USING FLASHCARD MEDIA TO IMPROVE STUDENTS SPEAKING SKILL AT

ELEVENTH GRADES OF SMA SEDES SAPIENTIAE SEMARANG IN TEACHING

EXPRESSION OF ASKING AND GIVING ADVICE IN THE ACADEMIC YEAR
2017/2018
A SKRIPSI PROPOSAL
Submitted in Partial Fulfillment of the Requirement
For Degree of Barchelor of English in English Education Department

BY:
LINA VERONIKA
13420165
ENGLISH DEPARTMENT
ENGLISH EDUCATION AND ART FACULTY
PGRI SEMARANG UNIVERSITY
2017

A. BACKGROUND OF THE STUDY

In the global era, english is usde in many factor of live. The usage of english
have touched from business, daily life and education which people usualy used to
communicate many information. Therefore, learning to understand and speak english
is important. People may know and understand information because seat of english as
international languages in the world.
As an international communication language, english is taught in many
countries, including in education of Indonesia. Even english become a compulsory
foreign language subject in each education level such as junior high school and senior
high school. Teaching english done nothing else is aimed to students easy to get more
information and can communicate with others using foreign language.
Speaking is one of an important skill than writing, listening, and reading in
teaching english. In a daily communication is needed good speaking skill to distribute
and understain a conversation with others. There are some expression of english that
is usualy used in a conversation. Because of that, teacher should introduce and teach
students early how to speak english well and how to use expressions of english.
In the application of speaking expression, students usually find some difficult
problems to speak. They still affraid to make mistakes even though they have had a
lot of vocabularies or high score of writing. This situation should be considered by the
teacher to solve students problem with guiding and teaching students trying to speak
english continuously. Teachers have to find a creative teaching method to make
students easy to speak english fluency.
Based on the researcher experience teaching in SMA Sedes Sapientie semarang,
there are some problems of speaking english in expressing their ideas and opinion
about something as some problems of speaking wich are explained above. Not only
that, practicing of expression and conversation in english each students still low. They
also have problem to make a good good conversation topic. Therefore, students
prefered to be silent and not to practice with their partners.
Furthermore, the researcher want to improve students speaking skill and their
communication each student using some activities in teaching expression asking for
and giving recomendation. In this research, the researcher using flashcard as the
media for teaching process. It is also used to make more easy for students to speak.
B. STATEMENT OF THE PROBLEM
From the background above, the researcher formulate the statement of the
problems as follows:

1. To what extent is the students speaking skill in expression of asking for and
giving advice taught without using flashcard in eleventh grade of SMAN 3
Semarang?
2. To what extent is the students speaking skill in expression of asking for and
giving advice taught using flash card in eleventh grade of SMAN 3 Semarang?
3. Is there any significant difference of the students speaking skill in expression of
asking for and giving advice taught without and using flashcard in eleventh grade
of SMAN 3 Semarang?
C. OBJECTIVES OF THE STUDY
Based on the problems above, the researcher want to know several thing as the
objectives of this study. It can be formulated as follows:
1. To know how the students speaking skill in expression asking for and giving
advice taught without using flashcard in elevent grade of SMAN 3 Semarang.
2. To know how the students speaking skill in expression asking for and giving
advice taught using flashcard in elevent grade of SMAN 3 Semarang.
3. To prove there is or there is not significant difference of studenss speaking skill in
expression asking for and giving advice taught and without using flashcard in
elevent grade of SMAN 3 Semarang.
D. SIGNIFICANT OF THE STUDY
The result of this study are expected to give benefits for for several parties involved,
as follows:
1. For students, this study is expected to be a motivation to improve their ability in
speaking especially expression of asking for and giving advice. Besides, the
implementation of this study can ease them in understading the aim of
expressions of asking for and giving advice, so that students can speak smoothly
and they can apply the expression in their daily life.
2. For teachers, this study is expected as one input to improve their interesting
teaching strategies or teaching method especially in teaching speaking. Teachers
also can make sure that teaching expression asking for and giving advice using
flashcard is effective in improving students speaking skill.
3. For the researcher, this study is expected to be a great experience to face the
future when she becomes a real teacher.
4. For other researchers, this study is expected to be one of references for relevant
researches.
E. REVIEW OF RELATED LITERATURE
1. Media
a. Definition of media

The term "media" comes from the Latin word is the plural of "medium",
which literally means an intermediary or introduction. The general meaning is
anything that can distribute information from the information source to the
receiver of information. The term media is very popular in the field of
communications.
According Arsyad, 2002; Sadiman, et al., 1990, said that the media (the
plural form of the medium), a word derived from the Latin medius, which
literally means' middle ',' intermediate 'or' pengantar'. Therefore, the media can
be interpreted as intermediary or an introductory message from the sender to
the receiver. Media can be something material (software) and / or device
(hardware).
In the book titled Pengantar Ilmu Komunikasi Introduction (Cangara,
2006: 119), the media is a tool or means used to convey messages from the
communicator to the audience. There is some psychology experts consider that
the human communication, the media most dominance in communication is
the human senses such as eyes and ears. Messages is received by the senses
subsequently further processed by the human mind to control and determine its
attitude towards something, before it is expressed in action.
From the opinions above, it can be concluded that the media is a tool, a
means, intermediaries, and liaison to spread, carry or convey a message and
ideas to the recipients.
2. Flash Card
a. Definition of Flash Card
Flash card is a small card contains picture, text or symbol used to direct
students for something. Sometimes it is used to remember something
important. Flash card size usulally is 8 x 12 cm, or it can be adapted with
needs.
Definition of flashcard described by Susilana and Riyana (2009: 95),
namely:
"Flashcard is learning media in the form of a picture card measuring 25 x
30 cm. The pictures are made by hand or photographs, or using pictures or
photos existing in the paste on sheets flashcard ".
According to Kasihani (2007: 109), flashcards are teaching aids as picture
paper which has 25x30. The pictures is made by hand, pictures or photo which
is stick on the flashcard.

From the definitions of a flash card above, it can be concluded that flash
card is a learning media in the form of a card that contains images or words or
symbols. Flash card made in accordance with the needs of each person.
b. The Advantages of Flashcard
Media flashcard has some advantages, as expressed by Susilana and
Riyana (2009: 94), they are:
1) Easy to carry anywhere; with a small size, flashcard can stored in the bag
even in the pocket, so it does not need a large space, it can be used
anywhere, inside or outside classroom.
2) Practical; views of how to manufacture and to use, the media flashcard
very practical, in using this medium teachers do not need to have any
special skills, this media is not necessary also require electricity. If we
want to use, we only arrange the sequence of images according to our
needs, ensure a proper picture of the position and not inverted, and if it
has used we only kept back by way tied or use a special box so that it does
not scattered.
3) Easy to remember; the combination of images and text is quite easier for
students to recognize the concept of something.
4) Pleasant; flashcard media in use can through the game. For example,
students are vying for an object or specific names of flashcard stored
randomly, by running students vying for looking for something a
command.
3. Speaking Ability
a. Definition of Ability
According to Robbin (2007: 57) capability means the capacity of an
individual to perform various tasks in a job. Robbin further stated that the
ability is a current assessment of what person can do.
From the second book of Perilaku Sosial, Robbin (2007:57) explain
there are two factor of human ability, namely:
1) Intelektual abilities; this ability is required to perform various mental of
activities-thinking, reasoning and problem solving.
2) Physical abilities; it is the human ability to do some work that need skill,
strength, and other similar characteristics.
b. Definition of Speaking
Speaking is defined as an interactive process of constructing meaning that
involves producing, receiving and processing information. Its form and
meaning are dependent on the context in which it occurs, the participants,
and the purposes of speaking (Burns & Joyce, 1997).

The mean of speaking that is explained by Speight (1989) or oral

communication is exchanging some information or ideas between two
people or more in a community. The topic of speaking is particular speaking,
so that speaking need two or more participants which will make mutual
interaction between them.
There are five general objectives of speaking according to Djago Tarigan
(1995;149); as follow:
1) To entertain
The speaker entertain the listener use some stories such as humorous story,
adventures, holiday, and so on.
2) To Inform
The speaker reports and takes some information if someone wants to:
a) Describe a process;
b) decipher, interpret, or interpret something;
c) give, distribute, or imparting knowledge;
d) explain the link.
3) Stimulating Speak
Speaking should influence or persuade the listeners. As a speaker has to
know some aspect if he/she want to achieve persuading people. The aspect
are:
a) interest
b) inspiration
c) needs
d) ideals of listeners
4) Motivate in speaking
To motivate peopel using speaking, the speaker has to authoritative
bearing, she/he can be as leader of a community.
Some of the statements above have been completed to explain the
meaning and benefits of speaking. Based on all the explanations, it can be
concluded that speaking is a process in transfering information from one
person to another. This process continues until the information transmitted is
no longer needed. Speaking should have a specific purpose for listeners to
understand what is said.
F. PREVIOUS STUDY
1. Improving The Speaking Skills of Grade VIII Students of SMP Negeri 2 Godean
Through Picture this thesis was written by Gallis Nawang Ginusti
(09202241065), a bachelor of English Education Department of Language and
Art Faculty of Yogyakarta Sate University 2014. The problem of this study, those

was: How can picture improve the speaking skills of grade VIII students of SMP
Negeri 2 Gedean?
The researcher used Action Reseacrh for this study which aim to identify the
problematic situation. The researcher used some tecnique to get the result such as
interviews, tests, and questionair. He directly participated in the research to solve
the problem that is existed in teaching learning process of speaking and to
improve the students speaking skills. The subject of the study is VII C which
consisted of 16 female and 16 male (32 students), taken from 8

th

grade

students.
The result of the test in this research showed that there are significant difference
between mean score of pre-test and mean score of post-test. The students mean
score of pre-test is 20.22 while the students mean score of post-test is 27.30. it
means that the gain from both test is 7.08. It can be concluded that there is
significant difference showing the improvement of studentss speaking skill.
2. Using Flashcard to Improve Students Understanding on Present Continuous
th
Tense (A Classroom Action Research at the 7 Grade of MTs YAMIDA

Grobogan in the Academic Year of 2009/2010) . This thesis was written by Siti
Inayah (063411069), a bachelor of Islamic Education in English Language
Education of Tarbiyah Faculty of Walisongo State Institute for Islamic Studies
(IAIN Walisongo) Semarang. There are four problems that is researched in this
study, they are: (1) How is the implementation of flashcard in teaching Present
Continuous Tense?; (2) How is students understanding on Present Contnuous
Tense before the use of flashcard?; (3) How is students understanding on Present
Contnuous Tense after the use of flashcard? Can flashcard improve students
understanding on Present Continuous Tense?.
The researcher used classroom action research as her method in this study. She
th
used one class of 7 grade consisted of 41 students. The result can be proved

by comparing each average of students score each cycle after treatments. In the
pre cycle, the mean of students score was 5,03; the first cycle was 6,2; the second
cycle was 7 and the third cycle was 8,05. Based on the comparation above, we
can see that the use of flashcard could improve students understanding on
Present Continuous Tense.

3. The Effectiveness of Using Flash Card toward Students Vocabulary;An

Experimental Study at the Second Grade Students of SMPN 3 Pringgabaya in
Academic Year 2013/2014. This thesis was written by Hendri Adi, a bachelone
of education in Language and Art Faculty of Mataram Institute of Teaching and
Education. In this study, the researcher formulated the problem is; Does the use of
flash card effective toward students` vocabulary mastery at the second grade
students of SMPN 3 pringgabaya in academic year 2012/2013?
Quantitative descriptive is used by the researcher as the method to get the result
th

from two class of 7

grade as the sample, VII A as experimental group and

VII B as control group that both of them is given pre-test and post test. From the
tests, the researcher get the result as the mean score of experimental group is
20.03 and control group is 14.07. The standard defiation of experimental group is
486.97 and control is group is 1334. T-test score is 6.14 and t-table in significance
level of 0.05 is 1.671. therefore, the researcher concluded that the use of flashcard
in teaching vocabulary is effective.
G. RESEARCH DESIGN
This study used pre-experimental as the reseaarch method which the subject
group of the research is given treatment in teaching learning english. In this case, the
treatment will be applied is flashcard in teaching speaking expression of asking for
and giving advice.
This research purpose is to know how effective the implementation of flashcard
as a media in improving students speaking skill of expression asking for and giving
advice. Therefore, the present resercher needed to apply the flashcard into one group
namely experimental group. The group give pre-test and post-test to get the score after
and before the treatment.
H. POPULATION AND SAMPLE
Population and sample are closely associates with quantitative research.
population is a set of research objects or subjects who is in a particular area that has
character, qualities and qualifications appropiat with the researchers desire to observe.
While sample is a small part or a group of population (Sugiyono, 2013:215).
The population of the study is all students of eleventh grade in SMA Sedes
Sapientiae Semarang. Total of the class is 8 class, 4 science class, 3 social class and 1
language class. The sample of the study is taken one class, XI IPS 1, as the
experimental class.

I. INSTRUMENTATION
Instruments are measuring tool used to gain quantitative information about
variation of variables characteristics objectively (Ibnu Hadjar, 1996: 160). while
according to Sumadi Suryabrata (2008: 52) defines that Data collection instruments
are ways that can be used by researchers to collect data. Therefore, the instruments of
a research should be prepared before the researchers treatment is applied.
The instrument in this research used the test. The test is done twice, before
treatment (pre-test (O1)) and after treatment (post test (O2)). The first step, the
researcher will give a pre-test (O1) for experimental group. It is done to know how far
the speaking skill in the experimental group. After knowing the pre-test score, the
treatment will be applied, which the treatment is using flashcard in teaching
expression of asking for and giving advice. The next step is give the students post-test
(O2) to know their skill and their knowledge about the material after applying the
treatment in experimental group. Comparing pre-test score and post-test score will
show the effectiveness of the treatment.
This research use oral and writtten test which appropriate with the objectives,
the purpose and the type of research itself. The student are asked to make and practice
a dialogue with their partner about expression asking for and giving advice. The kind
of written test is some essay questions about the material. However, the researcher
still observe and do some action test when the learning process is done. The resercher
give some direct question to the students so that they have to familiar with the
expressionof asking for and giving advice.
J. DATA COLLECTION
Each kind of research has many different way of using data collection technique.
Some data collection whis usually used in research are observation, interview,
documentation, and many more variety. The data collection technique which is used
in this research are documentation and test.
1. Documentation
In a research, the researcher has to collect all information what the
researcher need. Documentation is one of the systematic data collection technique
related to documents. Documentation process is done to collect all information,
activity and thing that are arranged neatly. According to Tung Palan (1983),
Documentation is a record that can be proven and used as evidence in law.
Documents are datasets which is gotten from certain management system
processes. There are some kinds of document according to Sugiono (2013:240).
Document can be form as articles such as life history, biography, rules and

wisdom. The other form of document is picture such as sketch, video, and etc.
Sugiono explain that all file of events in past can be classify as documents.
2. Test
Test is a planned measurement used by teachers to try creating an
opportunity for students to demonstrate their achievements in relation to the
intended purpose (James S Cangelosi, 1995 : 21). In a test, there are set of
questions wich have to answer or works that have to work. This activities can
give the informations about psychology of individu (Anastari, 1982:22). It can be
conclude that the meaning of test is a set of tool wich has questions or task to get
informations of psycology of individu appropriate with the research purpose.
K. DATA ANALYSIS
In this research used pre-experiment group that will be given the pre-test and
post-test. It will be designed like this :
E = O1 X O2
Where : E = The symbol of experimental group
O1 = Pre-test
X = Treatment
O2 = Post-test
The steps of this techniques are :
1. Mean of pre-test
X

X
N

Note :
X = Mean of pre-test.

= The total score of students pre-test.

N = the number of students.

2. Mean of post-test
Y

Note :
Y

Y
N

= Mean of post-test.
= The total score of students post-test.

N = the number of students.

3. Standart deviation

D
2

2
D

S D =
Note :
S D =Standart deviation

D2

= Sum of quadrate of gain

D
2 = Sum of gain ofpre-test and post-test.

N
= the number of students.
4. Standart error
SD

SD=
N
Note :

SD
= Standart error of pre-test and post test.
S D =Standart deviation
N

= the number of students.

5. T - test
Y
X
t=

SD
Note :
t = result of research
X = mean of pre-test
Y

= mean of post-test

BIBLIOGRAPHY
Arikunto, Suharsimi. 1993. Manajemen Penelitian. Jakarta: PT Rineka Cipta.
Arsyad,A. (2002). Media Pembelajaran, Jakarta: Rajawali Pers
Astuti, Selvy Sri. 2015. Pengertian Definisi Tes Menurut para Ahli [Internet].
(http://selvy-pgri.blogspot.co.id/2012/10/pengertian-definisi-tes-menurut-para.html)
Burn, Anne, and Joyce, Hele. 1997.Focus on Speaking.Sydney: Macquarie
Busy Teacher.Giving Advice Phrase and Situations (Healthy Lifesyle) [Internet].
(http://busyteacher.org/18923-giving-advice-phrases-and-situations-healthy.html)
Cangara, Hafied H, 2006, Pengantar Ilmu Komunikasi, PT. Raja Grafindo Persada, Jakarta
Cangelosi, James S. 1995. Merancang Tes untuk Menilai Prestasi Siswa. Bandung : Penerbit
ITB.
Hadjar, Ibnu.1996.Dasar-dasar Metodologi Penelitian Kuantitatif dalam Pendidikan,
Jakarta : Raja Grafindo Persada.
Inayah, Siti. 2010. Using Flashcard to Improve Students Understanding on Present
Continuous Tense. Tesis. Institut Agama Islam Negeri Walisongo Semarang.
Kasihani K.E, Suyanto.2007. English for Young Learners Melejitkan Potensi Anak Melalui
English Class yang Fun, Asyik, dan Menarik.Jakarta : Bumi Aksara.
Robbins SP, dan Judge. 2008. Perilaku Organisasi .Jakarta: Salemba Empat.
Sugiyono. 2013. Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung : Alfabeta.
Suhaini, Neneng. 2014. The Effectiveness of Using Flash Card in Teaching Vocabulary (A
Quasi Experimental Study in the Sevent Grade of MTs N 13 Jakarta). Skripsi.
Universitas Islam Negeri Jakarta.
Susilana, Rudi. Riyana, Cepi. 2009. Media Pembelajaran: Hakikat, Pengembangan,
Pemanfaatan, dan Penilaian. Bandung: CV Wacana Prima.
Trianto, Mulyandaru. 2015. Metode Penelitian Menurut Sugiono (2013) [internet].
(http://rayendar.blogspot.co.id/2015/06/metode-penelitian-menurut-sugiyono2013.html

APPENDIX 1

Lattices

1. Students are asked to make a dialogue in pair contain expression of asking and giving
advice based on their problems.
2. Students are asked to practice their dialogue in front of the class.
3. Students are asked to fill the blanked sentences in a dialogue using expression of asking
and giving advice based on the topic of the dialogue.
4. Students are asked to make a dialogue based on situations that have been written.

APPENDIX 2
Research Instrument
Please do the following task!
TASK 1
1.
Write down a problem you have in a piece of paper.
2.

Exchange you paper with your partner next to you.

3. Then, read your partners problem and give your advice or suggestion for the
problem. Use the expressions of offering advice.

4.

Now, return the paper to your partner.

5. In pairs, make a short dialogue based on the problem and advice you have
written. Perform it in front of the classroom.

TASK 2
Fill in the blank bellow with the suitable expressions of asking and offering advice!
Mr. Surip
: Hey, dude. Ive got a headache. _______________________________?
Choky
: _____________________________ drink coffee.
Mr. Surip
: No, Ive just drunk a glass of coffee.
Choky
: Why ___________________ an aspirin?
Mr. Surip
: Hmmm. Its a good idea. But anyway, can you buy one at the drug store,
please? I cannot drive a car.
Choky
: All right. I think you ___________________________________.
Mr. Surip
: Okay, Ill practice to drive later. This time I do need your help, man.
Choky
: It doesnt matter. Ill buy it for you alligator.
Mr. Surip
: Thanks a lot, crocodile.
TASK 3
Practice the dialogue above in front of the class!
TASK 4
Write a dialogue using the expressions of asking and giving advice according to the following
illustration!
1. Your friends car is not working. She asks for your suggestion about her problem.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Your brothers relationship with his girlfriend broke down. He asks for your advice.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Rubrik Penilaian
1. Pengetahuan:
Task 2 : 5x4 = 20
Task 4 :
Aspek
Tata bahasa.

Koherensi.

Uraian

Skor

Semua benar.

Kurang tepat, tetapi tidak mempengaruhi makna.

Kurang tepat dan mempengaruhi makna.

Tata bahasa tidak tepat.

Semua salah.

Hubungan antar gagasan jelas.

Terdapat transisi hubungan antar gagasan.

Hubungan antar gagasan kurang jelas.

Hubungan antar gagasan tidak jelas.

Sama sekali tidak terdapat hubungan antar

gagasan.
Keterbacaan.

Makna jelas dan diungkapkan secara efektif.

Makna jelas, tetapi tidak diungkapkan secara

efektif.

Makna kurang jelas.

Makna tidak dapat dipahami.

3
2
1

Tidak bermakna.
Diksi.

Tujuan
komunikatif
teks.

Pilihan kata tepat dan efektif.

Pilihan kata tepat, tetapi kurang efektif.

Pilihan kata kurang tepat dan tidak efektif.

Pilihan kata tidak tepat dan tidak efektif.

Salah semua.

Jelas.

Cukup jelas, tetapi masih ada kesalahan.

Sulit dimengerti.

Tidak jelas.

Salah.

2. Keterampilan: Speaking (Task 1, Task 3)

No Aspek yang dinilai
1. Pengucapan

Kriteria
Hampir sempurna
Ada beberapa kesalahan tetapi tidak
mengganggu makna
Ada beberapa kesalahan dan mengganggu
makna
Banyak kesalahan dan mengganggu makna
Terlalu banyak kesalahan dan mengganggu
makna
2. Intonasi
Hampir sempurna
Ada beberapa kesalahan tetapi tidak
mengganggu makna
Ada beberapa kesalahan dan mengganggu
makna
Banyak kesalahan dan mengganggu makna
Terlalu banyak kesalahan dan mengganggu
makna
3. Kelancaran
Sangat lancar
Lancar
Cukup lancar
Kurang lancar
Tidak lancar
Total students score: task 1 + task 2 + task 3 + task 4 X 1 00
Total maximum score

Skor
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1