An Analyze of Teaching Speaking Procedure Text Through Pictures In Senior High School Students

By : Lungit Wawastiono 16 August 2012

HOW TO MEASURE OF SPEAKING ABILITY STUDENTS

PREFACE

First and foremost I would like to extend my gratitude to Allah SWT for His mercy and grace for allowing me to finally finish my paper the title Teaching Speaking Procedure Text Through Pictures In Senior High School Students. In preparing and arranging this paper the authors would like to thank: 1. Parents who have given a boost mental and material and always support us. 2. All of friends who have supported the creation of this paper. I realize that this paper is still not perfect, I hope for that advice and criticism from readers which can build it for the perfection of this paper. Hopefully this paper will be benefit for you.

TABLE OF CONTENT

COVER ........................................................................................................ i PREFACE ................................................................................................... ii TABLE OF CONTENT ............................................................................ iii CHAPTER I : INTRODUCTION 1. Background of Study ...................................................................... 1 2. Statement of the problem ................................................................ 4 3. Purpose of Study ............................................................................. 4 CHAPTER II : DISCUSSION 1. Definition of Instructional Media ................................................... 5 2. Definition of Visual ......................................................................... 6 2.1 Kind of Visual................................................................................ 6 3. Definition of Speaking..................................................................... 9 4. The Kind of Text ........................................................................... 10 5. Definition of Teaching Speaking Using Pictures ........................... 14 5.1 Type of Classroom Speaking Performance .................................. 14 5.2 Strategies For Developing Speaking Skills ................................ 15 5.3 Speaking Procedure Text .............................................................. 16 5.4 Teaching Speaking Procedure Text Through Pictures ................. 18 CHAPTER III : CONCLUSSION .............................................................. 19 REFERENCES APPENDIX

CHAPTER I INTRODUCTION

1.

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

able to obtain a lot of knowledge and experiences. Therefore language is really important for human being. English is a foreign language for Indonesian which should be taught to the students from elementary school up to university, it has now bwcome a required lecture that needs to be taught towards all student. It can function as a generally basic or particulary basic lecture. In this way, students are expected to be able to communicate in English well. English consist of four language skill. Those are listening, speaking, reading and writing. Among the four languages skills, speaking is the real challenge to most students, why is that so? Because it needs paints taking effort to use appropriate vocabularies orally in order that the message is able to be understood by others correctly. Schoot Thorn burry in his book titled how to teach speaking ; stated Speaking represent a real challenge to most language learners, speaking is a skill and such need to be develoved and practiced independently of the grammar accuracy (2005:1). In general, all forms of media are the intermediary for the spread, carry or convey something to the recipient of messages and ideas. Teaching media can be broadly defined as follows: "Any person, materials, equipment or events that establish the condition of the students acquire knowledge, skills and attitudes (Achsin, 1986). Instructional media encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students' achievement of instructional objectives. In general, there are three kinds of instructional media. They are audio, visual, and audio visual media. Audio media are media that can be listened to, while visual media are media that can be seen. The instructional media that involve the senses of sight and hearing are named as

audio visual media (Kasbolah, 1993:57). English teachers need to use instructional media in achieving the teaching objectives. However, the use of instructional media needs to be carefully made and planned. Visual is one of the ways organize thinking and increases ability think and communication. Visual related with eyes and sight. According to some Experts, visual also one of part of studying activity. Where is that learned activity

consisting of: Somatic (studying is with moving and act), Auditory (studying with speaking and hearing), intellectual (studying by solves problem and

contemplating), and visual (studying by sees, observe, and describing). These fourth learning activities to control and optimally learning process. Learning process include of communication process and happens in a system, therefore learning media is important as one of learning system component. Without media, communication won't happen and learning process will not can happen optimally. Learning media is integral component of learning system. Pictures and illustrations are not a substitute for books and other learning activities. Their function is a helping or supplementary one. Pictorial materials have proved their value in ways already enumerated, the chief four of which are (1) motivating interest and learning, (2) providing source material for study and investigation, (3) providing artistic and esthetic development, and (4) providing cues which led to creative effort (Kinder, 1950:102). Yuswotomo (1991:14) states that there are two kinds of pictures that can be used as teaching media. They are the original pictures and the pictures of illustration. The original pictures show the concrete shapes of the objects, or person related to the topic being discussed. The pictures of illustration, on the other hand, are made in order to display a situation or an object needed for the teaching activities such as the illustration of a conversation between mother and father in a dining room. According to Wright (1989:2) pictures contribute to interest and motivation, a sense of context of the language, and a specific reference point or

stimulus. He also stated that picture can be useful on emphasizing the teaching of writing and speaking, listening and reading integratedly. The most benefit of a picture can make is to contribute to the students understanding of a more general context which may be made up of pictures, the teachers actions, the students actions, sound effects and words. This overall context of new language will have meaning to the students (Wright, 1994:128). When selecting a picture, some essentials should be kept in mind: grammatical structures which can be practiced with it, items of vocabulary which can be taught with it, size, clarity, appeal to the eye, and entertainment value. It is useful and time consuming to mark each picture on the reverse side and indicate the language item it can be used for (Ernestova, 1988). According to the statement above, it is better for students to develop and practice their speaking independently of grammar accuracy. There are a lot of ways to develop students speaking ability, including speaking skill on procedure text, procedure text is a kind of text that its purposes is to give some procedures or tips to make or to do something. The process of teaching English speaking will be success if there are supported by some factors such as qualified teacher, supplementary materials, teaching method and teaching aids, each of those factors must have function in teaching learning process. The funtion of teaching aids is for helping teacher to deliver their idea or knowledge in order that it can be understood easily by students. Based on the theoretical above, so the writer curious to analyze it further in a the paper entitled Teaching Speaking Procedure Text Through Pictures In Senior High School Students. In this paper, the writer chooses the topic, teaching speaking procedure text through pictures. Procedure text is the text that has purpose to give clues or steps, ways or method to make something. Thus the writer chooses pictures as visual aids in helping students in learning speaking procedure text. The writer to choose pictures as teaching, pictures can be helpful for students to develop their ideas in speaking it will help students to arrange some tips or clues correctly.

2.

Statement Of The Problem a. How is instructional media? b. How is visual? c. How is speaking? d. How is kind of text? e. How is teach speaking use pictures?

3.

Purpose Of Study a. To know how is instructional media b. To know how is visual c. To know how is speaking d. To know how is kind of text e. To know how is teach speaking use pictures

CHAPTER II Discussion

1. Definition of Instructional Media Instructional media encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students' achievement of instructional objectives. In general, there are three kinds of instructional media. They are audio, visual, and audio visual media. Audio media are media that can be listened to, while visual media are media that can be seen. The instructional media that involve the senses of sight and hearing are named as audio visual media (Kasbolah, 1993:57). Hamijoyo as quoted in Latuheru (1988) states that instructional media are the media whose function is integrated in the instructional objectives stated in the syllabus. Heinich (1993) also states that media are considered as instructional media when they carry messages with an instructional purpose, i.e., to facilitate communication. Moreover, Suleiman (1988) asserts that instructional media are the media that bring information or messages from the information resources/senders (teachers) to the receivers (students). He further states that the instructional media are intended to increase the learning outcome. In line with the ideas of stated previously, Richards (in Kasbolah, 1993:10) defines the instructional media as the media which are used within the instructional design and are determined by the requirements of the objective content and instructional method. Instructional media also has a meaning as a means of communication used to carry messages with an instructional intent (Heinich, 1982). In general, there are three kinds of instructional media. They are audio, visual, and audio visual media. Audio media are media that can be listened to, while visual media are media that can be seen. The instructional media that involve the senses of sight and hearing are named as audio visual media (Kasbolah, 1993:57).

2. Definition of Visual Visual media are media that can be seen (Kasbolah, 1993:57). Visualization of the massage, information and concept that want to share to the students can be involved in many kinds of media as like picture, sketch, graphics, chart, word cards, flash cards etc. The success of using media in visual context because of the effective and the quality of the media. Dalam proses penataan media harus diperhatikan prisip-prinsip desain tertentu, antara lain prinsip kesederhanaan, keterpaduan, penekanan dan keseimbangan. Unsur visual yang selanjutnya perlu di pertimbangkan adalah bentuk, garis, ruang, tekstur, dan warna ( Azhar Arsyad, 2002:107). It means In the setup process that must be considered are specific design principles including principles of simplicity, coherence, emphasis and balance. The next point that has to considered in visual media are the shape, line, space, texture and color. Simplicity Generally, simplicity refers to the number of elements that contained in a visual. If the element is little it can make the student easy to understand the material that be thought or they can capture the message from the visual easily. The style and the sentence of word has to simple but meaningful. 2.1. Kinds of visual There are two kinds of visual, they are: a. Non projected visual

Non projected visual can translate abstract ideas into a more realistic format. They allow instruction to move down from the novel of verbal symbols in Dales Cone of Experience to a more concrete level. Non projected visuals are easy to use because they do not require any equipment. They are relatively inexpensive. Many can be obtained at little or no cost. They can be used in many ways at all levels of construction and in all disciplines. You may also use them to stimulate creative expression, such as telling or writing stories or composing poetry.

Teacher may use all types of non projected visual in testing and evaluation . They are particularly helpful with objectives requiring identification of people, places, or things. Some non projected visuals are simply to small for use before a group. It is possible to enlarge any visual photographically, but that can be an expensive process. A document camera can show an enlarge image before a group. Some non projected visuals demand special caution. Because the images are visually symbolic rather than fully representational, they leave more room for viewers to misinterpret the intended meaning. For example, research on newspaper readers interpretation of editorial cartoons indicates that a large proportion or viewers may draw conclusion that are opposite of what the artist in tended. Psychologists find that people tend to project their own hopes, fears and preconception onto images or verbal message that are ambiguous. We will explore six types of visuals commonly found in the classroom situation: still picture, drawing (including sketches and diagrams), charts, graphs, posters, and cartoons following : Still Picture It is representation of people, places, and thing. The still picture most commonly used in instruction are phonographs, postcards, illustration from books, periodicals, and catalogs, and study print etc. Drawings Drawing, sketches, and diagrams employ the graphic arrangement of lines to represent persons, places, things, and concepts. Drawing are, in general, more finished and representational than sketches( e. g stick figure composition) Posters Posters incorporates visual combinations of images, lines, color, and words. They are intended to catch and hold viewers attentions at least long

enough to communicate a brief message. To be effective, posters must be colorful and dynamic. Posters should not be left on display for too long. Cartoons Cartoons Cartoon (line drawing that are rough caricatures of real people and events) are perhaps the most popular and familiar visual format. Cartoons are easily and quickly red and appeal to children and adults. Humor and satire are the mainstays of the cartoonists skills. b. Projected visual Projected Visual are detained as media design or formats in which still images are enlarged and displayed on a screen. The types of projected visuals are : Document Cameras Document camera is a video camera mounted on a copy stand, pointed downward at a document, flat pictures or graphic and small object ( like coin ). ( Robert Heinich: 148 ). A document camera is able to magnify and project the images of actual, three-dimensional objects, as well as transparencies. This allows a teacher, lecturer or presenter to write on a sheet of paper or to display a two or three-dimensional object while the audience watches. Theoretically, all objects can be displayed by a document camera. Most objects are simply placed under the camera. The camera takes the picture which in turn produces a live picture using a projector. Different types of document camera/visualizer allow great flexibility in terms of placement of objects. In a quick summary, it is a visual presentation tool that anyone can use, not only easy to use, but set up is a snap as well. Overhead Projectors Overhead Projection system has become the most widely used audiovisual device in class room . The typical overhead projector is a simple device. Basically, it is a box with a large aperture on the top surface. Light from a powerful lamp inside the box is considered by a Fresnel lens .

Slide A slide is a single page of a presentation created with software such as PowerPoint or Open Office Impress. A presentation is composed of several slides. The best presentations use approximately ten to twelves slides to get the message across. Digital Images Available digital storage media include first is CD-ROM is a storage system that utilizes a compact, rugged, and lightweight disc only 12 centimeters (4,72 inches) in diameter. CD ROM disc are read only which means that the user can not change or modify the information on the disc. Second photo CD (photographic compact disc) utilizes digital technology to store photographic image. Last, is DVD-ROM is (digital video disc read only memory) is also a digital storage format, but with greater capacity. DVD ROM is an ideal medium for text, visuals, animation, motion video, and audio format that have large storage requirements. Digital camera Instead of storing the visual on photographic film, digital cameras connect directly to a computer to place the image onto the computer. Digital image projection Digital images can be shown to individuals using a computer monitor. For showing these images to a group, its can use a large television monitor, an LCD panel on an overhead projector, or a data projector.

3. Definition of Speaking 1. Definition of teaching Generally teaching is not only transferring knowledge or tough to the student, but it is guiding the students in order that they are able to be success. The process of teaching has three main components, the components are teacher who

teacher, students who accept the knowledge and the last is material or knowledge it self which is taugh. Menwhile R, kohlshocker and Herber in their book Teaching involves the ability to entertain the class, keep the student alert, and show them as a good interesting aspect of what they are supposed to learn (2000:29). From the statement above shows that teaching is the unique way to create the good situation in teaching learning process; teacher will keep students paying attentions about what teacher is conveyed. Thus, the material can be easier obtained by students. Teaching also one of the effort of teacher in guiding the students in learning and also facilitating everything which has related to he material. Teaching also can be defined as creating the condition for learning. As H. Douglas Brown states in his book Teaching is guiding and facilitating learning, enabling the learner to learn getting the condition for learning (2000:7). 2. Definition of speaking Speaking is one of the branch English skill which should be mastered by student. By speaking student may convey themselves in basic interactive skills such as greeting, apologizing, thanking, interoducing, asking or offering for something. Some people suppose that somebody master English well if he or she have a good performance in speaking. Speaking is the process of building and sharing meaning through the use of verbal symbols, in variety of contexts. This definition explain that focusing speaking should have partner, thus somebody can share their mind and thought to each other so the communication among of them will occur.

4. The kind of text Genre The Definition of Genre Genre is kinds of which has comunicative purposes, text schematic or structural and particular linguistic characteristic. According to the statement that is really important for students to learn and comprehend the kind of genre, if genre is mastered by students, they will easier catch the purpose or social function of text. More over Pardiyono stated in his book Genre is really necessary

comprehended by students as frame of reference when they want to make a certain text though the text will be easier understood by others. Rudi Hartono adds in his book Genre is used to refer to particular text types, not to traditional varieties of literature. It is a type or kind of text, defined in terms of its social purposes, also the level of context dealing with social purpose. (2005:4). The kind of text a. Narrative Social funtion of this text constructs a pattern of events with a problematic or unexpected outcome that entertains and instructs the reader or listener. Narrative entertain because they deal with the unusual an unexpected development of events. They instruct because they teach readers and listeners that problems should be confronted, and attempts made to resolve them. Narrative incorporate patterns of behaviour that is generally higly valued.

The generic of structure narrative is as follow : orientation, this stage alerts the listener or reader to what is to follow, usually by introducing the main characters in a setting of time and place. Complication in this stage a sequence of events which may begin in a usual pattern, is disrupted or change in some ways so that the pattern of events become problems for one or more of the character. Resolution, the problem or the complication is resolved or attempted to be resolved in the resolution. A pattern of normally is restored to the events, but the main character have changed as consequence of experience. Coda this stage is optional it makes explicit how the characters has change and what has been learned from the experience. b. Recount Social functions of this taxt tell what happened. The purpose of the factual recount is to document series events and evaluate their significance in some way. The purpose of the literary or story recount is to tell a sequence of events so that it entertains. The story recount has expressions of attitude and feeling, usually made by narrator about the events.

c. report text Social function of this text is used to present information about something. They generally describe an entire class of things, whether natural or constructed : mammals, the planets, rock, plants, computers and countries of region, tranport and so on. The generic structure of this text is usually organized to include : General statement identifying the subject of the information report, perhaps definibng and classifiying it. Then description tells what the phenomenon under discussion is like in terms of parts, qualities habits or behaviours, if living, uses if non natural. The significant lexicogramatical features of report are focus on generic participants, use of relational processes to state what is and that which it is, use of simple present tense (unless extinct), and or temporal sequence.

(Curriculum,2004) d. Discussion The social function of this text is to present (at least) two points of view about an issue. The generic structure of discussion has three parts: trey are issue (statement and preview), arguments for and against or statement of differing points of view (point and elaboration). And conclusion or recommendation. The significant lexicogramatical features of discussion are focused on generic human and generic non-human participants, use (material processes, e.g. has produced have developed to feel. Relation processes , e.g. is could have, cause, are. Mental processes, e.g. feel), use of comparative (contrastive and consequential conjunctions, reasoning expressed as verbs and nouns (abstraction). (curriculum, 2004) e. Explanation The social function of this text is to explain how something works or state reasons for some phenomenon. Explanation answer the question howor why . the generic of this text is a general statement to position the reader and a sequenced explanation of why or hoe something occurs.

The language feature of this text is focusing on generic, non human participants. Use mainly of material and relational processes. Use mainly of temporal and

causal circumstances and conjunctions. Some use of passive voice to get theme right, use simple present tense. f. Description text Social function of this text focus our attention on the characteristic features of a particular thing. While descriptions can occur as stand alone text, they are often part of longer text, such as the description of character or setting in a story or biography. Although they might not always be seen as a distinct text type, it is felt that the ability to describe some one or something in detail is an important skill that can contribute to a number of different text types. g. Procedure text Procedure text is the text which describes how something is accomplised through some sequence of actions or steps so the students will easier do that job. In the text of procedure, there are a lot of steps or instructions to do to make something and the instruction explains systematically and usually in imperative sentence and uses simple present tense in order that the readers understands what something should do. Procedure text is really impotrant for people, it always appears in the pack of foods or in the pack of the electronic goods, by comprehending the instructions, people can operate the electronics correctly. Based on the social function of this text, procedure text has three different types, recipes give the information how to make or to do something, second on is games instructions give the information about the rule of the game. The lasdt is scientific experiment gives the informations about steps to do experiment.

As a kind of genre, procedure text also has generic structure or schematic structure and language feature. Generic structure is contained by goal (something that will be done) materials needed for completing the procedure, this may be a list, paragraph. A sequence of steps in the correct order, the step usually uses numbers to show the steps, for example first, second, third and so on. Porocedure text usually uses imperative sentence or verb action such as add, rotate, pour the water and so on, and adverb of manner such as directly, slowly, carefully, orderly, correctly etc.

5. Definition of teaching speaking using pictures 1. Types of classroom speaking performance a. Imitative A very limited porton of classroom speaking time may legitimately be spent generating human tape recorder speech, where, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form. b. Intensive Intensive speaking goes step beyond imitative or include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activity, where learners are going ever certain forms of language. c. Responsive A good deal of student speech in the classroom is responsive short replies to teacher or student initiated questions or comments. These replies are usually sufficient and do not exted into dialogues. d. Transactional (dialogue) Transactional language carred out for the purpose of conveying or exchanging specific information, it is an extended form of responsive language. Convensations for example may have more of a negotiative nature to them than does responsive speech. e. Interpersonal (dialogue) The other form of conversation in the previous one was interpersonal dialogue, carried out more for the purpose of maintaining social relationships than for the transmission of facts and information. f. Extensive (monologue) Finally, students at intermediate to advanced levels are called on to give extended monologue in the form of oral report, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned.

2. Strategis for Developing speaking Skills Students often think that the ability to speak a language is the product of language learning. But speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language that they can use to help themselves expand their knowledge of the language and their confidence in using it. These teacher help students learn to speakso that the students can use speaking to learn. a. Using daily Expression One of ways to develop the students speaking skill is using daily expression. It can make the students easily practice in using English in their daily activities. This way is able to encourage the students to practice speaking English. b. Using Minimal Responses Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encurage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such respon ses can be especially useful for beginners.

Minimal responses are predictable, often idiomatic phrases thatconversation participants use to indikate understanding, agreement, doubt and other responses to what other participant is saying, without having to simultaneously plan a response. c. Recognizing Script Some communication situations are associated with a predictable set of spoken exchanges a script. Greetings, apologies, compliments, invitations and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts the relationship between a speakers turn and the one that follows it can often be anticipated. Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors

can give students practice in managing and varying the language that different scripts contain. d. using Language to talk about language Language learners are often too embarrased or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants language skill levels. Instructor can also give students strategies and phrases to use for clarification and comprehension cjeck. By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can creat an authentic practice environment within the classroom it self. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situation that they may encounter outside the classroom.

3. Speaking Procedure text Speaking procedure text is making the steps or instruction orally in doing or making something. As stated above procedure text has funtion that is giving information for listeners about the action steps and intructions how something is able to be accomplished. Every kind of text must have the generic structure and grammatical features. Rudi Hartono stated in his book Schematic structure is the distinctive beginning-middle-end structure of genre (2005:5). Before telling procedure text, it is better for the speaker to recognize schematic or generic structure of the text its self. The first the speakers should have to goal. It can be the title of the text for example Mushroom soup, here is recipe you need to make Mushroom soup. And the secvond is to decide the material, bacause it is really necessary for procedure text as Anderson mark stated

 Materials needed for completing the procedure, this may be a list, this may be a paragraph, this may be left out in some procedures(2007:29). Material are important for completing the text it can be ingredients or some equipment to do something. If we decided the goal to make Mushroom soup, the material needed are : 12 ounces mushroom, 4 eggs yolks, teaspoon grated nutmeg, 2 tablespoon chopped parsley, 1 teaspoon salt, 6 teaspoons cream, teaspoon pepper, 2 point chiken stock. The last step are the instructions command to acheve the goal. The steps to make Mushroom soup are as following : 1. Prepare mushroom and place in frying pan with melted butter 2. Cover and cook for 10 minutes and stock 3. Season with salt, papper and nutmeg 4. Bring to boil and then simmer for 30 minutes 5. Sieve and blend until smooth, with remaining ingredients 6. Return to pan and heat. Remove pan from stove and cool 7. Add beaten egg yolk and cream, stirring gently. Do not boil 8. Garnish with chopped parsley and serve 2. Pictures As Teaching Aids Process of teaching has three mains components. The components are teachers, students and instructional material, the two other components that are not the main ones, but those are very important, namely : paces and instructional which is very necessary for delivering the massage and information which is conveyed by teacher. Agood teacher should have a great deal of knowledge in using teaching aids when they are teaching, teacher also had better know any kind of teaching aids or media in order that their activity are more effective. The use of teacher aids in the class is able to entertain during teaching learning process, thus

teacher had better apply teaching aids so the situation in the class is more enjoyable and motivate students to study and complete their knowledge. 4. Teaching Speaking Procedure text through pictures Pictures are common thing in our daily life, they can be found everywhere. Pictures are able to give a lot of information as reading text, so they are a great help in teaching, particularly in teaching procedure text. Picture are kind of pictures as visual aids. The pictures are able to give information about the instructions in speaking procedure text, though by looking at the pictures students are easier to tell the materials and the steps, and also pictures can develop students ideas in speaking procedure text. The picture are drawn on a paper which tells a sequence of events, so they will lead speakers to develop their idea and speak the procedure orderly. Basically, there are three step in teaching procedure text. They are preactivity, while activity and post activity. Each of steps has different activities in teaching. a. Pre activity Before teachin g, the teacher do what we call pre activity. Teacher do apperception such as ask some questions related to the material and ask some questions related to the previous material. Then, the teachers give motivation in order that students have more motivation in studying. b. While Activity The teachers explain everything about the procedure text and give some examples about how to speak procedure text by using pictures. The teacher give some pictures to the students as visual aids. Then, the students asked to speak a procedure text about how to make mushroom soup systematically by looking at pictures included. c. Post activity The teacher gives a conclution about the aim and the advantages of procedure text in daily life.

CHAPTER IV CONCLUSION

After doing the analyzing the data, the writer concluded that pictures are able to develop student speaking skill and the writer would like to give suggestions in correlation with teaching procedure text. 1. The use of pictures in teaching procedure text should be taken into account as any teaching strategies. It should be use appropiately an effectively. 2. When selecting a picture, some points should be kept in mind. The colored pictures are more effective than black and white ones and can be use for many purpose, the picture should tell the learner something familiar to connect it with real life. 3. Teaching speaking procedure text through pictures needs to be implemented and used in a consistent manner so those students could take the benefit the process and facilitate their learning.

REFERENCES Anderson Mark and Anderson Kathy. 2007 Text Types in English. South Yarra MACMILLAN EDUCATION AUSTRALIAN LTD. Arsyad, Azhar. 2002. Media Pembelajaran. Jakarta : PT RajaGrafindo Persada. Brown, H. D. (2006). Principles of language learning and teaching. NJ: Englewood Cliffs, Prentice Hall. Douglas College (British Columbia). The ASSURE Model for Selecting Instructional Media [Web Page]. Accessed 2009 Mar. Available at: http://www.douglas.bc.ca/dls/pdf/assuremodel.pdf. Ernestova, M. 1988. How to Use ready-made Pictures. Forum Anthology: Selected Articles from The English Teaching Forum. Washington, D.C. : USIS 278-282 Finocchiaro, Mary. 1975. Visual Aids in Teaching English as a Second Language. English Teaching Forum, XII. (34) : 263-266 Hartono, Rudi, m.Pd. S.s. 2005. Genres of texts. Semarang English Departement Faculty of language and art State university. Semarang Heinich, Robert,Michael M.,James D.R.,and Sharone E.S.(2002).Instructional Media and Technologies for Learning, seventh edition.New

Jersey:Pearson Education,inc. Kasbolah, Kasihani. 1993. Teaching-Learning Strategy I. Malang: IKIP Malang. Kasbolah, Kasihani. 1995. Instructional Media for Young Learners of EFL. ELE. I (1): 68-73. Scott Thornburry, 2005. How to Teach Speaking. Oxpord : Longman

APPENDIX 1

SENIOR HIGH SCHOOL STUDENTS a. Material b. Skill c. School grade d. Objective : Procedure Text : speaking skill : 2th grade :

Students are able to know the kinds of expression Students are able to mention series expression of procedure text e. Teaching method : CLT (communicative language teaching) f. Teaching and learning activities: Pre activity : Before teaching, the teacher do what we call pre activity. Teacher do apperception such as ask some questions related to the material and ask some questions related to the previous material. Then, the teachers give motivation in order that students have more motivation in studying. Whilst activity : The teachers explain everything about the procedure text and give some examples about how to speak procedure text by using pictures. The teacher give some pictures to the students as visual aids. Then, the students asked to speak a procedure text about how to make something based on the pictures. Let students pay attention to the media that be used, and explain it to the students Ask students to make a procedure text based on the pictures Have each student to make a procedure which content of the material Ask them to present their task in front of the class Post-activity : The teacher gives a conclusion about the aim and the advantages of procedure text in daily life. g. Assessment : On-going process assessment

APPENDIX 2 MEDIA