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Friday, September 30, 2011

THE STUDENTS’ COMPETENCE IN PREDICTING INFORMATION THROUGH SERIES OF PICTURES TO THE ELEVENTH CLASS STUDENTS OF SMKN I MAKALE


THROUGH SERIES OF PICTURES
TO THE ELEVENTH CLASS STUDENTS OF SMKN I MAKALE

 
THESIS
Submitted to PBS – Bahasa Inggris UKI Toraja
In partial fulfilment of the requirement
For the degree of Sarjana pendidikan

BY
A P R I A N U S
Reg. number: 206 112 014

CHRISTIAN UNIVERSITY OF INDONESIA TORAJA
(UKI TORAJA)

2010
RECOMMENDATION SHEET

Title of Research: THE STUDENTS’ COMPETENCE IN PREDICTING INFORMATION THROUGH SERIES OF PICTURES TO THE ELEVENTH CLASS STUDENTS OF SMKN I MAKALE

Writer Identity:
N a m e                                             : APRIANUS
Students’ Register Number                : 206 112 O14
Faculty                                               : Teachers Training Education
Department                                         : Language and Arts Education
Study Program                                    : English Education
Program                                               : S1 (Undergraduate)
Accepted by the team of advisors to be proposed to committee of examination (S1), Language and Arts Education Faculty of Teachers Training Education, the Christian University Indonesia of Toraja:

                                                                                    Makale, January 2010


Advisor I: Dra. Margaretha Sangka’ M.M                (                                             )

Advisor II: Drs. Dan Mangoki’ M.Min                      (                                             )


APPROVAL EXAMINING COMMITTEE
This thesis was accepted by the examining committee of Faculty of Teachers Training Education, The Christian University Indonesia of Toraja with Testimonial   number: 003/FKIP-UKI/Kep./II/2010    in part fulfilment for the undergraduate English Education on Thursday, February 11th 2010.

                                                                                       Makale, 11 February   2010
                                                                                                Approved by
                                                                                  The Dean of Faculty Teachers
                                                                                           Training Education,



                                                                                    Drs. Daud Kuddi Tangkeallo

Committee:
Chairman         : Dra. Rachel M.Pd                             (                                          )

Secretary         : Selvi Panggua, S.Pd. M.Pd               (                                           )

Member           : 1. Drs. Nehru P. Pongsapan, M.Pd   (                                           )

                        : 2. Dra. Margaretha Sangka’ M.M     (                                           )

                        : 3. Drs. Dan Mangoki’ M.Min           (                                           )



ABSTRACT
APRIANUS.2010. THE STUDENTS’ COMPETENCE IN PREDICTING INFORMATION THROUGH SERIES OF PICTURES TO THE ELEVENTH CLASS STUDENTS OF SMKN I MAKALE. Thesis. Language and Arts Education. Faculty Of Teacher Training And Education. Christian University Of Indonesia Toraja (UKI Toraja).
            The objective of this research is to find out the competence have  been implemented in predicting information through series of pictures to the eleventh class students of SMKN I Makale.
            This research applied the description method. The population is the eleventh class students of Mesin B of SMKN I Makale academic year 2009/2010 with 33 students and all the population were taken out as sample. The written test was used to find out the competence have been implemented in prediction information from series of pictures.
            The result of data analysis shows that no students got very good score. Out of 33 students, 3 students (9,1%) got good score, 4 students (12,1%) got fair score, 10 students (30,3%) got bad score, and 16 students (48,5%) got very bad score.
            Based on the result it can be concluded that the competence in predicting information through series of pictures to the eleventh class students of SMKN I Makale, can be classified as bad category.


ABSTRAKSI
APRIANUS.2010.KEMAMPUAN SISWA DALAM MEMPREDIKSI INFORMASI MELALUI RANGKAIAN GAMBAR PADA SISWA KELAS SEBELAS SMKN I MAKALE.Skripsi. Pendidikan Bahasa dan Seni. FKIP UKI Toraja
                 Tujuan dari penelitian ini adalah untuk mengetahui kompetensi dalam memprediksi informasi melalui rangkaian gambar untuk siswa kelas sebelas di SMKN I Makale.
                 Penelitian ini menggunakan metode deskripsi. Populasinya adalah siswa kelas sebelas Mesin B SMKN I Makale tahun ajaran 2009/2010 dengan 33 siswa dan semua siswa diambil sebagai sampel. Test tertulis digunakan untuk mengetahui kemampuan memprediksi informasi dari rangkaian gambar.
                  Hasil analisis data menunjukkan bahwa tidak ada siswa mendapat skor yang sangat baik. Dari 33 siswa, 3 siswa (9,1%) mendapat nilai  baik, 4 siswa (12,1%) mendapatkan nilai cukup, 10 siswa (30,3% ) mendapat nilai buruk, dan 16 siswa (48,5%) mendapat nilai sangat buruk.
                   Berdasarkan hasil tersebut dapat disimpulkan bahwa kompetensi siswa dalam memprediksi informasi melalui rangkaian gambar di kelas sebelas  SMKN I Makale, dapat digolongkan sebagai kategori buruk.


ACKNOWLEDGMENT

The writer would like to express his gratitude to God for the blessings, he has received upon finished writing of this thesis as part of fulfilment of the requirements for the undergraduate program (Sarjana Pendidikan).
            I give my sincere appreciation to :
  1. Prof. DR. A. Pongtuluran the rector and all staffs at UKI Toraja.
  2. Dra. Rachel M.Pd the Head of English Department and Drs. Daud Kuddi Tangkeallo the Dean of Faculty of Teachers Training Education for their assistance and guidance during his study at UKI Toraja.
  3. Special appreciation goes to Dra. Margaretha Sangka’ M.M and Drs. Dan Mangoki’ M.Min my first and second advisors provided valuable input for this research, and always responded timely when I needed help.
  4. Special best honours are given to Drs. Martinus Samben M.M the headmaster of SMKN I Makale, English teacher, and my respondents for providing opportunity to conduct this research at that school.
  5. The writer likes to express my very special gratitude to Ms. Berthyna Adherline Tukkeng S.Pd, Theresia Kabanga’ M.Pd, Yip Tarbun M.Pd, Ms. Elisabeth MC. Farland, BA Dip.Ed Cerl.TESOL and all of the lecturer in UKI Toraja who have given much guidance and advice to complete this thesis.
  6. I would like to extend my appreciations to my families and friends for years of encouragement. For their valuable care and love to provide the material and spiritual writer’s.
Finally to all of my friends in UKI Toraja who have kindly gives the researcher support during his study at English Department of FKIP UKI Toraja, especially Melki, Marthen, Santo’, Tom, Leman, Rini, Ka’ Elen, Sandi, Aris, Jhon, Aras, Mika, Meli’, Innank, Paulus, Harun,  Fr.Tarsi, Fr.Norberth, Fr.Edwar, Monik, Nilam, Ani’, Elmi, Nori’, Camel, Rial, Nelce, Piet, Neni, Desi, Emilia, Ibu Ester, Merlin, Darma, Rina, Septin, Seni, Samuel, Marny, Rosa.
As human being, I realize that this research is still far from perfection, therefore, critics and suggestion are highly appreciated for completing this research. May God bless us now and forever.
                                                                                                Makale, January 2010

                                                                                                          The writer


Giving Thanks to:
The Most Holy Trinity
       &
 Saint Mary of the See






Everything that happens has happened before, and all that will be has already been -- God does everything over and over again. (Ecclesiastes 3:15)







This thesis is presented to:
 Katarina Enen & Stepanus Siang





TABLE OF CONTENTS                Page

COVER PAGE…………………………………………………                 i
RECOMMENDATION SHEET……………………………….               ii
APPROVE EXAMINING COMMITTEE…………………….               iii
ABSTRACT……………………………………………………                iv
ABSTRAKSI..............................................................................                v
ACKNOWLEDGEMENT……………………………………..               vi
DEDICATION...........................................................................                 viii
TABLE OF CONTENT………………………………………..                ix
LIST OF TABLE……………………………………………….                xi
LIST OF APPENDICES.............................................................                xii
CHAPTER    I. INTRODUCTION
A.    Background…………………………………                  1
B.     Problem Statement………………………….                   3
C.     Objective of the Research…………………...                  4
D.    Significance of the Research………………...                    4
E.     Sequence of Presentation………………….....                 5
CHAPTER    II.  REVIEW OF RELATED LITERATURE AND
                             THEORETICAL FRAMEWORK

A.    Review of Related Literature..................……                 7         

B.     Theoretical Framework……………………...               19



CHAPTER    III. METHODOLOGY AND PROCEDURE

A.    Variable and Research Design……………...                   21
B.     Definition of Terms .......................................                   21
C.     Variable Measurement……............................                 22
D.    Population and Sample………………….......                  22
E.     Technique of Collecting Data……………                       22
F.      Technique of Analyzing Data……………                       23
CHAPTER    IV. FINDING AND DISCUSSION
A.    Finding…………………………………..                      25
B.     Discussion……………………………….                      28
CHAPTER    V. CONCLUSION AND SUGGESTION
A.    Conclusion………………………………                        29
B.     Suggestion………………………………                        29
BIBLIOGRAPHY…………………………………………                        30
APPENDICES
CURRICULUM  VITAE


LIST OF TABLE
TABLE                                                                                                     Page
1.      The students’ score through written tests……………………….      25
2.      The frequency and percentage of the students in the test.............                    27

                                                                                                            
1.       Appendix A. Written Test                       
2.      Appendix B. Key Answers                       
3.      Appendix C. Research License                 
4.      Appendix D. Research Recommendation            
5.      Appendix E. Guidance Schedule


 CHAPTER I
INTRODUCTION
A.      Background
        Reading is one of the four main skills in language learning and one of the hardest one for a foreign language learner. English language learners (ELLs) have great difficulty jumping into new texts without any background support. Students should know at least something about the topic before reading. Some topics may be unfamiliar to students, such as recreational activities at the beach if students have never been to the beach before. Pictures, drawings, or short skits can help develop relevant background information. “Students need to know at least 90 to 95% of the words they read if they are going to comprehend the text”.1) Therefore, it is important to use several strategies to build background knowledge that leads to better reading comprehension and overall achievement for ELLs. It does not hurt to review many words we often take for granted – not only for the benefit of ELLs, but also for students who may not come to school with a rich vocabulary background or exposure to certain experiences.  Before reading a selection aloud or before students read a text, try taking seven to ten minutes to build word and background knowledge. This should increase all students' comprehension of the text.
       Begin by reviewing the selection and identifying the main concepts you want to teach. Take into account your students' potential knowledge of these concepts, including your ELLs. Decide how you might best make these concepts relevant and accessible to all of your students. This might be through a film, discussion, student-reading assignment, or a text read by you. Try using a combination of three or four of the following strategies: There are no bold signals that show the relationship between features, except simple transition words between paragraphs. A few photos of signs from the time period are included in the text. The photos do not have captions and are not explicitly related to the text near them, but I do not think they are distracting. The photos are small and quick to glance at. I believe the photos can help students connect the text to real life because they can see actual signs that were posted in public places at this time. I also think they are just small and easy enough to read to break up the article for students that do not like reading several pages of text, but they do not detract from of confuse the text. I do think subheadings could be used to break up the text and signal that a slightly different topic is coming. This could help high school readers follow the text, and make it less intimidating.
      The process of reading and comprehending in one's native language (L1) is very complex, due to the myriad of factors that interact with each other in a non-linear and non-sequential manner. The issues and their accompanying complexity are further compounded when describing and understanding reading comprehension in a second or foreign language (L2). In facilitating L2 reading comprehension, the use of sound, pictures, and animated pictures or video in addition to text have played an important role in vocabulary acquisition and in overall text comprehension, and are unquestioned components of instructional materials for language learning.
      The possibility of an instructional use for these different modes of information on a computer raises questions concerning learning from media and concerning the specifics of language learning with multimedia.
     “Make sure students understand what the purpose for reading is: to get the main idea, obtain specific information, understand most or all of the message, enjoy a story, or decide whether or not to read more. Recognizing the purpose for reading will help students select appropriate reading strategies”.2) so the writer is interested to conduct a research, which entitles, “THE  STUDENTS’ COMPETENCE IN PREDICTING INFORMATION THROUGH SERIES OF PICTURES TO THE ELEVENTH CLASS STUDENTS OF SMKN I MAKALE

B. Problem Statements
By looking over the background above, the writer formulated a question or problems as follows:
What extent is the students’ competence in predicting information from the series of pictures to the eleventh class students of SMKN I Makale?

C. Objectives of the Research
   There is one main objectives of the research, namely:
     To find out the competence have been implemented in predicting information       
     from the series pictures to the eleventh class students of SMKN I Makale.

D. Significance of the Research
   We have always been concerned with the way English is taught at institutions that work with semi-distance learning methodology. It is very attractive to students to be involved in a program in which they can attend class during the mornings and because they can devote their daytime to working or performing other activities. They need to deal with a semi-distance learning methodology because most of them are not trine to study using. They do not know the implications and difficulties they will face; hence, they need to work hard on their own because they partially attend some classes or tutorial sessions out of the total amount of hours devoted to a course.
    The students must be autonomous learners. Furthermore, the English class, or any other class, was not called ‘class' or ‘lesson' but "session" because the main objective is to help students to cope with trouble understanding the exercises. In every session, the teacher was supposed to dedicate time to help students and avoid teacher-cantered classes. Considering the previous issues, this study was focused on helping students to initiate their autonomous English learning by guiding them in the use of some reading strategies.

E. Sequence of Presentation
                  The thesis embodies five chapters as follows: Chapter One, Introduction, This chapter deals with Background, Problem Statement, Objective of the Research, Significance of the Research, and Sequence of Presentation. Chapter Two, Review of Related Literature and Theoretical Framework. Chapter three, Methodology and Procedure. This chapter covers Variable and Research Design, Definition of Terms, Variable Measurement, Population and Sample, Technique of Collecting Data and Technique of Analysis Data. Chapter four, Finding and Discussion. And chapter five, Conclusion and Suggestion.

REFERENCES
1)      http://introducing.htm   19th October 2009
2)      http://developread.htm     18th October 2009

CHAPTER II
REVIEW OF RELATED LITERATURE AND
THEORETICAL FRAMEWORK
A.      Review of Related Literature
1.    Taking Predicting to the Next Level
   As students become proficient in making predictions, they can start using the Direct Reading-Thinking Activity (DR-TA) strategy, which guides students in making predictions. Students justify their predictions, discuss or write their explanations, and make new predictions based specific evidence from the text. Students can also determine whether predictions came from their own prior knowledge and which predictions were based on evidence. Reading English Use the prediction strategy when introducing new picture books to primary students or new chapter books to older students.
“Pictures is a visual representation of something, such as a person or scene, produced on a surface, painting”,1)  With chapter books, have students make predictions at the start of each chapter so that their predictions draw from the chapters . Have students make predictions based on other books they have read by the same author or other books they have read in the same genre. After reading, discuss and any information         that helped verify or caused them to revise their predictions. Reading        is  an interaction between reader and material. As it is stated, reading  requires a rich background, and some ability to comprehend the texts. Reading is related to language and it requires being efficient in L2. In addition, good readers have to do some other jobs in order to comprehend a text: they should connect new text with experiences –they mean background knowledge-, interpret, evaluate, synthesize, and consider alternative interpretations. While doing this task, students need also some strategies to help them make their reading comprehension easy.
2.    Approaches   English Foreign Language classrooms
    Some researchers defended the bottom-up approach in order to describe the situation of the reader. In this approach, reader puts together letters to form words, clauses, sentences, and paragraphs to catch the meaning. Thus, by doing this, reading activity conducted by the structure of the text that is read by language learners. Also states this issue as Bottom-up processing is decoding individual linguistics and building textual meaning from the smallest units to largest, and then modifying pre-existing background knowledge and current predictions on the basis of information encountered in the text. Bottom-up processing helps students to become a fast and good reader but on the other hand, without having any efficient knowledge on the second language, this processing does not be successful.
On the other side, other researchers focus on the top-down approach that is conceptually driven. This approach encourages students to use their background knowledge in order to make predictions about the texts they read. In the top-down view of foreign language reading, not only is the reader an active participant in the reading process, making predictions and processing information, but everything in the reader’s prior experience or background knowledge plays a significant role in the process. Reading was based on top-down skills about thirty years ago, the main concern of reading was "meaning". In this way, teachers were supporting students to use their background knowledge in order to enhance their reading comprehension.
     However, it has been a change from bottom-up skills to top-down ones recently; it focuses on firstly the exact, literal comprehension of the text. Students in his study might have used various reading strategies while doing reading activity he emphasizes the "top-down" and "bottom-up" strategies.  In first stages of learning use dictionary, memorization of words, taking notes and translation word-for-word into L1. In the later stage, they refer to guessing the meaning of the word from the context. In the final stages students use strategies such as "transitional words", "finding clues" and using background knowledge.

3.    The Strategies in Reading
                  In order to help students their comprehension of reading and increase their reading ability students have to use some skill and strategies. It will define the difference between reading skills and reading strategies, and illustrate before, during, and after reading strategies.  
       “A reading skill is a helpful tool that a student practices in order to improve reading”.2) Teachers teach various skills to improve the understanding of reading. Unfortunately, many of the students while decoding do not comprehend what they are reading. On the other hand, a reading strategy is a plan or way of doing something; a specific procedure one uses to perform skill-defined strategies as behaviours’ and thoughts that a learner engages in during learning that are intended to influence the learners encoding process. They asserted that strategies are mandatory for academic development.
      Students today have difficulty getting through a short reading assignment, such as a newspaper article. This difficulty is associated with the lack of ability to focus and concentrate on written words. Due to this, many students need guidance and strategies to help focus on reading and to do more than just read the words on a piece of paper. The skills of a strategic reader in the content areas can be broken down into seven areas.
a.       Predict – declaring in advance to foretell based on observation or       experience.
“Prediction is the act of predicting. Something foretold or       predicted; a prophecy”.3)
b.      Visualize – forming mental pictures of scenes, characters and
events.
c.       Connect – to link two things together or to associate and see a
relationship.
d.      Question  – to inquire or examine.

e. Clarify – to make understandable or to become clear and free of
     confusion.
f. Summarize – to concisely obtain the essence or main point of   
      the text.
g. Evaluate – to form an opinion about what you have read.

4.    Hints to Develop Reading Skills
      “Reading is Data indicated by an instrument”.4) Teach the students to concentrate on the text and not on the sentence. If reading comprehension is to be achieve, the structure of long units such as the paragraph or the whole text must be understood. Start with global understanding and move towards detailed understanding rather than working the other way around, use authentic text whenever possible. The authentic text does not make learning more difficult. The difficulty depends on the activity which is required on the students rather than on the text itself. In other words, the teacher should grade exercises rather than texts. Link the different activities through the different activities chosen. Focus on reading skills and learning strategies and plan comprehension exercises for each of them. Do not impose your own interpretation on the learners.
     Teach them to think by providing enough evidences for them to follow the right way. Do not impose an exercise on the text. It is better to allow the text to suggest what exercises are more appropriate to it. Do not use so many exercises that you might spoil the pleasure of reading. Help the students to time themselves and increase their reading speed, little, by little. Use variety of procedures when controlling the student’s reading activities. Self-correcting exercises are extremely useful.
5.      Solving Problems Reading
      Some of the problems involved with characters are difficult to read. Small size or blurriness or distortions or other problems, might be solve by looking at more than one image. From pictures that are slightly offset from each other: For example, a high speed camera taking images as a machine e.g., a motorized vehicle can traverse a street perpendicular to the target structures. “The high speed camera can therefore capture a sequence of images slightly offset from each previous image according to the motion of the camera”.5) by having multiple versions of a candidate text region. The resolution of the candidate text region can be improve using the super resolution process. Additionally, a candidate text region partially obstructed from one camera position. It obstructed text from a different camera position (e.g., text partially obscured by a tree branch from one camera position may be clear from another). While the text recognition part of this process will try to use variations of character recognition. They may also try to find certain specific business names are keep in a database, such as McDonalds, Fry’s Electronics, H&R Block, and Pizza Hut. They could also try to find text from images at certain locations by looking at information from places like Yellow Pages listings.
     The search engine might use some Specific Applications Under this Process Where this gets interesting is in the descriptions of some of the ways text recognition and extraction from images, including the use of robots within stores and museums. The text take from images can be index and associate with the image. That can then be use in different search result applications like image search, and mapping, or other applications. Images are Associated with a Mapping Program – Extracted text from street scene images can be indexed and associated with a mapping application. People can then search for a location by business name, address, store hours, or other keywords.  The mapping application can also retrieve images matching the user’s search – like looking for a McDonald’s in a particular city or near a particular address – the mapping program would create a map showing the location of the McDonald’s as well as a picture of the restaurant.  Images Near Specific Locations are Associated with Each Other – Since the images are associated with location data, the mapping program can provide images of other businesses near a searched location, and show their locations on a map.  Images of Similar Businesses Presented as Alternatives – Images of businesses that offer similar goods or services may be present to the searcher as alternatives.
“Therefore, a search for McDonalds might show other nearby fast food joints Text is: The original words of something written or printed, as opposed to a paraphrase, translation, revision, or condensation. Advertisements Shown with Images. Advertisements can be presented along with images”.6)
      When a business is show in an image, an ad for the business may also be show. On the other hand, ads for alternative business could be display. In addition, ads can be show for products associated with the business. Google Interior Images – While this patent filing describes many images from street scenes, this indexing can be apply to other image sets. One of the more interesting sections of this patent application: In one implementation, a store (e.g., a grocery store or hardware store) is indene. Images of items within the store are capture, for example, using a small-motorized vehicle or robot. The aisles of the store are traverse and images of products are capture in a similar manner as discussed above.  Additionally, as discussed above, location information is associated with each image. Text is extracts from the product images. In particular, extracted text can be filter using a product name database in order to focus character recognition results on product names.
      Many museums include text displays associated with exhibits, artefacts’, and objects. Images of museum items and the associated text displays can be capture using a process like that involved in indexing a store. Location information can be associated with each captured image. Museums can be search or browse to learn about the various objects.

6.      Reason for a reading
Every text and every reader require different treatment for a reading development programme. We might try some points according to Christine:
a.          To enable  students: the teacher can only try to promote an ability
in the students.
b.         To enjoy (or least feel comfortable with): a great deal of this book
is about the hard work of reading.
c.          To read without help: we can seldom expect hl pith the reading     
         tests we undertake in real life outside the classroom.
d.         Unfamiliar texts; being able to read he texts studied in class is not
enough; part of the work f extracting the message was done by the
teacher or fellow students.
e.          Authentic texts: the reading skill is of no practical use unless it
enables us to read texts we actually require for some real-life purpose. 
f.          Appropriate speed: a flexible reading style s the sign of a
competent reader.
g.         Silently: we have already no people seldom need to read aloud
except in the classroom.
h.         With adequate understanding: it may cause surprise that I do not
say “with total understanding”. 7)

7.      Learner Autonomy
    Sadly, many teachers disapprove of learner autonomy.   Ronal states that “Such teacher often equate autonomy wits lack of control and possible, chaos in the classroom”.8) They may fear that allowing student autonomy will demand resources or knowledge from them that they do not have. While these fears may  be real enough, they may also be founded on an inadequate understanding of the term ‘learner autonomy’ which propose that, to be autonomous, a learner must decide for him/herself what to learn, and also why, when, how, with whom, and for how long he/she should do it. This definition provides an absolute view, which focuses on actual learner behaviour. Learner autonomy is about potential learner behaviour, i.e. the capacity or ability to learn independently. Indeed, complete autonomy is an unlikely ideal; we live in a society in which what we do affects other and in which we are constrained by others. At different levels of autonomy for different reasons, depending on a variety of factors, including how we feel at the time. We may indeed, choose to be dependent. One language learner may well operate generally at a high level of autonomy when choosing texts to read outside the class in his/her own language, for example, but tend to be completely dependent on the teacher for direction while inside the class. Another learner may show great initiative in class on one day and none at all the text. It is important to recognise that learners’ levels of autonomy are variable and that each learner is different from the next.

8.      Second Language Teaching
 It is safe to say that students will learn something from any method. No method is a total failure because in all methods, students are exposed to the data of a second language and are given the opportunity to learn the language. It is also safe to say, to the disappointment of all, that there is no magic method. Danny states that:
No method has yet been devised that will permit people over the age of 12 or so to learn a second language as effortlessly and as enjoyably as they did their native language. Still, teacher can do much to make the experience for a learner rewarding and enjoyable, whatever method is employed”.9)

9.      The Comprehensive High School
    The comprehensive school is a product of our history. Each community under authority delegated by the state government was expecting to provide free school. As the high school developed more than fifty years ago, instruction should be provide accepted doctrine for youth with a variety of ambitions and abilities. In only a few cities did the European idea of separate selective academic high school take root. Rather, an elective system as contrasted to a selective system became characteristic of American schools.
Beckner states that:“The high school student was expected to choose a course of study from among a variety of offerings; only a small fraction of time was devoted to required subject”.10) With the great increase in the numbers attending high school, caused in part by compulsory attendance in the heterogeneity of the student  body. This heterogeneity was recognizing early as one advantage of the public high school; boys and girls from different environment came to know one another.

10.  A Rationale for the Use of Media
     Media can form a variable point of departure for achieving lesson objectives in mind can often help to economize the teaching task. This is achieved in the sense that the media appeal to students, senses and help them process information thus reinforcing the teaching point and saving the teacher unnecessary explanation. According to Marianne “Language skills are not isolated entities and that as language teachers we need to build bridges between skills”.11) We can do so by creating a unified context in which the teaching of various skills is effectively integrated around media.

11.  Equipment in the Classroom
     Even in an increasingly technological age, there is still good value from pictures of all shapes and sizes. “Pictures can come from a variety of sources: drawing, magazines, professionally published material, postcards, photographs etc”.12) Teachers can use pictures as prompts for controlled language work. It alternative to holding up objects for like pens as aids for speaking activities or writing tasks, as a focus for description and discussion (teasing, meaning out of a painting, for example) and as visual aids for language structure. The things to watch out for with pictures is that they are durable –if they are on cards, for example, the cards should be tough and be properly  covered with some kind of laminate so that they can be re-used. They should look good –there is nothing worse than a tatty torn picture from an old magazine -and they should be big enough and visible enough for the students to see.  

12.  Testing Reading Comprehension
       On a few language courses, efficient reading skills have been push into the background in an attempt to develop oral fluency skills. Attempts at dealing with the many complex reading skills frequently come too late, at the tertiary level (i.e. at university, technical college), when students suddenly find themselves confronted with professional and technical literature in the foreign language. Heaton states that “Before reading tests in the second or foreign language can be successfully constructed, the first language reading skills of the students must be ascertained”.13) Clearly there is often little purpose in testing in the second language those basic reading skills which the students have not yet developed in their own language. However, the more fact that a student has mastered some of required reading skills in the first language is no guarantee at all that he or she will be able to transfer those skills to reading another language.  
A.    Theoretical Framework
                   With predicting information, we can know that what extent of the competence of the students in reading though picture. The students are more likely to read though picture because we can see directly and interesting. The advantages in using prediction are the students can self study and the teacher does not really busy in teaching learning process. And also the students are more active.  Therefore the principle at school based curriculum competence can actually. With give picture, students can make predictions. Prediction picture helps students more easily to understand. But the teacher must control them because some of students do not like it. Method which the teacher uses in teaching learning must increase comprehension students.

REFERENCES

1)      http://www.thefreedictionary.com/picture. 30th October 2009
3)      http://www.answers.comtopicprediction. 30th October 2009
5)      http://www.Google%20on%20Reading%20Text%20in%20Images%20from%20Street%20Views,%20Store%20Shelves,%20and%20Museum%20Interiors.htm  13th October 2009

Learner.p.140.

Language.P.456

12)  Harmer, Jeremy. How to Teach English.P182


BAB III
1.  Variable
This research has two variables, namely an Independent Variable and Dependent variable
a.     The Dependent Variable is the students’ competence in predicting    
 information. 
            b.   The independent Variable is the pictures
2.  Research Design
                         The research design used in this research is description method. The writer analysis the students’ competence in predicting information from the series of pictures to the eleventh class students of SMKN I Makale. 
       To avoid misunderstanding on the terms used in this research, the writer needs to put the operational definition of the terms follows:
Competence is the ability to perform a specific task, action or function successfully.
Prediction is the act of predicting. Something foretold or prophecy.
Pictures are a visual representation of something, such as a person or scene, produced on a surface, as in a photograph, painting, etc.


The students correct responses measured based on the score obtained from the test and classified into five levels as follows:
“Score 8.6-10 classified is very good
  Score 7.0-8.5 classified is good
  Score 5.6-6.9 classified is fair
  Score 4.6-5.5 classified is bad
  Score 00-4.5 classified is very bad”.1)

D.    Population and Sample
The population of this research is the Eleventh Class Students of Mesin B of SMKN I Makale academic year 2009/2010. There are 33 students as the writer sample.
In choosing the sample in this research, the writer uses cluster sampling, where the only one of the class is taken as sample. It is because the same teacher teaches the students and they are big in number.

E.      Technique of Collecting Data
The techniques of collecting data comprise the following steps:
1.      Library Research
This research is in the scientific categories so that the writer carried out library research to complete the related literature, which related to the content of this research.

2.      Field Research
Field research carried out in an effort to obtained accurate data on the students’ competence in predicting information through series of pictures.
Before star experiment, the writer gave them instruction how to do the test.

F.      Technique of Analysis Data
 The data obtained from the written test were tabulated and classified, then analysed the competence in predicting information through series of pictures to the eleventh class students of SMKN I Makale. The data analyzed by mean score technique. The formula used for this
purpose is;
                            
Where:    X=x/N
                                          X = Mean score
                                           x = The sum of the total score
                                          N = Number of respondent”.2)


REFERENCE


CHAPTER IV
FINDING AND DISCUSSION
    The aim of this researching to find out the competence has been implemented in predicting information from the series of pictures. Moreover, this chapter deals with research finding and discussion.
A.      Finding
        The writer use formula the correct answer multiplied maximum (ten) score divided total item so the writer got the students score.
TABLE 1
                To be continued
THE STUDENTS’ SCORE THROUGH WRITTEN TEST
STUDENTS NUMBER
TOTAL  ITEM
CORRECT ANSWER
STUDENTS SCORE
CLASSIFICATION
1
30
22
7.33
Good
2
30
17
5.67
Fair
3
30
22
7.33
Good
4
30
20
6.67
Fair
5
30
16
5.33
Bad
6
30
16
5.33
Bad
7
30
13
4.33
very bad
8
30
18
6.00
Fair
9
30
14
4.67
Bad
10
30
12
4.00
very bad
11
30
11
3.67
very bad
12
30
11
3.67
very bad
13
30
22
7.33
Good
14
30
15
5.00
Bad
15
30
8
2.67
very bad
16
30
10
3.33
very bad
17
30
12
4.00
very bad
18
30
11
3.67
very bad
19
30
12
4.00
very bad
20
30
12
4.00
very bad
21
30
16
5.33
Bad
22
30
13
4.33
very bad
23
30
17
5.67
Fair
24
30
16
5.33
Bad
25
30
15
5.00
Bad
26
30
12
4.00
very bad
27
30
15
5.00
Bad
28
30
15
5.00
Bad
29
30
14
4.67
Bad
30
30
9
3.00
very bad
31
30
13
4.33
very bad
32
30
13
4.33
very bad
            To be continued
33
30
10
3.33
very bad
Total

472
157.33

Continued table 1

In paying attention to the data in table 1, it can be seen that no one student got very good and most of them got very bad.
Table 2

THE FREQUENCY AND PERCENTAGE OF THE STUDENTS IN THE TEST
NO
CLASSIFICATION
FREQUENCY
PERCENTAGE
1
Very good
-
-
2
Good
3
9.1
3
Fair
4
12.1
4
Bad
10
30.3
5
Very bad
16
48.5

33
100

               = 4.7
 It means that the competence of the eleventh class students of SMKN 1 Makale in predicting information through series of pictures is bad score.
B.       Discussion
From the test, the writer can explain that the competence of students in predicting information through series of pictures, none of them got very good score, only 3 students (9.1%) got good score, 4 students (12.1%) got fair score, 10 students (30.3%) got bad score, and  16 students (48.5%) got very bad score. From it, the writer can conclude that a great number of the students got bad score in the test.
From the data analysis, the writer describe that the competence of the eleventh class students of SMKN 1 Makale in predicting information through series of pictures is 4.7. It can be classified as bad score category as is indicated by the average mean score obtained by the students in the test.

CHAPTER V
CONCLUSION AND SUGGESTION
            Based on the data, the writer puts forward some conclusion and suggestion.
A.      Conclusions
The writer puts forward his conclusion as follow that the competence of the eleventh class students of SMKN I Makale in predicting information through series of pictures is 4.7 where it is classified into bad score.

B.   Suggestion
   By considering the conclusion above, the writer believes that the students’ competence in predicting information through series of pictures can improve:
1.      The students should spend a lot of time to study English books and supporting books to improve their competence in predicting information through series of pictures.
2.      The teacher should always use pictures in teaching learning process.  

BIBLIOGRAPHY

Beckner and Dumas.1968. Reading in Secondary Education. Texas:
International Textbook Company

Carter, Ronald and McRae John.1996. Language, Literature, and the
Learner. London:Longman

Celce-Murcia Marianne.1991.Teaching English as a Second or Foreign
Language.Boston:Heinle & Heinle Publisher

Harmer, Jeremy.2001. How to Teach English.England:Longman
Heaton,J.B.1991.Writing English Language Test.London and New York:
            Longman
http://www.Google%20on%20Reading%20Text%20in%20Images%20from%20Street%20Views,%20Store%20Shelves,%20and%20Museum%20Interiors.htm 


Mantong,Agustinus.2008.Modul Perkuliahan Statistik. FKIP UKI
TORAJA
    
Nuttall, Christine.1996. Teaching reading Skills In a Foreign Language.
Hong Kong: Macmillan Heinemann

Steinberg Danny.1993. An Introduction to Psycholinguistics.
London:Longman.
Sudjana.1992.Metode Statistika.Bandung:Tarsito

 SERIES I
A HOPELESS CASE
WHAT DO YOU THINK WITH THESE PICTURES?
1.      A.    Father and son are walking along the fence
B.    Father and son are walking on the street
C.    Father and son are walking in yard
D.    Father and son are singing on the street

2.      A.    They walk
B.     They crouch down
C.     They crouch up
D.     They  dance

3.      A.    The son swings his arms up behind his back
B.    The father swings his arms up behind his back
C.    They swing their arms up behind theirs back
D.    They swing their arms down behind their back

4.      A.    The father forbids the son to walk on the fence
B.    The park attendant forbids the pair to walk on the street
C.    The woman attendant forbids the pair to walk on the fence
D.    The park attendant forbids the pair to walk on the fence

5.      A.    The pair are dejected
B.    He is looking at his son
C.    They look at the park attendant
D.   The son is holding on to his father’s jacket

6.      A.    They walk to the park office
B.    They walk home along the fence
C.    They walk home along the street
D.    They stay in the park
SERIES II
KINDHEARTED

WHAT DO YOU THINK WITH THESE PICTURES?
1.    A.    The son throws a stone into the water
B.    The father throws a stone into the water
C.    The son throws a stone into the street
D.    The father throws a stone into the street

2.    A.   The son is stronger
B.   The father is stronger
C.  The father is near
D.  The son is the best

3.    A.    The son is picking up the last stone
B.    The father is picking up the last stone
C.    The son looks for to the last stone
D.   The father finds the last stone

4.    A.   The son go off home
B.   The two of them go off home
C.     The father go off home
D.     They still stay in the beach
5.    A.    The father carries a load of stones down to the beach
B.    The son carries a load of stones down to the beach
C.    The father and the son carry a load of stones down to the beach
D.    The father carries a load of stones down to the home

6.    A.   The father is amazed at all the stones there are
B.   The son is amazed at all the stones there are
C.     They are amazed at all the stones there are
D.     The father is amazed at all the stones there are not
SERIES III
THE PENNY DREADFUL

WHAT DO YOU THINK WITH THESE PICTURES

1.    A.    They do not come to table
B.    The mother does not come to table
C.    The father does not come to table
D.    The son does not come to table

2.    A.    The son opens the door
B.        The mother opens the door
C.    The son is engrossed in an exciting book
D.    The father is engrossed an exciting book

3.    A.    The father opens the door
B.    The mother sends him to table
C.    The son sends him to table
D.    The father sends him to the table

4.    A.    They are nowhere  to be seen
     B.    The mother is nowhere to be seen
     C.    The father is nowhere to be seen
     D.    The son is nowhere to be seen

5.    A.    The son sends the mother to look for his father
B.    The father sends the son to look for his son
C.    The son sends the father to look for his mother
D.    The mother sends the son to look for his father

6.    A.    They are reading the book themselves
      B.    The mother is reading the book herself
      C.    The father is reading the book himself
      D.    The son is reading the book himself
SERIES IV
MIRROR, MIRROR, ON THE WALL

WHAT DO YOU THINK WITH THESE PICTURES?
1.    A.    They are trying to hang a mirror on the wall
     B.    The father is trying to hang a mirror on the wall
C.    The son is trying to hang a mirror on the wall
D.    The father is looking to the mirror

2.    A.    The mirror is on the wall
B.    The first nail flies out of the wall
C.    The hammer flies out of his hand
D.    The first nail is on the wall
3.    A.    The son tried a lot of times without success
B.        The father tried a lot of times without success
C.       The son tried a lot of times with success
D.       The father tried a lot of times with success

4.      A.   The father can do it better
B.   The son can do it better
C.   The father standing on his son shoulder
D.   The son is looking into the mirror

5.    A.   The mirror is too high down
B.   The mirror is too high up
C.   The father is looking to the mirror
D.   They are looking to the mirror

6.      A.    The son comb his hair
B.    The father is standing on his son’s shoulders
C.    The son is standing on his father shoulders
D.    The father cannot comb his hair


SERIES V
BACK TO NATURE

WHAT DO YOU THINK WITH THESE PICTURES?

1.      A.    Father and son have caught a fish in the river
B.     Father and son have caught a fish in the swimming pool
C.     Father and son have caught a fish with a fish hook
D.     Father and son have caught a fish in the sea

2.      A.    They set off for home bursting with net
B.     They set off for home bursting with pride
C.     They set off for home bursting with sad
D.     They set off for home bursting with plastic

3.      A.    The father is going to kill the fish with a chopper. The son is happy
B.     The father is going to kill the fish with a knife. The son is happy
C.     The father is going to kill the fish with a knife. The son is crying
D.     The father is going to kill the fish with a chopper. The son is crying

4.      A.    They have not killed the fish. Now  they are running to the sea
B.     They have not killed the fish. Now  they are running to the fish pond
C.     They have not killed the fish. Now  they are running to the swimming pool
D.     They have not killed the fish. Now  they are running to the river

5.      A.    They throw the fish back into the fish pond with a sadly
B.      They throw the fish back into the fish pond with a flourish
C.      They throw the fish back into the fish pond with a flourish
D.      They throw the fish back into the fish pond with a flourish

6.      A.    A greedy pike plays with the little fish
B.     A greedy pike swallows the little fish
C.     A little fish swallows the little fish
D.     A greedy pike kisses the little fish

KEY ANSWERS
Seri I                                                   Seri IV
1.A                                                      1.B
2.B                                                      2.B
3.C                                                      3.B
4.D                                                      4.B
5.A                                                      5.B
6.B                                                      6.B
Seri II                                                  Seri V
1.A                                                      1.A
2.B                                                      2.B
3.A                                                      3.C
4.B                                                      4.D
5.A                                                      5.C
6.B                                                      6.B
Seri III
1.D
2.C
3.D
4.C
5.D
6.C

CURRICULUM VITAE

The writer, APRIANUS, was born on April 22nd, 1986 in  Burake in district of Makale, Tana-Toraja. He was the second child of Stepanus Siang and Katarina Enen. In 1994 He started the first his education formal in TK Ariang and then He continued to SDN 215 Inpres To’Ra’Da’. In 1998, He started study in SMP Katolik Makale and then continued to SMUN 2 Makale in 2001. He graduated from Tahun Orientasi Rohani (TOR) Seminari Petrus Claver  in 2006. In the same year, He continued his studied at Universitas Kristen Indonesia Toraja and choosed English Department.