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JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 01 No. 03, October 2020, pp. 217-234 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

A Supplementary English Speaking Materials Development Through 

Describing Picture Method For Junior High Students 

Holina1, Salamun2  

An English teacher at MTs Mambaus Sholihin Gresik1, Master Students of UNISMA Malang2 

holinajoss@gmail.com1, salamjamal45@gmail.com  

Abstract 

This research aims to develop the supplementary English material for speaking through describing the Picture. 

The problem found that the worksheet (LKS) is the dominant book because the amount of coursebook is 

minimal. The researcher used the Educational Research and Development design. Educational Research and 

Development is a research design developing educational products, like curriculum, Syllabus, textbooks, 

instructional media, modules, assessment instruments, etc. The results show that Most students like this book 

because it is suitable for their needs and supporting them in learning speaking. In conclusion, this product is 

designed and improved following the learning need and suitability of the product to overcome the problem in 

education speaking process 

Keywords: Instructional Material, Supplementary Material, Describing Picture 

 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:holinajoss@gmail.com1
mailto:salamjamal45@gmail.com


218 
 

I. INTRODUCTION 

Speaking is a productive skill that can be 

directly and empirically observed (Kholis & 

Aziz, 2020). Those observations are 

invariably colored by accuracy and 

effectiveness, a listening test-taker skill, 

which necessarily compromises the reality 

and validity of an oral production test 

(Brown & Abeywickrama, 2010). In 

mastering speaking, students have to learn 

and practice. Because it is a priority for many 

second language or foreign language. 

Speaking is exceptional because it is 

interactive nature and also has to be 

measured in interaction directly (Aziz & 

Dewi, 2020). Most people always talk to 

each other anywhere, anywhen. One purpose 

the teachers have to teach English in school.  

Teaching speaking in Junior High 

School based on Syllabus, the teacher teaches 

some short expression of dialogue and short 

texts (Aziz & Dewi, 2020). Junior high 

school students who demand to apply the 

linguistic materials in good understanding, 

and appreciating excellent performance by 

expressing opinions, as well as their 

responses (Halim, 2018). So Every teacher 

wants to run the teaching-learning process 

effectively. The use of media is aimed to 

enable the students to get the lesson and give 

an enjoyable atmosphere in the classroom to 

encourage motivation and interest in the 

teaching (Aziz & Dewi, 2020). Such as 

Pictures are beneficial media, especially to 

avoid misunderstanding of the questions 

since the students can relate the issues to the 

pictures given. Pictures have an essential role 

in the understanding of meaning. They 

illustrate something and make it clear. 

Images are used to help students to 

understand and comprehend something 

clearly and easily. 

Describing images is a method in 

learning to speak which suitable to practice 

English speaking skills in all sorts of fields. 

Illustrations provide dangerous language 

practice and can be invaluable in the 

classroom for stimulating discussion and 

bringing enormous variety and interesting 

the lessons (Amalia, 2016). They also provide 

the teacher with a  flexible and convenient 

tool for practicing speaking. The various 

pictures are the right media to help students 

learn sputtering and fun, and 

subconsciously, they are learning to present 

the images. States Brown that media 

established condition which enables the 

learners to acquire knowledge, skills, and 

attitude. Media are tools or the material 

things used by the teacher to facilitate the 

instruction (Brown, 2000). 

At pesantren Mambaus Sholihin 3 

Benjeng Gresik, the use of English and Arabic 

is an obligation for the students in their daily 

activities (Aziz & Dewi, 2019). Students are 

trained to use English every day to face the 

progression of the world. Primarily, students 

of eight grades of MTs Mambaus Sholihin 3 

Benjeng, Gresik. There, teaching speaking 



219 
 

skill is monotonous. Because the teacher 

offers them repeat text or material what the 

teacher says, after that, they analyze and 

express elements, and then the teachers 

provide to do some work in LKS as a 

worksheet. The problem seems more severe 

in the learning process. The content of the 

LKS is not exciting and less relevant to the 

students' needs, especially for speaking, and 

also not enjoy it, so the improvement and 

development of the students' English 

speaking skills are limited. 

II. LITERATURE REVIEW 

A. Understanding Teaching and Learning 

Speaking 

Learning is acquiring or getting 

knowledge of a subject or an ability by study, 

experience, or instruction (Brown, 2000). 

The process of learning often happens 

around people every day. We often see the 

students get knowledge from their teacher, 

or someone learns from his experience. 

Talking about education is not getting out of 

teaching. Similarly, teaching, which is 

implied in the first definition of learning, may 

be defined as showing or helping someone to 

learn how to do something, giving 

instruction, guiding in the study of 

something, providing with knowledge, 

causing to know or understand (Brown, 

2000). It can be concluded that teaching and 

learning is the process of giving experience 

from the teacher to the students to make 

students understanding and knowing 

something (a subject or a skill). 

The main objective of learning speaking 

is to develop the learner's ability to 

communicate in the target language. The 

characteristics of speaking are talking. So the 

learners have to speak as much as possible 

the period. 

B. Teaching speaking in MTs 

Teaching and learning speaking process 

In MTs, based on curriculum 2013 are 

content competence and basic competence. 

Content competence is operational of SKL's 

quality that must be belonged students to 

finished their education. In short, the basic 

ability is every competence lesson for each 

class from content competence. The 

teaching-learning process of speaking is 

achieving the necessary capabilities. That is 

the teacher as the facilitator of students or 

Learner-centered. Which students are 

demanded active and thinking, as five 

principles of Curriculum13th are Observe, 

Ask, and Gathering information, Associate, 

and Communicate. Five principles are seen 

as an ability or process of thinking that needs 

to be grown and accustomed to students so 

that they are accustomed to thinking 

scientifically. One of manners to get an 

excellent learning government give Syllabus 

as one of the models for teachers' inspiration 

to develop as students' needs. Astable below: 

 



220 
 

Contents 

Compete

nce 

Base Competence 

o Understandi

ng and 

applying 

knowledge 

(factual, 

conceptual, 

and 

procedural) 

based on the 

curiosity 

about 

science, 

technology, 

art, culture 

related to 

phenomena 

and events 

that appear 

to the eye. 

o Processing, 

presenting, 

and 

reasoning in 

the concrete 

realm (using, 

parsing, 

stringing, 

modifying, 

and making) 

and abstract 

domains 

(writing, 

reading, 

counting, 

drawing, and 

producing) 

following 

what is 

learned in 

school and 

other sources 

that are the 

same in point 

of 

view/theory. 

 

o Applying the text structure and 

linguistic elements to carry out 

the social function of 

expressions asking attention, 

checking to understand, 

appreciating excellent 

performance, and asking for and 

expressing opinions, as well as 

their responses, according to the 

context of their use. 

o Arrange simple oral texts to 

pronounce and respond to 

expressions asking for attention, 

checking to understand, and 

appreciating excellent 

performance, taking into 

account social functions, text 

structure, and language 

elements that are correct and in 

context. 

o Understandi

ng and 

applying 

knowledge 

(factual, 

conceptual, 

o Applying the text structure and 

linguistic elements to carry out 

social functions states and asks 

about the ability and willingness 

to act, according to the context 

of its use. 

and 

procedural) 

based on the 

curiosity 

about 

science, 

technology, 

art, culture 

related to 

phenomena 

and events 

that appear 

to the eye. 

o Processing, 

presenting, 

and 

reasoning in 

the concrete 

realm (using, 

parsing, 

stringing, 

modifying, 

and making) 

and abstract 

domains 

(writing, 

reading, 

counting, 

drawing, and 

producing) 

by what is 

learned in 

school and 

other sources 

that are the 

same in point 

of 

view/theory. 

o Compile oral and written texts 

to express and ask about the 

ability and desire to serve, taking 

into account social functions, 

text structures, and language 

elements that are correct and in 

context. 

o Understandi

ng and 

applying 

knowledge 

(factual, 

conceptual, 

and 

procedural) 

based on the 

curiosity 

about 

science, 

technology, 

art, culture 

related to 

phenomena 

and events 

o Applying the text structure and 

linguistic elements to carry out 

the social function of the 

expression of giving 

instructions, inviting, 

prohibiting, asking permission, 

and how to respond, by the 

context of its use. 

o Arrange simple oral and written 

texts to express, question, and 

answer to expressions of 

instruction, invite, prohibit, and 

request permission, taking into 

account social functions, text 

structures, and language 

elements that are correct and in 

context. 



221 
 

that appear 

to the eye. 

o Processing, 

presenting, 

and 

reasoning in 

the concrete 

realm (using, 

parsing, 

stringing, 

modifying, 

and making) 

and abstract 

domains 

(writing, 

reading, 

counting, 

drawing, and 

producing) 

by what is 

learned in 

school and 

other sources 

that are the 

same in point 

of 

view/theory. 

o Understandi

ng and 

applying 

knowledge 

(factual, 

conceptual, 

and 

procedural) 

based on the 

curiosity 

about 

science, 

technology, 

art, culture 

related to 

phenomena 

and events 

that appear 

to the eye. 

o Processing, 

presenting, 

and 

reasoning in 

the concrete 

realm (using, 

parsing, 

stringing, 

modifying, 

o Applying social functions, text 

structures, and language 

elements interpersonal oral and 

written interaction texts that 

involve acting, inviting, asking 

for permission, and responding 

to them, according to the 

context of their use. 

o Compile concise and 

straightforward versions of oral, 

interpersonal interactions that 

involve acting, inviting, asking 

for permission, and responding 

to them by paying attention to 

social functions, text structures, 

and elements of language that 

are correct and in context. 

and making) 

and abstract 

domains 

(writing, 

reading, 

counting, 

drawing, and 

producing) 

by what is 

learned in 

school and 

other sources 

that are the 

same in point 

of 

view/theory. 

o Understandi

ng and 

applying 

knowledge 

(factual, 

conceptual, 

and 

procedural) 

based on the 

curiosity 

about 

science, 

technology, 

art, culture 

related to 

phenomena 

and events 

that appear 

to the eye. 

o Processing, 

presenting, 

and 

reasoning in 

the concrete 

realm (using, 

parsing, 

stringing, 

modifying, 

and making) 

and abstract 

domains 

(writing, 

reading, 

counting, 

drawing, and 

producing) 

by what is 

learned in 

school and 

o Applying social functions, text 

structures, and language 

elements of oral and written 

transactional interaction texts 

that involve the act of giving and 

requesting information related 

to 

circumstances/actions/activities

/events that are carried out / 

occur in real or general truth, in 

according to the context of their 

use. 

o Implementing social functions, 

text structures, and language 

elements of oral and written 

transactional interaction texts 

that involve the act of giving and 

asking for information regarding 

the 

circumstances/actions/activities

/events that are being carried out 

/ taking place when spoken, 

according to the context of their 

use. 

o Compiling a concise and 

straightforward text of oral and 

written transactional 

interaction that involves the act 

of giving and requesting 

information related to 

circumstances/actions/activities

/events that are carried out / 

occurring routinely or are a 

general truth, with paying 

attention social functions, text 

structures, and correct elements 

according to the context of its 

use. 



222 
 

other sources 

that are the 

same in point 

of 

view/theory. 

o Compile concise and simple 

texts of oral transactional 

interactions that involve the act 

of giving and asking for 

information regarding the 

circumstances/actions/activities

/events that are being carried out 

/ ongoing when spoken,, with 

paying attention social 

functions, the structure of the 

text and elements of language 

appropriate to the context of its 

use. 

o Understandi

ng and 

applying 

knowledge 

(factual, 

conceptual, 

and 

procedural) 

based on the 

curiosity 

about 

science, 

technology, 

art, culture 

related to 

phenomena 

and events 

that appear 

to the eye. 

o Processing, 

presenting, 

and 

reasoning in 

the concrete 

realm (using, 

parsing, 

stringing, 

modifying, 

and making) 

and abstract 

domains 

(writing, 

reading, 

counting, 

drawing, and 

producing) 

by what is 

learned in 

school and 

other sources 

that are the 

same in point 

o  Applying social functions, 

structures of oral and written 

interactional texts that involve 

giving and asking for 

information regarding the 

comparison of the number and 

nature of people, animals, 

objects, according to the context 

of their use 

o Compile oral and written 

interactional texts that involve 

the act of giving and asking for 

information related to the ratio 

of the number and nature of 

people, animals, objects, taking 

into account social functions, 

text structures, and elements of 

language that are appropriate to 

the context. 

of 

view/theory. 

o Understandi

ng and 

applying 

knowledge 

(factual, 

conceptual, 

and 

procedural) 

based on the 

curiosity 

about 

science, 

technology, 

art, culture 

related to 

phenomena 

and events 

that appear 

to the eye. 

o Processing, 

presenting, 

and 

reasoning in 

the concrete 

realm (using, 

parsing, 

stringing, 

modifying, 

and making) 

and abstract 

domains 

o Apply social functions, text 

structures, and linguistic 

elements of oral and written 

transactional interaction texts 

that involve the act of giving and 

requesting information 

regarding 

circumstances/actions/activities

/events that are carried out / 

routinely or not routinely, or 

become general truths in the 

past, in accordance with the 

context its use. 

o Compare social functions, text 

structure, and linguistic 

elements of several oral and 

written personal recount texts 

by giving and asking for 

information related to own 

experiences in the past, short 

and straightforward, according 

to the context of their use 

o Compiling concise and simple 

texts of oral transactional 

interactions which are immortal 

to the act of giving and 

requesting information related 

to 

circumstances/actions/activities

/events that are carried out, 

routine or non-routine, or 



223 
 

(writing, 

reading, 

counting, 

drawing, and 

producing) 

by what is 

learned in 

school and 

other sources 

that are the 

same in point 

of 

view/theory. 

 

 

become general truths in the 

past, taking into account social 

functions, Text structures and 

elements of language that are 

and by the context. 

o  Text recount 

o Capturing contextually meaning 

related to social services, text 

structure, and linguistic features 

oral and written recount texts, 

concise and simple, relevant to 

personal experiences in the past. 

o Compiling oral and written 

recount texts, brief and simple, 

related to personal recount, 

concerning social functions, text 

structures, and elements of 

language, correctly as context. 

In other words, teaching speaking in 

eight grade of MTs Mambaus Sholihin 3 

Benjeng, students demanded to study 

actively as five principles of curriculum 2013, 

which Syllabus is guidelines or manners to 

fulfill basic competence. 

C. Definition of Describing Picture 

Describing pictures is one of the 

methods of learning speaking English. In this 

method, students must describe photos in 

front of the class. Every student or group gets 

one picture from the teacher, and the student 

must explain it. The purposes of this activity 

are to train students' imagination and retell 

the story in speaking English (Asfa, 2010). In 

other words, describing pictures can also be 

used to stimulate the students' creativity and 

to motivate them in the learning process of 

speaking skills. 

The study is doing something. The 

survey can be maximum if students more of 

using the five senses because they can be 

more attractive to express something with 

their five senses. Describing a picture is a 

method that easy and enjoyable to play it. 

This method is very suitable to practice for 

students in Junior High School. If the 

students use describing the Picture, they 

used their five senses more maximum 

because they used eyes to saw the image, 

used ears to listen to what their partner said, 

used mouth to describe the Picture. So, the 

researcher hopes to use describing a picture, 

students more active to practice and improve 

speaking skills in the class. There are steps of 

application in describing Picture according 

to Ismail in Strategi Pembelajaran Agama Islam 

Berbasis Paikem as follows: 

a. The teacher prepares the image according 

to the topic or material of the subject. 

b. The teacher asks students to examine the 

picture accuracy. 

c. The teacher divides students into groups 

or personal. 

d. 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). 

e. Then, every group or personal make 

sentences and writes on the blackboard. 

f. After that, every group describes their 

Picture. 

g. Clarification/ conclusion/ teacher 

reflection. 

It is an example of a strategy or method 

that can use as an individual or collaboration 

with the other plan based on the necessity. 



224 
 

D. Teaching Speaking Using Describing 

Picture 

The most crucial factor in teaching-

learning is a teacher, especially in the English 

subject. He or she must have the ability to 

make interest and enjoy the class. And the 

Picture is one of teaching media of speaking 

skills that can make students enjoy the 

learning process of speaking. Each classroom 

should have a file of images that can be used 

not only to illustrate the aspect of socio-

cultural topics, but also gives it enjoyable, 

meaningful, easy to prepare, and too easy to 

organize. Teaching speaking using 

describing Picture is practice describing 

some maps that show about things, peoples, 

etc. And also, using a preposition, to practice 

listening and speaking to direction, to train 

students' imagination and retell the story in 

speaking English (Tarwiyah, 2002).  

The result of the students' speaking 

progress after implementing the describing 

Picture is better. This technique was very 

suitable to give a contribution to teaching 

speaking, and the students brave to talk and 

did not shy anymore. Besides, students can 

increase their verbal ability (Kano & 

Fardyansyah, 2015). 

1. Advantages of describing the Picture 

Advantages of using pictures in teaching 

speaking A film is an excellent medium in 

which this can be done images play fullness 

to the students because pictures are 

fascinating. They provide a variety of fun and 

games. Furthermore, it also means that the 

use of photos may offer parallel 

opportunities both for teacher-students and 

students' interaction. 

According to Inta Aulia Asfa, Based on 

Gerlach and Elly state the benefit of using the 

Picture as follow (Asfa, 2010): 

a. Images are inexpensive and widely 

available. The teacher can find the image 

quickly, for example, in books, magazines, 

and newspapers, etc. 

b.  Pictures provide everyday experiences for 

an entire group of students. It means by 

using an image, the teacher can involve all 

of the students in his or her class. 

c.  Pictures can help prevent 

misunderstanding. It means by using 

photographs, the teacher can explain the 

new vocabularies to his or her students 

easily, so it prevents disagreement between 

students' perception and teachers' 

perception. Pictures help the students to 

focus attention on the subject and make 

students active. 

2. The approach of Describing Picture 

Our model assumes that there is a space 

of Meanings that comes between the area of 

Sentences and the scope of Images. We 

evaluate the similarity between a sentence 

and an image by (a) mapping each to the 

meaning space then (b) comparing the 

results. Figure 1 depicts a common area of 

meaning. We will learn the mapping from 

images (response sentences) to meaning 



225 
 

discriminatively from pairs of photographs 

(response sentences) and assigned meaning 

representations (Farhadi et al., 2010). 

E. Supplementary Material 

Supplementary material is the 

supplement materials, which are not 

designed for instructional purposes, reflect 

the authentic and real use of the target 

language. And also, helping the teacher to 

teach the student in the learning process, our 

students should develop the ability to 

communicate in the target language. That is 

able to express their ideas in speech and 

writing and also understand what they listen 

from teacher or people and read in books. 

Integrating the use of authentic materials 

with language skills can be highly useful in 

developing the communicative competence 

of learners (Aziz, 2019; Thakur, 2015). 

Supplementary material is additional 

materials to supplement the LKS 

(worksheet), Textbook, etc. Supplemental 

materials are designed when teachers find 

that there aren't suitable or relevant 

materials that can be found in the published 

spreadsheet or the other. Supplementary 

materials are designed to help them 

understand better (Paputungan, Otoluwa, & 

Machmud, 2018). In short, additional 

equipment is a convenient tool to help 

motivate the student to improve their 

speaking ability in the learning and teaching 

process. 

F. Developing of English Learning 

Speaking Materials 

Content is information or ideas for a 

book. Material is one of the keys to the 

teaching and learning process. It is essential 

in learning. The material could be in the form 

of printed materials, nonprinted materials, or 

both written and nonprinted materials. The 

printed materials could be books, 

workbooks, worksheets, textbooks. While 

no printed materials are materials such as 

cassette, audio documents, videos, 

computer-based materials, etc. 

Another linguist, Richards and Schmidt 

state instructional materials are anything 

which can be used by teachers or learners to 

facilitate the teaching and learning of 

language. Articles could be linguistic, visual, 

auditory, or kinesthetic, and they may be 

presented in print, audio, or video form, on 

CD-ROMS, on the Internet, or through live 

performance or display (Mulyawati, 2017). 

G. Material Development 

Tomlinson states that materials 

development is everything made by people 

(the writers, the teachers, or the students) to 

give some pieces of information and provide 

the experience of the user of language, which 

is designed to develop language learning. 

Before developing the materials, the writer 

has to identify students' needs to consider 

the objective of the teaching and learning 

process. After that, they can develop the 

materials by analyzing the students' needs 



226 
 

and the purpose of improving or of making 

interest them and also more suitable for 

learners' needs. State Graves's material 

development is the process of planning by 

which a teacher can put the objectives and 

goals of the course into units and tasks 

(Graves & Xu, 2000). 

Material developers might write 

textbooks, tell stories, bring advertisements 

into the classroom, express an opinion, 

provide examples of language use, or read a 

poem aloud. Those are the input that can be 

used to learn the language more effectively. 

Tomlinson also states the criteria of suitable 

materials; some of them related to this 

research are mentioned below (Tomlinson, 

2011). 

1. Materials should achieve impact.   

The impact is achieved when materials 

have a noticeable effect on learners; that is 

when the learners' curiosity, interest, and 

attention are attracted. If this is achieved, 

there is a better chance that some of the 

languages in the materials will be taken in for 

processing. Materials can make an impact 

through:  

a. novelty (e.g., unusual topics, illustrations, 

and activities); 

b. variety (e.g., breaking up the monotony of 

a unit routine with an unexpected event; 

using many different text types taken 

from many different kinds of sources; 

using several different instructor voices 

on a cassette); 

c. Attractive presentation (e.g., use of 

beautiful colors'; lots of white space; use 

of photograph); 

d. Appealing content (e.g., topics of interest 

to the target learners; questions which 

offer the possibility of learning something 

new; engaging stories; universal themes; 

local references). 

2. Materials should help learners to feel at 

ease  

Although it is known that pressure can 

stimulate some types of language learners, 

the writer finds that most researchers agree 

that most language learners benefit from 

feeling at ease and that they lose 

opportunities for language learning when 

they feel anxious, uncomfortable, or tense. 

Materials can help learners to feel at ease in 

several ways. For example:  

a. The learner feel more comfortable with 

materials with lots of white space than 

they do with documents in which lots of 

different activities are crammed together 

on the same page;  

b. The learner feel more at ease with texts 

and illustrations that they can relate to 

their own culture than they are with those 

who are culturally exotic;  

c. The learners are more relaxed with 

materials that are trying to help them to 

learn than they are with materials which 

are always testing them.  

3. Materials should require and facilitate 

learner self-investment  



227 
 

Need 
Analysis

material 

Development

Expert 
Validation

Revision I

Try-Out
Revision II

Final 
Product

Articles can help them to achieve this by 

providing them with choices of focus and 

activity, by giving them topic control and by 

engaging them in learner-centered discovery 

activities.  

4. The learners' attention should be drawn to 

linguistic features of the input  

To help learners to pay attention to 

linguistic features of authentic information 

can help them to acquire some of those 

features eventually.  

1. Materials should provide learners with 

opportunities to use the target language 

to achieve communicative purposes. 

Learners should be given opportunities to 

use language for communication rather 

than just to practice it in situations 

controlled by the teacher and the 

materials.  

2. Materials should provide opportunities 

for outcome feedback  

Feedback, which is focused first on the 

effectiveness of the outcome rather than just 

on the accuracy of the output, can lead to a 

product that becomes a valuable source of 

input. Or in other words, if the language that 

the learner produces is evaluated in relation 

to the purpose for which it is used that 

language can become a compelling and 

informative source of information about 

language use. 

III. METHOD 

In this research, the researcher used the 

Educational Research and Development 

design. Educational Research and 

Development is a research design developing 

educational products, like curriculum, 

Syllabus, textbooks, instructional media, 

modules, assessment instruments, etc. This 

research design would like to solve such 

classroom problems related to educational 

products. The researcher develops the 

procedure of Educational RD from as 

illustrated in the figure: 

 

  

 

 

 

 

 

 

Figure R&D model of the research adopted 
from (Hyland, 2003) 

IV. RESULT 

A. Need Analysis 

The researcher starts to identify the 

problem of students in learning English 

speaking by giving a questionnaire for 

obtaining information to eight grade 

students of MTs Mambaus Sholihin 3 

Benjeng Gresik that consists of 28 female 



228 
 

students. The survey consists of twenty 

questions related to their problems in 

learning English speaking. The first 

instrument was close-ended questionnaires 

for the students. Those consists are 

background knowledge, necessities, lacks 

wants, goals, input, teacher's role, and 

students' role. The questionnaires were 

distributed to the students in March 2019.   

The researcher gives an interview with the 

teacher that consists of five questions. Before 

it, the researcher validates the items. 

B. The Result of Questionnaires 

The first question tries to obtain 

information about when students start to 

learn English.  It can be concluded that most 

of the students in Eight Grade of MTs 

Mambaus Sholihin3 Benjeng Gresik start in 

learning English are from Kindergarten. 

Question number two is given by the 

researcher purposed to obtain information 

about students' opinions of English. From 

the result above, it shows that most of them 

say English is Important. 

Question number three,  the researcher 

purposed to obtain information about 

students' feelings in English. It shows that 

result the question number two the most of 

them like English. 

Question number four, the information 

about the researcher purposed to obtain 

information about skill in English. The result 

above shows that Eight Grade Students of 

MTs Mambaus Sholihin 3 Benjeng Gresik, 

like speaking ability, it makes the researcher 

give a particular speaking book. 

Question number five is provided by the 

researcher purposed to obtain information 

about learning English in the class. Primarily 

speaking, learning is exciting or not. The 

result is served that learning English, 

especially speaking in Eight Grade students 

of MTs Mambaus Sholihin 3 Benjeng Gresik 

is less attractive. 

Question number six is given by the 

researcher proposed to obtain information 

about the importance of English, especially 

speaking skill. The result is served by 28 

students. The researcher concludes that 

speaking ability is essential. 

Question number seven is given by the 

researcher purposed to obtain information 

about their difficulty in learning English. 

From the result above, the researcher can 

conclude that the most Eight Grade students 

of MTs Mambaus Sholihin 3 Benjeng Gresik 

have difficulties in learning is a strategy of 

education. The researcher tries to give the 

solution to solve this problem by providing 

appropriate material about enriching 

vocabulary. 

Question number eight asks students 

about the topic that teacher give to students 

are exciting or not. The results are served 

above the teacher give matter is less 

attractive in the class. 



229 
 

Question number nine, the researcher 

finds students' improved skills in learning 

English. From the results above proves that 

most Eight Grade Students of MTs 

Mambaus Sholihin 3 Benjeng Gresik want to 

improve speaking fluently. 

Question number ten, the researcher 

asks the students to obtain the need analysis 

of what they need to supplement the book of 

speaking. The results are served above. It 

shows that most Eight Grade Students of 

MTs Mambaus Sholihin 3 Benjeng Gresik 

consider on the importance of supplement 

book for speaking to help them in sputtering.  

Question number eleven asks the 

students to obtain the need analysis about 

weather supplement materials make them 

diligent in studying English or not. The 

results are served above. It concludes 

students of MTs Mambaus Sholihin 3 

Benjeng Gresik are thorough study English if 

there are supplement materials. Therefore 

the researcher makes supplement books for 

speaking skills. 

Question number twelve asks the 

students whether a supplement book for 

speaking makes them feel happy or not. The 

results show that they are feeling glad if there 

is a supplement book for speaking. 

Question number fourteen asks 

students whether they need Pictures for 

talking books. There are served above. It 

shows that Eight Grade Students of MTs 

Mambaus Sholihin 3 Benjeng Gresik need 

Picture for speaking book. Therefore, the 

researcher gives pictures of talking books. 

Question number thirteen asks what 

kind of Picture to study speaking skill. The 

results are above. It concludes that they need 

kind picture for speaking book as topic. 

Question fifteen asks what kind of 

activity of learning the talking that they 

choose. There are served that conclude that 

they like the activity of describing Picture. 

Question number sixteen asks to obtain 

information about the students the manner 

of learning speaking. It reaches that they 

want the way that group. 

Question number seventeen asks 

whether the topic used by the teacher in the 

class can use in practice. There are served 

above that shows that Eight Grade Students 

of MTs Mambaus Sholihin 3 Benjeng Gresik 

can't use the topic in class to practice. 

Question number eighteen asks 

students to obtain information about 

worksheet what teachers use contents, and 

exercises are a benefit for speaking skill 

students or not. The rand the result shows 

that Eight Grade students of MTs Mambaus 

Sholihin 3 Benjeng Gresik can't use the 

worksheet to benefit their speaking skill. 

Question number nineteen is given by 

the researcher about the role of students in 

learning speaking skills. And the result 

showed that it indicates that the students are 

participator in learning speaking.  



230 
 

Question number twenty asks the 

students to obtain information about the 

teacher's role in learning speaking skills. It 

concludes that the teacher is the controller 

for students. 

Result of questionnaires, the researcher 

finds that the students are exciting in 

learning English, especially speaking skills. 

But based on their opinion, they have 

difficulties in studying to practice it. 

Therefore, the researcher develops speaking 

books as supplement materials based on 

their needs. 

V. DISCUSSION  

There is one set interview that has been 

done by the researcher. She is the specialist, 

and this interview is essential to know the 

signs of English lessons and get some inputs 

to develop the English speaking material. 

The subject is the English teacher in  Eight 

Grade of MTs Mambaus Sholihin 3 Benjeng 

Gresik. The questions consist of five issues 

related to the problems of teaching and 

learning English speaking. There aimed to 

get information from the teacher about the 

teaching and learning process. 

 Therefore, the researcher also has an 

idea to change the method to be describing 

Picture. The researcher has thought that 

conversation should be developed in 

instructional material. Based on this idea, the 

researcher writes some documents about the 

topic in each chapter. And then the teacher 

gives some picture to students. After that, 

the students describe the Picture by 

themselves as their partner. At last, they are 

usually practice and confidence when they 

have to speak with their friends. 

The result of the script above it showed 

that the students need a supplementary 

English speaking material. Because LKS 

(worksheet) that they used in class does not 

interest them. The supplementary English 

speaking Material is based on describing 

Picture.  

Material Development 

From the result of data obtaining 

questionnaire, interviewing and analyzing 

LKs of curriculum 2013, the researcher 

decides to develop the speaking skill of Eight 

Grade Students of MTs Mambaus  Sholihin 3 

Benjeng Gresik. Based on the data above, the 

researcher finds that the students need to 

improve their speaking ability to help and 

understand them in speaking material. The 

researcher completes the appropriate 

equipment for Eighth Grade Students of 

MTs Mambaus Sholihin 3 Benjeng Gresik in 

terms of topic and level based on the result of 

the data above. Most of them have not 

already mastered the basic competence of 

productive skills, especially speaking ability. 

The LKS used by the students doesn't give 

enough need for students; in other words, it 

is not useful for developing students' 

speaking skills. Therefore, the researcher 

tries growing LKS to be a supplement book 

of speaking. 



231 
 

The researcher puts seven chapters 

adopted from the LKS book of students, 

under the section: It's English Time, You Can 

Play the Guitar, You Must Do it, You Are 

Invited, My Mother is Chef, You Are 

Cleverest in the School, My Football 

Experience. 

The development of the material is 

placed in additional content and some 

activities of pictures as media to help and 

improve their speaking. There, students 

expected active to speak English well. 

Expert Validation 

Then, the product needs to be validated 

to Validator to improve the quality of it. This 

process aimed to get comments, suggestions, 

and feedback from experts for the 

development of the materials. 

Two experts involved the invalidation 

process. Their competence and contribution 

are needed to make the quality of product to 

be better and applicable well. They are 

lectures of English who have many 

experiences in teaching and learning English 

subject. 

Revision 

The first expert validates that the cover 

of book is good enough. The combination of 

the color and Picture can be unusual for the 

object that is Eight Grade Students of Islamic 

Junior High School. The second expert 

validates that the content of the book is still 

less some explaining, examples, and need 

down the level. Therefore, the researcher 

revises the book is better as the comment and 

suggestion of Validator. 

Try-Out 

The next step to get an evaluation from 

the expert is conducting the try out for 

obtaining the feedback for the second 

revision. This process purposes to know 

whether the product is good enough to apply 

for still needs correction. The researcher 

conducts the try out in 2019 May 2nd until 

May 6th, 2019. First, the teacher asks 

students what the topic. Then, the teacher 

explains the grammar of the topic. Then 

students can ask the teacher about what they 

have not been understood. After that, the 

teacher gives activities using Picture to the 

individual or small group of students. And 

then, the students are ordered to do some 

related activities to know how far the 

students understand the material. The action 

may be an individual activity or small group 

activity. The events can be usual to practice 

their speaking. 

After doing tryout, most students can be 

easier to understand and comprehend the 

materials through the developed 

supplementary English speaking materials 

using Describing Picture. And also, they will 

be more comfortable to learn speaking skills. 

The Syllabus and the lesson plan are 

prepared as a guideline in conducting try out 

from the result of the tryout; the researcher 

finds that the book is appropriate to help the 

students. 



232 
 

Based on Questionnaires after the 

tryout, it was found that from 28 students of 

MTs Mambaus Sholihin 3 Benjeng Gresik 

that the first questionnaire, students answer 

like the cover of book 100%, dislike 0%. It 

concludes they like the cover. The second 

questionnaire, students answer like 

supplementary English Speaking book 100% 

and hate 0%. It shows that they want it. In 

the third questionnaire, students answer like 

50% and dislike 50%. It concludes that the 

need to add be strong interest.  

The display of the book, students, 

answered 100% that display is captivating. 

From 28 students that like with the topics 

provided in the book, even 100% of students 

say that the deciding issues of the book are 

suitable for them. Students answered that 

the book could help students to study 

speaking is 100%. From 28 students, 50% 

answered the book can help them, 50% say 

that it makes them confused. There are 28 

students or 100% answers the question in the 

task efficiently and correctly. The 

explanation of the materials in the contents 

of the book based on 25 or 70% the opinion 

of students is so bright and 30% said it is not 

clear.  The systematic of the materials of the 

book is thus suitable for students to need; it 

is according to the opinions of 28 students or 

100% in the class is agreeing. In conclusion, 

the book is ideal for them can help them to 

increase their speaking skill more actively 

and productively before.   

After conducting the tryout, the 

researcher did the second revision based on 

the result of the questionnaire given to the 

students in the tries out process. Based on it, 

the researcher found what want students 

from the materials, and there isn't significant 

revision for each case. It is the last step of 

correction to make the product is better and 

acceptable, and also the book is all ready to 

be published. Shortly, the book is 

appropriate and suitable for learners' needs 

to get the target of the teaching and learning 

process. 

 

 

 

 

 

 

 

 

 

Final Product 

The last step is the final product after 

finishing some process; there are two 

revisions, expert validation, and tryout. 

Therefore, the researcher gets the results of 

those, and the book can be completed both 

design and contain. The final product of 

speaking material can be published under 

the title" Explore English!". 

0

5

10

15

20

25

30

YES
NO
1

YES
NO
2

YES
NO
3

YES
NO
4

YES
NO
5

YES
NO
6

YES
NO
7

YES
NO
8

YES
NO
9

YES
NO
10

THE EVALUATION AFTER TRYOUT

YES NO



233 
 

The book designed as exciting and easy 

as possible to help the students' speaking 

skills. This book contains the seven chapters, 

and those are Chapter 1 "It's English Time," 

Chapter 2 "Can You Play The Guitar?", Chapter 

3 "You Must Do It," Chapter 4 "You Are Invited," 

Chapter 5 '" My Mother Is Chef," Chapter 6 "She 

Is The Cleverest Student In The School," Chapter 7" 

My Football Experience." 

The English speaking material of this 

book is developed based on students' need of 

Eight Grade Students of MTs Mambaus 

Sholihin 3 Benjeng Gresik. That consists of 

some elements of each chapter and four 

activity using Picture each section to easy to 

practice that of the book to be comfortable 

and interest students in studying it. 

VI. CONCLUSION 

Eighth Grade Students of MTs 

Mambaus Sholihin 3 Benjeng Gresik are 

students who are lazy to study English 

because during learning didn't make them 

increase their English. And also, LKS 

(worksheet) is dominant it the content of the 

LKS is not exciting and less relevant to the 

students' needs. Therefore, the researcher 

makes the product as supplementary English 

speaking book to help them can increase 

their speaking skill. This product has been 

validated by two experts and getting good 

value from them. This product has also been 

tried out to the students. The result is 

excellent. Most students like this book 

because it is suitable for their needs and 

supporting them in learning speaking. In 

conclusion, this product is designed and 

improved by the students' needs and 

suitability of the product to overcome 

students' problem in learning speaking 

process. From the development process, it 

has produced a supplementary English 

speaking material using describing picture 

method for of MTs Mambaus Sholihin 3 

Benjeng Gresik. The development book 

includes the introduction and description 

contents  

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