TEACHING SPEAKING BY USING C-A-S PICTURES TECHNIQUE TO INCREASE STUDENTS SPEAKING ABILITY

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1 TEACHING SPEAKING BY USING C-A-S PICTURES TECHNIQUE TO INCREASE STUDENTS SPEAKING ABILITY Muhammad Luqman Attariqi, Bambang Wijaya, Wardah. English Education Study Program of Languages and Arts Education Department of Teacher Training and Education Faculty, Tanjungpura Universtiy, Pontianak Abstract: The purpose of this research is to answer the question: Is using CAS Pictures technique in teaching speaking effective to increase speaking ability of the seventh grade students of SMPN 23 Pontianak? The method used is pre-experimental research. The sample of this research was 32 students of seventh graders of SMPN 23 Pontianak class A. The treatments were given three times in order to know the effectiveness of teaching speaking through CAS Pictures technique. The technique of data collecting was measurement; an oral performance test that requires the students to tell about their daily activities. The research finding showed that the total score of students pre-test is 1085 and the total score of students posttest is The students total score in posttest is higher than the pretest. The effect size of the treatment was According to the criteria of effect size, 0.85 is considered as moderate effect. Keyword : Speaking Ability, CAS Pictures technique, Abstrak : Tujuan dari penelitian ini adalah untuk menjawab pertanyaan : Apakah penggunaan teknik CAS gambar efektif untuk meningkatkan kemampuan berbicara dari siswa kelas tujuh SMPN 23 Pontianak? Metode penelitian yang digunakan adalah preekperimental. Sampel yang diamati dalam penelitian ini adalah 32 orang siswa kelas tujuh SMPN 23 Pontianak Kelas A. Perlakuan diberikan sebanyak tiga kali. Teknik yang digunakan untuk mengumpulkan data adalah pengukuran; sebuah tes penampilan lisan yang mengharuskan siswa menceritakan tentang kegiatan sehari-hari mereka. Hasil penelitian menunjukkan bahwa total nilai pretest siswa adalah 1085 dan total nilai posttest siswa adalah Jumlah nilai post-test siswa lebih tinggi daripada jumlah nilai pre-test siswa. Hasil dari effect size perlakuan adalah Berdasarkan kriteria effect size, 0,85 termasuk dalam efek sedang. Kata Kunci : Kemampuan Berbicara, Teknik CAS Gambar 1

2 T here are four basic skills that should be mastered by students in learning English. They are listening, speaking, reading and writing. In learning English, speaking is sometimes considered as the final target to be mastered by language learners. Richards (2008:19) stated that the mastery of speaking skills in English is a priority for many second-language or foreign-language learners. It means that some language learners measure their success in learning foreign or second language through their speaking skills. Speaking is a complex process. In speaking, people have to choose appropriate words, arrange the words to make a sentence or a phrase, and pronounce it in a very short time just to make an utterance. For students who have low speaking ability, this complex process of speaking seems too difficult. Harmer (2001:131) says, One thing that can drive teachers wild is when their students are apparently unwilling to use English in the classroom, especially during communicative activities. This phenomenon occurs because the students hardly remember English vocabulary whereas vocabulary is one of important factors in language learning. As the result, their vocabulary is very limited so this prevents them to speak English. The lack of vocabulary causes domino effect to the students. When the students have limited vocabulary, they will be lack of motivation to use English. When they are not motivated to use English, their anxiety to speak and to use English rises. Students must have sufficient vocabulary to speak. As Scrivener (2005:32) says, There can be no speaking if you don t have the vocabulary to speak with. If the students have limited vocabulary, their word choices will become limited as well. This problem can be a trigger to their lack of motivation and their anxiety in speaking English. In order to cover this problem, the use of appropriate techniques and media are needed. The researcher offers the use of pictures to help seventh grade students increase their speaking ability. Picture is one of teaching media that commonly used in teaching learning process. Chesla (2000:142) states, Because humans are very visually oriented, we tend to remember much better when we can see things as well as hear or read them. The writer believes that it will be easier for the students to remember the vocabulary being used through pictures. When the students already have enough vocabulary, then the next task is to motivate them to speak. In order to motivate students to speak English, the technique or media being used must be interesting. Students who are interested in, involved in and enjoy what they are studying tend to make better progress and learn faster. As teachers, it is important then to provide students with lessons that are not only wellstructured but which are also interesting and enjoyable (Robertson & Acklam, 2000:2). The writer tries to apply CAS (Choose-Arrange-Say) Pictures technique to provide speaking lesson that are interesting and enjoyable. By using an interesting and enjoyable technique, the writer believes that speaking ability of the seventh grade 2

3 students will increase. This is because students are already familiar with the pictures being used in this technique. The focus of CAS Pictures technique is to help students make a simple sentence or phrase by putting pictures in order based on the part of speech. The pictures are taken from students daily activity. For example, a picture of a boy, a bike, and a school. The studentsneed to arrange those pictures in order to help them make a sentence based on the pictures. The reason of the writer showing pictures of familiar things to the students is to catch students attention and to reduce their anxiety in speaking. The writer believes that CAS Pictures technique will help students increase their speaking ability because they know the words so that they will be more comfortable and interested to speak English. METHOD This study focused on using CAS pictures technique in increasing students speaking ability. In this research, the writer used pre-experimental design as the method of the research. Cohen, Manion, & Morrison (2007:282) stated that a preexperimental design is one group pretest-post-test design. In this study, the researcher used measurement as the technique of data collecting. The measurement was done twice based on the data which is taken from students speaking performance in pre-test and post-test. The result of both students pre-test and post-test was measured by using t-test and effect size formula to analyze the effectiveness of using CAS Pictures technique to increase students speaking ability. Creswell (2012:142) explained that a sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population. The writer used cluster random sampling in this research. Cluster sampling is a way of narrowing down a large, vaguely defined population to a more manageable group so a list can be developed from which a sample may be drawn (Griffee, 2012:59). The sample of this study was Class A of the seventh grade students of SMPN 23 Pontianak which consists of 32 students. In order to facilitate the process of data collecting, the researcher used some tools; oral performance test, students speaking rubric, and recording. Oral performance test was conducted to get the data of students speaking ability. This test was used in both pre-test and post-test. Students speaking rubric is used in order to make sure that the scoring of students speaking performance is objective. Recording of students speaking performance was used to enable the researcher to recheck the observation result. As mention above, the aim of this study is to know whether the use of CAS Pictures technique is effective or not to increase students speaking ability. To prove the effectiveness of this study, the data of students pre-test and post-test were analyzed by using t-test and effect size formula. 3

4 Before doing the research, there were some preparations that should be done by the researcher. They are making lesson plans, preparing teaching materials, and preparing the test items as well as tools of data collecting technique, Pre-test is the test that is conducted before the treatment given. The purpose of giving pre-test is to know the students prior knowledge before the treatment is conducted. In this study, the pre-test was conducted to measure the students speaking ability before being taught by CAS Pictures technique. The pre-test was conducted on Saturday, May 23 rd, The pre-test was given to the sample of this research that is the seventh grade students of SMPN 23 Pontianak, in class VIIA which consisted of 32 students. The treatment in this research is the use of CAS Pictures technique in teaching speaking. The treatment was given after conducting the pre-test. The first treatment was conducted on Thursday, May 28 th, In this treatment, the researcher asked the students to work in group while each group had to make two sentences which represented their daily activity. The second treatment was conducted on Monday, June 1 st, In this step, the researcher asked each group to make five sentences of their daily activity. The third treatment was conducted on Thursday, June 4 th, In this treatment, the researcher asked each student to come to the front and to tell about their daily activity in ten sentences or more. After conducting the treatment, the researcher gave the post-test to the students. The purpose of this test was to know whether or not the treatment has increased students speaking ability. The post-test was conducted on Saturday, 6 th June, FINDINGS AND DISCUSSION Findings The analysis in this research was intended to find out the result of the students speaking score and to investigate whether or not the use of CAS Pictures technique in teaching speaking effective to increase students speaking ability. The researcher provided the computation of t-test formula and effect size in order to answer the research problem. In order to find out whether or not there is a significant difference on students achievement before and after the treatment given, the researcher used t-test formula. The computation of the t-test can be seen as follows: t = = D D2 ( D N ) 2 N(N 1) = ( ) 32(32 1) = = = =

5 To get the significance of this result, the writer finds out the degree of freedom (df) with the formula: df = N 1 = 32 1 = 31 (α = 5% or 0.05) t obtained = t critical = Because tobt is higher than tcrit (4.803>2.040), the writer comes to a conclusion that there is a significant difference after the use of CAS Pictures technique in teaching speaking to increase students speaking ability. The researcher used effect size formula to know how high the effect of using CAS Pictures technique is in teaching speaking to increase students speaking ability. Here is the formula by Burns in Elsy (2013:8): ES = t 1 = x 1 = 4.803x = x = 0.85 N 32 According to the criteria of effect size by Cohen, Manion, & Morrison (2007:521), the result of the effect size is considered as moderate effect (ES < 1.00). Hypothesis Testing The mean of students post-test score (61.72) was higher than the mean of students pre-test score (33.91). The table of t-distribution provides t-ratio for df = 31 which is With this degree of freedom (df) =31 and 0.05 level of significance, the tcritical is while the tobtained is From the analysis of t-test, the researcher concludes that there is a significant difference on the students pre-test and post-test score. The null hypothesis stated that teaching speaking English to seventh grade students of SMPN 23 Pontianak by using CAS Pictures technique is not effective to increase students speaking ability.because tobtained is higher than tcritical, it can be concluded that there is a significant different average scores between pre-test and post-test after conducting the treatment. It means that teaching speaking by using CAS Pictures technique is effective to increase students speaking ability. Therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Discussion The procedure of CAS Pictures technique in teaching speaking is adapted from Thematic apperception test (T.A.T.) in Kothari (2004:107). Thematic apperception test (T.A.T.): The TAT consists of a set of pictures (some of the pictures deal with the ordinary day-to-day events while others may be ambiguous pictures of unusual situations) that are shown to respondents who are asked to describe what they think the pictures represent. The replies of respondents constitute the basis for the investigator to draw inferences about their personality structure, attitudes, etc. (Kothari, 2004:107). In this technique, the focus is on the students ability to make an oral simple sentence based on sequenced pictures. First, the researcher prepares five boxes; each 5

6 box represents part of speech. According to Harmer (1998:37), part of speech consists of noun (noun phrase), pronoun, adjective, verb, adverb (adverbial phrase), preposition (prepositional phrase), determiner, and conjunction. Each box contains different drawing pictures; noun (I), verb, preposition, adverb (adverb of time, place, manner), and determiner. The researcher draws all the pictures by himself based on the book Pictures for Teachers to Copy from Andrew Wright. The first box is for noun. In this technique, the writer uses only one noun, I. The second box consists of 15 different drawing verbs. These verbs are chosen based on the action that are usually done in students daily activities. For example: get up, take a bath, have a breakfast, go, play, pray, and so on. The third box consists of preposition. The fourth box consists of drawing adverb; adverb of place. The fifth box consists of adverb of time. For each picture used in this technique, the writer provides clue at the bottom of the pictures. The writer gives the initial letter of the picture so that the students will be able to guess the word. In teaching speaking, the teacher expects the students to be able to use English in communication. The use of CAS Pictures technique is expected to help junior high students to remember the words better. Wood (2000:25) argued that as you study, your mind naturally creates images of what you re learning, and puts what you re hearing or seeing into some kind of order. Information makes more sense to us when both the pictures in our mind and the sequence of events are clear. Junior high students are lack of vocabulary so it makes them less motivated in speaking English. This technique uses pictures that make the students easier to recall the vocabularies. The pictures are well known because the pictures are chosen from students daily activities. By the use of CAS Pictures technique, students vocabulary will increase. Not only because they are easier to recall, but the use of this technique also helps the students to speak. Things we see play an enormous part in affecting us and in giving us information. We predict, deduce, and infer not only from what we hear and read but from what we see around us and from what we remember having seen (Wright, 1989:2). The use of pictures is interesting for the students. The problem to convey and express their ideas into a sentence will reduce. When they see the pictures, they will get motivated to speak. The students are guided to speak according to the order of pictures. For example: there are three pictures in order; a picture of two boys who are walking and wearing school uniform, a picture of a school, a picture of a clock that is showing time When the students are asked to make a sentence based on the sequences pictures, they will say They go to school at By applying this technique in teaching speaking to junior high students, the researcher believes that their speaking ability will increase. As Wood (2000:26) says that you make sense of what you re studying if you can make an image of it and put it in order. CAS pictures technique enables the students to make a simple sentence based on the pictures sequence. The concept of CAS Pictures technique is that the students choose several pictures from different boxes provided by the teacher. The pictures are 6

7 related to the students daily activities. The pictures are divided into the part of speech to make the students easier to make a sentence. After choosing the pictures, then the students have to arrange the pictures based on the part of speech. This is to make the students easier to make the sentence. The last, the students have to say what the pictures sequence resembles to. The researcher provides these boxes in order to use them while giving treatment later in this research. The researcher asks each student to choose one picture for each box. Each student has five different pictures. The next task is they have to arrange the pictures to make a simple sentence. After that, the researcher asks each student to put their pictures in front of the class. The students are supposed to make a simple sentence based on the pictures they have arranged. This technique is expected to help students increasing their speaking ability. The researcher believes that the use of pictures can help the students remember the words better and can motivate the students to speak English. As Leny (2006:11) said, The use of pictures are more efficient and practice than words, they are easier to recall and to remember than words, further more they expose real life situation although it happened a long time ago. In applying this technique, the researcher provides five different boxes which consist of seventy five pictures. Each box consists of fifteen pictures of noun I, verbs, preposition, adverb of place, and adverb of time. For each treatment, there are three steps that should be done according to CAS Pictures technique. The first step is CHOOSE. In this step, students are divided into groups consist of 5-6 students. They have to choose 1 picture from each box. It means a group of students will have 5 different pictures. The second step is called ARRANGE. Each group has to arrange the pictures they have chosen according to the part of speech to make a sentence that resembles their daily activities. In arranging the pictures, the students follow the correct part of speech. The noun comes first, and then verb, preposition, etc. When they have finished, each group are required to come to the front and say what their sentence is. This is the third step that is called SAY. They have to say the sentence together with their group members in front of the class. In the second treatment, the students do the same activity as the first treatment. However, the writer provides more copy of pictures in this session. It is because in CHOOSE step, the students have to choose twenty five pictures from five different boxes. They are supposed to make five different sentences about their daily activities. However, they are not required to write down their sentences. In ARRANGE step, the writer asks them to show their pictures arrangement in front of the class. Since there are twenty five pictures chosen, it means each group has five pictures arrangement. In SAY step, the students present their sentences in front of the class. Each group member holds the picture and says the sentence together. This activity is repeated until the last group. In the last treatment, the researcher asks the students to tell about their daily activities in ten sentences. In this session, each student has to tell his/her story in front 7

8 of the class. As the guidance, the students are allowed to choose ten pictures of verbs in order to help them telling their story. Through these steps in each treatment, the students are expected to be able to tell about their daily activities in ten sentences or more. After doing a research on the effectiveness of using CAS Pictures technique in teaching speaking to increase students speaking ability to the seventh grade students of SMPN 23 Pontianak in academic year 2014/2015, the researcher found some advantages and weaknesses of using CAS Pictures technique toward students speaking ability. In the pre-test, the writer gave a performance test which required the students to tell about their daily activity in 10 sentences or more. The activity was limited to the time the students get up in the morning until they go to sleep in the evening. Considering the level of the students, the writer provided list of verbs that is commonly used in telling one s daily activity. The students were given 3 minutes to deliver their story. The result of pre-test score was quite low. Most of the students were confused to tell about their daily activity. They did not have sufficient vocabulary to deliver their story. Some of them did not say anything, but some tried to make a sentence which consisted of subject and verb only. As the result, the students pre-test score was quite low. In the first treatment, the writer introduced CAS Pictures technique and the pictures being used to the students. The pictures were drawn by the researcher. When drawing the pictures, the researcher realized the weaknesses of using pictures. Not all the words could be drawn. For example, when the researcher tried to draw prepositions and some verbs, he realized that his drawings could be misunderstood by the students. For the prepositions such as at, with, on, and in, there were no exact pictures or draws that can represent them. For the verb play, there was no single picture that could resemble the word play. Therefore, the writer drew picture of people play football to represent the word play. The use of pictures also gave some advantages. Most of the students got motivated because of the use of CAS Pictures technique. At first, the students were confused when the researcher asked them to mention some verbs in their daily activity. The students were silent and said nothing. When the researcher showed picture of get up, many students raised their hands. It is because there was a hint at the bottom of the picture. The hint was G U_. Some students said in Bahasa as bangun tidur while the others said get up. Before starting CHOOSE-ARRANGE-SAY activity, the writer showed all the pictures in the boxes to the students and asked them to guess what the pictures are. After the students became familiar with the pictures and the words, the researcher asked them to make a group. Asking the students to make a group is called CHOOSE step. It is because in this step, they have to choose pictures that have been provided by the researcher. Since it was a group work, the students got so excited in the first try. Each group was so active in the activity. When the researcher asked them to come 8

9 to the front and chose five pictures from five boxes, the students got so excited. That was because working in group gave them enough time to practice with their friends. In ARRANGE step, the students have to arrange the pictures they chosen according to the part of speech. Each group did a good discussion in the first treatment. All of them could arrange the pictures based on the part of speech. The writer then asked each group to the front to see what sentence they made. This step is called SAY step. In SAY step, the writer asked members of group 1 to the front and say what their sentence is. After members of group 1 presented their pictures arrangement and say what the sentence is, the writer decided whether the sentence is correct or not. If the sentence is correct, the member will get applause from other groups. If the sentence is wrong, then the writer will give a chance to other groups to correct it. Fortunately, all groups did a good job. They successfully made a good sentence on their first try. They seemed enjoy the class activity. It was because in this treatment, the students had to choose, to arrange, and to say the picture of their daily activity. Through this process, they could practice remembering the vocabulary through pictures which was found interesting for the students. They could also practice arranging the pictures which represented the words into sentences, and telling what the pictures represented. As the result, most of the students made a good sentence on their first try. In the second treatment, the students were still active in the classroom. They were still working in their previous group. However, in this treatment they had to make five sentences about their daily activity. In CHOOSE activity, the students chose 25 pictures from the boxes. They had to make five sentences about their daily activity. In the second treatment, the researcher was trying to make the students get used to tell about their daily activity. It is because in the last treatment, the students had to be able to tell about their daily activities in ten sentences or more. The activity ran smoothly. After choosing the pictures, each group had to put the pictures in a good order. In ARRANGE activity, most of the groups did the arrangement within minutes. However, the classroom became so noisy because each group tried to arrange their sentences. This is one of the disadvantages of this technique. It requires the teacher to control the classroom when the students become too active. In the SAY activity, the researcher called the group one by one to deliver their five sentences in front of the class. Same as the previous treatment, each group member held the pictures one by one. Each group had 25 pictures. It means one group member holds 5 pictures. They started saying the sentence one by one. After the first sentence being presented, the group member flipped the picture. It then became the new sentence. It went like this until the fifth sentence. After the first group presented their sentences, the researcher asked the second group members to come to the front to deliver their sentences. This activity went like this until the sixth group. In the second treatment, most of the students were good enough in conducting 5 sentences about their daily activity based on pictures arrangement even though there 9

10 was a group who made some mistakes in arranging and saying the sentence. This result made the researcher believed that the students are ready to make their own sentence individually in the third treatment. In the last treatment, the researcher asked the students to tell about their daily activities in 10 sentences or more. The students were called upon class attendance. In this treatment, the students were allowed to choose 10 pictures of verbs in the box as their story guidance. The students came one by one after the researcher called their names. The result was only few students that could not make ten sentences. Most of the students were able to tell about their daily activities in ten sentences. After going through the treatment process, the writer found that there were some increases on students post-test score. Unlike the pre-test, the students were so motivated to speak. Most of the students could tell the story of their daily activity in ten sentences. The post-test ran smoothly because most of the students already had sufficient vocabulary to be used in telling their daily activities even though there were some students who failed to show some improvement in the post-test. These students were not active in the discussion and did not want to practice speaking in the group discussion. As the result, their post-test and pre-test score are same and they show no significant increase. CONCLUSION AND SUGGESTION Conclusion Based on the analysis of the students test result, the writer drawn several conclusions. The students average speaking score before treatment (pre-test) is and the average score after treatment (post-test) is Based on the data above, the result of post-test is higher than the score of pre-test. It means that there is an increase in students speaking score after the use of CAS pictures technique in teaching speaking. The tobtained (t-test) is with degree of freedom 31 and level of significance 5%. This result indicates that the tobtained is higher than tcritical or 4.803> It means that the treatment of using CAS Pictures technique in teaching speaking increases the students speaking ability. In this research, the alternatif hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. The use of CAS Pictures technique helps the students increase their speaking ability. It can be seen by comparing the result of students pre-test and post-test score. Even though there are few students who get the same pre-test and post-test score. The result of effect size is 0.85 which is classified as moderate effect. This result is used to answer the research question in this thesis. As the conclusion, the use of CAS Pictures technique in teaching speaking to seventh grade students is effective to increase students speaking ability. Suggestion The result of data analysis shows that CAS Pictures technique increases the students speaking ability significantly. Thus, the researcher offers some suggestions. This technique has been proved to be an effective way to increase students speaking 10

11 ability. The writer suggests teachers and other researchers to apply this technique in teaching speaking especially to first grade of junior high school students who still have difficulties in speaking English. Since the result of effect size is moderate, the frequency of using CAS Pictures technique in teaching speaking must be increased. This technique can also be applied in teaching writing sentences since CAS Pictures technique can help students make a sentence based on pictures arrangement. It is suggested for other researchers who wants to do another experimental or action research to apply this technique either in teaching speaking or writing. Teacher and students may have different interpretation about pictures being used in this technique. It is suggested for teachers or other researchers to choose clear and unambiguous pictures only. If it is too difficult to find clear and unambiguous pictures, the teachers and other researchers are suggested to change and to find another word as well as the picture that represents the word. REFERENCES Chesla, E. (2000). Read Better, Remember More (2nd ed.). New York: Learning Express. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th Edition ed.). London: Taylor & Francis e-library. Creswell, J. W. (2012). Educational Research. Boston: Pearson Education, Inc. Griffee, D. T. (2012). An Introduction to Second Language Research Method Design and Data. Berkeley: TESL-EJ Publicationss. Harmer, J. (1998). How to Teach English. Cambridge: Addison Wesley Longman Ltd. Harmer, J. (2001). The Practice of English Language Teaching (3rd Edition ed.). Cambridge: Longman. Kothari, C. R. (2004). Research Methodology: Methods and Technique. New Delhi: New Age International (P) Ltd. Leny. (2006). Teaching Vocabulary through Pictures to the Kindergarten Students. Jakarta: Syarif Hidayatullah State Islamic University. Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. New York: Cambridge University Press. Robertson, C., & Acklam, R. (2000). Action Plan for Teachers. London: British Broadcasting Corporation. Scrivener, J. (2005). Learning Teaching. Oxford: Macmillan Publishers Limited. Wood, G. (2000). How To Study. New York: Learning Express. Wright, A. (1989). Pictures for Language Learning. Cambridge: Cambridge University Press. 11