Abstract:
This research was aimed to improving students’ speaking skill of Descriptive text
by using picture card in presentation practice production (ppp) technique. The subject of
the study were the students of SMK Harapan Mekar 2 Medan Academic Year
2019/2020. There were 20 students AK-1 grade (1 boys and 19 girls). The research of this
study were conducted by using classroom action research. The data used in this research
were qualitative and quantitative data and the instument of collecting data were used such
as observation sheet, interview, documentation, and speaking test.
This research was accomplished in two cycles. Each cycle consisted of four steps
of classroom action research (planning, implementing, observing and reflecting). The
first cycle conducted in two meetings including to pre-test and post-test one (I), in pretest the researcher gave the speaking test before treatment and in post-test one (I) the
researcher gave the treatment base on the material of Descriptive text. The second cycle
were conducted in two meetings including to post-test two (II), in post-test two (II) the
researcher gave more treatment and information about the Descriptive text by using
presentation practice production (ppp) technique and Picture card as learning media in
teaching speaking process.
The result of this research showed that there were increasing of students’ speaking
skill. The mean of the pre-test was 53,5, in cycle one was 66, in cycle two was 79, it
indicated that the scores and the mean in cycle two was better that the first one. The
percentage of students who got point 70 or more also increased. In the pre-test of cycle
one, there were 2 students who got point 70. In the post test of cycle one the students who
got point 70 or more there were 11 students (55%), it means that there were an increasing
about 45%. The post-test of cycle two, the students who got point 70 or more there were
20 students (100%) and the increasing were about 45%.
The scores of observation sheet were 4 (very good). The students paid attention
and also felt spirit in doing the speaking test, and students more interested, enjoyed, and
enthusiastic in doing the tast by using presentation practice production (ppp) technique
and that created the supportive situation during teaching-learning process, it could be
seen in the result of interview and documentation, it showed that the classroom was alive
and active
