THE IMPLEMENTATION OF DESCRIBING PICTURES MODEL IN

IMPROVING STUDENTS’ SPEAKING ABILITY AT SMA NEGERI 11

ENREKANG
(A Classroom Action Research)

A THESIS

Submitted at the Faculty of Teacher Training and Education Makassar

Muhammadiyah University in Part Fulfillment of the Requirement for the Degree of
Education in English Department

SARINA
10535 5746 13

ENGLISH DEPARTEMENT EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MAKASSAR
2018
 SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : SARINA

Nim : 10535 5746 13

Jurusan : Pendidikan Bahasa dan Sastra Inggris

Judul Skripsi : The Implementation of Describing Pictures Model in Improving

Students’ Speaking Ability At SMA N 11 Enrekang.

Dengan ini menyatakan bahwa: “Skripsi yang saya ajukan di depan Tim Penguji
adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau
dibuatkan oleh siapapun”.

Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi apabila
pernyataan ini tidak benar.

Makassar, 2018

Yang Membuat Pernyataan

SARINA
 SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : SARINA

Nim : 10535 5746 13

Jurusan : Pendidikan Bahasa dan Sastra Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya akan
menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Saya tidak akan melakukan penjiplakan (Plagiat) dalam penyusunan skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia
menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 2018

Yang Membuat Pernyataan

SARINA
 MOTTO

Do your best to get the best…

This thesis I dedicated to my beloved parents

To my beloved siblings
To my beloved big families
Who always care, love, pray and always do the best for me.
 ABSTRACT
SARINA. 2017. “The Implementation of Describing Pictures Model in Improving
Students’ Speaking Ability At Sma Negeri 1 Enrekang”. A Thesis of English
Department, the Faculty of Teacher Training and Education, Muhammadiyah
University of Makassar. Supervised by Erwin Akib as the first consultant and
Maharida as the second consultant.
The objective of the research was to improve students’ speaking ability in
terms of pronunciation and vocabulary by using Describing Pictures as a model of
learning process at SMA Negeri 11 Enrekang. Describing pictures can motivated the
students to learned English and it can help the teacher to made them interested and
enjoy to learned especially speaking.
The subject of the research was the students the eleventh grade of SMA N 11
Enrekang in the academic year 2017/2018. The research method was Classroom
Action Research (CAR) and it was conducted in two cycles. The data of this study
were qualitative. The qualitative data were obtained by observing the teaching and
learning process during the implementation of the actions. Then, they were analyzed
qualitatively to find the mean in order to show the improvement of the students’
achievement in speaking.
The result showed that the implementation of describing pictures was
successful in improving the students’ speaking ability in terms of pronunciation and
vocabulary. The findings were supported by the means of the students’ accuracy
scores which had improved accuracy in cycle I is 62.90 and 77.69 in cycle II, the
improvement is 14.79%.
Key words : describing pictures, speaking ability ( pronunciation, vocabulary)
 ACKNOWLEDGEMENT

Alhamdulillahirobbil ‘alamin. Praise be to Allah SWT, the Almighty for the

mercy and strength so that I could finish this thesis. Secondly, peace and salutation

always be given to our prophet Muhammad SAW who has given us specimen to be

pious Moslem.

However, this success would not be achieved without those supports,

guidance, advice, help, and encouragement from individual and institution, and I

somehow realize that an appropriate moment for me to deepest gratitude for:

1. Dr. H. Abd. Rahman Rahim, SE, MM, the Rector of the Makassar

Muhammadiyah University.

2. Erwin Akib, M.Pd., Ph.D, the dean of training and education faculty,

Makassar Muhammadiyah University.

3. Ummi Khaerati Syam, S.Pd., M.Pd the head of English education department,

Teacher Training and Education Faculty, Makassar muhammadiyah

university.

4. Erwin Akib, M.Pd., Ph.D and Maharida S.Pd., M.Pd as consultant who has

educated, supported, directed and given the writer advice, suggestion and

recommendation for this thesis from beginning until the end. Thanks for your

patience and care.

 5. All of the lecturers of the Teacher Training and Education Faculty, Makassar

Muhammadiyah University especially to the lecturers of English department

for their guidance during my study.

6. Sukayono, S.Pd., M.Pd, as the headmaster of SMA N 11 Enrekang and Nur

Rahma, S.Pd as the English teacher of SMA N 11 Enrekang who have give a

apportunity to the researcher to conduct this research.

7. My beloved mother and father who always give me support encouragement,

finance, love, trust, advice, and everlasting praying. Allah always blesses you.

8. My classmate JETS who always give greats support and motivation to each

others.

9. Many people who have help the writer that I can’t mention one by one,

thanks all.

Finally, the researcher realizes that this thesis is far from being perfect,

therefore, the researcher will happily accept constructive criticism in order to make it

better. The researcher hopes that this thesis would be helpful and beneficial to

everyone. Amen

Makassar, Desember 2017

The Researcher

SARINA
10535574613
 LIST CONTENT

TITLE PAGE ................................................................................................ I

LEMBAR PENGESAHAN .......................................................................... ii

APPROVAL SHEET .................................................................................... iii

SURAT PERNYATAAN .............................................................................. iv

SURAT PERJANJIAN ................................................................................. v

COUNSELLING SHEET ............................................................................. vi

MOTTO ......................................................................................................... ix

ABSTRACT .................................................................................................. x

ACKNOWLEDGEMENT ............................................................................ xi

TABLE OF CONTENTS .............................................................................. xiii

LIST OF TABLES ........................................................................................ xvi

LIST OF CHART .......................................................................................... xvii

LIST OF APPENDICES ............................................................................... xviii

CHAPTER I INTRODUCTION

A. Background ......................................................................................... 1
 B. Problem Statement .............................................................................. 3

C. Objective of The Research .................................................................. 4

D. Significance of The Research .............................................................. 4

E. Scope of The Research ........................................................................ 5

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Research Findings ................................................................ 6

B. The Concept of Speaking .................................................................... 7

1. Speaking ........................................................................................ 7

2. Elements of Speaking .................................................................... 8

a. Grammar ................................................................................. 9

b. Vocabulary .............................................................................. 9

c. Pronunciation .......................................................................... 10

d. Fluency .................................................................................... 11

3. Skill of Speaking ........................................................................... 12

4. The Importance of Speaking Skill in Learning English ................ 14

5. Teaching Speaking ........................................................................ 15

6. Models of Teaching Speaking ....................................................... 16

C. The Concept of Pictures ...................................................................... 18

1. Types of Pictures ........................................................................... 18

2. Preparations and Procedure That Use in Describing Pictures ....... 20

3. The Advantages of Using Pictures in Teaching Speaking ............ 21

 D. Conceptual Framework ....................................................................... 22

CHAPTER III RESEARCH METHOD

A. Research Design .................................................................................. 25

B. Research Subject ................................................................................. 26

C. Procedure of Action Research ............................................................. 26

D. Research Instruments .......................................................................... 28

E. Procedure of Data Collection .............................................................. 30

F. Data Technique Analysis .................................................................... 32

CHAPTER IV FINDINGS AND DICCUSIONS

A. Findings ............................................................................................... 35

B. Discussion ........................................................................................... 45

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions ......................................................................................... 49

B. Suggestions ......................................................................................... 50

REFERENCES .............................................................................................. 51

APPENDICES

CURRICULUM VITAE
 LIST TABLE

Table 4.1 The Students’ Mean Score in Accuracy ......................................... 36

Table 4.2 The Students’ Mean Score of Speaking in Accuracy ...................... 36

Table 4.3 The Percentage of Students’ Achievement in Accuracy .................. 38

Table 4.4 The Percentage of Students’ Speaking Ability in Pronunciation ..... 40

Table 4.5 The Percentage of Students’ Speaking Ability in Vocabulary ........ 42

Table 4.6 The Percentage of Students’ Participation ....................................... 44

 LIST CHART

Figure 2.1 The Conceptual Framework .......................................................... 24

Figure 3.1 The Phases in CAR ........................................................................ 25

Figure 4.1 The Improvement of Students’ Score in Accuracy ........................ 37

Figure 4.2 The Percentage of Students’ Speaking Ability in Accuracy ........ 39

Figure 4.3 The Percentage of Students’ Speaking Ability in Pronunciation .. 41

Figure 4.4 3 The Percentage of Students’ Speaking Ability in Vocabulary ... 43

Figure 4.5 The Percentage of Students’ Participation ...................................... 44

 LIST OF APPENDICES

Appendix 1 : Lesson Plan cycle 1 & cycle 2

Appendix 2 : Instruments D Test

Appendix 3 : Instruments Cycle 1

Appendix 4 : Instruments Cycle 2

Appendix 5 : Data Analysis

Appendix 6 : Students’ Participation

Appendix 7 : Attendant List

Appendix 8 : Documentation
 CHAPTER I

INTODUCTION

A. Background

Language is one of important things in communication. It is used as a tool of

communication in the world. English as an international language is very important.

Many people used English as a media of communication and it makes people come

from different countries to be easier in making interaction, speaking and

communication. In Indonesia English as a foreign language and English is taught in

formal education. English becomes one of the compulsory subjects from junior high

school until university.

In learning English, there are four skills that should be mastered, they are

listening, speaking, reading and writing. However, the researcher concerns about

speaking skill. In Webster new world dictionary, speaking I utter word orally, talk, to

communicate as by talking , to make a request, to make a speech.

Speaking ability is important in the process of language learning. We

communicate through speaking to get more information. Speaking ability is an

activity to produce the words or a sentence in communication. In communication

activity involves two or more people.

 Speaking skill is known as complex skill and crucial to learn since it is the basic

key to communicate which includes expressing ideas, purpose, and persuade to other

people. It consists of some components such as grammar, vocabulary, pronunciation,

fluency, and comprehension. Anyone who study English must be skillful at those

components so there will be no any misunderstanding between the speakers and the

listeners while they communicate.

Speaking is a basic skill that should be mastered by student. But the fact

speaking skill has some components that students must be skillful at all gives students

difficulty in speaking English. Based on my experiences during P2K, the students’

difficulty to speak English caused some factors such as: lack self confidence, lack

vocabulary, they difficult to pronounce the words and they have not interest to learn

English, they feel afraid to making mistakes, nervous, and shy to express their ideas.

Teaching speaking is very important for the students to improve their

knowledge and communicative skill. There are many way to teaching speaking for

example through the game, pictures, dialogues, drama role play, song, movie, etc.

The researcher chose describing pictures model to improve the speaking ability

because pictures is real object, It is not difficult to find. Pictures can use to stimulus

the student to more active, and pictures helpful for teaching activity especially in

conversation class. So, they accustomed to express their ideas in English.

 Describing pictures is one activity in teaching speaking. The purpose of this

activity is train to students’ imagination and retell story in speaking English. Munadi

in Jaya Nur Iman (2016) says that pictures make it easy for people to catch ideas or

information conveyed in them clearly, more than if merely expressed verbally. When

the students observe pictures, they are able to speak more and build new ideas.

Based on the explanation above, the researcher tried to investigate “the

implementation of describing pictures model in improving students’ speaking ability

at SMA Negeri 11 Enrekang

B. Problem Statement

Based on the background above, the formulation of this research are:

1. How does the implementation of describing pictures model in

improving students’ speaking ability (in terms of pronunciation) at SMA

Negeri 11 Enrekang ?

2. How does the implementation of describing pictures model in

improving students’ speaking ability (in terms of vocabulary) at SMA

Negeri 11 Enrekang ?
 C. Objective of The Research

Based on the problem above, the objective of the research are:

1. To improve students’ speaking ability in terms of pronunciation by

using describing pictures model of learning process at SMA Negeri 11

Enrekang.

2. To improve students’ speaking ability in terms of vocabulary by using

describing pictures model at SMA Negeri 11 Enrekang.

D. Significance of The Research

The researcher hopes that the results of this study can be used by the researcher,

teacher, students, educational institution, and next researcher for the following

purposes:

1. For the students

The result of this research is expected to improve the students’ interest

in learning process, especially in learning speaking.

2. For the teacher

As an additional reference that may be useful for the teacher that good

learning strategy, model and using of media can be interesting in

teaching and learning process.

 3. For the next researcher

The result of this research can be used as previous research in his/her

research.

E. Scope of The Research

The scope of research was focused on the improving students’ speaking ability

in terms of pronunciation and vocabulary by using describing pictures model at SMA

Negeri 11 Enrekang.
 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research Findings

There are three previous researches related to this study. The first is by Yusron

Al Masykuri (2014) student of faculty languages and arts. In his thesis “Efforts to

Improve Students’ speaking Ability at Grade X Smk Muhammadiyah 3 Wates by

Using Pictures”. He said that using pictures as a media can dramatically increase the

amount of talking for individual student while he practices his speaking ability. It also

gives them an opportunity to speak about something they know well, instead of

describing something that is new for them - thus building confidence in their own

speaking ability.

The second is by Inta Aulia Asfa (2010). In her thesis “The Effectiveness of

Using Describing Picture to Improve Students’ Speaking Skill in Descriptive Text”.

The researcher chooses describing picture to teach speaking in descriptive text,

because with describing picture the students will be easier to express their ideas. With

the describing picture, they can reflect on image, when they see. So if they can

express their ideas of course they will speak and teacher can know the purpose of

student’s mean.

The third is by Andrea Alexandra De La Cruz Del Pezo (2015). In his thesis

“Picture Description to Promote Improvement of Speaking Skill”. The researcher said

that picture description provides a great strategy where students not only promote
their ability of speaking in English at the moment they describe the pictures, they also

increase their imagination, thinking and acquiring information about things that they

can´t know by themselves.

Those are some findings about the use of describing pictures in improving

students’ speaking ability. Based on the statement above, it can be concluded that the

describing pictures is a good models to the students. The difference of this research

from the previous findings is this researcher more focus to improve students’

speaking ability in terms of pronunciation and vocabulary, unlike the previous three

studies where the first thesis focus on pictures to effort the students’, the second

thesis focused on descriptive test and the last thesis focused on pictures description.

B. The Concept of Speaking

In this section the discussion will be focused on review of speaking, skill of

speaking, the importance of speaking skill in learning English, and models of

teaching speaking, concept of describing pictures, types of pictures, preparations

and procedures that used in describing pictures, the advantages of using pictures

in teaching speaking.

1. Speaking

There are four skills taught in teaching English. One of them is

speaking. Speaking is Speaking is so much a part of daily life that people

take it for granted. The average person produces tens of thousands of words

a day, although some peoples, like auctioneers or politicians-may produce

even more than that. So natural and integral is speaking that people forget

how they once struggled to achieve this ability-until, that is, they have to

learn how to do it all over again in a foreign language.

According to Grognet A.G in Jaya Nur Iman (2016) speaking skill is

one of the skills that have to be mastered by students in learning English.

Speaking is an essential tool for communicating.

According to Brown in Jaya Nur Iman (2016) speaking is a productive

skill that can be directly and empirically observed, those observations are

invariably colored by the accuracy and effectiveness of a test-takers listening

skill, which necessarily compromises the reliability and validity of an oral

production test.

Speaking is also a multi-sensory activity because it involves

paralinguistic features such as eye-contact, facial expressions, body

language, tempo, pauses, voice quality changes, and pitch variation which

affect conversational flow ( Thornbury 2005)

From the definition above, it can be concluded that speaking is

expressing idea, opinion, or feelings to other by using word to get inform or

to entertain.

2. Elements of Speaking

Speaking skill can be described as the ability of a person to express his /her

ideas and feeling in spoken language. Speaking has several components. The

components are as follows Harris in Besti Yunanda Sari (2013)

a. Grammar

English grammar is different from Indonesian grammar. English

has many tenses which are not found in Indonesian grammar. So, in

speaking one should master and know exactly grammar if they want

to talk smoothly. If the speaker makes mistakes in grammar when

communicating with other people, it can make the listener miss

understand what the speaker says.

Grammar is how to combine words to be a good sentence

Hornby in Besti Ayunda Sari (2013). Because grammar is one of the

components of speaking, the listener’s ability to understand what the

speaker says is in part determined by his grammar

mastery.Furthermore, Thornbury (2005) states that grammar is the

description of the rules that governs how language sentence are

formed.

b. Vocabulary

In learning English, when if we want to say something, one thing

that should be mastered and known is word. If we have many

vocabularies, it can help us to express our ideas and combine

sentences into other sentences. Finocchiaro in Besti Ayunda Sari

(2013) says that at the beginning level we should concentrate on the

function words and more frequently used vocabulary items, which are
 needed to give practice structures and sound of the language. At the

beginning level, it should be given to the vocabulary that is intimately

related to the environment and experiences of the students. She also

says that vocabulary is practiced and aimed at providing with

opportunities to interest with one another and teacher as “natural”

situation as possible.

To get more extensive vocabulary, the English students are

expected to read English books as frequent as possible. By reading

they will find new words. In addition, the new words can be looked

up in the dictionary. As a result, they can use the words in practicing

speaking English

c. Pronunciation

In speaking, we should master pronunciation because it will

influence the meaning of words. According to oxford dictionary in

Mansyur (2011), pronunciation is the way in which a language or

particular word or sound is. Syafei in Besti Ayunda Sari (2013)

states that pronunciation involves two processes: the recognition of

sound and the production of sound. Therefore, the learners must know

how to pronounce that language appropriately. There are several

reasons why we must master pronunciation well in learning English.

They are as follows:

 1. English has differences in writing and pronunciation. In

English, the pronunciation of word is not similar with

written text and each of the words that is pronounced has

different meaning. If we are wrong in pronouncing the

words, the meaning will be different and make the learner

difficult to understand.

2. Intonation in English can change the kinds of word. I it is

separated one by one, it will show the other meaning. It

means that if the intonation cannot spell correctly, the

meaning of the sentence will confuse and change the

meaning.

Based on the definition above it can be conclude the

pronunciation is an important think in speaking English.

Pronunciation can influence the meaning of the words. If she

or he speak and not appropriate pronunciation, the listener

cannot understand his/her say.

d. Fluency

According to random house Webster collage dictionary in

Mansyur (2011) fluency refers to be able to speak or write smoothly,

easily, or readily to an easy flow is word are to respond able to

communicate with base it suggest to ready flow an accomplish speak

or write. It usually terms of communication.

 As said by Brown in Mansyur (2011) fluency is probably best

achieved by allowing the “stream” of speech to flow then, assumes of

his speech spills over beyond of comprehensibility to “riverbank” of

instruction or someone detail of phonology, grammar, discourse, will

channel to speech or more purpose full course.

There are four characteristic of fluency activity:

1. The facts are usually whole pieces of discourse:

conversation, stories, etc.

2. Performance is assessed and how well ideas are expressed

or understood.

3. Texts are usually used as they would be in real life.

4. Tasks ate often simulated real like situation.

3. Skill of Speaking

Brown in Yusron Al Masykuri (2014) proposes a list of micro skills for

oral communication which focus on both the form of language and the

function of language. They are mentioned as follows:

a. Produce chunks of language of different lengths.

b. Orally produce differences among the English phonemes and

allophonic variants.

c. Produce English stress patterns, words in stressed and unstressed

positions, rhythmic structure, and intonational contours.

d. Produced reduced forms of words and phrases.

e. Use an adequate number of lexical units (words) in order to

accomplish pragmatic purposes.

f. Produce fluent speech at different rates of delivery.

g. Monitor your own oral production and use various strategic

devices-pauses, fillers, self-corrections, backtracking-to enhance

the clarity of the message.

h. Use grammatical word phrases (nouns, verbs, etc.), systems (e.g.,

tense, agreement, pluralization), word order, patterns, rules, and

elliptical forms.

i. Produce speech in natural constituents-in appropriate phrases,

pause groups, breath groups, and sentences.

j. Express a particular meaning in different grammatical forms.

k. Use cohesive devices in spoken discourse.

l. Accomplish appropriately communicative functions according to

situations, participants, and goals.

m. Use appropriate registers, implicative, pragmatic conventions,

and other sociolinguistic features in face-to- face conversations.

n. Convey links and connections between events and communicate

such, relations as main idea, supporting idea, new information,

given information, generalization, and exemplification.

o. Use facial features, kinesics, body language, and other nonverbal

cues along with verbal language to convey meanings.

 p. Develop and use a battery of speaking strategies, such as

emphasizing key words, rephrasing, providing a context for

interpreting the meaning of words, appealing for help, and

accurately assessing how well your interlocutor is understanding

you.

4. The Importance of Speaking Skill in Learning English

According to Boyd in Sari (2013) speaking is a activity of

presentation information from the speaker to the listener. In learning

English, speaking is important to support students’ ability to use the

language. As one of language skill, speaking has given an important

contribution to human work. The important speaking can be seen in people

daily activities and business activities. Speaking is an interactive task and it

happens under real time processing constraints. It means that they will be

able to use words and phrases fluently without very much conscious thought.

As skill that enables people to produce utterances, when genuinely

communicative, speaking is desire (and purpose driven), in order words they

genuinely want to communicative something to achieve particular end.

5. Teaching Speaking

Teaching speaking is sometimes considered a simple process.

Commercial language schools around the world hire people with no training
to teach conversation. Although speaking is totally natural, speaking in a

language other than our own is anything but simple.

Tarigan in Shohib (2012) defines that speaking is a language skill that

is developed in child life, which is preceded by listening skill, and at that

period speaking skill is learned. It means that speaking is basic language.

The goal of teaching speaking skills is to communicate efficiency.

According to Hornby in Shohib (2012) teaching means giving the

instruction to (a person): give a person (knowledge skill, etc). while speaking

means to make use of words in an ordinary voice. So, teaching speaking is

giving instruction to a person in order to communicate.

a. Instruction to teach speaking

1. There are some instructions to teach speaking consist of:

Pair students up when doing a speaking activity. This often

make students feel more comfortable and not too self-conscious

of their language abilities.

2. Give a time limit with most speaking activities. Ten minutes is

the maximum for most activities. Gradually, aim for activities

that involve more of a dialogue and interaction based on

authentic topics.

3. Start with very small activity and then work your way up.

Brainstorming is a good activity for all levels because each

student can participant at the level she or he feels comfortable

 with. Wherever possible use lots of pictures especially for

lower level performing students or very young students.

6. Models of Teaching Speaking

Average person who want learn English language, most certainly they

have same reason. It is can speak English. So, they learn English language to

try speaking English. Usually, failure of learn speaking cause bore situation in

the class, unattractive, less fun and silent in the class. There are many models

of learning speaking. According to M. Solahudin in Kiat-Kiat Praktis Belajar

Speaking, there are some models of learning speaking as follows:

a. Main class and study club

It is better for meeting with the teacher in the class twice a day.

First meeting is called main class and second meeting is called

study club. Main class is meeting with the teacher, that the teacher

as students’ advisor in the class. The teacher has important

character in the class. All activities in the class depend on the

teacher. Study club is group of learning, it held to repeat the

material study in the class by senior. Because the senior is not

teacher, so the students more enjoy make questions and practices

speaking with the senior. Activities in the study club are not

different with main class, because the reason of study is to explain

material learning.

b. Conversation on the way

 Conversation on the way is one of activity in speaking class.

The function is to bore disappear in the class. They can share about

their daily activities. So, the students feel the conversation more

clearly, attractive, and comfortable.

c. Discussion group

Discussion group is one of activity in speaking class.

Discussion in speaking program only talking about easy topic.

Because this discussion just to train the students to speak English.

The purpose of discussion is to train the students to speak English

more clearly.

d. Describing picture

Describing pictures is one of activity in teaching speaking

English. In this activity, students must describe pictures in front of

class. Every student gets one picture and must describe it. The

purposes of this activity are to train students’ imagination and retell

story in speaking English.

Those are models that Solahudin offers to use in speaking class,

and as the title of this research, the researcher chooses the last

model. The researcher thinks that describing picture is suitable to

improve students’ speaking skill in descriptive text because the

purposes of these activities are to train students’ imagination and

 describe something in speaking English. Usually, students can’t

speak anything because they have not idea.

The researcher hopes that picture can help students to speak

English, because students will be easier to say when they see.

C. The Concept of Picture

There are several methods in teaching learning process. Picture is one of the

ways to explain a real situation. In Webster new world dictionary, describe is say

what somebody or something is like. Describing pictures is one of activity in

learning speaking English. In this activity, the students must describe pictures in

front of class. The purpose of this activity is to train students’ imagination and

retell story in speaking English. This strategy is to make students easier describe

something, and make learner process more enjoyable.

Pictures are one of the visual aids that can be used in teaching speaking. It

makes something more interesting for the students. It also can be used in creating

situation for speaking classes more clearly. Picture as aids are clearly in

dispensable for language teacher since they can be used in so many ways. The

teacher can teach vocabulary easily through pictures it means blackboard

drawing, wall pictures, chart and flashcard.

1. Types of Pictures

Merriem – wesbter picture is a design or representation made by

various means ( such as painting, drawing, or photography). According to

Jeremy harmer in Risky Fauziah (2016), pictures can be in form of flashcard,

large wall pictures, cue card, photographs or illustration and projected slide.

a. Flashcard

It is a small card which teacher can hold up for students to see.

Flashcards are particularly useful for drilling grammar items, for

cueing different sentences, or practicing vocabulary.

b. Large wall picture

It is a big enough for everyone to see detail. Some time teacher use

large wall pictures, when pointing to detail of a pictures to elicit a

response.

c. Cue card

It is a small card which students use in pair or group work.

Teachers put students in pair or group and give some cue card so

that a student picks up the top cue card in pile he or she has to say

a sentence that the card suggests.

d. Photograph or illustration

It is a photo or image that depicts a situation or people in action.

The teachers use it to make the situation or the action clear.

Photograph can be found in the book, newspaper, magazine, etc.

e. Projected slide

In the multimedia class, the teachers also use it. Sometime the

teachers use it to show the images in the big form.

2. Preparations and Procedures That Used in Describing Pictures.

a. Preparations

If want this strategy more interesting, must prepare material, that

used in drawing picture technique before give this technique to

students. And there are some preparations: select from magazine,

internet, books, any pictures which show a number of different

objects, the object should be clear in shape and the pictures

should preferably. Alternatively, the language can be limited if

the original is a simple line drawing or the language may be

specialized if the original is a technical diagram.

b. Procedures

There are some procedures of describing pictures to teach

speaking in descriptive text, they are:

1. Let the class work in pairs.

2. Give each pair two different pictures. Tell them not look at

each other’s picture.

3. Ask A to describe his or her picture, and ask B to do the same

as what A does after B has finished drawing.

4. Have them to compare their pictures with the original.

These are the preparation and procedures of describing

pictures.
3. The Advantages of Using Pictures in Teaching Speaking

A picture is an excellent media in which this can be done pictures arouse

play fullness to the students because pictures are interesting. The provide

variety of fun and games, furthermore, it also means that use of pictures

may offer parallel opportunities both for teachers- students and students

interaction.

Gerlach and Elly in Rizky Fauziah (2016) state the benefit of using

pictures as follow:

1. Pictures are inexpensive and widely available. The teacher can

find picture easily, for example in the books, magazine, and

newspaper, etc.

2. Pictures provide common experiences for entire group of

students. It means by using picture, teacher can involve all of

students in his or her class.

3. Pictures can help prevent misunderstanding. It means by using

picture, teacher can explain the new vocabularies to students

easily, so it prevents misunderstanding between students’

perception and teachers’ perception.

4. Pictures help the students to focus attention to the subject and

make students active.

5. The function of describing picture to teach speaking are to

practice describing things and using preposition and position, to

 practice listening and speaking to direction, to train the students’

imagination and retell story in speaking English.

a. The benefits of using pictures.

Pictures are all right for beginner and for young learner. There

are many benefits of describing pictures in teaching proses,

they are:

1. Learning becomes more interactive.

2. The length of time required be reduced.

3. The instruction be more interesting.

4. The quality of learning can be improved.

5. The positive attitude of students toward what they are

learning and the process it’s self can be enhanced.

b. The weakness of using describing pictures.

1. Teacher needs an extra time to prepare pictures.

2. Teachers should give handout the photocopied pictures to

the students.

D. Conceptual Framework

Speaking is one of media to communicate with other people. However,

teaching speaking more crucial that the other skills because it has some

components that students skillful at all. In addition, the students’ difficulty to

speak English caused some factors such as: lack self confidence, lack vocabulary,
they difficult to pronounce the words and they have not interest to learn English,

they feel afraid to making mistakes, nervous, and shy to express their ideas.

However, the researcher wanted to overcome the problems by using

describing picture in the speaking class. This model choose because pictures can

used to stimulus the student to more active, and pictures helpful for teaching

activity especially in conversation class. So, they accustomed to express their

ideas in English.

Based on the reason that speaking was one skill that has to be mastered by

students, the teacher needs to found out the models to improve students speaking

skill. One of the models is by using describing pictures. The used of pictures

provides many advantages to support active learning in the classroom and it can

be used to improve the students speaking ability in terms of pronunciation and

vocabulary.

The researcher used Classroom Action Research (CAR) that has four

phases. They are planning, action, observation, and reflection. In the last phases

of cycle I, the method unsuccessful, the research continue to cycle II that same

phases of cycle I

By the implemented Describing Pictures in improving students’ speaking

ability at SMA Negeri 1 Masalle, it can motivate and encourages the students to
practice speaking English. It made them easy to express their ideas, and opinion.

So, the students can improve the pronunciation and vocabulary.

The conceptual framework of this research is in the following diagram:

Speaking

Describing Pictures

Classroom Action Research

Cycle I Cycle II

 Planning  Planning
 Action  Action
 Observation  Observation
 Reflection  Reflection

Students’ speaking improvement

pronunciation vocabulary

Figure 2.1 Conceptual Framework

 CHAPTER III

RESEARCH METHOD

A. Research Design

This research was Classroom Action Research (CAR). According Kemmisin

Yusron (2014) Classroom Action Research is a form of self reflection that conducted

by participant (teacher, students, headmaster) in social situation (include education)

to repair rationality and the truth.

The process in CAR can be shown in the scheme by Kemis and Mc Tagart in

Yusron Al Masykuri (2014)

Figure 3.1 the phases in CAR

B. Research Subject

The subject of research was involved the researcher, English teacher, and the

eleventh grade students of SMA NEGERI 11 ENREKANG in academic year of

2017/2018.

C. Procedure of Action Research

The research consisted of II cycles namely cycle I and cycle II. The first cycle

was done in four meetings. Four meetings used to the learning process and once

meeting the test of cycle I. Cycle II consisted four meetings. Four meetings used to

learning process and once meeting the test of cycle II.

Both of cycle I and cycle II consisted of planning, action, observation, and

reflection.

Cycle I

a. Planning

In this plan, the researcher prepared the lesson plans, the material

taught to students about describing pictures for first meetings until the

fourth meetings, and the researcher made observation sheet to observed

the students activities.

b. Action

In this stage, the researcher implemented the lesson plan, the

researcher taught about speaking ability by using describing pictures

(photograph or image), the researcher gave pictures to students and asked

 to explain that. Lesson plan and material were used as media in teaching

learning process.

c. Observation

When the action done, the researcher observed in teaching learning

process such as the students’ respond the material, and the students’ active

in doing task.

d. Reflection

The result of the observation and evaluation had been analyzed by

observer, and the done reflect herself about the success of action research.

The first cycle was unsuccessful and the teacher continued to the second

cycle.

Cycle II

a. Re - Planning

In this plan, evaluating the result of reflection, the researcher

prepared the lesson plans, the material to taught to students about

describing pictures for first meetings until the fourth meetings, and the

researcher made observation sheet to observe the students activities.

b. Action

In this stage, the researcher applied the lesson plan, the research

taught about speaking ability by using describing pictures (photograph or

image), the researcher gave pictures to students and ask to explain that.

Lesson plan and material were used as media in teaching learning process.
 The teacher gave a material about vocabulary that related about the which

their learned every meeting. The students practiced speak in front of class

c. Observation

In generally, in this section of observation of the second cycle was

continued of the first cycle. The teacher gave evaluation to the students to

know the students’ achievement on the used pictures.

d. Reflection

Reflection was done to see the whole second cycle action process.

The result of the observation and evaluation analyzed by observer, and the

done reflected herself about the success of action researcher. The

researcher made the conclusion about implementation of describing

pictures model.

D. Research Instrument

To get the data, there are two kinds of instruments used to collect the data

from students, namely observation and speaking skill test.

a. Observation sheet

Observation aims to collected data about the students’ participation

and students active in teaching learning process. Data of the students’

actives was collected based on the following table.

 No The Students’ Active Score Indicator

Participation

Students are very active to

1 Very active 4 respond the material

Students respond the

2 Active 3 material actively

Students respond the

3 Fairly active 2 material just once or twice

Students just sit down

4 Not active 1 during the learning process

without doing something

Heaton in Rahma Afiah Kasim (2015)

b. Speaking test

Speaking test aim to get about students’ speaking ability in terms

of pronunciation and vocabulary by using describing pictures. The form

was pictures gave to the students and ask to students to describe the

picture during 10 minutes. Types of speaking test which used in this

research was observing or take note form. It was to know the

improvement of speaking ability of students.

E. Procedure Data Collection

In collecting the data, the researcher used two instruments; they were

observation sheet and speaking test.

a. Observation Sheet

The researcher observed the students activities in teaching learning

process in the class to found out the students’ data about their activities and

presence in teaching learning process.

b. Speaking Test

The data was collected through the following step:

a. The researcher gave one pictures to the students. The researcher

tell them not look at each other picture.

b. After the students got the picture, the researcher asks to them to

described picture into in 2 paragraphs and practice in front of class.

c. Lastly, the researcher analyzed the students’ test speaking

performance through describing picture model..

In scoring the result of students’ test evaluated based on two aspects

speaking below:

a. The assessment of vocabulary

Classification Score Criteria

 Excellent 96-100 They speak effectively and excellent

of using vocabulary

Very good 86- 95 They speak effectively and very good

of using vocabulary

Good 76- 85 They speak effectively and good of

using vocabulary

Fairly good 66-75 They speak sometimes hasty but fairly

good of using vocabulary

Fair 56-65 They speak sometimes hasty, fair of

using vocabulary

Poor 36-55 They speak hasty, and more sentences

are appropriate using vocabulary

Very poor 0-35 They speak very hasty, and more

sentence are not appropriate using

vocabulary or no communication

Layman in Masni (2017)

a. The assessment of pronunciation

Classification Score Criteria

Excellent 96-100 They speak effectively and excellent

of using pronunciation

Very good 86- 95 They speak effectively and very good

 of using pronunciation

Good 76- 85 They speak effectively and good of

using pronunciation

Fairly good 66-75 They speak sometimes hasty but fairly

good of using pronunciation

Fair 56-65 They speak sometimes hasty, fair of

using pronunciation

Poor 36-55 They speak hasty, and more sentences

are appropriate using pronunciation

Very poor 0-35 They speak very hasty, and more

sentence are not appropriate using

pronunciation or no communication.

Layman in Masni (2017)

F. Data Technique Analysis

The data of this research was qualitative. The research collected the

pronunciation and vocabulary from the research members. The qualitative data were

collected by conducting class observations during the implementation of the actions,

interviewing the students, taking the photograph or image.

The data on the students’ speaking ability in terms of pronunciation and

vocabulary were analyzed in the following procedures:

1. To find out the mean score of the students’ test, the researcher used the

formula:

X 
X
N

Where:

X : Mean Score

∑x : Total Number of Students Score

N : The Number of Students

Gay in Rahma Afiah Kasim (2015)

2. After collecting the data of students, we could classify the score of the

students. We could classify the score of the students into the following

criteria:

a. 86 – 100 as excellent

b. 76 – 85 as very good

c. 66 – 75 as good

d. 56 – 65 as fair

e. 36 – 55 as poor

f. 0 – 35 as very poor

Depdikbud in Rahma Afiah Kasim (2015)

3. Calculating the percentage of the students score by using the following

formula:
 P= × 100%

Note: P : Percentage

F : Frequency

N : The number of students

Sudjana in Nurwahyuni (2013)

4. To calculate the percentage of the students’ activeness in learning

process the formula which was used as follows:

P= x 100

Notation :

P : Percentage

Fq : Frequency

N : Total Sample

Sudjana in Rahma Afiah Kasim (2015)

5. To analyzed the percentage the development of the students’ speaking

ability, the researcher used percentage by using formula:

P= x 100

P : Percentage

X1 : The First Main Score

X2 : The Second Main Score

Sudjana in Rahma Afiah Kasim (2015)

 CHAPTER IV

FINDING AND DISCUSSION

In this chapter consisted of findings data of research and discussion. The

findings present the improvement of students’ speaking ability, the percentage

students’ progress and participation during the teaching learning process. The

discussion of research covers further explanation of the findings.

A. FINDINGS

The finding of the research deals with the answer of the problem statement

which aims to find out the improvement of the students in speaking ability. The result

of data analysis found that teaching speaking ability through describing pictures

model can improve the students’ speaking ability in terms of pronunciation and

vocabulary at the eleventh grade of senior high school 11 Enrekang. Therefore, for

clear explanation about the students’ improvement can be seen in the following table.

1. The Improvement Of Students’ Speaking Ability in Accuracy

The improvement of the students’ speaking ability in terms of

pronunciation and vocabulary (accuracy) was shown through the mean

score found in d-test, cycle I, cycle II. It is more clearly showed in the

table

Table 4.1 The Students’ Mean Score in Accuracy

 Variable Score Improvement %

D test CI C II D T- C I CI – CII D T – CII

Accuracy 51.53 62.90 77.69 11.37 14.79 26.16

Table 4.1 shows the mean score of students’ achievement in

accuracy. The students’ mean score in d-test was 51.52 classified into poor

score, the students’ mean score in cycle I was 62.90 classified into fair,

and the students’ mean score in cycle II was 77.69 classified into very

good.

Table 4.1 also indicates the improvement of the students’ speaking

ability from d-test to cycle I and cycle II. From d-test to cycle I the

improvement of students’ speaking ability was 11.37 %, cycle I to cycle II

improved was 14.79 % and from d-test to cycle II improved until 26.16%.

The improvement of students’ achievement in speaking ability in

terms of accuracy:

Table 4.2 The Students Mean Score of Speaking in Accuracy

Score Improvement %

Variable D test CI C II D T- C I CI – CII DT–

CII

Pronunciation 51.55 62.52 77.55 10.97 15.03 26

Vocabulary 51,08 63.29 77.73 12.21 14.44 26.65

 ∑x 102,63 125.81 155.28 23.18 29.47 52.65

X 51.31 62.90 77.64 11,59 14.73 26.32

The students’ mean score in D-Test was 51.53 (poor), the students’ mean

score in cycle I was 63.29 (fair) and the students’ mean score in cycle II was

77.64 (very good). So, the improvement of the students’ content between D-

Test to cycle I was 11,59% and improvement from cycle I to cycle II was

14.73% and improvement of the students’ from d-test to cycle II was 26.32%.

Based on the result of analysis above, it can be conclude that the students’

score of cycle I and cycle II was higher than d-test . It is mean that, there was

improved of the students’ achievement in speaking ability in terms of

accuracy. It is more clearly showed in the chart below:

Accuracy

30.00%
25.00%
20.00%
15.00% language use
10.00% (accuracy )
5.00%
0.00%
d test - C CI -CII d test -
I CII

Figure 4.1 The Improvement of Students’ Score in Accuracy

a. Accuracy

The following table and chart show the percentage of students’

improvement in speaking ability in accuracy before and after implementation

describing pictures model at the eleventh grade o senior high school 11

Enrekang.

Table 4.3 The Percentage of Students’ Speaking Achievement in

Accuracy
D-Test Cycle I Cycle I

No Score Classificati Freq (%) (Freq (%) Freq (%)

on
1 86-100 Excellent 0 0 0 0 1 2.94

2 76-85 Very Good 0 0 1 2.94 23 67.64

4 66-75 Good 3 8.82 9 26.47 10 29.41

5 56-65 Fair 3 8.82 20 58.82 0 0

6 36-55 Poor 28 82.35 4 11.76 0 0

7 0-35 Very Poor 0 0 0 0 0 0

Total 34 100 34 100 34 100

Table 4.3 shows that in the d-test, there were 28 students (82.35%)

classified into poor score, 3 students (8.82%) classified into fair score, and 3

students (8.82%) classified into good score. Whereas, none of the students

classified into very poor, very good and excellent score.

 Table 4.3 shows that the result of students’ speaking achievement

accuracy in the cycle I and cycle II. In cycle I, none students (00.00%)

classified very poor, 4 students (11.76%) classified poor, 14 students

(41.17%) classified fair, 9 students (26.47%) classified good, 1 students

(2.94%) classified very good and none students (00.00%) classified excellent.

In the cycle II, none students (00.00%) classified into very poor score, none

students (00.00%) classified into poor score, none students (00.00%)

classified into fair score, 10 students (29.41%) classified into good, 23

students (67.64%) classified into very good score and 1 students (2.94%)

classified into excellent score. The data was also shows in chart below.

90
80
70 excellent
60 very good
50 good
40 fair
30 poor
20 very poor
10
0
d test cycle I cycle II

Figure 4.2 Percentage of Students’ Speaking Ability in Accuracy

1. The Percentage of Students’ Achievement in Speaking Ability in Terms of

Pronunciation

The following table and chart show the percentage of students’

improvement in speaking ability in terms of pronunciation before and after

implementation describing pictures model at the eleventh SMA N 11

Enrekang.

Table 4.4 The Percentage of Students’ Speaking Ability in Terms of

Pronunciation

D-Test Cycle I Cycle I

No Score Classificati Freq (%) (Freq (%) Freq (%)

on
1 86-100 Excellent 0 0 0 0 1 2.94

2 76-85 Very Good 0 0 1 2.94 21 61.76

4 66-75 Good 1 2.94 7 20.58 12 35.29

5 56-65 Fair 15 44.11 22 64.70 0 0

6 36-55 Poor 18 52.94 4 11.76 0 0

7 0-35 Very Poor 0 0 0 0 0 0

Total 34 100 34 100 34 100

Table 4.4 shows that in the d-test, there were 18 students (52.94%)

classified into poor score, 15 students (44.11%) classified into fair score, and

1 students (2,94%) classified into good score. Whereas, none of the students

classified into very poor, very good and excellent score.

 Table 4.4 shows that the result of students’ speaking ability in terms of

pronunciation in the cycle I and cycle II. In cycle I, none students (00.00%)

classified very poor, 4 students (11.76%) classified poor, 22 students

(64.70%) classified fair, 7 students (20.58%) classified good, 1 students

(2.94%) classified very good and none students (00.00%) classified excellent.

In the cycle II, none students (00.00%) classified into very poor score, none

students (00.00%) classified into poor score, none students (00.00%)

classified into fair score, 12 students (35.29%) classified into good, 21

students (61.76%) classified into very good score and 1 students (2.94%)

classified into excellent score. The data was also shows in chart below:

70

60
excellent
50
very good
40
good
30 fair
poor
20
very poor
10

0
d test cycle I cycle II

Figure 4.3 Percentage of Students’ Speaking Ability in Pronunciation

2. The Percentage of Students’ Achievement in Speaking Ability in Terms of

Vocabulary

The following table and chart show the percentage of students’ improvement

in speaking ability in terms of vocabulary before and after implementation

describing pictures model at the eleventh grade of SMA N 11 Enrekang.

Table 4.5 The Percentage of Students’ Speaking Ability in Terms of

Vocabulary
No Score Classificati D-Test Cycle I Cycle I

on Freq (%) (Freq (%) Freq (%)

1 86-100 Excellent 0 0 0 0 1 2.94

2 76-85 Very Good 0 0 1 2.94 21 61.76

4 66-75 Good 3 8.82 12 35,29 12 35,29

5 56-65 Fair 4 11.76 17 50 0 0

6 36-55 Poor 27 79.41 4 11,76 0 0

7 0-35 Very Poor 0 0 0 0 0 0

Total 34 100 34 100 34 100

Table 4.5 shows that in the d-test, there were none students (00.00%)

classified into very poor score, score 27 students (79.41%) classified into

poor score, 4 students (411.76%) classified into fair score, and 3 students

(8.82%) classified into good score. Whereas, none of the students (00.00%)

classified into very good and excellent score.

 Table 4.5 shows that the result of students’ speaking ability in terms of

pronunciation in the cycle I and cycle II. In cycle I, none students (00.00%)

classified very poor, 4 students (11.76%) classified poor, 17 students (50%)

classified fair, 12 students (35.29%) classified good, 1 students (2.94%)

classified very good and none students (00.00%) classified excellent. In the

cycle II, none students (00.00%) classified into very poor score, none students

(00.00%) classified into poor score, none students (00.00%) classified into

fair score, 12 students (35.29%) classified into good, 21 students (61.76%)

classified into very good score and 1 students (2.94%) classified into excellent

score. The data was also shows in chart below:

70

60

50 excellent
very good
40
good
30 fair
poor
20
very poor
10

0
d test cycle I cycle II

Figure 4.4 Percentage of Students’ Speaking Ability in Vocabulary

 b. Observation Sheet

The following table and chart showed the observation result of the

student’s participation in learning speaking of cycle I and cycle II.

Table 4.6 The Percentage of Students’ Participation

Students’ Participation

Cycle Meeting (%)

1st 2nd 3rd 4th

Cycle I 50% 49.24% 49.26% 50.57

Cycle II 59.55% 65.90% 62.6% 71,32%

Based on the table 4.6 above, the students’ participation was

improved. At the first meeting in the cycle I the students’ participation was

50%, whereas in the last meeting at the cycle II the students’ participation was

71.32%. The data was also show in the chart below:

80%
70%
60% 1
50%
2
40%
30% 3
20% 4
10%
0%
cycle I cycle II

Figure 4.5 The Percentage of Students’ Participation

B. DISCUSSION

In the following it will describe the analysis on the improvement of the

students’ pronunciation and vocabulary based on the mean score found in d-

test, cycle I and cycle II.

a. Pronunciation

The success in communication is often dependent as much on the

listener as on the speaker. There are three components to make fluent in

producing speech, namely vocabulary, pronunciation, and grammar.

Harris in jaya nur iman (2016) states that speaking is a complex skill

requiring the simultaneous use of a number of different abilities which

often develop at different rates. He adds that there are five components of

speaking ability. They are: pronunciation, including the segmental

features vowels and consonants and the stress and intonation patterns.

The mean score of students’ speaking ability in pronunciation in cycle

I and cycle II. In cycle I, none students classified into very poor score, 4

students classified into poor score, 22 students classified into fair score, 7

students classified into good score, 1 students classified into very good

and none students classified into excellent. In cycle II, none students

classified into very poor score, none students classified into poor score,

none students classified into fair score, 12 students classified into good,

21 students classified into very good and 1 students classified into

excellent.
 The implementation of describing pictures model in the eleventh grade

student of senior high school of 11 Enrekang could improve that students’

accuracy in pronunciation and vocabulary. It can be shown of the

students’ mean score of pronunciation viewed from its content from d- test

(51.55) ≤ cycle I (62.52) ≤cycle (77.55).

The procedured to get improvement in speaking accuracy viewed from

pronunciation were:

Cycle I

a. The researcher began with showed a picture

b. The students looked the pictures

c. The students respond the pictures how to describe the pictures.

Cycle II

To solve the problem faced found in cycle I that was speaking

accuracy the researcher gave feedback revised the previous lesson

plan in cycle II. The researcher gave detailed information how to

start in describing pictures. So the students could improve their

speaking ability.

Based on the explanation above the researcher analyzed that the

implementation of describing pictures model can improve the students’

speaking accuracy in terms of pronunciation, where the students’ mean score

in cycle I and cycle II in which implemented describing pictures model was

higher than d-test.

b. Vocabulary

The mean score of students’ speaking ability in vocabulary in cycle I

and cycle II. In cycle I, none students classified into very poor score, 4

students classified into poor score, 17 students classified into fair score, 12

students classified into good score, 1 students classified into very good

and none students classified into excellent. In cycle II, none students

classified into very poor score, none students classified into poor score,

none students classified into fair score, 12 students classified into good, 21

students classified into very good and 1 students classified into excellent.

The implementation of describing pictures model in the eleventh grade

student of senior high school of 11 Enrekang could improve that students’

accuracy in pronunciation and vocabulary. It can be shown of the

students’ mean score of vocabulary viewed from its content from d- test

(51.08) ≤ cycle I (63.29) ≤cycle (77.73).

The procedured to get improvement in speaking accuracy viewed from

pronunciation were:

Cycle I

d. The researcher began with showed a picture

e. The students looked the pictures

 f. The students respond the pictures how to describe the pictures.

Cycle II

To solve the problem faced found in cycle I that was speaking

accuracy the researcher gave feedback revised the previous lesson

plan in cycle II. The researcher gave detailed information how to

start in describing pictures. So the students could improve their

speaking ability.

Based on the explanation above the researcher analyzed that the

implementation of describing pictures model can improve the students’

speaking accuracy in terms of vocabulary, where the students’ mean score in

cycle I and cycle II in which implemented describing pictures model was

higher than d-test.

The researcher also analyzed the percentage of students’ progress in

speaking ability through describing pictures model at the eleventh grade of

SMA N 11 ENREKANG.

The result of the students’ speaking progress after implementing the

describing picture was improved. This model was very useful to give

contribution in teaching speaking. The teacher was not difficult to found the

pictures and the students brave to speak and were not shy any more. In

addition, the students were easily to express their idea.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter was divided into two sections. They are conclusions and

suggestions. The explanation of each point was presented below.

A. CONCLUSIONS

Based on the research findings and discussion in the previous chapter after

the implementation of describing pictures model are presented:

1. The implementation of describing pictures model in the eleventh grade

SMA N 11 Enrekang could improve that students’ pronunciation. It

can be seen from the students’ mean score of pronunciation test result

viewed from it is content from d- test (51.55) ≤ cycle I (62.52) ≤cycle

(77.55). It is proved by the students’ achievement in cycle II that

higher than cycle I

2. The implementation of describing pictures model in the eleventh grade

SMA N 11 Enrekang could improve that students’ vocabulary. It can

be seen from the students’ mean score of vocabulary test result viewed

from its content from d- test (51.08) ≤ cycle I (63.29) ≤cycle (77.73).

It is proved by the students’ achievement in cycle II that higher than

cycle I
B. SUGGESTIONS

The researcher gives some suggestions as follows:

1. The researcher suggests English teacher to apply this model as an

alternative media in teaching speaking. It is very useful because it can

increase students’ ability in speaking. It can also motivate them to

speak confidently.

2. The teacher should be creative in teaching English especially speaking

because master English, It needs more technique or model in

improving it.

3. To improve the students’ vocabulary, there are many cases which must

be improved. But in this research, the researcher focused to improving

the students’ speaking ability in terms of pronunciation and

vocabulary. So, for the next researcher, they can take the other model

to be improved speaking ability. But, it is better to use the picture in

order to know the students’ speaking ability in terms of pronunciation

and vocabulary.
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Appendices 1

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMA NEGERI 1 MASALLE

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XI / 1

Skill : Speaking

Alokasi Waktu : 8 x 45 menit

Siklus / pertemuan : 1/ 1-4

Standar kompetensi :

8. memahami makna dalam teks lisan fungsional dan monolog pendek sangat
sederhana yang berbentuk descriptive text untuk berinteraksi dengan
lingkungan terdekat

10. mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sangat sedarhana berbentuk descriptive text untuk berinteraksi dengan
lingkungan terdekat.

Kompetensi dasar :

8.2 merespon makna yang terdapat dalam monolog sangat sederhana secara
akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive text.

10.2 mengungkapkan makna dalam monolog pendek sangat sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive text.

Indikator

Pertemuan 1
 1. Mengidentifikasi berbagai informasi dalam teks monolog lisan pendek
berbentuk descriptive.
Pertemuan 2
2. Mengindentifikasi bagian bagian dari teks descriptive

Pertemuan 3

3. Menentukan ciri kebahasan teks descriptive dalam bentuk simple present

tense.

Pertemuan 4

4. Menentukan vocabulary yang sesuai dengan gambar

5. Mampu menjelaskan sebuah descriptive text ( describing pictures)

Tujuan pembelajaran

Setelah proses pembelajaran selesai siswa diharapkan dapat:

Pertemuan 1

1. Mengindentifikasi berbagai informasi dalam teks monolog lisan pendek

berbentuk descriptive. ( berdasarkan teks pada exercise 1)
Pertemuan 2
2. Megindentifiksi bagian bagian dari teks descriptive.( exercise 2 )
Pertemuan 3
3. Menentukan ciri kebahasan teks descriptive dalam bentuk simple present
tense. ( exercise 1)
Pertemuan 4
4. Menggunakan kata-kata yang berhubungan dengan gambar (penampilan fisik,
ukuran, bentuk, kualitas) dalam kalimat dengan tepat.
5. Mampu mendeskripsikan gambar yang diberikan oleh guru

Materi ajar

 Descriptive text is a text that describes the features of someone, something, or

a certain place.
 Example descriptive text.
 Mr. Danu
Mr. Danu is my uncle. He is a farmer in the country. He is 50 years
old. He is tall and handsome. He has round eyes, a pointed nose, and tick lips.
He has straight hair. He is very strong. His arms and legs are strong. Hi skin is
brown. He is very diligent. He is also smart and honest. He is a good person
and we love him very much.

 Parts of descriptive text

 Introduction is the part of the paragraph that introduces the character.
Example : mr kartono is very happy. The rainy season of this year
makes the farm beautiful.
 Orientation / description is the part of the paragraph that describes the
character.

 Ciri kebahasaan menggunakan simple present tense.

Pendekatan : scientific approach

Strategi : cooperative learning

Model : describing pictures

Media / peralatan :

 Script
 Worksheet
 Lesson material
 Pictures
 Dictionary

Kegiatan pembelajaran

Pertemuan 1

a. Kegiatan pembuka
 Salam / menyapa siswa
 Mempersiapkan kelas
 Mengecek kehadiran siswa
 Memyampaikan tujuan pembelajaran yang akan dicapai
 b. Kegiatan inti
 Guru menjelaskan materi terkait descriptive text ( describing pictutes)
 Guru memberikan contoh descriptive text
 Memberikan kesempatan kepada siswa untuk menanyakan materi
terkait descriptive text
 Guru memberikan tugas kepada siswa untuk mengindentifikasi teks
descriptive ( exercise 1 )
c. Kegiatan penutup
 Menanyakan kesulitan siswa dalam proses belajar mengajar
 Membuat kesimpulan berdasarkan materi pembelajaran
 Memberikan motivasi kepada siswa
 Memberikan tugas rumah (PR)

Pertemuan 2

a. Kegiatan pembuka
 Salam / menyapa siswa
 Mempersiapkan kelas
 Mengecek kehadiran siswa
 Memyampaikan tujuan pembelajaran yang akan dicapai
b. Kegiatan inti
 Guru memberikan contoh descriptive text
 Memberikan kesempatan kepada siswa untuk menanyakan materi
terkait descriptive text
 Guru menjelaskan bagian bagian teks descriptive.
 Guru memberikan tugas kepada siswa untuk mengindentifikasi teks
descriptive ( exercise 1 )
c. Kegiatan penutup
 Menanyakan kesulitan siswa dalam proses belajar mengajar
 Membuat kesimpulan berdasarkan materi pembelajaran
 Memberikan motivasi kepada siswa
 Memberikan tugas rumah (PR)

Pertemuan 3

a. Kegiatan pembuka
  Salam / menyapa siswa
 Mempersiapkan kelas
 Mengecek kehadiran siswa
 Memyampaikan tujuan pembelajaran yang akan dicapai
b. Kegiatan inti
 Guru bertanya kepada siswa terkait materi minggu lalu
 Guru menjelaskan ciri ciri kebahasaan dalam teks descriptive dalam
bentuk simple present.
 Guru menyuruh siswa membuat contoh simple present tense. (
Exercise 1 )
 Guru memberikan tugas kepada siswa untuk mendeskripsikan gambar.
( exercise 2 )
c. Kegiatan penutup
 Menanyakan kesulitan siswa dalam proses belajar mengajar
 Membuat kesimpulan berdasarkan materi pembelajaran
 Memberikan motivasi kepada siswa
 Memberikan tugas rumah (PR)

Pertemuan 4

a. Kegiatan pembuka
 Salam / menyapa siswa
 Mempersiapkan kelas
 Mengecek kehadiran siswa
 Memyampaikan tujuan pembelajaran yang akan dicapai
b. Kegiatan inti
 Guru bertanya kepada siswa terkait materi minggu lalu
 Guru menerangkan berbagai kosa kata yang digunakan dalam
describing pictures
 Guru memberikan kesempatan kepada siswa untuk mendeskripsikan
gambar exercise 1
c. Kegiatan penutup
 Menanyakan kesulitan siswa dalam proses belajar mengajar
 Membuat kesimpulan berdasarkan materi pembelajaran
 Memberikan motivasi kepada siswa
 Memberikan tugas rumah (PR)
Sumber pembelajaran

 Kamus
 Gambar
 Papan tulis

Penilaian

 Teknik :
Aspect Score Description
vocabulary, 100 Correct and appropriate
pronunciation . 80 Sometimes not correct enough but not
influence the meaning
70 Not correct enough and influence the
meaning
<60 Incorrect

 Bentuk :
 Instrument : angket ptk

Makassar,….,… 2017

Sarina
10535574613
 First meeting
Lesson material
Descriptive text is a text which says what a person or a thing is like. Its purpose is
and reveal a particular peron, place, or thing.

Contoh teks deskriptif.

Mr. Danu

Mr. Danu is my uncle. He is a farmer in the country. He is 50 years

old. He is tall and handsome. He has round eyes, a pointed nose, and tick lips.
He has straight hair. He is very strong. His arms and legs are strong. Hi skin is
brown. He is very diligent. He is also smart and honest. He is a good person
and we love him very much.

.list vocabulary

Farmer diligent

Tall smart

Handsome honest

Round good

Strong pointed
 Students worksheet

Exercise-1

Mengidentifikasi informasi dalams descriptive text

Mr. Danu

Mr. Danu is my uncle. He is a farmer in the country. He is 50 years old. He is

tall and handsome. He has round eyes, a pointed nose, and tick lips. He has straight
hair. He is very strong. His arms and legs are strong. Hi skin is brown. He is very
diligent. He is also smart and honest. He is a good person and we love him very
much.

Questions.

1. What is Mr. Danu…

2. How is old he…
3. How does he look like…
4. How does his nose look like…
5. How does his lips look like…
6. What is the color of his skin…
7. Is he diligent…
8. Is he strong…
 Second Meeting
Lesson material

Menentukan bagian bagian dari descriptive text

My Diva

Agnes Monica is a famous pop singer. Most people in Indonesia know her.
She certainly looks like an angel. She is tall, slim and beautiful. Her hair is brown.
She always wears fashionable clothes. Her personality is a good as her a voice. She
is confident. She is also generous. She gives a lot of money to charity. Her hobby is
unique. She keeps a dog as a pet. She does not like cooking.

1. The text is about…

2. She is a famous …
3. Her hobbies are…
4. Sentence …. Identification /Introduce her
5. Sentence …. Describes her personality

Struktur descriptive text (generic structure) adalah:

- Identification (identifikasi) adalah pendahuluan berupa gambar umum tentang

suatu topic.
- Description (deskripsi) adalah berisi cirri-ciri khusus yang dimiliki benda,
tempat, atau orang yang dideskripsikan.

Identification : Agnes Monica is my diva

Description : Most people in Indonesia know her. She certainly looks like an angel.
She is tall, slim and beautiful. Her hair is brown. She always wears fashionable
clothes. Her personality is a good as her a voice. She is confident. She is also
generous. She gives a lot of money to charity. Her hobby is unique. She keeps a dog
as a pet. She does not like cooking.

List vocabulary

Singer good

Tall generous

Slim fashionable

Beautiful charity
 Third meeting
Ciri kebahasaan Descriptive Text :

- Menggunakan simple present tense

- Menggunakan attribute verb,seperti be (am,is,are)
- Hanya focus pada satu objek tersebut.

To describe a place or things you can use the following pattern:

It + is + a + adj + noun
Example
 It is a nice house
 It is a small garden

Positive statement

Subject Be Adjective
He Is Good
She Is Clever
They Are Kind

Negative statement

Subject Be Not Adjective

She Is Not Good
He Is Not Good
They Are Not Kind

Students worksheet

Exercise 1
Buatlah 5 kalimat dengan mengunakan simple present tense

Exercise 2 ( homework)
Describe about yourself.
 Fourth meeting
Mengajarkan vocabulary terkait dengan gambar for example:

Describing People

Mendeskripsikan atau menggambarkan seseorang dengan apa yang ia pakai,

kenakan atau ciri ciri fisik lainnya baik pada saat orang yang dimaksud berada di
tempat atau tidak. Untuk lebih memudahkan mendesripsikn orang kita dapat
menggunakan kosakata sebagai berikut :

1. Age ( Umur) : young, old

2. Body (tubuh) : fat, thin, short, tall
3. Hair ( rambut ) : long, short, straight, wavy, curly, neat
4. Face ( wajah) : round, oval, square,
5. Personality ( kepribadian ) : calm, cheerful, garrulous,
6. Eyes ( mata) : slanting, round
7. Lips ( bibir ) ; thin,, thick

Adjectives to describe character

Generous : murah hati Cruel : kejam

Happy : bahagia stingy : kikir

Hard working :pekerja keras sociable : suka bergaul.

 RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMA NEGERI 1 MASALLE

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : XI / 1

Skill : Speaking

Alokasi Waktu : 8 x 45 menit

Siklus / pertemuan : 2 / 1-4

Standar kompetensi :

8. memahami makna dalam teks lisan fungsional dan monolog pendek sangat
sederhana yang berbentuk descriptive text untuk berinteraksi dengan
lingkungan terdekat

10. mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sangat sedarhana berbentuk descriptive text untuk berinteraksi dengan
lingkungan terdekat.

Kompetensi dasar :

8.2 merespon makna yang terdapat dalam monolog sangat sederhana secara
akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat
dalam teks berbentuk descriptive text.

10.2 mengungkapkan makna dalam monolog pendek sangat sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive text.

Indikator

Pertemuan 6

6. Mengidentifikasi fungsi dan karakteristik descriptive text

 Pertemuan 7

7. Menentukan ciri kebahasan teks descriptive dalam bentuk simple present

tense.

Pertemuan 8

8. Mampu menjelaskan sebuah descriptive text ( describing pictures)

9. Mengungkapkan ungkapan dalam menggambarkan ciri ciri orang (pictures)

Tujuan pembelajaran

Setelah proses pembelajaran selesai siswa diharapkan dapat:

Pertemuan 6

6. Mengindentifikasi fungsi dan karakteristik descriptive text

Pertemuan 7
7. Menentukan ciri kebahasan teks descriptive dalam bentuk simple present
tense. ( exercise 1)
Pertemuan 8
8. Menggunakan kata-kata yang berhubungan dengan gambar (penampilan fisik,
ukuran, bentuk, kualitas) dalam kalimat dengan tepat.
9. Mampu mendeskripsikan gambar yang diberikan oleh guru

Materi ajar

 Descriptive text is a text that describes the features of someone, something, or

a certain place.
 The purpose of descriptive text is to describe and reveal a particular person,
place or thing.
My Favorite Superhero
My favorite superhero is Spiderman. He is a cool superhero. He wears
a red and blue costume, with a spider logo on his chest. He is not tall but not
short. He is very agile because he has slim body. He releases a spider web
from his hands to make him fly through buildings in the city. He can climb a
wall like a spider. He loves to help people and fights criminals.

Ciri kebahasaan
 menggunakan simple present tense.
 Particular noun
  adjectives

Pendekatan : scientific approach

Strategi : cooperative learning

Model : describing pictures

Media / peralatan :

 Script
 Worksheet
 Lesson material

Kegiatan pembelajaran

Pertemuan 6

d. Kegiatan pembuka
 Salam / menyapa siswa
 Mempersiapkan kelas
 Mengecek kehadiran siswa
 Memyampaikan tujuan pembelajaran yang akan dicapai
e. Kegiatan inti
 Guru menjelaskan materi terkait descriptive text ( describing pictutes)
 Guru memberikan contoh descriptive text
 Memberikan kesempatan kepada siswa untuk menanyakan materi
terkait descriptive text
 Guru menjelaskan fungsi dan karakteristik teks descriptive.
 Guru memberikan tugas kepada siswa untuk mengindentifikasi teks
descriptive ( exercise 1 )
f. Kegiatan penutup
 Menanyakan kesulitan siswa dalam proses belajar mengajar
 Membuat kesimpulan berdasarkan materi pembelajaran
 Memberikan motivasi kepada siswa
 Memberikan tugas rumah (PR)

Pertemuan 7
 d. Kegiatan pembuka
 Salam / menyapa siswa
 Mempersiapkan kelas
 Mengecek kehadiran siswa
 Memyampaikan tujuan pembelajaran yang akan dicapai
e. Kegiatan inti
 Guru bertanya kepada siswa terkait materi minggu lalu
 Guru menjelaskan ciri ciri kebahasaan dalam teks descriptive dalam
bentuk simple present.
 Guru menyuruh siswa membuat contoh simple present tense. (
Exercise 1 )
 Guru memberikan tugas kepada siswa untuk mendeskripsikan gambar.
( exercise 2 )
f. Kegiatan penutup
 Menanyakan kesulitan siswa dalam proses belajar mengajar
 Membuat kesimpulan berdasarkan materi pembelajaran
 Memberikan motivasi kepada siswa
 Memberikan tugas rumah (PR)

Pertemuan 8

d. Kegiatan pembuka
 Salam / menyapa siswa
 Mempersiapkan kelas
 Mengecek kehadiran siswa
 Memyampaikan tujuan pembelajaran yang akan dicapai
e. Kegiatan inti
 Guru bertanya kepada siswa terkait materi minggu lalu
 Guru menerangkan berbagai kosa kata yang digunakan dalam
describing pictures
 Guru memberikan kesempatan kepada siswa untuk mendeskripsikan
gambar exercise 1
f. Kegiatan penutup
 Menanyakan kesulitan siswa dalam proses belajar mengajar
 Membuat kesimpulan berdasarkan materi pembelajaran
 Memberikan motivasi kepada siswa
 Memberikan tugas rumah (PR)
Sumber pembelajaran

 Kamus
 Gambar
 Papan tulis

Penilaian

 Teknik :
Aspect Score Description
Grammar, 100 Correct and appropriate
generic 80 Sometimes not correct enough but not
structures, influence the meaning
vocabulary, 70 Not correct enough and influence the
punctuation. meaning
<60 Incorrect

 Bentuk :
 Instrument : angket ptk

Makassar,….,.. 2017

Sarina
10535574613
 Sixth Meeting
Lesson material
Descriptive text is a text which says what a person or a thing is like. Its purpose is
and reveal a particular peron, place, or thing.

The purpose of descriptive text is to describe and reveal a particular person, place or
things

My Favorite Superhero
My favorite superhero is Spiderman. He is a
cool superhero. He wears a red and blue costume, with a
spider logo on his chest. He is not tall but not short. He
is very agile because he has slim body. He releases a
spider web from his hands to make him fly through
buildings in the city. He can climb a wall like a spider.
He loves to help people and fights criminals.

List vocabulary
Cool fly
Red , blue climb
Tall
Short love
Agile
Slim

 Read the text above and answer the questions

Questions

1. The text is about….

2. Write the adjective based on the text…
3. What is the characteristic of spiderman…
 Seventh Meeting
Ciri kebahasaan Descriptive Text :

- Menggunakan simple present tense

- Menggunakan attribute verb,seperti be (am,is,are)
- Hanya focus pada satu objek tersebut.

To describe a place or things you can use the following pattern:

It + is + a + adj + noun
Example
 It is a nice house
 It is a small garden

Panda
I went to the zoo yesterday and I see panda for the first time. Panda is the very
cute animal I have ever seen. It has little eyes with black spots around them. His body
is black and white color. Panda’s body is almost looks alike with bear. Panda looks
like tame animals but it’s actually not. Panda eat bamboo and they almost eat 40 kg
bamboo in just one day. Panda is animal from china. I like panda because they are
cute.

list vocabulary

Zoo panda

Cute eat

Little

Black

Tame
 Students worksheet
Exercise 1

Make 5 sentence by use simple present tense

Exercise 2

Teacher give pictures to students and ask them to describe

Eight Meeting

Vocabularies of Describing people

Beautiful : cantik short : pendek

Big : besar slanting : sipit

Brown : coklat slim :sipit

Curly : keriting strong : kuat

Doctor :dokter thin : kurus

Farmer : petani

Fat : gemuk

Flight attendant : pramugari

Handsome : ganteng

Long : panjang

Nurse : perawat

Pilot : pilot

Pointed : mancung
Appendices 2

INSTRUMENT D TEST

Direction :

Describe pictures below into one or two paraphrap and practice in front class.
Appendices 3

INSTRUMENT CYCLE I

Direction : Choose one of the three pictures below. And describe it into one or two
paraphraph…
Appendices 4

INSTRUMENT CYCLE 2

Direction :

1. Every students prepared 1 pictures and describe it .

2. Describe pictures below into one or two paraphrap and practice in front
class. ( spesially for students not prepared the pictures)
Appendices 5

Data Analysis

1. Diagnostic Test (D Test)

The score of students’ speaking

Aspect Total Score

No Name Pronunciation Vocabulary (x) Classification
1 S-1 50 47 48.5 Poor
2 S–2 52 50 51 Poor
3 S–3 53 50 51.5 Poor
4 S–4 50 45 47.5 Poor
5 S–5 50 45 47.5 Poor
6 S–6 50 47 48.5 Poor
7 S–7 45 40 42.5 Poor
8 S–8 40 40 40 Poor
9 S–9 45 45 45 Poor
10 S – 10 45 40 42.5 Poor
11 S – 11 47 45 46 Poor
12 S – 12 40 40 40 Poor
13 S – 13 50 51 50.5 Poor
14 S – 14 45 43 44 Poor
15 S – 15 55 52 53.5 Poor
16 S – 16 52 50 51 Poor
17 S – 17 52 50 51 Poor
18 S – 18 50 47 48.5 Poor
19 S – 19 55 56 55.5 Poor
20 S – 20 50 53 51.5 Poor
21 S – 21 54 55 54.5 Poor
22 S – 22 57 60 58.5 Fair
23 S – 23 62 65 63.5 Fair
24 S – 24 50 55 52.5 Poor
25 S – 25 47 50 48.5 Poor
26 S – 26 50 47 48.5 Poor
27 S – 27 45 45 45 Poor
28 S – 28 65 57 66 Good
29 S – 29 72 74 73 Good
30 S – 30 55 54 54.5 Poor
31 S – 31 50 50 50 Poor
32 S – 32 57 58 57.5 Fair
33 S – 33 50 52 51 Poor
34 S – 34 63 69 66 Good
Total score 1753 1737 1745
Mean 51.55 51.08 51.32

THE MEAN SCORE FOR DIAGNOSTIC – TEST

speaking

a. Pronunciation

X 
X
N
1753
X  51.55
34

b. Vocabulary

X 
X
N
1737
X  51.08
34
Note
X : Mean Score

∑x : Total Number of Students Score

N : The Number of Students

 2. Cycle I
The score of students’ speaking

Aspect Total Score

No Name Pronunciation Vocabulary (x) Classification
1 S–1 57 58 57.5 Fair
2 S–2 60 59 59.5 Fair
3 S–3 62 60 61 Fair
4 S–4 60 60 60 Fair
5 S–5 57 58 57.5 Fair
6 S–6 60 61 60.5 Fair
7 S–7 55 55 55 Fair
8 S–8 50 52 51 Fair
9 S–9 56 59 57.5 Fair
10 S – 10 55 56 55.5 Fair
11 S – 11 57 58 57.5 Fair
12 S – 12 55 50 52.5 Fair
13 S – 13 60 59 59.5 Fair
14 S – 14 57 55 56 Fair
15 S – 15 68 67 67.5 Good
16 S – 16 62 70 66 Good
17 S – 17 64 65 64.5 Fair
18 S – 18 60 58 59 Fair
19 S – 19 64 67 65.5 Fair
20 S – 20 62 65 63.5 Fair
21 S – 21 65 70 67.5 Good
22 S – 22 70 74 72 Good
23 S – 23 72 74 73 Good
24 S – 24 63 70 66.5 Good
25 S – 25 58 66 62 Fair
26 S – 26 62 60 61 Fair
27 S – 27 57 58 57.5 Poor
28 S – 28 73 74 73.5 Good
29 S – 29 80 80 80 Very good
30 S – 30 65 60 62.5 Fair
31 S – 31 64 65 64.5 Fair
32 S – 32 72 70 71 Good
33 S – 33 70 69 69.5 Good
34 S – 34 74 70 72 Good
Total score 2126 2152 2139
Mean 62.52 63.29 62.9
 THE MEAN SCORE FOR CYCLE I – TEST

speaking

a. Pronunciation

X 
X
N
2126
X  62.52
34

b. Vocabulary

X 
X
N
2152
X  63,29
34
Note
X : Mean Score

∑x : Total Number of Students Score

N : The Number of Students

 3. Cycle II
The score of students’ speaking

Aspect Total Score

No Name Pronunciation Vocabulary (x) Classification
1 S–1 75 75 75 Good
2 S–2 78 75 76.5 Very good
3 S–3 79 78 78.5 Very good
4 S–4 77 78 77.5 Very good
5 S–5 75 75 75 Good
6 S–6 75 77 76 Very good
7 S–7 75 75 75 Good
8 S–8 74 73 73.5 Good
9 S–9 76 77 76.5 Very good
10 S – 10 75 75 75 Good
11 S – 11 76 75 75.5 Good
12 S – 12 78 75 76.5 Very good
13 S – 13 76 75 75.5 Good
14 S – 14 75 75 75 Good
15 S – 15 79 78 78.5 Very good
16 S – 16 77 80 78.5 Very good
17 S – 17 77 78 77.5 Very good
18 S – 18 75 75 75 Good
19 S – 19 78 79 78.5 Very good
20 S – 20 79 77 78 Very good
21 S – 21 79 80 79.5 Very good
22 S – 22 80 79 84.5 Very good
23 S – 23 81 80 80.5 Very good
24 S – 24 80 80 80 Very good
25 S – 25 75 77 76 Very good
26 S – 26 75 80 77.5 Very good
27 S – 27 70 70 70 Good
28 S – 28 80 80 80 Very good
29 S – 29 90 95 92.5 Excellent
30 S – 30 75 77 76 Very good
31 S – 31 79 76 77.5 Very good
32 S – 32 81 79 80 Very good
33 S – 33 78 80 79 Very good
34 S – 34 85 85 85 Very good
Total score 2637 2643 2645
Mean 77.55 77.37 77.79
 THE MEAN SCORE FOR CYCLE II – TEST

Speaking

a. Pronunciation

X 
X
N
2637
X  77.55
34

b. Vocabulary

X 
X
N
2643
X  77,73
34
Note
X : mean score

∑x : Total number of students score

N : the number of students

Appendices 6

The Student’s Participation

The Result of Students’ Activeness in Cycle I and Cycle II

Meetings
No Name Cycle I Cycle II
1st 2nd 3rd 4th 1st 2nd 3rd 4th
1 S-1 2 2 2 1 2 3 2 3
2 S–2 2 2 2 2 2 3 2 3
3 S–3 3 2 2 2 2 4 2 3
4 S–4 2 2 2 2 2 3 2 3
5 S–5 2 2 2 2 2 3 2 3
6 S–6 2 2 2 2 2 2 2 3
7 S–7 2 2 2 A 2 2 3 3
8 S–8 1 2 2 2 2 2 3 3
9 S–9 2 2 2 2 2 3 2 3
10 S – 10 2 2 2 2 2 3 3 3
11 S – 11 2 2 2 2 2 2 3 3
12 S – 12 2 2 1 2 2 3 2 3
13 S – 13 2 2 2 2 2 3 2 3
14 S – 14 2 A 2 2 2 2 3 3
15 S – 15 2 2 2 2 2 3 2 3
16 S – 16 2 2 2 2 2 3 3 3
17 S – 17 2 2 2 2 2 2 3 3
18 S – 18 2 2 2 2 2 3 3 3
19 S – 19 2 2 2 2 3 2 3 3
20 S – 20 2 2 2 2 3 2 2 3
21 S – 21 2 2 2 2 3 2 2 3
22 S – 22 2 2 2 2 3 3 1 3
23 S – 23 2 2 2 2 3 2 2 3
24 S – 24 2 2 2 2 3 3 2 3
25 S – 25 2 2 2 2 2 I 2 3
26 S – 26 2 2 2 2 2 3 3 3
27 S – 27 1 2 2 2 2 3 2 2
28 S – 28 2 2 2 2 3 3 3 2
29 S – 29 3 3 2 4 4 3 4 3
30 S – 30 2 2 2 1 2 2 3 2
31 S – 31 2 2 2 2 3 3 3 2
32 S – 32 2 2 2 3 3 2 4 3
33 S – 33 2 2 2 2 3 2 2 3
34 S – 34 2 2 2 3 2 3 3 2
Subject 34 33 34 33 34 33 34 34
Freq 68 65 67 67 81 87 85 97
Percentage 50 49.24 49.26 50.57 59.55 65.90 62.5 71.32

NOTE:

4 : Very Active

3 : Active

2 : Fairly Active

1 : Not Active

PERCENTAGE OF THE OBSERVATION RESULT

P= x 100

Notation :

P : Percentage

Fq : Frequency

N : Total Sample

1. CYCLE I
a. The first meeting c. The third meeting

P= x 100 P= x 100

P = 50 % P = 49.26 %
 b. The second meeting d. The fourth meeting

P= x 100 P= x 100

P = 49.24 % P = 50.75 %

2. CYCLE II

a. The first meeting c. The third meeting

P= x 100 P= x 100

P = 59.55 % P = 62.5 %

b. The second meeting d. The fourth meeting

P= x 100 P= x 100

P = 65.90 % P = 71,32 %
Appendices 7

Attendant List

Meetings
No Name Cycle 1 Cycle 2
st nd
1 2 3rd th
4 1st
2nd
3rd 4th
1 Muhammad Asrul        
2 Al Yudi Ansar        
3 Fikri Ahmad Fausan        
4 Muammad Syam S        
5 Yusril        
6 Ahmd Yusran        
7 Ilham Akbar   i     
8 Arsal        
9 Sapri Tonda        
10 Suharman        
11 Firman Saputra        
12 Amin Sahar        
13 Khairul Hendri        
14 Sitti Fatimah  I      
15 Liya Safira        
16 Ainun Mardiya        
17 Nurul Inayah        
18 Zur Rahma Ramli        
19 Nur Hidaya        
20 Nurul Ulfiana        
21 Aliana        
22 Nur Sahira        
23 Selfi Hidayah        
24 Adeliah Astuti D        
25 Sri Wahyuni      i  
26 Sri Devi        
27 Asmawati        
28 Ainun Muhram        
29 St Nasrah Syam        
30 Hesti Riki        
31 Farida        
32 Karina        
33 Ayu Andriani        
34 Sri Dayanti        
Appendices 8

DOCUMENTATION in TEACHING LEARNING PROCESS at SMA N 11

ENREKANG
 CURRICULUM VITAE

SARINA is the first child from the marriage couple Rimpung and

Hawang. She was born in Pakewa, on march 28th, 1993. She has

one brothers and four sister. She started her study in elementary

school in 2001 at SD Kaban, Enrekang regency and graduated in

2006. She continued her study in junior high school at SMP

Negeri 7 ALLA, Enrekang regency and graduated in 2009. Then, she continued in

senior high school at SMA Muhammadiyah Kalosi, Enrekang regency and graduated

in 2012. In the different year (2013), she was accepted as a student of English

Education Department, Faculty of Teacher Training and Education at

Muhammadiyah University of Makassar.