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THE USE OF PICTURES IN TEACHING SPEAKING

SKILL FOR THE FIFTH GRADE STUDENTS

OF ELEMENTARY SCHOOL IN SDN

TUMENGGUNGAN NO.28

SURAKARTA

FINAL PROJECT REPORT

Submitted as a Partial Requirement in Obtaining Degree in the English

Diploma Program, Faculty of Letters and Fine arts,

Sebelas Maret University

By:

RIA PAMELA

C9309063

ENGLISH DIPLOMA PROGRAM

FACULTY OF LETTERS AND FINE ARTS

SEBELAS MARET UNIVERSITY

SURAKARTA

2012


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PREFACE

First, the writer would like to say thanks to Allah SWT for all blessing

and guidance. The final project entitled “The Use of Pictures in Teaching

Speaking Skill for The Fifth Grade Students of Elementary School in SDN

Tumenggungan No.28 Surakarta” is written to fulfill the requirement in obtaining

English Diploma Program.

The final project is written based on the job training done by the writer in

SDN Tumenggungan No.28 Surakarta. The writer is interested in explaining the

teaching and learning process by using pictures to young learners. Here, the writer

also explains the way to apply pictures and the effectiveness of teaching and

learning activities by using pictures method.

The final project is far from perfect so that the writer hopes suggestion

and advice in improving the final project. Hopefully, the writer expects that the

final project can be beneficial to the readers. At the last, the writer would like to

say thank you to everyone who helps to finish this final project.

Surakarta, June 2012

The writer


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MOTTO

Live as if you were to die tomorrow. Learn as if you were

to live forever

– Mahatma Gandhi –

There is nothing you can do that can’t be done

– John Lennon –

Think the best, do the best and you can get the best

– Anonymous –


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DEDICATION

My final project report is dedicated to:

Allah SWT.

My beloved

Mother and

Father.

My Little sister.

My Special one.

All my friends.

You rock!


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ACKNOWLEDGEMENT

Alhamdulillah, I would like to say my greatest thanks to Allah SWT for

everything given to me. You are my soul, my spirit, and my inspiration. Thanks

for giving me strength and persistence in finishing this final project. I am just

nothing without you.

The writer realized that this final project report could not be done

successfully without the help from many person and institutions. In this

opportunity, I would like to give my highest gratitude and appreciation to:

1. Drs. Riyadi Santosa, M. A, Dean of Faculty of Letters and Fine Arts,

Sebelas Maret University, for approving the final project report.

2. Yusuf Kurniawan, S. S, M. A, the head of English Diploma Program,

for the leadership and helps during the writer study in English Diploma

Program.

3. Karunia Purna, K, S.S., M.Si, as my final project supervisor, for the

advice, guidance and the motivation during the writing process of this final

project report.

4. Ardiana Nuraeni, S.S., M.Hum, as my academic supervisor, for the

guidance during the writer study in Diploma program.

5. All the Lecturer of English Diploma Program of Sebelas Maret

University, for the valuable knowledge.


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6. Zubaedah S.Pd, the headmaster of SDN Tumenggungan No.28 Surakarta,

for permitting the writer to do the job training and also for the kindness

during the job training.

7. All of the teachers in SDN Tumenggungan Surakarta, for the help,

guidance and all of the information.

8. “Ibu” and “Bapak” who love and give me the biggest support to finish

my study. I am proud to be your daughter.

9. My little sister, Wening Pratitis. Do the best for your life dek.

10. My special one, Mas Aris. I am so lucky to have you and so happy to love

you. I will never be the same without you.

11. My big family that always supports me to write this final project.

12. Penguks family (Tori Chu, Riska, Wina, Midud, Phyta, Fika)

I just wanna tell you guys: thanks for being here for me.

Kita untuk selamanya.

13. Dana and Mbak Pipit thank you for helping me to revise this final project.

14. All my friends in English Diploma 2009 especially class B. Thanks for

the crazy things and unforgettable moments.

15. Mbak Susi and Mbak Devi, thanks for all the kindness (place, guidance

and everything)

16. Mbak Heni, I would like to say thank you for your assistance.

17. All the people that I cannot mention one by one, thank you.


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ABSTRACT

Ria Pamela.2012. The Use of Pictures in Teaching Speaking Skill for

the Fifth Grade Students of Elementary School in SDN Tumenggungan

No.28 Surakarta. English Diploma Program, Faculty of Letter and Fine Arts,

Sebelas Maret University.

This final project report is written based on the job training in SDN

Tumenggungan No.28 Surakarta done by the writer for two months. The writer

focused on the fifth grade as the subject to be observed. The objectives of this

report are to describe the process of teaching speaking to the fifth grade students

using pictures in SDN Tumenggungan No.28 Surakarta and to describe the

effectiveness of using picture in teaching speaking skill for the fifth grade students

of SDN Tumenggungan No.28 Surakarta.

The writer did some activities during the process of teaching speaking by

using pictures to the fifth grade students of SDN Tumenggungan No.28 Surakarta.

The activities were done by the writer are greeting, warming up, presentation, and

skill practice. In presentation and skill practice, the writer used pictures to transfer

the material for the students.

The writer found out some effectiveness of using pictures in teaching

speaking.They are: pictures make teacher easier to transfer and explain the

material, the pictures make students easier to understand the materials and to

arrange the word correctly, the pictures make the teaching and learning activities

more interesting and also make the students pay more attention and focus to the

lesson.

The writer has some suggestions to improve the quality of English

teaching and learning activity. For the teachers of SDN Tumenggungan No.28

Surakarta, they should be more creative and attractive in delivering material to the

students. Besides, for the students of the English Diploma Program, Sebelas Maret

University, they should make a good preparation and also make a job training

plan.


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TABLE OF CONTENTS

TITLE .................................................................................................................. i

APPROVAL OF CONSULTANT ...................................................................... ii

APPROVAL OF BOARD EXAMINERS .......................................................... iii

PREFACE ........................................................................................................... iv

MOTTO .............................................................................................................. v

DEDICATION .................................................................................................... vi

ACKNOWLEDGMENT ..................................................................................... vii

ABSTRACT ........................................................................................................ ix

TABLE OF CONTENTS .................................................................................... x

CHAPTER I : INTRODUCTION

A. Background ............................................................................. 1

B. Objectives ............................................................................... 2

C. Benefits ................................................................................... 3

CHAPTER II : LITERATURE REVIEW

A. Teaching and Learning ........................................................... 4

B. Teaching English to the Young Learners ............................... 7

C. Teaching Speaking .................................................................. 8

D. The Use of Pictures in Teaching English ............................... 9

CHAPTER III : DISCUSSION

A. Profile of SDN Tumenggungan No.28 Surakarta ................... 12

1. Description of SDN Tumenggungan No.28 Surakarta ....... 12


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B. Job Training Activities

1. Class Observation ............................................................... 16

2. Making Lesson Plan ........................................................... 16

3. Teaching and Learning Process .......................................... 17

C. The Effectiveness of Using Pictures in Teaching Speaking

Skill for the Fifth Grade Students of Elementary School in

SDN Tumenggungan No.28 Surakarta .................................. 24

CHAPTER IV : CONCLUSION AND SUGGESTION

A. Conclusion .............................................................................. 26

B. Suggestion ............................................................................... 28

BIBLIOGRAPHY

APPENDICES


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CHAPTER I

INTRODUCTION

A. Background

Nowadays, English has a very important role in various aspect of human

life. These aspects include the aspects of economics, social and cultural.

Therefore, human in the whole world are expected to master English in order to

create a better communication between people from different countries and

cultures. As a result, hopefully, mastering English can reduce the number of

misunderstanding in communication.

In Indonesia, English language develops fast and becomes the first foreign

language. Moreover, to improve the human resource capabilities in the use of the

English language, the government has put English lessons into the curriculum for

elementary schools. By learning English since childhood, the human resources of

Indonesia are hoped to master English more easily.

Introducing English to the elementary student is not an easy job because

English is unfamiliar language for them. Nevertheless, teachers still need to

introduce basic skills of English. One of them is speaking. Speaking is good to be

taught as early as possible like in elementary school. To teach speaking to the

student we have to consider the pronunciation, vocabulary, intonation, stress and

many more. In elementary school, students study a simple conversation about

hobbies, daily activities, professions and transportations.

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Teacher must find new methods to teach speaking because many students

especially in elementary school are not confident to speak in English. Besides,

students will get bored and lose their concentration easily, if the teacher explains

the word and the meaning without any attractive media. Therefore, the writer used

picture in teaching speaking as the new method. Picture is a visual media that can

help students to learn English. It is effective to stimulate students paying attention

in teaching and learning process. It is in accordance with Rivers statement that

“student from the beginning listen and speak in reacting to pictures and object, in

role plays, though acting out, and in discussion” (Rivers, 1987:11).

Based on the explanation above, this final project is written to describe the

English activity that focused on the fifth grade students in SDN Tumenggungan

No.28 Surakarta. And this final project is entitled:

THE USE OF PICTURES IN TEACHING SPEAKING SKILL FOR THE FIFTH

GRADE STUDENTS OF ELEMENTARY SCHOOL IN SDN

TUMENGGUNGAN NO.28 SURAKARTA.

B. Objectives

Based on the background above, the objectives of this report are:

1. To describe the process of teaching speaking to the fifth grade students

using pictures in SDN Tumenggungan No.28 Surakarta.

2. To describe the effectiveness of using picture in teaching speaking

skill for the fifth grade students of elementary school in SDN

Tumenggungan No.28 Surakarta.


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C. Benefits

The benefits of this report are:

1. English teachers of SDN Tumenggungan No.28 Surakarta.

The writer hopes this final project can help and can be a new reference for

the teachers in teaching speaking in Elementary School. The teachers can

find out the best method for the students to get maximal result in teaching

and learning process.

2. English Diploma Program students of Faculty of Letters and Fine Arts,

Sebelas Maret University.

The writer hopes that this final project is useful and gives some

information for the students who are interested in educational field

especially in teaching speaking to young learners.


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The Use of Pictures in Teaching Speaking Skill for the

Fifth Grade Students of Elementary School in SDN


Ria Pamela1

Karunia Purna K,S.S, M.Si.2

ABSTRAK

2012. English Diploma Program, Faculty of Letter and Fine

Arts, Sebelas Maret University. Tugas akhir ini ditulis

berdasarkan magang yang dilakukan oleh penulis selama dua bulan

di SDN Tumenggungan No.28 Surakarta. Penulis memfokuskan

kelas lima sebagai subyek yang diobservasi.Tujuan dari tugas akhir

ini adalah menjelaskan proses pengajaran speaking dengan gambar

untuk murid kelas lima di SDN Tumenggungan No.28 Surakarta

dan untuk menjelaskan keefektifan dari penggunaan gambar dalam

pengajaran ketrampilan speaking untuk murid kelas lima di SDN


Penulis melakukan beberapa aktifitas selama proses mengajar

speaking dengan menggunakan gambar untuk murid kelas lima

SDN Tumenggungan No.28 Surakarta. Aktifitas yang dilakukan

oleh penulis adalah greeting, warming up, presentation, dan skill

practice, penulis menggunakan gambar untuk menyampaikan

materi pada murid.

Penulis menemukan beberapa keefektifitasan penggunaan gambar

dalam mengajar speaking. Antara lain: gambar mempermudah guru

dalam menyampaikan dan menjelaskan materi, gambar dapat

mempermudah murid untuk memahami materi dan menyusun kata

dengan gambar, gambar membuat kegiatan belajar mengajar

menjadi lebih menarik dan juga membuat murid lebih focus pada

pelajaran.

Penulis memberikan beberapa solusi untuk meningkatkan kualitas

aktifitas belajar mengajar Bahasa Inggris. Untuk guru SDN

1 Mahasiswa Jurusan D III Bahasa Inggris dengan NIM C9309063

2 Dosen Pembimbing

Tumenggungan No.28 Surakarta, mereka harus lebih kreatif dan

aktif dalam menyampaikan materi kepada murid. Disamping itu,

untuk murid D3 Bahasa Inggris, Universitas Sebelas Maret, mereka

harus membuat persiapan yang bagus dan juga harus membuat

rencana magang.


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CHAPTER II

LITERATURE REVIEW

A. Teaching & Learning

Teaching is a part of teaching learning activity to help the students

understand the subject that they are learning. There are many definitions of

teaching. According to Brown, teaching is “showing or helping someone to learn

how to do something, giving instructions, guiding in the study of something,

providing with knowledge, causing to know or understanding” (Brown, 2000:7).

It means that, in teaching, teacher should make students know and understand the

lesson. Meanwhile, According to Oxford Advanced Learner‟s Dictionary,

“teaching is to give somebody information about a particular subject; to help

somebody learn something” (Hornby, 1995:1225). From the definitions above the

writer concludes that in teaching, the teacher should make students know and

understand the lesson and help students in learning some information.

Learning means a process of getting information and knowledge as a result

of teaching. Brown says that learning is “acquiring or getting of knowledge of a

subject or a skill by study, experience, or instruction” (Brown, 2000:7). According

to Oxford Advanced Learner‟s Dictionary,“Learning is a process of gaining

knowledge or skill in a subject by studying” (Hornby, 1995:671). It can be

concluded that learning is a process of getting new knowledge, information, and

skill from the teacher‟s explanation and experience.

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Moreover, in teaching and learning process, teacher has important role.

Rivers says “teachers are individual who teach and interact most effectively when

what they are doing conforms to what they feel most comfortable doing” (Rivers,

1987:5). It means that a teaching process would be much more effective if teacher

feels comfortable in doing every activity in the classroom. Meanwhile, Philips

says that “teacher have many roles in the classroom: two of the most important are

planning lessons and organizing the classroom in a way that facilitates learning”

(Philips, 1996:141). It can be said that the most important role of a teacher is to

facilitate the learning process for students. Meanwhile, there are several indicators

of a good teacher:

1. He / she makes his / her course interesting

A teacher should have ability to make the lesson in the classroom

more interesting to the students. Hopefully, students will give more

attention to the material given.

2. He / she teaches good pronunciation

A teacher must have ability to speak and pronounce the English

correctly.

3. He / she explains clearly

A teacher must explain the material more clearly to the students so

they will be easier to understand the material.

4. He / she shows the same interest in all his students

A teacher should not differentiate the students. The teacher should

give equal treatment to all their students.


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5. He / she makes all the students participate

A teacher must make all the students participate and active in all of the

activity in the classroom.

6. He / she shows great patience

A teacher must have great patience when describing the material to the

students. He / she must repeat the material again if he / she know

students who still do not understand the material given.

7. He / she insists on the spoken language

A teacher insists to teach with spoken language in all of the activity in

the classroom.

8. He / she makes his pupils work

A teacher must make the students work task in pair work or group

work. So, they will know how far their ability is.

9. He / she uses an audio-lingual method

A teacher must use the audio-lingual method to support the teaching

and learning process to make the process more successful.

(Harmer, 1991:6)

In this case, teachers have an important role to transfer a new knowledge and

information to the students. Therefore teachers must be a good teacher for

students.

Meanwhile, teacher must know types of learning strategies. Oxford identifies

six general types of learning strategies. They are:

1. Memory strategy. It helps students to store and retrieve information.


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2. Cognitive strategy. It enables learners to understand and produce new

language.

3. Compensation strategy. It allows learners to communicate despite

deficiencies in their language knowledge.

4. Metacognitive strategy. It allows learners to control their own learning

though organizing, planning, and evaluating.

5. Affective strategy. It helps learners to gain control over their emotions,

attitudes, motivations, and values.

6. Social strategy. It helps learners to interact with other people.

(Oxford in Richards, 1996:63-64). By knowing this strategy the teacher is

expected to facilitate the students to get the knowledge easily.

B. Teaching English to the Young Learners

Teaching English to the young learners is not an easy job because English

is not their daily language. Young learners are not confident when they are asked

to speak a new language. That condition makes the students difficult in learning

and using English. Rivers says that “teachers should not be looking for the one

best method for teaching languages (or helping students learn languages), but

rather the most appropriate approach, design of materials, or set of procedures in a

particular case” (Rivers, 1987:6). Therefore, teacher must find the best methods to

teach English, to attract the students to pay attention to the material given.

According to Philips, “young learners mean children from the first year of

formal schooling (Five or six years old) to eleven or twelve years of age” (Philips,


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1996: v). From this definition it can be said that young learners are children from

kindergarten or elementary school. Meanwhile, Brewster says that “learning a first

foreign language should start straight away at the beginning of the first year when

the pupils are generally eleven or twelve years old” (Brewster, 1992:23). From

this definition above the writer conclude that it is necessary to introduce English

especially speaking skill to young learners, especially when they are in eleven or

twelve years old.

C. Teaching Speaking

Speaking is the branch of English skills which should be mastered by

student. Some people indicate that somebody mastering English well if he or she

has a good performance in speaking. Therefore, speaking is one of the basic skills

that must be mastered by students since it is very important for them to

communicate in the class or outside the class. In speaking English they must

practice it because it would be impossible to have natural communication without

practicing it.

Philips says that “speaking is a difficult skill to teach, because learners

have to master several different elements of language in order to say what they

want: vocabulary, pronunciation, structures, function and so on” (Philips,

1996:38). Therefore, before we teach student about speaking, firstly, we must

teach them about vocabulary, pronunciation, structures and functions because it is

a foundation to master English well. Golebiowska explained “the aim of teaching

English should be to enable our learners to communicate in that language”

(Golebiowska, 1987:1). From the definitions above the writer conclude that a


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benchmark of success in learning English can be seen from the ability of students

to speak in English.

D. The Use of Pictures in Teaching English

A good teacher should have a great deal of knowledge in using teaching

aids when they are teaching. He / she should know any kind of teaching aids or

media in order to help him / her in teaching and learning process. One of the

media or aids in teaching is picture. Picture is a visual representation or image

painted, drawn, photographed, or otherwise rendered on a flat surface

(http://www.thefreedictionary.

com/picture accessed on 19 March 2012). The function of teaching aids such as

picture is for helping teacher to deliver their idea or knowledge in order to make

the students understand it easier. In the job training the writer chooses pictures as

teaching aids because pictures can be helpful for students to arrange some

dialogue correctly. Picture is a visual representation or image painted, drawn,

photographed, or otherwise rendered on a flat surface

According to Wright, there are some roles of picture in teaching speaking

such as:

1. Pictures can motivate the student and make him or her want to pay

attention and want to take a part.

2. Pictures contribute to the context in which the language is being used.

They bring the world into the classroom (a street scene or a particular

object, for example, a train).


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3. The pictures can be described in an object way („this is a train.‟) or

interpreted („it is probably local train.‟).

4. Pictures can cue responses to questions or cue substitutions though

controlled practice.

5. Pictures can stimulate and provide information to be referred to in

conversation, discussion, and storytelling.

(Wright, 1989:17)

From the opinions above the writer concludes that picture is an essential

aids in teaching activity especially in teaching speaking.

Harmer says that “bringing a pen into the classroom is not a problem.

Bringing a car however is. One solution is the use of pictures” (Harmer,

1991:161). From the statement above, it shows that picture is effective to help

teachers to delivering material and introducing the object in teaching and learning

process. The used of pictures are to help the students to develop their ability to use

English as a new language, because it is not enough for students to have a

competent ability in a language if they cannot develop their idea and imagination

before they have a conversation or discussion. It means that pictures can motivate

students and make them want to pay attention in every activity in the class and

also make them contribute their idea. It is hoped that, pictures can help student to

arrange word in speaking activity.


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CHAPTER III

DISCUSSION

A. Profile of SDN Tumenggungan No. 28 Surakarta

1. Description of SDN Tumenggungan No.28 Surakarta

SDN Tumenggungan No. 28 is one of the public schools in Surakarta. The

elementary school is located on Jl. Ronggowarsito No. 142, Banjarsari, Surakarta,

Central Java. It was built in 1942 on the area of 1363 meters square. The building

of SDN Tumenggungan No. 28 is big enough. There are 6 classrooms and several

facilities that support teaching and learning activities in SDN Tumenggungan No.

28 such as a computer laboratory, a library, a canteen, a school clinic (UKS), 3

bathrooms, a mosque, a religion room, parking area, school yard and etc. This

school also has a headmaster and teachers’ room.

The clearer description of SDN Tumenggungan No.28 Surakarta can be

seen through the chart in the next page:

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NORTH

A: Class VI B: Class V

C: Class IV D: Headmistress and Teacher’s room

E: Class III F: Class II

G: Class I H: School Health Unit

I: Religion Room J: Canteen

K: Library L: Computer Lab

M: Parking Area N: Entrance

O: Parking Area for Teacher’s P: Toilet for students

Q: Toilet for Teacher’s R: Warehouse

S: Toilet for students

SDN Tumenggungan No. 28 has three extracurricular activities. The

purpose of the extracurricular activities is to develop the student’s interests in

which the students can enjoy and follow. They are:

A B C D E F

G

H

I O N

J

K

L

M

S R

Q

P


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1. Computer Course

The computer course is held every Monday and Tuesday. On Monday, the

computer course is held from 08.40 a.m. up to 12.05 p.m. On Tuesday, the

computer course is held from 10.05 up to 12.05 p.m. The students who can follow

computer course are the second grade to the sixth grade. Monday is for the second

grade to the fourth grade. Tuesday is for the fifth grade to the sixth grade.

2. Traditional Dance

Traditional dance is an interesting activity for the students. In this activity,

female or male students learn about java dance. Female students learn Merak

dance, Bondan dance, Srimpi dance and many more but male students learn Eko

Prawiro dance, Bambangan Cakil and many more. The activity can be followed

by fourth, fifth and sixth grader. Traditional dance is held on Tuesday and

Wednesday, from 08.05 a.m. until 12.40 p.m.

3. Boys and Girls scout

Boys and Girls scout is an interesting extracurricular activity that can be

followed by students in the afternoon. The purpose of this activity is to train youth

in responsible citizenship, character development, and self-reliance though

participation in a wide range of outdoor activities. Boys and Girls scout is held on

Friday from 15.00 p.m. up to 17.00 p.m.

SDN Tumenggungan No.28 Surakarta is led by a headmistress who has

responsibilities to guide, to control and to manage all of the school activities.

To support teaching and learning activity, SDN Tumenggungan No.28 has

12 teacher, they are class teachers, sport teachers, extracurricular teachers (dance


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and computer teachers) and religion teacher. The school also has one school guard

who is responsible to guard and clean the school. Until the academic year of

2011/2012, SDN Tumenggungan No.28 Surakarta has 197 students.

The Activities in SDN Tumenggungan No.28 Surakarta begins at 07.30

a.m. until 12.50 p.m. But for sixth graders there are additional lessons until 14.30

p.m. Overall, all of the activities in SDN Tumenggungan No.28 Surakarta run

well.

The School Organization Structure of SDN Tumenggungan No.28

Surakarta

B. Job Training Activities

1. Class Observation

Headmistress

Library Unit Council

Committee

Teacher Class I Teacher Class

II

Teacher Class

III

Teacher

Class IV

Teacher

Class V

Teacher Class

VI

Religion

Teacher

Sport

Teacher

English

Teacher

TI Teacher

Dance

Teacher

School Guard

Students


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The writer did the job training in SDN Tumenggungan No.28 Surakarta

started from January 9th

2012. The writer observed the whole class from class one

to six in order to know the class situation and facilities before doing the job

training. In this job training, the writer taught the students from the first grade,

third grade and fifth grade but the writer chose the fifth grade as the focus of

observation. The writer came to SDN Tumenggungan No.28 Surakarta every

Monday until Thursday but the writer taught English every Monday, Tuesday, and

Wednesday.

The physical classroom condition is comfortable and conducive for

teaching and learning process. This classroom is clean and big enough. Therefore

the classroom has facilities that can support the teaching and learning activity,

such as: a chair, a table, a blackboard, a teacher’s desk, a cupboard, a bookcase, a

fan, cleaning schedule, an educative paintings and also picture of president and

vice president.

2. Making Lesson Plan

Before the writer taught the fifth grade students of SDN Tumenggungan

No.28 Surakarta, the writer made lesson plans. Lesson plan is an important thing

for teachers before starting the teaching and learning process. Lesson plan is

arranged in order to make the teaching and learning process well-organized.

This lesson plan was arranged based on the student’s worksheet (LKS) for

the fifth grade of elementary school, namely Fokus, published by CV. Sindunata.

This student’s worksheet consists of four skills, they are: listening, speaking,

reading, and writing. The writer focused on speaking skill.


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3. Teaching and Learning process

The process of teaching English was written based on the writer’s

experience during the job training for two months in SDN Tumenggungan No.28

Surakarta. The writer focused in improving the fifth grade students’ speaking skill

by using pictures.

The English subject for the fifth grade in SDN Tumenggungan is taught

every Monday. It starts from 10.05 a.m. until 11.15 a.m. The writer has 70

minutes to teach in every meeting. In this teaching and learning process, the writer

spoke English at the first and then translated it into Indonesian. It was necessary

because many students did not understand what the writer said if the writer spoke

in English. The teaching and learning process was presented below:

1. Greeting

In the beginning of the lesson, the writer began the lesson by

greeting and then checking the student’s attendance.

Teacher : “Good morning students”

Students : “Good morning Miss Lala”

Teacher : “How are you today?”

Students : “I am fine thank you, and you?

Teacher : “I am fine too, thank you”

2. Warming up


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In this section the writer reminded the students about the last

material. It was important to make the students remembered what the

material they got on the last meeting. After that, the writer presented the

new materials to the students. In this stage, the writer asked the students

some questions that related to the new material. The questions in this stage

hopefully made the students more understand and focus with the new

material that would be discussed.

Teacher :”Class, do you still remember our last

material?”

“Apakah kalian masih ingat materi kita

yang kemarin?”

Students :”Yes, professions miss”

Teacher :”Ok, Good class. Last week we learned

about the kind of professions. And today, we

will discuss the kind of transportation.

And I will give a question for one of you.

“Minggu yang lalu kita belajar tentang berbagai

macam profesi. Dan hari ini kita akan belajar

tentang berbagai macam transportasi. Dan saya

akan memberikan sebuah pertanyaan kepada salah

satu dari kalian”

Elsa, How do you go to school?


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Bagaimana cara kamu pergi ke sekolah?

Students :”Naik sepeda miss”

3. Presentation

This step is the important part of teaching and learning activity. In this step

the writer improved speaking skill by using pictures. In delivering the materials

about transportation, at first the writer introduced new vocabularies that are

related to the topic. The writer showed some pictures and then mentioned the

name of the transportations in English one by one and the student repeated what

the writer said.

Teacher :”This is a bus” (show the picture of bus)

Students :”This is a bus” (students repeated)

If the students mispronounced it, the writer asked the student to repeat it

until they could pronounce the word correctly. In this section, the writer did not

provide the name of transportations in the pictures. Hopefully, it can make

students remember the new vocabularies and how to pronounce it correctly.

The examples of the pictures:


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The writer also introduced the classification of transportations (land

transportation, water transportations and air transportation) by writing the

classification in the blackboard.

After the writer introduced the vocabularies and the classification of

transportations, she taught the students how to make questions related to

transportations and also how to answer the questions. First, the writer explained

how to tell someone what kind of transportation they usually used. The writer

gave formula to make the students easier to understand the structure of the

question and answer. The writer writes formula on the black board, as follow:

Question formula:


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HOW

DO

YOU / THEY

GO TO

(PLACE)

School?

Office?

Market?

DOES

HE / SHE/

The name of the

people

Answer formula:

The example of the question and answer it with subject you or they:

Student A :”How do you go to school?”

Student B : “I go to school by bicycle”

I / THEY

GO TO

(PLACE)

School

Office

Market

BY

(TRANSPORTATION)

Bicycle

Car

Bus

HE / SHE

GOES TO


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The example of the question and answer it with subject he, she or the name

of the people:

Student A :”How does she go to supermarket?”

Student B :”She goes to supermarket by bus”

After giving the example of the dialogue, the writer asked to the student to

read the example of the dialogue together. Hopefully, it makes the students always

remember and more understand the structure of the questions and answer that are

related to the topic.

4. Skill Practice

In this part the writer gave some exercise to the students. The purpose was

to know how far the students understand the material given and also to train them

in producing and using the word.

To make the students easier to arrange the word and dialogue, the writer

used pictures of kind of transportation. The writer also provided many pieces of

word cards consist of the name of the places or cities. The example of pictures and

the name of the places or cities are:

Before the writer invited two students to practice speaking in front of the

class, the writer gave instructions how to use the pictures and the name of the

places or cities.

SCHOOL


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After giving instruction, the writer chose two students to come in front of

the class to practice speaking activity. The role in the speaking activity by using

the pictures were: First, the writer invited two students to come in front of the

class. One of the students chose one pictures of transportations and other students

chose the name of the places or cities. After that, they practiced speaking by

making question and answer related to transportations topic that the writer taught

to the students in presentation session. Students who brought a paper with the

name of the places or cities arrange the question based on the paper that he or she

brought, For example: If students brought the paper with the text of Jakarta they

might give question: ”How do you go to Jakarta?” and other students who brought

the pictures of transportation, for example bus might answer: “I go to Jakarta by

bus”. They can choose one of the subjects of the questions (you, he/ she or the

name of the people). If the students can arrange the word well, the writer gave

them reward (ballpoint). The purpose of the reward is to motivate the students in

order to make the students become active.

As a closing of the teaching and learning process about transportations, the

writer gave homework which was taken from LKS “Fokus” to make them keep

learning at home. Finally, the writer ended the lesson by saying, “Thank you for

your attention and see you”.


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C. The Effectiveness of Using Picture in Teaching Speaking Skill for The

Fifth Grade Students of Elementary School in SDN Tumenggungan

No.28 Surakarta.

Pictures are one of the teaching aids that are mostly used to make a teacher

easier to transfer the material for the students. Pictures are a great help in teaching

and learning activity. Therefore, during the job training, the writer applied

pictures in teaching English, especially in improving the students’ speaking ability

in SDN Tumenggungan No.28 Surakarta.

The writer uses pictures as the teaching aids to make them easier in

understanding the materials and to arrange the word correctly. The use of pictures

could also make the teaching and learning activities more fun and enjoyable.

Besides, the students could also give more attention and focus on the lesson when

the writer showed interesting pictures that related to the topic whiles the writer

explaining the materials. Wright says that “pictures can play a key role in

motivating students, contextualizing the language they are using, giving them a

reference and in helping to discipline the activity” (Wright, 1989:10). It can be

said that pictures has essential role to support the teaching and learning activity.

The writer realized that applying pictures is an effective way to improve

student’s performance, especially students’ speaking ability. It is proven when the

writer applied pictures in teaching speaking to the fifth grade students of SDN

Tumenggungan No.28 Surakarta. Based on the observations done by the writer,

before using the pictures as a teaching aids in class, the students were less active

in following the teaching and learning activity (because it was monotonous). The


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students were reluctant to come in front of the class because they were afraid of

making mistakes in speaking activity and the students had difficulties in

understanding the material given. Nevertheless, after the writer uses pictures as a

teaching aids in teaching speaking to the fifth grade students of SDN

Tumenggungan No.28 Surakarta, pictures are effective to solve the problems that

faced by students. After the use of pictures, students become more active in

following the lesson, more confident to come in front of the class and also easier

in understanding the material.

From the explanation above, it can be concluded that using pictures is

necessary and effective in the process of teaching and learning English, especially

in improving speaking ability for the fifth grade students in SDN Tumenggungan

No.28 Surakarta.


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CHAPTER IV

CONCLUSION & SUGGESTION

A. CONCLUSSION

Based on the explanation in the previous chapter, there are some conclusions

that could be drawn as follows:

1. The process of teaching and learning English speaking by using pictures in

SDN Tumenggungan No.28 Surakarta

The English teaching and learning process in SDN Tumenggungan No.28

Surakarta is taught to the first until sixth grade students. The focus of this observation

is fifth grade students. Teaching and learning English speaking process for the fifth

grade students begins at 10.05 a.m. until 11.15 a.m. The writer has 70 minutes to

teach in every meeting.

The process of teaching and learning English speaking by using pictures in

SDN Tumenggungan No.28 Surakarta consists of some activities done by the writer.

The activities make the process of teaching and learning run well. The activities done

by the writer are:

a. Greeting

In greeting, the writer greeted the students in English and checked the

students’ attendance.

b. Warming up

25


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In this section, the writer reminded the students about the last material

and also introduced the new material by asking the questions to the students

related to the new material.

c. Presentation

In presentation, the writer presented the new material by using

pictures. It is done to encourage the students so that they are easy to

understand the new material and also to make the students focus more on the

teaching and learning. Basically, children are easy to get bored in teaching

and learning activity so pictures can help them to focus. The writer also gave

students formula tense patterns and sentence that related to the topic.

d. Skill practice

In skill practice, the writer gave the students exercise that are related to

the topic and also gave students homework from the students work sheet

(LKS). The purpose of the skill practice is to evaluate whether the students

understand the new material or not. In this section, the writer also gave

students reward if they could arrange the word well.

2. There are several reasons why using pictures in teaching and learning

activities especially in teaching speaking is effective. They are as follows:

a. Pictures make a teacher easier to explain and transfer the material for the

students.

b. Pictures make students easier to understand the materials and to arrange

the word correctly.


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c. Pictures make the teaching and learning activities more interesting.

d. Pictures make the students pay more attention and focus on the lesson.

From the several reasons above it can be concluded that the use of pictures

brings many benefits and advantages for both teachers and students. Therefore, using

pictures is necessary in teaching and learning activities especially in teaching

speaking to the fifth grade students of SDN Tumenggungan No.28 Surakarta.

B. SUGGESTION

Based on the conclusions, the writer would like to give some suggestions.

1. To the English teachers of SDN Tumenggungan No.28 Surakarta

The teacher should be more creative and attractive in teaching English to the

students, so that the students will not get bored with the lesson. The use of pictures is

effective in teaching and learning activities. Besides, it is important to provide many

kinds of pictures that are related to the materials.

2. To the students of English Diploma Program, Sebelas Maret University,

Surakarta

Before doing the job training, it is necessary for the English Diploma students

to make a good preparation and also make a job training plan for the activity during

the job training, so it can make the job training run well. Besides, the students who

are interested in educational field especially in teaching speaking to the young learner


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have to find the appropriate methods that can make the teaching and learning activity

more effective. The English Diploma students are also expected to be more creative.

the use of pictures in teaching speaking skill for...

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