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Planned Title : The effect using picture strip story to improve students’ speaking skill.

Research Problem : My research problem is “Is there any effect learning using picture strip
story can improve students’ speaking skill?”
Research Theory : This research uses experimental method with quantitative approach,
where the researcher will use 2 different samples to get data, after data is
obtained, then the data will be analyzed in SPSS.
The research entitled "Improving Students' Speaking Skill by Using Picture Strips Story"
was conducted by Odi Kosdian in XI IPA 1 of Senior High School 1 Luragung. The data was
collected by using action research (AR) which included planning, acting, observing, and
reflecting. In the planning, the researcher identifies the problem in the class and discusses it with
the teacher with the aim of overcoming the problem. In the action, the researcher put a picture
strip story and applies it to the lesson plan and uses the CLT approach. In the observation, after
students learn to use picture strip story and the researcher collects information by noted all cases
that occur when the technique is used. The last is reflecting, the researcher reflects, evaluates,
and describes the results encountered in the AR cycle. The results of the current cycle it will be
improved for future cycles, in order to enhance students' speaking skills for. The conclusions
obtained from this study are from 2 points of view, the first in a general way, students' conditions
were better rather than before. This sense, the most of students listened to the teacher's
explanation. Then, every student in the group together and discuss each other. Moreover, most of
them could answer the teacher's question correctly. The second is from students' speaking skill
itself, the researcher and collaborators decided that picture strip story could improve students’
speaking skill. Based on the result of test 1, test 2, and test 3, it can be seen that students’
speaking skills were improving. Here I would like to use picture strip story as a media to
improve students’ speaking skill. I have a hypothesis that students will be more active in the class
in speaking skill through picture strip story.
The other research entitled “Teaching Speaking by Using Picture Strip Story” was
conducted by Reza Novianda in middle school MTsN Model Gandapura, VIII 1 (EG), VIII 2
(CG). The data was collected by using both quantitative and qualitative the quantitative data
were obtained from the students‟ pre-test and post-test scores while the qualitative data was
obtained from a questionnaire given to the EG. An oral pre-test was given to both groups. The
students were asked to create a dialogue in pairs. The dialogue was created based on clues given
by the teacher. The students in the EG were taught speaking by using the picture series
technique, while the CG were taught speaking by using the drill technique. After five treatment
meetings, both groups were given a post-test to find out the students‟ speaking ability after the
teaching–learning processes had been held. The data was analyzed by using SPSS. The
conclusion of this research is the students who were taught by using picture strip story had better
performance in their speaking sub-skills, pronunciation, grammar, vocabulary, fluency, and
comprehensibility. Based on the average score for each speaking sub-skill the EG students got
significantly higher average scores on the post-test, especially in comprehensibility In addition,
the EG students had personal experience using real words in communication during their studies
using the picture strip story in group work and role–play combined in the teaching learning
speaking activities, so they became more active in participating in the speaking activities in the
classroom. Based on this research, in addition to increasing student grades in class, the picture
strip story can also develop their sub skills such as pronunciation, grammar, vocabulary, fluency,
and comprehensibility
The same article entitled “Developing Students’ Speaking Skill By Using Picture Strip
Story” was conducted by Tanjung Wulandari, Muhammad Sukirlan, and Ramlan Ginting Suka in
SMA Kartikatama Metro. The method used in this research was experimental with quantitative
research. Pretest, treatment, posttest, questionnaire, recording, and transcribing are used to
collect data. The result of this study follows, picture strip story gave significant influence
towards students` speaking ability in English learning process, there was significant increase of
students` speaking ability before and after pretest and posttest after being taught by picture strip
story technique. So after I read this article I think I would like to use experimental with
quantitative approach, to find out significant differences between use the picture strip story and
The other way to improve students’ speaking skill like this article entitled “The Use of
Picture Descriptions in Enhancing Communication Skills Amongst Eighth-Grade Learners of
English as a Foreign Language” by Pamela L. Lavalle, and Mari Briesmaster in private English
school in Chile. The data was collected by using quantitative and qualitative method, in pre-test
students from groups 1 and 2 were asked to analyze a set of pictures, and describe the image,
where the data or information obtained would be analyzed using SPSS. A PET rubric is used to
assess student performance, which includes grammar and vocabulary, discourse management,
pronunciation, and interactive communication. The band of assessment ranges from 0 to 5, where
0 is considered the lowest score and 5 is the highest. A qualitative focus group interview was
conducted with a group of students at the end of the process, to develop a deeper understanding
of the students’ experiences of the technique used. Related with this research, very effective in
developing students' speaking abilities by using media images, just like picture strip stories,
because students are more interesting in learning to use media images.
The research entitled “Using Communicative Games in Improving Students’ Speaking
Skills” was conducted by Ratna Sari Dewi, Ummi Kultsum & Ari Armadi in Madania Junior
High School, Bogor, Indonesia. A classroom action research (CAR) was used in this method,
which is in this study the teacher and researcher found one method that is collaborative with
communicative games to improve speaking skills and solutions to problems faced. After the data
are analyzed, it can be concluded that learning using communicative games is improved the
students' achievement and results of speaking skills. Students enjoyed their lessons and got more
motivation, interest and confidence through their learning. Based on this study I will use picture
strip story as a game to improve students' abilities, because learning from games can make
students enjoy, and someone will be easy to learn something when they enjoy.
The other research entitled “Speaking Anxiety in English Conversation Classrooms
Among Thai Students” was conducted by Songyut Akkakoson. The participants in this study
were 282 Thai university students of English as a foreign language (EFL) studying English
Conversation courses at a university in Thailand. This research uses quantitative method. From
the results found, anxiety can make students behave positively in class, and do not show negative
things, but when they do communicative in class, anxiety causes a limitation on vocabulary, so
students are more difficult to express what they want to say. From this research that I can learn it
is very important to motivate students before learning started, so that they always feel enjoy and
not afraid of learning, moreover in speaking, surely, they will find the difficulties to expressed
what they want to say.
The other research entitled “Demonstration Technique to Improve Vocabulary and
Grammar Element in Teaching Speaking at EFL Learners” was conducted by Muhammad Husnu
in second semester of Economic Departments of Hamzanwadi University. This study was
experimental study with a quantitative approach, the researcher uses two different variables to
determine the effectiveness of the demonstration technique or the difference in the data in the
two variables. The two variables include IIA class as an experimental group and IIB as a control
group. The researcher used SPSS whether there was a significant difference in the mean score
between the pre-test and post-test. From this research it can be conclude that generally
demonstration technique was significantly effective to improve students’ speaking skill,
especially for the element of vocabulary and grammar at EFL students. In this case the teacher
should use the demonstration technique to teach speaking. The demonstration technique made
the process of learning more interesting and conductive. Based on this article very good for
demonstrating, moreover it can be associated with a picture strip story technique. First the
demonstration done by a teacher, then students will do it, with the aim of being able to increase
student motivation in learning, because they do not suddenly do demonstrations.
The other research almost same with picture strip story, but the difference only with the
text, while picture strip story only pictures, the research entitled “The Effect of Comic Strips on
EFL Reading Comprehension” this research was conducted by Assist. Prof. Dr. Ali MERÇ in
Turkish EFL learners. The data was collected use experimental method with quantitative
approach, the students was divided into 4 groups low-level text only, low-level text with comic
strips, high-level text only, and high-level text with comic strips. Students read the texts given
and wrote what they remembered about the text on a separate answer sheet. The result of the
study found that high proficient students recalled significantly better than low proficient
students. Also, students who read the low-level texts recalled significantly better than the ones
who read the high-level texts. Finally, as the research interest of this study, comic strip use had a
significant effect on students’ recall of both the high-level and low-level texts for both high
proficient and low proficient learners of English. Related with picture strip story, comic strips
only makes students recall the contents of the comic, while the picture strip is useful for
improving students' abilities in speaking and also imagination to describe using their own
The research entitled “Reading from the Wordless: A Case Study on the Use of Wordless
Picture Books” was conducted by Marina Mohd Arif. The participant is Amir, a seven-year old
nonreader. Data collection was done in four sessions involving the researchers and the child in
the child’s room, with each complete session lasting approximately 30 minutes. The data were
then analyzed according to the principles of qualitative content analysis which involve a
systematic review of the data, coding, category constructions, and analysis. From the article it
can be concluded that a child uses his prior knowledge, as well as in a picture strip story, a
student can guess what happens in an image by using prior knowledges.
Literature Review : You should
1. Taking Note
2. Print (if needed)



Literature Review
Definition of Speaking

Vadnay (2006, p.57), “of all the four simplex skills (listening, reading, speaking, writing) speaking
seems to be the most important as people who know a language are referred to as ‘speakers’ of that
language, as if speaking included all other kinds of knowing a language.”

According to Bryne (1984), speaking is an oral communication, the two ways process between
speaker and listener and involves productive and receptive skills of understanding. Proses
penerimaan suatu bahasa mengakibatkan

According to Brown (1994) speaking is an interactive process of constructing meaning that

involves producing and receiving and processing information.
(2006) defines speaking as a productive skill, whose objective is to facilitate communication.
Similarly, Fulcher (2003), cited in Itkonen (2010), states that speaking is “the verbal use of the
language to communicate with others” (p. 23).