An Analyze

of

Teaching Speaking

Procedure Text Through Pictures In Senior High School Students

By :

Lungit Wawastiono

16 August 2012

HOW TO MEASURE OF SPEAKING ABILITY STUDENTS

PREFACE

First and foremost I would like to extend my gratitude to Allah SWT for

His mercy and grace for allowing me to finally finish my paper the title

“Teaching Speaking Procedure Text Through Pictures In Senior High School

Students”.

In preparing and arranging this paper the authors would like to thank:

1. Parents who have given a boost mental and material and always support us.

2. All of friends who have supported the creation of this paper.

I realize that this paper is still not perfect, I hope for that advice and

criticism from readers which can build it for the perfection of this paper.

Hopefully this paper will be benefit for you.

TABLE OF CONTENT

COVER ......................................................................................................... i

PREFACE .................................................................................................... ii

TABLE OF CONTENT ............................................................................ iii

CHAPTER I : INTRODUCTION

1. Background of Study ...................................................................... 1 2. Statement of the problem ................................................................ 4

3. Purpose of Study ............................................................................. 4

CHAPTER II : DISCUSSION

1. Definition of Instructional Media .................................................... 52. Definition of Visual.......................................................................... 62.1 Kind of Visual................................................................................ 63. Definition of Speaking..................................................................... 94. The Kind of Text............................................................................ 105. Definition of Teaching Speaking Using Pictures...........................14 5.1 Type of Classroom Speaking Performance..................................14 5.2 Strategies For Developing Speaking Skills ................................15 5.3 Speaking Procedure Text..............................................................16

5.4 Teaching Speaking Procedure Text Through Pictures..................18

CHAPTER III : CONCLUSSION ..............................................................19

REFERENCES

APPENDIX

CHAPTER I

INTRODUCTION

1. Background Of Study

Language is a means of communication among people by language we are

able to obtain a lot of knowledge and experiences. Therefore language is really

important for human being. English is a foreign language for Indonesian which

should be taught to the students from elementary school up to university, it has

now bwcome a required lecture that needs to be taught towards all student. It can

function as a generally basic or particulary basic lecture. In this way, students are

expected to be able to communicate in English well. English consist of four

language skill. Those are listening, speaking, reading and writing. 

Among the four languages skills, speaking is the real challenge to most

students, why is that so? Because it needs paints taking effort to use appropriate

vocabularies orally in order that the message is able to be understood by others

correctly. Schoot Thorn burry in his book titled how to teach speaking ; stated

“Speaking represent a real challenge to most language learners, speaking is a skill

and such need to be develoved and practiced independently of the grammar

accuracy” (2005:1).

In general, all forms of media are the intermediary for the spread, carry or

convey something to the recipient of messages and ideas. Teaching media can be

broadly defined as follows: "Any person, materials, equipment or events that

establish the condition of the students acquire knowledge, skills and attitudes

(Achsin, 1986). Instructional media encompasses all the materials and physical

means an instructor might use to implement instruction and facilitate students'

achievement of instructional objectives. In general, there are three kinds of

instructional media. They are audio, visual, and audio visual media. Audio media

are media that can be listened to, while visual media are media that can be seen.

The instructional media that involve the senses of sight and hearing are named as

audio visual media (Kasbolah, 1993:57). English teachers need to use

instructional media in achieving the teaching objectives. However, the use of

instructional media needs to be carefully made and planned.

Visual is one of the ways organize thinking and increases ability think and

communication. Visual related with eyes and sight. According to some Experts,

visual also one of part of studying activity. Where is that learned activity

consisting of: Somatic (studying is with moving and act), Auditory (studying with

speaking and hearing), intellectual (studying by solves problem and

contemplating), and visual (studying by sees, observe, and describing). These

fourth learning activities to control and optimally learning process. Learning

process include of communication process and happens in a system, therefore

learning media is important as one of learning system component. Without media,

communication won't happen and learning process will not can happen optimally.

Learning media is  integral component of learning system.

Pictures and illustrations are not a substitute for books and other learning

activities. Their function is a helping or supplementary one. Pictorial materials

have proved their value in ways already enumerated, the chief four of which are

(1) motivating interest and learning, (2) providing source material for study and

investigation, (3) providing artistic and esthetic development, and (4) providing

cues which led to creative effort (Kinder, 1950:102).

Yuswotomo (1991:14) states that there are two kinds of pictures that can

be used as teaching media. They are the original pictures and the pictures of

illustration. The original pictures show the concrete shapes of the objects, or

person related to the topic being discussed. The pictures of illustration, on the

other hand, are made in order to display a situation or an object needed for the

teaching activities such as the illustration of a conversation between mother and

father in a dining room.

According to Wright (1989:2) pictures contribute to interest and

motivation, a sense of context of the language, and a specific reference point or

stimulus. He also stated that picture can be useful on emphasizing the teaching of

writing and speaking, listening and reading integratedly.

The most benefit of a picture can make is to contribute to the student’s

understanding of a more general context which may be made up of pictures, the

teacher’s actions, the student’s actions, sound effects and words. This overall

context of new language will have meaning to the students (Wright, 1994:128).

When selecting a picture, some essentials should be kept in mind:

grammatical structures which can be practiced with it, items of vocabulary which

can be taught with it, size, clarity, appeal to the eye, and entertainment value. It is

useful and time consuming to mark each picture on the reverse side and indicate

the language item it can be used for (Ernestova, 1988).

According to the statement above, it is better for students to develop and

practice their speaking independently of grammar accuracy. There are a lot of

ways to develop students speaking ability, including speaking skill on procedure

text, procedure text is a kind of text that it’s purposes is to give some procedures

or tips to make or to do something. The process of teaching English speaking will

be success if there are supported by some factors such as qualified teacher,

supplementary materials, teaching method and teaching aids, each of those factors

must have function in teaching learning process. The funtion of teaching aids is

for helping teacher to deliver their idea or knowledge in order that it can be

understood easily by students.

Based on the theoretical above, so the writer curious to analyze it further

in a the paper entitled “Teaching Speaking Procedure Text Through Pictures In

Senior High School Students”. In this paper, the writer chooses the topic,

teaching speaking procedure text through pictures. Procedure text is the text that

has purpose to give clues or steps, ways or method to make something. Thus the

writer chooses pictures as visual aids in helping students in learning speaking

procedure text. The writer to choose pictures as teaching, pictures can be helpful

for students to develop their ideas in speaking it will help students to arrange

some tips or clues correctly.

2. Statement Of The Problem

a. How is instructional media?

b. How is visual?

c. How is speaking?

d. How is kind of text?

e. How is teach speaking use pictures?

3. Purpose Of Study

a. To know how is instructional media

b. To know how is visual

c. To know how is speaking

d. To know how is kind of text

e. To know how is teach speaking use pictures

CHAPTER II

Discussion

1. Definition of Instructional Media

Instructional media encompasses all the materials and physical means an

instructor might use to implement instruction and facilitate students' achievement

of instructional objectives. In general, there are three kinds of instructional media.

They are audio, visual, and audio visual media. Audio media are media that can be

listened to, while visual media are media that can be seen. The instructional media

that involve the senses of sight and hearing are named as audio visual media

(Kasbolah, 1993:57).

Hamijoyo as quoted in Latuheru (1988) states that instructional media are

the media whose function is integrated in the instructional objectives stated in the

syllabus. Heinich (1993) also states that media are considered as instructional

media when they carry messages with an instructional purpose, i.e., to facilitate

communication. Moreover, Suleiman (1988) asserts that instructional media are

the media that bring information or messages from the information

resources/senders (teachers) to the receivers (students). He further states that the

instructional media are intended to increase the learning outcome. In line with the

ideas of stated previously, Richards (in Kasbolah, 1993:10) defines the

instructional media as the media which are used within the instructional design

and are determined by the requirements of the objective content and instructional

method. Instructional media also has a meaning as a means of communication

used to carry messages with an instructional intent (Heinich, 1982).

In general, there are three kinds of instructional media. They are audio,

visual, and audio visual media. Audio media are media that can be listened to,

while visual media are media that can be seen. The instructional media that

involve the senses of sight and hearing are named as audio visual media

(Kasbolah, 1993:57).

2. Definition of Visual

Visual media are media that can be seen (Kasbolah, 1993:57).

Visualization of the massage, information and concept that want to share to the

students can be involved in many kinds of media as like picture, sketch, graphics,

chart, word cards, flash cards etc. The success of using media in visual context

because of the effective and the quality of the media. “Dalam proses penataan

media harus diperhatikan prisip-prinsip desain tertentu, antara lain prinsip

kesederhanaan, keterpaduan, penekanan dan keseimbangan. Unsur visual yang

selanjutnya perlu di pertimbangkan adalah bentuk, garis, ruang, tekstur, dan

warna” ( Azhar Arsyad, 2002:107). It means In the setup process that must be

considered are specific design principles including principles of simplicity,

coherence, emphasis and balance. The next point that has to considered in visual

media are the shape, line, space, texture and color.

Simplicity

Generally, simplicity refers to the number of elements that contained in a

visual. If the element is little it can make the student easy to understand the

material that be thought or they can capture the message from the visual easily.

The style and the sentence of word has to simple but meaningful.

2.1. Kinds of visual

There are two kinds of visual, they are:

a. Non projected visual

Non projected visual can translate abstract ideas into a more realistic

format. They allow instruction to move down from the novel of verbal symbols in

Dale’s Cone of Experience to a more concrete level. Non projected visuals are

easy to use because they do not require any equipment. They are relatively

inexpensive. Many can be obtained at little or no cost. They can be used in many

ways at all levels of construction and in all disciplines. You may also use them to

stimulate creative expression, such as telling or writing stories or composing

poetry.

Teacher may use all types of non projected visual in testing and evaluation

. They are particularly helpful with objectives requiring identification of people,

places, or things. Some non projected visuals are simply to small for use before a

group. It is possible to enlarge any visual photographically, but that can be an

expensive process.

A document camera can show an enlarge image before a group. Some non

projected visuals demand special caution. Because the images are visually

symbolic rather than fully representational, they leave more room for viewers to

misinterpret the intended meaning. For example, research on newspaper readers’

interpretation of editorial cartoons indicates that a large proportion or viewers

may draw conclusion that are opposite of what the artist in tended. Psychologists

find that people tend to project their own hopes, fears and preconception onto

images or verbal message that are ambiguous.

We will explore six types of visuals commonly found in the classroom

situation: still picture, drawing (including sketches and diagrams), charts, graphs,

posters, and cartoons following :

Still Picture

It is representation of people, places, and thing. The still picture most

commonly used in instruction are phonographs, postcards, illustration from books,

periodicals, and catalogs, and study print etc.

Drawings

Drawing, sketches, and diagrams employ the graphic arrangement of lines

to represent persons, places, things, and concepts. Drawing are, in general, more

finished and representational than sketches( e. g stick figure composition)

Posters

Posters incorporates visual combinations of images, lines, color, and

words. They are intended to catch and hold viewer’s attentions at least long

enough to communicate a brief message. To be effective, posters must be colorful

and dynamic. Posters should not be left on display for too long.

Cartoons

Cartoons  Cartoon (line drawing that are rough caricatures of real people

and events) are perhaps the most popular and familiar visual format. Cartoons are

easily and quickly red and appeal to children and adults. Humor and satire are the

mainstays of the cartoonist’s skills.

b. Projected visual

Projected Visual are detained as media design or formats in which still

images are enlarged and displayed on a screen. The types of projected visuals are :

Document Cameras

Document camera is a video camera mounted on a copy stand, pointed

downward at a document, flat pictures or graphic and small object ( like coin ).

( Robert Heinich: 148 ). A document camera is able to magnify and project the

images of actual, three-dimensional objects, as well as transparencies. This allows

a teacher, lecturer or presenter to write on a sheet of paper or to display a two or

three-dimensional object while the audience watches. Theoretically, all objects

can be displayed by a document camera. Most objects are simply placed under the

camera. The camera takes the picture which in turn produces a live picture using a

projector. Different types of document camera/visualizer allow great flexibility in

terms of placement of objects. In a quick summary, it is a visual presentation tool

that anyone can use, not only easy to use, but set up is a snap as well.

Overhead Projectors

Overhead Projection system has become the most widely used audiovisual

device in class room . The typical overhead projector is a simple device.

Basically, it is a box with a large aperture on the top surface. Light from a

powerful lamp inside the box is considered by a Fresnel lens .

Slide

A slide is a single page of a presentation created with software such as

PowerPoint or Open Office Impress. A presentation is composed of several slides.

The best presentations use approximately ten to twelve’s slides to get the message

across.

Digital Images

Available digital storage media include first is CD-ROM is a storage

system that utilizes a compact, rugged, and lightweight disc only 12 centimeters

(4,72 inches) in diameter. CD ROM disc are “read only” which means that the

user can not change or modify the information on the disc. Second photo CD

(photographic compact disc) utilizes digital technology to store photographic

image. Last, is DVD-ROM is (digital video disc read only memory) is also a

digital storage format, but with greater capacity. DVD ROM is an ideal medium

for text, visuals, animation, motion video, and audio format that have large

storage requirements.

Digital camera

Instead of storing the visual on photographic film, digital cameras connect

directly to a computer to place the image onto the computer.

Digital image projection

Digital images can be shown to individuals using a computer monitor. For

showing these images to a group, it’s can use a large television monitor, an LCD

panel on an overhead projector, or a data projector.

3. Definition of Speaking

1. Definition of teaching

Generally teaching is not only transferring knowledge or tough to the

student, but it is guiding the students in order that they are able to be success. The

process of teaching has three main components, the components are teacher who

teacher, students who accept the knowledge and the last is material or knowledge

it self which is taugh. Menwhile R, kohlshocker and Herber in their book

“Teaching involves the ability to entertain the class, keep the student alert, and

show them as a good interesting aspect of what they are supposed to learn”

(2000:29). 

From the statement above shows that teaching is the unique way to create

the good situation in teaching learning process; teacher will keep students paying

attentions about what teacher is conveyed. Thus, the material can be easier

obtained by students. Teaching also one of the effort of teacher in guiding the

students in learning and also facilitating everything which has related to he

material. Teaching also can be defined as creating the condition for learning. As

H. Douglas Brown states in his book “Teaching is guiding and facilitating

learning, enabling the learner to learn getting the condition for learning (2000:7).

2. Definition of speaking

Speaking is one of the branch English skill which should be mastered by

student. By speaking student may convey themselves in basic interactive skills

such as greeting, apologizing, thanking, interoducing, asking or offering for

something. Some people suppose that somebody master English well if he or she

have a good performance in speaking. Speaking is the process of building and

sharing meaning through the use of verbal symbols, in variety of contexts. This

definition explain that focusing speaking should have partner, thus somebody can

share their mind and thought to each other so the communication among of them

will occur.

4. The kind of text

Genre

The Definition of Genre

Genre is kinds of which has comunicative purposes, text schematic or

structural and particular linguistic characteristic. According to the statement that is

really important for students to learn and comprehend the kind of genre, if genre

is mastered by students, they will easier catch the purpose or social function of

text. More over Pardiyono stated in his book “ Genre is really necessary

comprehended by students as frame of reference when they want to make a certain

text though the text will be easier understood by others”.

Rudi Hartono adds in his book “ Genre is used to refer to particular text

types, not to traditional varieties of literature. It is a type or kind of text, defined in

terms of its social purposes, also the level of context dealing with social purpose”.

(2005:4).

The kind of text

a. Narrative

Social funtion of this text constructs a pattern of events with a problematic

or unexpected outcome that entertains and instructs the reader or listener.

Narrative entertain because they deal with the unusual an unexpected

development of events. They instruct because they teach readers and listeners that

problems should be confronted, and attempts made to resolve them. Narrative

incorporate patterns of behaviour that is generally higly valued.

The generic of structure narrative is as follow : orientation, this stage alerts the

listener or reader to what is to follow, usually by introducing the main characters

in a setting of time and place. Complication in this stage a sequence of events

which may begin in a usual pattern, is disrupted or change in some ways so that

the pattern of events become problems for one or more of the character.

Resolution, the problem or the complication is resolved or attempted to be

resolved in the resolution. A pattern of normally is restored to the events, but the

main character have changed as consequence of experience. Coda this stage is

optional it makes explicit how the characters has change and what has been

learned from the experience.

b. Recount

Social functions of this taxt tell what happened. The purpose of the factual

recount is to document series events and evaluate their significance in some way.

The purpose of the literary or story recount is to tell a sequence of events so that it

entertains. The story recount has expressions of attitude and feeling, usually made

by narrator about the events.

c. report text

Social function of this text is used to present information about something.

They generally describe an entire class of things, whether natural or constructed :

mammals, the planets, rock, plants, computers and countries of region, tranport

and so on. The generic structure of this text is usually organized to include :

General statement identifying the subject of the information report, perhaps

definibng and classifiying it. Then description tells what the phenomenon under

discussion is like in terms of parts, qualities habits or behaviours, if living, uses if

non natural.

The significant lexicogramatical features of report are focus on generic

participants, use of relational processes to state what is and that which it is, use of

simple present tense (unless extinct), and or temporal sequence.

(Curriculum,2004)

d. Discussion

The social function of this text is to present (at least) two points of view

about an issue. The generic structure of discussion has three parts: trey are issue

(statement and preview), arguments for and against or statement of differing

points of view (point and elaboration). And conclusion or recommendation.

The significant lexicogramatical features of discussion are focused on generic

human and generic non-human participants, use (material processes, e.g. has

produced have developed to feel. Relation processes , e.g. is could have, cause,

are. Mental processes, e.g. feel), use of comparative (contrastive and

consequential conjunctions, reasoning expressed as verbs and nouns (abstraction).

(curriculum, 2004)

e. Explanation

The social function of this text is to explain how something works or state

reasons for some phenomenon. Explanation answer the question “how”or “why” .

the generic of this text is a general statement to position the reader and a

sequenced explanation of why or hoe something occurs.

The language feature of this text is focusing on generic, non human participants.

Use mainly of material and relational processes. Use mainly of temporal and

causal circumstances and conjunctions. Some use of passive voice to get theme

right, use simple present tense.

f. Description text

Social function of this text focus our attention on the characteristic features

of a particular thing. While descriptions can occur as stand alone text, they are

often part of longer text, such as the description of character or setting in a story

or biography. Although they might not always be seen as a distinct text type, it is

felt that the ability to describe some one or something in detail is an important

skill that can contribute to a number of different text types. 

g. Procedure text

Procedure text is the text which describes how something is accomplised

through some sequence of actions or steps so the students will easier do that job.

In the text of procedure, there are a lot of steps or instructions to do to make

something and the instruction explains systematically and usually in imperative

sentence and uses simple present tense in order that the readers understands what

something should do. Procedure text is really impotrant for people, it always

appears in the pack of foods or in the pack of the electronic goods, by

comprehending the instructions, people can operate the electronics correctly.

Based on the social function of this text, procedure text has three different types,

recipes give the information how to make or to do something, second on is games

instructions give the information about the rule of the game. The lasdt is scientific

experiment gives the informations about steps to do experiment.

As a kind of genre, procedure text also has generic structure or schematic

structure and language feature. Generic structure is contained by goal (something

that will be done) materials needed for completing the procedure, this may be a

list, paragraph. A sequence of steps in the correct order, the step usually uses

numbers to show the steps, for example first, second, third and so on.

Porocedure text usually uses imperative sentence or verb action such as add,

rotate, pour the water and so on, and adverb of manner such as directly, slowly,

carefully, orderly, correctly etc.

5. Definition of teaching speaking using pictures

1. Types of classroom speaking performance

a. Imitative

A very limited porton of classroom speaking time may legitimately be

spent generating “human tape recorder” speech, where, for example, learners

practice an intonation contour or try to pinpoint a certain vowel sound. Imitation

of this kind is carried out not for the purpose of meaningful interaction, but for

focusing on some particular element of language form.

b. Intensive

Intensive speaking goes step beyond imitative or include any speaking

performance that is designed to practice some phonological or grammatical aspect

of language. Intensive speaking can be self-initiated or it can even form part of

some pair work activity, where learners are “going ever” certain forms of

language.

c. Responsive

A good deal of student speech in the classroom is responsive short replies

to teacher or student –initiated questions or comments. These replies are usually

sufficient and do not exted into dialogues.

d. Transactional (dialogue)

Transactional language carred out for the purpose of conveying or

exchanging specific information, it is an extended form of responsive language.

Convensations for example may have more of a negotiative nature to them than

does responsive speech.

e. Interpersonal (dialogue)

The other form of conversation in the previous one was interpersonal

dialogue, carried out more for the purpose of maintaining social relationships than

for the transmission of facts and information.

f. Extensive (monologue)

Finally, students at intermediate to advanced levels are called on to give

extended monologue in the form of oral report, summaries, or perhaps short

speeches. Here the register is more formal and deliberative. These monologues

can be planned.

2. Strategis for Developing speaking Skills

Students often think that the ability to speak a language is the product of

language learning. But speaking is also a crucial part of the language learning

process. Effective instructors teach students speaking strategies using minimal

responses, recognizing scripts, and using language to talk about language that they

can use to help themselves expand their knowledge of the language and their

confidence in using it. These teacher help students learn to speakso that the

students can use speaking to learn.

a. Using daily Expression

One of ways to develop the students speaking skill is using daily

expression. It can make the students easily practice in using English in their daily

activities. This way is able to encourage the students to practice speaking English.

b. Using Minimal Responses

Language learners who lack confidence in their ability to participate

successfully in oral interaction often listen in silence while others do the talking.

One way to encurage such learners to begin to participate is to help them build up

a stock of minimal responses that they can use in different types of exchanges.

Such respon ses can be especially useful for beginners.

Minimal responses are predictable, often idiomatic phrases thatconversation

participants use to indikate understanding, agreement, doubt and other responses

to what other participant is saying, without having to simultaneously plan a

response.

c. Recognizing Script

Some communication situations are associated with a predictable set of

spoken exchanges a script. Greetings, apologies, compliments, invitations and

other functions that are influenced by social and cultural norms often follow

patterns or scripts. So do the transactional exchanges involved in activities such as

obtaining information and making a purchase. In these scripts the relationship

between a speakers turn and the one that follows it can often be anticipated.

Instructors can help students develop speaking ability by making them aware of

the scripts for different situations so that they can predict what they will hear and

what they will need to say in response. Through interactive activities, instructors

can give students practice in managing and varying the language that different

scripts contain.

d. using Language to talk about language

Language learners are often too embarrased or shy to say anything when

they do not understand another speaker or when they realize that a conversation

partner has not understood them. Instructors can help students overcome this

reticence by assuring them that misunderstanding and the need for clarification

can occur in any type of interaction, whatever the participants language skill

levels. Instructor can also give students strategies and phrases to use for

clarification and comprehension cjeck.

By encouraging students to use clarification phrases in class when

misunderstanding occurs, and by responding positively when they do, instructors

can creat an authentic practice environment within the classroom it self. As they

develop control of various clarification strategies, students will gain confidence in

their ability to manage the various communication situation that they may

encounter outside the classroom.

3. Speaking Procedure text

Speaking procedure text is making the steps or instruction orally in doing or

making something. As stated above procedure text has funtion that is giving

information for listeners about the action steps and intructions how something is

able to be accomplished.

Every kind of text must have the generic structure and grammatical

features. Rudi Hartono stated in his book “Schematic structure is the distinctive

beginning-middle-end structure of genre” (2005:5).

Before telling procedure text, it is better for the speaker to recognize

schematic or generic structure of the text it’s self. The first the speakers should

have to goal. It can be the title of the text for example “ Mushroom soup, here is

recipe you need to make Mushroom soup. And the secvond is to decide the

material, bacause it is really necessary for procedure text as Anderson mark stated

“ Materials needed for completing the procedure, this may be a list, this may be a

paragraph, this may be left out in some procedures”(2007:29).

Material are important for completing the text it can be ingredients or

some equipment to do something. If we decided the goal to make Mushroom

soup, the material needed are : 12 ounces mushroom, 4 eggs yolks, ½ teaspoon

grated nutmeg, 2 tablespoon chopped parsley, 1 ½ teaspoon salt, 6 teaspoons

cream, ¼ teaspoon pepper, 2 point chiken stock.

The last step are the instructions command to acheve the goal. The steps to

make Mushroom soup are as following :

1. Prepare mushroom and place in frying pan with melted butter

2. Cover and cook for 10 minutes and stock

3. Season with salt, papper and nutmeg

4. Bring to boil and then simmer for 30 minutes

5. Sieve and blend until smooth, with remaining ingredients

6. Return to pan and heat. Remove pan from stove and cool

7. Add beaten egg yolk and cream, stirring gently. Do not boil

8. Garnish with chopped parsley and serve

2. Pictures As Teaching Aids

Process of teaching has three mains components. The components are

teachers, students and instructional material, the two other components that are

not the main ones, but those are very important, namely : paces and instructional

which is very necessary for delivering the massage and information which is

conveyed by teacher. Agood teacher should have a great deal of knowledge in

using teaching aids when they are teaching, teacher also had better know any kind

of teaching aids or media in order that their activity are more effective. The use of

teacher aids in the class is able to entertain during teaching learning process, thus

teacher had better apply teaching aids so the situation in the class is more

enjoyable and motivate students to study and complete their knowledge. 

4. Teaching Speaking Procedure text through pictures

Pictures are common thing in our daily life, they can be found everywhere.

Pictures are able to give a lot of information as reading text, so they are a great

help in teaching, particularly in teaching procedure text. Picture are kind of

pictures as visual aids. The pictures are able to give information about the

instructions in speaking procedure text, though by looking at the pictures students

are easier to tell the materials and the steps, and also pictures can develop students

ideas in speaking procedure text. The picture are drawn on a paper which tells a

sequence of events, so they will lead speakers to develop their idea and speak the

procedure orderly. Basically, there are three step in teaching procedure text. They

are preactivity, while activity and post activity. Each of steps has different

activities in teaching.

a. Pre activity

Before teachin g, the teacher do what we call pre activity. Teacher do

apperception such as ask some questions related to the material and ask some

questions related to the previous material. Then, the teachers give motivation in

order that students have more motivation in studying.

b. While Activity

The teachers explain everything about the procedure text and give some

examples about how to speak procedure text by using pictures. The teacher give

some pictures to the students as visual aids. Then, the students asked to speak a

procedure text about how to make mushroom soup systematically by looking at

pictures included.

c. Post activity

The teacher gives a conclution about the aim and the advantages of

procedure text in daily life.

CHAPTER IV

CONCLUSION

After doing the analyzing the data, the writer concluded that pictures are

able to develop student speaking skill and the writer would like to give

suggestions in correlation with teaching procedure text.

1. The use of pictures in teaching procedure text should be taken into account

as any teaching strategies. It should be use appropiately an effectively.

2. When selecting a picture, some points should be kept in mind. The colored

pictures are more effective than black and white ones and can be use for

many purpose, the picture should tell the learner something familiar to

connect it with real life.

3. Teaching speaking procedure text through pictures needs to be implemented

and used in a consistent manner so those students could take the benefit the

process and facilitate their learning.

REFERENCES

Anderson Mark and Anderson Kathy. 2007 Text Types in English. South Yarra

MACMILLAN EDUCATION AUSTRALIAN LTD.

Arsyad, Azhar. 2002. Media Pembelajaran. Jakarta : PT RajaGrafindo Persada.

Brown, H. D. (2006). Principles of language learning and teaching. NJ:

Englewood Cliffs, Prentice Hall.

Douglas College (British Columbia). The ASSURE Model for Selecting

Instructional Media [Web Page].  Accessed 2009 Mar. Available at:

http://www.douglas.bc.ca/dls/pdf/assuremodel.pdf.

Ernestova, M. 1988. How to Use ready-made Pictures. Forum Anthology:

Selected Articles from The English Teaching Forum. Washington, D.C. :

USIS 278-282

Finocchiaro, Mary. 1975. Visual Aids in Teaching English as a Second Language.

English Teaching Forum, XII. (34) : 263-266

Hartono, Rudi, m.Pd. S.s. 2005. Genres of texts. Semarang English Departement

Faculty of language and art State university. Semarang

Heinich, Robert,Michael M.,James D.R.,and Sharone E.S.(2002).Instructional

Media and Technologies for Learning, seventh edition.New

Jersey:Pearson Education,inc.

Kasbolah, Kasihani. 1993. Teaching-Learning Strategy I. Malang: IKIP Malang.

Kasbolah, Kasihani. 1995. Instructional Media for Young Learners of

EFL. ELE. I (1): 68-73.

Scott Thornburry, 2005. How to Teach Speaking. Oxpord : Longman

APPENDIX 1

SENIOR HIGH SCHOOL STUDENTS

a. Material : Procedure Text

b. Skill : speaking skill

c. School grade : 2th grade

d. Objective :

Students are able to know the kinds of expression

Students are able to mention series expression of procedure text

e. Teaching method : CLT (communicative language teaching)

f. Teaching and learning activities:

Pre activity :

Before teaching, the teacher do what we call pre activity. Teacher do

apperception such as ask some questions related to the material and ask some

questions related to the previous material. Then, the teachers give motivation in

order that students have more motivation in studying.

Whilst activity :

The teachers explain everything about the procedure text and give some

examples about how to speak procedure text by using pictures. The teacher give

some pictures to the students as visual aids. Then, the students asked to speak a

procedure text about how to make something based on the pictures.

Let students pay attention to the media that be used, and explain it to the

students

Ask student’s to make a procedure text based on the pictures

Have each student to make a procedure which content of the material

Ask them to present their task in front of the class

Post-activity :

The teacher gives a conclusion about the aim and the advantages of

procedure text in daily life.

g. Assessment : On-going process assessment

APPENDIX 2

MEDIA