 50 50 65 65 56 Fair 3 Ani. P 55 50 60 70 65 60 Fair 4 Wahyu sriutami 65 60 70 70 75 68 Fair 5 Rismawati 35 35 60 60 60 50 Poor 6 Nurhasanah 55 55 70 75 75 66 Fair 7 Umairah 50 50 65 70 70 61 Fair 8 Elpa Sumiati 25 30 50 60 55 44 Poor 9 Ade Rahmadani 45 45 65 70 70 59 Fair 10 Reni Elvita 30 30 50 50 50 42 Poor 11 Ully Hartati 40 40 60 65 65 54 Poor 12 Yuni Nandivinta 0 0 0 0 0 0 Fail 13 Nurjannah 50 50 65 65 65 59 Fair 14 Zulfahmi 35 35 50 55 55 46 Poor 15 Ridwansyah 50 50 55 60 60 55 Poor 16 Aidon Siskandar 60 60 65 70 70 65 Fair 17 Asmir 20 20 50 50 50 38 Poor 18 Mardiana 65 65 70 75 75 70 Fair 19 Rahmat Hidayat 70 75 80 80 80 77 Good 20 Epi phanes. D 45 45 55 60 60 53 Poor 21 Metria Winarsih 45 45 60 65 65 56 Fair 22 Nurdalisah. A 45 45 60 60 60 54 Poor 23 Afriani 60 60 70 70 70 66 Fair 24 Aria 50 50 60 65 65 58 Fair

Average 45.83  45.83 58.33 62.5  62.5        Appendix 6: The Result of Observation and Field Note from Cycle I to III

67

Variables Indicators Sub- Indicators Yes No

Speaking Skill

Visual Aids

Accent Vocabulary Grammar Comprehension Fluency

Object Markers/Chalks Picture

1. Students used the oral skill to

describe something 2. Students had various

vocabularies in describing something.

3. Students were speaking grammatically to convey the correct meaning.

4. Students’ speaking was able to persuade their friends

5. Students were able to express their opinion fluently

6. An Object was used to describe

something. 7. A Chalk or marker was used to

describe something. 8. A Picture was used to describe

something. 9. A message was clarified

visually. 10. Students talked to audience

not to visual aid.

√ √ √ √ √

√ √ √ √ √

Pekanbaru, 2009

Collaborator,

Deddy Wahyudi, S.Pd

Field Note of Cycle I Meeting II

68

Subject Matter : Transportation Teacher/lecturer’s activities Students’ activities KET

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

- Students had more

attention than the

previous meeting.

- The two fear students

still did not want to do

a presentation. Since,

They still had the same

problem.

Pekanbaru, 28 February 2009 Collaborator, Dedy Wahyudi

69

Field Note of Cycle I Meeting III

Subject Matter : Hand Phone Teacher/lecturer’s activities Students’ activities Note Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

For this meeting,

students’ score were

lower than the previous

one. They did not follow

the class seriously

Pekanbaru, 2 March 2009 Collaborator, Dedy Wahyudi

70

Field Note of Cycle I Meeting IV

Subject Matter : Enroll to University Teacher/lecturer’s activities Students’ activities Note

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

Students did not speak

fluently. They were too

tired because of full day

class.

Pekanbaru, 5 March 2009 Collaborator, Dedy Wahyudi

71

Field Note of Cycle I Meeting V

Subject Matter : Test Teacher/lecturer’s activities Students’ activities Note

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

Students’ explanation

was not relevant to the

topics decided

Pekanbaru, 9 March 2009 Collaborator, Dedy Wahyudi

72

Field Note of Cycle II Meeting I

Subject Matter : Traditional Food Teacher/lecturer’s activities Students’ activities Note

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

Students did not speak

fluently, lack of

vocabulary and

problematic accent.

They did not have

enough concentration

Pekanbaru, 12 March 2009 Collaborator, Dedy Wahyudi

73

Field Note of Cycle II Meeting II

Subject Matter : Party Teacher/lecturer’s activities Students’ activities Note

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

Students had

misunderstanding about

the topics. Some of them

presented the party on

politics, and some were

about birthday party.

Pekanbaru, 16 March 2009 Collaborator, Dedy Wahyudi

74

Field Note of Cycle II Meeting III

Subject Matter : Clothes Teacher/lecturer’s activities Students’ activities Note

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

Students did not listen to

their friends’

explanation seriously.

When their friend was

speaking, they laughed

at her/him.

Pekanbaru, 19 March 2009 Collaborator, Dedy Wahyudi

75

Field Note of Cycle II Meeting IV

Subject Matter : Trading Circle Teacher/lecturer’s activities Students’ activities KET Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

Students did not speak

fluently, because they

did not know much

about the topic.

Pekanbaru, 26 March 2009 Collaborator, Dedy Wahyudi

76

Field Note of Cycle II Meeting V

Subject Matter : Test Teacher/lecturer’s activities Students’ activities KET

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

-

Students did a correction when their friend was speaking.

Pekanbaru, 2 April 2009 Collaborator, Dedy Wahyudi

77

Field Note of Cycle III Meeting I

Subject Matter : A New Bank Customer Teacher/lecturer’s activities Students’ activities KET

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

Students did not know

the proper word for

several bank

terminologies

Pekanbaru, 6April 2009

78

Collaborator, Dedy Wahyudi

Field Note of Cycle III Meeting II

Subject Matter : Election Teacher/lecturer’s activities Students’ activities KET

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

Students could not

pronounce the election

terminologies well.

Pekanbaru, 9 April 2009

79

Collaborator, Dedy Wahyudi

Field Note of Cycle III Meeting III

Subject Matter : Tourism Object Teacher/lecturer’s activities Students’ activities KET

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

Students did well

presentation because

they liked the topic

80

Pekanbaru, 16 April 2009 Collaborator, Dedy Wahyudi

Field Note of Cycle III Meeting IV

Subject Matter : Stationery Teacher/lecturer’s activities Students’ activities KET

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

Most of the students did

the same presentation

and used the same kind

of visual aid.

81

Pekanbaru, 23 April 2009 Collaborator, Dedy Wahyudi

Field Note of Cycle III Meeting V

Subject Matter : Test Teacher/lecturer’s activities Students’ activities KET

Introduction:

- Introduced the topic

- Matched the topics with

the proper visual aid

While:

- Gave a model how to

apply the visual aid

Post:

- Gave chance to the

students

- Observed the students’

presentation

Expansion

Gave some suggestions for

the next presentation

Pre- activity:

- Listened to the

lecturer’s

explanation

- Paid attention to the

lecturer’s explanation

While:

Watched the lecturer’s

presentation

Post:

- Decided the proper visual

aid to be presented

- Did a presentation about the

topic that was provided.

Expansion

Obeyed the suggestion

given by the lecturer

Students did well

presentation.

82

Pekanbaru, 30 April 2009 Collaborator,

Dedy Wahyudi Appendix 7: Interview List of Students’ Speaking skill

Interview items Students and responds What are your group problems on speaking class?

Does your group think visual aid can improve your speaking skill? Why? What is the most helpful visual aid for your group? Why?

Herdi : “our problems are lack of vocabularies and no confidence to speak.

We think visual aid can overcome our problem. Because by using visual aid we are able to explain the topic fluently. We like most picture. It eases us to explain the material.

What are your group problems on speaking class?

Does your group think visual aid can improve your speaking skill? Why? What is the most helpful visual aid for your group? why?

Nurhasanah: Our problems are less of vocabulary and bad habit not to practice our English in daily life.

Yes, it can. Because it helps us in speaking. It gives additional information.

Picture is the most helpful visual aid for us because it helps us to tell the subject or topics.

What are your group problems on speaking class?

Does your group think visual aid can improve your speaking skill?

Ade Rahmadani: our problems are lack of vocabulary and thinking about grammar.

Yes, it can. Visual aid give us

83

Why? What is the most helpful visual aid for your group? why?

more vocabularies

The most helpful visual aid is picture. From the picture we can get the idea or info.

What are your group problems on speaking class?

Does your group think visual aid can improve your speaking skill? Why? What is the most helpful visual aid for your group? why?

Aidon Siskandar: our problems are lack of vocabulary and inaccurate pronunciation.

Yes, it can. It eases us to explain the topic or the material.

The most helpful visual aid for us is picture. It helps us to explain something easily.

What are your group problems on speaking class?

Does your group think visual aid can improve your speaking skill? Why? What is the most helpful visual aid for your group? why?

Rahmat Hidayat: we cannot say the English well and not have fluency.

Yes, it can. it helps us to imagine, explain the topic, and arrange the sentence well.

The most helpful visual aid for our group is picture. It helps to express and arrange the sentence well.

What are your group problems on speaking class?

Does your group think visual aid can improve your speaking skill? Why? What is the most helpful visual aid for your group? why?

Afriani: lack of vocabulary, wrong grammar, and less motivation to speak.

Yes, it can. It eases us to tell the topics

The most helpful visual aid for our group is real object. It helps us to describe the topic.

84

Appendix 8: Picture of Students’ Presentation on the Research Process

The Researcher is giving a model how to apply a marker as a visual aid

85

The researcher is giving a model how to apply the object/ real object as a visual aid in speaking class

The researcher is giving a model how to apply a picture as a visual aid in speaking class

86

The collaborator, a man who is wearing a red shirt, is observing the activity In the speaking class

A student is presenting a picture, wedding party, as a visual aid

87

A student is describing a skirt as an object in speaking class

88

A student is talking about sate as an object in speaking class.

A student is speaking about enrolling to university y using marker as a visual

89

A student is speaking about stationery, a book, as a visual aid

A student is speaking about political party, a picture of political party,

golkar as a visual aid