Developing Students’ English Speaking Skill Of The Eight Grade By Retelling Story Through Series Pictures At SMP Negeri 2 Palu

The background of this research is because of the difficulties experienced by students of class VIII K at SMP Negeri 2 Palu in speaking English. This is evidenced by the inactivity of students in the learning process and from the recognition of students when interviewed. The reason is that they feel bored with the monotonous learning process and do not use varied learning methods. The solution to this problem is that the researcher offers to use the retelling story through series picture method to be applied to students. The model in this study uses the Kemmish and Taggart research model which consists of 5 stages, namely; reconnaissance, planning, action execution, observation and reflection. The subjects of this study were students of class VIII K at SMP Negeri 2 Palu for the academic year 2021/2022 with a total of 13 students. Techniques for collecting interview data, observation, documentation, and written test assessment. After implementing the two cycles, the researcher found some effective ways to improve the speaking skill of the eight grade students at SMPN 2 Palu by using the method of retelling story through picture series in the academic year of 2021/2022. First, the action using retelling story through picture series could attract students’ attention and motivation in the teaching and learning process. Second, the students could have better understanding about the use of English in real situation since they got appropriate stimuli to practice the vocabulary they already know by seen the picture series. Third, they also had adequate opportunities to practice speaking in order to speak fluently and confidently. The combination of the use of retelling story through picture series and the communicative speaking activities, such as discussions, giving feedback to each other and retelling a story were able to make the students speak English. The feedbacks given by the researcher and their team members in groups were able to make them aware of their mistakes and did not repeat them. They were able to make the students more active in joining the group discussion or sometimes giving instant comments in some cases. Some students still mixed the English and Indonesian in the discussion but they followed the activity enthusiastically in the lesson. Therefore, the teaching and learning process became more interactive and communicative