CHAPTER II

REVIEW OF RELATED LITERATURE

A. Speaking
1. Definition of Speaking Skill
In Webster New World Dictionary, speaking is to utter words
orally, talk; to communicate as by talking; to make a request; to make a
speech.1 Skill is ability to do something well.2
Speaking is a skill which deserves attention every bit as much as
literary skills, in both first and second language. To most people,
mastering the speaking skill is the single most important aspect of
learning a second or foreign language, and success is measured in terms
of the ability to carry out a conversation in the language.3
Speaking is so much a part of daily life that people take it for
granted. The average person produces tens of thousands of words a day,
although some peoples, like auctioneers or politicians-may produce
even more than that. So natural and integral is speaking that people
forget how they once struggled to achieve this ability-until, that is, they
have to learn how to do it all over again in a foreign language.4
Speaking in a second or foreign language has often been viewed
as the most demanding of the four skills. When attempting to speak,
learners must muster their thoughts and encode those ideas in the
vocabulary and syntactic structures of the target language.
Depending on the formality and importance of the speech
situation (and their own personal linguistic propensities), the learners
may also attempt to monitor their output. In conversations and other

1David Nunan, Guralnik, Language Teaching Methodology a Textbook for Teachers,

(NY: Phoenix Ltd., 1995), p. 593.
2
Oxford University Press, Oxford Learner’s Pocket Dictionary, (New York: Pindar
Graphies Origination Scarborough, 1995), p. 403.
3
David Nunan, Guralnik, loc. cit., p. 39.
4
Scott Thornbury, How to Teach Speaking, (Longman, Pearson education limited 2005),
p. 1.

8
 9

interactive speech events, the speakers must attend to the feedback from
their interlocutors and observe the rules of discourse used in the target
culture. Phonological considerations add to the difficulty of the task,
especially for adult learners, as speakers strive to achieve “good”
pronunciation. The speed of such interaction is also an issue because
there may not be adequate time for processing either outgoing speech or
incoming messages at the typical rate of native-speaker interaction. All
of these factors combine to make speaking in a second or foreign
language a formidable task for language learners. Yet for many people,
speaking is seen as the central skill. The desire to communicate with
others, often face to face and in real time, drives people to attempt to
speak fluently and correctly. There is a dynamic tension caused by the
competing needs for fluency and accuracy during natural speech.5
People can define speaking as the way to carry out our feeling
through words, conversation with other. Speaking also used to
communicate as by talking, to make a request, to make a speech. It
means that they always use it in their life, because without speaking
they will be a dumb and never know everybody’s means.

2. Teaching Speaking
Teaching and learning process of English in Junior High School
is based on the school based curriculum. The latest approach stressed
that the language is acquired through communication. The basic
language assumptions are:
a. Language as a means of communication is used to express meaning
grammatically.
b. Learning a foreign language is how to communicate using that
language itself as a target language, written or orally. They are
supported by the elements of the target language.

5
Jack C. Richards, New Ways in Teaching Speaking, (USA: Pantagraph Printing,
Bloomington, Illinois, 1994), p. 1.
 10

Speaking is an interactive task and it happens under real time

processing constraints. It means that they will be able to use words and
phrases fluently without very much conscious thought.
Effective speakers need to be able to process language in their
own heads and put it into coherent order so that it comes out in forms
that are not only comprehensible, but also convey the meanings that are
intended.6
One of the reasons for including speaking activities in language
lessons is to help students familiar with oral use of language in English
conversation. Speaking activities provide exercise opportunities in real
life speaking in the safety classroom.

3. The Roles of the Teacher in Speaking Class

Speaking is a means to communicate with other people; it can
be done in monologues or dialogues. So the role of speaking in human
life is so important, because human can not live normally without
communicating with other people. But the problem that commonly
faced by the teacher in speaking class is so complicated, such as the
students who are mostly afraid to speak up. It is so difficult for the
teacher to make them speak, the students are not only afraid to speak up
but also they do not have much vocabulary to speak. So the teacher has
important role in encouraging students to speak.
The role of teacher in the classroom can affect the success of
teaching and learning process. According to Diane in Ratna, the teacher
facilitates communication in the classroom. In this role, one of the
major responsibilities is to establish situations likely to promote

6
Jeremy Harmer, The Practice of English Language Teaching, (Great Britain: Pearson
Education Limited, 2001), 3rd Ed, p. 271
 11

communication.7 Teachers should play such of different roles in

teaching speaking. Harmer states the roles as follow:
a. Prompter: Students sometimes get lost, cannot think what to say next,
or in some other way lose the fluency the teacher expects of them.
The teacher can leave them to struggle out of situation on their own,
and indeed sometimes this may be the best option. However, the
teacher may be able to see the activity progress by offering discrete
suggestion. 8
b. Participant: Teachers should be good animators when asking students
to produce language. Sometimes this can be achieved by setting up
an activity clearly and with enthusiasm. At other times, however,
teachers may want to participate in discussion or role play
themselves. That way they can prompt covertly, introduce new
information to help the activity along, ensure continuing students’
engagement, and generally maintain creative atmosphere. However,
in such circumstances they have to be careful that they do not
participate too much, thus dominating the speaking and drawing all
the attention to them.9
c. Feedback provider: When students are in the middle of a speaking
activity, over-correction may inhibit them and take the
communicativeness out of the activity. On the other hand, helpful
and gentle correction may get students out of the mistakes or errors
they have made.10

4. The Importance of Speaking

In learning English, speaking is important to support students’
ability to use the language. As one of language skill, speaking has given

7
Ratna Irtatik, The Use of Role Play to Improve Students’ Transactional Skill (A
Classroom Action Research with 8th Grade Students of MTs Miftahul Ulum Klego Boyolali in the
Academic Year of 2008/2009), (Semarang: IAIN, 2009), p. 11
8
Jeremy Harmer, op. cit., p. 275-276.
9
Ibid., p. 276.
10
Ibid., p. 276.
 12

an important contribution to human work. The important speaking can

be seen in people daily activities and business activities.
Speaking is an interactive task and it happens under real time
processing constraints. It means that they will be able to use words and
phrases fluently without very much conscious thought.
As skill that enables people to produce utterances, when
genuinely communicative, speaking is desire (and purpose driven), in
other words they genuinely want to communicate something to achieve
particular end.11

5. Models of Teaching Speaking

Average person who want learn English language, most
certainly they have same reason. It is can speak English. So, they learn
English language to try speaking English. Usually, failure of learn
speaking cause bore situation in the class, unattractive, less fun and
silent in the class. There are many models of learning speaking.
According to M. Solahudin in Kiat-Kiat Praktis Belajar Speaking, there
are some models of learning speaking as follows:
a. Main class and study club
It is better for meeting with the teacher in the class twice a
day. First meeting is called main class and second meeting is called
study club. Main class is meeting with the teacher, that the teacher
as students’ advisor in the class. The teacher has important
character in the class. All activities in the class depend on the
teacher. Study club is group of learning, it held to repeat the
material study in the class by senior. Because the senior is not
teacher, so the students more enjoy make questions and practices
speaking with the senior. Activities in the study club are not

11
Jo McDonough and Christopher Shaw, Materials and Method in ELT ; A Teacher’s
Guide, (UK: Blackwell Publishing Ltd, 1993), p. 134.
 13

different with main class, because the reason of study is to explain

material learning.12
b. Conversation on the way
Conversation on the way is one of activity in speaking
class. The function is to bore disappear in the class. They can share
about their daily activity. So, the students feel the conversation
more clearly, attractive, and comfortable.13
c. Discussion group
Discussion group is one of activity in speaking class.
Discussion in speaking’s program only talking about easy topic.
Because this discussion just to train the students to speak English.
The purpose of discussion is to train the students to speak English
more clearly.14
d. Describing picture
Describing picture is one of activity in teaching speaking
English. In this activity, students must describe pictures in front of
class. Every student gets one picture and must describe it. The
purposes of this activity are to train students’ imagination and retell
15
story in speaking English.
Those are models that Solahudin offers to use in speaking
class, and as the title of this research, the researcher chooses the
last model. The researcher thinks that describing picture is suitable
to improve students’ speaking skill in descriptive text because the
purposes of these activities are to train students’ imagination and
describe something in speaking English. Usually, students can’t
speak anything because they have not idea. The researcher hopes
that picture can help students to speak English, because students

12
M. Solahudin, Kiat-Kiat Praktis Belajar Speaking, (Jogjakarta: Diva Press, 2009), p.
66.
13
Ibid., p. 88.
14
Ibid., p. 92-93.
15
Ibid., p. 99.
 14

will be easier to say when they see. The writer will make this
activity more attractive and make students get enjoyable in the
class.

B. Kinds of Genre
Culture context created genres that every text has communicative
purpose, generic structure, and characteristic of linguistics.16 Harmer states
that Genre is a type of writing which members of discourse community
would instantly recognize for what is was.17 Each genre has specific
language features. According to Gerrot and Wignel, there are kinds of
genre:18
1. Spoof
Spoof is genre which has social function to retell an event with a
humorous twist.
2. Recount
Recount is genre which has social function to retell event for the
purpose of informing or entertaining.
3. Report
Report is a genre which has social function to describe the way
things are, with reference to a range of natural, man-made and social
phenomenon in our environment.
4. Analytical Exposition
Analytical exposition is a genre which has social function to
persuade the reader or listener that something is the case.19

16
Department Pendidikan Nasional, Standar Kompetensi Mata Pelajaran Bahasa Inggris
Kurikulum 2004, ( Jakarta: Balitbang Depdiknas, 2004), p. 74.
17
Jeremy Harmer, How to Teach Writing, (England: Longman, 2007), p. 113.
18
Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of
Workbook, (Australia: Gred Stabler AEE, 1998), p. 192.
19
Ibid., p. 197.
 15

5. News Item
News item is a genre which has social function to inform the
readers, listeners, or viewer about events of the day which are
considered newsworthy or important.
6. Anecdote
Anecdote is a genre which has social function to share with
others an account of an unusual or amusing incident.
7. Narrative
Narrative is a genre which has social function to amuse,
entertain and to deal with actual or vicarious experience in different
ways: narrative deal with problematic events which lead to a crisis or
turning point of some kind, which in turn find a resolution.20
8. Procedure
Procedure is a genre which has social function to describe how
something is accomplished through a sequence of actions or steps.21
9. Description
Description is a genre which has social function to describe a
particular person, place or thing.22
10. Hortatory Exposition
Hortatory exposition is a genre which has social function to
persuade the reader or listener that something should or should not be
the case.
11. Explanation
Explanation is a genre which has social function to explain the
processes involved in the formation or workings of natural or social
cultural phenomenon.
12. Discussion
Discussion is a genre which has social function to present (at
least) two points of view about an issue.
20
Ibid., p. 204.
21
Ibid., p. 206.
22
Ibid., p. 208.
 16

13. Review
Review is a genre which has social function to critique an art
work or event for a public audience. Such works of art include movies,
TV shows, books, plays, operas, recordings, exhibition, concerts and
ballet.23
One of the aims of speaking is giving information and
understanding to the other. Consequently, people have to know the elements
of speaking before speak in order to avoid misunderstanding. There are
many elements in speaking kind of genre. Such as function of the text,
generic structure, language competent, use of tense, etc.

C. Descriptive Text
Descriptive is kind of text which describes a particular person, place,
things.24 In descriptive text, the researcher usually uses the simple present
tense.
The purpose of descriptive text is to describe something, someone or
a place.
1. Generic structure
The structure of a text is called generic structure. One way in
understanding descriptive text is by identifying the generic structure of
that text. The simple generic structure that is taught in Junior High
School is divided into the following two elements, namely
identification and description.
a. Identification
This part identifies phenomenon to be described.
Identification usually answers the following questions:
1) What is the topic of the text?
2) What is the text about?

23
Ibid., p. 217.
24
Ibid., p. 208.
 17

b. Description
This part describes parts, qualities and characteristics. For
examples; describes about ‘My Cat’. The characteristics ‘My Cat’
can different with the other Cat.
2. Language Focus
a. Nouns
Noun is word that is the name of a thing, quality, person,
etc and can be the subject or object of a verb.25
For examples: teacher, house, my cat, etc.
b. Simple present tense
Grammar is one of language competences which have an
important role in communication. Studying grammar is studying
something which tells people how to speak and write correctly.
Average person thing that grammar less important to speak
English, but the researcher thing that grammar important to speak
English, because grammar can make their sentences easier
understandable by other people. Advisable, the teacher give
grammar to students if they have braveness and familiar with speak
English, because it will help them to get motivation. They will
thing that speak English is easy to them. Simple grammar very
suitable to students that they have not braveness and familiar with
speak English. The verbs usually used in a description are “have”
(have, has) and “to be” (am, is, are). The tense is the simple
present.
1) Definition of Simple Present Tense
The present tense indicates that an action is present,
now, relative to the speaker or writer. Generally, it is used to

25
Oxford University Press, op. cit., p. 281.
 18

describe actions that are factual or habitual things that occur in

the present but that are not necessarily happening right now.26
2) Complete List of Simple Present Form

a) Use 1 Repeated Actions

Use the simple Present to express the idea that an

action is repeated or usual. The action can be a habit, a
hobby, a daily event, a scheduled event or something that
often happens. It can also be something a person often
forgets or usually does not do.27

Examples:

(1) My classes begin at nine.

(2) I study for two hours every night.
(3) He always eats a sandwich for lunch.28

b) Use 2 Facts or Generalizations

The Simple Present can also indicate the speaker

believes that a fact was true before, is true now, and will be
true in the future. It is not important if the speaker is correct

26
http://www.learnenglish. de. In Association with the Learn English Network, 5 April
2010
27
http://www.learnenglish. de. In Association with the Learn English Network, 5 April
2010
28
Betty Schrampfer Azar, Understanding and Using English Grammar, (United States of
America: Prentice Hall Regents Prentice-Hall Inc, 1989), p. 11.
 19

about the fact. It is also used to make generalizations about

people or things.29

Examples:

(1) Water consists of hydrogen and oxygen.

(2) Most animals kill only for food.
(3) The world is round.30

c) Use 3 Scheduled Events in the Near Future

Speakers occasionally use Simple Present to talk

about scheduled events in the near future. This is most
commonly done when talking about public transportation,
but it can be used with other scheduled events as well.31

Examples:

(1) The train leaves tonight at 6 PM.

(2) The bus does not arrive at 11 AM, it arrives at 11
PM.
(3) When do we board the plane?

d) Use 4 Now (Non-Continuous Verbs)

29
http://www.learnenglish. de. In Association with the Learn English Network, 5 April
2010
30
Betty Schrampfer Azar, op. cit., p. 11.
31
http://www.learnenglish. de. In Association with the Learn English Network, 5 April
2010
 20

Speakers sometimes use the Simple Present to

express the idea that an action is happening or is not
happening now. This can only be done with Non-
Continuous Verbs and certain Mixed Verbs.

Examples:

(1) I am here now.

(2) She is not here now.
(3) He needs help right now.

3) Present tense and habitual activities are frequently signalled by

time expressions such as the following:
All the time Every mount Often

Always Every semester Rarely

Every class Every week Sometimes

Every day Every year Usually

Every holiday Most of the time Only

Every our never Etc.32

c. Adjectives
Adjectives are used to describe the characteristics of the
topic and the parts. The characteristics can be the size (big), color
(brown, blue), or the quality (clean). For example, the adjectives
big and clean describe the classroom.
d. Noun phrases
Detailed noun phrase to give information about subject. For
examples; It was a large open rowboat, a sweet young lady, etc.33

32
http://www.learnenglish. de. In Association with the Learn English Network, 5 April
2010
33
Department Pendidikan Nasional , op. cit., p. 53.
 21

e. Relating verbs
The function of relating verbs are to give information about
subject. For examples; My mum is really cool, It has very thick fur,
etc.
f. Thinking verbs and feeling verbs
The function of thinking verbs and feeling verbs are to
express personal opinion the writer about subject. For examples;
Police believe the suspect is armed, I think it is a clever animal, etc.
g. Action verbs
For examples; Our puppy bites our shoes, etc.
h. Adverbials
Adverbials are to give addition information about that
behaviour.34
i. Figurative language
Figurative language is used not in the ordinary literal sense
but in an imaginative way.35
Such as; simile, metaphor. For examples; John is white as
chalk, sat tight, etc.36
3. The Example of Descriptive Text
My Pet
Identification:
I have a pet. It is a dog, and I call it Brownie.
Description:
Brownie is a Chinese breed. It is small, fluffy, and cute. It
has got thick brown fur. When, I cuddle it, the fur feels soft.
Brownie does not like bones. Every day it eats soft food like
steamed rice, fish or bread. Every morning I give her milk and
bread. When I am at school, Brownie plays with my cat. They get a
long well, and never fight maybe because Brownie does not bark a
34
Ibid, p. 53
35
Oxford University Press, op. cit., p. 154.
36
Department Pendidikan Nasional, loc. cit., p. 53.
 22

lot. It treats the other animals in our house gently, and it never eats
shoes. Brownie is really a sweet and friendly animal.37

D. Describing Picture in Language Learning

1. General Concept of Describing Pictures
In Webster New World Dictionary, describe is say what
somebody or something is like.38 Describing picture is one of activity in
learning speaking English. In this activity, students must describe
pictures in front of class. Every student gets one picture and must
describe it. The purposes of this activity are to train students’
39
imagination and retell story in speaking English.
This method is to make students easier to describe something,
and make learner process more enjoyable.
Pictures are one of the visual aids that can be used in teaching
speaking. It makes something more interesting for the students. It also
can be used in creating situation for speaking classes more clearly.
Picture as aids are clearly in dispensable for language teacher since they
can be used in so many ways. The teacher can teach vocabulary easily
through pictures it means blackboard drawing, wall pictures, chart and
flashcard.

2. Types of Pictures

According to Jeremy Harmer, pictures can be in form of

flashcard, large wall pictures, cue cards, photographs or illustration, and
projected slide.40

37
Ibid., p. 54.
38
Oxford University Press, op. cit., p. 116.
39
M. Solahudin, op. cit., p. 99.
40
Jeremy Harmer, op. cit., p. 136.
 23

a. Flashcard
It is a small card which teacher can hold up for students to
see. Flashcards are particularly useful for drilling grammar items,
for cueing different sentences, or practicing vocabulary.
b. Large wall picture
It is big enough for everyone to see detail. Some time
teachers use large wall pictures, when pointing to detail of a picture
to elicit a response.
c. Cue card
It is a small card which students use in pair or group work.
Teachers put students in pair or groups and give them some cue
cards so that when a student picks up the top cue card in a pile he
or she has to say a sentence that the card suggests.
d. Photograph or illustration
It is a photo or image that depicts a situation or people in
action. The teachers use it to make the situation or the action clear.
Photograph can be found in the book, newspaper, magazine, etc.
e. Projected slide
In the multimedia class, the teachers also use it to teach.
Sometimes the teachers use it to show the images in the big form.41

3. Kinds of Picture game

There are various types of game. Broadly, they involve:

comparing and contrasting pictures; considering differences or
similarities; considering possible relationship between pictures, such as
narrative sequence; describing key features so that some one else may
identify them or represent them in similar way. Most of the games
involve the learners in the relatively free use of all the language at their

41
Ibid., p. 137.
 24

command. There are games and variations here for all levels of
proficiency.
a. Predicting Pictures
Language Future with going to. Exclamations of
pleasure (e.g. Marvellous!) and of regret
(e.g. What a pity!).

Skills Listening and speaking

Control Guided

Level Beginners/ intermediate

Time 10-15 minutes

Materials Magazine or catalogue pictures, pieces of

card.

Preparation:
Collects 15-20 pictures of objects from catalogue or
magazine. Alternatively you may draw them. The pictures from
“happy twin” (game 3) may be used. Mount your pictures on pieces
of card which are all the same size.
Procedure:
Class, group or pair work.
The learners should first familiarize themselves with the
pictures on the cards. Then mix all the pictures and lay them in a
pile, face down. Players take it in turns to try to predict the next
picture: if they are right they take it and if they are wrong they
place it at the bottom of the pack, e.g.
Learner 1: It’s going to be typewriter. No! What a pity! (What a
shame!) (puts it underneath the pack)
 25

Learner 2: It’s going to be a kettle. Yes, it’s mine! Marvelous!42

b. Describe and Identify the Picture
Language Describing details of the picture;

Skills Listening and speaking

Control Free

Level Intermediate/advanced

Time 15-20 minutes

Materials Pictures and drawing

Preparation:
Either teacher need one picture with a lot of detail in it: for
example, the famous Bruegel painting which shows children
playing 60 different games would be ideal! Or you need a
collection of pictures which might be, for example, a page of comic
strip pictures. You, or one of your students, could draw about 20
small drawings on one piece of paper.
Procedure:
Pair work,
One learner thinks of one detail and then describes it so that
his/her partner can identify it by pointing to or marking the
picture.43
Those are kind of games that Andrew offers to make the
teacher teaching more comfortable. The researcher chooses the
second game to make describing picture more attractive. So, the
researcher thinks that describing picture can help the students to
gain self-confidence in speaking English especially to practice
42
Wright Andrew, Games for Language Learning, ( Australia: Cambridge University
Press, 1983), p. 16-17.
43
Ibid., p. 32.
 26

describing things in descriptive text. Correlation with the point of

this study; that is students’ speaking skill improvement especially
in descriptive text, and will give a significant contribution for
students’ improvement in speaking especially in descriptive text.
Then the researcher wants to find the effectiveness of using
describing picture to improve students’ speaking skill in
descriptive text.

4. Function of Using Pictures in Language Learning

There are several methods in teaching learning speaking. Picture
is one of the ways to explain a real situation. It is very simple visual
aids that can be picked up from the newspaper, magazine, internet,
book, etc.
a. The use of pictures in teaching speaking
Teacher is the most important actor in teaching learning,
especially in English subject. He or she must have an ability to
make an interesting class. Picture is one of teaching media that can
make the students enjoy the lesson.
Ideally, each classroom should have a file of pictures which
can be used not only to illustrate the aspect of socio-cultural topics,
but also gives interesting, meaningful, easy to prepare, and easy to
organize.44
b. The advantages of using pictures in teaching speaking

A picture is an excellent media in which this can be done

pictures arouse play fullness to the students because pictures are
interesting. The provide variety of fun and games, furthermore, it
also means that the use of picture may offer parallel opportunities
both for teacher-students and students’ interaction.

44
Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Raja Grafindo Persada, 2009), p.
106.
 27

Gerlach and Elly state the benefit of using picture as

45
follow:
1) Pictures are inexpensive and widely available.
The teacher can find picture easily, for example in the
books, magazine, and newspaper, etc.
2) Pictures provide common experiences for an entire group of
students.
It means by using picture, teacher can involve all of
students in his or her class.
3) Pictures can help prevent misunderstanding.
It means by using pictures, teacher can explain the new
vocabularies to his or her students easily, so it prevents
misunderstanding between students’ perception and teachers’
perception.
4) Pictures help the students to focus attention to the subject and
make students active.

5. Describing Picture to Teach Speaking

The functions of describing picture are to practice describing
things and using preposition of position, to practice listening and
speaking to direction, to train students’ imagination and retell story in
speaking English.46
a. The benefits of using describing picture
Pictures are all right for beginner and for young learner.
There are many benefits of describing pictures in a teaching
process, they are:
1) Learning becomes more interactive

45
Gerlach and Elly, Teaching and Media: a Systematic Approach, (New Jersey: Prentice
Hall, 1980), p. 277.
46
Siti Tarwiyah, Game Songs and Practical Ideas to Teach Language a Supplementary
Book for Language Teachers, p. 53.
 28

2) The length of time required can be reduced

3) The instruction be more interesting
4) The quality of learning can be improved
5) The positive attitude of students toward what they are learning
and the process it self can be enhanced.
b. The weakness of using describing pictures
1) Teacher needs an extra time to prepare pictures
2) Teacher should give handout the photocopied pictures to the
students
c. The procedures of describing picture
Study is doing something. Study can be maximum if
students more of using the five senses, because they can more
attractive to express something with their five senses. Describing
picture is a method that very easy to play it. This method is very
suitable to students in Junior High School. If the students are given
describing picture, they used their five senses more maximum,
because they used eyes to saw the picture, used ears to listen what
their partner said, used mouth to describe the picture. So, the
researcher hopes with using describing picture, students more
active in the class. There are steps of application in describing
picture according to Ismail in Strategi Pembelajaran Agama Islam
Berbasis Paikem as follows:
1) The teacher prepares picture according to the topic or material
of subject.
2) The teacher asks students to examined the picture accuracy.
3) The teacher divides students in groups.
4) The teacher asks all members of groups to write the
vocabularies based on the result of their examined the picture
(necessary limitation of the time).
5) Then, every group make sentences and writes on the black
board.
 29

6) After that, every group describes their picture.

7) Clarification/ conclusion/ teacher reflection.
This is example of strategy or method that can used as
individual or collaboration with the other strategy based on the
necessity.47
The researcher hopes describing picture be successes. So,
the researcher must prepare preparations that used in this technique.
And the researcher also prepares the procedures to give regulations
to the students, so that students can be understood with the
researcher hope. There are preparations and procedures that used in
describing picture.
1) Preparation:
If want this technique more comfortable, must prepare
material that used in drawing picture technique before give this
technique to students. And there are some preparations: Select
from magazines, internet, books, any pictures which show a
number of different objects, the objects should be clear in
shape and the pictures should preferably. It is amusing if the
objects are bizarre in some way-but this is not essential. 48
Alternatively, the language can be limited if the
original is a simple line drawing or the language may be
specialised if the original is a technical diagram.
2) Procedures:
There are some procedures of describing picture to
teach speaking especially in descriptive text, they are:
a) Let the class work in pairs.
b) Give each pair two different pictures. Tell them not to look
at each other’s picture.

47
Ismail SM, Strategi Pembelajaran Agama Islam Bebasis Paikem,(Semarang: RaSAIL
Media Group, 2008), p. 94.
48
Wright Andrew, op. cit., p. 20.
 30

c) Ask A to describe his or her picture, and ask B to draw it.

Ask B to do the same as what A does after B has finished
drawing.
d) Have them to compare their picture with the original.
3) The example of describing picture
Learner 1: There is a square table in the picture. It is in the
middle of the picture.
Learner 2 : About here?
Learner 3 : Yes...well, a little further down.
Learner 4 : It is like that?
Learner 5 : No, no quite, the legs are too long.
When the “artist” and his “patron” have done as much
as they can, the original and the copy should be compared, e.g.
Learner 2: Oh, the table legs are too long!

Learner 1: I told you they were. But you wouldn’t change

them!

These are the preparations and procedures of describing

picture. Although this method can make students crowded, the
researcher hopes this technique make students more active and no
bored in the class. And the researcher hope describing picture can
be successful in Junior High School and useful to the students.

E. PREVIOUS RESEARCH
This research is supported by some researches below:

There are three previous researches related to this study. First

research was conducted by Dian Mayang Sari (05410080), student of
English Education and Art Faculty IKIP PGRI Semarang under the
title “Teaching English Using Still Picture to Improve Their Fluency
in Speaking of the Seventh Grade of SMP N O1 Sukorejo Kendal in
Academic Year 2008/2009” This research is to find out the technique
 31

of teacher in teaching speaking using still picture, to know the ability

of the student in speaking, to identify the problem faced by the
teacher and the students in teaching learning process of speaking
using still picture to improve their fluency in speaking, and to suggest
some possible solutions of the problems. The type of the research is
descriptive qualitative and methods of collecting data are observation
and test. Meanwhile, the instrument of collecting data is recording the
students’ performance. Based on the result of the study, it suggested
that teaching using still pictures could improve their fluency in
speaking and was effective.49
The second research was conducted by Yulis Megawati
(054100126), student of English Education and Art Faculty IKIP
PGRI Semarang under the title “Using Pictures in Teaching Writing
Descriptive Text a Case of the Eight Grade Students of SMP Islam
Sudirman Banyubiru in the Academic Year 2008/2009”. The
objectives of the study are to find out the students ability and
significances between the students ability in writing descriptive text
who were taught using pictures and without using pictures. This study
was an experimental research. The numbers of students are 40
students. The experimental group consists of 20 students, and control
group consists of 20 students. The instrument used in this study was
test consists of a set of picture contained 16 pictures. Based on the
result of the study, it was suggested that by using pictures teacher
could improve the students’ ability that applying pictures in teaching
writing descriptive text was effective. In other word, the pictures give
possible contribution in improving the writing skill.50

49
Dian Mayang Sari, Teaching English Using Still Pictures to Improve Their Fluency in
Speaking of the Seventh Grade of SMP N 1 Sukorejo Kendal in Academic Year 2008/2009,
(IKIP:2008/2009)
50
Yulis Megawati, Using Picture in Teaching Writing Descriptive Text a Case of the
Eight Grade Students of SMP Islam Sudirman Banyubiru in the Academic Year 2008/2009, (
IKIP: 2008/2009)
 32

The third research was conducted by Abdul Mufid (3104217),

student of English Education Departement Program of Tarbiyah
Faculty IAIN Walisongo Semarang under the title “The Effectiveness
of Using Pictures in Teaching Writing Narrative Text (An
Experimental Study at the Eight Grade Students of MTs Nurul Huda
Banyuputih Batang in the Academic Year of 2008/2009)”
The objective of this study is to know the effectiveness of
using pictures in teaching writing narrative text. This research is a
quantitative research using experimental method. Subject of this
research are 88 students that are divided into two classes, namely
control class (44) and experimental class (44). The writer used cluster
random sampling technique to determine the sample.
The writer collected the data using test and observation.
Furthermore, the data was analyzed by using descriptive statistical
analysis technique and the hypothesis used t-test. Hypothesis test
shows that learning narrative text using pictures is more effective to
improve students’ ability. This can be seen from the result test score,
it shows that the experimental class which was given treatment using
pictures as media of learning got higher score that is 76, 41 compared
with the control class who did not given the same treatment. This
class got 69, 95.
Consequently, learning writing narrative text using pictures as
media is more effective when it is applied in the process of learning
English than the conventional learning (a class which is not given the
same treatment).
The result of this study is expected to be information and
inputs for the institution, teachers, students and all of the circles to
improve students’ achievement.51

51
Abdul Mufid, The Effectiveness of Using Pictures in Teaching Writing Narrative Text
(An Experimental Study at the Eight Grade Students of MTs Nurul Huda Banyuputih Batang in the
Academic Year of 2008/2009), IAIN Walisongo: 2008/2009
 33

To reinforce the result of the effectiveness of using picture, the

researcher will try to do another research related to them. The
researcher will do another research to teach speaking in descriptive
text using describing picture.
This research will be true experimental research. The
researcher will conduct the research with 8th grade students of SMP
H. Isriati Semarang. So, the difference between this research and my
research will be in method using picture, research methodology,
setting and participants. In those three studies, my research will be
further research of those studies in order to improve students’
speaking skill.

F. HYPOTHESIS
Hypothesis testing will bring the conclusion to accept or reject
the hypothesis. Thus there are two options, so that in the formulation
one of the choices can detail specified and easier to do. Consequently,
it uses the formulation to whatever extent necessary.52
In this research, the writer trusts that there is a significant
difference of grade in speaking test achieved by the students who
have been taught using describing picture from those who have been
taught without using describing picture.
Based on the result of those literature review and previous
research, the writer concludes that “there will be significant different
(Ha) speaking skill in descriptive text between the students who are
taught by describing picture and those who are taught without using
describing picture”

52
Sudjana, Metode Statistika, (Bandung: PT. Transito Bandung, 2002), p. 221-222.