1

TABLE OF CONTENTS
Page
ABSTRACT......................................................................................................... i
ACKNOWLEDGEMENTS................................................................................. ii
TABLE OF CONTENTS..................................................................................... v
LIST OF TABLES............................................................................................... vii
LIST OF FIGURES............................................................................................. ix
LIST OF APPENDIXES..................................................................................... x
CHAPTER I

INTRODUCTION
1.1 Background of the Study.......................................................
1.2 Research Problems.................................................................
1.3 Research Objectives...............................................................
1.4 Significance of the Study.......................................................
1.5 Scope of the Study.................................................................
1.6 Definition of the Key Terms..................................................

1
5
5
6
7
8

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 The Teaching of EFL Speaking............................................. 9
2.2 The Problems in the Teaching of EFL Speaking.................... 12
2.3 Utilizing Fun Picture Puzzle in Teaching Speaking........... 15
2.4 Review of the Previous Studies ............................................. 17
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design....................................................................
3.2 Setting and Subjects of the Study..........................................
3.3 Research Procedures..............................................................
3.4 Research Instruments and Media Used

19
21
21
22

3.5 Sources of the Data

23

3.6 Technique of the Data Collection

24

3.7 Indicators of the Effectiveness of the Implementation of Fun

Puzzle Picture

25

3.8 Data Analysis. 26

CHAPTER IV FINDINGS AND DISCUSSIONS

4.1 The Influences of Fun Puzzle Picture on Students

Activation... 28
4.2 The Influences of Fun Puzzle Picture Students
Communication Ability........................................................ 31
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions............................................................................ 34
5.2 Suggestions............................................................................ 35

REFERENCES ..................................................................................................
STATEMENT OF ORIGINALITY.....................................................................
APPENDIXES ..................................................................................................
CURRICULUM VITAE......................................................................................

36
38
39
47

STATEMENT OF THE AUTHENTICITY

The research:
Title

: The Implementation of Fun Puzzle Picture in the

Teaching of EFL Speaking

Writer

: Rida Afrilyasanti

Position

: English Teacher

certify that this report is my own work and not a result of plagiarism. If later on I
am approved to do plagiarism, I will be pleased to receive any penalty given.

Acknowledged and approved by:

Principal,

Malang, September 23, 2011

Writer,

Ninik Kristiani, M. Pd.

Rida Afrilyasanti, S. Pd.

NIP. 19670206 199403 2 009

NIP. 19870410 201001 2 026

CHAPTER 1
INTRODUCTION

This research is aimed to study the implementation of Fun Puzzle Picture

as a teaching technique in the teaching of EFL speaking. This chapter discusses
the reasons to conduct the study. It covers background of the research, research
problems, research objectives, significance of the research, scope of the research,
and definition of key terms.

1.I Background of the Study

In learning language, students have to be able to master all the four skills in
learning language. Those four skills that have to be required by the language
learners are listening, speaking, reading, and writing. Those four skills relate to
each other through two parameters: mode of communication and direction of
communication. Based on the mode of communication, they are divided into oral
and written; listening and speaking belong to oral communication, while, reading
and writing belong to written communication. On the other hand, based on the
direction of communication, those four language skills are divided into receptive
and productive, whether it is receiving or producing messages. Part of receptive
skills are listening and reading and the part of productive skills are speaking and
writing. From the context of the order of how language elements are learned by
EFL students, speaking is on the second order after listening.
In children communication development, children learn how to speak first
instead of how to read and write. In addition, language is learnt as a means to

communicate. Gatenby (1990) as quoted by Lamasiara (2004) says that what is

essential in learning a language is that the language being studied should be the
sole medium of communication in any given environment. It implies that learning
a certain language means using the language as much as possible to communicate
in any chance. Although speaking is used as a means of communication more
often than writing, speaking a language especially a second or foreign language is
still considered as a hard process. Burkart (1998:1) as quoted by Ayuningtyas
(2008) notes that speaking ability is not only the product of language learning but
also a crucial part of learning process. It is not enough for the students just to
study it but they have to be able to acquire it.
In acquiring a language and using it to communicate students need a
process. Furthermore, in fact, speaking is more complicated than it seems at first
and involves more just receiving and pronouncing some words. It happens
because it also employs the process of thinking of ideas and the ability to transfer
the ideas to the listeners. Furthermore, there are still macro skills in speaking so
that the message that the speakers want to transfer can be understood. Those
micro skills include pronunciation, stress, rhythmic patterns, and intonation
patterns of the language, the correct forms of words, dictions, language variety,
connectors, and many others. Therefore, it is not surprising when students of
English as a Second Language/English as a Foreign Language (ESL/EFL) find it
hard in learning these skills.
The problems that the students face in learning English faced by ESL/EFL
learners make them quit and lose their motivation and interest in learning English.
Students tend to feel frightened to speak up in English and be actively involved in

class. They are afraid of making mistakes on their speaking. Students generally
will respond to the teacher as the teacher points them and asks them to do so.
Furthermore, whenever the teacher asks for volunteer, students will just remain in
silent. Additionally, students are not confident with their mistakes as whenever
they make mistakes their classmates will laugh at and make fun of him/her.
Therefore, regarding to those problems, new technique in teaching to activate the
class needs to b employed.
One of the fun activities in teaching speaking that can help teachers to get
everyone in their EFL class talking is Fun Puzzle Picture. In Fun Puzzle
Picture, students are given visual stimuli to help them transfer their idea more
easily and build up their interest. In addition, it is also explained by Edelhoff
(1981:53) that students will learn better by audiovisual means because it provides
more stimuli to the students.
If the purpose of the English teaching is to enable the language learner to
understand communication in all its modes as a way of priming his own
utterances, it is no longer sufficient only to reproduce written text in a
course book. We have to bring in audiovisual means of communication so
that all the learners interpretation and expression abilities can be
developed.
It indicates that media used in teaching should not only provide one stimulus
to the students. Teacher needs to use interactive techniques to present material
interestingly and effectively instead of only using textbook. Each student also has
different way of learning habit so that teacher has to be able to stimulate the
students with different kinds of media in teaching so that all of the students are
accommodated. Furthermore, Kasbolah (1993:5) argues that if an English class is
conducted in interesting and varied ways, students will feel that their study is

meaningful and useful so that they can be expected to have high motivation to
study English. Hence, it is suggested that teachers vary their activities and use
media in teaching. Nugrahani (2008) adds that EFL teachers should extract
language activities, which follow naturally from the content material. Both
appropriate materials and media are able to help students learn more easily and
build up students interest and enthusiasm so that it can create a lively classroom.
Additionally, in Fun Puzzle Picture, students are also related to their
context as they assigned to talk about something dealing with their context;
famous person. It relates to Brown, Burns and Joyces (1997:3) explanation as
quoted by Christy (2008) that one of the most important aspects of speaking is
that it always occurs with context. By connecting a speaking material to students
context, students will have many more ideas to express rather than when they still
have to think and create their speaking material based on a certain topic. It is also
proved by a research in bilingualism, such as the one conducted by James
Cummins, as cited by Doyle (1999). The research shows that students learn more
effectively when they are encouraged to transfer what they already know to their
learning of English. Again, it means that the learning itself should be related to the
students context.
Besides, based on children communication theory, it is known that in the
early stages of learning language, kids tend to talk a lot about their surrounding,
about what they see, hear, taste, smell or feel. EFL students are also experiencing
this stage in which they are still in the early stages of learning a language, in this
case is English. Therefore, it would be easier for them to talk and tell about their
surrounding and experiences rather than create a new story based on a certain

topic. Students should study content and problems that relate to the world where
they live. Students, moreover, will get more interested and be engaged to the
teaching and learning process as the topic of the materials taught is on their
interest.
In short, from the explanations in EFL teaching, especially in teaching
speaking, Fun Puzzle Picture could be one of the best teaching techniques. Fun
Puzzle Picture is considered to be able to help EFL students to learn speaking
and activate everyone in the class to speak up. Therefore, research studying the
implementation of Fun Puzzle Picture as a teaching technique to activate the
students and improve their speaking skill needs to be conducted.

1.2 Research Problems

In reference to the background of the study previously stated, this study
attempts to answer this big question: How is the implementation of Fun Puzzle
Picture in the teaching of EFL speaking?

1.3 Research Objectives

In relation to the research problem above, the objective of this study is to
describe the implementation of Fun Puzzle Picture in the teaching of EFL
speaking.

1.4 Significance of the Study

This research is expected to contribute theoretically and practically.
Practically, this study is significant for the teachers, students, schools, and also the

next researchers. For the teachers, the finding of this study is expected to help
them varied their teaching technique using Fun Puzzle Picture in order to
activate their speaking class. Besides, it is also expected that after applying this
teaching technique, teacher can create a fun and interesting speaking class. By
having a fun and interactive teaching technique, it is expected that the students
will be able to gain their speaking skills and becoming active and responsive.
For the students, Fun Puzzle Picture teaching technique is expected to be
able to attract students to be more active in their speaking class so that in turn,
they can improve their speaking skill. Additionally, the result of this study is
expected to be able to promote a positive learning habit, such as an active
classroom, direct (face to face) interaction, also courage and confidence in using
English. It is finally expected to be able to give a good contribution for the school
in improving their teaching and learning process as well as their teaching and
learning quality.
On the other hand, theoretically, this research is expected to provide
knowledge of a new strategy in teaching speaking. At last, it is also expected that
this research can encourage the further researchers to conduct a similar study on
the same scope as a continuation for this study.

1.5 Scope of the Study

This research is Descriptive Qualitative that is conducted at Sekolah
Menengah Atas (Senior High School) Negeri 8 Malang, on X6, 1st Semester of

10

2011/2012 academic year, on the spoken cycle of English class with Recount
text as the teaching material and Famous people as the theme of the teaching
material. The scope of this study includes:
1. The research variables of this study are Fun Puzzle Picture teaching
technique, students activation, and students communication ability in
English.
2. The indicators of this research are using English in an oral communication to
ask and response to some English questions actively, thinking individually,
discussing, and concluding.
3. The instruments used for this study are lesson plan, classroom observation
sheet, and researchers journal.

Tabel 1.1 The scope of the study

No
1

Variables
The implementation of
Fun Puzzle Picture
teaching technique

Indicators
- Using English in an oral
communication to ask and response to
some English questions actively
- Thinking individually
- Discussing
- Concluding

Instruments
- Lesson plan

Students activation

- Positive reliance
- Direct (face to face) interaction

Students Communication
ability in English

- Using language feature of a recount text

(past tense) well
- Using English communicatively

Classroom
observation sheets
Researchers journal
Classroom
observation sheets
Researchers journal

1.6 Definition of the Key Terms

In order to avoid misinterpretation that might arise, the terms used in this
study need to be defined.

11

1. Fun Puzzle Picture is one of the teaching speaking techniques using picture in
the form of jigsaw pieces used as a learning media in which the students are
assigned and encouraged to ask, response, and think in order to conclude the
jigsaw puzzle they have and rearrange it into a good complete picture.
2. Students activation is a student activity during the cooperative teaching
process which is noted down on the cooperative elements, include: positive
reliance, direct (face to face) interaction, and across-personal interaction.
3. Students speaking skill is students ability to communicate effectively and
efficiently based on the text genre taught (recount text) fluently and
meaningfully.

12

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter is aimed to review the underlying theories used in this study. It
discusses the teaching of speaking, problems in teaching speaking, cooperative
teaching, utilizing Fun Picture Puzzle in a cooperative language teaching, and
review of the previous studies.

2.1

The Teaching of EFL Speaking

In learning a foreign language such as English, students have to learn how to

speak fluently. Learning language means knowing the language and it is normally
proved by the ability to use the language. Therefore, learning the language is
learning how to speak the language. Cahyono (1997:89) explains that the purpose
of learning language is to communicate. It implies that students have to learn how
to speak and get many opportunities to speak in the target language.
Richard and Rogers (1986) as quoted by Nugrahani (2008) emphasize that
English as a Second Language/English as a Foreign Language (ESL/EFL)
programs designed for such learners were based on the assumption that students
needed better linguistic skills in English in order to be able to cope with content
matter learning when they enter the mainstream class. Therefore, in the teaching
and learning process teachers are supposed to engage all the elements of linguistic
skills so that students have good understanding.
Different from non-EFL class in which students are already able to use and
produce language in oral form, EFL class is supposed to enhance learners to

13

communicate and use English. Cahyono (1997:85) states that learning English
should be an active process in which the learners should actively create conscious
efforts to practice the language and look for many chances to use the target
language they learned. However, being able to use English as a means to
communicate is not easy, especially because of the influence of the students first
language and teachers instruction that is mostly delivered using first language.
Problems faced by students in learning speaking English create attitudes against
the process of teaching and learning English. Nevertheless, most of EFL teachers
do not pay much attention on their students behaviors toward the teaching and
learning process so that there is little attempt from the EFL teachers to solve the
problems. Teachers put more focus on the teaching for a standardized test than to
the ability to use English for communicative, meaningful purposes (Brown, 2001)
Referring to the difficulties in foreign language teaching especially
speaking, the teachers have to do scaffolding at the beginning of every language
teaching so that students get the point at advance about what they are going to
learn and do not feel frustrated and burdensome in learning language.
Furthermore, it is very important for the teachers to make students feel
comfortable in their language class and love the process of teaching and learning
language. Thus, teachers need to creatively find attractive ways that can stimulate
and encourage students to freely speak up and use the target language. Teachers,
moreover, have to make students relaxed and feel that they are part of the class.
One of the best ways to help EFL students feel comfortable is to provide multiple
opportunities for them to talk with a partner, in a small group, to someone who
speaks their native language, and also to the teachers.

14

Dulay, Burt, and Krashen (1982:263) suggest some guidelines for language
teaching, especially for ESL/EFL class, as follows: first, teachers should
maximize the students exposure to natural communication; they should lead
students focus on the message being communicated. Second, teachers should
incorporate a silent phase at the beginning of the instructional program; they
should not force the students to speak in English at this phase yet; students just
listen, watch and respond in their native language or through physical activities.
Third, teachers should use concrete referents to make the new language
understandable to the beginning students. Fourth, teachers should devise specific
techniques to relax students and protect their egos. Fifth, teachers should include
some times for formal grammar lesson for adults. Sixth, teachers should learn the
motivations of the students and incorporate this knowledge into the lesson so that
students enjoy the lesson. Seventh, teachers should create an atmosphere where
students are not embarrassed by their errors; teachers are supposed to create a
comfortable environment for the students and make them feel free to make errors.
Eighth, teachers should include current and socially useful phrases in teaching
dialogues. Ninth, teachers should teach the structures in order based on students
difficulties; teachers should not expect students to learn late structures early.
For example, teachers should make students understand about the simple present
progressive sentences before introducing past progressive sentences. Eventually,
teachers should not refer to students first language when teaching the second
language.
From teaching guidelines explained by Dulay, et al. (1982) above, it
implies that teaching language is more about teaching to communicate. It is also

15

explained that in a language class, especially speaking, teachers have to connect

the material taught with students context and everything related to their
motivation. It is better if teachers also bring and show to students the real objects
of the materials being taught. Therefore, all of students modalities are stimulated.
In a language teaching, moreover, teachers should encourage students to speak up
and erase their feeling of embarrassment after making mistakes. At last, it is very
important that students understanding of their first language should not destroy
and influence their understanding of the second language.
Meanwhile, similar to the purpose of EFL language teaching in general,
the language teaching in Indonesia is also aimed to enable students to
communicate using English. However, this possibly becomes a hard task due to
some problems commonly raised in an EFL class. The discussions about the
problems in the teaching of EFL speaking will be presented in the next section.

2.2

The Problems in the Teaching of EFL speaking

Speaking, like the other skills, is more complicated than it seems at first

because it involves more than just pronouncing words. Brown (2001:270) finds
that there are some characteristics of spoken language that make it difficult. Those
characteristics are clustering, redundancy, reduced forms, performance variables,
colloquial language, rate of delivery, stress, rhythm, intonation, and interaction.
English as a Foreign Language (EFL) learners have to organize the output both
cognitively and physically. They also have to make the meaning of their spoken
language. Therefore, EFL students tend to perform hesitations, pauses,
backtracking, and corrections in their speaking, though actually they can use a

16

certain kinds of fillers such as uh, um, well, etc. They also usually find
difficulties in speaking with acceptable speed using idioms and colloquial phrases,
and articulating stress, rhythm and intonation. Hence, EFL students tend to
produce bookish speaking.
All those difficult elements in producing spoken language produce many
problems in the teaching of speaking, especially in EFL class. Students are
usually bored in class and are not given the opportunity to practice what they
learn so that students are not eager to talk or say anything (Applebaum,
2007:266). When students work in pair or group they just end up chatting in
their own language, and when all students speak together it gets too noisy and
uncontrollable so that the teacher loses control of the class. Burkart (1998)
adds once students start working in small groups, the classroom becomes noisy
and the teachers must be comfortable with the idea that students may make
mistakes that are not heard and corrected. Furthermore, students sometimes
also talk in their first language in group discussions.
Jianing (2007) explains that there are some factors that discourage students
to speak up. Those factors include: students are nervous and afraid of making
mistakes, the topics are not interesting, the classroom atmosphere is not
encouraging, and feedback of listeners are not supportive. Students somehow fear
of losing face as they make mistakes in their speaking so that they tend to
remain silent. Another possibility why students do not say anything in their class
is because of boring class activities. The activities picked by the teacher might be
unsuitable for students level so that the students cannot easily understand it or
even too hard for them. Jianing (2007) adds that a free and light-hearted

17

atmosphere promotes communications, while a nervous and stiff atmosphere

builds invisible obstacles in communications. In addition, EFL students will tend
to just keep on silence if the communication only requires Yes or No answer
from the students. Thus, after answering, Yes or no students will just keep
silence or talk noisily in their first language. Most EFL teachers underestimate
students and think that if they ask questions using W & H question students are
not able to answer it and the class will be inactive. However, in fact, it is on the
other way around, because when teachers only ask students with Yes/no
questions, students do not have much chance to talk and the class will be more
inactive and only the teachers who own the class.
In addition, Burns and Joyce (1999:134) state that there are three factors that
cause students to be unwilling to practice their English. The first factor is cultural
factors. It relates to learners belief or understanding towards the target language.
For some cultures like in Indonesian culture, it is still little bit unusual for students
to speak out loud in class. Learners believe that the role of students in the class is
to keep silent and listen to teachers explanation. They are bounded by the rules of
politeness and impoliteness. The culture hinders students from speaking and
sharing their opinions freely. Moreover, there are also some learners who label
learning activity as reading textbooks and writing tasks. The second factor is
linguistic factors. It relates to grammatical rules and other language features.
There are many students linguistic problems that make them not to speak up;
some of them are difficulties in pronunciation, inability to understand native
speakers utterances, lack of understanding of English tenses, etc. The third factor
is social factors. Students lack the ability to interact with others using English.

18

They actually understand what the English teachers are talking about, but when
they start to share their ideas using English suddenly they are speechless. In short,
all those problems may arise in an EFL class so that teachers should prepare for
every possibilities arising in their class.
Briefly stated, all of the problems faced by EFL students in their speaking class
are not only from the students, but also from the teachers. Therefore, teachers
should be able to analyze the basis of the problems in their EFL speaking
classes so that the best solutions could be found. One of the best solutions in
motivating students to be active in class is by connecting the English language
teaching with interesting stimuli and teaching technique, for instance fun
picture puzzle. Below is a discussion section for utilizing fun picture puzzle in
teaching speaking.

2.3

Utilizing Fun Picture Puzzle in Teaching Speaking

Teaching speaking is not an easy task in which teachers have to be able to

encourage students to speak up and be active in class. In fact, students are afraid
to actively talk especially if they have to communicate using English, as their
foreign language. Facing those problems in teaching speaking, teachers have to be
able to creatively find an instructional media that can be applied. One of the
encouraging media in teaching is picture as it is activate students visualization.
By having visualization, students will be easily absorb the materials taught and in
turn memorize it better.
In Fun Picture Puzzle, students are given visual stimuli to help them
transfer their idea more easily and build up their interest. It is very attractive for

19

students and effective to develop their visual literacy. Streich (2009) shrewdly
explains that using visuals in our teaching promote students analytical skills and
activate higher level of thinking ability. It implies that pictures not only provide
students with a stimulus to make them be able absorb materials taught but it also
help students to communicate ideas and develop their understanding and
expression. Furthermore, Hyde (2007) has also come up with an explanation of
brain research that teachers who embrace a variety of learning activities that
appeal to multiple learning modalities (auditory-sequential, kinesthetic-tactile, and
visual-spatial) are more likely to achieve early success for all students. It is simply
because there is no student who learns only with one style. Thus, providing a
variety of activities for the students help them to learn and comprehend better.
Furthermore, by having pictures that are on the students interest, teacher
also helps students to transfer their ideas more easily because they know exactly
what to talk about. Dr. Terrence Doyle, ESL Faculty, City College of San
Francisco (1999) in his article Language and Teaching Tolerance in ESL
Classes stated that some researches in bilingualism show that students learn more
actively when they are encouraged to transfer what they already know to their
learning of English. It also means that by empowering students to tell and share
their favorite model, students will be more motivated in English teaching and
learning process. Besides, the concept of making the pictures as puzzle picture in
Fun Picture Puzzle can help teacher to active her/his class as it create an
enjoyment to the students. The best quality of puzzles is the enjoyment
experienced by the user as they solve them (Bowers, 2006).

20

In summary, besides as one of attractive teaching technique in language

teaching, Fun Picture Puzzle also contributes positively to the EFL language
teaching. It effectively empowers students to speak up and share their ideas,
activates students modalities through its elements and creates supportive and
active learning atmosphere. Moreover, digital storytelling enables students to
connect the materials learned with their own background of knowledge. There are
some studies that have been conducted previously about the use of picture in a
language teaching. The discussion about them is provided in the following
discussion section.

2.4 Review of Previous Studies

This section reviews a number of studies similar to this study. Some
previous researches have been conducted on the use of picture as an effective
teaching media. Gear and Gear's (1988) in their study entitled Incongruous
visuals for the EFL classroom proved that visual images help EFL students to
acquire and understand the target language taught. Dear and Gears employed
pictures in the form of picture-puzzle in their EFL teaching.
Moreover, another previous study on the use of picture in the teaching of
speaking is a study conducted by Uberman (2010) who had studied on the use of
games for vocabulary presentation and revision also proved that vocabulary
picture puzzle helped her in introducing new vocabularies to her students. It also
verifies that pictures work well as a teaching media.
In short, two previous studies in the use of pictures show that puzzle picture
can be implemented and used well in teaching. In the next chapter, the

21

methodological aspect of this study is elaborated in order to answer the research

question that is, Is Fun Puzzle Picture effective as a teaching technique to
activate EFL students learning speaking?

22

CHAPTER III
RESEARCH METHOD

This chapter covers the description of the research method. It presents the
research design, setting and subjects of the study, research procedures, and data
analysis.

3.1 Research Design

This study was designed to examine the effectiveness of Fun Puzzle
Picture in teaching speaking in order to help teacher to activate the students and
improve students speaking skill. The research design used in this study is
descriptive qualitative research design. According to Bogdan and Biklen (1998) as
quoted by Miqowati (2007) there are five features of a qualitative research. The
first feature is naturalistic. It means that it has natural setting as the direct source
of the data and the researcher is the key instrument. Secondly, the data collected
take the form of words of pictures (descriptive data) rather than numbers. The
third feature is qualitative. Researcher are concerned with process rather than
simply with outcomes or products. Fourth, the data are analyzed inductively.
Lastly, meaning is an essential thing, it means that the result of the study is
supposed to explain clearly so that there is no wrong interpretation about the
meaning of the result of the study. Therefore, the researcher has to draw really
clear and complete pictures of the study conduct in the form of descriptive data.
Meanwhile, in this study the researcher became a complete participant in the
case of observation. Being a complete participant means that the researcher was

23

involved totally in the process of implementing Fun Puzzle Picture in teaching

speaking in order to help teacher to activate the students and improve students
speaking skill. The researcher not only observed but also became part and
engaged in the process of implementing Fun Puzzle Piture. Spradley (1980) as
cited by Sugiono (2005:6) explains that there are four kinds of participants in
observation: passive participant, moderate participant, active participant, and
complete participant.
When a researcher acts as a passive participant, he/she is present at the scene
of action but does not interact or participate. When the researcher acts as a
moderate participant, he/she maintains a balance between being an insider and
also an outsider. Furthermore, when the researcher acts as an active participant,
he/she generally does what others in the setting do. At last, when the researcher
acts as a complete participant, he/she is in the highest level of involvement. A
complete participant is also recognized as a natural participant.

PARTICIPANT OF
THE OBSERVATION

PASSIVE
PARTICIPANT
MODERATE
PARTICIPANT

TYPES OF
OBSERVATION

OVERT
OBSERVATION
AND COVERT
OBSERVATION
UNSTRUCTURED
OBSERVATION

ACTIVE
PARTICIPANT
COMPLETE
PARTICIPANT

Figure 3.1 Various Techniques of Observation

Although in this study the researcher became a complete participant by

implementing a new technique in teaching speaking, the research design used was

24

not a classroom action research or quasi-experimental research design. A

classroom action research design was not used as the research method for this
study because this study was not aimed to solve students speaking problems as
the objectives in a classroom action research. Whereas, a quasi-experimental
research design was not used as the research method for this study because this
study was aimed to know the effectiveness of Fun Puzzle Picture in teaching
speaking in order to help teacher to activate the students and improve students
speaking skill, not to compare a new technique to another teaching speaking
technique. Moreover, the subject of the study was chosen randomly from out of
200 students. In a quasi-experimental design the researcher could not select the
sample randomly.

3.2 Setting and Subjects of the Study

The researcher worked with students of grade X of Sekolah Menengah
Atas (Senior High School) Negeri 8 Malang, Indonesia. The total students
engaged were 36 students from X6 class. Those subject students were selected
because the researcher has been teaching in those two classes. Thus, the
researcher has been familiar with the setting and subjects of this study.

3.3 Research Procedures

In this study, fun puzzle picture was implemented as a technique for the
teaching of EFL speaking in order to know whether or not Fun Puzzle Picture is
effective in teaching speaking in order to help teacher to activate the students and
improve students speaking skill. Students were assigned to bring a picture of a

25

famous person. Then, some selected pictures were cut into pieces and prepared for
each student in the class. Subsequently, the students were asked to mingle, ask
each other about the puzzle piece they had and find out the other pieces of their
picture puzzle. As the students found out the other pieces of their picture, they had
to arrange it. The first group who was able to complete the picture puzzle won.
This competitive atmosphere made students feel the pride of their own works.
This pride created their confidence and erased their fright in using English. At
last, students were encouraged to tell and express the recount of their complete
puzzle picture.
Since in this study the researcher described qualitatively about the
effectiveness of fun puzzle picture in teaching speaking in order to help teacher to
activate the students and improve students speaking skill, the procedure in
conducting the study involved analyzing the data taken from the observation on
the teaching speaking class using fun picture puzzle.

3.4 Research Instruments and Media Used

Bogdan and Biklen (1998) as cited by Miqowati (2007) explain that the
main instrument employed in descriptive qualitative design is human instrument,
therefore, it means that the instrument is the researcher herself who collect the
data, interpret the data, reduce the data, organize the data, analyze the data, and
draw conclusion or a result of the research. For this study, the researcher used
some kinds of other instruments that helped her to collect the data from the field.
The instruments used in this study were: researchers journal, lesson plan,
classroom observation sheets, and photographs. The researcher noted all the

26

activities in the implementation process using the researchers journal (see

Appendix 1). The researchers journal later on was connected to other data from
other instruments and background reading that have been done. Lesson plans were
used to organize the process of the implementation of Fun Puzzle Picture so that
the process runs smoothly (see Appendix 2A). In addition, the researcher recorded
all of students participation while teaching and learning process occurred (see
Appendix 3).
Besides using instruments, in the process of data collection, the researcher
used media. Media refer to such kinds of vehicles to deliver the instruction. In
teaching speaking using Fun Puzzle Picture, the researcher provided some kinds
of media used. The media prepared were pictures, scissor, and sticky tape.
Students were supposed to provide their own pictures of famous people. Besides,
a model of oral recount of a famous person was supposed to be provided.

3.5 Sources of the Data

The data is the findings on the implementation of Fun Puzzle Picture in
teaching speaking in order to help teacher to activate the students and improve
students speaking skill. The data were obtained from the researcher as a complete
participant. The main data are those gained from the results of the recording on
students participations and presentations, and researchers journal. The additional
data are in the form of documents, that is: photographs and lesson plan. These
additional data are used as evidence in verification process.
Lesson plan is an organized outline for a period of teaching and learning
process. It guided the researcher about what to do, what speaking activities are

27

included, the order to do, and what procedures to employ Fun Puzzle Picture in
teaching speaking (see Appendix 2). Recording of students participation provides
data about the effectiveness of Fun Puzzle Picture in teaching speaking to help
teacher activating the students and improve students speaking skill (see Appendix
3).

3.6 Techniques of Data Collection

All the data from this study were collected inductively and qualitatively
using all the instruments used. The researcher in collecting the data became a
complete participant. The researcher became a complete participant; the
researcher totally involved in the process of teaching and learning. The researcher
not only helped the students to learn speaking using Fun Puzzle Picture but in
that process the researcher also conducted research by observing the
implementation process and its effectiveness in activating the students. During the
process of the implementation, the researcher noted down all the process on the
researchers journals (see Appendix 1) and recorded students participations on
the classroom observation sheets (see Appendix 3).
The data of this study were the data from a very beginning of the study until
this study was finished. In the process of data collection, the researcher collected
all the data gotten from all instruments explained before. The researcher then
analyzed on the data qualitatively, in which the researcher explained the data in
detail in descriptive explanation. The next step done by the researcher was
describing the findings. In this stage the researcher retold everything found in the
study. All of the data were gathered and analyzed to draw a final conclusion.

28

3.7 Indicators for the Effectiveness of the Implementation of Fun Puzzle

Picture
In order to ease the process of drawing final conclusions, the researcher
made some criteria to interpret the findings. The criteria were based on the
students performance within the teaching and learning process on conducting
Fun Puzzle Picture as a teaching technique. Those criteria are:
Fun Puzzle Picture is considered effectively implemented to activate
students in their speaking class
Fun Puzzle Picture is considered effective as the students actively
mingle, ask each other about the puzzle piece they have and find out the other
pieces of their picture puzzle. Students are able to use English in an oral
communication to ask and response to some English questions actively, think
individually, discuss and conclude so that those pieces of the puzzle picture can be
rearranged. Students, moreover, show their positive reliance, direct (face to face)
interaction, and across-personal interaction.
. Furthermore, the result of the study shows that by the end of the teaching
and learning process, students are able to construct oral recount presentation about
a famous person on the puzzle picture using language feature of a recount text
(past tense) well. Those criteria can be seen from the observation on the teaching
and learning process using Fun Picture Puzzle.
Fun Puzzle Picture is considered not effective to be implemented to
activate students in their speaking class

29

Fun Puzzle Picture is considered ineffective as the students timidly mingle

and they do not intend to find the other pieces of their picture puzzle. Students are
not able to use English in an oral communication to ask and response to some
English questions actively, think individually, discuss and conclude. Therefore,
students could not finish the task. Students, moreover, do not show their positive
reliance, direct (face to face) interaction, and across-personal interaction. The
result of the study shows that by the end of the teaching and learning process,
students are not able to construct oral recount presentation about a famous person
on the puzzle picture.

3.8 Data Analysis

The data analysis of this study was conducted by organizing the collected
data systematically. After the data were collected, the data were reduced and
selected. The relevant data were analyzed using the criteria constructed, while the
irrelevant data were omitted. The relevant data were arranged into systematic
summaries, which were then connected to the literature used. The next steps were
the analyzing and displaying the data. This step could be done by identifying;
classifying; arranging; explaining completely, systematically, and objectively. The
data obtained were classified to answers to the research problem. It is about the
effectiveness of Fun Puzzle Picture in teaching speaking. Then, the researcher
synthesized the results, whether or not Fun Puzzle Picture effective in teaching
speaking in order to help teacher to activate the students and improve students
speaking skill. Finally, the results of this study were concluded and presented in
the form of a description.

30

CHAPTER IV
FINDINGS AND DISCUSSION

This chapter is aimed to present the findings and the discussion of the findings. It
covers the findings and discussions on the effectiveness of Fun Puzzle Picture
as a teaching technique in teaching the EFL speaking.

4.1. The Influences of Fun Puzzle Picture on Students Activation

The first research question was intended to investigate the effectiveness of
Fun Puzzle Picture as a teaching technique to improve students activation in
their speaking class. Because the researcher worked individually in the data
collection, the researcher conducted classical observation. The researcher walked
around to check students activation based on the observation list on the lesson
plan (See Appendix 2). In this regard, based on the researchers journal (Appendix
1), it was documented that all students could participate actively and supportively.
Students active responses were obvious in their active involvement in the activity
employed. In addition, students supportive responses were verified by their
ability to use English in an oral communication to ask and response to some
English questions actively in finding out the other pieces of their puzzle picture.
This means that students were able to use English to communicate. Students talks
already employed meaning so that communication took place. It is in line with
what Cahyono (1997:89) explains that is the purpose of learning language is to
communicate. Students ability to give information and understand the information

31

given by others showed their ability in using the language as a means to

communicate.
On the other hand, the activity conducted itself obviously showed that the
focus of the teaching and learning process occurred was more on the use of
English for communicating. Students were the center of the teaching and learning
process. They, moreover, assigned to actively employ an oral communication.
Students did not learn English to cope a standardized test material but they were
assigned to practice speaking communicatively so that it can be understood by
others. This finding is in mutual accord with Browns (2001) idea in which
teachers put more focus on the teaching for a standardized test than to the ability
to use English for communicative, meaningful purposes.
From the researchers journal (see Appendix 1) on students activation, it
is also found that students could perform an ability to think individually in giving
information about a piece of picture they had. It shows that by having picture,
students can easily express their ideas. This result is in agreement with Hydes
theory (2007) that is teachers who embrace a variety of learning activities that
appeal to multiple learning modalities (auditory-sequential, kinesthetic-tactile, and
visual-spatial) are more likely to achieve early success for all students. In Fun
Puzzle Picture teaching technique, a piece of picture for each of the student
accommodated them with some ideas to talk.
Furthermore, students also had ability to work within group that was
shown by their ability to discuss and conclude so that they could rearrange the
puzzle picture they got into a complete one. Besides thinking and working
individually, students also worked within a group to rearrange the pieces of the

32

puzzle picture they had. Students, moreover, demonstrated active contributions by

giving supportive responses on others explanation on a piece of picture that the
student had. The results of the students activation drawn from the researchers
journal can be summarized using the table 4.1 below.

Table 4.1 Classroom Observation Sheet on Students Activation

No
1
2
3
4
5

Indicator
Use English to communicate
Have ability to think
individually
Have ability to work within
group that employs discussing
and concluding
Contribute actively
Respond supportively

Done by most
of the students
(>20students)

Done by half of
the total students
(16-19 students)

Done by several
students
(< 15 students)

The researcher also found out from the classroom observation sheet
(Appendix 3) that students showed their positive reliance. This was proven by
students ability in helping each other in giving information and clues about the
puzzle picture they had. Besides, students also showed their direct (face to face)
interaction each other. Students mingled and asked each other about the puzzle
piece they have to find out the other pieces of their picture puzzle. Students
enjoyed the process of asking, discussing, and finding the matching pieces of
puzzle pictures that then would be arranged into a complete picture. Students fun
experience using this Fun Puzzle Picture technique is in accordance with
Bowers (2006) idea that the best quality of puzzles is the enjoyment experienced
by the user as they solve them. When the students enjoy the teaching and learning
process, they will be engaged in the teaching and learning process, and in turn, as

33

the result the students will acquire the materials learned. The result of the
classroom observation sheet can be seen in Table 4.2.

Table 4.2 Classroom Observation Sheet on Students Activation

No
1
2

Indicator
Positive reliance
Direct (face to face)
interaction

Descriptor
Students ability in helping
each other in giving
information
Students mingled and having
dialog with others

Number of students
92%
100%

4.2 The Influences of Fun Puzzle Picture on Students Communication

Ability
The next findings based on the second research question were regarding to
students communicative skill. Based on the researchers observation noted down
on the classroom observation sheet (Appendix 3), on the last session of the
activity, in giving oral recount, students were able to use language feature of a
recount text (past tense) well. This finding was also proven by students group
score on the structure in giving oral recount (see Appendix 1) in which 1 group
earned score 5. It means that students were able to use complex sentences in the
past form correctly. Furthermore, four groups got score 4 which means that
students had ability in using past sentences in the past form, but often making
doing many mistakes. Additionally, another group earned score 3. It means that in
the oral recount, students used simple sentences in the past form correctly but
made many mistakes when using complex. Students ability in communicating
their oral recount communicatively was because of the visual stimuli given. This
concept is in line with what Streich (2009) has explained; that is using visuals in

34

our teaching promote students analytical skills and activate higher level of
thinking ability.
Students, moreover, showed an ability to employ English
communicatively. The finding on the students ability in using English
communicatively was shown by students score noted on the researchers journal.
Two groups performed good communicative ability by earning score 5. It means
that students were able to communicate effectively and efficiently based on the
picture completed and the text genre being discussed. Furthermore, the rest four
groups earned score 4 that means students were able to communicate effectively
and efficiently based on the picture completed and the text genre being discussed,
but making some mistakes. Students ability in communicating the picture
completed was because they had background of knowledge about the person in
the picture. Therefore, the teaching and learning process was effectively done.
This is in agreement with Doyles (1999) idea that students learn more actively
when they are encouraged to transfer what they already know to their learning of
English.
Additionally, students score noted on the researchers journal also showed
that four students had already had good fluency; they got score 4. It means that
they were already able to speak fluently, but sometimes still showed doubt. Then,
the rest two groups earned score 3 which means that they were still often doubtful
in their speaking. At last, from the students score, on the pronunciation, two
groups got score 2. This score means that students were able to pronounce the
words using the correct intonation, stress, and pronunciation, but sometimes
making some mistakes. Furthermore, the other four groups earned score 3 which

35

means that they could pronounce well but they still used wrong intonation and
stress. Students ability in using good fluency and correct pronunciation promote a
communicative speaking so that what they are saying is able to be understood by
their listeners. This means that teachers teaching technique using Fun Puzzle
Picture is already teaching students to communicate. It is obviously in a mutual
accord with Dulays, et al. (1982) idea that teaching language is more about
teaching to communicate.

Table 4.3 Classroom Observation Sheet on Students Activation

No
1
2

Indicator
Use language feature of a
recount text (past tense)
Use English communicatively

Done by most
of the students
(>20students)

Done by half of
the total students
(16-19 students)

Done by several
students
(< 15 students)

In summary, from all the findings discussed and related to the theories, the
implementation of Fun Puzzle Picture employed shows a sustainability with the
criteria of the effectiveness of the implementation of Fun Puzzle Picture to help
teacher activate their students and improve students communicative skill. At last,
the results of this study are concluded in the next chapter.

36

CHAPTER V
CONCLUSIONS AND SUGGESTIONS

This chapter is aimed to present the conclusions obtained from the results of
the study and to provide some suggestions for teachers, schools, and other
researchers who intend to improve this study.

5.1 CONCLUSIONS
After conducting the analysis, the researcher is able to answer the research
problem related to the use of Fun Puzzle Picture in the teaching of EFL
speaking. From the results of the data analysis, it is concluded that Fun Puzzle
Picture is effective as a teaching technique to activate EFL students learning
speaking. The effectiveness of the implementation can be seen from the elements
of the criteria below.
Firstly, the students actively mingled, asked each other about the puzzle
piece they had and found out the other pieces of their picture puzzle. Students
were able to use English in an oral communication to ask and response to some
English questions actively, think individually, discuss and conclude so that those
pieces of the puzzle picture could be rearranged. Students, moreover, showed their
positive reliance and direct (face to face) interaction. Secondly, by the end of the
teaching and learning process, students were able to construct oral recount
presentation about a famous person on the puzzle picture.
Finally, it can be generally stated that the activities involved in Fun Puzzle
Picture encouraged students to actively speak up and helped students in

37

communicating their piece of puzzle picture. The oral recount on the end of the
activity helped students with grammar and improved students vocabularies and
trained students pronunciation and fluency.

5.2 SUGGESTIONS
Regarding to the effectiveness of the implementation of Fun Puzzle
Picture to activate students in their speaking class, the researcher provides some
suggestions for the teachers, schools and the next researchers. In using Fun
Puzzle Picture as a technique of their teaching of speaking, teachers are
suggested to manage the time allocations and activities included because the
students may get too excited so that the teacher can lose their classroom
management. Furthermore, the schools are suggested to supportively encourage
teachers to creatively find out new creative and interesting teaching technique.
Finally, other researchers are suggested to use this research as a reference to do
similar research with different research method.

38

REFERENCES
Applebaum, B. 2007. Communicative Language Teaching: Theory, Practice, and
Personal Experience. Mandiri, 9(4): 266-270.
Ayuningtyas, D. 2008. The Use of Movie for Improving Students Speaking
Ability at Englishland Course Malang. Unpublished thesis. Malang: State
University of Malang.
Bowers, A. 2006. Teaching with Puzzle. (Online),
(http://education.more4kids.info/26/teaching-with-puzzles/ accessed on
September 20, 2011)
Brown, D.H. 2001. Teaching by Principles: An Interactive Approach to Language
Pedagogy - Second Edition. New York: Addison Wesley Longman, Inc.
Burkart, G. S. 1998. Modules for the Professional Preparation of Teaching
Assistants in Foreign Languages. Washington, DC: Center for Applied
Linguistics.
Cahyono, B.Y. 2002. Case Study Approach in Second Language. Research
Journal, 2(1): 25-33.
Christy, F. S. 2008. Using Strip-Story to Improve Eight Graders Speaking
Ability. Unpublished thesis. Malang: State University of Malang.
Doyle, T. 1999. Language and Teaching Tolerance in ESL Classes. (Online),
(http://fog.ccsf.cc.ca.us/~vcook/doylelang.html accessed on April 4, 2009).
Dulay, H., Burt M., & Krashen, S. 1982. Language Two. New York: Oxford
University Press.
Edelhoff, C. 1981. Theme-Oriented English Teaching: Text-Varieties, Media,
Skills and Project Work. In C.N. Candlin (Ed.), The Communicative
Teaching of English: Principles and an Exercise Typology. New York:
Longman.
Hyde, S. 2007. Reading Lessons and Learning Style: Activities for Auditory,
Kinesthetic-Tactile and Visual-Spatial Kids, (Online),
(http://www.suite101.com/content/reading-and-learning-stylea13695#ixzz140JQ1xQO accessed on October 31, 2010).
Jianing, X. 2007. Storytelling in the EFL Speaking Classroom, (Online),
(http://iteslj.org/Techniques/Jianing-Storytelling.html accessed on June 17,
2009).

39

Kasbollah, K. 1993. Strategy Belajar Mengajar Bahasa Inggris 1 (Teaching

learning Strategy 1). Malang: Penerbit IKIP Malang.
Lamasiara, D. 2004. The Implementation of the Teaching of Speaking Skill at
SLTP 17 Palu. Unpublished thesis. Malang: State University of Malang.
Miqowati, A.H. 2007. A Study on the Implementation of Alternative Assessments
At SMP Negeri 13 Malang. Unpublished thesis. Malang: State University of
Malang.
Nugrahani, A. 2008. The Teaching of English at SMP Negeri 1 Malang as an
International Standard School: A Case Study. Unpublished thesis. Malang:
State University of Malang.
Streich, M. 2009. Political Cartoons in History Lesson Plans: Using Posters,
Photographs, and Paintings as Historical Sources. (Online),
(http://www.suite101.com/content/political-cartoons-in-history-lessonplans-a105231 accessed on October 31, 2010).
Sugiono. 2005. Memahami Penelitian Kualitatif. Bandung: CV. Alfabeta.

40

LESSON PLAN (Cycle 1)

SCHOOL

: Sekolah Menengah Atas (Senior High School) Negeri 8

Malang
SUBJECT
: ENGLISH
CONCEPT
: SHORT MONOLOG
SUB CONCEPT
: RECOUNT (spoken cycle)
TOPIC
: FAMOUS PEOPLE
GRADE/SEMESTER : X/1
TIME ALLOTMENT : 2X45 MINUTES
Graduate Competence Standard (SKLMP) understanding the meaning of short
functional text, dialogues, and simple monologue in the form of narrative text
(narrative, recount, and news item ) and descriptive text (report, descriptive,
and explanation) in daily context.
COMPETENCE STANDARD
2. Listening carefully
Comprehending the meaning of short functional text and monolog in the
form of simple recount, narrative, and procedure in the daily context
4. Speaking
Expressing the meaning of short functional text and monolog in the form of
simple recount, narrative, and procedure in the daily context
BASIC COMPETENCE
2.2 Listening
Responding the meaning of a simple monologue in an oral form
accurately, fluently, and communicatively within students daily context in
the form of: recount, narrative, and procedural text
4.2 Speaking
Expressing the meaning of a simple monologue in an oral form accurately,
fluently, and communicatively within students daily context in the form
of: recount, narrative, and procedural text
INDICATORS
1.
2.
3.

Capable in understanding the project given.

Capable in communicating the picture given
Capable in making an oral recount about the person on the picture given

OBJECTIVES
At the end of the learning process, students are supposed to be able to:
1.
2.
3.

understand the project given

communicate the picture given
make an oral recount about the person on the picture given

MATERIALS
I. The materials which relate to the theme
Generic Structure of a Recount:
a. Orientation

41

b. Events
c.Reorientation (Optional)

Grammar Point: Simple Past Tense (1)

Enumerations: Firstly, secondly, etc.
Example of an oral recount
Soekarno is the first president of Indonesia. He was born on June 9, 1935 in
Solo. He was really famous around the world for his speech. He once called
lidah penyambung rakyat. He could speak many languages, for instance,
English, France, Dutch, and some others. He passed away on the age of 73.
II. Pictures of famous people
METHOD
1. Cooperative learning
TECHNIQUE
1. Fun Picture Puzzle
I.

II.

Opening (5 minutes)
TEACHER
STUDENTS
1. Greeting
1. Answering
2. Checking the attendance list
2. Giving response
3. Brainstorming to the topic would be discussed
3. Answering
by asking:
a. Do you bring the picture of a famous person?
b. Whose picture do you bring?
Main Activities (50 minutes)
1. Ask the students to submit the picture they
1.
submit
bring
2.
read and review
2. Ask the students to review the generic feature
of a recount text: past tense while preparing
for the puzzle pictures
3. Facilitate classroom discussion on the use of
past tense recount
4. Explain to the students the instruction of the
activity
5. Give each student a jigsaw piece
6. Tell the students that they have to keep their
picture piece as their own secret.

7. Ask your students to mingle, ask each other

about the puzzle piece they have and find out
the other pieces of their picture puzzle
8. Ask the students to arrange and stick the
complete picture on the white board
9. Ask the group to have oral recount on the
complete picture they arranged
III.
Closing (5 minutes)
1. Asking students difficulties found so far
2. Review the material taught by having
questions answer
3. Closing

3.

discuss

4.
5.
6.

listen
receive
keep

7.

mingle
-

8.

ask each other

find other pieces

arrange
-

stick the
complete one

9.

have oral
recount

1.
2.

Asking questions
Questioning
andAnswering
3. Answering

42

V.

Sources

Teachers own material

VI. Evaluation
The evaluation employed to study students activation is ongoing evaluation that
focused on students active participations during teaching and learning process.
The media used is teachers research journal. Teachers observe:
1.
2.
3.
4.
5.

The use of English to communicate

The ability to think individually
The ability to work within group that employs discussing and concluding
Students active contributions
Students ability to respond supportively

The evaluation rubric to investigate students oral recount:

- Fluency(0, 1, 2, 3, 4, 5)
- Pronunciation (0, 1, 2, 3, 4, 5)
- Structure (0, 1, 2, 3, 4, 5)
- Communicative ability (0, 1, 2, 3,
4, 5)
- Diction (0, 1, 2, 3, 4, 5)
Maximum score 25 x100 =100
25
gotten score
x100
=
Score
25

Evaluation Criteria
Score Fluency

Structure

Pronunciation

Communicative
ability
Communicating
effectively and
efficiently based on
the picture
completed and text
genre being
discussed
Communicating
effectively and
efficiently based on
the picture
completed & text
genre being
discussed, but
making some
mistakes

Very fluent,
never showing
any doubt in
speaking

Using complex
sentences in the
past form
correctly

Pronuncing the
words using the
correct
intonation,
stress, and
pronunciation

Speaking
fluently, but
sometimes
showing doubt

Using past
sentences in the
past form, but
often making
doing many
mistakes

Pronuncing the
words using the
correct
intonation,
stress, and
pronunciation,
but sometimes
making some
mistakes

Often being
doubtful in
speaking

Using simple
sentences in the
past form.
Making many
mistakes when
using complex
sentences

Pronuncing the Communicating

words well, but only about the
using the wrong picture completed
intonation and
stress

43

Score Fluency

Structure

Pronunciation

Communicative
ability

Often being
doubtful in
speaking

Only using
simple sentences
in the past form
and making
some mistakes

Making some
mistakes in
intonation, stress
and
pronunciation

Communicating
hardly although
about the picture
being discussed

Often being
loss and
doubtful in
speaking

Only using
simple sentences
in the past form;
however still
making many
mistakes

Making many
mistakes in
intonation, stress
and
pronunciation

not able to
communicate;
although about the
picture being
discussed

Not able to
speak in
English

Using the wrong Only few words Not able to

structure in each that can be
communicate at all
sentence
pronunced well

Adopted from:
1.
Richards, Jack C. 2008. Teaching Listening and Speaking from Theory to
practice. New York: Cambridge University Press.
2.

Writers own criteria

Approved by:
Principal

Malang, August 10, 2011

Teacher

Ninik Kristiani, M. Pd.

NIP. 19670206 199403 2 009

Rida Afrilyasanti, S. Pd.

NIP. 19870410 201001 2 026

44

APPENDIX 3
Classroom Observation Sheet
No Indicator
Students Activation
1 Use English to
communicate
2 Have ability to think
individually

4
5

Have ability to work

within group that
employs discussing
and concluding
Contribute actively
Respond supportively

Students Activation
1 Positive reliance
2

Students ability in
helping each other in
giving information

Number of
students

Note

36

33

36

There are three students who

found the hardships in giving
information about a piece of
picture they have so that their
friends help them by giving
questions on it.
-

36
36

Although some of the students

find difficulties in constructing
correct sentences, students are
trying to actively speak up and
response to their friends.

33

Three students find hardships in

helping their friends to give
information
All of the students mingled and
having dialog with others

36

45

APPENDIX 4
PHOTOGRAPHS OF THE IMPLEMENTATION OF FUN PUZZLE
PICTURE

Students mingled and tried to

find out the matching picture
with their puzzle picture

Students were able to find

out the matching picture and
rearranged that

Students were presenting an

oral recount about a famous
person on their complete
puzzle picture