. TEACHING COMMUNICATION SKILL THRO

. TEACHING COMMUNICATION SKILL THROUGH K - W - L MODEL.
K–W–L stands for Know, Want, and Learn. It is teaching model that encourages students to have an active learning by activating their prior knowledge for anticipating the material that they are going to learn. It is also commonly used for teaching or developing reading, writing and speaking skills. There are three stages to K-W-L model as in the following: (1) Know, at this stage students need to activate their prior knowledge by observing, drawing, talking, writing about anything they know about the topic/object of the reading/speaking. Information collected at this stage, can be drawn or written on the piece of paper for everybody to see. If the students run out of ideas, they can start predicting information on more general categories; (2) Want, is students are encourage to ask question, think about what they want to say or present to speak from the series pictures. So student can make a list of sentences/questions in which the answer will be derived from the pictures. Such activity will give students reason to speak or explain the picture because they are eager to practice their English freely; (3) Learn, here is students describe series pictures and then they write down or retell anything that they have learned from the pictures. It is the time when they confirm their prediction from previous stages.
The teacher should know the characteristics of a successful speaking activity. Characteristics of a successful speaking activity: (1) learners can speak a lot; (2) every participation is point; (3) having motivation and intention; (4) try to reduce the barrier in speaking such as: (1) shy to make mistake; (2) satisfied to be listeners; (3) giving no contribution. The teacher can eliminate those problems by doing speaking activities as like: (1) giving guided questions; (2) peer work; (3) question and answer drills; (4) retelling.
In assessing the spoken language, the assessor should pay attention to: (1) purpose and resources; (2) test types; (3) elicitation techniques of oral test; (4) marking; (5) test evaluation.
Peer work activities are the integral aspect of many teachers’ approach to language teaching. One of the easiest and the best ways of allowing all students in the class to speak English is to encourage peer work. Every student has partners to explain his/her picture in improving their ability to speak English and all the pair work activities take place at the same time.
Peer work activity consisted of dialogue, interview, giving correction and contribution. In the pair work activity, the students could explain the picture as in turn. It means that the interaction between one student and another might be carried out in the form of pair work, and Individual work activity can be in oral report or oral presentation, monologue, giving explanation, and describing pictures activity.
4. METHOD
The method used in this research was classroom action research focused on improving speaking ability using series of picture.
The subject of the research consisted of 20 students of the third class of SMP Ar Risalah Kediri in 2007-2008 academic year.
This research had one dependent variable and one independent variable: (1) the independent variable of this research was the teaching device using series of pictures through pair work. Using series of pictures means the pictures belong to the students (e.g. pictures taken from magazines and newspapers) or the pictures that the students had drawn by themselves. Pair work was a teaching technique/activity which allowed students to act in accordance with the assignment; (2) the dependent variable of this research was speaking ability. It was empirically by the students’ mastery of using series of picture which covered fluency, pronunciation, vocabulary, structure, discourse and the social context of speaking.
To collect data, the instruments to be used: (1) test consisted of pre-test, post-test, and formative test; (2) observation. Test after the first treatment and test after the second treatment administered to find out the improvement of the students’ speaking ability, the formative test was administered to measure about the improvement of their speaking ability from the cycle 1 and cycle 2. The observation was administered to measure the characteristics of the students towards the application of using series of pictures through pair work, and questionnaire was administered to support the data of the students’ improvement in speaking English ability.
5. DATA ANALYSIS
Before the treatment, students mean in speaking was 65.0. Then after the treatments, data on the students’ speaking skills were collected in line with the instruments (tests, questionnaires, and observation) and were analyzed using the scoring system, tabulating, percentage, classification, calculating the mean score, from the first treatment, the researcher got the mean of the students reached 68.3. Then after the second treatment, the mean increased to be 78.8. Based on the observation after the treatments, it indicated that among students had more selves confidences and had more participant in speaking. The rating scale (band) used for measuring the improvement of the students’ speaking skill was taken from Sujiono (1992: 47):
Interval First treatment Second treatment Criteria
Number of Students Percentage Number of Students Percentage
80-100 4 20.0 10 50.0 Very Good
70-79 5 25.0 10 50.0 Good
56-69 11 55.0 0 0.0 Fair
45-55 0 0.0 0 0.0 Less
0-44 0 0.0 0 0.0 Poor
Total 20 100 20 100

6. CONCLUSION AND SUGGESTION
6.1. CONCLUSION
Based on the findings and discussion in the previous parts, the following conclusions are:
(1) The implementation of teaching English in this action research using series of pictures through pair work as teaching strategy could nurture the students’ motivation in improving their ability to speak English both at the first cycle and second cycle;
(2) The use of series of pictures through pair work as teaching strategy could improve speaking ability significantly. This led to the conclusion that using of series of pictures through pair work as a teaching strategy is a need in English language teaching and learning in improving their ability to speak English in the term of vocabulary, grammar, discourse, and their performance based on the context of situation. It has brought a good nuance and variation in English language teaching particularly in teaching speaking ability.
6.2. SUGGESTIONS
The first is addressed to the third class of SMP Ar Risalah Kediri dealing with the classroom implementation of the findings. The second one is addressed to the foreign language teaching researchers.
1) The classroom implementation of the findings
Since the implementation of using series of pictures has been proven to be successful in improving their ability to speak English, it is strongly suggested that such teaching strategy “improving speaking ability using series of pictures” could be continually implemented in teaching speaking.
2) Further researchers
The emphasis of conducting this research was the improving speaking ability using series of picture. The result of this research showed that speaking ability could get significantly improvement gain.
attentive observers of language use.

Hasil (Bahasa Indonesia) 1:

. TEACHING COMMUNICATION SKILL THROUGH K - W - L MODEL. K–W–L stands for Know, Want, and Learn. It is teaching model that encourages students to have an active learning by activating their prior knowledge for anticipating the material that they are going to learn. It is also commonly used for teaching or developing reading, writing and speaking skills. There are three stages to K-W-L model as in the following: (1) Know, at this stage students need to activate their prior knowledge by observing, drawing, talking, writing about anything they know about the topic/object of the reading/speaking. Information collected at this stage, can be drawn or written on the piece of paper for everybody to see. If the students run out of ideas, they can start predicting information on more general categories; (2) Want, is students are encourage to ask question, think about what they want to say or present to speak from the series pictures. So student can make a list of sentences/questions in which the answer will be derived from the pictures. Such activity will give students reason to speak or explain the picture because they are eager to practice their English freely; (3) Learn, here is students describe series pictures and then they write down or retell anything that they have learned from the pictures. It is the time when they confirm their prediction from previous stages.Guru harus tahu karakteristik kegiatan berbicara yang sukses. Karakteristik dari kegiatan berbicara yang sukses: pelajar (1) dapat berbicara banyak; (2) setiap partisipasi adalah titik; (3) memiliki motivasi dan tujuan; (4) mencoba untuk mengurangi hambatan dalam berbicara seperti: (1) malu untuk membuat kesalahan; (2) puas menjadi pendengar; (3) memberikan kontribusi tidak. Guru dapat menghilangkan masalah tersebut dengan melakukan kegiatan berbicara seperti seperti: (1) memberikan dipandu pertanyaan; (2) rekan kerja; (3) pertanyaan dan jawaban latihan; (4) menceritakan kembali.Dalam menilai bahasa, penilai harus memperhatikan: (1) tujuan dan sumber daya; (2) menguji jenis; (3) elicitation teknik tes lisan; (4) menandai; (5) tes evaluasi.Rekan kerja kegiatan adalah aspek integral dari banyak guru pendekatan pengajaran bahasa. Salah satu yang paling mudah dan cara terbaik untuk memungkinkan semua siswa di kelas bahasa Inggris adalah untuk mendorong rekan kerja. Setiap siswa memiliki mitra untuk menjelaskan gambar pemenang dalam meningkatkan kemampuan mereka untuk berbicara bahasa Inggris dan semua pasangan bekerja kegiatan berlangsung pada waktu yang sama.Rekan kerja aktivitas terdiri dari dialog, wawancara, memberikan koreksi dan kontribusi. Dalam kegiatan kerja pasangan, siswa bisa menjelaskan gambar seperti dalam mengubah. Itu berarti bahwa interaksi antara seorang mahasiswa dan lain mungkin dilakukan dalam bentuk pasangan bekerja, dan kegiatan kerja individu dapat di laporan lisan atau presentasi lisan, monolog, memberikan penjelasan, dan menggambarkan kegiatan gambar.4. METODEMetode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas yang berfokus pada peningkatan kemampuan berbicara menggunakan serangkaian gambar.Subjek penelitian terdiri dari 20 siswa kelas ketiga SMP Ar Risalah Kediri pada tahun akademik 2007-2008.Penelitian ini mempunyai satu variabel dependen dan satu variabel independen: (1) variabel independen dari penelitian ini adalah perangkat pengajaran yang menggunakan serangkaian gambar melalui kerja berpasangan. Menggunakan serangkaian gambar berarti gambar milik para siswa (misalnya gambar diambil dari majalah dan Surat Kabar) atau gambar yang siswa telah diambil oleh mereka sendiri. Kerja berpasangan adalah pengajaran teknik/kegiatan yang memungkinkan siswa untuk bertindak sesuai dengan tugas; (2) variabel dependen penelitian ini berbicara kemampuan. Itu secara empiris oleh siswa penguasaan menggunakan serangkaian gambar yang ditutupi kefasihan, pelafalan, kosa kata, struktur, wacana dan konteks sosial berbicara.To collect data, the instruments to be used: (1) test consisted of pre-test, post-test, and formative test; (2) observation. Test after the first treatment and test after the second treatment administered to find out the improvement of the students’ speaking ability, the formative test was administered to measure about the improvement of their speaking ability from the cycle 1 and cycle 2. The observation was administered to measure the characteristics of the students towards the application of using series of pictures through pair work, and questionnaire was administered to support the data of the students’ improvement in speaking English ability.5. DATA ANALYSISBefore the treatment, students mean in speaking was 65.0. Then after the treatments, data on the students’ speaking skills were collected in line with the instruments (tests, questionnaires, and observation) and were analyzed using the scoring system, tabulating, percentage, classification, calculating the mean score, from the first treatment, the researcher got the mean of the students reached 68.3. Then after the second treatment, the mean increased to be 78.8. Based on the observation after the treatments, it indicated that among students had more selves confidences and had more participant in speaking. The rating scale (band) used for measuring the improvement of the students’ speaking skill was taken from Sujiono (1992: 47):Interval First treatment Second treatment Criteria Number of Students Percentage Number of Students Percentage 80-100 4 20.0 10 50.0 Very Good70-79 5 25.0 10 50.0 Good56-69 11 55.0 0 0.0 Fair45-55 0 0.0 0 0.0 Less0-44 0 0.0 0 0.0 PoorTotal 20 100 20 100 6. CONCLUSION AND SUGGESTION6.1. CONCLUSIONBased on the findings and discussion in the previous parts, the following conclusions are:(1) The implementation of teaching English in this action research using series of pictures through pair work as teaching strategy could nurture the students’ motivation in improving their ability to speak English both at the first cycle and second cycle;(2) The use of series of pictures through pair work as teaching strategy could improve speaking ability significantly. This led to the conclusion that using of series of pictures through pair work as a teaching strategy is a need in English language teaching and learning in improving their ability to speak English in the term of vocabulary, grammar, discourse, and their performance based on the context of situation. It has brought a good nuance and variation in English language teaching particularly in teaching speaking ability.6.2. SUGGESTIONSThe first is addressed to the third class of SMP Ar Risalah Kediri dealing with the classroom implementation of the findings. The second one is addressed to the foreign language teaching researchers.1) The classroom implementation of the findingsSince the implementation of using series of pictures has been proven to be successful in improving their ability to speak English, it is strongly suggested that such teaching strategy “improving speaking ability using series of pictures” could be continually implemented in teaching speaking.
2) Further researchers
The emphasis of conducting this research was the improving speaking ability using series of picture. The result of this research showed that speaking ability could get significantly improvement gain.
attentive observers of language use.

Hasil (Bahasa Indonesia) 2:

. MENGAJAR KOMUNIKASI SKILL MELALUI K - W -. L MODEL
K-W-L singkatan Tahu, Ingin, dan Belajar. Hal ini mengajarkan model yang mendorong siswa untuk memiliki belajar aktif dengan mengaktifkan pengetahuan mereka sebelumnya untuk mengantisipasi materi yang mereka akan belajar. Hal ini juga sering digunakan untuk mengajar atau mengembangkan membaca, menulis dan keterampilan berbicara. Ada tiga tahap model KWL seperti berikut: (1) Tahu, pada tahap ini siswa harus mengaktifkan pengetahuan mereka sebelumnya dengan mengamati, menggambar, berbicara, menulis tentang apa saja yang mereka ketahui tentang topik / objek bacaan / berbicara. Informasi yang dikumpulkan pada tahap ini, dapat ditarik atau ditulis pada selembar kertas untuk semua orang untuk melihat. Jika siswa kehabisan ide, mereka dapat mulai memprediksi informasi tentang kategori yang lebih umum; (2) Ingin, adalah siswa mendorong untuk mengajukan pertanyaan, berpikir tentang apa yang ingin mereka katakan atau hadir untuk berbicara dari gambar seri. Sehingga siswa dapat membuat daftar kalimat / pertanyaan yang jawabannya akan berasal dari gambar. Kegiatan tersebut akan memberikan siswa alasan untuk berbicara atau menjelaskan gambar karena mereka bersemangat untuk berlatih bahasa Inggris mereka secara bebas; (3) Belajar, di sini adalah siswa menggambarkan seri gambar dan kemudian mereka menulis atau menceritakan kembali apa yang telah mereka pelajari dari gambar. Ini adalah waktu ketika mereka mengkonfirmasi prediksi mereka dari tahap sebelumnya.
Guru harus mengetahui karakteristik dari aktivitas berbicara sukses. Karakteristik kegiatan berbicara sukses: (1) peserta didik dapat berbicara banyak; (2) setiap partisipasi titik; (3) memiliki motivasi dan niat; (4) mencoba untuk mengurangi hambatan dalam berbicara seperti: (1) malu untuk melakukan kesalahan; (2) puas menjadi pendengar; (3) tidak memberikan kontribusi. Guru dapat menghilangkan masalah tersebut dengan melakukan kegiatan berbicara sebagai seperti: (1) memberikan pertanyaan dipandu; (2) pekerjaan rekan; (3) pertanyaan dan jawaban latihan; (4) menceritakan kembali.
Dalam menilai bahasa lisan, penilai harus memperhatikan: (1) tujuan dan sumber daya; (2) jenis uji; (3) teknik elisitasi dari tes lisan; (4) menandai; (5) uji evaluasi.
aktivitas kerja rekan adalah aspek integral dari pendekatan banyak guru untuk mengajar bahasa. Salah satu yang paling mudah dan cara terbaik untuk memungkinkan semua siswa di kelas berbahasa Inggris adalah untuk mendorong kerja rekan. Setiap siswa memiliki mitra untuk menjelaskan / nya fotonya dalam meningkatkan kemampuan mereka untuk berbahasa Inggris dan semua kegiatan pasangan kerja berlangsung pada waktu yang sama.
aktivitas kerja rekan terdiri dari dialog, wawancara, memberikan koreksi dan kontribusi. Dalam kegiatan kerja pasangan, siswa dapat menjelaskan gambar sebagai pada gilirannya. Ini berarti bahwa interaksi antara satu siswa dan mungkin lain dilakukan dalam bentuk pasangan kerja, dan aktivitas kerja individu dapat dalam laporan lisan atau presentasi lisan, monolog, memberikan penjelasan, dan menggambarkan aktivitas gambar.
4. METODE
Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas yang berfokus pada peningkatan kemampuan berbicara menggunakan serangkaian gambar.
Subjek penelitian terdiri dari 20 siswa kelas III SMP Ar Risalah Kediri pada 2007-2008 tahun akademik.
Penelitian ini memiliki satu variabel dependen dan satu variabel independen: (1) variabel independen penelitian ini adalah perangkat pembelajaran menggunakan serangkaian gambar melalui kerja berpasangan. Menggunakan serangkaian gambar berarti gambar milik siswa (misalnya gambar yang diambil dari majalah dan koran) atau gambar-gambar yang siswa telah ditarik oleh sendiri. Pekerjaan pasangan adalah teknik pengajaran / kegiatan yang memungkinkan siswa untuk bertindak sesuai dengan tugas; (2) variabel dependen dari penelitian ini adalah kemampuan berbicara. . Itu secara empiris oleh penguasaan siswa menggunakan serangkaian gambar yang meliputi kelancaran, pengucapan, kosa kata, struktur, wacana dan konteks sosial berbicara
Untuk mengumpulkan data, instrumen yang digunakan: (1) uji terdiri dari pre-test , post-test, dan tes formatif; (2) pengamatan. Uji setelah pengobatan pertama dan tes setelah perawatan kedua diberikan untuk mengetahui peningkatan kemampuan berbicara siswa, tes formatif diberikan untuk mengukur tentang peningkatan kemampuan berbicara mereka dari siklus 1 dan siklus 2. Pengamatan diberikan untuk mengukur karakteristik siswa terhadap penerapan menggunakan serangkaian gambar melalui pasangan kerja, dan kuesioner diberikan untuk mendukung data peningkatan siswa dalam berbicara bahasa Inggris kemampuan.
5. ANALISIS DATA
Sebelum pengobatan, siswa berarti dalam berbicara adalah 65,0. Kemudian setelah perawatan, data keterampilan berbicara siswa dikumpulkan sesuai dengan instrumen (tes, kuesioner, dan observasi) dan dianalisis menggunakan sistem penilaian, tabulasi, persentase, klasifikasi, menghitung nilai rata-rata, dari pengobatan pertama , peneliti mendapat rata-rata siswa mencapai 68,3. Kemudian setelah pengobatan kedua, rata-rata meningkat menjadi 78,8. Berdasarkan pengamatan setelah perawatan, itu menunjukkan bahwa di antara siswa memiliki lebih banyak kepercayaan diri dan memiliki lebih banyak peserta dalam berbicara. Skala rating (band) yang digunakan untuk mengukur peningkatan keterampilan berbicara siswa diambil dari Sujiono (1992: 47):
Interval perawatan Pertama Kedua Kriteria pengobatan
Jumlah Siswa Jumlah Persentase Siswa Persentase
80-100 4 20,0 10 50,0 Sangat Bagus
70-79 5 25,0 10 50,0 Baik
56-69 11 55,0 0 0,0 Adil
45-55 0 0,0 0 0,0 Kurang
0-44 0 0,0 0 0,0 Miskin
Jumlah 20 100 20 100 6. KESIMPULAN DAN SARAN 6.1. KESIMPULAN Berdasarkan temuan dan diskusi di bagian sebelumnya, kesimpulan berikut: (1) Pelaksanaan mengajar bahasa Inggris dalam penelitian tindakan ini menggunakan serangkaian gambar melalui pasangan bekerja sebagai strategi mengajar bisa menumbuhkan motivasi siswa dalam meningkatkan kemampuan mereka untuk berbahasa Inggris baik di siklus pertama dan siklus kedua; (2) Penggunaan serangkaian gambar melalui pasangan bekerja sebagai strategi mengajar dapat meningkatkan kemampuan berbicara secara signifikan. Hal ini menyebabkan kesimpulan bahwa menggunakan serangkaian gambar melalui sepasang pekerjaan sebagai strategi mengajar adalah kebutuhan dalam pengajaran bahasa Inggris dan belajar dalam meningkatkan kemampuan mereka untuk berbahasa Inggris dalam jangka kosakata, tata bahasa, wacana, dan kinerja mereka berdasarkan konteks situasi. Ini telah membawa nuansa yang baik dan variasi dalam pengajaran bahasa Inggris terutama dalam mengajar kemampuan berbahasa. 6.2. SARAN Yang pertama ditujukan kepada kelas III SMP Ar Risalah Kediri berhadapan dengan pelaksanaan kelas temuan. Yang kedua ditujukan kepada para peneliti pengajaran bahasa asing. 1) Pelaksanaan kelas temuan Sejak pelaksanaan menggunakan serangkaian gambar telah terbukti berhasil dalam meningkatkan kemampuan mereka untuk berbahasa Inggris, sangat disarankan bahwa strategi pengajaran seperti "meningkatkan kemampuan berbicara menggunakan serangkaian gambar" dapat terus dilaksanakan dalam mengajar berbicara. 2) peneliti lanjut Penekanan melakukan penelitian ini adalah kemampuan berbahasa membaiknya menggunakan serangkaian gambar. Hasil penelitian ini menunjukkan bahwa kemampuan berbahasa bisa mendapatkan keuntungan secara signifikan peningkatan. pengamat perhatian dari penggunaan bahasa.