NON-PROJECTED VISUAL MEDIA TO IMPROVE THE … fileBHINNEKA TUNGGAL IKA JUNIOR HIGH SCHOOL STUDENTS: AN ACTION RESEARCH beserta perangkat yang diperlukan (bila ada). Dengan demikian

i

NON-PROJECTED VISUAL MEDIA TO IMPROVETHE SPEAKING SKILL OF THE EIGHTH GRADE

BHINNEKA TUNGGAL IKA JUNIOR HIGH SCHOOLSTUDENTS: AN ACTION RESEARCH

A THESIS

Presented as a Partial Fulfillment of the Requirementsto Obtain the Magister Humaniora (M Hum) Degree

in English Language Studies

by

Asti Wahyuni Trianingsih

Student Number: 136332013

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIESSANATA DHARMA UNIVERSITY

YOGYAKARTA2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

NON.PROJEgTED VJSUAL MEDIA TO IMPROVE

BI{INNEKA TI.]NGGAL IKA TiINIOfi. HIGH SCHOOLSTUDENTS: A}I ACTION RESEARCH

A T}IESIS

Approvd by

i;,t:'t"t,'--f

t,iIi

r:Fl

'i,I

Dr. B, B. Dwijatmoko; ltrAThesis Advisor

,/fl-h,4{

ffiffi*r{ml? Student Ntfber: 136332(

I'+;j

Yqm&qrta" July 1a6, 2017


-

A TIIESIS

NON.PROJECTED VISUAL MEDIA TO IMPROVETI{E SPEAKING SKILL OF THE EIGHTH GRADE

BHINNEKA TUNGGAL IKA JTIMOR HIGH SCHOOLSTUDENTS: AN ACTION RESEARCH

Presented by

Asti Wahyuni TrianingsihStndent Number: 136332013

Was defended in front of the Thesis Comrni.tteeand declared acceptable

TT{ESIS COMMITTEE

Chairperson : Ilr. J. Bismoko

Secretary : Dr" B.B. Dwijatmoko, M.A

Members : l. F.X Mukarto, Ph.D

2. Dr.E. Sunarto, M.Hum

,ft-fbr,tfryProgram Director

University

It

Budi Subanar, S.J.


iv

DEDICATION PAGE

“Life will always have a different plan for you. If you do not give up, you willeventually get to your destination. But towards the end of your life, you may lookback and realize that it was never really about the destination. It was the journeycounted.”

King Samuel Benson

“It is good to have an end to journey toward, but it is the journey that matters inthe end.”

Ernest Hemingway

“Vision without execution is a daydream. Execution without vision is anightmare.”

Mother Teresa

“The way to get started is to quit talking and begin doing.”

Paulo Coelho

“Success is a journey, not a destination.”

Thomas Dewar

I dedicate my thesis to my lovely husband and my amazing daughter


STATEMENT OT OruGINALITY

This is to certift tha! all the ideas, plraseg and srntences, unless otherwise stated,

are the ideas; p.hrasm,"and sentences of &e *resis uniter. The writer understands

the fulI consequences including degree cancdtation if she took somebody else's

ideas, phrases, or se,ntences without a proper reference.

Yogyakaxta" July 14s, 201 7

.1Asti W-ahyuni Trianingsih

m

i.


LEMBAR PERNYATAAII PERSETUJUANPUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Asti Wahyuni Trianingsih

NIM :136332013

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Sanata Dharma ka.ya ilmiah saya yang berjudul:

NON.PROJECTED VISUAL MEDIA TO IMPROVETHE SPEAKING SKILL OF THE EIGHTH GRADE

BHINNEKA TUNGGAL IKA JUNIOR HIGH SCHOOLSTUDENTS: AN ACTION RESEARCH

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada' Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan, dalam bentuk media lain, mengelola dalam bentuk pangkalan data,

mendistribusikan secara terbatas, dan menrpublikasikan di intemet atau media lain

untuk kepentingan akadernis tanpa perlu meminta ijin dari saya mauprm

mernberikan royalti kepada shya selama tetap mencantumkan nama saya sebagai

penulis.

Dernikan pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakart a

Pada Tangg al: liJuli 2017

Yang menyatakan:

W,VI



vii

ACKNOWLEDGEMENTS

My greatest gratitude to Allah SWT, because without His spiritual support,

I could never finish this thesis. He has given me so much faith that I even cannot

understand it. His angels always whispered in my ears and telling me that I could

do any impossible things as long as I had a will to carry it.

My special gratitude goes to my thesis advisor, Dr. B.B. Dwijatmoko,

M.A for his patience in guiding me finishing this thesis. I would like to thank him

for giving me the support to finish this thesis. He has also given me his valuable

time just to give me some insights, opinion, suggestions, and critisisms to improve

my thesis. Without him, this thesis will never exist. I also would like to express

my sincere gratitude to all the KBI lecturers, Dr. F.X. Mukarto, Ph. D., Paulus

Sarwoto, S.S., M.A., Ph. D., Dr. Novita Dewi, M.S., M.A. (Hons), Dr. J.

Bismoko, Mr. Widya Kiswara, S.Pd., M.Hum., Ms. Josephine Sri Murwani

Pudji Lestari, M.Hum., for their enlighments, support, and knowledge during

my study in KBI. I would also thank the academic staff mbak Marni for her well

cooperation during my time in KBI.

My gratitude goes to the head of Bhinneka Tunggal Ika Junior High

School Yogyakarta. Thank you for letting me teach in this school even only for


viii

one semester. This school has given me a lot of knowledge, friends, and students

that will never be forgotten. Those memories will stay here in my heart forever.

My deepest gratitude goes to my whole family. I would like to say thank

you to my parents, my mom and my dad, thank you for believe in me. Thank you

for the prayer and thank you for taking care of my daughter while I was busy

finishing my thesis. Thank you to my little brother for your patience to pick me up

every day. Thank you to my big sister and my big brother for the support.

My sincere gratitude goes to all my friends in KBI. Thank you for giving

me the best time of study in my life. We may be apart from each other now, but

believe me, I will never forget you. You are the greatest friends that I ever have in

my life. Those great memories, happines, laugh, and tears will always stay in my

heart as long as I live. My special thanks goes to my best friends, Anindita

Dewanti, Sophia Anggita Kiwang Soge, and Agustina Sri Rahayu. Thank you

for giving me the great support every time I was down. Thank you for giving me

the light every time I stayed in the dark.

My amazing gratitude goes to my lovely husband, Widodo Raharja.

Thank you for believing in me. Thank you for the financial support during my

study and thank you for the patience that you have given me so far. This thesis

will never be finished without your bless.


ix

In the end, thank you to every one whom I cannot mention one by one.

Thank you for always being there for me. You will never be forgotten because

you will always stay in my heart forever.



x

TABLE OF CONTENTS

TITLE PAGE............................................................................................................i

APPROVAL PAGE.................................................................................................ii

DEFENSE APPROVAL PAGE.............................................................................iii

DEDICATION PAGE.............................................................................................iv

STATEMENT OF WORK ORIGINALITY............................................................v

LEMBAR PERNYATAAN UNTUK PERSETUJUAN PUBLIKASI KARYA ILMIAH

.................................................................................................................................vi

ACKNOWLEDGEMENTS...................................................................................vii

TABLE OF CONTENTS........................................................................................ix

LIST OF TABLES................................................................................................xiii

LIST OF FIGURES..............................................................................................xiv

LIST OF APPENDICES.......................................................................................xv

ABSTRACT..........................................................................................................xvi

ABSTRAK............................................................................................................xviii

CHAPTER 1 INTRODUCTION.............................................................................1

1. 1 Background of the Study..................................................................................1

1.2 Problem Identification.......................................................................................5

1.3 Problem Limitation...........................................................................................6

1.4 Research Question............................................................................................7

1.5 Research Objectives..........................................................................................7

1.6 Research Benefits..............................................................................................8

CHAPTER 2 LITERATURE REVIEW................................................................10

2.1 Theoretical Review..........................................................................................10

2.1.1 Non-Projected Visual Media..................................................................10

2.1.1.1 The Importance of Using Media in the Classroom....................17

2.1.1.2 The Preparation of Using Media Before Teaching....................18

2.1.2 The Nature of Speaking.........................................................................20

2.1.2.1 The Definition of Speaking.......................................................21

2.1.2.2 Speaking as a Skill....................................................................23

2.1.2.3 The Elements of Speaking Skill................................................24

2.1.3 Teaching Speaking.................................................................................27


xi

2.1.4 Assessing Speaking................................................................................31

2.1.5 Action Research.....................................................................................34

2.1.5.1 Action Research for Speaking Skill............................................38

2.2 Review of Related Studies...............................................................................39

2.3 Theoretical Framework....................................................................................41

CHAPTER 3 METHODOLOGY..........................................................................45

3.1 Research Setting...............................................................................................45

3.2 Research Method..............................................................................................46

3.3 Procedure of Action Research..........................................................................48

3.3.1 Planning.................................................................................................48

3.3.2 Acting.....................................................................................................49

3.3.3 Observing...............................................................................................49

3.3.4 Reflecting...............................................................................................50

3.4 Data Gathering Instrument...............................................................................50

3.5 Technique of Data Analysis.............................................................................53

3.5.1 Analyzing Qualitative Data...................................................................56

3.5.1 Analyzing Quantitative Data.................................................................56

3.5.2 Triangulation..........................................................................................61

CHAPTER 4 RESULTS AND DISCUSSION......................................................64

4.1 Results..............................................................................................................64

4.1.1 Planning for the Action..........................................................................64

4.1.1.1 Pre-observation..........................................................................65

4.1.1.2 Interview Before Action Research Was Applied......................67

4.1.1.3 The Results of the Students’ Need Analysis.............................68

4.1.1.4 The Students’ Problem in Speaking..........................................73

4.1.1.5 The Solution to Overcome the Problems...................................74

4.1.2 The Cycles of Action Research..............................................................76

4.1.2.1 Cycle 1.......................................................................................77

4.1.2.1.1 Material and Non-Projected Visual Media.................83

4.1.2.1.2 Process of Learning Speaking.....................................89

4.1.2.1.3 Reflection....................................................................90

4.1.2.1.4 Test Result..................................................................92


xii

4.1.2.1.5 Planning for the Next Cycle........................................93

4.1.2.2 Cycle 2.......................................................................................94

4.1.2.2.1 Material and Non-Projected Visual Media.................97

4.1.2.2.2 Learning Process Improvement..................................98

4.1.2.2.3 Reflection....................................................................99

4.1.2.2.4 Test Result................................................................100

4.1.2.2.5 Planning for the Next Cycle......................................101

4.1.2.3 Cycle 3.....................................................................................102

4.1.2.3.1 Material and Non-Projected Visual Media...............105

4.1.2.3.2 Learning Process Improvement................................108

4.1.2.3.3 Reflection..................................................................109

4.1.2.3.4 Test Result................................................................110

4.2 Discussion......................................................................................................111

4.2.1 Learning Process Achievement..............................................................112

4.2.2 Learning Result Achievement................................................................117

CHAPTER 5 CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS.......120

5.1 Conclusions....................................................................................................120

5.2 Implications....................................................................................................122

5.3 Suggestions....................................................................................................124

BIBLIOGRAPHY................................................................................................126

APPENDICES......................................................................................................132


xiii

LISTS OF TABLES

Table 3.1 The Template of the Students’ Need Analysis Result...........................57

Table 3. 2 The Coding of the Interview Data........................................................62

Table 4.1 The Students’ Speaking Skill (1)...........................................................69

Table 4.2 The Students’ Speaking Skill (2)...........................................................69

Table 4.3 The Needs of English.............................................................................70

Table 4.4 The Atmosphere of Learning Speaking in the Classroom.....................71

Table 4.5 The Use of Media for Learning Speaking in the Classroom..................72

Table 4.6 The Results of the Students’ Pre-Test of Speaking................................73

Table 4.7 The Comparison Results of the Pre-test and The First Cycle................92

Table 4.8 Paired Samples Test...............................................................................92

Table 4.9 The Comparison Results of the First Cycle and The Second Cycle....100

Table 4.10 Paired Samples Test...........................................................................101

Table 4.11 The Comparison Result Between the Second Cycle Test and the Third

Cycle Test.............................................................................................................110


Table 4.13 The Results of the Tests.....................................................................117

Table 4.14 Paired Samples Statistics...................................................................118

Table 4.15 Paired Samples Correlations..............................................................118



xiv

LIST OF FIGURES

Figure 2.1 Pictures.................................................................................................12

Figure 2.2 An Illustration.......................................................................................13

Figure 2.3 A Caricature..........................................................................................13

Figure 2.4 A Poster................................................................................................14

Figure 2.5 A Chart..................................................................................................14

Figure 2.6 A Diagram............................................................................................15

Figure 2.7 A Bar Graph..........................................................................................15

Figure 2.8 A Map...................................................................................................16

Figure 2.9 Realia and Model..................................................................................16

Figure 2.10 Board...................................................................................................17

Figure 3.1 The Diagram Model Based on Kemmis & Mc. Taggart (1988)...........48

Figure 4. 1 Public Places & Activities...................................................................83

Figure 4.2 Was/ WereHand Out.............................................................................84

Figure 4.3 Regular and Irregular Verbs Hand Out (1)...........................................85



Figure 4.6 Public Places Cards...............................................................................88

Figure 4.7 Activities Cards....................................................................................89

Figure 4.8 Past Continuous Hand Out...................................................................97

Figure 4.9 Activities Rummy Cards......................................................................98

Figure 4.10 WH-Questions Hand Out..................................................................106

Figure 4.11 Board Game......................................................................................107


xv

LIST OF APPENDICES

Appendix 1. The Blueprint of the Questionnaire of Need Analysis....................133

Appendix 2. The Blueprint of the Students’ Reflection Interview......................139

Appendix 3. The Blueprint of the Students’ Feedback Toward the Techniques.140

Appendix 4. The Interview Transcript of the Students’ Need Analysis .............141

Appendix 5. Transcript of Daniel’s 1st Reflection ….........................................143

Appendix 6. Transcript of Nathania’s 1st Reflection ..........................................145

Appendix 7. Transcript of Timothy’s 1st Reflection ..........................................147

Appendix 8. Transcript of Yoseph’s 1st Reflection ............................................149

Appendix 9. Transcript of Daniel’s 2nd Reflection ............................................151

Appendix 10. Transcript of Nathania’s 2nd Reflection ......................................153

Appendix 11. Transcript of Timothy’s 2nd Reflection .......................................155

Appendix 12. Transcript of Yoseph’s 2nd Reflection ........................................157

Appendix 13. Transcript of Daniel’s 3rd Reflection ............................................159

Appendix 14. Transcript of Nathania’s 3rd Reflection .......................................161

Appendix 15. Transcript of Timothy’s 3rd Reflection ........................................163

Appendix 16. Transcript of Yoseph’s 3rd Reflection .........................................165

Appendix 17. The Students’ Need Analysis Questionnaire ................................167

Appendix 18. The Students’ Answer on the Need Analysis Questionnaire .......169

Appendix 19. The Test Questions in Cycle 1 .....................................................171



Appendix 22. The Results of the Tests................................................................175

Appendix 23. The Pictures of the Students When They Were Doing the Class

Activities .............................................................................................................176


xvi

ABSTRACT

Asti Wahyuni Trianingsih. 2017. Non-Projected Visual Media to Improve theSpeaking Skill of the Eighth Grade Bhinneka Tunggal Ika Junior High SchoolStudents: An Action Research, Yogyakarta: The Graduate Program in EnglishEducation Studies, Sanata Dharma University.

Speaking is one of the most important skills that the students need to masteramong the four language skills. It is a productive skill which needs the person tothink fast to deliver the ideas in an oral form. There are five elements in speakingthat the person should master in order to create a better way of speaking namelyvocabulary, pronunciation, grammar, fluency, and comprehension. Thoseelements are united into one and if a person wants to be able to speak Englishfluently then he or she needs to be good at them.

This research was Action Research. The function of this research was toidentify the problems during the teaching and learning process. After the problemswere detected, then the researcher together with the students and the colleaguetried to find the best solutions to overcome the problems. Action Researchconsisted of several cycles. When the first cycle was not effective enough to solvethe problems then the next cycle might be conducted. The cycle might be stoppedwhen the result of the last cycle was considered enough.

This research was conducted at Bhinneka Tunggal Ika Junior High School.The participants were the eighth graders. From the results of the observation andthe pre-test, it was discovered that these students found a lot of difficulties indelivering their ideas orally. There were many things that made them quitedifficult to deliver the ideas such as the lack of vocabulary, the lack ofcomprehending the rules of grammar, difficult to pronounce the words, lack ofmotivation, and less self-confidence. After having discussion with the studentsand the colleague, the researcher together with the students and the colleaguedecided to use non-projected visual media to give more speaking exercise to thestudents.

This Action Research consisted of four phases in each cycle, namelyplanning, acting, observing, and reflecting. There were three cycles in this ActionResearch. From the first cycle, it could be concluded that the students’ motivationis getting higher. From the second cycle, it could be concluded that the students’vocabulary was getting richer. From the third cycle, it could be concluded that thestudents’ speaking skill was getting much better.

For the computation of the test scores, the researcher used the dependentsamples t-test or paired-samples t-test. It was used in this research because inaction research there was only one group to analyse. It was to measure the result


xvii

differences in two time periods. It could show whether the students performedbetter or worse at the second time period.

From the results of the tests, it could be seen that the students made someimprovement in their speaking skill. It could be seen from the significant 2-tailedbetween the pre-test and the third cycle was 0.00 and it was certainly lower than0.05. Based on the results of the reflections, it could be seen that students enjoyedthe teaching and learning process by using non-projected visual media. Theimprovement in confidence made the students more active to speak English in theclassroom.


xviii

ABSTRAK

Asti Wahyuni Trianingsih. 2017. Non-Projected Visual Media to Improve theSpeaking Skill of the Eighth Grade Bhinneka Tunggal Ika Junior High SchoolStudents: An Action Research, Yogyakarta: Program Pasca Sarjana Kajian BahasaInggris, Universitas Sanata Dharma.

Berbicara adalah salah satu kemampuan yang penting di antara empatkemampuan berbahasa lainnya yang perlu dikuasai oleh para siswa. Kemampuanberbicara adalah kemampuan produktif yang membutuhkan seseorang untuk bisaberpikir dengan cepat dalam menyampaikan gagasannya dalam bentuk lisan. Adalima elemen dalam kemampuan berbicara yang harus dikuasai dengan tujuanuntuk memiliki kemampuan berbicara yang baik yaitu kosakata, pengucapan,struktur kalimat, kelancaran, dan pemahaman. Semua komposisi tersebuttergabung menjadi satu dan bila seseorang ingin mampu berbicara bahasa Inggrisdengan lancar maka orang tersebut harus mampu menguasai semua komposisitersebut.

Penelitian ini adalah Penelitian Tindakan. Fungsi dari penelitian ini adalahuntuk menemukan masalah yang terjadi dalam proses belajar mengajar. Setelahmasalah tersebut dideteksi, kemudian sang peneliti bersama dengan para muriddan rekan sejawat berusaha menemukan solusi yang terbaik untuk memecahkanmasalah tersebut. Penelitian Tindakan terdiri dari beberapa siklus. Ketika sikluspertama dianggap tidak efektif dalam menyelesaikan masalah maka siklusselanjutnya bisa dilaksanakan. Siklus bisa berhenti ketika hasil dari siklus yangterakhir dianggap sudah cukup memuaskan.

Penelitian ini dilaksanakan di SMP Bhinneka Tunggal Ika. Para pesertanyaadalah murid kelas delapan. Dari hasil observasi dan tes awal ditemukan bahwapara murid ternyata mengalami banyak kesulitan dalam menyampaikan gagasanmereka dalam bentuk lisan. Ada banyak hal yang membuat para murid merasakesulitan dalam meyampaikan gagasan seperti kurangnya kosakata, tidakmemahami pola struktur kalimat berbahasa Inggris yang baik dan benar, susahdalam mengucapkan kata, kurangnya motivasi, dan kurangnya kepercayaan diri.Setelah melakukan diskusi dengan para murid dan teman sejawat, sang penelitibersama dengan murid dan rekan sejawat memutuskan untuk menggunakan mediavisual yang tidak diproyeksikan untuk memberikan lebih banyak latihan berbicarakepada para siswa.

Penelitian Tindakan ini terdiri dari empat tahap yaitu merencanakan,bertindak, mengobservasi, dan merefleksikan. Ada tiga siklus dalam PenelitianTindakan ini. Dari siklus pertama, bisa disimpulkan bahwa motivasi siswa dalam


xix

belajar bahasa Inggris semakin tinggi. Dari siklus kedua, bisa disimpulkan bahwakosakata para siswa semakin banyak. Dari siklus yang ketiga bisa disimpulkanbahwa kemampuan berbicara siswa semakin baik.

Untuk menghitung hasil tes, peneliti menggunakan dependent samples t-testatau paired-samples t-test. Dependent samples t-test atau paired-samples t-testdigunakan dalam penelitian ini karena hanya ada satu kelompok yang diteliti. T-test digunakan untuk mengukur selisih perbedaan hasil dari dua waktu yangberbeda. T-test dapat menunjukkan apakah para siswa mengalami peningkatanatau penurunan pada periode waktu yang kedua.

Dari hasil semua tes, bisa dilihat bahwa para murid membuat sejumlahpeningkatan pada kemampuan berbicara mereka. Peningkatan pembelajaran jugabisa dilihat dari signifikan 2-tailed antara tes awal dan siklus ketiga adalah 0.00yang pastinya lebih rendah dari 0.05. Dari hasil refleksi bisa disimpulkan bahwapara siswa menikmati proses belajar mengajar dengan menggunakan media yangtidak diproyeksikan. Peningkatan kepercayaan diri telah membuat para siswa jadilebih aktif dalam berbicara di ruang kelas.


1

CHAPTER 1

INTRODUCTION

This chapter will discuss the background of the study, problem

identification, problem limitation, research questions, research objectives, and

research benefit.

1. 1 Background of the Study

It is a true fact that English has become a global lingua franca in the 21st of

century. English has appeared as a mean of communication between countries in

all over the world which do not have the same first language. Many non-English

speaking countries have used English as a bridge to work together in various

fields, such as politics, economics, sports, arts, millitaries, technologies,

educations, etc. Therefore, the use of English is considered very important in

almost every aspect of life.

Indonesia is one of the countries which does not use English as the first

language. However, the fact that Indonesia is surrounded by many countries

which use English as the first or the second language, such as Malaysia, Fillipine,

Singapore, Australia, and New Zealand, has forced Indonesia to master English as

a way to communicate to the people from those countries. For example, when

people from Indonesia travel to Singapore, they will be more confident if they are

able to speak English. They will find no difficulties to communicate with local

people, even though perhaps the kind of conversation that they will have with the

local people just about asking for direction, asking for the most famous tourism

object in that place, or even just how to communicate with the taxi driver.


2

Mastering English at the early age will give more benefit to Indonesian.

They can have more friends around the world. They can gain more knowledge

from the book which only printed in English. They can join the exchange students

program without worrying about the language that they are going to use. They can

also continue their study abroad as long as they are good at English.

There are four main English skills which are very important to learn, namely

speaking, reading, writing, and listening. Those four elements are one united that

cannot be separated. However, above all those skills, speaking skill is the most

wanted skill which become the original idea why there are many English courses

in Indonesia. Since many people have realized that English is very important to

learn, they are willing to pay in any prices just to master English instantly. Of

course, there are many programs that have been offered by the English Courses,

however, the conversation classes have always been the most favourite of all.

Looking back all of those facts above, would not it be wonderful if the

young generations of Indonesia already can speak English since they were in

Elementary School? However, knowing the very important facts of learning

English from the early age still does not change the government’s decision which

does not let the Elementary School students to learn English. The result of this

decision then will make English will be first taught in Junior High School level

although there are many Elementary Schools which still teach English to their

students.

Unlike teaching English to young learners who are usually more

enthusiastic in learning something new, teaching English to teenage students is

considered difficult. Different from young learners, the students in Junior High


3

School which the average ages are around 13 to 15, they tend to lose their focus

during the lesson. Ahmadi and Sholeh (2005) state that at the teenage time, many

negatives signs will appear. Those negatives signs are the lack of understanding to

the surrounding, the lack of hard working, the lack of movement, easy to get tired

or bored, and the greater need of sleeping.

The lack of understanding to the surrounding in here means that the students

often make some noise during the lesson. This situation is really happened when

the researcher taught in the eighth grade for one month. While the teacher was

presenting the material, the students often talked to each other. They even talked

very loudly although they knew that the teacher was explaining the material.

The lack of hard working in here means that the students do not really like

to do many exercises during the lesson. They are willing to do one or two

exercises but when the teacher gives them more exercises, they often complain

that the tasks are too difficult, too many, too complicated, too tired and many

other excuses that will make the teacher reduce the tasks.

The lack of movement in here means that the students are quite lazy to

move their body to do the practice. Although they do not find difficulties walking

around the class during the lesson just to get rid of their boredom or to have a chat

with other friends, they will find very difficult to move their body when the

teacher asks them to work in pairs or to work in group. It takes more than one

instruction to force the students to move from their chair to find the other friends

to work together in doing the task.

Easy to get tired or bored in here means that the students are easy to lose

their focus during the lesson. Since the learning activity which is conducted at


4

school is quite conventional, such as too many writing activities, the lack of

verbal activities, no interesting media to aid the learning process, and more to

teacher-centered, the students tend to ignore the teacher and busy doing something

else to get rid of their boredom such as playing with their cellphone, talking with

other friends, or making excuses to go to the restroom.

The greater need of sleeping in here means that the students of Junior High

School need to sleep more than the Elementary School students. The researcher

has ever experienced this situation when teaching the eighth grade. When the

teacher asked them to do some tasks, some students chose to sleep on their chair,

ignoring the teacher’s warning. In fact, they often slept in the classroom whenever

they found that the material was not interesting to learn.

Those situations above certainly will be great obstacles for the students to

achieve the maximum output of the learning. More over, when it has a great

connection to students’ speaking ability. For the eighth grade students, English is

not a new thing. They have learned English from the seventh grade and many of

them have learned English from the Elementary School. However, their speaking

ability is considered very low. Many of them cannot answer very simple questions

related to their own personal information, such as what is your nickname?, can

you spell your nickname?, how old are you?, what does your father do?

The poor speaking ability of the eighth grade students makes the researcher

feel irritated. At eighth grade, the students are supposed to be able to speak

English better than the seventh grade, but in the reality, they are just the same as

the beginner level. They have poor vocabulary and they are lack of grammar

knowledge. They look difficult to create a correct sentence in English because


5

when they make a sentence, they are influenced a lot by the first language. They

also do not hesitate to use an electronic device to create the sentence in English

easily, however, this electronic device just translates it technically and often

misleads the students.

Teaching English to eighth grade students are not an easy thing to do. Based

on the situation described above, a teacher must have a fresher idea to steal the

students’ attention, greater patience to keep survive during the lesson, and better

method to improve the students’ speaking skill. This is where the idea of this

research was born.

1. 2 Problem Identification

This research is created because of the researcher taught English to the

eighth grade students of Bhinneka Tunggal Ika Junior High School in the second

semester. This opportunity came up when the original English teacher, Miss

Agnes had an accident and had to stay at home to do the recovery for a whole

semester. The researcher was assigned to teach the eighth grade students in the

second semester. However, the facts that the researcher found in the field were

quite surprising. It is known that Bhinneka Tunggal Ika is a three languages

school means that the students will have to learn three languages in this school

which are Indonesian, Mandarin, and English. For English itself, it is divided into

two subjects, namely Bahasa Inggris, and English. Bahasa Inggris is the subject

that the researcher taught in this school. At the first meeting, the researcher spoke

English for the whole time and it surprised the students for they did not know

what the teacher was talking about. This was also surprised the researcher since

the researcher thought that the students’ speaking ability was quite good. When


6

the researcher taught a very simple conversation, many of them did not know the

meaning of the conversation that made them keep asking the meaning of the

words that they did not know.

Based on the fact above, the researcher decided to make a research on how

to improve the students’ speaking ability since speaking is the crucial part of

English which is very important to master, especially in the 21st century.

However, since the students in the eighth grade of this school are considered quite

unique, there are only seven students in the classroom, who are easily to get bored

or to sleep during the lesson, the researcher planned to use non-projected visual

media to improve the students’ speaking ability. The use of the media in here

besides to improve the students’s speaking ability but also to reduce the boredom

factor that can steal the students’ attention and give more motivation for the

students to learn English in the classroom.

1. 3 Problem Limitation

There are many media that can be used to improve the Junior High School

students’ speaking ability. There are also many ways to attract the students’

attention during the lesson. However, the researcher only focuses to the use of

non-projected visual media to improve the students’ speaking skill.

Non-projected visual media are the simplest media of all regardless of the

teacher’s age, time, sense of creativity, budget, and experience. The non-projected

visual media material is easy to find, easy to make, and it does not need any

electricity, therefore the researcher decided to conduct the research on it. They

look simple but in the reality not many teachers are able to use and create it.


7

Besides speaking, the other three English skills such as listening, writing

and reading are actually considered important too. However, since speaking is the

skill which the students will use directly in the daily conversation, then the

researcher decided to do the research focus in improving the students’ speaking

skill.

1. 4 Research Question

In order to investigate the relationship between the use of non-projected

visual media and the Junior High School students’ speaking skill, the following

research question is raised:

1. How do the students’ speaking skill improve with the use of non-projected

visual media?

1. 5 Research Objectives

There are many factors which can influence the students’ speaking skill

such as the learning atmosphere in the classroom, the motivation, and the

students’ ability in comprehending the material. Those factors can be the key to

improve or to lower the students’ speaking skill. Giving only encouragement to

the students will not be enough to motivate them to improve their speaking skill.

Therefore, the correct tool is needed to help the students to improve their speaking

skill. This research is conducted to find the connection between the students’

speaking skill and the use of non-projected visual media. By using non-projected

visual media during the teaching and learning process, it is hoped that the students

will make some improvement on their speaking skill. It is also hoped that non-

projected visual media are able to give the new atmosphere in the teaching and

learning process. In that way, the students will be more motivated and enthusiastic


8

in learning because in order to improve their speaking skill they need to lessen the

burden that English is difficult to learn but English is fun to learn.

1. 6 Research Benefits

There are some benefits in conducting this research. If this research is

connected to the sense of creativity of the teachers to create their own media to

teach, then as Asmani (2009) says that developing the teacher’s potential is a very

necessary thing to do. Ashari (2008) adds that the teachers who will have great

career in the future are those who can develop their knowledge creatively and

manage their time to do some productive activities. Creating their own media to

teach especially non-projected visual media will help them to describe the

situations that cannot be described in the classroom.

The teacher will have higher motivation in teaching English because non-

projected visual media will take the students’ attention to learn the language.

Asmani (2009) states that in this globalization era the teacher must know how to

create the learning process that can stimulate the students to think creative,

divergence, and collaborative. The teacher must value the learning process and

must not be oriented to instant learning. The teacher should know how to

stimulate English as one of the competences that the students must be able to

master.

For the reader itself, hopefully this research can give more ideas in improving

the students’ speaking ability. Non-projected visual media may look old fashioned

or classic media, however, the media to create it are very modern media, such as

computer, printer, and the most important is the internet connection to gain the

pictures on the media. Since speaking ability has a great connection with habit


9

formation, then the non-projected visual media will provide the drilling session

that can make the students speak over and over again.


10

CHAPTER 2

LITERATURE REVIEW

The aim of this chapter is to clarify the constructs and the concepts of this

study. This chapter will discuss three general concepts, namely theoretical review,

review of related studies, and theoretical framework.

2. 1 Theoretical Review

The current literature on related themes in this section includes the reviews

of (1) Non-Projected Visual Media, (2) The Nature of Speaking, (3) Teaching

Speaking, (4) Assessing Speaking, and (5) Action Research. The discussion below

is based on those reviews.

2. 1. 1 Non-Projected Visual Media

Visual media are media that can be seen or touched by the teacher and the

students. Anitah (2009) says that visual media are media that can give vision or

image about something only by looking at them. Meanwhile, Stoner (2009) says

that visual media are something that can express a word without writing it, it can

explain the abstract concepts, and it can steal the audience’s attention. Rosyada

(2010) states that visual media have strong connection with the visual sense. It is

known that there are two messages carried by visual media, which are verbal

message and non-verbal message. Verbal visual messages consist of words in the

written form, and non-verbal messages are messages that represent in the form of

non-verbal visual symbol such as pictures.

Non projected visual media are media that definitely do not use any

electricity when using them. Latuheru (1988) says that these media do not need a

special equipment to see them such as a projector. Their numbers are many, easy


11

to get, and easy to use compare than the other media. They can be used

everywhere regardless of the lack of the electricity. They can be used in a school

that is located in a small village even without any electricity connection.

There are many kinds of non-projected visual media. Anitah (2009) says

that there are ten kinds of non-projected visual media, namely picture, illustration,

caricature, poster, chart, diagram, graph, map, realia or model, and board. Those

non-projected visual media have their own advantages and they help the teacher to

explain the material in various ways. They can be used in presentation step,

practice step, or even production step.

Picture is the first non-projected visual media that has many functions.

Gerlach & Ely (1980) say that a picture can represent thousands of meaning. A

picture can bring the students to the place that unreachable into the classroom.

Smaldono (2008) states that a picture can give a vision about anything, such as

animals, people, places, or scenes. A picture can bring the abstract idea to the

reality world. Edgar Dale (1963) says that a picture can transform the learning

experience from the words step into the concrete experience.

There are some advantages of using picture in the classroom. First, a picture

can transform the abstract idea into the concrete idea. Second, it can be found in

the books. Third, it is easy to use because it does need any equipment. Fourth, it is

relatively cheap. Fifth, it can be used for any studies or any levels of the students.

Pictures may also give another benefit by helping the teacher to change the

situation fast in oral drill. Kreidler (1963) says that since the student’s goal in

learning English is to use the language for communication in many different

situations, it is important that a number of different situations should be presented


12

to the students in classroom drill. The use of pictures can make the students more

understand about the situation. However, there is quite a major problem that the

teacher must face during the teaching and learning process which is keeping the

students’ interest. Since Junior High School students are easily to get bored, then

the teacher must prepare and carefully plan the drill.

However, the picture also has some weaknesses. First, it is too small to be

shown in front of the class especially in a big classroom. Second, it cannot move.

Third, the students do not always know how to interpret the picture.

There are some characteristics of a good picture. First, it is suitable with the

students’ age and the students’ level of knowledge. Second, it is simple and not

too complicated. Third, it is realistic. Fourth, it can be touched by hands.

Figure 2.1 Pictures

Illustration comes from Latin “illustrare” which means explain or make

something clearer. Anitah (2009) defines illustration as a picture that followed the

text. Illustration is a picture that the function is to explain something. In wider

explanation, it can be in a form of picture, writing, words, movement (dance), and

music sound.


13

Figure 2.2 An Illustration

Caricature is a simple picture which is used to criticize something. Planning

caricature is not easy because we have to understand first about the object that we

are going to draw. It can be used as a communication tool to all level of the

society. It means from educated people until those who are not educated at all. It

can speak in universal language and it does not need much explanation. It is

interesting and it can make clear the idea given.

Figure 2.3 A Caricature

Poster is a picture which combines the visual elements such as line, words

and picture that can make people interested to see. It has a short message and it

can be used to introduce a new topic. The colorful poster is much better than the

white and black one.


14

Figure 2.4 A Poster

There are some advantages of using poster. First, it can take people’s

attention. Second, it can be used as a guide. Third, it can be used as a warning.

Fourth, it can make people creative when they are making it. Fifth, it can be used

as a campaign media.

Chart is a picture which is represented from lines, pictures, and words. It is

used to explain relation, development, and comparison about some things. Chart is

divided into eleven. They are (1) organization chart, (2) painted chart, (3)

comparison chart, (4) invisible chart, (5) conditional chart, (6) pieces chart, (7)

guidance chart, (8) time chart, (9) growth chart, (10) schematic chart, (11) flip

chart.

Figure 2.5 A Chart


15

Diagram is an open picture about an object or a process. It shows the picture

of a piece of an object if we cut the object, for example the half cut of a flower. It

can explain the picture by using lines and words.

Figure 2.6 A Diagram

Graph is a picture which is used visual symbols to explain the statistical

data. It can be in a form of lines, dots, pictures, and circles. It makes the

quantitative picture simpler and understandable. There are four kinds of graph,

namely line graph, bar graph, picture graph, and circle graph.

Figure 2.7 A Bar Graph

Map is a picture which is explained about the shape of the earth. It shows

the size and the position of the territory based on the scale. Based on the contain,

map can be divided into three, namely physic map, economic map, and politic

0

5

10

15

20

25

30

35

40

January June November

CornEggSugarRice


16

map. Based on the shape, map can be divided into four, namely blind map, three-

dimension map, atlas, and globe.

Figure 2.8 A Map

Realia are the imitation of the real object in a complete form. A model is an

imitation of the real object in a form of three dimensions. Model has its own scale

and it can be smaller or bigger size from the real objects itself.

Figure 2.9 Realia and Model

Boards are the non-projected visual media that usually available in every

classroom. They are usually made of wood and usually their size is big. There are

many kinds of board, namely black and white board, stencil board, blue print


17

board, display board, flannel board, fixed board, and announcement board.

However, there are also some boards which are made from the paper that can be

used by the teacher to drill the students to improve the students’ vocabulary or

grammar.

Figure 2.10 Board

2.1.1.1 The Importance of Using Media in the Classroom

The use of media in the classroom is one of the ways to reduce the problems

in teaching English. Ruis, et al (2009) say that the major problem of teaching

English in classroom is that the learners are not interested in studying English. In

order to make them interested in learning English, and make them more motivated

in learning English, it is suggested that the English teachers should use media in

their teaching and learning process. Media will make the class atmosphere more

meaningful and enjoyable. Arsyad (2010) says that visual media hold a very

important role in the learning process. Visual media can help the students’

understanding about the material and they can make the memory stronger. Visual

media can raise the students’ interest and become a bridge between the real world

and the material that is conducting by the teacher.


18

Media are very useful in learning process. Ruis, Muhyidin, and Waluyo

(2009) state that the teachers and the learners are helped by using media to

achieve the learning goals. The teachers should apply the media in teaching and

learning activities because (1) media can solve the lack of the learners’

experiences. Since the learners have different background such as family life,

society, and social economic, the learners who live in different areas will have

different experiences. (2) Media can reach everything out of the classroom. There

are so many things around the learners that cannot be reached by themselves, such

as: bacteria, virus, etc. To know and to see those tiny things, we must use a

microscope as a media. We use a picture to present things which cannot be

brought into the classroom such as markets, stations, and harbors. (3) Media

create the possible direct interaction between the learners and their environment.

(4) Media produce some observation. The learners’ observation can be directed

into the important things based on the teachers’ aims. (5) Media can keep the

basic, concrete and real concepts of the teaching. (6) The learners’ motivation is

aroused by using media in learning. (7) Media integrate the experience from the

concrete things to the abstract ones.

2. 1. 1. 2 The Preparation of Using Visual Media Before Teaching

Before a teacher comes into the classroom, he should prepare the media that

he is going to use during the teaching and learning process. Latuheru (1988) says

that it is very important for a teacher to plan, and to choose the right media before

he uses it to teach. It is advisable that the media should be a media that is well

mastered by the teacher, therefore during the teaching and learning process, a

teacher knows how to manage the media and knows how to handle the problems


19

or the difficulties that might appear in the middle of the lesson. There are some

steps that the teacher can do before he prepares the media.

The first thing that a teacher must do before he plans an activity in the

middle of the lesson is analyze the characteristics of the students. Latuheru (1988)

states that the failure of the teacher in conducting the teaching and the learning

process is caused by the teacher’s fail in analyzing the students’ characteristic.

Therefore, it is very important for a teacher to identify and to know the students

specifically. The students can be identified from two types of characteristics,

namely general characteristic such as age, sex, the level of the class, culture,

economic factor, and special characteristic such as the level of the knowledge,

ability, attitude toward the lesson that is going to be explained.

The second thing that a teacher must do before he plans the activity is

matching the media with the topic that is going to be discussed in the teaching and

learning process. The media should fit with the students’ characteristics. The

correct media will help the teacher to explain the material smoothly.

After the teacher analyze the students’ characteristics, the teacher must set

the goal that he is going to be achieved in teaching and learning process. Latuheru

(1988) says that the main goal in here it means something that the students will

get from the teaching and learning process. For example, when a teacher wants to

teach a certain topic and the main goal is to improve the students’ speaking skill,

therefore the media that the teacher must prepare should be the media that can

make the students speak more during the lesson.

If the teacher wants the student to improve writing skill, then the media

should encourage the students to write more during the lesson. The teacher can


20

use a big picture in front of the class and then ask the students to interpret the

situation in the picture. Later on, the students can write about the situation in the

classroom.

After the teacher has set the main goal that he is going to achieve, the

teacher can choose, change or fix the media, and design the media. Many non-

projected visual media are ready made. Most of them are available in the market;

therefore, the school or even the teacher himself can buy them easily.

There are some factors that the teachers need to consider in choosing the

right media for the students. Latuheru (1988) states that the teachers should

consider the students’ characteristics, the goal that the teacher wants to achieve,

the teaching method, and the problems during the teaching and learning process.

Even though most of the visual media are available in the market, there are

some media that are not sold in the market. Therefore, a teacher can make use the

media that are already available in the school or the teacher can modify the media

based on the topic and the students’ need. In modifying and creating the new

media will need the teacher’s sense of creativity. That is why this step is quite

challenging for the teacher because not many teachers are able to do it and not

many teachers have some available time to do it.

2. 1. 2 The Nature of Speaking

The nature of speaking consists several important things. To get more clear

picture about speaking then the definition of speaking itself need to be discussed.

We also need to know the differences of speaking as a skill and as a knowledge.

There are also some elements of speaking skill that we should know, namely

pronunciation, grammar, vocabulary, fluency, and comprehension. Those


21

elements are wrapped into one and each of it has strong relation between one to

another.

2. 1. 2. 1 The Definition of Speaking

When people learn a new language which is totally different from their own

first language, they will highly say that among the four language skills, which are

listening, speaking, reading, and writing, speaking will be the most difficult skill

to learn. Alderson & Bachman (2004) state that there are two reasons why many

people think that speaking is the hardest skill to learn. The first reason, speaking is

different from reading or writing. It happens in real time. Real time in here means

that you do not have much time to produce the words since the person whom you

are talking to is waiting for your answer. The second reason is that you are not

able to change or edit the words that you have said just the way that you do when

you are writing something. Once you say the words, you can never take them

back. Alderson & Bachman (2004) say that speaking is an oral or productive skill

which consists of the process of producing the systematic verbal utterances in

order to create the meaningful words. It is different from the written language

which can be seen, permanent, there is some punctuation, there is no feedback,

there is a lot of time to plan it, and revise it. Speaking is connected with auditory

which you can only hear, it is temporary, means that the speaker will not repeat

the words over and over, it has rhythm and intonation, it needs feedback

immediately, and you do not have much time to create the idea or even to revise

the words that you have said. Therefore, we can tell that the people who learn the

foreign language a lot from the textbook will sound bookish, means they speak

just like a book or written language which is so stiff.


22

Speaking is not always long like a sentence in a book. Luoma (2004)

mentions that speaking can be considered as the units of idea. When people speak,

they usually create short phrases, clauses connected with and, or, but, that, or

maybe not joined by conjunctions at all but simply spoken next to each other,

sometimes there will be a short pause between them. The grammar that being used

in spoken language is usually simpler than the written language. This situation

happens because the speaker is trying to communicate the ideas that the listener

needs to comprehend at the moment of speaking. It has connection with the

listener’s memory while the words are being spoken. Therefore, the units of idea

usually take time for about two seconds or seven words long.

Speaking can also be said as a try to communicate with each other in verbal

language. McDonough and Shaw (1993) state that speaking is desire and purpose

driven which means that it is originally an effort to communicate something and it

should achieve an ending. It involves expressing ideas and opinions, expressing a

wish or a desire to do something, negotiating or solving a particular problem,

establishing or maintaining social relationship and friendship. Therefore, when we

create some dialogs, there will always be an opening, contain, and closing.

Meanwhile, Nunan (1989) says that spoken language consists of short,

incomplete utterances, and has strong connection with pronunciations. There will

be some repetitions and overlaps between one speaker to another speaker. The

speakers usually use the object pronoun of the things rather than saying the

original name of the thing such as ‘this’, ‘that’, or ‘it’.

From those explanations above then it can be concluded that speaking is the

units of idea which contain some vocabularies and those vocabularies are wrapped


23

into one to make a meaningful utterance. The ideas can be short or long, they

depend to the situation where the speaker is going through. Speaking is

considered success when the other speaker that we are talking to is able to

comprehend our message. Besides vocabulary, pronunciation is also very

important in speaking. Since many words in English are not read as they are

written, wrong pronunciation may create some misunderstanding between the

speakers.

2. 1. 2. 2 Speaking as A Skill

Knowing the elements of the language, it does not mean that we have a

great skill in speaking. Bygate (1987) says that to be able to speak a foreign

language, certainly we have to master the certain amount of vocabulary and

grammar. Knowledge is quite different from skill. For example, in language

learning, someone is very good at memorizing the vocabulary and also very good

at understanding grammar, however, if this person never tries to use it in the real

life conversation or in another meaning, this person never practices to speak to

others, then he or she is not that skillful in speaking. It is just like you know the

whole theories about the language but then you do not know how to use it. So this

is where the skill takes part. By giving more practices and drillings, the learner’s

speaking skill will improve better. In practice session, we as a teacher must be

able to make the students to create or produce the sentences. Therefore, the

students do not only know how to construct the sentences in grammatically

correct, but they also know how to adjust the situation in the conversation. They

have to be able to think fast in order to reply the questions that the other speaker

asks. Thus, it can be said that knowledge is only a part of the circle. We need skill


24

to make the circle complete. Knowledge can be understood and memorized but

only skill that can be imitated and practiced.

2. 1. 2. 3 The Elements of Speaking Skill

Speaking also has great connection between what to say and how to say the

words. Many students claimed that they found difficulties in delivering their ideas

in English because they did not know what to say. They had the idea in their mind

but it was very difficult to express the idea orally. They also did not know where

to start the utterances. This is where the elements of speaking skill will take the

most part in making the conversation.

There are five elements of speaking skill, namely pronunciation, grammar,

vocabulary, fluency, and comprehension. Nation & Newton (2009) state that

pronunciation includes the articulation of individual sounds and the distinctive

features of sounds, stress and intonation. Meanwhile, Avery & Ehrlich (1992)

mention that since every country has their own original accent, studying

pronunciation as the native-like may not be perfect; however, ignoring

pronunciation can totally be a great loss for students. Based on socio-cultural

factors, they state that there are some countries that still keep their original accent

as the mark of their own cultural identity. That is why we can find several dialects

of English based on the place where they live, such as British English, American

English, Australian English, etc. The sound system of the native language really

can affect the students’ pronunciation in three ways. First, when the students meet

the sounds in English which are not the part of their first language. Second, when

the students find that the rules of combining the sounds into the words are

different with the students’ first language. Third, when the students meet the


25

patterns of stress and the intonation which are quite different with the students’

first language. Learning pronunciation probably will be a very hard activity for

the students especially when they learn English pronunciation. It happens because

the English spelling system often fails to represent the sounds of English in direct

manner. It means that often the sounds that we hear and the letters that we see on

a page are quite different. However, with more practice especially in the

classroom, it is hoped that the students will get used to hear the native sound like.

Grammar is one of the elements which is quite important to learn. Grammar

is a study of rules to combine the words into sentences. Although some people

think that grammar is not quite important to learn for speaking ability, it gives a

lot of differences when we speak in grammatically correct or not. A student who

learns English at school definitely will have more knowledge about grammar than

a person who learns English autodidactic maybe from the movies, books, or

songs. Even though it does not guarantee that the student who learns English at

school will be more fluent in speaking English than a person who learns English

autodidactic. However, a person who speaks English in grammatically correct

definitely shows more knowledge in English rather than those who do not.

Vocabulary is the basic knowledge that the students have to master before

they can develop their speaking skill. Vocabulary is a thing that we need to create

the utterances and it is usually ruled by certain pattern to make the words are

meaningful easy to understand. Since vocabulary is really important to learn, then

there will be no development in speaking skill if the students do not improve their

vocabulary. Vocabulary has a strong connection with speaking skill in which the

more the students know about the words then the more they can improve their


26

speaking skill. Improving vocabulary in thousand ways, will give a lot of benefits

to the students.

Fluency is considered very important in speaking skill because whenever

the students want to learn a new language, what they seek in the end of the course

is the fluency of the language. Even when a person is looking for a job which

involve the mastering of certain language, what the company needs is the people

who can speak the language fluently. Burns and Goh (2012) state that fluency is

speech where the message is communicated or delivered coherently with only few

pauses and little hesitations. Therefore, the listeners will get the idea easily

without causing any difficulties or confusion while they are grasping the speaker’s

words. Fluency is more focus on meaning. A student who can deliver his idea

smoothly without thinking too much, without giving many pauses on his words by

using mmm, errr, or aaa, may consider fluent in English. The speed of the speech

can also be a measure whether a student is fluent in English or not.

Comprehension is certainly being the most important element of speaking

skill. Comprehension is the power of the mind to grasp something. This is the

reason why comprehension is considered very important because the conversation

between two or some people will never be happened when there is no

understanding between them. Understanding in here means that those people who

are talking to each other, understand what each other say or mean. In that way,

those people can ask and give some answers which is connected to the questions.

When a student has a lack of comprehension in understanding the other speaker’s

say, then the miscommunication will likely be happened.


27

2. 1. 3 Teaching Speaking

The main purpose of learning English as a foreign language is to master the

language and to be able to apply it in the real world. However, this idea has been

so long gone in the ideal world of grammar, structure, reading, and writing.

Especially, when the students meet the final test in the end of the semester, the

test that they have to go through is reading and writing. As a result, many English

teachers at school give more focus on the learning of grammar and reading rather

than give more focus on students’ speaking and listening ability. Another result is

the students are created to be the passive ones rather than the active ones. This

condition can be seen from the eighth grade students of Bhinneka Tunggal Ika

Junior High School. If they have learnt English for one year in the previous level,

seventh grade, then why they cannot even speak the simplest words of English

such as introduction? Giving more focus on grammar and reading are not the

wrong things to do. However, as a teacher, we need to teach the English skills in

balance, means how much you teach written skill in the classroom will be as

much as you teach oral skills to the students. One point that the teacher must

remember, when the students graduate from the school and start to face the real

world by looking for some jobs to survive their futures and lives, the person who

can speak English fluently will have more chance to survive especially in the 21st

of century when the government has opened the free trade with many countries.

Many foreign investors will come to Indonesia and how can we work together

with them if we cannot even understand their language?

The poor assumption of teaching English in Indonesia is that many teachers

think that their students will not understand the words that they are spoken if they


28

speak fully English in the classroom. This assumption has led the teachers to teach

English with the first language such as Indonesian, and sometimes even with

Javanese. This poor condition of course does not give any benefit at all to the

students. How can the students be able to speak English if they never heard the

teacher communicate in English? How can they be brave to speak English if the

teacher never gives encouragement to the students to practice the language?

Surely hiring a native speaker to teach English is a good way to do, but of course

it is not an easy way to do if the school financial cannot support it. Therefore, a

local teacher can be a replacement model of the native speaker.

Teaching speaking can be a hard way to do if the students are not quite

familiar with the vocabulary. Therefore, as a teacher, we need to supply the

vocabulary to the students, teach them how to say it, and how to apply it in the

real conversation. Since the language of speaking can be a bit different than the

language of writing, the teacher should give the clear explanation about it. If the

students only imitate the words from the text book, the result is their language will

sound very bookish. This is where the teacher’s part is highly needed to give more

examples about how to give more communicative language to the students. The

teacher can start it by giving simple instructions in the classroom. Between the

instructions, ‘listen to the conversation and fill in the missing words’ and ‘I want

you to listen to the conversation and after that I want you to fill in the missing

words. Do you understand?’, the second instruction sounds more communicative

and spontaneous. Willis in Pawlak & Klimzcak (2015) states that the features of

spontaneous interaction include repetition and checking moves are much more the

kind of thing that would be produced in the real time and they are considered


29

important because in the real time those kind of things would be readily processed

and the learners will find easy to understand and those are the kind of language

that good teachers use.

If we want to teach speaking to the students, we need to pay attention to

several aspects. Willis in Pawlak & Klimzcak (2015) mentions that there are three

basic conditions that the teacher must pay attention if the aim of the lesson is to

teach conversation effectively. First, we must have a clear idea of what

conversation is like. Is it conducted in the formal or non-formal situation? What

kind of expressions that the students can use? Therefore, we need to think of it

carefully. Second, we must communicate this to our students. As a teacher, we do

not just give the task to the students without explaining what they are going to do.

The students may be misled if the teacher does not give the correct direction.

Third, we must bring into the classroom samples of language which bear a real

resemblance to spontaneous spoken language.

The role of the teacher is considered very important for the development of

the students’ speaking skill. Richards (2012) says that there are three key factors

in successful language learning. They are teachers, materials, and the learners.

The role of the teacher is to help the learners to acquire the language and the

skills. Without the teacher’s help the learners will not be able to achieve the

progress even though they have worked hard. Teachers can be a great observer.

By being an observer, teachers may understand more about language learner’s

cognitive, affective, and social needs from the theoretical ideas. Teachers may

take the observations from the conversations with students, information about

their background, learning goals and assessment results. Teachers also should be


30

active in providing input, support, and feedback. Creating activities that enable the

students to communicate with their classmates is only a part of the learning

experience that teachers can provide for the students. However, those activities

will be considered not enough because they will not learn new skills and language

if there is little linguistic and background knowledge about them. Therefore, the

role of the teacher is to structure the students’ learning experiences to support

their speaking development, in and outside the classroom. Teachers may do this

by designing interesting and appropriate materials.

Materials in teaching speaking should be the materials that will support the

second language speaking development. Richard (2012) states that there are three

categories of good materials for speaking. First, the materials should provide the

speaking practice. They should provide contextualized, varied, and interesting

prompts and scenarios so that the talk can take place. Second, the materials should

promote the language and skills learning. It means that the materials should focus

on selected elements of the talk, or model spoken texts to increase learners’

relevant linguistics knowledge and control of speaking skills. Third, the materials

should facilitate meta-cognitive development. In other words, the materials must

raise the learners’ knowledge and control of learning processes, and can train

them in using communication and discourse strategies.

Beside the teachers and the materials, the learners have their own important

role. Richards (2012) says that to be a successful learner, teachers must encourage

the learners to take responsibility for managing their own learning and the

improvement of their speaking skill. Learners can do it by developing awareness

about themselves as second language speakers, by better understanding the nature


31

and the demands of speaking. They also must critically consider the strategies that

can facilitate their oral communication. Learners may work collaboratively with

their peers.

2. 1. 4 Assessing Speaking

Assessing speaking is considered as a challenging activity because teacher

as the examiner often finds difficulties in deciding of how well the students speak

the language. Luoma (2004) states that there are so many factors which can

influence the teacher impression about the students’ ability in speaking the

language. It happens because the teacher expects the test scores to be accurate and

appropriate for the purpose. Sometimes, it will be very difficult to judge the

students’ speaking skill if the teacher only gives focus to one out of the five

elements of speaking skill, namely pronunciation, grammar, vocabulary, fluency,

and comprehension. Because it is often found in the field that there are many

students have large vocabulary but they are lack of grammar. Meanwhile, there

are some students that have good pronunciation and grammar, but they only have

small vocabulary. Some students are very talkative in delivering the idea, in the

other hand, they often mispronounce the words. Other students are not talkative.

They only speak few words but they speak accurately and grammatically correct.

Those factors often give the teacher a lot of considerations before he or she

decided the score. In this situation, the teacher must give a fair judgment to the

students.

Creating a language test to measure the students’ ability in speaking is

sometimes confusing. As a teacher, we are often wondering what is the best

technique to apply in assessing students’ speaking ability. Therefore, before the


32

teachers create the test, they must think of it carefully. Hughes (1989) state that

the test or the testing system should consistently provide accurate measures of

precisely the abilities in which the teachers are interested. It must have a

beneficial effect on teaching, especially in the cases where the test is likely to

influence teaching. It is also economical in terms of time and money.

There are some purposes why the testing is conducted. Hughes (1989)

mentions that the purpose of the testing is to measure the language proficiency.

That is why testing is often conducted after one or some materials have been

finished to discuss. Testing is also to discover how successful students have been

in achieving the objectives of a course of study. Testing is to diagnose students’

strength and weaknesses, means to identify what they know and what they do not

know. It is to assist placement of students by identifying the stage of or part of

teaching program most appropriate to their ability.

A test can be said valid if it measures accurately what it is intended to

measure. In assessing speaking, the teachers should be clear with the purpose of

the test. If the main purpose is to find out the students’ skill in talking the

language, then the teachers will not give the focus to students’ reading or writing

skill. Hughes (1989) mentions that there are two empirical evidences which are

needed to support the test construct validity. Content validity is the first form of

evidence relates to the content of the test. A test is said to have content validity if

the content constitutes a representative sample of the language skills. The test

should have content validity if it is included a proper sample of the relevant

structures. The relevant structures will depend upon the purpose of the test. Since

the researcher conducted the research in the eighth grade of Junior High School, it


33

means that the researcher should not expect that the students’ speaking skill will

be much better than the students in the ninth grade. The second form of evidence

relates to the content of the test is criterion-related validity. It relates to the degree

to which results on the test agree with those provided by some independent and

highly dependable assessment of the students’ ability. In other words, the material

of the test for eight grade junior high school may not be mixed with the material

for the ninth grade of Junior High School.

Having validity in scoring is also very important. Hughes (1989) says that

not only the items that should be valid but also the score. It is no use having

excellent items of testing if they are scored invalidly. When the teachers wish to

measure the students’ speaking skill, it is not enough to elicit speech in a valid

fashion. The rating of the speech should be valid too. The teachers may give

different score to the students who can deliver the idea smoothly to those who

need more time to speak the idea.

Reliability gives more support to the validity of the test. Hughes (1989)

mentions that we may not believe a hundred percent of all the results of the test in

any set of test scores. The teachers must know that the result of the test may be

different if it is conducted in a different day. This situation cannot be avoided;

therefore, the teachers must accept it. What the teachers have to do is construct,

administer, and score the tests in any ways that the scores actually reached on a

test on a particular occasion at least should be similar to those which would have

been reached if it had been conducted to the same students and the same ability

but in different time. The more similar of the score, then the more reliable the test

is said to be.


34

2. 1. 5 Action Research

Action Research (AR) is one of the best ways for the researcher to find the

problem during the teaching and learning process, analyze it, and then find the

best solution for it. McNiff & Whitehead (2002) state that AR is a practical way to

check whether how the way you are teaching in the classroom runs just the way

that you are planning or expecting. If you think that your practice is satisfactory,

then you may explain how and why that makes you think that this is the case.

Later on you can provide some evidences to prove your claims. However, when

you think that your practice is the opposite or less satisfactory, then you may take

an action to improve it. Later on, you may produce the evidences to show that in

what way that your practice has changed and improve.

Action Research is quite important to apply in the classroom. It can help the

teacher to find the solutions of the problem that is found during the teaching and

learning process. Mills (2011) says that AR can be defined as systematically

investigation conducted by the teachers, the administrators, the counsellors, or

anyone else which has a special interest in teaching and learning process in order

to gather some information about their school, how the way the teachers teach,

and how the way the students learn. Meanwhile, Johnson (2008) says that AR is a

kind of research which is conducted by the teachers and for their own beneficial.

Syamsuddin and Damaianti (2006) state that AR is a way for a group or

individual in organizing of a condition in order to learn their experiences and

make those experiences are accessible for other people. It is hoped that the

experiences made by the previous researchers can be learned by other people who

have the same difficulties in handling the problems in the classroom because the


35

aim of AR is to improve the work quality of others. Practically, this research

purpose is to improve the quality of the research subject. The subject of the

research may be a group of people or only an individual who have the same

purpose which is to improve the quality of their work. Syamsuddin and Damaianti

(2006) conclude that AR is more emphasize to the activity (action) by

experimenting the ideas through the practice or the real situation in a micro scale,

and it is hoped that the activity may repair and improve the quality in a certain

situation, teaching and learning process for the example. Parson & Brown (2002)

mention that AR can make the teachers to study about their own classes. It

includes the method that the teachers use during the teaching and learning

process, study about the students, and study about the teachers themselves. AR is

applied in the classroom to gain better understanding and to improve the quality

and the effectiveness of the teachers themselves. The research is focus on the

unique characteristics from a population.

Action Research has some characteristics. Syamsuddin and Damaianti

(2006) mention that the researcher is the active agent in the main activity. They

also mention that the researcher is the agent of change. Meanwhile, the participant

of the research will have the benefit from the result of the action which was given

regularly by the researcher. Besides that, Stringer (2007) states that AR is

democratic because it gives many chances for the people to participate. AR is

equitable because it gives value to every person’s work. AR is liberating because

it provides the people’s freedom from pressure situations and weak conditions.

AR is life enhancing because it is able to show the expression of the people’s

potential.


36

It is known that there are some advantages in doing AR. Syamsuddin and

Damaianti (2006) state that when a teacher does AR, he or she does not need to

leave the place of work. The teacher can also feel the result of the action that he or

she has been planned. Beside the teacher, the respondent will also feel the effect

of the action that has given by the teacher. Those advantages are the benefits that

only belong to AR. There is no other research that can give those benefits. Mertler

and Charles (2011) also mention the importance of AR. There are some benefits

in conducting AR in the classroom. First, it deals with your own problem in the

classroom, not with somebody else’s problem. Second, AR can be done anytime.

It can be started now, or whenever you are ready, and it can also give direct

feedback. Third, AR gives more opportunities to the teachers to understand better

and to improve their practice. Fourth, AR as a process may build stronger

relationship between teachers for they share the same problem and they try to

solve it together.

There are some stages in doing Action Research. According to Kemmis

and McTaggart (1998), the major author of AR, AR usually involves four broad

phases in a cycle of research. The first cycle may be continued into several cycles

until a satisfactory result has been achieved and it is considered that it is the time

to stop the cycles. In a cycle of AR, it consists of planning, action, observation,

and reflection.

The first stage is planning. In this phase the researcher should identify the

problem or the issue during the teaching and learning process. After the problem

has been found, it is the duty of the researcher to develop a plan of action. The

purpose of the action is to bring some improvements toward the problem that they


37

are dealing with. This is the phase where the researcher must consider about what

kind of investigation which is possible in dealing the situation and what are the

potential improvements that considered possible in the situation.

The second stage is action. In this phase, the plan should be carried out

carefully since there will be some interventions during the teaching situation and

the researcher will put the action over an agreed of time. Those interventions will

be critically informed when the researcher questions the assumptions about the

current situation and then later on the researcher must plan new and alternative

ways of doing something. In this case means that the researcher must be well

prepared in conducting the plan because sometimes the plan is not doing well as it

has been planned before.

The third stage is observation. In this phase the researcher must observe the

effects of the action systematically and the researcher also must document the

context, actions, and the opinions of those who are involved in the research. We

can call it as a data collection phase where the researcher must use ‘open eyed’

and ‘open-minded’ tools to collect the information about the situation which is

happening during the research.

The fourth stage is reflection. In this phase the researcher must reflect on,

evaluate, and describe the effects of the action during the research. The purpose of

this phase is to make sense of what has happened and to understand the problem

that the researcher has explored more sharply. After doing the reflection, the

researcher may decide whether he or she wants to continue the research into next

cycles or finish it and later on the researcher may share the result of the research

with others as part of the ongoing professional development.


38

2.1.5.1 Action Research for Speaking Skill

Stringer (2007) defines Action Research as an approach which is quite

systematic to the investigation and this research can make the people to find the

best solutions for each problem that they have to deal every day. Different from

traditional experimental or scientific research which provides general explanations

that can be applied to all contexts, AR more focuses on certain situations and

certain solutions. AR is a collaborative approach to the investigation which

supplies people with the certain equipment to do some specific action to handle

the problems. The scope of this research is quite local. It does not provide all

answers for all problems, however, the systematically actions that have been taken

by the researcher can be a great insight for other people that work in the same

field and face the same problem. The aim of this research is to improve the

effectiveness of the quality of work where the people live.

The unique case that makes the researcher conducted AR is because the

characteristics of the students. The eighth grade students of Junior High School

supposed to be able to speak English fluently because they have learnt English

since in the seventh grade, but in the reality many of them cannot even introduce

themselves using the simplest English language. In teaching and learning process,

the students often ignore the teacher and choose to sleep whenever they think that

the lesson is boring. Therefore, in this case, the researcher needs to know what is

the problem. Whether the problem lays on the teacher, the material, the students,

or perhaps the teaching method. After the problem is found, then the researcher

may find the solutions together with the students and also the colleague to

minimize or eliminate the problems. Therefore, in AR the teacher needs to hear


39

the students’ opinion about the teaching and learning process. The researcher in

here also collaborated with her colleague which teaches English in the same class.

Her opinion, advice, and also her insight have been very useful for the researcher

to improve the teaching and learning quality in the classroom.

Doing Action Research in the field of speaking skill will give many

advantages for the participants of the research. From this research, the researcher

is able to identify the problems related to the students’ speaking skill. After the

problems have been found, then it will be the duty of all the participants to solve

the problems during the research. All of the participants must work together to

solve the problems and improve the quality of the education by improving the

students’ speaking skill.

2. 2 Review of Related Studies

Before the researcher conduct the research on the use of non-projected

visual media to improve the students’ speaking skill, there are some research that

have been conducted by other researcher. The first research came from Nusyirwan

who conducted the research in some Vocational Schools in 2008. Based on his

research about learning English with visual media, it was found that the

participants of the research thought that visual media were important to be

involved in the classroom activities. The teachers stated that visual media could

help the students to learn the material better. Visual media also made the lesson

that they were taught in the classroom were quite clear. Visual media could reduce

the boredom that often happened during the teaching and learning process. The

study also found that visual media had made the students reached the goal of the

learning because they could make the students to remember better about the


40

material and it could last longer than without using any visual media. Another

important thing which was found from this study was that visual media had made

the teacher reduce the teacher talk and increase the students’ talk. Not to mention

that visual media made the classroom atmosphere better by giving more

motivation to the students to learn English.

The second research came from Ribas, Salam, and Arifin who conducted the

research in an Elementary School in Pontianak in 2015. They stated that by using

visual media during the teaching and learning process such as signs and notices,

the students’ speaking skill improved. The study also found that visual media had

changed the method of the learning in the classroom which made the learning

situation became more active and more interesting than before. Besides improving

the students’ speaking skill, the use of visual media could also trigger the passive

students to be more active during the class activities because of the group

activities. The students’ confidence increased because they could work together

with their friends. Therefore, the passive students were encouraged by other active

friends inside the group.

The third research came from Windihastuti who conducted the research in a

Senior High School in Surakarta in 2013. The study found that the use of pictures

series which are the examples of non-projected visual media, could improve the

students’ speaking skill. the study also found that the use of pictures series could

enrich the students’ vocabulary. The combination between the picture series and

the drilling technique could stimulate the students’ pronunciation. Picture series

also made the teacher explained the lesson better and they improved the students’

comprehension in grammar, not to mention also the students’ fluency. The use of


41

picture series also had altered the situation in the classroom. It was found that the

situation in the classroom was more alive, more active, and the students were

more motivated to speak English during the lesson. The use of picture series also

made the students gave more attention to the teacher when the teacher was

explaining the material.

2. 3 Theoretical Framework

To understand the concept of the study, a theoretical framework is provided

to contextualize between theoretical review and research questions. Theoretical

review which contains many theories from many experts should give support to

the answers of research questions. To explain the relation between theoretical

review and research questions, it is necessary to know more about speaking skill.

Different from listening, reading and writing skill, we may consider that speaking

skill is the hardest skill of all. Speaking skill is the ability to deliver the idea in an

active way. It happens in the real time where the speaker does not have much time

to think or to arrange the idea. In order to speak, definitely the speaker must have

some knowledge of vocabulary, grammar to make a good structure of the speech,

pronunciation in order to avoid the miss understanding of the conversation, and

comprehension to understand what the other speaker say.

The eighth grade of Junior High School are supposed to have better

speaking skill because they have learned English at least one year at the seventh

grade and even there are some who have learned English since Elementary

School. However, the condition in the field is really quite the opposite of the fact.

The eighth grade students of Junior High School have been found difficult to

master speaking skill. They cannot even understand the simplest conversation


42

which is only connected with their personal information. Meanwhile, the

materials at the eighth grade are more complicated than the previous level. This

situation may happen because they are lack of practice during the teaching and

learning process. It also often happens that the teachers usually give more focus to

reading and writing exercise since the final examination is more focus on reading.

Mastering speaking skill at eighth grade is considered important for the

development of the students’ English ability. The assumption that says it is not

important for the eighth grade students to master the speaking skill is totally

wrong. The earlier the students mastering speaking skill, the better they can

comprehend the materials well in the higher levels. The good basic that they have

in the lower level, will be their advantages in comprehending the materials in the

higher levels. If the students are already familiar with the simple conversation,

then they will not find any great difficulties in learning more complex

conversation in the higher levels. In that way, the students are more prepared to

face the greater challenge in the higher levels.

The use of non-projected visual media in the teaching and learning process

will improve the students’ motivation to learn English. According to Soekartiwi

(1996), there are some advantages of using media in teaching and learning

process. First, they can increase the learners’ motivation. Second, they can avoid

the learners’ boredom. Third, they can make the learners easy to understand the

instructional material. Fourth, they can make the teaching and learning process

more systematic. Meanwhile, Sudjana and Rivai (1922) add the benefits of using

media in teaching and learning process. The media can make the learning process

will be more interesting, therefore it will increase the students’ motivation to


43

learn. The media can make the students easier to comprehend the material given;

therefore, the learning objectives will be reached. The teaching method will be

various, not only the teacher’s lecture, therefore the students will not be bored and

the teacher can save the energy for the following lesson. The last advantage, the

media can make the students do more learning activities such as observing, doing,

demonstrating, playing, etc.

The goal of this study is to improve the eighth grade students’ speaking

skill. The old classical method of teaching which only focus on reading and

writing will not do much to improve the students’ speaking skill. The use of non-

projected visual media during the learning will give much help to the students to

practice their speaking during the learning process. Since non-projected visual

media can be used as the drilling media, they can help the students to speak more,

over and over again without feeling bored especially if the teachers use the

element of games during the practice.

The main purpose of conducting the action research is to find the issues or

the problems during the teaching learning process. Later on, the researchers may

set some plans to overcome the problems. Stringer (2007) states action research as

an approach which is quite systematic to the investigation and this research can

make the people to find the best solutions for each problem that they have to deal

every day. Through the results of the observations and the tests, it is hoped that

the problems will be recognized and later on with the help of the colleague and

the students, the problems are able to be solved. The results of reflection in the

end of each cycle, definitely will give some feedback to the researcher to create

better plans in improving the students’ speaking skill.


44

The focus of the study is the use of non-projected visual media during the

teaching and learning process. Since non-projected visual media can provide the

students more opportunities to speak the language, these media are able to

improve the students’ speaking skill. Without the use of non-projected visual

media during the teaching and learning process, the students will find some

difficulties in grasping the materials because the media can help the students to

comprehend the material better. The pictures provided in the flashcards, cards, or

the board will support the students’ motivation in learning the language, put away

the boredom factor behind, and give more challenging and creative class

activities. The more the students speak during the practice, their chance in

improving their speaking skill will be much bigger.


45

CHAPTER 3

METHODOLOGY

This chapter presents the discussion of research methodology and

procedures applied in this research. It is divided into five major sections, namely

(1) research method, (2) the nature and source of the data, (3) data gathering

instrument, (4) research design, and (5) data analysis. The implementation of the

appropriate methods or techniques is very important in helping the researcher to

find the answers of the research questions.

3.1 Research Setting

This research was conducted to investigate and find the solutions of the

problems which appear when the eighth grade students of Junior High School

were studying English with the speaking skill as the focus. The researcher

conducted the research at Bhinneka Tunggal Ika Junior High School Yogyakarta,

and the main participants were the eighth grade students which consist of seven

students only. Although this school only had one class of eighth grade and the

students were very few, the characteristics of the students were very unique. They

tended to sleep whenever they felt that the teaching learning process was boring.

They liked making some noise while the teacher was explaining the material.

Meanwhile, the research was conducted in February 2016 until May 2016.

3.2 Research Method

In this research, the researcher applied an action research (AR) to solve the

problem that the researcher found during the observation and in teaching and

learning process. Burn (2010) says that AR has a strong connection to the ideas of


46

reflective practice and the position of the teacher as a researcher. It contains with

self-reflective, critical, and systematic approach to explore the way of the teacher

teaching in the classroom. After the questions are raised, we can develop the new

ideas and alternatives to answer those questions. Therefore, in AR the teacher has

two main roles, which are being the investigator or the explorer of how the way he

or she teaches in the classroom, and also being the participant of the research at

the same time.

After doing some observation in the eighth grade of Junior High School, the

researcher found that there were some problems raised during the teaching and

learning process. Those problems made the students could not improve their

speaking skill well. Therefore, the researcher tried to find the solutions of the

problems with the involvement of the students. Mostly, the students’ speaking

skill could not improve better because they were lack of practice. They had the

ideas in their mind, but they just did not know how to deliver them since they only

had minor vocabulary. Therefore, in this research, the researcher worked together

with the students to solve the problems.

The purpose of this study was to improve the students’ speaking skill by

using non-projected visual media. It was hoped that by doing this research, the

speaking skill of the eight grade students would develop better than before. It was

also hoped to give more benefits to the students to explore their ability in

speaking. This study was conducted to describe the use of non-projected visual

media to improve the eighth grade students’ speaking skill.

Action Research involved some processes. During the process of the study,

the teacher had to listen to the students’ reflection in order to collect meaningful


47

data. Since Action Research is a kind of research which need the cooperative

support from every element, then it was important for the teachers, the students,

and the colleagues to work together to improve the quality of the education.

Action Research consisted in several cycles. It gave many benefits to the

researchers to conduct this research for their study. This research might help the

researchers to find the problems during the teaching and learning process. Then,

they may apply the better technique or method to fix something wrong in the

classroom. And when one effort is not enough, they may repair the previous effort

and apply it again in the next cycle, over and over again until they find the

satisfactory result.

In this study, the researcher worked together with her colleague. The

researcher made the lesson plans then the researcher discussed them with the

colleague whether the lesson plans were appropriate or not to be conducted in the

teaching and learning process. The colleague would give some opinions and the

researcher could use the colleague’s suggestions for the improvement of the

lesson plans. The researcher and the colleague also discussed together about the

materials of the test which would be conducted before action research was applied

in the teaching and learning process. They also discussed about the materials

which would be used for the test in the end of each cycle.

For this study, the researcher decided to use the action research design

proposed by Kemmis and Mc. Taggart. The design of the research consisted of

four phases, which are planning, acting, observing, and reflecting. More clear

explanation of the design would be shown by the picture below.


48

Figure 3.1 The Diagram Model Based on Kemmis and McTaggart (1988)

3.3 Procedure of Action Research

The procedure of the research was adapted from the model proposed by

Kemmis & McTaggart (1988). This procedure consisted of four main phases,

which were planning, acting, observing, and reflecting, and they were wrapped in

a cycle which could be conducted for several cycles whenever we felt that the

previous cycle was not satisfactory.

3.3.1 Planning

Finding the starting point of the research might not be easy for the

researcher. Therefore, the researcher had to plan everything carefully. Since AR is

a kind of research that many teachers said it was difficult to grasp the concept but

everything would be much clearer when you were in the process of doing it. From

the result of the pre-observation, pre-test, and the need analysis, then the

researcher would create the lesson plan and prepared the non-projected visual

media which were suitable with the target language in the syllabus, then consulted

them with the colleague.


49

Since everything had been planned carefully, it was expected that the

process of delivering the materials would run well during the teaching and

learning process. However, sometimes there were some unexpected events that

appeared during the lesson. Therefore, it would be better if we as the researcher

prepared not only one plan but also several back up plans just in case if something

went wrong during the lesson then the teacher already knew what to do and how

to handle the situation. The situation in the classroom was sometimes

unpredictable. Having more preparation before entering the class was an

important thing to do.

3.3.2 Acting

In this phase, the researcher would execute the lesson plan and introduced to

the students about the non-projected visual media. The researcher would apply the

lesson plan carefully and try not to go out of the track except unpredictable

situation happened in the classroom. Therefore, the researcher as the classroom

teacher should be ready for any possibilities.

The use of non-projected visual media in teaching and learning process only

had one main purpose which was to improve the students’ speaking skill. The

researcher would explain carefully about how to use them in the learning process.

The researcher would divide the students into some groups and then each group

would use non-projected visual media with the same members of the group.

3.3.3 Observing

In this phase, the researcher would conduct the observation toward the

teaching and learning process using non-projected visual media. The researcher

paid attention carefully to the students’ behavior while they were studying English


50

using the non-projected visual media. The researcher took note and wrote

anything which was necessary for the improvement in the next cycles.

The researcher monitored how the way the students used non-projected

visual media to improve their speaking skill. Whenever there was a difficulty or

question, the researcher should be ready. Looking from the students’ behavior

toward the non-projected visual media, when the researcher thought that the use

of the media was not satisfactory, then the researcher had to think another better

form of non-projected visual media for the next cycles which could improve the

students’ speaking skill significantly.

3.3.4 Reflecting

In this phase, the researcher would analyze the data taken from the first

cycle. The data was taken from the students’ speaking score in the first cycle after

the first action had been implemented. Besides that, the researcher also analyzed

the use of the non-projected visual media during the teaching and learning

process. What the advantages and the weaknesses of the media were. Those notes

would be the basic to prepare the next plan for the next cycles. Since the main

purpose of this research was to improve the students’ speaking skill, so when the

data showed that there was no significant improvement, then the researcher had to

be ready for the next cycles. However, when the data showed that there was

significant improvement toward the students’ speaking skill, then the action might

be stopped. It meant that the action had completed.

3.4 Data Gathering Instrument

For the purpose of this study, the researcher used two kinds of data

collecting which were qualitative data gathering and quantitative data gathering.


51

The qualitative data were taken from the result of the observation and also the

interview. Meanwhile, the quantitative data were taken from the result of the need

analysis questionnaire, and also the result of the pre-test, and the test score from

each cycle.

Observation was one of the most important aspects in doing action research.

The purpose of this activity was to find out what was going on in the learning

process. From the observation, the researcher would find if there was something

wrong and what it was that needed to be fixed during the learning process.

Therefore, the first observation was conducted before action research was applied.

The purpose of this first observation was to find out the problems which happen

during the learning process. The continuously observation also conducted in the

middle of the actions. The purpose of this observation was to find out whether the

actions that the researcher did during the learning process were effective or not. If

it was found that the actions were not effective enough to improve the students’

speaking skill, then the next action should be carried out and it should be more

effective than the previous one. Therefore, the researcher had to prepare the notes

to record the situations that happen during the learning process.

Another way to collect the data was to interview the research participants. In

this research, the researcher conducted several interviews to gain more useful

data. The first interview or pre-research interview was done before the researcher

conducted the treatments to the students. The purpose of this interview was to find

out the students’ opinion about the teaching and learning process in previous

semester and the effect of those teaching and learning process toward the

students’ speaking skill. The other interviews were conducted in the end of each


52

cycle. The purpose of the interview was to find out the students’ reflection toward

the activities that had been conducted during the treatment. It was also to gain

some information about the use of non-projected visual media during the teaching

and learning process and whether the media gave some improvement to the

students’ speaking skill. From the result of this interview, the researcher would

find the advantages and the weaknesses of the action and it could help the

researcher to improve the next treatment. In this research, the researcher used

free-guided interview in which the questions might be developed from the

students’ answers.

To obtain more information about the thoughts, feelings, attitudes,

personality, and perceptions of the research participants, a questionnaire was used

in this study. Johnson & Christensen (2012) defines a questionnaire as a self-

report data-collection instrument which each research participants fills out as part

of a research study. Arifin (2011) mentions some advantages in using the

questionnaire as the data collection, they are (1) freely to answer by the

respondents without any interfere relation between the respondent, and the

researcher; (2) the information or the data collection is easier to collect because

the data is homogen; (3) it can collect the data from numerous respondents. The

respondents in here are the people who give respond about the questions given

and the respondents at least must have enough educational background to read and

answer the questions. In this study, the respondents would be the eighth grade

students of Junior High School.

The last way to collect the data was the test. In this research, the researcher

conducted several tests to recognize the improvement of the students’ speaking


53

skill before and after they used non-projected visual media during the learning

process. The first test or pre-test was conducted in the beginning of the research

before non-projected visual media were applied in the learning process. The other

tests were conducted right after a cycle had finished. Since the researcher

conducted the research in three cycles, there would be cycle 1 test, cycle 2 test,

and cycle 3 test.

Since action research is concerned with gaining insights in one specific

situation that may be useful or relevant in solving problems for other teachers,

there are five validities to evaluate the quality and acceptability of this research

namely democratic validity, outcome validity, process validity, catalytic validity,

and dialogic validity. Burns (1999) states that democratic validity relates to the

extent to which the research is truly collaborative and allows for the inclusion

several voices. Outcome validity relates to the notion of actions leading to

outcomes that are successful within the research context. Process validity relates

to the dependability and competency of the research. Catalytic validity relates to

the extent to which the research allows participants to deepen their understanding

of the social realities of the context and how they can make changes in it. Dialogic

validity relates to the processes of peer review which are commonly used in

academic research.

3.5 Technique of Data Analysis

In this research, the researcher used two methods to collect the data, which

were qualitative and quantitative method. The qualitative data were the

observation and the interview. The quantitative data were the questionnaire and

the test. Those data later on would show the connection between one to another.


54

There were several observations conducted in this research. The first

observation was conducted before the research started. The purpose of this

observation was to discover the situation of the teaching and learning process in

the classroom without using non-projected visual media. The next observations

were conducted in the middle of the actions. The purpose of these observations

was to discover the effect of the use of non-projected visual media in speaking

activity. Later on, the results of the observations were used to repair and to

improve the actions in the following cycles.

The questionnaire was made for the need analysis data. There were twenty-

five statements in the questionnaire based on a Likert scale, sequentially assigning

values of 1, 2, 3, 4 and 5 to options of strongly disagree, disagree, less disagree,

agree, and strongly agree. The questionnaire was written in Indonesian and not

written in English in order to avoid the students’ misinterpretation especially

when the students’ vocabulary in English was very limited. The questionnaire was

given to the students at the beginning of the research, it meant before the

treatments were applied in the learning process. The purpose of this questionnaire

was to discover the students’ ability in speaking English based on their own

opinion, the importance of speaking skill, the regular situation of the teaching and

learning process before the research was conducted, were there any kinds of

media that the previous English teacher used in teaching and learning process to

improve their ability in speaking. Later on, the result of the questionnaire would

be used as a guidance to improve the students’ speaking skill. The blueprint of the

need analysis questionnaire could be seen further on appendix 1, page 133.


55

The researcher also conducted some interviews during the research. The

pre-research interview was conducted before the researcher applied non-projected

visual media in the teaching and learning process. The purpose of this interview

was to find out the students’ thought about the learning speaking situation so far

in the classroom, how the learning situation might affect the students’ speaking

skill, how far was their ability in speaking English, what were their problems so

far in learning speaking, what did they need to improve their speaking ability. The

other interviews were conducted in the end of each cycle as the reflection of what

the students had learnt during the teaching and learning process. The purpose of

these interviews was to discover the effect of the use non-projected visual media

toward the students’ speaking skill during the teaching and learning process.

In this research, the researcher and the students worked together to find the

solution of the problems that the students faced in improving their speaking skill

during the learning process. The interview was about their opinion in learning

speaking by using non-projected visual media, did they gain any improvement in

speaking after learning English by using non-projected visual media, and what

were their suggestions about non-projected visual media that they used in the

learning process. The blueprint of the students’ reflection interview could be seen

on appendix 2, page 140.

After received the students’ reflection during the interview session in the

end of each cycle, the researcher would gather the data. Later on, the result of the

interview would provide the researcher some feedback which was very helpful in

improving the next action for the next cycle.


56

Tests were also conducted in this research. The pre-test was conducted at

the beginning of the research. The researcher interviewed the students one by one

in order to know their ability in speaking so far. The result of the test was used as

a reference to improve the students’ speaking skill in the cycles. The next tests

were conducted in the end of every cycle. Since there were three cycles, then there

would be three tests. Test in cycle 1, test in cycle 2, and test in cycle 3. The

function of the tests in each cycle was to measure the students’ achievement in

speaking. In the test of each cycle, the researcher interviewed the students one by

one by showing some pictures and asking several questions related to the material

given.

3.5.1 Analyzing Qualitative Data

According to Burns (1999) there are five stages in analyzing the data. The

first step is assembling the data. The second is coding the data. The third is

comparing the data. The fourth is building interpretations. The fifth is reporting

the outcomes.

In this research, the researcher would gather all of the data started from the

first interview until the last interview. Next, the researcher would count the results

of the need analysis questionnaire. After that, the researcher would compare the

data from the results of the interview until the need analysis questionnaire. Then

the researcher would interpretate the results and the last was giving the report.

3.5.2 Analyzing Quantitative Data

There were two kinds of quantitative data, they were questionnaire and test.

The questionnaire would be presented in tables and it would have the scale from 1

to 5. Each statement would be answered by a scale. Scale 5 meant strongly agree,


57

scale 4 meant agree, scale 3 meant a bit disagree, scale 4 meant disagree, and

scale 1 meant strongly disagree.

Table 3.1 The Template of the Students’ Need Analysis Result

No Statements Mean Meaning

Average

From the tables above, after all the data had been counted based on their

mean and separated into their own category, there would be some interpretations.

The first category was the students’ speaking skill. If the value was between 1.00-

1.99, it indicated that the respondents strongly disagreed with the statements. It

meant that the students’ speaking skill very needed to be improved. If the value

was between 2.00-2.99, it indicated that the respondents disagreed with the

statements. It meant that the students’ speaking skill needed to be improved. If the

value was between 3.00-3.99, it indicated that the respondents agreed with the

statements. It meant that the students’ speaking skill did not need to be improved.

If the value was between 4.00-5.00, it indicated that the respondents strongly

agreed with the statements. It meant that the students’ speaking skill really did not

need to be improved.

The second category was about the need of speaking skill. If the value was

between 1.00-1.99, it indicated that the respondents strongly disagreed with the

statements. It meant that the mastery of speaking skill was not really important. If

the value was between 2.00-2.99, it indicated that the respondents disagreed with


58

the statements. It meant that the mastery of speaking skill was not important. If

the value was between 3.00-3.99, it indicated that the respondents agreed with the

statements. It meant that the mastery of speaking skill was important. If the value

was between 4.00-5.00, it indicated that the respondents strongly agree with the

statements. It meant that the mastery of speaking skill was very important.

The third category was about the atmosphere of learning speaking in the

classroom. If the value was between 1.00-1.99, it indicated that the respondents

strongly disagreed with the statements. It meant that the learning atmosphere very

needed to be improved in order to improve the students’ speaking skill. If the

value was between 2.00-2.99, it indicated that the respondents disagreed with the

statements. It meant that the learning atmosphere needed to be improved in order

to improve the students’ speaking skill. If the value was between 3.00-3.99, it

indicated that the respondents agreed with the statements. It meant that the

learning atmosphere of speaking skill does not need to be improved. If the value

was between 4.00-5.00, it indicated that the respondents strongly agreed with the

statements. It meant that the learning atmosphere was already perfect and did not

need to be changed or improved.

The fourth category was about the use of non-projected visual media in the

teaching and learning process. If the value was between 1.00-1.99, it indicated

that the respondents strongly disagreed with the statements. It meant that the

students really did not need non-projected visual media in the learning process. If

the value was between 2.00-2.99, it indicated that the respondents disagreed with

the statements. It meant that the students did not need non-projected visual media

in the learning process. If the value was between 3.00-3.99, it indicated that the


59

respondents agreed with the statements. It meant that the students needed non-

projected visual media in the learning process. If the value was between 4.00-

5.00, it indicated that the respondents strongly agreed with the statements. It

meant that the students really needed to use non-projected visual media in the

learning process.

The next quantitative data was the result of the speaking test which was

conducted at the first meeting before the cycles were begun (pre-test), and then

continued to the next speaking tests in cycle 1, cycle 2, and cycle 3. Each score of

the speaking test from pre-test and three cycles would be compared to measure the

progress that had been achieved by the students so far.

For the calculation of the test score, the researcher used the dependent

samples t-test or paired-samples t-test. Sudijono (1987) says that in comparative

research when there are two variables to compare, t-test was the right analysis

technique. T-test could find whether those variables were different because by

chance or by nature was different. Hall (2010) states that t-test can answer a very

simple question whether the two scores are the same or different. A t-test might

tell us the difference between the scores at time 1 to time 2. If the differences were

not big enough we would assume that there were no differences between the

scores at time 1 and time 2. The dependent samples t-test or paired-samples t-test

was used when we had conducted an experiment and we had two mean scores but

the groups were not independent of each other. This situation happened because

we measured the same group at two different time periods and we wanted to see if

they performed better or worse at the second time period.


60

To see whether the use of non-projected visual media was able to improve

the students’ speaking skill, the mean scores were compared start from the pre-

test, cycle 1, cycle 2, and cycle 3. The hypotheses were as follow:

H0: μt < μc

H1: μt > μc

H0 or Null Hypothesis was accepted if the mean of gain score in previous

tests were lower than the following tests. On the other hand, H1 or Alternative

Hypothesis was accepted if the mean of gain scores in the previous tests were

higher than the following tests.

The formula of t-test was established as follow:

__X : sample mean

: population mean

s : standard deviation

n : sample size

Later on, t-test was used to compare the differences of the mean score from

cycle 1, cycle 2, and cycle 3. To compute the data, the researcher used statistical

computer software SPSS 22. As Miller, Acton, Fullerton, and Maltby (2002) state

that SPSS was able to analyze the empirical mode with accurate efficiency

through its procedure to produce tables in several formats. It helps the data

manipulation and it can be used for several classification analysis procedures.


61

3.5.3 Triangulation

Triangulation is one of the best ways to check the validity. The purpose of

triangulation is to collect various perspectives on the situation being studied. R. B.

Burns (1994 in Burns, 1999) explains that triangulation is a way of arguing about

if different methods of investigation may produce the same result that make the

data are likely to be valid. Meanwhile, Best & Kahn (2006) mentions that

triangulation is the use of multiple data collection techniques. It can be used to

verify and validate the qualitative data. It is the process where the data are verified

by agreement with other data taken from other sources, different researchers/data

collectors, or different procedures in gaining the data. Triangulation can give the

credibility and the trustworthiness of the finding of the research.

In this research, the researcher used triangulation to support the finding of

the qualitative data and the quantitative data. The qualitative data were taken from

the result of the questionnaire and the interview. Meanwhile, the quantitative data

were taken from the results of the pre-test, cycle 1 test, cycle 2 test, and cycle

3test. The researcher used the results of the questionnaire and the pre-interview to

decide the plans in cycles. Meanwhile, the researcher used the results of the

observation during the lesson, the results of the interview in the reflection session,

and the results of the test in the end of each cycle to make better plans and better

non-projected visual media for the next cycle.

To present the interview data, the researcher used coding in order to make

the data easier to present. Coding also made the data simpler to analyze based on

its category. How the researcher made the coding of the interview data was

described on the following table.


62

Table 3.2 The Coding of the Interview Data

Code Explanation

[trans.na] Transcript of Students’ Need Analysis

[trans.ref.1.Daniel] Transcript of Daniel’s 1st Reflection

[trans.ref.2.Daniel] Transcript of Daniel’s 2nd Reflection

[trans.ref.3.Daniel] Transcript of Daniel’s 3rd Reflection

[trans.ref.1.Khrisna] Transcript of Khrisna’s 1st Reflection

[trans.ref.2.Khrisna] Transcript of Khrisna’s 2nd Reflection

[trans.ref.3.Khrisna] Transcript of Khrisna’s 3rd Reflection

[trans.ref.1.Nathania] Transcript of Nathania’s 3rd Reflection

[trans.ref.2.Nathania] Transcript of Nathania’s 2nd Reflection

[trans.ref.3.Nathania] Transcript of Nathania’s 3rd Reflection

[trans.ref.1.Sekar] Transcript of Sekar’s 1st Reflection

[trans.ref.2.Sekar] Transcript of Sekar’s 2nd Reflection

[trans.ref.3.Sekar] Transcript of Sekar’s 3rd Reflection

[trans.ref.1.Timothy] Transcript of Timothy’s 1st Reflection

[trans.ref.2.Timothy] Transcript of Timothy’s 2nd Reflection

[trans.ref.3.Timothy] Transcript of Timothy’s 3rd Reflection

[trans.ref.1.Yoseph] Transcript of Yoseph’s 1st Reflection

[trans.ref.2.Yoseph] Transcript of Yoseph’s 2nd Reflection

[trans.ref.3.Yoseph] Transcript of Yoseph’s 3rd Reflection

[trans.ref.1.Yulius] Transcript of Yulius’s 1st Reflection

[trans.ref.2.Yulius] Transcript of Yulius’s 2nd Reflection


63

Code Explanation

[trans.ref.3.Yulius] Transcript of Yulius’s 3rd Reflection

R Researcher

D Daniel

S Sekar

N Nathania

K Khrisna

Yl Yulius

Ys Yoseph

T Timothy

Pr Problem

Sl Solution

Limp Learning Improvement

Bft Benefit

Sggs Suggestion


64

CHAPTER 4

RESULTS AND DISCUSSIONS

The results of the study will be discussed in this chapter. The discussion of

the study will also be explained thoroughly. The results section will explain about

the planning for the action, and the cycles of the Action Research. These data will

consist about the activities that have been done during the research in order to

gather the data from the participants. Those data are useful to find the real

problem that have been happening so far, not to mention also the activities of

action research cycles. The action certainly will explain about the use of non-

projected visual media to improve the students’ speaking skill. There are three

cycles in this action research and each cycle will include the material that have

been taught, the situation of the learning process, the reflection of the students, the

results of the test, and the last will be the next plan for the next cycle. Meanwhile,

the discussion section will explain about the improvement of the learning and also

the result of the learning using non-projected visual media.

4. 1 Results

The results of the study consist of two important things, namely initial data

analysis and the cycles of the action research. Those two things will explain about

the action that the researcher did during the research.

4. 1. 1 Planning for the Action

There were several activities that the researcher conducted before doing

Action Research in the eighth grade of Bhinneka Tunggal Ika Junior High School.

Those activities are pre-observation, giving questionnaire, conducting the


65

interview, and giving the pre-test. The purpose of those activities was to discover

the real problem that actually happened in the classroom.

4. 1. 1. 1 Pre-observation

Pre-observation was conducted on Tuesday, February 2016. The researcher

needed to do this observation because it was very important to analyze the

situation of the classroom before implementing the action research. This

observation was needed to discover the characteristics of the students, the

situation of the learning process, and what kind of material that would interest the

students most. However, the researcher only conducted the pre-observation once

because she had taught this class for one month, meanwhile, her colleague had

taught this class since the seventh grade. Therefore, if there was anything to share

or to ask about the situation in the classroom which was connected with the needs

of the students, then her colleague would be the first person to turn to.

The observation started from the first minute of the lesson until the last

minutes. It took for about 80 minutes, means two hours teaching and each hour

consists of 40 minutes. The researcher came into the class and greeted the students

as usual. Then she asked the students to open the textbook to continue to the next

material which was the report text. Since the report text contained the heavy

material such as Past Tense, therefore the researcher decided to explain first about

the rules of past tense. The researcher might say that Past Tense was a heavy

material because in this lesson, the students need to know the changes of the verbs

from present tense into past simple and that was definitely not easy since the

students only had such limited vocabulary especially in verbs. Not to mention that


66

the next material would be narrative text, therefore, learning Past Tense as the

basic would be the wise choice to make at that time.

Since this was pre-observation, so the researcher did not use any visual

media to explain the material, but the text book which was only in the shape of

black and white papers. After explaining the material, then the researcher asked

the students to do some written exercises from the textbook and in the end the

researcher asked the students to explain about the activities that they did

yesterday.

The results of the observation shown that the students did not have much

motivation to learn English not even to master speaking skill. They did not speak

English at all. Every time the researcher spoke in English, they always said they

did not understand what the researcher said and they wanted the researcher to

translate those words in Indonesian. Of course, it was sort of dilemma for the

researcher because it was an English class, not Indonesian language class. At first,

they paid attention to the researcher’s presentation, but after the researcher asked

the students to open the textbook and conducted some written exercises they

seemed losing their interest to the lesson and started to do something else such as

playing with their cellphones, talking to other friends, walking around the class,

asking permission to go to the toilet, or the worst, sleeping on their table. It was

quite hard for the researcher to take the students’ attention since they did not even

care whether they would have a good score or able to master English. From the

seventh students, only one student who really cared about the lesson and wanted

to do the written exercises that the researcher asked. And she was the only one

who was in the end able to tell about her activities in the previous day although


67

her vocabulary was quite limited. This class was considered very unique with

various characteristics of the students which would make the teacher went crazy

teaching in this class for months. Low motivation, low interest, low effort, even

sometimes low respect to the teacher. It would be pretty difficult for the

researcher to help the students of this class to improve their speaking skill.

4. 1. 1. 2 Interview Before Action Research Was Applied

Seeing the unique characteristics of the students of the eighth grade, then the

researcher went to her colleague for some advice about how to deal and to manage

the students during the lesson. About how to wake the students’ motivation up to

learn English especially on speaking skill. Her colleague asked the researcher to

be patient because she knew it was not easy to handle those students. However,

she mentioned that the students were actually nice if the teacher could take their

attention. Her colleague also said that the students need to improve their speaking

skill because they were very low at speaking even maybe there were one or two

students who could speak a bit well, but the rest of them were pretty zero in

speaking since the seventh grade. Even her colleague sometimes felt confused

about the teaching method that she had to do to improve the students’ speaking

skill.

The researcher interviewed the students the same day after she conducted

the observation. Since there were only seven students in this class, then it would

not take much time to conduct the interview. The researcher asked several

questions to the students. The questions were about their ability in speaking

English so far since they had learnt English from the seventh grade or perhaps

from the Elementary School. At least they should have made some improvement


68

between years or perhaps no improvement at all because they never practiced the

language outside the classroom.

The results of the interview showed that the students still found great

difficulties in mastering speaking skill. They would love to speak English fluently

but they did not even know how to do it. They actually had some motivation to

master speaking skill because some of them would like to work in international

company in the future and some of them dreamt of studying abroad when they

graduated from Senior High School. However, for them those only a dream since

learning speaking was not an easy way to do. Actually they wanted to learn, but

sometimes the boredom that often happened during the learning process made

them ignore the lesson or even the teacher sometimes. When they found that the

material was not interesting, they often ignored the lesson and chose to sleep for

the whole lesson.

Seeing this condition, then the researcher offered the students to make the

situation of teaching and learning speaking more fun by using non-projected

visual media. The students seemed excited about it and could not wait to learn

speaking by using non-projected visual media.

1. 1. 3 The Results of the Students’ Need Analysis

After the researcher conducted the observation and the interview, the

researcher continued with the need analysis questionnaire. The researcher gave the

students the need analysis questionnaire in the next meeting which was on March

2016. The purpose of this questionnaire was to discover the problems that

happened during the teaching and learning speaking so far and also to develop the


69

treatments that the researcher would give to the students during the action

research cycles.

There were seven students in this eighth grade of Bhinneka Tunggal Ika

Junior High School. Each student was given for about 15 minutes to fill in the

questionnaire. The students looked seriously when they answered the

questionnaire. Below was the explanation and the interpretation of the students’

need analysis questionnaire.

Table 4.1 The Students’ Speaking Skill (1)


1 I can speak English fluently. 1.71 strongly disagree

2 I can deliver my ideas in Englisheasily.

1.71 strongly disagree

3 I can pronounce the Englishwords easily.

2.00 disagree

Average 1.80 Strongly disagree

The values of the statements were between 1.71 up to 2.00. They indicated

that the students strongly disagreed with the statements. From the values, it could

be concluded that the students’ speaking skill needed to be improved.

Table 4.2 The Students’ Speaking Skill (2)


4 I can memorize the newvocabulary without anydifficulties.

2.71 disagree

5 I can speak Englishgrammatically correct.

2.14 disagree

6 I understand what other peoplesay in English but I do not know

2.85 disagree


70


how to reply them in English.

7 I do not understand at all whatother people say in English.

2.28 disagree

8 I only a bit understand whatother people say in English.

2.28 disagree

Average 2.45 disagree


that the students disagreed with the statement. From the values, it could be

concluded that the students’ speaking skill needed to be improved.

Table 4.3 The Needs of English


9 Able to speak English is veryimportant for me.

4.57 strongly agree

10 I want to be fluent in speakingEnglish but my vocabularies arelimited.

4.57 strongly agree

11 I want to be fluent in speakingEnglish but I’m afraid to makemistakes and being laughed byothers.

4.28 strongly agree

12 I want to be fluent in speakingEnglish in order to have a goodscore.

4.14 strongly agree

13 I want to be fluent in speakingEnglish so that I am able tocommunicate with theforeigners.

4.42 strongly agree

14 I want to be fluent in speakingEnglish so that it will be easy forme to find a job in the future.

4.42 strongly agree

15 I want to be able to speakEnglish because may be one day

4.28 strongly agree


71


I will go overseas to study orjust to have vacation.

Average 4.38 strongly agree


that the students strongly agreed with the statement. From the values, it could be

concluded that that the mastery of speaking skill was very important for the

students.

Table 4.4 The Atmosphere of Learning Speaking in the Classroom.


16 The learning activities so far in theclassroom is fun.

2.00 disagree

17 The learning activities so farencourage me to speak Englishmore.

2.28 disagree

18 The learning activities so far in theclassroom are able to improve myspeaking skill.

2.71 disagree

19 I often speak English in theclassroom during the lesson.

2.28 disagree

20 I always maximize my time topractice English during the lesson.

2.57 disagree

Average 2.36 disagree


that the students disagreed with the statement. From the values, it could be

concluded that the atmosphere of the learning speaking needed to be improved

and evaluated. The students thought that the learning activities so far did not give


72

many chances for them to speak English more during the lesson. Therefore, the

researcher had to find better method to improve the students’ speaking skill.

Table 4.5 The Use of Media for Learning Speaking in the Classroom.


21 The learning activities forspeaking so far only depend onthe text book.

4.57 strongly agree

22 The learning activities forspeaking should use more mediathan just only use textbook.

4.28 strongly agree

23 I can understand the materialbetter if there are some picturesthat help explain the situation.

4.14 strongly agree

24 I feel more excited when thelearning activities of speakingused some pictures.

4.28 strongly agree

25 The learning activities ofspeaking will be much more funby using cards, flashcards, andboard game.

4.42 strongly agree

Average 4.33 strongly agree


that the students strongly agreed with the statements. From the values, it could be

concluded that the students needed to use media other than text book to improve

their understanding in grasping the material. The use of non-projected visual

media such as cards, flashcards, and board game would make the students more

enthusiastic in learning speaking during the lesson. It was also hoped that the use

of non-projected visual media could improve the students’ speaking skill.

Those conclusion was also supported by the results of the interview which

has been mentioned above and the results of the students’ pre-test of speaking.


73

Table 4.6 The Results of the Students’ Pre-Test of Speaking

Number Minimum Maximum Mean

7 60 72 63.85

From the results of the pre-test, it can be seen that the students’ speaking

skill was very low. The researcher only asked several simple questions about their

personal information. However, not many students were able to answer them

successfully. Many students could not answer the simple question such as, “How

old are you?”. They often answered it by “I am fine, thank you”. This condition

gave no benefit to the students. They needed to improve their speaking skill for

the good of their own future. Therefore, action research was applied in this class

in order to improve the students’ speaking skill by the use of non-projected visual

media.

4. 1. 1. 4 The Students’ Problem in Speaking

After conducting an observation, interview, and pre-test with the students,

there were some problems that the students needed to deal to improve their

speaking skill. The first problem was about the vocabulary.

The learning activities so far in the classroom have not helped us yet tospeak English more. While we need to improve our speaking skill.[[trans.na][Pr 3][Pr.4]]

Many students were often difficult to deliver their ideas because they did

not know what to say. However, the most important was they did not know the

meaning of the words that other speaker said. Therefore, it was impossible to

answer the other speaker’s question when they did not even know the meaning of

their questions. From those situations it could be concluded that vocabulary held

the main aspect of speaking. Without enough knowledge of vocabulary then it


74

would be impossible for the students to speak English better. (See further in

Apendix 1, page 135)

The second problem was about the motivation to learn English. To improve

the students’ speaking skill certainly would be started from learning English itself.

However, the students often felt bored and not interested in learning English.

The lesson was just very ordinary. Nothing was interesting. There was nogame at all. [[trans.na][Pr 1][Pr 2]]

They thought that English was pretty difficult to learn and they often lost

motivation to learn it. Therefore, they often ignored the teacher and they chose to

sleep during the lesson rather than listen to the teacher’s explanation. They also

did not enjoy the regular teaching activities such as listening to the teacher’s

explanation, doing the written exercises on the book, and writing on their note

book. They expected something different that could take their attention and their

boredom. (See further in Apendix 1, page 135)

The third problem was about the grammar. It was an open secret for anyone

that learning grammar was never an easy task to do. Studying grammar often

made the students confused especially if they only learnt how to write it but rarely

to practice it in reality. Learning grammar by theory and minus practice would

only make the students more difficult to learn English and it made them to give up

easily in learning English. Therefore, it was the job for the teacher to make

learning grammar was easier to learn and more fun to study.

4. 1. 1. 5 The Solution to Overcome the Problems

After having some discussion with the students about their problems in

improving their speaking skill, then the researcher and the students tried to find

the best solution to overcome their problems. Talking about vocabulary, the


75

students always found difficulties in memorizing the new vocabulary. They often

forgot the new words every time they met the new vocabulary. They also did not

like the memorizing activity because it took too much energy to do and it was a

boring activity. Especially when they had another lesson to learn also in that day

and it made them not focus to memorize the new vocabulary. Therefore, they

needed some media that could help them to memorize the vocabulary easily and it

was fun to do.

We need to do more practice to improve our speaking skill and we think thatwe will be more motivated to learn English by using some visual media andgames. [[trans.na][Sl 1][Sl 2]]

Talking about motivation to learn, the students often felt bored learning

English in the classroom. They did not like the classical way of teaching such as

listening to the teacher’s explanation only, taking notes and then spending the

whole time to learn grammar and writing. They expected something fresh to do in

the classroom. They wanted to do something different in learning process that

would challenge their ability and take their attention. Therefore, they needed some

media that could take their attention and motivate them to learn English in the

classroom. (See further in Apendix 1, page 135)

Talking about grammar, the students often felt difficult to learn about

English grammar. There were too many rules to remember and they often forgot

the rules. It was pretty difficult for them to differ the rules from one tense to

another tenses. They sometimes understood when one tense was being learned but

then when other tenses were introduced, they often forgot the rules of previous

tenses that they had learned. Therefore, they needed some media that could make


76

them easy to learn grammar and to practice in the real life or conversation. So

they did not only write it but also applied it in speaking activity.

After having discussion with the colleague in this school, then the

researcher decided to use non-projected visual media in teaching English. Since

non-projected visual media provided many pictures which could help the students

to memorize better. The pictures were also quite interesting and they were not

boring to look. Non-projected visual media also could be a very fun media to be

used in teaching and learning process. With some combinations through games,

non-projected visual media could make the students more interested in learning

English. Non-projected visual media also could help the students to learn

grammar not in a formal way but through some games. In that way, the students

would not feel the burden but they would feel more relax and enjoy the learning

process. When the researcher offered to use of non-projected visual media in

teaching and learning process, they agreed to use them. They were also quite

curious about the form and how to use them in speaking activity.

4. 1. 2 The Cycles of Action Research

There were three cycles that the researcher implemented in this research.

The three cycles will be explained in here. In each cycle will contain the

discussion about the material and non-projected visual media that were used

during the research, the process of the learning speaking in the classroom, the

result of the reflection, the result of the test and the plan that the researcher would

carry for the next cycle.


77

4. 1. 2. 1 Cycle 1

The first cycle took two meetings to finish the materials. The first meeting

topic was about was and were, and the second meeting topic was about regular

and irregular verbs in past tense. The first cycle was conducted in March 2016.

The lesson was lasted for about 80 minutes. The researcher had prepared the

material first before the researcher came into the class. The students looked

anxious with the material that the researcher would teach on this day because the

researcher had explained in the previous day that non-projected visual media

would be used in the teaching and learning process started from this day. Today’s

material was about was or were in past tense because in the syllabus, the next

materials should be taught in second semester were narrative text and recount text,

therefore, learning past tense would be the basic of the lesson that the students

needed to master before learning more about narrative and recount text since the

basic grammar of those materials was past tense.

The researcher started the lesson by revising the previous lesson then the

researcher began the presentation. The researcher put some pictures of public

places on the white board. Then the researcher asked the students to observe the

pictures and found out the situation happened in the picture. For example, the

picture of the school. The researcher asked, “Where was Anton yesterday?”. The

students answered, “school.” The researcher corrected the students’ answer,

“Anton was at school.” The teacher asked another question, “How was the

school?”. The students did not know the meaning of the question so they did not

answer the question. After the researcher gave more elicitation such as, “Was the

school crowded? Were there many people at school? Was there a teacher in the


78

classroom?” Then the students began to answer the questions with “yes” or “no”.

Then the researcher completed the students’ words by saying “yes, it was” or “no,

it wasn’t”.

After the presentation finished, the researcher gave a hand out to the

students. On the hand out, there were some pictures that the students had to

describe using was or were. The researcher walked around the class to check the

students’ work. Some students looked motivated in doing the written exercise

while other students still looked confused to describe the situation in the pictures.

The researcher tried to help by giving more vocabularies in adjectives.

The researcher thought that at least the students already mastered some

adjectives but in the reality they had almost zero knowledge about adjectives. It

made the researcher had to work harder by introducing some familiar adjectives

such as crowded, noisy, quiet, dirty, clean, etc. After the researcher introduced the

adjectives, the students could do the exercise a little by little. However, there were

some students that looked lazy to do the exercise and they chose to walk around

and copied their friends’ work although the researcher had warned them to do the

exercise by themselves.

After the students finished doing the exercise, the researcher discussed the

answers with the students. The researcher asked the students to read the answers

one by one. Some students still found some difficulties in pronouncing the words.

Therefore, the researcher had to give the examples over and over again. The

students who found some difficulties in doing the exercise and pronouncing the

words looked bored with the written exercise and they listened the researcher’s

explanation lazily.


79

Seeing this situation, then the researcher decided to continue with the

speaking exercise. The researcher divided the students into two groups then gave

a pile of cards contain the picture of the public places. In the group, one of the

students had to open one of the cards, then explained the situation in the picture.

Later on, the other students in the group had to guess the name of the public place.

The quickest and the correct ones would get the card. In the end, the students who

got the most cards was the winner. This activity lasted for about fifteen minutes.

Based on the observation in this meeting, there were some facts appeared

during the teaching and learning process. First, some students did not enjoy doing

the written exercise while the researcher thought that doing the written exercise

was quite important since to create the sentence both in written or orally, the

students needed to know the rules of the grammar first. By doing the written

exercises, it was hoped that the students would get used to know it or at least

memorized it then finally the students could use it in the speaking section. The

second fact was the students’ vocabulary in adjectives were very low. Even

thought this was the eighth grade, but the vocabularies that the students had were

no different with those from the seventh grade. This situation made the researcher

had to repeat the words over and over. The third fact was the students enjoyed

practicing their speaking during the class activity using non-projected visual

media, which was cards. At the beginning some students felt uncomfortable to

speak full in English so they spoke in Indonesian. After the researcher encouraged

them over and over, then the students would like to try to use English little by

little. Perhaps the progress was not quite much but at least they were already

willing to speak English in the classroom even though only a little.


80

In the second meeting, the next topic was regular and irregular verbs. For

the presentation, the researcher put four big pictures on the whiteboard and started

to explain the material for today. The students listened carefully although there

were some students that looked very sleepy and when the researcher asked some

questions, they answered the researcher’s questions lazily.

The researcher did not use the material from LKS (students’ worksheet)

because the material provided there were not complete and the researcher also did

not take from the official text book because the students were not allowed to make

any scratch on the book. Therefore, the researcher created her own material

compiled from various sources. After finishing the presentation, the researcher

distributed a hand out to the students. On the hand out, there were several pictures

of activities and what the students needed to do was to match the pictures with the

words provided inside the box. Since the students did not have much knowledge

about the vocabularies so the researcher thought that the use of pictures on the

hand out would give much favor to the students to improve their vocabulary

knowledge easily. Before the students did the exercise, the researcher read the

words inside the box and asked the students to repeat after her. After the

researcher thought that the students’ pronunciation was already correct then the

students could continue matching the pictures with the words inside the box. After

finished matching the words with the pictures, the researcher discussed the

answers with the students. In this activity, many students asked for the meaning of

the words that they did not know and unfortunately, many of them did not know

almost seventy percent of the words that the researcher introduced on the hand out

while the vocabularies were quite familiar such as washed, studied, watched,


81

listened, and prayed, etc. This activity took for almost twenty minutes itself. The

researcher walked around the class to monitor the students’ progress on their

work. Some students looked motivated to do the exercise while some other

students looked frustrated every time they found the difficult words that they did

not know the meaning. The researcher encouraged them to use the dictionary but

only some of them who would open it and really looked for the difficult words

while other just waited to copy the answers from their friends although the

researcher had warned them not to copy the answers from their friends.

After twenty minutes passed, the researcher discussed the answers with the

students. The researcher asked the students to switch their paper with their

friends’ paper. Then the students had to check their friends’ work while the

answers were being discussed. The researcher asked the students to read the

answer one by one. After finished discussing the hand out, the researcher divided

the students into two groups. Since there were only seven students in this

classroom, so the group would consist of three and four students in each group.

After that, the teacher gave a pile of cards to the students. These cards contained

the pictures that had been discussed on the hand out.

The next activity was the speaking practice. In each group, one of the

students had to take one card. He or she could not show the picture on the card to

other friends but he or she had to act the picture and the other friends had to guess

the action. The student who could answer the quickest and the correct one was the

winner, so the winner could take the card. In the end, the student who got the most

cards was the winner. First, the students looked motivated to do the activity but

when they met the difficult pictures or words, they looked frustrated and almost


82

gave up to continue the activity so the researcher was allowed them to see the

hand out. After fifteen minutes, the activity was finished. For the production step,

the researcher asked the students to explain about their activities yesterday. Even

though the production activity took more time then the practice time, it considered

useful because later on the students were able to explain about their activities

yesterday. First, the researcher asked them to write it down on the book, but later

on they had to read it and shared it with other friends.

From the second meeting, there were some facts that appeared during the

teaching and learning process. The students found easier to memorize the

vocabulary when they saw more pictures. They also did not look lazier to do the

written exercise since the researcher only gave a little task of writing. They only

wrote a bit and they could read everything on the hand out. The next activity in

practice session, the students still enjoyed practice speaking using cards. They

also enjoyed the miming game and they kept laughing during the practice session

because acting in front of their friends was not an easy task to do but they did the

act as best as they could. Though some students sometimes complained about

their friends’ act which a bit weird, but overall they enjoyed the activity. For the

production session, it was true that the researcher still allowed them to read their

writing to share to other friends. The researcher realized that the students needed

to build their self-confidence first before they could speak freely without looking

at their note book. In the end, the researcher collected the students’ note book and

ask some of them to tell about their activities yesterday and it was quite amazing

that those students were able to explain their activities yesterday even though they

spoke just the same as what they wrote on their note book, but at least they


83

already did not need to read their book again to explain about their activities

yesterday.

4. 1. 2. 1. 1 Material and Non-Projected Visual Media

Below was the material that the researcher used in the first cycle. For the

presentation step, the researcher used some pictures. They were printed in A4 size

and they were colourful. Because they were put on the whiteboard, it was hoped

that all of the students could see them clearly.

Figure 4. 1 Public Places & Activities

For the hand out, the researcher made the hand out by herself. Below was

the hand out that the researcher used during the teaching and learning process in

the first cycle.


84

Figure 4.2 Was/Were Hand Out


85

Figure 4. 3 Regular and Irregular Verbs Hand Out (1)


86



87



88

Before the researcher decided to create places cards, at first the researcher

did not want to write anything below the pictures. If these cards were meant to

improve the students’ speaking skill, then it would be much better if the students

could produce their own words based on the pictures. However, taken from the

observation data and the result of the pre-test then the researcher decided to put

some words below the pictures. The words were functioned to lead the students to

make more words than what had been written on the cards.

Figure 4.6 Public Places Cards

Activities cards contained many pictures of activities. In these cards, the

researcher did not write down any clues or any words on it. Since the students

already had the hand out that contained the same pictures, then the students were

allowed to see their hand out every time they found difficulties in finding the

words in English.


89

Figure 4. 7 Activities Cards

4. 1. 2. 1. 2 Process of Learning Speaking

Since it was the first time for the students to use some kind of non-projected

visual media during the teaching and learning process, the students looked very

surprised. They never used any cards before and they rarely played any kinds of

game during the practice session. They were very excited in doing the game and

they competed to each other to be the winner of the game.

The process of learning speaking for the first meeting was quite hard for the

students since they did not have many vocabularies especially in adjectives.

Although the researcher already wrote some clues on the cards, the students were

still not able to add some more new words. They were stuck with the words that

were written on the cards and they did not produce their own language. However,

by reading the words written on the cards, they already improved their

vocabularies a little by little because the more they opened the cards and read the

words on the cards, they could remember the words without memorizing them.


90

The most important factors were the students were happy doing the activity and

there was no pressure that they had to memorize the vocabulary. Therefore, they

could learn in relax way and they enjoyed the activity.

The second meeting was a bit different than the first meeting. Since the

students were already familiar with the use of non-projected visual media in

practice session, they already could not wait to find out what kind of cards or

game that the researcher would give in practice session. When the teacher showed

them the cards, they looked quite excited. Especially the second activity was quite

different than the first activity in the first meeting. Because they had to act the

cards, sometimes they looked a bit shy in acting the picture and it made the other

friends laugh seeing their weird acting.

The researcher did not give any clues on the cards, but the students could

see the hand out whenever they found some difficulties in finding the words in

English. The students looked excited when they were doing the activity. They all

tried to guess their friends’ acting although sometimes they mentioned the wrong

words. It was quite a good progress for the students since they were not shy again

to say the words even though sometimes they made the wrong pronunciation, they

were not afraid to make some mistakes anymore. Although some other friends

would laugh hearing their friends saying the wrong pronunciation, they were not

embarrassed anymore. In fact, the students who knew the correct pronunciation

would help the other friends to correct his or her wrong pronunciation.

4. 1. 2. 1. 3 Reflection

After doing the first cycle, there were some points that could be taken as the

results of the reflection. At first, the students did not have enough motivation in


91

learning English. They tended to be bored all the time and chose to sleep or

ignored the teacher whenever they thought that the lesson was boring. However,

when the researcher introduced non-projected visual media, they looked a bit

curious. When the researcher showed some big pictures and put them on the

whiteboard, the students only gave small attention. But when the researcher

showed them the cards that the researcher made to be used in the practice session,

they looked a bit motivated.

The lesson was fun and I already felt motivated to learn English now.[[trans.ref.1.Daniel][Bft 1][Bft 2]]

However, it was really necessary to give much encouragement to the

students since they were quite easy to lose motivation to study whenever they

found just a little difficulty in vocabularies. They demanded more attention and

they needed to do something simple first before they could conduct more

complicated activities. They enjoyed practice speaking using non-projected visual

media. In fact, that was the first time the researcher saw the students laughing,

joking, and feeling excited when learning English after several months teaching

English in this class. (See further on appendix 5, page 143 )

Although there was not much improvement that the students made in their

speaking skill, their motivation in learning English was getting higher. Their

vocabularies perhaps needed to be rebuilt again but their self-confidence was

getting stronger than before. Although sometimes they still looked a bit

embarrassed when they mispronounced the words, but they did not seem care

about it. When the students were not afraid anymore in making some mistakes for

the improvement of their speaking skill, it meant that it was the time that the

students were ready to go to the next step.


92

4. 1. 2. 1. 4 Test Result

After the test of the first cycle was conducted, there were some conclusions

that could be taken. There were seven students that participated in this Action

Research. Below was the interpretation of the test result using the descriptive

statistics.

Table 4.7 The Comparison Results of the Pre-test and The First Cycle

Variable N Minimum Maximum Mean StandardDeviation

Pre-test 7 60 72 63.85 5.24

First Cycle 7 60 79 68.57 8.65

Table 4.8 Paired Samples Test

Paired Differences

t dfSig. (2-tailed)Mean

Std.Deviation

Std.ErrorMean

95%Confidence

Interval of theDifference

Lower Upper

Pair1

PretestFirstCycle

-4.71 4.30 1.62 -8.69 -0.72 -2.89 6 0.028

From the data above, we could see that the maximum score in pre-test was

only 72, but in the first cycle was 79. It meant that the were some students made

improvement in the speaking test. Meanwhile, the average score in pre-test was

63.85 and the average score in the first cycle was 68.57. It meant that there was

4.72 improvement in the mean and the percentage of the improvement was 7.39%

from the pre-test to the first cycle. The sig. (2-tailed) was 0.028 < 0.05, it could be


93

concluded that there was a significant improvement from the pre-test to the first

cycle.

4. 1. 2. 1. 5 Planning for the Next Cycle

When the researcher created the public places cards, the researcher thought

that the students’ vocabularies were quite good, therefore the researcher wrote

many clues on it. However, in the practice session, the researcher could see that

many students did not even understand the sentences that were written on the

cards. They did not know the meaning and they did not even know how to

pronounce the words. It was like a very fatal mistake that the researcher did in the

first cycle. Actually, the clues written on the cards were to make the students

easier to produce more sentences but then they were stuck to the words on the

cards and they did not make more words again. Even they felt very difficult to

make more sentences again that use the correct words or grammar.

Learning from the mistake that the researcher did in the first cycle, the

researcher should create simpler cards that did not use much writing on it and

there were not much words that the students needed to read during the speaking

practice. These new cards should let the students to be more free to produce their

own language and they should be easier to use than the previous ones. Since the

students did not have many vocabularies, then the researcher should give more

vocabularies to the students before the speaking practice was conducted.

Therefore, the students would not keep asking the questions about it during the

speaking practice. The researcher also needed to make the number of the cards

more than before. (See further in Apendix 8, page 159)

I hope that the number of the cards will be more than before. I hope to learnEnglish more by using those media. I am pretty sure that my motivation in


94

learning English will be much higher. [[trans.ref.1.Yoseph][Sggs 1][Sggs2]]

The researcher also needed to make the hand out simpler than the previous

one since the students did not enjoy doing the written exercise, the researcher

needed to reduce some written exercises on it. The main language function still

needed to be presented and also the pattern of the grammar that they students were

going to be studied should be explained clearly. Giving more pictures on the hand

out perhaps would make the students more excited in doing the written exercise.

4. 1. 2. 2 Cycle 2

The second cycle was in April 2016. It took only one meeting to deliver the

material. This meeting still continued the previous meeting material which was

past tense activities. However, the topic of this meeting was past continuous tense.

Since the students had learned some vocabularies in the previous meetings, it was

hoped that the students would not find great difficulties in learning new tense in

this meeting.

Before the researcher entered the class, the researcher had prepared some

big pictures that the researcher could use in presentation step. The researcher also

already prepared some hand outs and some cards to be used in the teaching and

learning process. The researcher hoped that the learning process in this cycle

would be much better than the first.

The researcher entered the class and revised the previous material about the

activities that the students did yesterday or some time ago. Then the researcher

introduced the negative sentences in past tense and revised again about how to

make positive sentences. After checking the students’ understanding, the

researcher continued to the next material. The researcher put some big pictures on


95

the whiteboard. The picture was about the situation in the classroom. The picture

was taken from the previous meeting therefore the students should be quite

familiar with the picture. Then the researcher asked about the picture such as,

“Where was it?”, “How was the school?”, “Were there many students in the

classroom?”, “What were the students doing in the classroom at 8 a.m.?”, “What

was the teacher doing at that time?”. Hearing the researcher questions, it was

hoped that the students would answer using the pattern of past continuous tense

such as, “They were studying”, and “The teacher was teaching”, or “The teacher

was standing in front of the class”. However, the students answered using past

tense from the previous lesson. They said, “The students studied”, and “The

teacher stood in front of the class”. Therefore, the researcher should explain the

difference of the use of past tense and the use of past continuous tense.

After finished doing the presentation, the researcher gave some handouts to

the students. Because the researcher knew that the students did not like doing the

writing exercise much so the researcher minimized the writing exercises. The

students did the writing exercises diligently although there were some students

that looked a bit lazy and did the hand out lazily. They sometimes asked some

questions whenever they found some difficulties in doing the exercise.

In practice session, the researcher gave the activities cards to the students.

These activities cards were a bit different than the first activities cards. The cards

were not only pictures, but they were put on rummy cards. Therefore, the signs of

the original rummy cards were still appeared quite clearly such as diamond, heart,

spade, and clover. The researcher divided the students into two groups then in

each group they could play fishing game. Each student should have four cards


96

from the pile. Then one card was opened from the pile. After that, the other

students could throw the cards that had the same sign. Before the students threw

the cards, they had to make a sentence using past continuous tense based on the

picture on the card. The student who had the biggest number on the card might

lead the game. In the end, the student who could finish his or her cards first was

the winner of the game.

For the production session, the researcher asked the students to interview all

of their friends in the classroom. They had to walk around the class and asked

their friends about their friends’ activities in certain time yesterday. After they

finished with the interview activity, the students had to give report in the form of

writing and speaking.

Based on the observation that the researcher did during the teaching and

learning process, it was shown that the students’ vocabulary had been improved

even though not quite many but at least they did not ask the researcher to translate

the words again as they usually did in the previous meetings. Although some

students were still a bit lazy to do the writing exercises but this time they did it

without complain. They also walked around the class to interview the other

friends which was one of the things that they did not like to do, moving from their

seat.

When the students doing the practice activity using non-projected visual

media, they looked very motivated to learn English. Sometimes they said the

wrong words but the other friends would be quickly giving respond and some

corrections to their friends’ mistakes. It could be seen that they helped each other

in improving their speaking skill.


97


The pictures that the researcher used for the presentation was the same

pictures that the researcher used in the previous meetings. The researcher thought

that by using the same pictures then it would make the students more familiar with

the vocabulary. The researcher used the picture about situation in the classroom,

the restaurant, and the kitchen. It could be seen that the students were easier to

answer the teacher’s questions if the same pictures were used.

The hand out that was used in this meeting was quite simple. Inside the hand

out, the researcher put the rules of the tense. Besides the rules, the researcher also

put some dialogs in the first section. The function of the dialogs was to give

example to the students about how to apply the tense in the daily conversation.

There were also some written exercises on it that the students could do

individually or in group.

Figure 4.8 Past Continuous Hand Out


98

For the practice session in the second cycle, the researcher used the

activities cards. However, the activities cards were a bit different than the

previous cards that the researcher used in the first cycle. In these cards, the

researcher put the pictures in the middle of rummy cards. In that way, the original

signs of the cards were still appeared. Below was the picture of the cards.

Figure 4. 9 Activities Rummy Cards

4. 1. 2. 2. 2 Learning Process Improvement

The activities rummy cards were the third non-projected visual media that

the researcher used in this research. By using these cards, it was hoped that the

students’ speaking skill would improve better than the previous one. The sentence

that was made by using these cards was a bit longer than the previous cards. If

previously, by using the places cards, the students were still very guided to make

the sentences. From the second cards which was activities cards, the students

were led to make a simple sentence using past tense such as, “You slept

yesterday”. From the third cards, the students were led to make a longer sentence

such as, “She was washing the clothes at 4 p.m. yesterday”.


99

After several times doing the speaking practice using the cards, it could be

seen that the students were more familiar with the use of non-projected visual

media. They were more confident in saying the words although sometimes they

still made some mistakes in pronouncing the words or choosing the wrong

vocabulary.

The lesson was so much fun and the games made the activity much morefun. I feel more motivated to study because the media and the games madethe lesson more interesting and easier to comprehend. I think I alreadymade some improvements in my speaking skill. [[trans.ref.2.Timothy][Bft1][Bft 2][Bft 3][Limp]]

It seemed that the class atmosphere also gave some influences in improving

the students’ speaking skill. When the students looked very relax without

pressure, they would learn speaking sincerely. The researcher did not need to

force the students to speak English the whole time but it was the students who

wanted to speak English during the class activity. (See further on Appendix 11,

page 155)


After conducting the second cycle, there were some points that could be

taken as the result of the reflection. The students’ motivation in learning English

definitely were getting much stronger than before. The students were getting more

relax and more excited in doing the speaking activity. The students were also not

shy anymore in showing their abilities in speaking English. They were willing to

talk no matter how wrong their pronunciation was.

The students gave more attention to the teacher and the material. Even

before the lesson was started, some students often asked were there would be any

games for today. The use of game in non-projected visual media seemed to be the


100

mood booster for the students to practice their speaking during the class activity.

They really enjoyed competition game and they always competed to be the winner

of the game although the researcher never promised any rewards for the winner of

the game. They looked drowning in the game and gained their own benefit in

improving their speaking skill. Although the students’ speaking skill could not

improve much as fast as if someone runs 500 meter in 10 seconds, however, they

had made some improvement in vocabularies, in grammar, and also in self-

confidence.

It was really nice seeing the students busy doing the speaking practice. They

did not depend again to the teacher. They rarely asked some questions this time

but they would look up on their hand out whenever they found some difficult

words. Although yes, they still liked making complaint whenever the researcher

asked them to do the writing exercises, this time they did the researcher’s

instruction diligently. The researcher thought that it was a very great progress to

make in the second cycle.


After conducting the second cycle test, it was discovered that there were some

improvements in students’ speaking skill. The statistical data and the

interpretation were shown below.

Table 4.9 The Comparison Results of the First Cycle and The SecondCycle

Variable N Min Max Mean Std. Deviation

First Cycle 7 60 79 68.57 8.65

Second Cycle 7 63 84 72.71 9.30


101


Paired Differences

t df

Sig.(2-

tailed)MeanStd.

Deviation

Std.ErrorMean

95% ConfidenceInterval of the

Difference

Lower Upper

Pair1

Cycle1-Cycle2

-4.14 1.67 0.63 -5.69 -2.59-

6.536 0.01

From the data above, it could be concluded that there were some

improvements in the students’ speaking skill. It could be seen from the maximum

score in the first cycle was 79, meanwhile in the second cycle was 84. The

improvement in mean was 4.14 and the percentage was 6.03%. The Sig. (2-tailed)

was 0.01 < 0.05, it meant that there was a significant improvement from the cycle

1 to the cycle 2.

4. 1. 2. 2. 5 Planning for the Next Cycle

Although some good improvement had been made in the second cycle,

however, those improvements more refer to the improvement of the students’

motivation, attitude, and attention toward the teacher or the material. More

improvement should be made on the students’ speaking skill. Therefore, the

researcher should create non-projected visual media to revise the previous

materials and to continue with the new material. Since the students’ vocabularies

were getting better than before, it meant that it would be alright to level up the

non-projected visual media. The previous cards were quite simple and easy to be

used by the students. Perhaps the next non-projected visual media could be a bit

difficult than the previous one and more challenging than the last one.


102

The next non-projected visual media should make the students speak more

during the lesson and it should be able to make the students did more experiment

with the language. Since the researcher had made three different cards in the first

and second cycle, perhaps the use of board game in the next cycle would give new

atmosphere to the students. Although the students never mentioned of being bored

using cards in speaking practice but it would be much better if they tried

something new that could make their speaking skill better than before.

4. 1. 2. 3 Cycle 3

This was the last cycle that the researcher did in this research. The progress

of the students’ speaking skill from the first cycle to the second cycle was a bit

low, therefore the researcher decided to do the third cycle. It was hoped that the

progress from the second cycle to the third cycle would be much better than

before. Therefore, the researcher had to prepare another non-projected visual

media to improve the students’ speaking skill.

The third cycle only took one meeting with 80 minutes’ duration. It was in

April 2016. The researcher entered the class as usual in the morning, greeted the

students and revised the previous lesson. Talking about the use of revision in here

was to keep the students’ mind from forgetting the lesson that they had learned

before in the previous meeting. Since English is rarely spoken in the daily life,

therefore revising the previous lesson was a must thing that the researcher did

before introducing the new topic. Because the lesson was started early in the

morning it could be seen that some students looked a bit sleepy. They answered

the teacher questions lazily. One thing that was very special about the students in

this school was they rarely remember the lesson that the teacher taught in the


103

previous meeting. So when the researcher asked about their activities yesterday,

some students answered it using Indonesian language because they forgot the

rules of grammar or even vocabulary that they had learned in the previous

meeting.

The topic for the third cycle was WH questions in past tense. For the

presentation step, the researcher put again the same picture on the white board.

The picture was the situation in the classroom. From the picture, the researcher

asked some questions, such as, “Where was Ana yesterday?”, “How was the

school yesterday?”, “What did Ana do yesterday”, “What was Ana doing at 8 a.m.

yesterday?”, “Why did Ana study?”, “What did Ana study?”, etc. From the

questions, actually the researcher tried to revise again the use of past tense from

the first cycle until the second cycle, so the third cycle would be the end of past

tense topic. After that, the researcher wrote the rules of WH Questions on the

white board.

Finished with the presentation step, the researcher then gave a handout to

the students. The hand out was more to written exercise then speaking exercise

because before the students were ready to speak, they needed to know the correct

rules first. Some students looked surprise when they saw the hand out because the

researcher put more questions on it than the previous handouts. As usual, they

started to complain to answer many questions on the hand out. However, when the

researcher said that they could look at the previous materials again then the

complaints started to decrease. Although some students looked quite serious doing

the written exercises, there were also some students that looked very lazy doing

the written exercises.


104

After the researcher and the students discussed the answers, then the next

step was speaking practice exercise. In this session, the researcher did not use the

cards anymore, but the researcher used the board game. On the board game there

were several pictures that each picture had their own sign whether positive,

negative, interrogative, or WH Questions such as what, when, where, why, who,

and how. The researcher divided the students into two groups then each group

would have their own board game. Each student had to have one pawn. One

student would take turn to throw the dice and he or she had to follow the number

that he or she had from the dice. When they reached certain number with certain

picture, then they had to make a sentence or a question based on the picture. The

students who could reach the last number first was the winner of the game.

After the speaking exercise finished, the last step was production session. In

this session, the researcher asked the students to make five questions using WH

Questions in past tense. After they had finished making the questions, they had to

interview their friends, one friend one question. They also had to write their

friends’ answers and reported to the researcher in the end.

Since WH Questions was not an easy material to master, the students often

felt confused when they made their own questions. They already followed the

rules but the questions still did not make sense, such as “What did you go

yesterday?”, “When did you eat yesterday?”, etc. Therefore, the researcher had to

give an extra attention to the students by checking the students’ questions first

before they walked around and asked the questions to the other friends. The

students looked tired of thinking but when the researcher emphasized that to make


105

WH Questions they did not only follow the rules but they had to know the

meaning of the questions too then the students started to understand.

From the result of the observation, it could be seen that the students were

quite motivated in improving their speaking skill. They practiced quite hard

against the low vocabulary that they had. They still asked many questions as usual

and they sometimes looked very lazy as usual. But when it came to speaking

practice session using non-projected visual media, they always looked very

motivated. Even the first question that they would ask before the researcher

started the lesson was, “Are there any games today, Miss?” and the researcher

would answer, “Yes, of course”. It seemed that the use of non-projected visual

media in learning process had become a great motivator for the students to learn

English. Non-projected visual media also helped the students to speak more

fluently than before.


In this cycle, the researcher used the hand out and the board game. The hand

out was made by the researcher herself compiled from various sources. The hand

out consisted of revising the previous materials such as past tense (was and were,

subject and verb 2), past continuous tense and the latest material WH-Questions.

The material looked complicated because there were three topics that were put

into one in this hand out. However, if the students still remembered about the

materials that they had learnt previously, then there should be no problems about

it. Below was the hand out that the researcher used in the third cycle.


106

Figure 4. 10 WH-Questions Hand Out


107

For the third cycle, the researcher did not make cards anymore but the

researcher made the board game. The function of the board game was to revise all

materials from the first cycle until the last cycle. Therefore, the signs that were put

on the board game included (+) positive, (-) negative, (?) interrogative, and WH

Questions such as what, when, why, where, who, and how. Below was the picture

of the board game.

Figure 4. 11 Board Game

The rules in playing the board game were quite simple. The students divided

into two groups. Each member of the group should have one pawn with different

color from each other just to differ them from another friend’s pawn. Then he or

she could throw the dice and follow the number appeared on the dice to step on

the board. If he or she got number 5, then he or she could make five steps, and


108

after that he or she had to make a sentence based on the sign on the box. If the

sign was ‘what’, it meant that he had to make a question using ‘what’ and the

picture, for example, “what did they do yesterday?”. After he finished making a

sentence, another friend took the turn. In the end, the student who reached the last

number on the board was the winner of the game.

4. 1. 2. 3. 2 Learning Process Improvement

Different from the cards, the board game could cover the whole material

from positive and negative sentence, interrogative question in past tense, past

continuous tense, and WH Questions in past tense. The rules of the game were

also different from the cards. Even though the main idea of the game was still

about competition game, the students did not need to make sentence as quickly as

before. They could take their time to think in making the sentences and they could

differentiate the rules of grammar in each sentence. Surely, that was not easy for

these students.

Using more combination of grammar rules in the sentence of course

sometimes made the students confused and mixed them. Sometimes they used the

wrong pattern and it made the researcher should be more careful in doing the

watching. The researcher often reminded the students to use the correct grammar.

However, it seemed that they did not find any difficulties again about vocabulary.

They could remember the vocabularies that they had learned in the previous

meeting although it was not a hundred percent of course. They started to produce

their own language even though just a simple sentence but the most important was

they made sentences in grammatically correct.


109

Conducting speaking practice by using non-projected visual media certainly

had increased their self-confidence bigger than before. It could be seen that they

did not feel shy again to speak English in front of their friends. They did not care

anymore if their English was poor and they would like to improve their speaking

skill by speaking much during the class activity. The smarter friends also gave

much help to the lower students who sometimes still made some mistakes in

saying the words or the wrong pronunciation. It was really wonderful to see the

students helped each other in improving their English skill.


After conducting the third cycle, there were some points that could be taken

as the result of the reflection. The use of non-projected visual media in speaking

session was really useful. It could help the students to speak more during the class

activity. Since vocabulary was a very important aspect in speaking, non-projected

visual media had provided some amount of vocabularies for the students to learn.

The use of pictures in the board game also gave much help to the students to

remember the vocabularies easily. By doing the speaking practice using non-

projected visual media the students did not feel any pressure to learn or to

memorize the vocabularies. They were not forced to learn but they learned by

themselves and when there were no burdens left on their shoulder, they would

learn everything happily.

It was so fun to learn English by using non-projected visual media. I had somuch fun when I played cards with my friends. I was so motivated. Themedia made the lesson was easy to comprehend and my speaking skill isgetting much better than before. I think the use of non-projected visualmedia in teaching and learning process is quite useful because they makethe students more excited in learning English and I agree if we keep usingthose media in teaching and learning activity. [[trans.ref.3.Nathania][Bft1][Bft 2][Bft 3][Bft 4][Bft 5][Bft 6][Bft 7][Sggs 1]]


110

It could also be seen that the students’ speaking skill was better than before.

Previously, they did not even know how to say the words or how to express their

ideas, but in this cycle they did not feel that difficulties anymore. They were able

to express the ideas clearly and they did not take much time anymore to think.

They could memorize the vocabularies better and they could pronounce the words

better than before although they needed to learn more about how to pronounce the

words. (See further on appendix 14, page 161)

Their self-confidence was also getting much stronger than before. They did

not feel shy again to express their ideas. They were willing to walk around the

class to find another friends and conducted some interview. They were already

able to produce their own language and they looked enjoy to speak English during

the class activity and the most important was they did not ignore the teacher or the

lesson anymore. They listened to the teacher’s explanation attentively and they

would like to do the written exercise diligently. They rarely slept again during the

lesson and they were quite motivated in improving their speaking skill.


After conducting the third cycle test, it was discovered that the students’

speaking skill was getting much better than the second cycle. The statistical data

and the interpretation of the data were explained below.

Table 4.11 The Comparison Result Between the Second Cycle Testand the Third Cycle Test


Second Cycle 7 63 84 72.71 9.30

Third Cycle 7 66 87 77 8.83


111


Paired Differences

t df

Sig.(2-

tailed)MeanStd.

Deviation

Std.ErrorMean

95% ConfidenceInterval of the

Difference

Lower Upper

Pair1

Cycle2-

Cycle3-4.28 1.79 0.68 -5.94 -2.62 -6.30 6 0.01

From the data above, it could be concluded that the students’ speaking skill

was improved. It could be seen that the maximum score in the second cycle was

84 but in the third cycle the maximum score was 87. The mean improvement was

4,29 and the percentage of the improvement was 5.9 %. Meanwhile, because the

sig. (2-tailed) was 0.001 < 0.05, it could be concluded that there was a significant

improvement from the cycle 2 to the cycle 3.

4. 2 Discussion

The discussion section will explain about the learning process achievement

and the learning result achievement. The learning process achievement is the

learning progress that the students have made from the first cycle until the third

cycle. It is also to find the answer of the research question.

4. 2. 1 Learning Process Achievement

After conducting three cycles in this research, there were some progress that

the students achieved during the teaching and the learning process. Those progress

were motivation, vocabulary, and the students’ speaking skill. They were

connected into one and they gave influence one and another. Non-projected visual


112

media had given the real proof that they were really useful to be used during the

class activities and they could make the students’ speaking skill improve a little

by little since the function of non-projected media was as a drilling tool. They also

could change the class atmosphere from a very serious situation into fun and

friendly situation.

From the first cycle, it could be concluded that the students’ motivation was

getting higher. They were really curious about the form of non-projected visual

media. The used of flashcards in presentation stage also gave many benefits. The

pictures on the flashcards could help the teacher explain better. The students did

not need to imagine the situation because the pictures on the flashcards could

replace the real situation. The students looked curious and because of that, they

gave more attention to the teacher and the lesson rather than sleeping on their

table. Another form of non-projected visual media was cards. When the researcher

first showed the cards to the students, they looked confused. They did not know

what to do and they were wondered why there was a game in the middle of the

lesson. When they played the cards for the first time, they looked very excited.

They spoke loudly, they laughed, and they looked happy. The situation in the

class was more alive than the situation previously when the researcher taught in

this class without using non-projected visual media. The students did not feel

bored anymore. They enjoyed practicing English using non-projected visual

media and they finally wanted to speak English after so long they did not want to

speak English during the class activity.

From the second cycle, it could be concluded that the students’ vocabulary

was getting richer. Since the use of non-projected visual media in the speaking


113

practice was considered fun and no pressure at all, the students did not feel any

burden to learn English especially in memorizing the vocabulary. It would be a lot

of different between asking the students to memorize 30 words by seeing the list

and by playing game using the activities cards. Although the students could not

memorize the words at glance, however, they were able to memorize many of the

words just by seeing the pictures on the cards and if they ever forgot the words

they did not want to give up easily. They would try very hard to recall their

memories about the words although the teacher never forced them to do so. They

just did it as they wanted to, no pressure, no force at all.

From the third cycle, it could be concluded that the students’ speaking skill

was getting much better. At first, it was pretty difficult to ask the students to say

the words in grammatically correct, for example, “She study yesterday”. Although

the sentence has the same meaning as “She studied yesterday”, the first example

does not have correct grammar. Therefore, the researcher needed to give

correction every time she heard the students said the wrong words or grammar.

However, in the third cycle, the researcher did not do much correction although

the students sometimes still made some mistakes. Every time the students made

some mistakes, they looked up their hand out again and they quickly corrected

their own wrong words. They asked the researcher only when they did not find the

words that they were looking for or sometimes because they were not sure with

their own answer.

From the result of the reflection it could be summarized that the students

enjoyed using non-projected visual media during the speaking practice. They

could feel the differences between using or not using non-projected visual media


114

during the speaking practice. They enjoyed the class activities more and they did

not feel shy anymore to speak English by using non-projected visual media. They

used to be bored learning English in the classroom and they did not even care

whether they could speak English anymore. But when they used non-projected

visual media during the speaking practice, they wanted to compete with other

friends to be the winner of the speaking games in every class activity. They hoped

that they can use more non-projected visual media in speaking practice session

and they could use it not only when the researcher conducted the research there.

From this research, it could be said that Action Research gave many benefits

for the students, the researcher and for the research itself. In here, the students can

find their own problem in improving their speaking skill. Before non-projected

visual media was applied in the classroom, they only had a little motivation to

learn English. Since they were lack of motivation in learning English, they did not

care whether they could speak English well or not. They just thought that English

was very difficult to learn and there were many vocabularies and grammar to

understand. But when non-projected visual media were applied in the speaking

practice they were so excited and they looked very enjoying the speaking practice.

They did not feel difficult anymore in learning speaking since the picture on the

cards gave much help to the students by making them remember the words easily.

Their opinion about speaking was difficult had changed. They only needed more

motivation and encouragement to improve their speaking skill.

The use of non-projected visual media in speaking practice was quite useful

for the students. However, to make the media more interesting, it would be much

better if they were combined with games that have several rules and challenge the


115

players. In this research, the researcher only applied competition games because to

encourage the students to speak more, the researcher thought that competition

games were the best kind of games. At first, some students looked lazy to play

and they did not care whether they won the games or not but after several times

playing the cards, then they realized that not only the smartest student who could

always win the game, but also the low students too as long as they had will and

motivation to improve their speaking skill and vocabulary.

The use of non-projected visual media in this Action Research gave some

advantages for the participants and the researcher. It helped the students to

improve their speaking skill, increase their motivation, their vocabulary, their

grammar, their comprehension, and their pronunciation. Meanwhile, the use of

non-projected visual media in this research had given much help to the researcher.

Because of it, the researcher did not have to work hard in explaining the material.

Non-projected visual media appeared in the form of flashcards. The researcher

also did not waste much time just to make the students bored by doing the drilling

session. Non-projected visual media appeared in the form of hand outs, cards and

board game.

For the researcher herself, this research had made her to be more patient in

handling the various characters of the students. Just because the students ignored

her at first, it did not mean that the students’ characters were bad. It turned out

that to steal the students’ attention, it only needed the right tool and the right

teaching method. Non-projected visual media were the right tool in this research

and the use of games in using non-projected visual media was the perfect

additional teaching method. Since the researcher introduced non-projected visual


116

media in the classroom, the students’ behaviors were getting much better. They

never slept again during the teaching and learning process, and they never went

out from the classroom just to escape for a while from the learning activities. This

research also made the researcher to challenge herself to make better material in

each cycle. Since the students’ characteristics were quite unique, the wrong tool

would only make everything got worse. Therefore, the researcher should plan and

think everything carefully before entered the classroom.

The function of Action Research itself was to identify the problems in

teaching and learning process and then found the best solution to deal with the

problems. In this research, the researcher had worked together with the students

and the colleague to analyze the problems in the students’ speaking skill. It turned

out that motivation held an important aspect in learning English. Without

motivation, the students would be lazy to learn and it was impossible to improve

the students’ speaking skill when they did not have any motivation to learn or to

improve their own speaking skill. The job for the teacher was to find what kinds

of tool that could improve the students’ motivation to learn. When the tool had

been discovered then it was the job for the teacher to make the tool interesting for

the students. When the tool had taken the students’ attention, then it was the time

that the students were ready to learn.

In this research, the students have given their best to improve their speaking

skill. They have learnt from the basic such as memorizing the vocabularies that

they rarely to hear and they have tried to speak English in grammatically correct.

They have given their active participation in every class activity and they have

tried to speak English in speaking session although they did not speak full English


117

for the whole lesson. However, the changes of their behavior in learning English

were great progress for themselves in the future. If they keep maintain the same

attitude that they did when the research was conducted, then the chance to

improve their speaking skill will be much higher in the future.

4. 2. 2 Learning Result Achievement

The progress of the students’ speaking skill could be seen from the results of

each test. The tests were pre-test, cycle 1 test, second cycle test, and third cycle

test. The learning improvement could be seen from the table below.

Table 4.13 The Results of the Tests


Pre-test 7 60 72 63.85 5.24

First Cycle 7 60 79 68.57 8.65

Second Cycle 7 63 84 72.71 9.30

Third Cycle 7 66 87 77 8.83

From the table above, it could be seen that the minimum score that the

students made in the speaking test was getting higher. In pre-test and the first

cycle, the minimum scores were 60. Meanwhile in second cycle the minimum

score was 63 and in the third cycle the minimum score was 66. There was also

some progress in the maximum scores of the students’ speaking skill. From the

pre-test, the maximum score was 72. In the first cycle the maximum score was 79.

In the second cycle the maximum score was 84 and in the third cycle the

maximum score rose into 87.


118

The learning achievement also could be seen from the mean. In the pre-test

the mean was 63.85, in the first cycle was 68.57, in the second cycle was 72.71,

and in the third cycle was 77. The mean differences were 4.72 from the pre-test to

the first cycle, 4.14 from the first cycle to the second cycle, 4.29 from the second

cycle to the third cycle. Meanwhile, the significant of 2-tailed from pre-test and

the third cycle test could be seen from the tables below. The researcher used SPSS

22 to count the t-test.

Table 4.14 Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Pretest 63.85 7 5.24 1.98

Cycle3 77.00 7 8.83 3.33

Table 4.15 Paired Samples Correlations

N Correlation Sig.

Pair 1 Pretest & Cycle3 7 0.89 0.007


Paired Differences

t df

Sig.(2-

tailed)MeanStd.

Deviation

Std.ErrorMean

95%Confidence

Interval of theDifference

Lower Upper

Pair1

Pretest -Cycle3

-13.14

4.77 1.80 -17.55 -8.72-

7.286 0.00

From those tables, it could be concluded that the students’ speaking skill

was significantly improved. The mean improvement was 13.14 and the percentage

was 20.57 %. It could be seen from the significant 2-tailed between the pre-test

and the third cycle was 0.00 and it was certainly lower than 0.05. From those


119

results, then it could be concluded that the action research was successfully

conducted in this class and non-projected visual media were effective enough to

improve the students’ speaking skill.


120

CHAPTER 5

CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS

This chapter will discuss about three things, they are conclusions,

implications, and suggestions. Inside the conclusions there will be a summarize

about the cycles in Action Research and also the learning process achievement.

They are explained to answer the research question. Meanwhile, the implications

will explain about the researcher’s view in using non-projected visual media in

speaking activity to improve the students’ speaking skill. Suggestions will explain

about some advice that the other researchers may do as the follow up of this

research.

5.1 Conclusions

After conducting the research, there were some conclusions that could be

taken from the research. There were three cycles in this research. In the first cycle,

it could be seen that the students ‘motivation is getting higher. In the second

cycle, it could be seen that the students’ vocabulary was getting richer and it made

the students’ speaking skill was getting better. However, the students needed to

pay attention more to the grammar. In the third cycle, the students’ speaking skill

from vocabulary and grammar were getting much better than before although they

needed to learn more about how to pronounce the words better.

From the reflection of the first cycle until the third cycle, it could be

summarized that the students’ speaking skill was getting much better by using

non-projected visual media in speaking practice. In the first reflection, the

students’ attention toward the teacher and the lesson was getting stronger. Their

motivation in learning English was much higher after they used non-projected


121

visual media. When the students were more motivated in learning English then it

would be easier for them to improve their speaking skill little by little. From the

second reflection, it could be concluded that the students’ vocabularies were

getting richer. Non-projected visual media helped the students to memorize the

new words easily. From the third reflection, it could be concluded that the

students’ speaking skill was getting better. It could be seen from the result of the

third cycle and also from how the way they constructed the sentences in

grammatically correct.

The results of the test from the pre-test, first cycle, second cycle, and the

third cycle also indicated that the students made some progress on their speaking

skill. The improvement of the students’ speaking skill could be noticed from the

mean in each test. In pre-test the mean was 63.85, in the first cycle was 68.57, in

the second cycle was 72.71, and in the third cycle was 77. The mean differences

were 4.72 from the pre-test to the first cycle, 4.14 from the first cycle to the

second cycle, 4.29 from the second cycle to the third cycle. Meanwhile, the

significant of 2-tailed from the pre-test and the third cycle was 0.00 and it was

certainly lower than the significant level which was 0.05. From those results, then

it could be concluded that Action Research was successfully conducted in this

class and non-projected visual media were able to improve the students’ speaking

skill.

How do non-projected visual media improve the students’ speaking ability,

then the answer could be seen from the results of the observations and the

students’ reflections. The changes of the students’ behaviour during the teaching

and learning process showed how non-projected media gave positive influences to


122

them. At first, the students who usually enjoyed sleeping during the lesson before

non-projected visual media applied in the classroom, had never fallen asleep

again. The students who rarely spoke English during the lesson because they did

not have any confidence and who were afraid to make mistakes in saying the

words, they competed saying the English words in front of their friends without

being care anymore whether the words were correct or wrong to pronounce. They

did not feel shy anymore to show their ability in speaking. The students who

usually ignored the teacher’s explanation and rarely gave attention to the material

given, suddenly they were very eager to know about the material that would be

discussed on that day. The use of non-projected visual media during the teaching

and learning process changed many things. The students said that they were more

motivated in learning English, they enjoyed the learning process and they wished

to keep using non-projected visual media for the next teaching and learning

process. Because of those situations, the teacher did not need to force the students

to speak English anymore during the lesson, it would be the students themselves

who were willing to speak English. The more the students spoke English during

the lesson, then the more the students would improve their speaking skill.

5.2 Implications

From the result of the data, observation and reflection, it could be concluded

that the use of non-projected visual media in teaching speaking was quite

important. Since non-projected visual media had a significant function as a

drilling tool, they could help the students to memorize the vocabulary better. The

pictures that provided on the flashcards, the cards, or the board game could lead

the students to deliver the idea easier rather than to imagine something that the


123

students could not see. The students also did not feel the pressure to learn or the

burden to memorize many words in a meeting. Instead they would feel excited

and happy to learn English and they showed it by laughing and saying the words

loudly during the games.

When the students were already motivated to learn speaking, then the

teacher did not need to spend the whole energy to force the students to speak

English during the lesson. In fact, the students would speak English by themselves

and they would compete to show their speaking ability in front of their friends just

to be the winner of the games. Therefore, the use of non-projected visual media

could also save the teacher’s energy from the presentation stage until the

production stage. Moreover, if the teacher had several classes to teach in a day,

then using non-projected visual media in teaching and learning process could help

the teacher to save the time to do some preparation. All the teacher needed to do

was explain a little, and the rest could be continued by non-projected visual

media. Then the teacher could be the observer during the practice and gave some

corrections whenever the students made some mistakes.

However, there are some problems that might be appeared during the

implementation of non-projected visual media in teaching and learning process. In

presentation stage, the teacher needs to use a big picture that can be seen by all

students. The pictures should be colourful and interesting or else the students will

not give any attention to them. In practice stage, the teacher also needs to pay

attention about what kind of cards that the teacher will use. The teacher has to

make sure that the cards will help the students to speak more. The use of the

games also has a big role in here. There are many kinds of games that can be used


124

by the researcher in doing the drilling activity. The different kind of game for

different kind of cards certainly will make the students’ curiosity higher and

reduce the students’ boredom. Since non-projected visual media are media that are

not facilitated by sound, therefore the teacher will have the main role to improve

the students’ pronunciation.

Another problem was how to use the non-projected visual media. Although

the media seems simple to make or to use, however the technique to make the

media interesting and effective is in the hand of the teacher. Therefore, a skilful

teacher is quite needed in applying the media during the teaching and learning

process. Definitely that the experience will make the teacher more skilful in using

the media.

5.3 Suggestions

This action research was conducted in the eighth graders of Junior High

School in the second semester. The purpose of this study was to find the problems

that were connected with the improvement of the students’ speaking skill. Since

the eighth graders especially in the second semester were supposed to have

sufficient amount of vocabulary and better speaking skill than the seventh graders

but in the reality the eighth graders’ speaking skill was very low. The low level of

the students’ speaking skill can be caused by the lack of motivation in learning

English. If the students do not want to pay attention to the teacher and the material

during the lesson, then it is impossible for the students to improve their speaking

skill. Therefore, if the researcher may give suggestions to the teachers who teach

English at school, it will be much better if the teachers can use non-projected

visual media in teaching and learning process. Perhaps the creation part will be a


125

bit difficult at first especially for the teachers who are very busy and do not have

time to create non-projected visual media at all. But for the benefit of the students

and the teachers themselves, the use of non-projected visual media can be a very

effective way to improve the students’ speaking skill. What the teachers need to

do is giving a little time to create them. Improving the students’ motivation is

quite important for the students to learn and it is a great benefit for the teachers

also. If the students are already motivated to learn English, then the teachers do

not need to force the students to speak English a whole time. The students will do

that by themselves because in the classroom it is the students who need to speak

English more not the teachers. It can save the time and the teachers’ energy in the

end.

The further research about the use of non-projected visual media to improve

the students’ speaking skill is suggested by the researcher. Certainly the different

participants will give the different results. It is also suggested for another

researcher to explore more about the use of non-projected visual media. These

media perhaps are not only useful to improve the students’ speaking skill but also

very useful to improve the students’ vocabulary and also the students’ writing

skill. Therefore, more exploration about the use of non-projected visual media in

teaching and learning process is very suggested by the researcher.


126

BIBLIOGRAPHY

Adimihardja, K. (1995). Metode penelitian Sosial. Bandung: PT RemajaRosdakarya.

Ahmadi, A., & Sholeh, M. (2005). Psikologi Perkembangan. Jakarta: PT RinekaCipta.

Ames, C., & Ames, R. (1989). Research in motivation in education. San Diego:Academic Press.

Anitah, S. (2009). Media Pembelajaran. Surakarta: Yuma Pustaka.

Ardhana, W. (1987). Bacaan Pilihan Dalam Metode Penelitian Pendidikan.Jakarta: Departemen Pendidikan dan Kebudayaan Direktorat JendralPendidikan Tinggi Proyek Pengembangan Lembaga PendidikanTenaga Kependidikan.

Arifin, Z. (2011). Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya.

Arsyad, A. (1997). Media Pembelajaran. Jakarta: PT Rajagrafindo Persada.

Asmani, M. J. (2009). 7 Kompetensi Guru Menyenangkan dan Profesional.Yogyakarta: Power Books (Ihdina).

Avery, P., & Ehrlich, S. (1992). Teaching American English Pronunciation. HongKong: Oxford University Press.

Best, J. W., & Kahn, J. V. (2006). Research in Education. New York: PearsonEducation Inc.

Brindley, G. (1990). Towards a research agenda for TESOL. Prospect, 6, I:7-26.

Brown, H. D. (1994). Teaching by principles: An interactive approach tolanguage pedagogy. New Jersey: Prentice Hall Regents.

Brown, D. (2004). Language Assessment Principles and Classroom Practices.New York: Pearson Education.

Burns, A. (1999). Collaborative Action Research for English Language Teachers.Cambridge: Cambridge University Press.

Burns, A. (2010). Doing Action Research in English Language Teaching: A Guidefor Practitioners. New York: Routledge.

Bygate, M. (1987). Speaking. Hong Kong: Oxford University Press.


127

Clark, R. C., & Lyons, C. (2011). Graphics for Learning: Proven Guidelines forPlanning, Designing, and Evaluating Visuals in Training Materials.San Francisco: Pfeiffer.

Clark, R. E. (2001). Learning from Media. Connecticut: Information AgePublishing.

Creswell, J. W. (2009). Research Design. California: Sage Publications.

Darling-Hammond, L. (2006). Powerful Teacher Education: Lesson fromExemplary Program. San Fransisco: Jossey Bass.

Darling-Hammond, L., & Bransford, J. (Eds). (2005). Preparing Teacher for AChanging World: What Teacher Should Learn and Be Able To Do.San Fransisco: Jossey Bass.

Debling, G. “The Employment Departement/Training Agency Standards Programand NVQs:Implications for Education” in Burke, J.W. (Ed). (1995).Competency Based Education and Training. London-New York-Philadelphia: The Falmer Press.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination inhuman behavior. New York: Plenum Press.

Depdiknas. (2001). Standar Kompetensi Dasar Guru. Jakarta: Ditjen Dikti.

Desmita. (2009). Psikologi Perkembangan Peserta Didik. Bandung: PT RemajaRosdakarya.

Djiwandono, S. (2011). Tes Bahasa Pegangan bagi Pengajar Bahasa. Jakarta: PTIndeks.

Dolati, R., & Richards, C. (2011). Harnessing the Use of Visual Learning Aids inthe English Language Classroom. Malaysia: Arab World EnglishJournal.

Dörnyei, Z. (1998). Motivation in second and foreign language learning.Language Teaching, 31 (3), 117-135. doi:10.1017/S026144480001315X

Elliot, J. (1991). Action Research for Educational Change. Philadelphia: OpenUniversity Press.

Folse, K.S. (2003). Targeting Listening and Speaking. Michigan: University ofMichigan Press.

Gardner, R. C. (1985). Social psychology in second language learning: The roleof attitudes and motivation. London: Edward Arnold.


128

Gebhard, J.G. (1996). Teaching English as a Foreign or Second Language: ATeacher Self-development and Methodology Guide. Michigan:University of Michigan Press.

Harley, B., Allen, P., Cummins, J., & Swain, M. (1990). The Development ofSecond Language Proficiency. New York: Cambridge UniversityPress.

Hartinah, S. (2008). Pengembangan Peserta Didik. Bandung: PT Refika Aditama.

Hughes, A. (1989). Testing for Language Teachers. Cambridge: CambridgeUniversity Press.

Hughes, R. (2002). Teaching and Researching Speaking. London: PearsonEducation.

Janawi. (2012). Kompetensi Guru: Citra Guru Profesional. Bandung: Alfabeta.

Jannah, N. (2013). The Use of Visual Media to Improve Descriptive Text inWriting Skill. Malang: JP3, Volume 1, No.13, Agustus.

Johnson, A.P. (2008). A short guide to action research (3rd ed.). Boston: Allyn&Bacon.

Johnson, B., & Christensen, L. (2012). Educational Research: quantitative,qualitative, and mixed approaches. California: Sage Publications, Inc.

Klippel, F. (1984). Keep Talking. Cambridge: Cambridge University Press.

Kreidler, C. J. (1963). Visual Aids: for Teaching English to Speakers of OtherLanguages. Michigan: Michigan Book Store.

Latuheru, J.D. (1988). Pembelajaran: Dalam Proses Belajar-Mengajar MasaKini. Jakarta: Departemen Pendidikan dan Kebudayaan.

Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press.

McDonough, J., & Shaw, C. (1993). Materials and Method in ELT: A Teacher’sGuide. New Jersey: Blackwell Publishing.

McNiff, J., & Whitehead, J. (2002). Action Research: Principles and Practice.London and New York: Routledge Farmer.

Messaris, P., & Moriarty, S. (2005). Visual literacy theory. In K. Smith, S.Moriarty, G. Barbatsis & K. Kenney (Eds.), Handbook of VisualCommunication: Theory, Methods, and Media (pp. 481-502). NewJersey: Lawrence Erlbaum Associates, Inc.


129

Medley, D.M. (1977). Teacher Competence and Teacher Effectiveness: A Reviewof Process-Product Research. Washington: American Association ofColleges for Teacher Education.

Mertler, C.A. (2014). Penelitian Tindakan Kelas: Meningkatkan Sekolah danMemberdayakan Pendidik. Jakarta: PT Indeks.

Miller, R.L., Acton, C., Fullerton, D.A., and Maltby, J. (2002). SPSS for SocialScientist. New York : Palgrave Macmillan.

Mills, G.E. (2011). Action Research: A Guide for the teacher researcher (4th ed.).Boston: Pearson.

Muhammad. (2014). Metode Penelitian Bahasa. Yogyakarta: Ar-Ruzz Media.

Munadi, Y. (2010). Media Pembelajaran. Jakarta: Gaung Persada Press.

Musfah, J. (2011). Peningkatan Kompetensi Guru: Melalui Pelatihan dan SumberBelajar Teori dan Praktik. Jakarta: Kencana Prenada Media Group.

Nasution. (2001). Metode Research (Penelitian Ilmiah). Jakarta: Bumi Aksara.

Nation, I.S.P., & Newton, J. (2009). Teaching ESL/ESF: Listening and Speaking.New York: Routledge.

Ngeow, K. Y. (1998). Motivation and transfer in language learning. Indiana:ERIC Digests

Nunan, D. (1989). Understanding language Classrooms. A Guide for Teacher-Initiated Action. Hemel Hempstead: Prentice Hall.

Nusyirwan. (2008). Learning English with Visual Media at Vocational Schools asViewed by Teachers. Yogyakarta: Program Pascasarjana, KajianBahasa Inggris, Universitas Sanata Dharma.

Ogott, G.O., & Odera, F.Y. (2012). Integration of Media and Technology inTeaching and Learning Kiswahili Language in Secondary Schoold inSiaya Country. Kenya: International Journal of Information andCommunication Technology Research.

Parsons, R.D., & Brown, K.S. (2002). Teacher as reflective pratitioner and actionresearcher. Belmont: Wadsworth/Thomson Learning.

Pawlak, M., & Klimczak, E.W. (2015). Issues in Teaching, Learning and TestingSpeaking in A Second Language. Berlin: Springer.


130

Prastowo, A. (2014). Memahami Metode-Metode Penelitian: Suatu TinjauanTeoretis dan Praksis. Yogyakarta: Ar-Ruz Media.

Priatna, N., & Sukamto, T. (2013). Pengembangan Profesi Guru. Bandung: PTRemaja Rosdakarya.

Ribas, R., Salam, U., & Arifin, Z. (2015). Improving Students’ Speaking SkillUsing Sign and Notice Pictures As Media. Pontianak: EnglishEducation Study Program, Languages and Arts EducationDepartment, Teacher Training and Education Faculty of TanjungpuraUniversity.

Richards, J.C. (2012). Teaching Speaking: A Holistic Approach. New York:Cambridge University Press.

Ruis, M., Muhyidin, & Waluyo, T. (2009). Instructional Media. Jakarta: Ministryof National Education.

Sanusi, A. (2007). Fakta, Kebijakan, Ilmu, Filsafah Pendidikan. BahanPerkuliahan. Bandung: PPS UNINUS.

Setiyadi, B. (2006). Teaching English As a Foreign Language. Yogyakarta: GrahaIlmu.

Soekartiwi. (1996). Rancangan Instruksional. Jakarta: PT. RajaGrafindo Persada.

Spahiu, I., & Spahiu, E. (2013). Teacher’s Role in Classroom Management andTraditional Methods. Balkan: Anglitiscum Journal.

Stoner, G. M. (2009). Effectively Communicating with Visual Aids. 20th March2017. http: mattstoner.net>effective_visuals.

Stringer, E.T. (2007). Action Research. California: Sage Publications.

Sudijono, A. (1987). Pengantar Statistik Pendidikan. Jakarta: PT RajagrafindoPersada.

Sugiyono. (2012). Metode Penelitian Kuantitatif, Kualitatif, Dan Kombinasi (MixMethods). Bandung: Alfabeta.

Suharto. (1988). Metodologi Penelitian Dalam Pendidikan Bahasa SuatuPengantar. Jakarta: Departemen Pendidikan dan Kebudayaan.

Syamsuddin., & Damaianti, V.S. (2006). Metode Penelitian Bahasa. Bandung: PTRemaja Rosdakarya.

Taniredja, T., Pujiati, I., Nyata. (2010). Penelitian Tindakan Kelas. Bandung:Alfabeta.


131

Trihendradi, C. (2013). Langkah Praktis Menguasai Statistik Untuk Ilmu SosialKesehatan Konsep & Penerapannya Menggunakan SPSS.Yogyakarta: C.V Andi Offset.

Windihastuti, R. (2013). Improving Students’ Speaking Skill By using PictureSeries. Surakarta: English Department, Teacher Training andEducation Faculty, Sebelas Maret University.

References of the figures:

Figure 1. http://anggasaga.blogspot.co.id/2013/02/cycling_19.htmlhttp://perducinta.blogspot.co.id/p/perdu-cinta-web-site-agreementthe-perdu.htmlhttp://hafizamri.com/cara-mudah-menghafal/

Figure 2. http://karikaturkuindonesia.blogspot.co.id/2011/03/media-pembelajaran-untuk-sd.html

Figure 3. http://www.digopaul.com/id/english-word/caricature.html

Figure 4. http://ar-work.blogspot.co.id/

Figure 5. http://businesscasestudies.co.uk/unison/developing-responsiveness-through-organisational-structure/job-roles-within-a-trade-union.html

Figure 6. http://www.wedocable.com/plant-parts-flower-diagram-stomata.html

Figure 8.http://www.convertit.com/Go/ConvertIt/World_Time/Time_Zones_Map_Large.ASP

Figure 9. https://id.pinterest.com/pin/445434219364889749/

Figure 10. http://midwives2016.org/abstracts/board/


132

APPENDICES


133

Appendix 1

The Blueprint of the Questionnaire of Need Analysis

Concept ConstructMapping

Indicators Construct Theories Questions Items

SpeakingSkill

Thestudents’speakingskill in thepresent.

How is thestudents’speakingskill?

1. Alderson &Bachman (2004)states thatspeaking happensin real time. Itmeant that you arenot able to edit thewords that youhave said and youdo not have muchtime to think.(Item no 1, 2)

2. Alderson &Bachman (2004)says thatspeaking is anoral orproductive skillwhich consists ofthe process ofproducing thesystematic verbalutterances inorder to createthe meaningfulwords. (Item no3)

3. McDonough andShaw (1993)state thatspeaking is desireand purposedriven which isoriginally aneffort tocommunicatesomething and itshould achievean ending. It

1. I can speakEnglishfluently.

2. I can delivermy ideas inEnglish easily.

3. I canpronounce theEnglish wordseasily.

4. I canmemorize thenew vocabularywithout anydifficulties.

5. I can speakEnglishgrammaticallycorrect.

6. I understandwhat otherpeople say inEnglish but I donot know howto reply them inEnglish.

7. I do notunderstand atall what otherpeople say inEnglish.

8. I only a bitunderstandwhat otherpeople say inEnglish.


134



involvesexpressing ideasand opinions,expressing a wishor a desire to dosomething,negotiating orsolving aparticularproblem,establishing ormaintainingsocialrelationship andfriendship. (Item6,7,8)

4. Bygate (1987)says that to beable to speak aforeign language,certainly we haveto master thecertain amount ofvocabulary andgrammar.

(Item no 4, 5)

The needsofspeakingfor JuniorHighSchoolstudents

Theimportanceofspeakingskill forstudents intheir studyand future.

1. Rangga (2015)states that Englishmastery is veryimportant becauseit is the access toall knowledge. Itcan help tocommunicate withother people in theworld. It candevelop someone’scareer. (Item 9, 13,14, 15)

2. Richards (2012)explains that to bea successfullearner, learners

9. Able to speakEnglish is veryimportant forme.

10. I want to befluent inspeakingEnglish but myvocabulariesare limited.

11. I want to befluent inspeakingEnglish but I’mafraid to make


135



can developawareness aboutthemselves assecond languagespeakers, by betterunderstanding thenature and thedemands ofspeaking. Theyalso must criticallyconsider thestrategies that canfacilitate their oralcommunication.Learners may workcollaborativelywith their peers.(Item no 10, 11,12)

mistakes andbeing laughedby others.

12. I want to befluent inspeakingEnglish in orderto have a goodscore.

13. I want to befluent inspeakingEnglish so thatI am able tocommunicatewith theforeigners.

14. I want to befluent inspeakingEnglish so thatit will be easyfor me to find ajob in thefuture.

15. I want to beable to speakEnglish becausemay be one dayI will gooverseas tostudy or justhave vacation.

LearningProcess

Learningprocess ofspeakingskill

The classatmosphereduring theteachingand learningprocess

1. Richards (2012)explains that thereare three keyfactors insuccessfullanguage learning.They are teachers,

16. The learningactivities so farin theclassroom isfun.

17. The learning


136



materials, and thelearners. Teachershould be active inproviding input,support, andfeedback. Creatingactivities thatenable the studentsto communicatewith theirclassmates.Therefore, the roleof the teacher is tostructure thestudents’ learningexperiences tosupport theirspeakingdevelopment.Teachers may dothis by designinginteresting andappropriatematerials. (Item16, 17, 18)

2. Richards (2012)explains that to bea successfullearner, teachersmust encourage thelearners to takeresponsibility formanaging theirown learning andthe improvementof their speakingskill. Learners cando it by developingawareness aboutthemselves assecond languagespeakers, by betterunderstanding thenature and thedemands of

activities so farencourage meto speakEnglish more.

18. The learningactivities so farin theclassroom areable to improvemy speakingskill.

19. I often speakEnglish in theclassroomduring thelesson.

20. I alwaysmaximize mytime to practiceEnglish duringthe lesson.


137



speaking. Theyalso must criticallyconsider thestrategies that canfacilitate their oralcommunication.Learners may workcollaborativelywith their peers.(Item 19, 20)

The use ofnon-projectedvisualmedia

Theadvantageof non-projectedvisualmedia inlearningspeaking

The use ofnon-projectedvisualmedia inteachingand learningprocessespecially inspeakingactivities

1. Stoner (2009)says that visualmedia aresomething thatcan express aword withoutwriting it, it canexplain theabstract concepts,and it can stealthe audience’sattention. (Itemno 21, 22, 24)

2. Arsyad (2010)explains thatvisual media holda very importantrole in thelearning process.Visual media canhelp the students’understandingabout the materialand they canmake the memorystronger. (Item no23, 25)

21. The learningactivities forspeaking so faronly depend onthe text book.

22. The learningactivities forspeaking shoulduse more mediathan just onlyuse textbook.

23. I canunderstand thematerial betterif there aresome picturesthat helpexplain thesituation.

24. I feel moreexcited whenthe learningactivities ofspeaking usedsome pictures.

25. The learningactivities ofspeaking willbe much morefun by using


138



cards,flashcards, andboard game.


139

Appendix 2

The Blueprint of the Students’ Reflection Interview

Concept Construct Data GatheringInstrument

Speaking Skill Students’ speaking skillin communicating withothers

Students have lowspeaking skill

The needs of speaking The importance ofspeaking skill

Speaking skill isimportant for students intheir study and future

Learning process in theclassroom

1. The problems ofspeaking tocommunicate

2. The way of solving theproblems

1. Some problems whichfaced by students incommunicating inEnglish

2. The speakingtechnique which needsto consider in doing thecommunication

The use of non-projected visual mediain learning speaking

The advantage of non-projected visual media inlearning speaking

There are severaladvantages of non-projected visual mediawhich issues to improvestudents’ speaking skill


140

Appendix 3

The Blueprint of the Students’ Feedback Toward the Techniques

Research Questions Category Interview Questions

How do non-projectedvisual media improvethe speaking skill of theeight grade students ofJunior High School?

1. Non-projectedvisual media?

2. Are there anydifferences in practicespeaking before andafter using non-projected visual media?

Learning process 1. What do you think ofpracticing speakingusing non-projectedvisual media?

2. Have you feltmotivated enoughlearning speaking byusing non-projectedvisual media?

3. What are theadvantages of usingnon-projected visualmedia in every classactivity?

4. Do you make anyimprovement inspeaking after usingnon-projected visualmedia in every activity?

5. Do you believe thatyour speaking skill willimprove significantly ifyou use non-projectedvisual media in everyclass activity?

Intention 1. Do you wish to usenon-projected visualmedia in every classactivity to improveyour speaking skill?


141

Appendix 4

The Interview Transcript of the Students’ Need Analysis [trans.na].

Interview Code

R: Miss Asti mau bertanya beberapa pertanyaan dulu sebelum kita start

the lesson. Menurut kalian pembelajaran bahasa Inggris selama ini

seperti apa? Apakah menarik, membosankan, atau biasa saja? What

do you think? Come on, this is an open discussion so we can share

our opinion. So what do you think? Come on, Sekar. What do you

think? Pelajaran bahasa Inggris selama ini bagaimana? Is it biasa saja

atau kurang fun atau bagaimana?

S: Biasa saja, Miss.

R: Oke, biasa saja. What about the others, Khrisna?

Khrisna would not answer.

R: What about you, Yulius? What do you think?

Y: Biasa saja.

R: Oke, biasa saja. What about you, Daniel?

D: Biasa saja.

R: Biasa saja. Maksudnya kurang game?

D: Iya, Miss. Kurang game.

R: Oke, what about you Timothy?

T: I’m not fine.

R: I’m not fine? Apanya yang not fine?

T: Maksudnya biasa saja, Miss.

R: Oh, biasa saja. Oke...kemudian selama ini apakah pelajaran Bahasa

Pr 1

Pr 2


142

Interview Code

Inggris sudah bisa membantu kalian berbicara Bahasa Inggris dengan

baik?

T: Belum terlalu.

R: What about the others, Sekar?

S: Belum terlalu.

R: Menurut kalian kemampuan berbicara bahasa Inggris kalian

bagaimana? Masih kurang atau biasa saja? Kira-kira perlu

ditingkatkan atau tidak?

T: Iya, Miss...perlu ditingkatkan.

R: Caranya bagaimana?

T: Belajar, Miss...dan lebih banyak latihan.

R: Oke, kalau kemarin kita kan belajar Bahasa Inggris biasa saja, tidak

pakai kartu, tidak pakai gambar atau media lainnya. Kalau misalnya

nanti kita pakai gambar atau kartu kira-kira kalian akan tertarik atau

tidak?

T: Tidak tahu, Miss.

R: Tidak tahu. Lihat nanti berarti ya? Oke, so...kira-kira kalian akan

lebih termotivasi untuk belajar Bahasa Inggris tidak kalau kita

pakai game atau kita pakai kartu. Timothy?

T: Iya, Miss.

R: Oke, so for the next lesson we will start to use picture, cards, or board

game.

Pr 3

Pr 4

Sl 1

Sl 2


143

Appendix 5

Transcript of Daniel’s 1st Reflection [trans.ref.1.Daniel]

Interview Code Indicator

R: So...Daniel...gimana rasanya setelah belajar bahasa

Inggris menggunakan media visual yang tidak

diproyeksikan seperti kartu dan gambar kemarin itu?

Apakah menyenangkan, membosankan, atau kurang

menyenangkan atau bagaimana?

D: Menyenangkan, Miss.

R: Daniel, kamu sudah merasa termotivasi belum

untuk belajar bahasa Inggris?

D: Sudah, Miss.

R:Terus bagaimana dengan kemampuan berbicara

bahasa Inggrismu? Menurutmu sudah ada peningkatan

belum dari sebelumnya?

D: Sedikit, Miss.

R: Oke, menurutmu apa yang perlu ditingkatkan dari

media yang kemarin itu? Kurang menyenangkan,

kurang seru, kurang banyak...atau bagaimana?

D: Kurang banyak, Miss.

R: Oh..kurang banyak ya..Oke, kemudian kamu

berharap nggak kita belajar bahasa Inggris dengan

menggunakan media visual yang tidak diproyeksikan

terus?

Bft 1

Bft 2

Limp

Sggs 1

Sggs 2

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

doing more

practice

The benefit of


144


D: Iya, Miss. Harapannya begitu.

R: Terus kamu yakin nggak kalau kita menggunakan

media visual yang tidak diproyeksikan dalam belajar

bahasa Inggris kamu akan termotivasi dalam belajar

bahasa Inggris?

D: Lima puluh persen, Miss.

R: Lima puluh persen ya..Oke, terus kamu yakin

nggak kalau kemampuan berbicara bahasa Inggrismu

akan meningkat bila kita terus belajar menggunakan

media visual yang tidak diproyeksikan?

D: Iya, Miss.

R: Ada saran nggak untuk pembelajaran selanjutnya?

Terutama tentang media visual yang akan kita

gunakan?

D: Medianya lebih banyak aja, Miss.

R: Oke, jadi medianya diperbanyak ya... Oke, thank

you, Daniel.

Bft 3

Sggs 3

doing more

practice

The benefit of

using non-

projected

visual media

The benefit of

doing more

practice


145

Appendix 6

Transcript of Nathania’s 1st Reflection [trans.ref.1.Nathania]

Interview Code Indikator

R: So, Nathania...bagaimana rasanya belajar bahasa


diproyeksikan seperti kartu dan gambar?

N: Sangat menyenangkan, Miss.

R: Oke, sangat menyenangkan ya. Kemudian, apakah

kamu merasa lebih termotivasi dalam belajar bahasa

Inggris?

N: Iya, Miss.

R: Bagaimana dengan kemampuan berbicara bahasa

Inggrismu? Menurutmu sudah ada peningkatan

belum?

N: Sedikit, Miss.

R: Sedikit ya? Oke, menurutmu apa yang perlu

ditingkatkan atau diperbaiki lagi dari media-media

yang kita gunakan kemarin? Kira-kira kurangnya apa?

Kurang bagus? Kurang menyenangkan atau apa?

N: Kurang seru lagi, Miss.

R: Kurang seru ya...Oke, jadi kalau begitu besok Miss

Asti harus bikin media yang lebih seru lagi ya...Oh ya,

kamu berharap nggak kita belajar bahasa Inggris

dengan terus menggunakan media seperti ini?

Bft 1

Bft 2

Limp

Sggs 1

Sggs 2

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

doing more

practice

The benefit of

doing more


146

Interview Code Indikator

N: Mmmm....harapannya begitu, Miss.

R: Kemudian kamu yakin nggak kalau kita terus

menggunakan media visual yang tidak diproyeksikan

dalam belajar bahasa Inggris kamu akan lebih

termotivasi untuk belajar? Yakin nggak?

N: Yakin, Miss.

R: Kemudian kamu yakin nggak kalau kemampuan

speaking atau berbicara bahasa Inggrismu akan lebih

meningkat bila kita terus menggunakan media dalam

kegiatan pembelajaran?

N: Hmmm....belum terlalu yakin sih, Miss.

R: Oke, terus ada saran lagi nggak untuk media yang

akan kita gunakan selanjutnya?

N: Yang lebih seru aja, Miss daripada yang

kemarin.

R: Yang lebih seru dari yang kemarin ya? Oke, Thank

you, Nathania.

Sggs 3

practice

The benefit of

using non-

projected

visual media

The benefit of

doing more

practice


147

Appendix 7

Transcript of Timothy’s 1st Reflection [trans.ref.1.Timothy]


R: Timothy, bagaimana rasanya belajar bahasa


diproyeksikan seperti kartu dan gambar kemarin?

T: Seru, Miss.

R: Terus kamu sudah merasa termotivasi belum

dalam belajar?

T: Sudah, Miss.

R: Terus menurut kamu kemampuan speakingmu

sudah meningkat apa belum?

T: Sudah ada peningkatan, Miss.

R: Terus menurutmu apa yang perlu ditingkatkan

atau diperbaiki lagi dari media yang kita pakai

sebelumnya?

T: Hmmmm...nggak ada sih, Miss. Sudah cukup kok.

R: Oke, kamu berharap nggak kalau kita belajar

bahasa Inggris dengan terus menggunakan media

visual yang tidak diproyeksikan? Atau cuma kadang-

kadang aja?

T: Menggunakan media, Miss. Karena lebih seru

dan lebih mudah dipahami.

R: Oke, kemudian kalau kita terus menggunakan

Bft 1

Bft 2

Limp

Sggs 1

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media


148


media visual yang tida diproyeksikan, kamu yakin

nggak kalau akan lebih termotivasi dalam belajar?

T: Yakin, Miss.

R: Kemudian kamu yakin nggak kalau kemampuan

speakingmu akan lebih meningkat jika kamu belajar

bahasa Inggris dengan menggunakan media?

T: Iya, Miss.

R: Ada saran nggak untuk media atau kegiatan

selanjutnya?

T: Nggak ada, Miss.

R; Berarti media yang kemarin sudah cukup ya?

T: Iya, Miss.

R: Oke, thank you, Timothy...

Bft 3

Bft 4

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media


149

Appendix 8

Transcript of Yoseph’s 1st Reflection [trans.ref.1.Yoseph]


R: Oke, Yoseph...bagaimana rasanya belajar bahasa


diproyeksikan seperti kartu dan gambar kemarin?

Ys: Senang, Miss.

R: Kemudian kamu sudah merasa termotivasi belum

dalam belajar bahasa Inggris?

Ys: Belum terlalu, Miss.

R: Kemudian menurut kamu kira-kira kemampuan

speakingmu sudah meningkat apa belum?

Ys: Sudah meningkat, Miss.

R: Terus menurutmu apa yang perlu ditingkatkan

atau diperbaiki dari media yang kemarin kita

gunakan?

Ys: Jumlahnya, Miss.

R: Oh jumlahnya..berarti kartunya diperbanyak lagi

ya...oke, kemudian kamu berharap nggak kita belajar

bahasa Inggris dengan terus menggunakan media?

Ys: Iya, Miss.

R: Terus kamu yakin nggak kalau kita terus

menggunakan media dalam belajar bahasa Inggris

kamu akan lebih termotivasi dalam belajar?

Bft 1

Limp

Sggs 1

Sggs 2

Bft 2

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

doing more

practice

The benefit of

doing more

practice

The benefit of


150


Ys: Iya, Miss.

R: Kemudian, kalau kita terus menggunakan media

visual yang tidak diproyeksikan maka kemampuan

speakingmu akan lebih meningkat dari sebelumnya?

Ys: Yakin, Miss.

R: Ada saran dan kritik untuk media selanjutnya?

Ys: Diperbanyak aja, Miss jumlahnya.

R: Diperbanyak ya... Oke, thank you, Yoseph...

Bft 3

Sggs 3

using non-

projected

visual media

The benefit of

using non-

projected

visual media


151

Appendix 9

Transcript of Daniel’s 2nd Reflection [trans.ref.2.Daniel]


R: Daniel...jadi gimana sekarang rasanya setelah

belajar bahasa Inggris dengan menggunakan media

visual yang tidak diproyeksikan kembali?

D: Lebih seru, Miss.

R: Lebih serunya dimana?

D: Dari permainannya, Miss.

R: Jadi lebih seru karena banyak gamesnya ya..Oke,

terus merasa lebih termotivasi lagi nggak untuk

belajar bahasa Inggris?

D: Yes, Miss.

R: Yes ya...oke...terus kemampuan berbicara bahasa

Inggrismu bagaimana? Sudah lebih meningkat atau

belum?

D: Sedikit, Miss, fifty percent.

R: Oke...fifty percent ya.. terus kegiatan apa yang

bisa bikin kemampuan speakingmu bisa lebih

meningkat? Waktu menulis...waktu game atau waktu

apa?

D: Waktu main game, Miss.

R: Terus bagaimana dengan media yang kita

gunakan kemarin?

Bft 1

Bft 2

Bft 3

Limp

Bft 4

Bft 5

The benefit of

using non-

projected

visual media

The benefit of

games

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

games

The benefit of


152


D: Seru, Miss.

R: Apakah lebih baik atau kurang?

D: Kurang, Miss.

R: Kurang apanya?

D: Kurang banyak, Miss.

R: Oke, saran untuk media selanjutnya apa?

D: Hmm...itu aja, Miss. Kita main game pakai

kartu lagi, Miss.

R: Oke, thank you, Daniel...

Sggs 1

Sggs 2

using non-

projected

visual media

The benefit of

doing more

practice

The benefit of

using non-

projected

visual media


153

Appendix 10

Transcript of Nathania’s 2nd Reflection [trans.ref.2.Nathania]


R: Nathania, bagaimana rasanya kegiatan

pembelajaran bahasa Inggris dengan menggunakan

media visual yang tidak diproyeksikan seperti kartu

dan gambar untuk yang ketiga kalinya?

N: Hmmm...sangat menyenangkan, Miss.

R: Kalau menyenangkan, menyenangkannya

dimana?

N: Saat bermain, Miss.

R: Saat bermain ya...berarti karena gamesnya. Terus

kamu sudah merasa termotivasi belum dalam belajar

bahasa Inggris?

N: Belum terlalu.

R: Terus bagaimana dengan kemampuan

speakingmu sudah lebih meningkat dari sebelumnya

atau belum?

N: Hmmm...sudah, Miss.

R: Terus menurutmu dalam kegiatan kelas yang

mana kemampuan speakingmu bisa lebih

meningkat?

N: Saat berbicara, Miss.

R: Bagaimana dengan media yang kita gunakan

Bft 1

Bft 2

Limp

Bft 3

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected


154


kemarin?

N: Menyenangkan, Miss.

R: Apakah sudah cukup atau perlu ditingkatkan lagi?

N: Cukup, Miss.

R: Apakah ada saran untuk media yang selanjutnya?

N: Nggak ada, Miss.

R: Oke, thank you, Nathania.

visual media


155

Appendix 11

Transcript of Timothy’s 2nd Reflection [trans.ref.2.Timothy]



Inggris dengan menggunakan media visual yang

tidak diproyeksikan kali ini?

T: Seru, Miss.

R: Lebih seru ya..oke, kalau seru, serunya dimana?

T: Di game, Miss.

R: Kemudian merasa lebih termotivasi nggak untuk

belajar?

T: Iya, karena game itu membuat kita nggak

merasa bosan dan lebih mengerti.

R: Oke, kemudian bagaimana dengan kemampuan

speakingmu sudah lebih meningkat atau belum?

T: Sudah, Miss.

R: Menurutmu dengan kegiatan apa maka

kemampuan speaking bisa lebih meningkat?

T: Dengan lebih sering berbicara.

R: Menurutmu kita sudah banyak berbicara bahasa

Inggris atau belum?

T: Sudah, Miss.

R: Kemudian bagaimana dengan media yang kita

gunakan kemarin?

Bft 1

Bft 2

Bft 3

Limp

The benefit of

using non-

projected

visual media

The benefit of

games

The benefit of

using non-

projected

visual media


156


T: Sudah bagus, Miss.

R: Perlu ditingkatkan lagi atau apa?

T: Sudah cukup, Miss.

R: Ada saran nggak untuk media yang berikutnya?

T: Nggak ada, Miss.

R: That’s enough?

T: Enough, Miss.

R: Oke, thank you, Timothy.


157

Appendix 12

Transcript of Yoseph’s 2nd Reflection [trans.ref.2.Yoseph]


R: Yoseph..bagaimana rasanya belajar bahasa


diproyeksikan lagi?

Ys: Seru, Miss.

R: Serunya dimana?

Ys: Bisa bermain bersama teman.

R: Kemudian merasa lebih termotivasi nggak untuk

belajar bahasa Inggris?

Ys: Iya, Miss.

R: Terus kemampuan speakingmu bagaimana?

Apakah sudah lebih meningkat atau biasa saja?

Ys: Sedikit meningkat, Miss.

R: Terus menurutmu dengan kegiatan apa maka

kemampuan speakingmu bisa lebih meningkat?

Ys: Dengan main game, Miss.

R: Terus bagaimana dengan media yang kita

gunakan kemarin? Menurutmu lebih baik dari yang

sebelumnya atau bagaimana?

Ys: Sudah lebih baik, Miss.

R: Ada saran nggak untuk media yang selanjutnya?

Ys: Nggak ada, Miss.

Bft 1

Bft 2

Bft 3

Limp

Bft 4

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

games


158


R: Oke, thank you, Yoseph


159

Appendix 13

Transcript of Daniel’s 3rd Reflection [trans.ref.3.Daniel]


R: Daniel, bagaimana rasanya setelah belajar bahasa

Inggris dengan menggunakan visual media yang

tidak diproyeksikan seperti kartu, gambar, dan board

game selama ini?

D: Senang, Miss.

R: Senangnya, dimana?

D: Saat bermain kartu, Miss.

R: Jadi apakah dengan menggunakan media dalam

belajar bahasa Inggris maka kamu bisa lebih

mengerti?

D: Bisa, Miss.

R: Bagaimana denagn kemampuan speakingmu dari

awal kita menggunakan media sampai sekarang?

Apakah sudah lebih meningkat atau belum?

D: Sedikit, Miss.

R: Kegiatan pembelajaran yang bagaimanakah yang

paling kamu sukai saat kita menggunakan media?

D: Mmmm...apa ya...saat main game, Miss.

R: Jadi menurut pendapatmu apakah penggunaan

media visual yang tidak diproyeksikan dalam

kegiatan pembelajaran bahasa Inggris bermanfaat

Bft 1

Bft 2

Bft 3

Limp

Bft 4

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

using non-


160


bagi siswa?

D: Iya, Miss.

R: Terus kamu setuju nggak kalau dalam belajar

bahasa Inggris kita terus menggunakan media?

D: Setuju, Miss.

R: Apakah ada saran untuk penggunaan media

selanjutnya selain kartu, gambar, dan board game?

D: Nggak ada, Miss.

R: Oke, Thank you, Daniel.

Sggs 1

projected

visual media

The benefit of

using non-

projected

visual media


161

Appendix 14

Transcript of Nathania’s 3rd Reflection [trans.ref.3.Nathania]


R: Nathania, bagaimana rasanya menggunakan media

yang tidak diproyeksikan seperti kartu, gambar, dan

board game dalam kegiatan pembelajaran bahasa

Inggris?

N: Sangat menyenangkan, Miss.

R: Sangat menyenangkannya dibagian apa, Nathania?

N: Saat main kartu sama teman-teman.

R: Terus dengan pengunaan media visual yang tidak

diproyeksikan dalam kegiatan pembelajaran Bahasa

Inggris bisa bikin kamu lebih mengerti nggak dengan

pelajaran yang sedang diajarkan?

N: Iya, Miss.

R: Terus bagaimana dengan kemampuan speakingmu

dari awal kita menggunakan media sampai sekarang

ini? Apakah sudah lebih meningkat atau biasa saja?

N: Sudah lebih meningkat, Miss.

R: Kemudian kegiatan pembelajaran seperti apakah

yang kamu sukai saat kita menggunakan media?

N: Saat bermain kartu dengan teman-teman, Miss.

R: Terus menurutmu apakah penggunaan media saat

kegiatan belajar mengajar sangat bermanfaat bagi

Bft 1

Bft 2

Bft 3

Limp

Bft 4

Bft 5

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of


162


siswa?

N: Bermanfaat, Miss.

R: Bermanfaatnya dibagian mana?

N: Jadi membuat siswa lebih senang dalam

belajar, Miss.

R: Jadi membuat kamu lebih termotivasi dalam belajar

ya?

N: Iya, Miss.

R: Menurut kamu sebagai siswa, kamu setuju nggak

kalau dalam pembelajaran bahasa Inggris kita terus

menggunakan media?

N: Setuju, Miss.

R: Ada saran nggak untuk media yang selanjutnya

mungkin bisa digunakan dalam kegiatan pembelajaran

selain kartu, gambar, atau board game?

S: Saya pengen main game yang ada tebak-

tebakannya, Miss.

R: Oh gitu...tapi tetap pakai kartu kan ya?

S: Iya, Miss.

R: Oke, thank you, Sekar.

Bft 6

Bft 7

Sggs 1

Sggs 1

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

games


163

Appendix 15

Transcript of Timothy’s 3rd Reflection [trans.ref.3.Timothy]



inggrsi dengan menggunakan media kartu yang tidak

diproyeksikan seperti kartu, gambar, dan board game

selama ini dari awal sampai akhir?

T: Seru dan mudah dimengerti, Miss.

R: Kemudian bagaimana dengan kemampuan

speakingmu selama ini dari awal sampai akhir?

T: Sudah meningkat, Miss.

R: Kemudian kegiatan pembelajaran seperti apakah

yang kamu sukai saat kita menggunakan media?

T: Saat kita main game, Miss.

R: Jadi kartu dikombinasikan dengan game ya?

T: Iya, Miss.

R: Menurutmu apakah penggunaan media dalam

kegiatan belajar mengajar itu bermanfaat bagi siswa?

T: Sangat bermanfaat karena bisa membuat

siswa tidak bosan dan dengan media tersebut

dapat membuat pelajaran jadi lebih mudah

untuk dimengerti.

R: Sebagai siswa kamu setuju nggak kalau dalam

kegiatan belajara bahasa Inggris kita menggunakan

Bft 1

Limp

Bft 2

Sggs 1

Bft 3

The benefit of

using non-

projected

visual media

The benefit of

games

The benefit of

using non-

projected

visual media


164


media?

T: Setuju, Miss.

R: Kemudian ada saran nggak untuk media yang lain

selain kartu, gambar atau board game?

T: Tidak, Miss. Sudah cukup.

R: Artinya sudah bisa dimengerti ya?

T: Sudah, Miss.

R: Oke, thank you, Timothy...

Sggs 2 The benefit of

using non-

projected

visual media


165

Appendix 16

Transcript of Yoseph’s 3rd Reflection [trans.ref.3.Yoseph]


R: Yoseph, bagaimana rasanya kegiatan

pembelajaran selama ini dengan menggunakan visual

media yang tidak diproyeksikan seperti kartu,

gambar, dan board game?

Ys: Seru, Miss.

R: Bagaimana dengan penggunaan media dalam

kegiatan belajar mengajar selama ini? Apakah itu

bisa membuat kamu lebih memahami materi yang

sedang diajarkan?

Ys: Iya, Miss.

R: Terus bagamana dengan kemampuan

berbicaramu? Apakah sudah lebih lancar dari

pertama kali kita menggunakan media sampai yang

terakhir ini?

Ys: Sudah ada sedikit kemajuan, Miss.

R: Terus kegiatan pembelajaran apa yang paling

kamu sukai saat kita menggunakan media?

Ys: Saat bermain kartu.

R: Menurut pendapatmu apakah penggunaan media

visual yang tidak diproyeksikan dalam kegiatan

belajar mengajar itu sangat bermanfaat untuk siswa?

Bft 1

Bft 2

Limp

Bft 3

Bft 4

Bft 5

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected

visual media

The benefit of

using non-

projected


166


Ys: Iya, bermanfaat, Miss.

R: Bermanfaat dalam hal apa?

Ys: Membuat kita jadi lebih mengerti, Miss.

R: Oke...kemudian sebagai siswa kamu setuju nggak

kalau kita dalam belajar bahasa Inggris

menggunakan media?

Ys: Setuju, Miss.

R: Ada saran nggak untuk media yang bisa kita

gunakan waktu belajar bahasa Inggris selain kartu,

gambar, atau board game?

Ys: Nggak ada, Miss.

R: Oke, thank you, Yoseph..

Sggs 1

visual media

The benefit of

using non-

projected

visual media


167

Appendix 17

The Students’ Need Analysis Questionnaire

Nama:

KUESIONER UNTUK SISWA KELAS 8 SMP BHINNEKA TUNGGAL IKA

Petunjuk Pengisian:Berikut ini kamu akan diberikan sejumlah pertanyaan yang berkaitan dengankemampuan berbicara Bahasa Inggrismu. Kamu diharapkan untuk membaca setiappernyataan dengan teliti. Pada setiap pernyataan, kamu diminta untuk memberi tandacentang (√) pada pilihan skala dibawah ini yang sesuai dengan pendapat kamu.5 = Sangat Setuju4 = Setuju3 = Agak Tidak Setuju2 = Kurang Setuju1 = Tidak SetujuNo Pernyataan 5 4 3 2 11 Kemampuan berbicara Bahasa Inggris saya sangat

bagus.

2 Saya bisa merangkai kalimat dalam Bahasa Inggrisdengan mudah.

3 Saya bisa mengingat kosakata baru dalam BahasaInggris tanpa mengalami kesulitan.

4 Saya bisa mengucapkan atau melafalkan kata-kataberbahasa Inggris dengan mudah.

5 Saya bisa berbicara dalam Bahasa Inggris denganmenggunakan grammar yang tepat.

6 Saya bisa memahami maksud pembicaraan lawankata saya yang sedang berbicara denganmenggunakan Bahasa Inggris tapi saya tidak tahubagaimana membalas pembicaraan lawan kata sayadengan menggunakan Bahasa Inggris juga.

7 Saya tidak memahami sama sekali pembicaraanseseorang yang sedang berbicara menggunakanBahasa Inggris.

8 Saya hanya sedikit memahami pembicaraanseseorang yang sedang berbicara menggunakanBahasa Inggris.

9 Mampu berbicara dengan menggunakan Bahasa


168

No Pernyataan 5 4 3 2 1Inggris adalah hal yang penting bagi saya.

10 Saya ingin bisa lancar berbicara Bahasa Inggris tapiperbendaharaan kata saya sangat terbatas.

11 Saya ingin bisa lancar berbicara Bahasa Inggris tapisaya malu jika salah mengucapkan kata danditertawakan oleh orang lain yang mendengarnya.

12 Saya ingin bisa lancar berbicara dalam Bahasa Inggrisagar nilai saya bagus.

13 Saya ingin bisa lancar berbicara Bahasa Inggris agarbisa mengobrol dengan turis mancanegara.

14 Saya ingin bisa lancar berbicara Bahasa Inggris agarkelak mudah mendapatkan pekerjaan.

15 Saya ingin lancar berbicara Bahasa Inggris karenamungkin kelak saya akan ke luar negeri entah untukbelajar atau hanya jalan-jalan.

16 Kegiatan pembelajaran Bahasa Inggris di kelas selamaini menyenangkan.

17 Kegiatan pembelajaran Bahasa Inggris di kelas selamaini membosankan.

18 Kegiatan pembelajaran Bahasa Inggris di kelas selamaini mampu meningkatkan kemampuan berbicarabahasa Inggris saya.

19 Saya sering berbicara dengan menggunakan BahasaInggris di kelas ketika pelajaran Bahasa Inggris sedangberlangsung.

20 Saya selalu mengasah kemampuan berbicara BahasaInggris saya dengan banyak latihan ketika pelajaranBahasa Inggris sedang berlangsung.

21 Kegiatan pembelajaran Bahasa Inggris selama inihanya bergantung pada buku teks.

22 Kegiatan pembelajaran Bahasa Inggris akan lebihmenyenangkan bila ada media lain selain buku teks.

23 Saya bisa memahami materi dengan lebih baik biladisertai dengan gambar-gambar yang menjelaskansuatu situasi.

24 Saya merasa lebih bersemangat bila kegiatanpembelajaran Bahasa Inggris disertai oleh gambar-gambar yang menjelaskan suatu situasi.

25 Kegiatan pembelajaran Bahasa Inggris akan lebihmenyenangkan bila diselingi oleh kartu, flashcards,dan board game.


169

Appendix 18

The Students’ Answer on the Need Analysis Questionnaire


170


171

Appendix 19

The Test Questions in Cycle 1

SIMPLE PAST TENSE1. What’s your name?2. How do you spell your name?3. How old are you?4. Where are you from?5. Where do you study?6. What’s your father’s name?7. What does he do?8. What’s your hobby?9. Where were you yesterday?10. How was the place?11. Where were they yesterday? How was the place?

Yoga Anna Beni Tito12. What did Joko do last week?

13. What did Sarah do two days ago?

14. Did you take a bath this morning?Did you study last night?Did you do your homework yesterday afternoon?Did you watch TV five hours ago?Did you have breakfast this morning?

15. What did you do yesterday?16. Were you happy yesterday?


172

Appendix 20


SIMPLE PAST TENSE & PAST CONTINUOUS TENSE1. Where were they yesterday? How was the place?

Budi Anna Indah2. Where were you yesterday? How was the place?3. What did Andi do last Sunday?

4. What did Sarah do two days ago?

5. Did you have breakfast this morning?Did you kiss your mother this morning?

6. What did you do yesterday?7. Were you bored yesterday?

Were you busy yesterday?8. What was Yoga doing at 9 a.m yesterday?


173

9. What was Wulan doing at 4 p.m yesterday?

10. What were you doing at 7 p.m yesterday?


174

Appendix 21


SIMPLE PAST TENSE((+), (-),(?),WAS/WERE,WH QUESTIONS)1. What’s your name?2. How do you spell your name?3. How old are you?4. Where are you from?5. Where do you study?6. What’s your father’s name?7. What does he do?8. What’s your hobby?9. Where were you yesterday?10. How was the place?11. Where were they yesterday? How was the place?

Anton Tita Budi12. What did Rio do yesterday?

13. What did Maya do three days ago?

14. Did you study last night? What did you study last night?Did you have breakfast this morning? What did you eat this morning?

15. Were you busy yesterday?Were you tired yesterday?Were you bored yesterday?

16. What did you do yesterday? Explain!17. More questions from no. 16.


175

Appendix 22

The Results of the Tests

Name Pre-test Cycle 1 Cycle 2 Cycle 3

Timothy 72 79 84 86Nathania 70 77 82 87

Yosep 65 77 81 85Sekar 60 63 64 66Yulius 60 60 65 70Daniel 60 64 70 75Khrisna 60 60 63 70

Mean 63,85 68,57 72,71 77


176

Appendix 23

The Pictures of the Students When They Were Doing the Class Activity


Documents

NON-PROJECTED VISUAL MEDIA TO IMPROVE THE … fileBHINNEKA TUNGGAL IKA JUNIOR HIGH SCHOOL STUDENTS: AN ACTION RESEARCH beserta perangkat yang diperlukan (bila ada). Dengan demikian