CHAPTER II

DISCUSSION
A. TEACHING SPEAKING
Teaching is guiding, facilitating, learning, enabling the learner to learn, and setting the
condition for learning (Brown, 2000:7). Speaking is the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of contexts (Chaney,
1998:13). Speaking is an interactive skill and as such needs to be developed and practiced
by correcting grammatical rules. As we know that speaking refers to convey information,
message, and intention in meaningful ways in real time.
Teaching speaking to young learners is an interesting and challenging duty for teachers
for some considerations. In one hand, young learners are individuals of very early age who
are interested in many new things such as a foreign language, English. Young learners will
enthusiast in learning, if we often praise them. Due to the praise, they would like the material
that we teach and they will be motivated to learn english happily.

B. DESCRIBING PICTURES
The researcher chooses the describing pictures because Pictures are good visual aid in
teaching learning in the classroom. According to Huebner (1990:37), ” Picture, one of the
visual aids, is every type of pictorial presentation”. And according to kidler (1992:1),”Asa
media pictures can help the teacher to make the students interest and enjoy to learn especially
English. Moreover, pictures can present the real situation”.
Pictures can increase the students senses and make them imagine what they see,
analyzed them in thought then explained and expressed the pictures in speaking. By picture
in speaking, it could be the interest instrument for the students because they would not get
bored, they would enjoy studying English well, they could be easier to imagine and improve
their speaking. It was as mentioned by Goodman (2007), picture are often neglected, whereas
they are enjoyable. It is necessary for the teacher in Junior High School to use pictures as
the media in teaching learning process to improve the studnts’ ability because the students
not only listened and taught what the teacher explained but also saw and noticed the object
on the teacher’s explanation in speaking.
There are some benefits in utilizing picture in communicative activities according to
Peskova (2008:20-21 ) as follows:
1. Availability
Pictures are inexpensive and easy to get, teachers can prepare, cuttings from magazines,
copies of pictures in books, calendar posters, etc.
2. Interest

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 Personal pictures of the learners or of the teacher even better increaseinterest by the
learners. They like talking about themselves and getting to know personal information of
other people.
3. Reaction
Chosen visuals evoke an immediate response from learners in any class “a personal
reaction which is the vital seed of all meaningful language-learning”.
4. Diversity
There is a wide spectrum of pictures, different types and formats, also the subject matter
differs. What is more, learners usually cannot anticipate what will be the task.
5. Wide usage
Pictures can be used for various focuses on the language and from various aspects:
discussion, essays, grammar practice, vocabulary, etc.).
6. Stimulus
They function as a stimulus (for writing, speaking, reading, listening exercises).
7. Integrating subjects
There is usually more than one topic the picture relates to, which is an advantage mainly
for primary schools pupils.

C. THE USE OF DESCRIBING PICTURES IN TEACHING SPEAKING

Chaney, A., & Burke, T. (1998 : 13) stated “Speaking is .the process of building and
sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts”.
Based on the result of the observation, it could be said that the teacher had thought speaking
by using describing pictures in the right way. He had known how to use describing pictures
in teaching speaking. The researcher observed from the beginning until the end of the lesson.
Before delivering the method to the students, the teacher explained the methodand its goal in
teaching learning process. These errors were produced when they were in describing and
making simple sentences in front of the class. In this case, the teacher did some correction. It
was hoped that this method would run well. Through describing pictures, students had the
same opportunities as much as the other did.
This technique was very useful to give contribution in teaching speaking and the
students brave to speak and did not shy any more.In addition, the students can increase their
speaking ability. Moreover, describing pictures can also be used to stimulate the students’
imagination and to motivate them in English learning.

D. HOW TO USE THE PICTURES

Example the game:
1. Describe a photo or picture
Procedures:

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 a. Look at your picture carefully and take a few moments to think before you start talking.
b. Talk for all the time you are given. If you have one minute to do the task, use every
second.
c. Practise the useful language below so you can explain which part of the picture you
are talking about.
d. Do not panic if you don’t know the words for all the things in the picture. You don’t
need to know all the words for everything in the picture if you know what to say when
you don't know an exact word.
e. Do not get distracted and start talking about something else. Focus on the photo or
picture.
f. Do not panic if your mind goes blank. Take a deep breath, look at the picture and start
again.

F. LESSON PLAN

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA

Kelas/Semester : X/II
Mata Pelajaran : BAHASA INGGRIS
Topik : DESCRIPTIVE TEXT
Pertemuan Ke- : I (Satu)
Alokasi Waktu : 2 x 45 menit

A. KOMPETENSI DASAR
Kompetensi Dasar Indikator

3.7 Menganalisis fungsi sosial, struktur  Mengidentifikasi fungsi

teks, dan unsur kebahasaan dari
teks deskriptif sederhana tentang
orang, tempat wisata, dan bangunan
bersejarah terkenal, sesuai dengan
konteks penggunaannya.
sosial, struktur teks, dan
unsur kebahasaan dari teks
deskriptif sederhana.

4.8 Menangkap makna dalam teks  Menangkap makna lisan

deskriptif, lisan dan tulis, dalam teks deskriptif
sederhana, tentang orang, tempat
wisata, dan bangunan bersejarah sederhana.
terkenal.

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 4.9 Menyusun teks deskriptif lisan dan  Menyusun teks deskriptif
tulis, sederhana, tentang orang, lisan dengan konteks yang
tempat wisata, dan bangunan
bersejarah terkenal, dengan benar.
memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks.

4.10 Menyunting teks deskriptif lisan  Menyunting teks deskriptif

dan tulis, sederhana, tentang lisan tentang orang,
orang, tempat wisata, dan
bangunan bersejarah terkenal, binatang, dan tempat sesuai
dengan memperhatikan fungsi
sosial, struktur teks, dan unsur dengan konteks.
kebahasaan yang benar dan sesuai
konteks.

B. TUJUAN PEMBELAJARAN
1. Siswa dapat mengidentifikasi fungsi sosial struktur teks dan kebahasaan yang digunakan
pada teks deskriptif.
2. Siswa dapat menangkap makna dari teks deskriptif.
3. Siswa dapat menyusun teks deskriptif secara lisan.
4. Siswa dapat menyunting teks deskriptif secara lisan tentang orang, binatang, dan tempat
sesuai dengan konteks.

C. MATERI PEMBELAJARAN
Barack Obama

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 His full name is Barack Hussein Obama. People often call him Barack Obama or
Obama only. He is African-American. He was born on 4 August 1961 in Honolulu,
USA. Obama is quite tall, 183 cm. He has oval face, baldheaded, and black skin. His
face looks patient and strong. He always keeps smiles when he gives speech. Obama
has got married to Michelle. They have 2 daughters, Malia and Natasha Obama.
Obama’s hobby is having sport. He likes playing golf in his spare time. Obama also
loves blogging. He writes on his twitter quite often.

Descriptive Text is a text which says what a person or a thing is like.

1. Purpose : To describe person, animal, place, or thing.
2. Generic Structure of Descriptive Text :
a. Identification: (Contains about the introduction of a person, place, animal or object
will be described.) Mention name, occupation, profession, career.
b. Description: (Contains a description of something such as animal, things, place or
person by decribing its features, forms, colors, or anything related to what the writer
describe.) Mention physical appearance, the way he/she dress, his/her personality, etc.
3. Language Features :
a. The use of the adjective (an adjective) to clarify the noun, for example: a beautiful
beach, a handsome man, the famous place in jepara, etc.
b. The use of simple present tense: The sentence pattern used is simple present because
it tells the fact of the object described.

D. METODE PEMBELAJARAN
Pendekatan saintifik

E. MEDIA, ALAT DAN SUMBER BELAJAR

Media : Papan tulis dan gambar
Sumber : Buku Paket Siswa

G. KEGIATAN PEMBELAJARAN

Alokasi
Kegiatan Deskripsi Kegiatan
Waktu

Pendahuluan Kegiatan Pendahuluan

10
1. Guru masuk ke dalam kelas dan mengucapkan salam.
menit
2. Siswa berdo’a.
3. Guru memeriksa daftar hadir siswa.

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 4. Guru memperlihatkan gambar Barack Obama.

Inti Observing 10
1. Guru memancing perhatian siswa agar tertuju pada menit
gambar.
2. Siswa mulai mengamati gambar yang guru tunjukkan
kepada mereka.
3. Siswa mulai mengidentifikasi gambar yang mereka lihat.
4. Guru sedikit menerangkan maksud dari gambar tersebut.

Questioning
1. Guru memancing sebuah pertanyaan agar siswa berani 10

bertanya mengenai gambar tersebut. menit

2. Siswa terus mengidentifikasi fungsi sosial, struktur teks

dan unsur kebahasaan dalam teks deskriptif.

Associating
1. Setelah siswa memahami gambar yang guru tunjukkan, 15

siswa mencari informasi tentang teks deskriptif. Menit

2. Siswa menganalisis fungsi sosial, struktur sosial dan
kebahasaan.

Experimenting
1. Guru membagikan satu gambar kepada setiap siswa. 20
2. Beberapa siswa diminta maju kedepan dan menit
mendeskripsikan gambar tersebut dan siswa yang lain
bertugas untuk menebak.
3. Siswa diminta untuk mendeskripsikan gambar yang dia
punya dalam beberapa kalimat sampai gambar tersebut
dapat tertebak.

Communicating
15 Menit

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 1. Setelah kegiatan describing things tersebut, guru terus
mengarahkan siswa agar berani berbica di depan umum.
2. Siswa dan guru saling bertanya agar mendapatkan
pemahaman yang lebih detail tentang teks deskriptif.
3. Guru memberikan kesimpulan atas pelajaran hari ini.

Penutup Kegiatan Penutup

1. Guru memberikan motivasi. 10
2. Siswa diberi arahan guru agar selalu belajar dan berlatih Menit
di rumah.

G. PENILAIAN
1. Lisan
a. Kemampuan Berbicara (Speaking Skill)
(Penilaian Lisan)
No. Aspek yang Dinilai Kriteria Skor 1-4
Hampir sempurna 4
Ada beberapa kesalahan namun 3
tidak mengganggu makna
Pengucapan
1. Ada beberapa kesalahan dan 2
(Pronunciation)
tidak mengganggu makna
Banyak kesalahan dan 1
mengganggu makna
Hampir sempurna 4
Ada beberapa kesalahan namun 3
tidak mengganggu makna
Intonasi
2. Ada beberapa kesalahan dan 2
(Intonation)
tidak mengganggu makna
Banyak kesalahan dan 1
mengganggu makna

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 Lancar 4
Kelancaran Cukup lancer 3
3.
(Fluency) Kurang lancer 2
Tidak lancer 1
Tepat 4
Ketepatan Makna Cukup tepat 3
4.
(Accuracy) Kurang tepat 2
Tidak tepat 1

Ket:
Skor maksimal : 4 x 4 = 16
Skor Nilai : Jumlah skor perolehan x 100
Contoh : Si Ali mendapat nilai pronounciation (3), intonation (3), fluency (3), ketepatan
makna (3).
Maka 3 x 4 = 12.
=(12 x 100) : 16
= 1200 : 16
= 75
Jadi, nilai yang diperoleh Ali dalam speaking skill adalah 75.

a. Pengayaan
Bagi peserta didik yang telah mencapai target pembelajaran sebelum waktu yang
telah dialokasikan berakhir, perlu diberikan kegiatan pengayaan.
b. Remidial
Bagi peserta didik yang belum mencapai target pembelajaran pada waktu yang
telah dialokasikan, perlu diberikan kegiatan remedial.

Mengetahui, Jakarta, Desember 2018

Kepala SMPN 1 JAKARTA Guru Mata Pelajaran

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