Utilizing the Picture Describing Strategy for Enhancing Speaking Skills in Teaching

Sarmila Sarmila; Tenny  Murtiningsih; Nor Angga  Pebriano; Noor Aida  Aflahah; Muhammad  Samsuri; Muhammad Rifa’at Adiakarti  Farid; Ganno Tribuana  Kurniaji

doi:10.23917/jkk.v2i1.59

Authors

Sarmila Sarmila Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Banjarmasin
Indonesia
Tenny Murtiningsih Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Banjarmasin
Indonesia
Nor Angga Pebriano Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Banjarmasin
Indonesia
Noor Aida Aflahah Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Banjarmasin
Indonesia
Muhammad Samsuri Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Karanganyar
Indonesia
Muhammad Rifa’at Adiakarti Farid Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Muhammadiyah Madiun
Indonesia
Ganno Tribuana Kurniaji Fakultas Komunikasi dan Informatika, Universitas Muhammadiyah Surakarta
Indonesia

DOI:

https://doi.org/10.23917/jkk.v2i1.59

Keywords:

picture describing strategy, enhancing speaking skills, teaching

Abstract

This research focuses on exploring the effectiveness of the Describing Picture Strategy in teaching speaking skills to students. The study aims to enhance students' English-speaking abilities by employing visual aids such as pictures during the learning process. The qualitative research design was utilized, and data were collected through interviews and observations with an English teacher at SMK Muhammadiyah 1 Banjarmasin. The findings demonstrate that using pictures as speaking prompts can improve pronunciation, vocabulary retention, and overall language confidence. Additionally, picture-based activities engage students and create a more enjoyable learning experience. The study recommends that English teachers integrate the Describing Picture Strategy in their teaching approaches to foster active classrooms and enhance students' interest and proficiency in speaking English. However, the research acknowledges the need for further investigation to address certain limitations and refine the strategy for optimal results.

Downloads

Download data is not yet available.

References

Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL Students’ Attitudes towards Learning English Language: The Case of Libyan Secondary School Students. Asian Social Science, 8(2), 119.

Baiti, N. (2020). Pola Asuh dan Komunikasi Orang Tua terhadap Perkembangan Bahasa Anak. Jurnal Pendidikan Anak Usia Dini, 4(1), 42–50.

Baiti, N., & Zulkarnaen, M. (2022). Pelatihan Stimulasi Keterampilan Literasi Awal Anak Usia Dini melalui Media Poster di Masa Pandemi. An-Nas: Jurnal Pengabdian Masyarakat, 1(2), 25–32.

Bueno, A., Madrid, D., & McLaren, N. (2006). The Importance of Teaching Listening and Speaking Skills. TEFL in Secondary Education.

Davies, P., & Pearse, E. (2000). Success in English Teaching: A Complete Introduction to Teaching English at Secondary School Level and Above. Oxford University Press.

Farid, R. N., & Yansyah, Y. (2019). Improving Teaching and Learning Process through Language Games. Comment: An International Journal of Community Development, 1(3), 57–60.

Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review. English Language Teaching, 9(6), 123–133.

Guntur, A. P., Rafidiyah, D., Nadia, H., Aflahah, N. A., & Al Farhan, M. (2023). Factors Influencing Students’ Adoption of Cognitive Strategies in English-Speaking Learning: A Narrative Inquiry. TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal), 5(1), 42–49.

Hasbi, M. (2020). English Teaching Practices in Indonesia during Covid-19 Crisis. CV Raditeens.

Hayati, F. (2017). The Correlation between Students’ Grammar and Listening Ability of Simple Past Tense at the Fourth Semester of English Department Students UIN Antasari Banjarmasin.

Maknun, L., & Baiti, N. (2022). Tutoring with Childrens in the Village of Semangat Bakti. Prosiding Pengembangan Masyarakat Mandiri Berkemajuan Muhammadiyah (Bamara-Mu), 2(1), 165–166.

Murtiningsih, T. (2018). Teaching Speaking Through Substitution Drill Technique. TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal), 1(1), 18–23.

Nadia, H., & Aditama, M. J. (2018). The Effect of Intensive English Class on Students’ Language Skill. TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal), 1(1), 1–5.

Nadia, H., & Hilalina, N. (2020). Students’ Anxiety in Speaking English. Eduinfo Media, 1(1), 6–11.

Nadia, H., & Yansyah, Y. (2018). The Effect of Public Speaking Training on Students’ Speaking Anxiety and Skill. Proc. 65th TEFLIN Int. Conf, 65(1), 227–232.

Niswariyana, A. K., & Muhdar, S. (2021). Strategi Pembelajaran Keterampilan Berbahasa Berbasis Multiple Intelligences pada Anak Berkebutuhan Khusus. Jurnal Ilmiah Telaah, 6(1), 106–112.

Resmini, N., & Juanda, D. (2007). Pendidikan Bahasa dan Sastra Indonesia di Kelas Tinggi. UPI Pres.

Saud, U. S., & Sutarsih, C. (2007). Pengembangan Profesi Guru SD. Bandung: UPI Press.

Sukatmi, S. (2015). Pola Asuh dan Komunikasi Orang Tua terhadap Perkembangan Karakter Anak Usia Dini (1-6 Tahun). Jurnal Ilmiah PGSD, 8(2), 55–60.

Taufik, H., & Baiti, N. (2022). Penggunaan Media Big Book dalam Menanamkan Nilai Agama dan Moral Anak. Jurnal Sipakalebbi, 6(2), 71–78.