THE USE OF VISUAL RESPONSE SYMBOL TO IMPROVE STUDENTS’ SPEAKING FLUENCY IN SUMMARIZING READING TEXTS OF INTERMEDIATE 3 CLASS IN LB LIA PALEMBANG

Abstract

to make and share meaning about reading text through the creation of visual
representations. This interpretative strategy, known as " visual response symbol,"
involves learners in creating symbols, pictures, and other non-linguistic signs to
signify ideas generated through reading. The focus of the study was to investigate if
visual response symbols technique could improve students’ fluency in summarizing
reading texts. The study supports teaching practices that provide opportunities for
students of all ages to make and share meaning through multiple sign systems. The
sample was 17 students of IN 3 level of LBPP LIA Palembang in term II/2016. The
data were obtained by means of observation, teaching journals and video recordings.
Based on the result of the data analysis, it was found out that there was a significant
difference of students’ fluency in speaking up their summary of the reading texts
after implementing the visual response symbols. It was also found out that the
samples had positive attitude toward the use of visual response symbols. They also,
subconsciously, developed their 4Cs (Critical thinking and Problem solving,
Communication, Collaboration, Creativity and Innovation) as they should find any
strategy in order to produce words to tell their friend the summary of the reading
texts they have read. Despite its satisfied finding, this class action research should be
considered a preliminary technique that needs to be furthered by applying methods
that are more comprehensive in order to promote students’ fluency in speaking as
well as develop their 4Cs.