33 ELTALL (English language teaching, applied linguistics and Literature) Vol. 4 No. 02, 2023 Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall THE EFFECT OF PICTURES AS MEDIA TO IMPROVE STUDENTS’ ENGLISH-SPEAKING ABILITY Alfira Putri Iful Rahmawati Mega Dwi Indra Aprilliandari Universitas Muhammadiyah Bangka Belitung alfiraptr053@gmail.com Abstract Speaking is one of language skill that need more effort in the process of master it. In this case there were many students of tenth grade that unable to pronounce well and lack confident in order to speak English. The way they learned speaking with correct pronunciation was slow and the teacher did not serve any media to help them. Moreover this study aimed to determine the effectiveness of picture as media to improve students’ English-speaking ability at tenth-grade of SMA Muhammadiyah Pangkalpinang. This study used quantitative research with a quasi-experimental design method with non-equivalent control group design. The population in this study were students of tenth grade SMA Muhammadiyah Pangkalpinang, with a total 54 students. The sample in this study was 18 students for the experimental group and 18 students for the control group. The data collection techniques in this study were some tests. The data analysis technique used the normality test, homogeneity test, and hypothesis. The result of this study that indicated the hypothesis test result between the experiment and control class have tcount = 3.767 > ttable = 2.032, it showed that H0 was rejected and Ha was accepted. This research showed that there was an effectiveness of picture as media to improve students’ English-speaking ability at tenth-grade of SMA Muhammadiyah Pangkalpinang. Keywords: Speaking ability, picture as a media, recount text INTRODUCTION Language is a tool used to orally and in writing express thoughts, opinions, and desires for something (Komalasari &; Saripudin, 2018; Lestari &; Pamungkas, 2023). There are four skills that must be mastered by the students in learning language. They are listening, speaking, reading and writing. Since language is a tool of communication, they are only able to communicate orally when they speak. On the other word speaking is one of skills that must be mailto:alfiraptr053@gmail.com mastered by the student when they want to be able to express ideas, intentions, goals, and points of view with their partners well. Speaking is one of the language skills that speakers use to ensure that others can understand their intentions and purposes vocally (Henne-Ochoa, 2018; Nikitina, 2012). The ability to speak seems to be a skill to pronounce clearly formed words to transmit thoughts, emotions, and feelings. Speaking is a form of oral communication used to convey thoughts, feelings, and opinions to others. To express desires, thoughts, feelings, and experiences to others, speech talent is used to produce a flow of articulated sound systems (Chien, 2020: 4). An image can be created, generated, processed through photography in any size and colour. It also able to be associated with real-world lessons or event. An image is a two-dimensional work of art that also explains something. To help students understand the text, visuals are included. A picture can help students visualize what could happen in the setting and inspire a more original sentence structure. When using media images, students can also pay more attention to the subject (Thituyetanh, 2015: 49-53). Based on observations and interviews with English teachers, many students of Muhammadiyah Pangkalpinang High School face many obstacles in learning to speak. First, learners have less desire to speak for fear of making mistakes and lack confidence in speaking. Second, when teachers ask them questions, learners unable to answer because they do not have ideas to talk about. Third, most learners often mispronounce the correct use of grammar and vocabulary; For example, answer, delete, and then often. Fourth, learners use their mother tongue in daily activities, so their speaking skills are inadequate. When they learn English, they use a mixture of mother tongue and English. The strategy to use picture as a media is capable to address the problems faced by teachers and learners when teaching and learning English, especially speaking skills. In response to this fact, it is considered important to implement a new approach to teaching speaking that utilizes visual media. Images as a medium can represent reality as it is. In other words, by using images, learners can see the abstract as a real-life experience. Researchers are interested in conducting research by using images as a medium to improve speaking skills because students' speaking skills need to be up graded. Therefore researchers are interested in conducting a study entitled The Effectiveness of Images as a Media to Improve the English Speaking Skills of Students in grade X of SMA Muhammadiyah Pangkalpinang. METHODS Quantitative methods are research approaches that focus on collecting and analysing data in the form of numbers. The main objective is to measure variables, analyse relationships between variables, and determine causation between variables (Neuman, 2014; Sugiyono, 2016). In the research process, direct observation of the student learning process to find out the obstacles faced in speaking skills. The population in this study is grade X students of SMA 35 ELTALL (English language teaching, applied linguistics and Literature) Vol. 4 No. 02, 2023 Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall Muhammadiyah Pangkalpinang. Sample determination will be made based on the consideration of the researcher. Furthermore the independent variable applied is the use of images as a learning medium. Then the dependent variable is the students’ ability to speak English. After the data collected, an analysis will be carried out to determine the positive influence of the use of images as a medium on students' speaking ability in English. Aiifter the analysis stage is declared to have fulfilled good procedures, conclusions are then determined (Sugiyono, 2016). FINDINGS 1. Normality Test Result of Pre-Test and Post-Test Data The study was conducted by conducting Pre-Test and Post-Test Data Normality Test. Based on the process carried out, the results of the study are shown in table 1. Table 1. Normality Test Results of Pre-Test and Post-Test Data Class Data 𝐃𝐂𝐨𝐮𝐧𝐭 𝐃𝐭𝐚𝐛𝐥𝐞 Conclusion Experiment Pre-test 0.278 0.309 Data Distribution is Normal Post-test 0.272 0.309 Data Distribution is Normal Control Pre-test 0.152 0.309 Data Distribution is Normal Post-test 0.278 0.309 Data Distribution is Normal Based on the table 1 above, the calculation results of the normality test for pre-test data of experiment class can be obtained that the Dcount value was 0.278 and Dtable value was 0.309 then the calculation results of the normality test for post-test data experiment class can be obtained that Dcount value was 0.272 and the Dtable value was 0.309, it indicated that the data distribution was normal. The normality test for pre-test data of the control class can be obtained that the Dcount value was 0.152 and the Dtable value was 0.309 and for post-test data of the control class can be obtained that the Dtable value was 0.278 and the Dtable value was 0.309, it can be concluded that the data distribution was normal. These results show the pre-test and post-test data distribution of the experiment and control class was normal. 2. The Homogeneity Test The second stage is the homogeneity test. It is used to find out whether variances from two or more sample groups come from the same population or have the same variance. This homogeneity test is carried out at the pre-test and post-test stages. The homogeneity results are shown in tables 2 and 3. Table 2 . Homogeneity Test Result of Pre-Test Data Class Variance 𝐅𝐜𝐨𝐮𝐧𝐭 𝐅𝐭𝐚𝐛𝐥𝐞 Conclusion Experiment 33.088 1.089 2.270 Data is Homogen Control 36.029 Based on Table 2 above, the results of the homogeneity test for pre-test data of the experiment and the control class were Fcount = 1.08< Ftable = 2.270. It can be concluded that both variances were homogenous. The F_count value represents the calculated variance between the experiment and control class based on the pre-test data. Since the F_count value of 1.08 is less than the F_table value of 2.270, it indicates that there's no significant difference in the variances of the two classes, thus confirming their homogeneity. Table 3. Homogeneity Test Result of Post-Test Data Class Variance 𝐅𝐜𝐨𝐮𝐧𝐭 𝐅𝐭𝐚𝐛𝐥𝐞 Conclusion Experiment 46.487 1.118 2.270 Data is Homogen Control 41.585 Based on Table 3 above, the results of the homogeneity test for post-test data of the experiment and the control class were Fcount = 1.118< Ftable = 2.270. It can be concluded that both variances were homogenous. From the data presented in Table 3, it is evident that the F_count value is 1.118, which is less than the F_table value of 2.270. This comparison indicates that the differences between the variances of the experiment and control class post-test data are not significant. Therefore, the conclusion can be drawn that the variances between the two classes are consistent or homogenous, meaning there's no significant variation between them. 3. The Hypothesis Tests Hypothesis tests are a statistical method used to decide whether a statement or assumption about a population parameter may be true based on a sample of data. The result of the hypothesis test from the experiment class and control class will be described below: Table 4. Hypothesis Test Result The Comparison Post- test data 𝐭𝐜𝐨𝐮𝐧𝐭 𝐭𝐭𝐚𝐛𝐥𝐞 Conclusion Experiment and Control 3.767 2.032 Ha is accepted 37 ELTALL (English language teaching, applied linguistics and Literature) Vol. 4 No. 02, 2023 Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall Based on table 24 above, from the sample that consists of n1= 18 and n2=18 and the obtained ttable= 2.032. The results of the hypothesis test between the experimental class and the control class have tcount=3.76 > ttable = 2.032. A t_count value greater than t_table indicates a significant difference between the two classes. This showed that Ho was rejected and Ha was accepted. This substantial difference indicates that the use of images as a teaching tool had a statistically significant impact on improving students' English skills in the experimental class when compared to those in the control class. Therefore, images are effective as a medium to improve the English language skills of students in grade X of SMA Muhammadiyah Pangkalpinang. DISCUSSION The researcher's use of a picture in the treatment was thought to have contributed to its efficacy. In the post-test, students' English-speaking proficiency grew, and various factors contributed to its efficacy. As follows: First off, images aid students in communicating ideas and knowledge. Second, because they have a framework from the researcher, students are more comfortable describing the subjects. Finally, thanks to their thorough preparation and increased knowledge of the subjects, students can give a succinct description. Students were more engaged in the learning process and were better able to understand vocabulary and pronunciation thanks to the use of pictures as media. These findings are consistent with Maria's research (2020:56). The findings of this study demonstrated that viewing and analyzing pictures as media could enhance students' English-speaking abilities. The pupils also took an interest in and loved the learning process. Students' speaking Ability, including fluency, topic, pronunciation, and grammar, have been demonstrated to increase when images are used as media. As shown by higher post-test-pre- test average scores in the experimental class compared to the control class, the creative teaching technique attempts to inspire students and make them happy. The findings are consistent with Marriam's research (2015:55), which demonstrated that employing visual media is a beneficial innovation for teaching speaking. It tries to inspire students to learn how to talk. However, this tactic cannot address every facet of speech. Therefore, it can be interpreted that there was an effectiveness of picture as media to improve students’ English-speaking ability at X grade of SMA Muhammadiyah Pangkalpiang. Based on the results of the research data analysis and discussion that has been described previously in this research, the average value of the experimental class was 50 and the control class obtained an average value of 45 for pre-test data. As for the post-test data, the average value of the experimental class was 77.5 and the average value of the control class was 70. It means there was a significant difference between the post-test results of the experimental class using picture as media with the control class that only used the book. Subsequently, the hypothesis was tested using an independent sample T-test. The calculation results, the statistical value of tcount is 3.767 and ttable is 2.032, because tcount > ttable, it can be concluded that Ha was accepted and H0 was rejected. Therefore, there was an effectiveness of picture as media to improve students’ English- speaking ability at X grade of SMA Muhammadiyah Pangkalpinang. CONCLUSION AND SUGGESTION The use of images by researchers in the treatment is thought to increase their efficacy. In the post-test, students' English speaking skills improve with the help of pictures that help them in conveying ideas and knowledge. Images as a medium make students more involved in the learning process and improve their understanding of vocabulary and pronunciation. This research shows that viewing and analysing images as a medium can improve students' English- speaking skills. Based on the analysis of research data, there was a significant difference between the post-test results from the experimental class that used images as a medium and the control class that only used books. Therefore, images are effective as a medium to improve the English-speaking skills of students in grade X of SMA Muhammadiyah Pangkalpinang. Based on the research results and conclusions, it can be stated some suggestions. For Teacher, the results of study shows that the use of picture as media create a positive effect on students’ English-speaking ability. Therefore it is better for teachers use picture as media in the process of learning English, especially to help students English-speaking. For School, the school is expected to improve school facilities and infrastructure, especially to support the use of varied learning media therefore it can improve the quality of English learning process. For the next researcher who will conduct research on the use of picture as media in teaching English-Speaking ability are advised to exmine more specifically the effectiveness of picture as media on each level of English- speaking. REFERENCES Aisyah Meilinda, “Using Picture Media Towards Students’ Speaking skill- A Classroom Action Research at The VIII Grade Year Students of SMPN 13 Kota Bengkulu in Academic Years 2017/2018. Jurnal Ilmiah Kebahasaan Dan Kesastraan 5(1):46–53. Retrieved from https://www.researchgate.net/ Annisa Hasibuan, “The Effect of using Pictures Media on Speaking mastery at the eleventh-grade students of SMAN 1 Angkola Barat, in academic year 2020/2021. Journal of English Language Teaching 9(7):120–28. etrieved from https://eric.ed.gov/. Chien, S.-Y., Hwang, G.-J., & Jong, M. S.-Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146. https://doi.org/10.1016/j.compedu.2019.103751. Garaika, and Darmanah. (2019). Metodologi Penelitian. Lampung Selatan: CV. HIRA TECH. Retrieved from https://stietrisnanegara.ac.id on May18th2022. https://www.researchgate.net/ https://eric.ed.gov/ https://doi.org/10.1016/j.compedu.2019.103751 https://stietrisnanegara.ac.id/ 39 ELTALL (English language teaching, applied linguistics and Literature) Vol. 4 No. 02, 2023 Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall Henne-Ochoa, R. (2018). Sustaining and revitalizing traditional Indigenous ways of speaking: An ethnography-of-speaking approach. Language and Communication, 62, 66–82. https://doi.org/10.1016/j.langcom.2018.07.002 Komalasari, K., & Saripudin, D. (2018). The influence of living values education- based civic education textbook on student’s character formation. International Journal of Instruction, 11(1), 395–410. https://doi.org/10.12973/iji.2018.11127a Lestari, D. S., & Pamungkas, O. Y. (2023). Penulisan Teks Eksplanasi Siswa SMK di Cilacap: Problematika dan Upaya. Jurnal Ilmu Sosial, Pendidikan Dan Humaniora, 2(1). Maria Yuslinda Liwun,” Improving Students’ Speaking Ability by Using Picture Media at tenth grade of SMAN 1 Maumere” in the academic year of 2020/2021. Maylia Suryani, “The Implementation of Using Picture Media to Improve Students Writing Performance in Descriptive Text of MTs Aswaja Tengaran” In the Academic Year of 2015/2016, ‖2016, 12–13, http://erepository.perpus.iainsalatiga.ac.id. Neuman, W. L. (2014). Social Research Methods: Qualitative and Quantitative Approaches (Seventh Ed). Edinburgh Gate: Pearson Education. Nguyen Thituyetanh, ―The Key Principles for Development of Speaking‖ 3, no. 1 (2015): 49–53. Nikitina, A. (2012). Successful Public Speaking. In Ebook. Nurseto, T. (2011). “Membuat Media Pembelajaran Yang Menarik.” Jurnal Ekonomi Dan Pendidikan 8(1):19–35. Retrieved from https://journal.uny.ac.id on May27th 2022. Rindu Handayani and Agci Hikmawati. 2018. ‘Teachers’ Roles Towards Students’ Pronunciation Ability Based on Pronunciation’s Instructions and Exercises of The Twelfth Grade Students’ English Textbook’, Scientia: Jurnal Hasil Penelitian, 3(2), pg. 101-120. Rukminingsih, et al. (2020). Metode Penelitian Pendidikan. Penelitian Kuantitatif, Penelitian Kualitatif, Penelitian Tindakan Kelas. 1st ed. edited by E. Munastiwi and H. Ardi. Yogyakarta: Erhaka Utama. on May 11th 2022. Rusydi, et al. (2018). Statistika Pendidikan: Teori Dan Praktik Dalam Pendidikan. edited by S. Saleh. Medan: CV. Widya Puspita. Retrieved from http://repository.uinsu.ac.id. Siyoto, et al. (2015). Dasar Metodologi Penelitian. edited by Ayup. Yogyakarta: Literasi Media Publishing. Retrieved from https://www.pdfdrive.com on May 15th 2022. Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif, dan R & D. Yogyakarta: Alfabeta. http://erepository.perpus.iainsalatiga.ac.id/ https://journal.uny.ac.id/ http://repository.uinsu.ac.id/ https://www.pdfdrive.com/ Yenny R & Ertin, Developing Assessment for Speaking Yenny Rahmawati & Ertin‖ 1 (2014): 205.