CHAPTER 1
INTRODUCTION
This
chapter deals with the description of background, the problem statement, and
the objective of the research. The significances and the scope of the research
also include in this chapter.
A.
Background
Life
is communication. It shows that human usually indicate with communication or
commonly we called as language. Language is the most important things in all
aspects of life, through language the people can express their ideas, share to
others and to get information from others. Language can be expressed whether in
oral and written form. However both of
the kind of languages have the different aspects. Through oral communication or
speaking , the people will directly understand but in written form, it will be
hard to measure whether the people read it soundly or silently.
Especially
in English, speaking sometimes become a hard thing to do event the people have
thousands opinion in their mind but it’s so hard to be expressed. It may caused by the people are unable to
pronounce and unable to arrange the sentences. Pantson and Brunder (1975)
stated that the objective of the language is the production of the speaker
competence to communicative in the target language.
Chastain
(1976 : 334) states that learning to speak is obviously more difficult than
learning to understand spoken language. One who want to speak to others some
times faces some problems in producing ideas, argument or feeling
communicatively.
Those
problems are commonly found in a formal and informal education. Almost of the
students will be hard to express their ideas even they know what should they
do, but they can not express their million ideas in their mind.
Ur
(1999 : 121) classifies some problems faced by the students in learning English
such as :
1. Inhibition.
Almost of the students
often inhibited about trying to say something using foreign language in front
of the classroom, because they tend to be worry about mistakes, fearful of critics,
or simply shy of the attention that their attracts.
2. Nothing
to say
Many students who learn
English, often have no ideas to be expressed in a situation that they have to
speak beyond the guilty situation or feeling.
3. Low
participation
It usually happens in
the classroom that only a few of students talk.
4. Mother
tongue use.
In classes or a number
of the students have a same mother tongue, so they prefer speak using their
mother tongue to make them easier.
One way that will use to develop the students’
ability and let them speak through pictures. Through the picture the students
will be easier to arrange their own words showed by the pictures like the
things that they can see in the picture, colour, and even a situation showed by
the pictures. In this case the researcher tries to practice it by conducting a
research to the tourism department students of SMKN 1 Selayar.
Dorrit
Sasson (2007) stated that through pictures the teacher will help the students
in Depending on the variety of visual resources and class level and ability, a
teacher can brainstorm with the class a variety of sentences, key words, and
phrases around a particular category or situational context that is the
building block for a presentation.
Tourism
department’s students are supposed to speak and interpret the tourism objects
to the tourist, but in fact their achievement in speaking is still low. It can
be seen in their speaking subject and in their guiding subject, they don’t know
where they should begin and finish their speaking, or mostly they only memorize
the story without using their own words, with a limited vocabulary, accuracy,
fluency, and comprehensibility ( Heriyanti Nur, S.Pd)
Based
on the explanation above, the researcher will conduct a research entitled “Developing Speaking Ability Of The Tourism
Department Students Of SMKN 1 Benteng Selayar Through Tourism Object Pictures”
the research do hope that it can help them in developing their speaking ability
in interpreting the tourism objects in Selayar as their basic skills as
candidates of guide in the future.
B.
The problem statement of the research.
Based
on the background above, the problem of the research can be mentioned in the
following questions:
1. Do
the students have high motivation in speaking English using tourism object
pictures?
2. Does
the use of tourism object pictures significantly help them to improve their
speaking ability?
C. Objective of the research
By realizing the problem statement above, so the
objective of the research can be stated that:
1. To
know about the effectiveness of using tourism object pictures in increasing
their motivation to speak English, and
2. To
know about the effectiveness of using tourism object pictures in developing
their ability to speak English.
D. The significance of the research
In general, the findings of this research will be
expected to be a useful information for teaching and learning activity, and as
an effort in changing the classroom atmosphere to develop their speaking
ability, and in specific the researcher findings will be expected to:
1. Share
experiences with the teacher in developing the students speaking ability
through tourism object pictures.
2. Give
any contribution for teacher and especially for the students in interpreting
the tourism objects with a better speaking skill.
3. Increasing
the guiding technique of the students or the people in charge in tourism in
doing their profession using a good speaking skill.
4. Be
useful information for the people who want to conduct further research through
pictures to learn English.
E. Scope of the research
This
research restricts to the discipline of applied linguistic and limited to the
second year student of tourism department students of SMKN 1 Benteng Selayar.
The students learn how to use tourism object pictures in speaking. The students
will speak according to the tourism object pictures that they will use in
speaking. The main goals of the research, that the teacher will control them in
expressing their idea, and improving their confidence in speaking.
CHAPTER II
REVIEW OF RELATED LITERATURE
This
chapter deals with important points. The first points is some previous related
findings, the second is some pertinent idea, the third is theoretical
framework, the forth is hypothesis.
A.
Some Previous Related Findings.
Speaking
as an important tool of communication has made ESL teachers and researchers develop
language learning method process by implementing various technique. Some of the
previous findings are quoted below:
1.
Ponganan
(2002) concluded that the using of visual aids to stimulate classroom
communication concluded that the visual aid can help students in expressing
their ideas and the type of visual aids that the students like best is map and
drawing.
2.
Darwis
(2004) concluded that the use of pictures can increase the students’ motivation
to speak and through pictures, the students can brainstorm their own ideas.
According to the
findings above, so the writer assumes that, the use of pictures or visual
medias will help the students to stimulate and brainstorm their ideas in
speaking, and it helps the students in increasing their confidence and
motivation to speak.
B.
Some Pertinent Ideas.
1.
Theories Of Speaking.
As
Widdowson (1995 : 58) states that : “ an act of communication through speaking is commonly performed face to face interaction and occur as part of
dialogue or rather forms of verbal exchange. According to Burns and Joyce
(1977), speaking is an interactive process of constructing meaning that involves
producing and receiving and processing information, including their collective
experiences, the physical environment such as pictures, interesting view and
the like.
According to oxford dictionary, speaking is
the action of conveying information or expressing one’s thought and feelings in
spoken language, and the activity of delivering speeches or lecturers.
Considering the definition above, speaking can mentioned as an oral skills
among people who in the activity of transferring, accepting information by
speakers to listeners or by expressing ideas or feelings through oral
communication. Irwin(1979:10-18) stated
that oral skill is what people say, and where the speaker and the listener are,
they express what they are feeling at the moment and the listener just keep
listening and understanding in order to give response.
To
teach the speaking subject it will be better to understand involved in speech.
Through speech, one can express their emotion communicative intentions,
personal situation, in doing speaking as the important tools of communication,
how ever the successful of communication can be seen when mutual understanding
between speaker and listener in exchanging ideas, works as their wishes. Ur
(1996:120) classifies the characteristic of successful speaking activity:
a.
Learners
talk a lot
b.
Participation
is event
c.
Motivation
is high
d.
Language
is In acceptable level
The other things that
we have to pay attention in speaking are by seeing the elements of speaking as
follows:
a)
Phonology : The study of speech
sounds
b)
Vocabulary : Numbers of words in language.
c)
Grammar : The study of use of words.
2. Types
of speaking
According
to Haycraft (1999), Speaking skill that known as an oral communication between
speaker and listener can be classified into three categories:
a. Oral
communication with direct response.
In this kind of communication the
speaker and the listener are freely to express their own opinion, or simply we
can say that the speakers say what they wish to say, while the listeners are
listening, and understanding the point delivered by the speakers then giving
direct responses. It may occurs in social interaction where the informal
languages is dominant. This kind of speaking usually done by a society or
population in the daily activities.
b. Oral
communication with indirect response.
The type of such communication
usually happen in a situation where the speaker is listened by the audience in
such a formal meeting, where the speaker provides materials to be presented in
a special topic, while the listeners have a chance to ask and response the
materials by the speaker after having a chance to speak given by a moderator.
This kind of communication usually used in a speech contest, where both of the
groups of speaker are controlled by a moderator.
It also may happen in a situation
when there is a foreign interpreter, then translated by a translator into a
local languages used by the listeners, therefore the listeners can understand
the languages after the translator translates it into the listeners mother
tongue.
c. Oral
communication without response.
It may be happen in such a formal
or informal communication where the listener don’t have a chance to give a
response after the speaker delivering a speech like when the leader of ceremony
delivers a speech in a ceremony or special event in a particular time or event.
3. What
Is Tourism Object Pictures
a. The
definition of Pictures
Pictures
are visual aid or the printed object as a representative of a real place or
people taken into a piece of paper or the other medias. According to oxford
dictionary, pictures are painting, drawing or photograph, or the description of
something like. To give more explanation about the definition of pictures are
presented below:
Hornby
(1993:15) states that a picture is a representation of an individual painting
or drawing and visual impressions.
Gerlach
(1971) describe, “Picture as a record or a copy of a real object or event,
which may be larger or smaller than the object, or even it represents”
Mansertin
(1991) states pictures are painting, drawing or photograph, especially as a
work of art.
In
teaching English using pictures need some criteria that must be applied by the
teacher as a facilitator in teaching and learning activities, Wright (1977) proposes five criteria
of using pictures as visual aids:
1.
Easy
to prepare
2.
Easy
to organized
3.
Interesting
4.
Meaningful
and authentic
5.
Sufficient
amount of language.
Lesnusa (1998) points out some features from using pictures:
- Pictures
give students motivations on to use their abilities and the most
important ingredient in learning to write a foreign language is
motivation.
- Picture
has important role in teaching of English writing on the early stage
because they illustrate print move vividly than word.
- Pictures
make students interested and involved themselves unconsciously.
- Picture
is effective device for teaching of English writing as they can make the
facts more understandable and interesting.
- Using
picture, students have greater opportunities to improve their learning of
writing.
Sudjana and Rivai (1999)
summarized the roles of pictures as instructional media:
a.
To
promote learning motivation, students would be more interested in learning when
the teachers used pictures as an instructional media.
b.
To
provide various kinds of teaching so the learners will not feel borred and the
teacher are not so exhausted.
c.
To
enable learners to understand the message better as the material are presented in a certain
way that make students easy to understand the message.
d.
To
activate the students to communicate with their friends in the target of
language. Students can be more active, insisted of listening, they can discuss
the message and they can demonstrate it.
b. What
is Tourism Object Pictures?
The wise statement says, “I hear
I forget, I see I know, and I do I understand”. Tourism object pictures are one
way to facilitate the students in speaking. Ruis 2003 said that teaching
showing pictures can make the students remember more, more impressed, more
interested and more focused. Tourism
object pictures it self is a picture about the tourism destination which
is relates to some tourism event like
local traditions, dances, habits or the activities of people in one country or
one place, tourism also relates to panorama like mountain, sea, beach, rivers, and the like.
Through tourism object pictures
the student can brain storm their own ideas in delivering speech according to
the picture given or some informations that belong to the pictures. The
information can be where are the pictures take place? the activities that
people can do, kinds of transportation that we can use, and the like. In this
activity, the student will talk more about the pictures or information relates
to the pictures, and the students will promote the tourism destination orally
to his / her friends.
c. Teacher’s
Role in Using Tourism Object Pictures
Teacher is the facilitator in
teaching and learning activities, so the teacher holds an important role for
the teaching and learning activities. The role of the teacher in using tourism
object pictures in developing students speaking ability can be applied by
giving tourism object pictures that interested to them and through the pictures
the students can stimulate their own ideas, and the teacher let the students to
speak and act like an interpreter or guide who explain all the things relate to
the picture and allow the other students to participate by giving questions
about the information delivered by the speaker, or the audience need more or
specific information about the picture. Through this activity, the students
will be more active and the target of communication can be reached by both of
the speaker and the audience.
C. Theoretical Framework
The
theoretical framework underlying this research is given in the following
diagram:
|
INPUT
Teaching Materials
|
|
OUTPUT
The students’ improvement using tourism object pictures
|
|
PROCESS
Teaching and learning process by using tourism object
pictures
|
a.
Input
refers to the tourism object pictures provided for students.
b.
Process
refers to the implementation of the input in the classroom.
c.
Output
refers to the student’s development in speaking by using tourism object
pictures.
D.
Hypothesis
Ho:
The use tourism object pictures can not develop the students speaking ability.
H1: The use tourism object pictures can develop
the students speaking ability.
CHAPTER
III
RESEARCH
METHOD
This chapter discuss about
research design, variables
and operational definition of the
research, population sample, instrument of the research, technique of
collecting data, and technique of data analysis.
A. Research
Design
In this research the writer will
apply pre-experimental research, designed with one pre test group and one
pos-test design. The design will involve one group with pre-test and will
expose to treatment and post test. The treatment will be in three meetings.
The design is as follow:
O1 X O2
Where : O1 = Pretest
X =
Treatment
O2 =
Post Test
(Gay,
1981)
B.
Variables and Operational Definition
1.
Variables
This research has two variables,
namely: the use of tourism object
pictures in teaching English as independent variable and the students’ ability
in speaking as dependent variable.
2.
Operational Definition
a.
Tourism Object Pictures
Tourism
object pictures are a photograph or picture about the tourism destination which
is relates to some tourism events like
local traditions, dances, habits or the activities of people in one country or
one place, tourism also relates to panoramas like mountain, sea, beach, rivers,
and the like.
b.
The Use of Tourism Object Pictures
Tourism
Object Pictures is a teaching media to facilitate the students in teaching and
learning process in speaking subject.
c.
Speaking Ability
Speaking
ability is the power, skill, knowledge or quality to perform and explain the
tourism object pictures by giving some informations relate to the tourism
object pictures.
C. Population
And Sample
1. Population
Population in this research will
be the second year student of tourism department of SMKN 1 Benteng Selayar.
2. Sample
This research will use purposive
sampling, where the second year of tourism department students will be the
sample of the research, the total sample is 30 students. The reason for using
purposive sampling, because the sample usually deal with tourism but their
speaking ability still need to be improved.
D. Instrument
of the Research.
The
instrument of the research will be a test of speaking about tourism object as a
pre test to measure the students speaking ability before treatment and post
test after giving treatment to see the improvement of the students’ speaking
ability.
E. Procedure
of Collecting Data
The steps in collecting data are
as follows:
1.
Pretest
Pre test will be in May 2010. In
this part the students will be asked to speak and perform about local tourism
destination that they know, so the students will free to choose the object they
want to speak. It will show the students’ prior knowledge in speaking before
treatment.
2.
Treatment
Treatment will be given after
pretest. The researcher will describe about pictures as a media in learning
speaking specially for tourism object pictures and its procedures to the
students. This process will be conducted in three meetings with 90 minutes for
each meeting.
The students will have the same
teaching procedures as follow:
a.
The
researcher will explain about the pictures as a teaching and learning media to
students, especially local tourism object pictures.
b.
The
researcher will distribute some local tourism object pictures to the students.
c.
The
researcher will ask the students to speak about the local tourism object
pictures that they have got.
d.
The
researcher will give 30 minutes for each student to speak about the picture.
The treatment will be held in
three meetings and every meeting the researcher will give the students
different pictures. The researcher will give two pictures for each meetings as
follow :
·
First meeting :
§
Sun
set at Baloiya beach
§
Sun
rise at Ngapaloka
·
Second meeting :
§
Gong
nekara
§
Jangkar
raksasa
·
Third
meeting :
§
Taka
Bonerate National Park
§
Pamatata
harbor
3.
Post
test
The
post test will be conducted by researcher after treatment. The post test will
be same with pretest. The researcher will allocate 30 minutes for each student
about the local tourism object pictures they have owned. In post test the
researcher will give two pictures for each meeting as post test. The test will
be purposed to check whether there is an improvement or not of the students
speaking ability after giving treatment.
F. Technique
of Data Analysis.
The data
will be collected though the test quantitatively. To get the speaking score the
writer , the writer will use the scoring scale which is relates to accuracy,
fluency, and comprehensibility of the students’ speaking activity.
To measure
the speaking ability of the students the scoring system (Heaton 1989) will be
formed as follow:
1. Accuracy
|
Score
|
Classification
|
Description
|
|
6
|
Excellent
|
The pronunciation is only
influenced by mother tongue. Two or three minor grammatical errors. Appropriate
word choice and understandable meaning for vocabulary
|
|
5
|
Very good
|
Pronunciation is slightly
influenced by mother tongue, a few minor grammatical and lexical errors but
most utterance correct.
|
|
4
|
Good
|
Pronunciation is still moderate
influenced by the mother tongue. But no serious phonological errors. A few
grammatical and lexical errors but only one or two major errors causing
confusion, but the words are good.
|
|
3
|
Average
|
Pronunciation is influenced by
the mother tongue but only a few serious phonological errors, some of caused
by confusion. The words are reasonably correct but awkward.
|
|
2
|
Poor
|
Pronunciation is seriously
influenced by the mother tongue with errors causing a break down in
communication. Many basic grammatical and lexical errors. The vocabulary is
in adequate.
|
|
1
|
Very poor
|
Serious pronunciation errors,
grammatical, and lexical errors. No evidence of having master any of the
language skills.
|
2. Fluency
|
Classification
|
Score
|
Criteria
|
|
Excellent
|
6
|
Speak without too great an
effort with fairly wide range expression. Searches for words occasionally but
not only one or two unnatural pauses.
|
|
Very good
|
5
|
Has to make an effort times to
search for words. Nevertheless, smooth delivery on the whole and only a few
unnatural pauses.
|
|
Good
|
4
|
Although he / she has to make
an effort and search for words, there are not fairly smooth deliveries
mostly. There are too many unnatural pauses. Occasionally fragmentary but
succeeds in conveying the general meaning. Fair range of expression.
|
|
Average
|
3
|
Has to make an effort for much
of time often has to search for the desired meaning frequently and halting
delivery. Almost gives up making an efforts at times. Limited range
expression.
|
|
Poor
|
2
|
Long pauses while searching for
the desired meaning. Frequently fragmentary and halting delivery. Almost
gives up making the effort at times limited range of expression.
|
|
Very poor
|
1
|
Full of long unnatural pauses,
very halting and fragmentary delivery. At times gives up making the effort.
Very limited range of expression.
|
3. Comprehensibility
|
Classification
|
Score
|
Criteria
|
|
Excellent
|
6
|
Easy for the listener to
understand the speaker’s intention and general meaning, very few interruption
or classification required
|
|
Very good
|
5
|
The speaker attention and
general meaning are fairly clear. A few interruptions by listener for the
sake of clarifications are
necessary.
|
|
Good
|
4
|
Most of what speaker says is
easy to follow. His intention is almost clear but several interruptions are
necessary to help in conveying message or seeking clarification.
|
|
Average
|
3
|
The listener can understand
much of what is said, but the speaker must constantly seek clarification. Can
not understand many of the speaker’s more complex or longer sentences.
|
|
Poor
|
2
|
Only small bits (usually short
sentences and phrases) can be understood and then with considerable effort by some one who is listening to the speaker.
|
|
Very poor
|
1
|
Even when the listener makes a
great effort or interrupts, the speaker is unable to clarify anything the
speaker seems to have said.
|
The following scoring system is
the system which used to get score from the three components of speaking:
X = A + F + C
Where: X: Score
A:
Accuracy
F:
Comprehensibility
The converted score uses the
following formula:
Where:
NS: Score of the students
NT: Highest score
Then the result of the converted
score put in the senior high school score grade classification:
91 – 100: very good
76 – 90: good
61- 75: fair
51 – 60: poor
Less than 50: very poor
(English
Curriculum 2004)
1.
To
find the pretest and the post test score, the researcher apply the following
formula:
Where: X = mean score
N
= the total number of the students
∑x
= the total score
(Gay,
1981)
2.
Calculating
the value of t - test to find out the significance difference between the
pretest and post test by applying the following formula :
( Gay , 1981)
Where: t =
Test of significance
D =
The mean of different score
∑D =
The sum of different score
N =
The total number of the sample
The
researcher will count the data by using SPSS 15
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