THE EFFECT OF PICTURE SERIES AS A VISUAL LEARNING AID ON STUDENTS’ SPEAKING SKILL AT EIGHTH GRADE IN MTsN 1 SINTANG

Evi Zurnas. 2025, The Effect of Picture Series as A Visual Learning Aid on Students’ Speaking Skill at Eighth Grade in MTsN 1 Sintang. Thesis, English Language Education Study Program, STKIP Persada Khatulistiwa Sintang. Advisor I: Tuti, M.Pd., Advisor II: Henry Elisa, M.Pd.

Keyword: experimental, picture, speaking, visual

Speaking is one of the most crucial skills in learning English, but many students still find it difficult to master in the classroom. Based on preliminary observation, it was found that students tend to feel unconfident when speaking which affects their fluency and pronunciation. This research aimed to investigate the effect of using picture series as a visual learning aid and to evaluate its effectiveness based on students’ perceptions. The subject of this research was eighth-grade students at MTsN 1 Sintang, specifically class 8D. This research employed a quantitative study that used pre-experimental design, one-group pre-test post-test. To collect the data, the writer used speaking tests to measure students’ speaking performance and and questionnaires to explore their perceptions toward the use of picture series in speaking activities. The speaking scores were analyzed using both paired sample t-test and wilcoxon signed-rank test with SPSS version 25. The results showed a significant difference in students’ speaking ability, with the mean scores increased from 66.71 in the pre-test to 79.29 in the post-test. The statistical test result showed that significance value of 0.000, was less than 0.05. In addition, the results of the questionnaires showed that students responded positively to the use of picture series. It can be concluded that the use of picture series as a visual learning aid has a statistically significant effect on students’ speaking skill and considered an effective aid in the learning process. Therefore, visual learning style is recommended as an alternative teaching strategy in English language
classrooms.