1. CHAPTER II REVIEW OF RELATED LITERATURE A. General Concept of Speaking 1. Definition of Speaking In Oxford Learners Pocket Dictionary, Speaking is say things or express opinions, feeling, ideas, etc.1 While in another words Glenn Fulcher said that speaking is the verbal use of language to communicate with other.2 Speaking is a skill which deserves attention every bit as much as literary skills, in both first and second language. To most people, mastering the speaking skill is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language.3 Speaking is so much a part of daily life that people take it for granted. The average person produces tens of thousands of words a day, although some people, like auctioneers or politicians-may produce even more than that. So natural and integral is speaking that people forget how they once struggled to achieve this ability-until, that is, they have to learn how to do it all over again in a foreign language.4 Speaking skill could be a talent, whereas a good skill needs practice and knowledge, people often performs the way shape of their cloth. Nonetheless they forgot to main their utterances to be well performed. Speaking in a second language has often been viewed as the most demanding of the four skills. When attempting to speak, learners must their thoughts and encode those ideas in the vocabulary and syntactic structures of the target language. Depending on the formality an importance of the speech situation (and their own personal linguistic propensities), the learners may also attempt to monitor their output. In conversation and other interactive speech events, the 1 Oxford, Oxford Pocket Learners Dictionary, (New York: Oxford University Press, 2003), p. 414. 2 Glenn Fulcher, Testing Second Language Speaking, ( Britain: Pearson Education ltd, 2003), p. 23. 3 David Nunan, Guralnik, Language Teaching Methodology a Textbook for Teachers, (NY: Phoenix Ltd, 1995), p. 593. 4 Scott Thornbury, How to Teach Speaking, (Longman, Pearson Education ltd, 2005), p.1.

2. speakers must attend to the feedback from their interlocutors and observe the rules of discourse used in target culture. Phonological consideration add of the task, especially for adult learners, as spoken strive to achieve good pronunciation. The speed of such interaction is also an issue because there may not be adequate time for processing either outgoing speech or incoming messages at the typical rate of native speaker interaction. All of these factors combine to make speaking in a second or foreign language a formidable tasks for language learners. Yet for many people, speaking is seen as the most important skill. The desire to communicate with others, often face to face and in real time, drives people to attempt to speak fluently and correctly. There is a dynamic tension caused by the competing needs for fluency and accuracy during natural speech.5 People can define speaking as the way to carry out our feeling through words, conversation with other. Speaking also used to communicate as by talking, to make a request, to give opinion, to make a speech. It means that they always use it in their daily life, because without speaking they will be a dumb and never know everybodys means. 2. Teaching Speaking In oxford Pocket Learners Dictionary, the definition of teaching is giving lessons to (a person) : give a person (knowledge, skill, etc)6 . While speaking means to make use of words in produce the sounds to conveying message. Therefore teaching speaking is giving instruction to a person in order to communicate with the other persons. Teaching and learning process of English in Senior High School is based curriculum. The latest approach stressed that students learn language not as a knowledge but students learn language as the tool of their communication. The basic language assumptions are: a. Language as means of communication is used to express meaning grammatically. b. Learning a foreign language is how to communicate using that language itself as a target language, written or orally. They are supported by the elements of the target language. 5 Jack C. Richards, New Ways in Teaching Speaking, (USA: Pantagraph Printing, Bloomington, Illinois, 1994), p. 1. 6 Oxford, Oxford Pocket Learners Dictionary, (New York: Oxford University Press), p.443. 3. Teaching speaking in second or other languages, the teacher must mastery the grammar and enriches some vocabulary and the teacher must be able to make sentences which he or she pronounce properly and hey presto.7 3. The Roles of the Teacher in Speaking Class Speaking is a means to communicate with other people, it can be done in monologues and dialogues. So speaking needs roles that can control humans speaking. If there is no roles in speaking, the process of communication will find a lot of problem. The problem that can appear by the teacher in speaking class is so complicated, such as the students who are mostly unconfident to speaking in front of class. It is so difficult for the teacher to make them speak, the students not only unconfident to speak up but also they are poor in vocabulary in their minds. So the teacher has important role in encouraging students to speak. The role of the teacher in the classroom can affect the success of teaching and learning process. According to Jeremy Harmer, in his book, said that the aim of all the teacher roles is to facilitate the students progress in some way.8 Teacher should play such different roles in teaching speaking. Harmers states the roles as follow: a. Prompter: Students sometimes get lost for words, cannot utter next, or in some other way lose the fluency the teacher expects of them. The teacher can ignore them to struggle out of situation on their own, and indeed sometimes this may be best option. However, teacher may be able to see the activity progress by offering discrete suggestion.9 b. Participant: Teacher should be a good animators when asking students to produce language. Sometimes this can be achieved by setting up an activity clearly and with enthusiasm. At other times, however teachers may want to participate in discussion or role play themselves. That way they can prompt covertly. Introduce new information to help the activity along, ensure continuing students engagement, and generally maintain creative atmosphere. However in such 7 Scott Thornbury, How to Teach Speaking, (Longman, Pearson Education Limited ), p. 1. 8 Jeremy Harmer, The Practice English Language Teaching, (Great Britain: Pearson Education Limited, 2001), 3rd Ed, p. 271 9 Jeremy Harmer, The Practice English Language Teaching. p.276. 4. circumstances they have to careful that they do not participate too much, thus dominating the speaking and drawing all the attention to them.10 c. Feedback provider: When students are in the middle of a speaking activity, over- correction may inhibit them and take the communicativeness out of the activity. On the other hand, helpful and gentle correction may get students out of the mistakes or errors they have made.11 4. Basic Types of Speaking According to Brown, there are some basic types of speaking to get a good speaking performance that can be applied and carried out by students in their classroom. And those are :12 a. Imitative is ability imitate a word or phrase or a sentence. The criterion performance in this case included phonetic level of oral production, a number of prosodic, lexical, and grammatical properties language. b. Intensive is the production of short stretches of oral language designed to demonstrate competence in grammatical, phrase, lexical, phonological relationships (such as prosodic elements-intonation, stress, rhythm, juncture). c. Responsive is interactions and test comprehension. Usually short conversation, standard greetings and small talk, simple request and comment also included. 10 Jeremy Harmer, The Practice English Language Teaching. p.276. 11 Jeremy Harmer, The Practice English Language Teaching. p. 276. 12H. Douglas Brown, Language Assessment :Principles and Classroom Practice, (New York : Pearson Education 2004), p. 141-142 5. d. Interactive includes multiple exchanged or multiple participants and can use the two forms of transactional language to convoy specific information or interpersonal exchanges, oral production can become pragmatically complex which are used colloquial language, ellipsis, slang, humor, and other sociolinguistic conventions. e. Extensive (monologue) oral production tasks include speeches, oral presentation, and storytelling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to non verbal responses) or ruled out altogether. Language style is frequently more deliberative (planning is involved) and formal for extensive tasks, but we cannot rule out certain informal monologues such as casually delivered speech (for example, my vacation in the beach, recounting the plot of a novel or movie) In other book, Brown said that there are six types of speaking performance. They are imitative, intensive, responsive, transactional, interpersonal, and extensive. Transactional-Dialogues conducted for the purpose of information exchange, such as information-gathering interviews, role-plays, or debates.13 Interpersonal dialogue carried out more for the purpose of maintaining social relationships than for the transmission of facts and information. These conversation are a little trickier for learners because they can involve some or all of the following factors: a casual register, colloquial language, emotionally charged language, slang, ellipsis, sarcasm and a covert agenda.14 5. Techniques of Teaching Speaking Teaching speaking is started at introducing students how the native speaker usually uses English in communicating. And ask them to imitate the new language (English) as the natives do. It is continued then to guide students to a point where they can begin to judge whether their sound productions are correct or not. At this point, teacher is no longer primarily to correct, but he or she supposed to 13 H. Douglas Brown, Teaching by Principles, (New York Pearson Education, 2001), p. 271. 14 H. Douglas Brown, Teaching by Principles. p. 271. 6. encourage students to practice speaking the target language. Finally the students are required to be used to practice and do oral drill. According to Jeremy Harmer in The Practice of English Language Teaching, there are some activities conducted in teaching speaking:15 1) Acting from a script We can ask our students to act out the scenes from plays and /or their course books, sometimes filming the result students will often act out dialogues they have written themselves. This frequently involves them in coming out to the front of class. 2) Communication games Games which are designed to provoke communication between students frequently depend on an information gap so that one student has to talk to a partner in order to solve a puzzle, draw a picture (describe and draw), put things in the right order (describe and arrange), or find similarities and differences between pictures. 3) Discussion One of the best ways of encouraging discussion is to provide activities which force students to reach a decision, often as a result choosing between specific alternatives. The buzz group can be one way in creating discussion. Here students have a chance for quick discussion in small groups before any of them are asked to speak in public. Because they have a chance to think of ideas and the language to express them before being asked to talk in front of the class, the stress level of that eventual whole- class performance is reduced. 4) Prepared talks A popular activity is the prepared talk where a student( or students) makes a presentation on a topic of their own choice. Such talks are not designed for informal spontaneous conversation; because they are prepared, they are more writing-like than this. However, if possible, students should speak from notes rather than from a script. 5) Questionnaires 15 Jeremy Harmer, The Practiced English Language Teaching. p. 271-274. 7. Questionnaires are useful because, by being pre-planned, they ensure that both questioner and respondent have something to say each other. Depending upon how tightly designed they are, they may well encourage the natural use of certain repetitive language patterns-and thus be situated in the middle of our communication continuum. Students can design questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design process. The results obtained from questionnaires can then form the basis for written work, discussions, or prepared talks. 6) Simulation and role-play Many students derive great benefit from simulation and role-play. Students stimulate a real-life encounter (such as a business meeting, an encounter in an aero plane cabin, or an interview) as if they were doing so in the real world, either as themselves in that meeting or aero plane, or taking on the role of a character different from themselves or with thoughts and feelings they do not necessarily share. Simulation and role play can be used to encourage general oral fluency, or to train students for specific situations especially where they are studying English for Specific Purpose. B. General Concept of Media 1. Definition of media Based on Oxford Learners Pocket Dictionary, medium (plural media) is Something which is used for a particular person.16 In other source, the word media is derived from the Latin medius 2. Types of media According to Listyaninng Sumardiyani and Zulfa Sakhiyya in their book, said that there are mainly there major categories of media. They are audio, visual and audio visual.17 16 Oxford , Oxford Learners Pocket Dictionary, (Oxford: Oxford University Press), 3rd Ed, p. 268. 17 Listyaning Sumardiyani and Zulfa Sakhiyya, Speaking for Instructional Purpose: Handbook, (Semarang: IKIP PGRI Press), p. 48. 8. a. Audio media Audio media is media that uses sound and voices to transfer message. There are several good reasons for using audio media: Audio media can allow learners to listen ideas and opinions in the voices of experts and other who lend authority and authenticity (radio, audiotape, audio conference). Audio media can allow learners to talk to experts and to other learners anywhere there is a telephone (audio conference). Audio media can provide source material, such as a conversation, for the learner to analyze or react to (audiotape). Audio media can talk the learner through a task, such as an experiment, when it would be disruptive to keep consulting written notes (audiotape). Audio media can provide sounds of important past events or sounds from settings that learners cannot expect to visit (radio, audiotape). b. Visual media Visual media is media that can captivate visual sense, actually the eyes. The form of visual media are : picture, moving picture or animation, flash card, etc. c. Audio-visual media Audio-visual media is a media that would captivate visual sense eyes and uses also sound and voice. For example : Movie, video, television, etc. Those media can be used in teaching according to the materials and students level and interest. The question of what media attributes are necessary from a given learning situation becomes the basis of media selection. Advertisement video is a kind of audio-visual media that used to teach students of eleventh grade in speaking of advertisement material. 9. Teacher uses this media in order to gives students new ways in how to be a good advertiser. Why researcher chooses these media? There are six principles when we want to use a media in teaching learning process, they are:18 1. The content of media must have significant relation with the lesson. 2. The use of media contributes to the teaching and learning process significantly. This aspect will be seen in the result of this project. 3. The cost or money spent is in accordance with the educational result derived from its use. 4. In choosing an audio visual media, a teacher should take into account the environment or school where teacher teaches. This school, have a Language Laboratory and computer Laboratory. 5. A teacher should thing weather the media has been tasted to certain students and consider if the tested are similar to the students whom he/she teaches. 6. There are data providing that the students learnt accurately through the use of media. 3. Video One of audio-visual media is video. The use of videotapes has been a common feature in language teaching for many years. Recently, it is rare for a publisher book That produce a course book without a video component added in, and generally teachers enliven their classes with off-air material or tapes for language learning. 1. The reasons why teacher use video in teaching and learning process There are some reasons why video can add a special, extra dimension to the learning experience: Seeing language-in-use: one of the main advantages of video is that students do not just hear the language, they see it too. 18 Azhar Arsyad, Media Pembelajaran, ( JKT: PT Raja Grafindo Persada, 2003), p. 72 10. Cross-Cultural Awareness: video uniquely allows students a look at situation far beyond their classroom The power of creation : when students use video cameras themselves they are given the potential to create something memorable and enjoyable. Motivation : for all reason so far mentioned, most students show an increased level of interest when they have a chance to see language in use as well as hear it, and when this coupled with interesting tasks.19 C. General Concept of Text 1. Definition of Text In general, text is an article we often read. We know that human beings are different from other creatures. We live in a world of words. When these words are put together to communicate a meaning, a piece of text is created. They will think to express their expression their expression. We can say that human need to express their own in many ways that can be understood by others. Human can use a text as one of the ways their own. A text is creating any stretch of language which is held together cohesively through meaning.20 It means that when we use language to write, we are creating and constructing a text. When we read, we are interpreting texts. Moreover, when we talk and listen, we are also creating and interpreting texts. Halliday and Hasan said that a text is a social exchange of meanings.21 The meaning of a sentence may have different meaning according to the context. For example, I am buying a drink for everybody here, and the mean of that sentence is one drink for all or one drink for each. Therefore, if we are a teacher, we must be able to develop students abilities to exchange the meanings in different points of sentence. 2. Types of Text There are two main categories of text. They are literary and factual. Within these are various text types. Each text types has a common way of using language. a. Literary text 19 Jeremy Harmer, The Practice of English Language Teaching, p. 282. 20 Susan Feez and Helen Joyce, Text-Based Syllabus Design, (Sydney: Macquarie University, 2002), p. 4. 21 M. A. K. Halliday, & Ruqaiya Hasan, Language, Context, and Text: Aspect of Language in Social Semiotic Perspective, (Hongkong: Oxford University Press, 1984), p. 11. 11. Literary text is a text that appeals to our emotions and imaginations. Literary text can make laugh or cry, think about our own life or consider our beliefs. Literary text includes aboriginal dreaming stories, movie scripts, limericks, fairy tales, novel, song lyrics, mimes and soap operas. Media text such as films, videos, television shows and CDs can fall in this category. There are three main text types in this category : recount, poetic and dramatic.22 b. Factual text Factual text is a text that presents information or ideas and aim to show tell or persuade the audience. This text includes advertisements, announcements, internet website, current affairs show, debates, recipes, reports and instruction. The main text types in this category are recount, response explanation, discussion, information report, exposition and procedure.23 D. Kinds of Short Functional Texts Curriculum KBK dan KTSP 2006 for English subject adopt genre concept that substitute old concept that learned text based on theme that called Thematic Approach. This old concept limits students skill in comprehend and write a text because the texts usually monotonous and not develop. This new curriculum appears based on Stage Literacy concept ( Kewicaraan dan keaksaraan) that is stated by Wells (1987). Actually we can divide literacy stage into four stage: 1. Performative : in this stage the students only mastery read, write, and speak with symbol simple language . 2. Functional in this stage students can their daily need, like communication in their daily life context. 3. Informational : in this stage students can access knowledge and information from other country with their language. 22 Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Macmillan Education Australia 1997). p. 1. 23 Mark Anderson and Kathy Anderson, Text Types in English, p. 1. 12. 4. Epistemic : students are expected can transformed/ share their knowledge. Therefore, literacy become focus in learning English so that kinds of texts that is recommended is kinds of text that support achieve literacy stage academic. One of the kinds of texts that can support in teaching and learning English is Short Functional Text. Short Functional Text is a short text that has social function to inform something.24 We call short Functional Text because the text is short and has specific information. Each short functional text has specific language features. In English revolution book, is written that there are kinds of short functional texts:25 1. Announcement Announcement is something that said, written or printed to make known what has happened or (more often) what will happen26 2. Advertisement Advertisement is a notice or display that is used to persuade people to buy some products.27 3. Invitation28 Invitation is the message or note used in inviting. The function of invitation is to ask someone to go a place or to do something. 4. Brochure A brochure or pamphlet is a leaflet advertisement. Brochures may advertise locations, events, hotels, products, services, etc. They are usually succinct in language and eye-catching in design, and usually using a headlines.29 24 http://Im A Dreamer Short Functional Text.html, retrieved on 19 July 2012 25 Alexander Mongot Jaya & Rohmadi AF, English Revolution, (Jepara: Mawas Press, 2008), p. 64 26 Bachtiar Bima M & Cicik Kurniawati, Lets Talk, (Bandung: Pakar Raya Pustaka, 2005), p. 94 27 http://e-englishlab.blogspot.com/2011/01/short-functional-text-advertisement.html, retrieved on 31 March 2012 28 http://Im A Dreamer Short Functional Text.html, retrieved on 19 July 2012 13. 5. Job vacancy Job vacancy is focused on helping job seekers at all stages of their working life.30 6. Banner A banner is a flag or other piece of cloth bearing a symbol, logo, slogan or other message.31 7. Poster A poster is any large piece of printed paper designed to be attached to a wall or vertical surface.32 8. Letter of Application Letter of Application is a document sent with your resume to provide additional information on your skills and experience.33 E. Advertisement Advertisement is a notice or display that is used to persuade people to buy some products.34 Advertisements can be found in TV, Internet, radio, news paper, magazine or along the road. In dialogue advertisements, the researcher mostly uses the simple present tense. The purpose of advertisement is to persuade people to buy some products. 1. Language that usually used to make an advertisement :35 a. Simple 29 http://hidaeliska.wordpress.com/2010/06/27/short-functional-text/, retrieved on 31 March 2012 30 http://www.jobvacancies.org/, retrieved on 03 September 2012 31 http://en.wikipedia.org/wiki/Banner, retrieved on 03 September 2012 32 http://hidaeliska.wordpress.com/2010/06/27/short-functional-text/, retrieved on 31 March 2012 33http://jobsearch.about.com/od/jobsearchglossary/g/letterofapplication.htm, retrieved on 03 September 2012 34 http://e-englishlab.blogspot.com/2011/01/short-functional-text-advertisement.html, retrieved on 31 March 2012 35 http://inibapakbudi.blogspot.com/2011/02/short-functional-text.html, retrieved on 10 Mei 2012 14. b. Clear c. Using positive expression d. Persuasive 2. Content of advertisement: a. Objective and honest b. Brief and clear c. Not allude group or other producer Example of good advertisement: You C 1000 mg health drink Vitamin Lemon and Vitamin Orange Healthy Inside, Fresh Outside 3. Every advertisement has a message to persuade public in order to buy and use certain product. Example of advertisement with the key words: You C 1000 mg health drink Vitamin Lemon and Vitamin Orange Healthy Inside, Fresh Outside. Healthy Inside, Fresh Outside is the message. 4. Language Focus Language feature of advertisements using simple present tense. The present tense indicates that an action is present, now, relative, to the speaker or writer. Generally, it is used to describe actions that are factual or habitual things that occur in the present but that are not necessarily happening right now. The some patterns of simple present tense are:36 a. Verbal sentence (+) I, You, They, We + V1 + O He, She, It + V1 + s/es + V1 + O (-) I, You, They, We + dont + V1 + O He, She, It + doesnt + V1 + O (?) Do + I, you, they, we + V1 + O 36 Alexander Mongot Jaya & Rohmadi AF, English Revolution, p. 149 15. Does + he, she, it + V1 + O? Example : (+) We go to school every day. (-) We dont go to school every day. (?) We dont go to school every day. b. Nominal Sentence (+) S + is / am / are + adjective/noun/adverb. (-) S + is / am / are + not + adjective/noun/adverb. (?) Is / Am / Are + S + adjective/noun/adverb. Example : (+) I am a teacher. (-) I am not a teacher. (?) Am I a teacher? F. Advertisement Video in Language Learning 1. General Concept of Advertisement Video Advertisement video is a kind of audiovisual media. This audiovisual media can use to teach speaking English. In this activity, students must become an advertiser to promote certain product in front of class. Every student gets one product and must advertise it. The purposes of this activity are to train students skill in communication become an advertiser. This method is to make students easier to express their ideas in practicing to be an advertiser and make learner process more enjoyable. Videos are one of the audio-visual aids that can be used in teaching speaking. It makes learning process more interesting and students will not bore. It also can be used in creating situation for speaking classes more clearly. Videos as aids are clearly in dispensable for language teacher since they can be used in so many ways. The teacher can teach vocabulary easily through videos it means students can find any difficulty words from the videos, then they will share with their teacher. Video can also teach pronunciation it means students can learn how to pronounce words correctly through videos. 16. 2. Types of video According to Jeremy Harmer, there are three basic types of video which can readily be used in class.37 a. Off air programmes : programmes recorded from a television channel should be engaging for our students, and of sensible length. We have to consider their comprehensibility too. Apart from overall language level, some off-air video is also extremely difficult for students to understand, especially where particularly marked accents are used or where there is a high preponderance of slang or regional vernacular. b. Real-world video: there is no reason why we and our students should and use separately published videotape material such as feature films, exercise manuals, wildlife documentaries or comedy provided that provided that there are no copyright restrictions for doing this. c. Language learning videos : many publishers now produce free-standing language learning videos-or videos to accompany course books. Frequently they have accompanying workbooks. The main advantage of specially made videos is that they have been designed with students at a particular level in mind. They are thus likely to be comprehensible, designed to appeal to students topic interest, and multi-use since they can not only be used for language study, but also for a number of other activities as well. 3. Advertisement video to teach speaking of advertisement The functions of advertisement video are to practice to advertise the certain product with good pronunciation, use appropriate words, and fluently with good expression. By listen and watch video advertisements students can try to be good advertiser like the models in the advertisements video who are become the advertisers. a. The benefits of using advertisements video Videos are all right for children up to teenager. There are many benefits of advertisement video in a teaching process, they are: 1. Learning becomes more interactive 2. Students more enthusiastic in learning speaking 37 Jeremy Harmer, The Practice of English Language Teaching, p. 284. 17. 3. The quality of learning can be improved 4. Each student has proportionally more chance to speak and therefore to be involved in language use. 5. The positive attitude of students toward what they are learning and process it self can be enhanced. b. The weakness of using advertisement video 1. Teacher needs an extra time to prepare some videos 2. Teacher should give directions clearly before video is played in order to avoid noisy class during video is playing. c. The procedures of advertisement video Study is doing something, imitating, and observing. Study can be maximum if students more of using the five senses, they can more attractive to express something with their five senses. Advertisements video is an audio-visual media is very suitable to students in Senior High School. If the students are given interesting language learning video, they used their five senses more maximum, because they used eyes to saw the video, used ears to listen the dialogue or monologue from the video, used mouth to communicate become advertiser. So, the researcher hopes with using advertisement video, students more active in class. There are steps of application advertisements video in teaching speaking of advertisements: 1. The teacher prepares advertisements video by records someone to advertise the product and also download some advertisement video from the internet 2. Teacher give some product to the students and ask them to examined the product 3. The teacher divides students in group 4. The teacher asks all member of groups to write the difficulties words that related to the product. (necessary limitation of the time 5. Then every group discuss and practice make dialogue to advertise certain product by their groups. 6. After that, every group perform in front of class to advertise certain product. 18. 7. Clarification/ conclusion/ teacher reflection This is example of strategy or method that can used as individual or collaboration with the other strategy based on the necessity. The researcher hopes advertisement video success to teach speaking of advertisements. So, the researcher must prepares the procedures o give regulations to the students, so that students can be understood with the researcher hope. There are preparation and procedures that in teaching by using advertisement video. 1. Preparation If want this media can more comfortable to teach speaking of advertisement, the researcher must prepare material that used to teach speaking of advertisement before give this media to students. And there are some preparations : The researcher make advertisement video by recording someone to become an advertiser that advertise Casablanca perfume. There is additional advertisement video from the internet. It is You C 1000 Vitamin lemon and Vitamin orange. The researcher chooses this advertisement because in this advertisement use English and has been advertised by Miss Universe 2008, Dayana Mendoza so that the students will easy to listen pronunciation. 2. Procedures: There are some procedures of advertisement video to teach speaking of advertisement, the procedure are : a. Teachers preparation ; first, teacher should prepare the material. b. 1) Explaining the advertisement content briefly 2) Explaining some important parts that must be noticed while watching advertisement video. c. Presentation; after preparing audience, advertisement video is played. d. Continuation activity ; this activity can be write some words related advertisement. 19. e. Teacher gives chance to the students in order to choose their partner maximally four persons every groups. f. Teacher provides some product to be advertised by every group like: Oreo orange flavor, Puteri Body Splash Bouquet, Say candy, Casablanca perfume and You C 1000 mg Vitamin Orange and Vitamin Lemon. g. Students work with their team in order to make good performance. h. Teacher asks every group to perform in front of the class. d. The Transcript of advertisement video of Casablanca perfume and You C 1000 mg Vitamin Lemon and Vitamin Orange. a. The transcript of Casablanca advertisement Lia: Hi sis, you look so beautiful? Where are you going? Ani: I want to go to party. Lia: Why you dont invite me? Ani: Sorry, because I will go to with my boy friend Lia: It doesnt matter, wait..wait your smell is so strong, what perfume did you use? Ani: I use this one,,, Lia: I think,, you will better to try Casablanca Ani: Casablanca?? Ok, let me try! Hmmmm. It smells is so soft and fragrance. Do you wanna go to party and do lot of activities?? Just shake and spray Casablanca make perfect your appearance. b. The transcript of You C 1000 Vitamin Orange and Vitamin Lemon. I believe health is wealth What is look well from the outside starts from the inside I drink You C 1000 Vitamin Lemon and Vitamin Orange with 1000 mg vitamin to keep my immune system healthy. You C Vitamin Lemon and Vitamin Orange . Healthy inside, Fresh Outside 20. These are preparations and procedures of advertisement video to teach speaking of advertisement. Although this method can make class noisy, the researcher hopes this technique make students more active and not shy to speaking in front of the class. And the researcher hope advertisement video can be successful in Senior High School and useful to the students. G. PREVIOUS RESEARCH There are three previous research related to this study. First research with the title The Effectiveness of Teaching English Verb by Using Cartoon Film was done by Margono (053411284), Faculty of Tarbiyah, Walisongo State Institute For Islamic Studies Semarang, 2011. This study was done with second grade students of SMP Negeri 18 Semarang in the Academic Year of 2010-2011. He did this study because he wants to deliver English Verb material by new media that can make students easier to understand with material. The result of the research shows that the experimental class (the students who are taught using cartoon film as a medium has the mean mark 74,23. Meanwhile the control class (the students who are taught using non cartoon film to facilitate students understanding in English Verb is more better than conventional teaching. The similarities between his research and the writers are on the research approach. The first difference is on the data participants and grade. In his research observed second grade Junior High School and the writer will observe the eleventh grade students of SMAN 1 Pegandon Kendal. The second difference is on the method of collecting data, whereas his research uses written test, while the writer will use spoken test and documentation. Second researcher is The Use of Role Play to Improve Students Speaking Skill in Transactional and Interpersonal. (An Experimental Research at the Eight Grade Students of MTs Negeri Kendal In the Academic Year of 2009-2010) was done by Isni Ainiyatil 21. Mardliyah (63411059), Tarbiyah Faculty, Walisongo State Institute For Islamic Studies Semarang. She did this study because she wanted to increase students speaking skill in Transactional and Interpersonal. Besides that she wanted to know the effectiveness of the use of Role Play technique in improving students speaking skill. The result of this study, it shows that Role Play was effective technique in improving students speaking skill. The similarity between her research and the writers is on the research approach and skill. The differences are on the data participants, that she observed eight grade of MTs and the writer will observe eleventh grade students of SMA N 1 Pegandon. The last researcher is The Use of Strip Stories to Teach Writing Recount Text (An Experimental study at MTs Negeri Margoyoso Pati Grade VIII in The Academic Year of 2008/2009), was done by Ninik Kholifah (3104337), Tarbiyah Faculty, Walisongo State Institute For Islamic Studies Semarang. The result of this study, there was a significant difference between writing skill improvement of students taught by strip stories and taught by lecturing conventional learning in writing recount text. The similarity between her research and the writers is on the research approach. The difference is on the data participants and grade. In his research observed eight grade MTs Negeri Margoyoso Pati and the writer will observe the eleventh grade students of SMA N 1 Pegandon Kendal. Besides that, the skill is also different. In her research focused in writing skill, while the writers speaking skill. H. Hypotheses Based on the result of those literature review and previous research, the writer trusts there is a significant difference of grade in speaking test achieved by the students 22. who have been taught using advertisement video from those who have been taught without using advertisement video.