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i IMPROVING THE STUDENTS’ SPEAKING SKILLS BY USING VIDEO FOR THE TENTH GRADE OF SMK PGRI 2 SALATIGA IN THE ACADEMIC YEAR OF 2018/2019 A GRADUATING PAPER Submitted to the Board of Examiners as a partial fulfillment of the requirement for the Degree of Sarjana Pendidikan (S.Pd) By: FITREEYA WAEDENG 113-14-167 ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2018

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IMPROVING THE STUDENTS’ SPEAKING SKILLS BY USING VIDEO

FOR THE TENTH GRADE OF SMK PGRI 2 SALATIGA IN THE

ACADEMIC YEAR OF 2018/2019

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirement for

the Degree of Sarjana Pendidikan (S.Pd)

By:

FITREEYA WAEDENG

113-14-167

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2018

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MOTTO

No matter how tired you are, just keep going

~Guidepost og light~

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DEDICATION

This graduating paper is sincerely dedicated to:

My Lord, Allah SWT who always giveing me spirit me and healthy.

My beloved parents, “Danial” and “Juwariati”; you are my inspiration and

my treasure.

My beloved brother “Muhammad iqbal Waedeng”, and my beloved sister

“Nurafni waedeng” who give me support to finish this graduating paper.

My beloved grandmother “siti” who always pray to me to finish this

graduating paper.

My beloved partner “Ainunnuha”. Thanks for your support and hleping.

My lovely friend Devi Indiyani who always helps me and gives me

motivation to finish my graduating paper.

My best counselor of graduating paper in Mrs. Setia Rini‟s group that

support me to finish this graduating paper.

All of lectures of English Department of Education Faculty state Institute for

Islamic Studies(IAIN) Salatiga especially for my honorable mentors

(Moh.Khusen,M.Ag,)

All big family friends of IAIN Salatiga,all of the students especially the

participants of this research.

All my beloved people who cannot be mentioned.

My big family TBI 2014 that support my education and finish this

graduating paper.

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All of books, article, journals, graduating papers, and texts that I use to

support my research.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

Assalamu‟alaikumWr.Wb.

Alhamdulillahirobbil‟alamin, all praises be to Allah SWT, the Most

Gracious, and The Most Merciful who always bless and help the writer so the writer

can finish the graduating paper. Bless and mercy are upon great the Prophet

Muhammad SAW for his guidance that leads the writer to the truth.

However, this paper will not be finished without supports, advices, help and

encouragement from several people and institution. Hence, the writer would like to

express special thanks to:

1. Mr. Dr. Rahmat Hariyadi, M.Pd., the Rector of State Institute for Islamic

Studies (IAIN) of Salatiga.

2. Mr. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty

(IAIN) of Salatiga.

3. Mrs. Noor Malihah, Ph.D, the Head of English Education Department of

Teacher Training and Education Faculty (IAIN) Salatiga.

4. My counselor, Dr. Setia Rini, M.Pd. who gives great attention, suggestion

and guidance for this graduating paper from chapter 1 until chapter 5.

5. All of lecturers and staffs of State Institute for Islamic Studies (IAIN) of

Salatiga

Salatiga, September 26th

2018

The writer

Fitreeya Waedeng

113-14-167

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ABSTRACT

Waedeng,Fitreeya. 2018.ImprovingThe Students‟ Speaking Skills By Using Video

for the tenth grade of SMK PGRI 2 SALATIGA in the Academic year of

2018/2019.A Graduating Paper. English Education Department. Teacher

Training and Education Faculty.State Institute for Islamic Studies Salatiga.

Counselor: Dr. SetiaRini, M.Pd.

The objectives of the study are to find out the implementation of video and to

find the improvement students‟ speaking skills by using Video for the tenth grade

students of SMK PGRI2Salatiga in the academic year of 2018/2019. The numbers

of subject of the research are 29 students.

The methodology of research is classroom action research. The techniques of

collecting data were pre-test and post-test (oral test) to find out the students‟ skills

by recording technique to find out the students‟ pronunciation, fluency, grammar

and vocabulary. The second technique of collecting data was observation checklist

to find out the students‟, teachers‟, utilization to Video activities. The third

technique of collecting data was field note to record the detail activities while doing

teaching and learning process in the classroom from the beginning until the end of

the teaching learning process.

The writer finds that there is a significant improvement on students‟ speaking

skills after treatments by using Video as media in cycle I and cycle II. The result of

pre-test cycle I is45.86% of the students who reach the passing grade. The total

presentation of the students who cannot reach the passing grade in the post-test

cycle I is 89.65%. T-test in the cycle I was 10.686 while t-table is 2.048 for df 27

and the significance 5%. Thus the sig. 2 (tailed) value < 0.05 and T-test is bigger

than T-table. Thus, Ha is accepted. Meanwhile, in pre-test cycle II there are

29students who can pass the passing grade, and the presentation is 68.96%.

Meanwhile, there are 31.03% who cannot reach the passing grade. T-test in the

cycle II is 15.977 while T-table shows 2.048 for df 28 and the significance 5%. The

sig. 2 (tailed) value < 0.05 and T-test is bigger than T-table. Thus, Ha is accepted.

The target presentation of the passing grade has been achieved. The implementation

of Video as media is successful to improve students‟ speaking skills.

Key Words: Video, Speaking skills

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TABLE OF CONTENTS

DECLARATION ................................................... Error! Bookmark not defined.

ATTENTIVE COUNSELOR‟S NOTE ................ Error! Bookmark not defined.

STATEMENT OF CERTIFICATION .................. Error! Bookmark not defined.

MOTTO .................................................................................................................. vi

DEDICATION ...................................................................................................... vii

ACKNOWLEDGEMENT ...................................................................................... ix

ABSTRACT .......................................................... Error! Bookmark not defined.

TABLE OF CONTENTS ....................................................................................... xi

LIST OF TABLE AND FIGURE ......................................................................... xv

CHAPTER I ............................................................................................................ 1

INTRODUCTION ................................................................................................... 1

A. Background of the Research ......................................................................... 1

B. Research Questions ...................................................................................... 3

C. Objective of the Research ............................................................................. 3

D. Significances of the Research ....................................................................... 4

E. Hypothesis and Success Indicator ................................................................ 4

F. Research Methodology ................................................................................. 5

1..Research design .................................................................................... 5

2.The subject of the research. .................................................................... 7

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3.The steps of the research ......................................................................... 9

4.Techniques of Data Collection and Research Instrument ..................... 10

5.Data Analysis ........................................................................................ 14

G. Graduating Paper Outlines ......................................................................... 16

CHAPTER II ......................................................................................................... 18

THEORETICAL FRAMEWORK ........................................................................ 18

A. Review of Previous Research ..................................................................... 18

B. Literature of Review.................................................................................26

1. The definition of Speaking .................................................................. 26

2.Genre of speaking ................................................................................. 27

3. Teaching speaking skills ...................................................................... 28

4. Assessing speaking .............................................................................. 32

C. Video.........................................................................................................33

1. Characteristics of video.......................................................................33

2. Types of Video.....................................................................................35

3. Advantages of using Video in the Teaching and Learning

Process...............36

CHAPTER III ........................................................................................................ 40

IMPLEMENTATION OF RESEARCH ............................................................... 40

A. Procedures of the Research ........................................................................ 40

1.Cycle I ................................................................................................... 40

a.Planning ................................................................................................ 40

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b.Acting...................................................................................................41

c.Observing.............................................................................................42

d.Reflecting.............................................................................................42

2.CycleII..................................................................................................42

a. Planning ............................................................................................. 43

b. Acting ................................................................................................ 44

c. Observing .......................................................................................... 45

d. Reflecting .......................................................................................... 45

B. Minimal standard of successful .................................................................. 45

CHAPTER IV ........................................................................................................ 46

RESEARCH FINDINGS AND DATA ANALYSIS ............................................ 46

A. Result of the Research ................................................................................ 46

1.Research Finding .................................................................................. 46

a. Cycle I ............................................................................................... 46

1) Planning ..................................................................................... 46

2) Acting ......................................................................................... 48

3) Observing ................................................................................... 57

4) Reflecting ................................................................................... 65

b. Cycle II .............................................................................................. 66

1. Planning ..................................................................................... 66

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2. Acting ......................................................................................... 67

3. Observing ................................................................................... 74

4. Reflecting ................................................................................... 81

2.Discussions ........................................................................................... 82

a. Implementation of Video to improve students‟ speaking skills for the

eleventh grade students of SMK PGRI 2 Salatiga in the academic year

2018/2019 .......................................................................................... 82

b. Improvement of students‟ speaking skills by using Video for the tenth

grade students of SMKPGRI 2 Salatiga in the academic year

2018/2019 .......................................................................................... 83

CHAPTER V ......................................................................................................... 89

CLOSURE ............................................................................................................. 89

A. Conclusion .................................................................................................. 89

B. Suggestion .................................................................................................. 89

REFERENCES ...................................................................................................... 91

APPENDICES

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LIST OF TABLE AND FIGURE

Figure 1.1 The Scheme based on Kemmis and McTaggart .................................... 5

Table 1.1 List of Students‟ Name ............................................................................ 7

Table 1.2 Research Schedule ................................................................................... 9

Table 1.3 Students‟ Observation Checklist ........................................................... 11

Table 1.4 Teachers‟ Observation Checklist .......................................................... 11

Table 1.5 The Use of Video Observation Checklist ................................................ 2

Table 2.1 Speaking Assessment ............................................................................ 31

Table 4.1 Form the Result of Students‟ Observation Checklist Cycle I ............... 56

i. Table 4.2 Form the Result of Teachers‟ Observation Checklist Cycle I ... 57

Form 4.3 Form the Result of Using Video Checklist Cycle I ............................... 58

Table 4.4 The students‟s score of pre-test and post-test cycle I ............................ 59

Table 4.6 Descriptive Statistics ............................................................................. 61

Table 4.7 Paired Samples Test .............................................................................. 62

Table 4.8 Form the Result of Students‟ Observation Checklist Cycle II .............. 73

Table 4.9 Form the Result of Teachers‟ Observation Checklist Cycle II ............. 73

Table 4.10 Form the Result of using Video Observation Checklist Cycle II ...... 75

Table 4.11 The Students‟ Score of Pre-Test and Post-Test Cycle II ..................... 75

Table 4.11 Descriptive Statistics ........................................................................... 77

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Table 4.12 Paired sample test ................................................................................ 78

Table 4.13 Count Passing Grade of Pre-Test and Post-Test Cycle I ..................... 82

Table 4.14 Analysis Table of Mean, Standard Deviation, T-Table and T-Test .... 83

Table 4.15 Count Passing Grade of Pre-Test and Post-Test Cycle II ................... 84

Table4.16 Analysis Table of Mean, Standard Deviation, T-table, and T-test ....... 85

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CHAPTER I

INTRODUCTION

A. Background of Research

The human life needs a tool to communicate with each other.

Language is one of the ways to communicate with other people According

Wibowo (2001:3), language is a system of symbols that are meaningful and

articulate sound (generated by said tool) which are arbitrary and

conventional, which is used as a means of communicating with a group of

human beings to give information and thoughts. In the world, we know that

every country has a different language. To collect these patents, human

makes international language to give a solution of easiest communication

with people in other countries and one of international language is English.

Learning English is an important subject that should be taught for

students starting elementary school untill university. Listening, Speaking,

Reading and writing are basic skills of English. Students must learn the four

aspects of English skills, which are related to each other. One of many ways

to improve students‟ ability of English subject is speaking.

According to Muhammad & Akbar (2016:44) Speaking is one of the

skills that is important in learning English. It is needed in almost every

teaching and learning process, to answer questions, to ask questions, to

conduct a discussion, to do a presentation, etc. But unfortunately rarely give

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student example of the situations and chances to speak. This condition has

an impact on students‟ motivation to learn to speak, hence the class tends to

be passive, even though the students know the answer to the questions, or

example.

The researcher tries to solve those problems and to improve the

students‟ speaking ability by using video . The video focuses on the process

of exposing the students to the example of situations and how to use

particular expressions, and also how to pronounce words appropriately.

Teaching by using video was chosen because according to Richards

and Renandya (2002) video is a very complicated media, which can coup

with variety of visual elements and great range of audio experiences in

addition to spoken language. Furthermore, Harmer (2001) states video as

teaching aid has several benefits, such as: students can see the language

being used, not only that, but also the expression and gesture; retrieved from

various sources, the topic of videos is adapted to the school syllabus and

curriculum for the participants.

Speaking has become a common trouble in learning English. The

students‟ inability to speak English fluently is caused by factors lack of

vocabulary, afraid of making mistakes, do not feel confident and how to

pronounce correctly. Video as effective media that can help students

improve speaking skill and how to learn English correctly, exciting and

using particular expressions, also how to pronounce words appropriately.

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Based on the above description, the researcher is interested in doing

a research entitled IMPROVING THE STUDENTS’ SPEAKING

SKILLS BY USING VIDEO FOR THE TENTH GRADE OF SMK

PGRI 2 SALATIGA IN THE ACADEMIC YEAR OF 2018/2019

B. Problem Formulations

The problem of this research can be stated as follows:

1. How is the implementation of using video to improve students‟speaking

skill for the tenth grade of SMK PGRI 2 Salatiga in the academic year

2018/2019?

2. How far is the improvement of students‟speaking skill by using video for

the tenth grade of SMK PGRI 2 Salatiga in academic year 2018/2019 ?

C. Objective of the study

In line with the formulation of the problem of study above, the objectives of

the study are:

1. To know and to find out whether video can improve students‟ speaking

skill for the tenth grade of SMK PGRI 2 Salatiga in the academic year

2018/2019.

2. To know and to find out the improvement of students‟speaking skill by

using video for the tenth grade of SMK PGRI 2 Salatiga in academic year

2018/2019

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D. Significances of the Research

The use of the research are as follows:

1. Practical benefit

a. The writer and the reader will know about the students speaking

development by using video as a tool in teaching English.

b. The teacher will know how far the students‟ ability in speaking session.

c. The teacher will know how the students integrate and organize the

knowledge by using Video.

2. Theoretical benefit

a. The researcher hope that this study be useful for another writer who will

conduct the similar research.

E. Hypothesis and Success Indicator

Based of interview with the English teacher, the students have problem to

speak fluently, the students had low vocabulary, had poor pronunciation, most of

the students were afraid to speak English in a class discussion and unfamiliarity

of using classroom English.

The success indicator of this research is taken from the students‟ Basic

Competence shown in Lesson Plan (RPP). The students‟ success and failure in

doing the activities in cycle I and II will be assessed by refering to the criterion

of the passing grade (KKM). The passing grade of English lesson in SMK PGRI

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2 Salatiga is 70. The teacher and the researcher expect that there are at least 80%

of students who pass the passing grade.

F. Research Methodology

1. Research Design

This research is CAR ( Classroom Action Research ).Action research

tries to take a study since it explores whether something can be done in a

better way or not. This type of research is done for the purposes to improve

local classroom practices. Action research provides a chance for teachers to

reflect on their own practices ( Cresswell, 2005:550). The researcher uses

classroom Action Research becouse the research wants to know the

improvement and the significant influence of using video to improve

students‟ speaking skill.

Figure 1. The Model of Action Research of Kemmis and Mc Taggart

( 1988,as citiced in Burn,2010 )

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In line with planning, the researcher conducts investigation first

perior to carry out the research. It is done to identify what problems deal

with by the teacher in teaching situation are and what potential

improvements making possible to solve those problems are ( Kemmis and

McTaggart,1988,as cited in Burns,2010). Regarding action, it is

implementation of planning to the teaching situation. In terms of the

observing, it is conducted by the observer to observe all the action given

during the research. Concerning reflection, the effects of the action are

reflected, evaluated and described to improve the situation in the next cycle.

The classroom action research consists of several cycles in which

each cycle is composed of several meeting depend on the stage in process-

genre approach. The spiral of cycles will recur until a satisfactory result has

been achieved and stop until the time is felt enough ( Kemmis and

McTaggart,1988,as cited in Burns,2010).

a. Planning

At the planning stage, the researcher formulates some procedural

acts how to improve speaking skill by using video. The procedures are put

in two lesson plans.

b. Action

At the action stage, it is the implementation of techniques procedural

acts that have been planned at planning stage.

c. Observing

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Observing is one of the method used in collecting the data. The

researcher observes the teaching and learning process. In this stage, the

researcher prepares the observation checklist to know the condition of the

class when the action is done, the researcher and the English teacher discuss

about the result of the observation and find a good solution.

d. Reflection

Reflection is one of the method used in collecting data. This is used to

analize based on the data that have been collected in determining the next

action. Reflection is used to evaluate teaching-learning process in order to

know the improvement of speaking skill.

2. Research Subject

This study was conducted at the tenth grade of SMK PGRI 2 Salatiga, in

the academic year 2018/2019. the writer took one class group, X A. The

number of the participants were 29 students. They were 18 girls and 11

boys. It can be seen on the appendix.

Table 1.1 List of Students’ Name of X Class of SMK PGRI 2Salatiga

No. Students’ name Sex

1. A B S Male

2. A B K Male

3. A S S A Male

4. A S A Female

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5. E A Male

6. F A Female

7. F K W Male

8. G A Mele

9. G Male

10. H A Female

11. I S Male

12. K A A Male

13. L E C Female

14. M E F Female

15. M A N Female

16. M I F Male

17. N P R Female

18. O N S Female

19. P A W Female

20. R A P Female

21. R Female

22. S N S Female

23. S P S Female

24. S A F Female

25. S D S Female

26. S U R Female

27. V A R Female

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28. W Female

29. W L Female

3. Steps of the Research

In conducting the research, the researcher lists the steps by

summarizing the following research schedule. The research will be done on

August 2018 until September 2018. The table of the research schedule is

arranged as follows:

Table 1.2 Research Schedule

No. Date and time Activities Place and time

1.

July,24th

2018

Giving observation letter to one of

the administration staff at SMK

PGRI2 Salatiga

Office staff SMK

PGRI2 Salatiga

(09.00 WIB)

2.

July,31th

2018

Asking confirmation to the

administration staff of SMK

PGRI2 Salatiga

Office staff SMK

PGRI2 Salatiga

(09.00 WIB

3.

August,06th

2018

Giving consultation sheet to the

head of Curriculum of SMK

PGRI2 Salatiga

Office staff SMK

PGRI2 Salatiga

(10.00 WIB

4.

August, 08th

2018

Interview with the English teacher

in the preliminary study (before

classroom action research)

Teacher room

PGRI2 Salatiga

(09.00 WIB

5. Teacher room

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August,13th

2018

Meet the English teacher to do a

consultation about the lesson plan

SMK PGRI 2

salatiga (10.00

WIB)

6. August,14th

2018

Doing action in the class (cycle 1)

Pre-test, treatment

In the classroom of

Class X

7. August,31th

2018

Doing action in the class ( cycle 1)

Treatment ,Post-test

In the classroom of

class X

8. September,07th

2018

Doing action in the class (cycle 2)

Pre-test, treatment

In the classroom of

class x

9. September, 14th

2018

Doing action in the class (cycle2)

Treatment ,Post-test

In the classroom of

class X

4. Technique of Collecting Data and Research Instrument

Data collecting is usd to gather information. In this study the

researcher uses four data collectoin method namely, interview,

obsercation,tests,and documentation.

a Interview

According to Denzin in Gotez et.al(1984) in Rochiati

(2005:117),Interviews is a methode of collecting data by using

targeted dialogue or dialogue between the two parties, researchers and

informants, under the atmosphere of good interactions.Rochiati (

2005:1170),interviews is a way to know about a certain situation in

the classroom seen from another point of view. In this study, the

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writer uses semi structured interview to know the problem of

speaking faced by the taecher and students.

b. Observation

Observation is the way of collecting data by observing the

phenomena being researched. According to Arikunto (2006: 229),

“Observation is an effective ways to complete the research with

observation form as an instrument. A form contains about a

phenomena will be described”. In conducting action research, the

researcher observes the learning process. The learning process is

taught by the teacher, while the researcher only observes the teaching

learning process. The observation consist of two cycles. There are the

cycle I, and cycle II, the researcher uses observation checklist in order

to make more systematic. The observation sheet consists of students‟

and teachers‟observation checklist. The students‟observation

checklist as follows:

Table 1.2 Students’ Observation checklist

No. The students‟ Activity Yes No Description

1. Paying attention

2. Asking question

3. Responding to question

4. Accomplish task

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5. Being enthusiastic on video

Moreover, the teacher‟s observation sheet is also used by the

researcher to know the teacher‟s activities during the teaching and

learning process. It can be seen in the table below:

Table 1.3 teacher’ Observation Checklist

No. The teachers‟ activity Yes No Description

1. Prepared the material well

2. Greeting students before the

lesson begin

3. The teacher checking the students

4. Giving motivation

5. Reminding previous meterial

6. Giving an explanation of the

material

7. Use video to teach speaking skill

8. Giving opportunity for asking the

question

9. Help students‟ difficulties during

learning

10 Giving feedback after lesson

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Table 1.4 Using Video Checklist

No. Criteria Yes No Description

1. There is projector in class

tenth to shows video

Every class have projector.

2. The teacher uses smart

phone/laptop

The teacher used laptop to

show video.

3. The students uses smart

phone to find google

translate

The students used

smartphone to translate

some difficult word.

4. The teacher have internet

access to find video

The teacher have internet

access to fond video

5. The video is macth with

the material

All of video is macth with

material

a. Test

In this research, the researcher use a speaking test. There will

be two tests. They are pre-test and post-test.

A pre-test is required to find out student‟s basic ability in

speaking skills. The students are asked to make a dialog by

following the teacher‟s direction, there will be two pictures with the

theme of congratulations, students can choose one picture to make

dialog and perform in front of the class. The time given for the

students to do this, perform will be 3 minutes in pairs. The aim of

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this test is to know about the students‟ speaking skill before the

strategy was conducted.

Post-test will be given after the students have received the

treatments. The students are asked to make a dialog by following the

teacher‟s direction, there will three situation with the theme of

congratulations, students can choose one situation to make dialog

and perform in front of the class. The time given for the students to

do this, perform will be 3 minutes in pairs. The aim of this test is to

find out whether there will be a significant difference in students‟

speaking skills before the students were taught by using video and

after the students received the treatments and to see which aspect of

speaking skills improved the most after the implementation of using

video during teaching-learning process.

b. Documentation

“Students activity is one of the richest sources of qualitative

data. Any assignment or activity that involves a student creating a

document becomes a potential data source.” (Arikunto 2010:274).

The documentation will also use a camera to take a

photo,video and a check-list to look for the variable that had been

decided. during teaching and learning process.

5. Data Analysis

After collecting the data, the next step of this research is analyzing the

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data.In the analysis data, the researcher uses mixed methods to analyze

the data (Creswell,2012:16). There are two ways to analyze the data, as

follows:

a. Qualitative Data

In analyzing data, the writer uses qualitative technique data analysis

and quantitative technique data analysis. In analyzing qualitative data

collected based on words from a small member of individual thus the

participants‟ views are obtained and analyzed the data for description

( Creswell,2012:16).

b. Quantitative Data

In the other hand, quantitative technique data analysis is used to

know the result of the students‟ pre-test and post-test in order to know

whether using video could improve students‟ speaking skill or not. The

quantitative data is processed by the teacher and the researcher to get the

score of the students ( Creswell,2012:16 ). The maximum score is 100.

The process measurement based on :

1) Score the students‟ test

There are five components in scoring speaking; they are

pronunciation, intonation, fluency, grammar, and vocabulary.

The researcher uses an analytical scoring rubric to analyze the

data related to the students‟ speaking test (see appendix 2).

2) Calculate the result of the test

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After the scoring of students‟ test, the researcher calculates

the data using the t-test to determine there was a significant

difference in cycle I and cycle II. This research uses Statistical

Package for the Social Science (SPSS) for analyzing the data.

In practice, the researcher will use SPSS version 16.0.

I. Graduating Paper Outline

The graduating paper is divided into five chapters that consist of,

Chapter I contains the background of study, the statement of the problem,

the objectives of the study, the benefits of the study, the definition of key

terms, review of previous researchers, and outline of the graduating paper

and references.

Chapter II presents the review of related literature of the study such as

theoretical foundation which includes the use of improving speaking skill

by using video and how far the use of video improve students‟ speaking

skill after they are taught by using video.

Chapter III provides the methodology of the study and data about general

description of SMK PGRI2 Salatiga deal with the with the history, schools‟

condition, facilities, teachers and students condition.

Chapter IV explains the analysis data and description of study that includes

identification the students‟ skill in study speaking, the factors of the causes,

and discussion of finding number.

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Chapter V is closure at the end of the graduating paper that consists of

conclusions and suggestion.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discuss about literature of this study. To make

relevant about the study, the researcher explain about previous

research, They are teaching speaking, media and video.

A. Review of Previous Researchs

The first previous of study has been done by Megariani in 2017. The

subject of this research was the tenth grade students grade students that had

a problem in developing their speaking skill in English class. Therefore, the

researcher determined to use authentic videos in order to solve this problem

and improve students‟ ability in developing speaking skill. These authentic

videos are expected to attract students‟ attention as well as give good and

authentic models about delivering the message, speaking organization, idea

development, and transitions. The findings, from students‟ score, interview,

and observation, and its analysis indicate that the use of authentic videos

were effective enough in enhancing students‟ speaking content development.

Besides, students also learned how to pronounce certain expressions, use

good intonation in telling something, manage their facial expression and

body language when they speak with others, and so on. From results above, it

can be concluded that Video is an effective tool to improve students‟

speaking skills.

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The second research has been done by Damayanti & Floriasti 2017.

The subject of this research The actions were conducted from 11th October

to 22nd November 2016. The research subjects were 30 students of Class X

Multimedia Program The implementation of actions were using a video as

the teaching and learning media, involving the students in speaking

activities, using the classroom English during the teaching and learning, and

appreciating the students‟ participation and achievement. The results of this

research showed that there were some improvements in the speaking skill.

The students were motivated and enthusiastic to participate in the speaking

activities. They were more confident to speak. The teaching and learning

process was more interesting. They understood the material easily. based on

the findings, the writer concluded that the class X students can improve

speaking skill by using video.

The third research has been done by Hakim in 2016. This study aims

to find out the effectiveness of video to improve students‟ speaking ability

and to investigate the most improved aspect of speaking by video. The study

was conducted in one of Senior High Schools in Sukabumi. quasi-

experimental design was employed for this study. The study involved two

classes of eleventh grader which were divided into two groups; experimental

group and control group. Data were collected through pretest and posttest.

Furthermore, the use of video in teaching speaking also solved one of the

hardest aspects of speaking for students: pronunciation. It is showed by the

result between pretest score means and posttest score means from each

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aspect and pronunciation had biggest improvement with 0.67 difference

from pretest to posttest. For that reasons it is highly recommended that

teachers use video as media to teach speaking in classroom. It could be

concluded that teaching English by using video can improve the students‟

speaking ability.

The fourth research has been done by Dewi in 2016. The aim of this

study was to find out whether there was statistically significant

improvement of the students‟ speaking ability after the students were

taught through video clip. It was a quantitative research and the design of

this study was the pre-test post-test design. There were took 29 students of

MAN 1 Bandar Lampung participating in this study. Both the pre-test and

the post-test were used to collect the data. The result showed that there was

statistically significant improvement of the students speaking skill. This

indicates that video clip can improve students‟ speaking skills.

The fifth researchs has been done by Aryani & Rizkiyani in 2015.

The aim of this media is to improve the listening and speaking skills. The

students watched the English video educative first that is uploaded by a

native speaker. They will listen how each word is pronounced, then they

will retell what they have already heard of making a video. This video has a

purpose of improving speaking skill by remembering on the video

education that the students' have heard. The objects of this paper are the

students of English Department, Semarang State University. This paper

uses the mix method. Data is collected by the implementation of video

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educative learning, interview, and observation activity as primary data and

also other sources that related to the paper as a secondary data. The result

of the study is students can improve their listening and speaking skills of

English by using video educative on YouTube, so they can increase their

capability in English.

The sixth researchs has been done by Sofian & Suhartono in 2015.

This research focus on the use video conversation in teaching speaking at

seventh grade students in SMP Negeri 6 Pontianak in academic years

2014/2015. This research raise because the researcher interested to

described how a English teacher teaching by using video conversation. The

researcher used descriptive qualitative research with direct and indirect data

as technique of data collecting. The researcher conducted interview,

participant observation and documentation as tool of data collecting. The

research results show that it was more effective using video conversation in

teaching speaking at SMP Negeri 6 Pontianak. The students were easier to

understand what the teacher teach and explain. The students more interest

and active in the class. The teacher provided materials based on texts, such

as textbooks and LKS (Lembar Kerja Siswa) and the teacher searching the

videos appropriate with the material in internet. In addition, the teacher

provided the students with assessment that emphasizes the measurement

of learning outcomes in the form of students‟ competencies to do

something.

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The seventh researchs has been done by Oktapiana in 2015. The

main objective of this research was aimed to identify whether the use of

short video was influence in improving the students‟ speaking skill. The

population was the first year students of SMPN 22 Bandar Lampung in

academic year of 2014-2015 with a total number of 165 students. Out of

this population, 54 students were taken as sample. There were two groups,

each of which consisted of 27 students. One class became the experimental,

while the other one became the control group. Different treatments were

given to both groups, that was short video given to the experimental group

while the control group taught by traditional teaching. The test of speaking

was the instrument and then administered in two sections: pretest and

posttest. The score obtained was analyzed by using t-test formula. The

experimental data revealed two important results. First, adopting a

technique of short video technique could significantly improve the students‟

speaking skill because it was supported by sounds and pictures. The result

obtained from experimental group revealed that short video performed

better on the post test. Second, the final findings of this research were

formulated. From the t-test calculation of the pre-test of experimental group

was 1,416 and the post-test was 1,914. Whereas in control group the result

of pre-test was 1,239 and the post-test was 1,522. The result of this study

showed that the students taught by using short video technique got better

ability. By calculating the scores of the t-Test, the result was Pvalue 1%=

2,68, Pvalue 5%= 2,01. Moreover, the t-Test value was 6,92.It is described

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clearly that the t-Test value was greater that p value. This meant that the

application of short video technique was very effective. Therefore, it could

be concluded that short video technique improved the students‟ speaking

achievement.

The eighth research has been done by Riswandi in 2016. This study

aims at (1) describing to what extent the use of YouTube-based videos can

improve the students' speaking skill and (2) describing the teaching and

learning process when YouTube-based videos are implemented in the class.

The subject of the study is the seventh-grade students of one of Junior High

Schools in Surakarta. The study was conducted by using classroom action

research design. Furthermore, the data were collected through speaking

assessment and interview. The finding showed that there was an

improvement in the students' speaking skill. Some aspects which are

improved included students' fluency, vocabulary, pronunciation, grammar,

and content. To conclude the article, the result of the research and some

activities in teaching and learning activities that can help improve students‟

speaking skill are reviewed.

The ninth research has been done by Sutanti in 2016. The purpose of

the research is to identify how can video improve the students‟ vocabulary

mastery of first grade students at MTs Assyafi‟iyah Gondang in the

academic year of 2015/2016. The results of classroom action research

(CAR) is that video can be used to improve the students vocabulary

mastery achievement. That improvement could be seen through some

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points. The students‟ improvement can be clearly seen from the mean

score of the pre-test, post-test 1 and post-test 2. In the pre-test, the students

mean score was 58.53 point, in the post-test 1 the mean value was 68point,

while in the post-test 2 the mean value was 81.33 point. The total means

cores of cycle 2 was also higher than cycle 1. It clearly proved that the

ability of the students in vocabulary mastery was improved from cycle to

cycle after they had been taught through video. The Video given from the

teacher helps the students to improve their vocabulary mastery

achievement. By applying video, it help them avoid the same mistakes in

the future because the students were interested in it and would remember

the content of video. The teacher should also give the direct feedback if

there are some students who have mistakes.

The tenth research has been done by Sari in 2015. The objective of

this action research study was to improve the students‟ speaking skills at

class VII B of SMPN 2 Patuk in the Academic Year of 2014/2015 through

the use of videos. This action was conducted in two cycles. Each cycle

consisted of three meetings. The steps were reconnaissance, planning,

action and observation, and reflection. The researcher worked

collaboratively with the English teacher and the students. The data

collected were in the forms of qualitative and quantitative. The qualitative

data were gained through observing, interviewing the English teacher and

students, and taking photographs. The data were in the forms of vignetes,

interview transcripts, and photographs. While the quantitative data were

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obtained by conducting a pre-test and post test and the data were in the

forms of the students‟ speaking scores. In addition, this research

implemented five criteria of validity namely democratic validity, dialogic

validity, outcome validity, process validity, and catalytic validity. To get

the trustworthiness, the researcher used some triangulation principles such

as time triangulation and investigator triangulation. The results of this

research showed that using videos in the teaching and learning of speaking

was proved to improve the students‟ speaking skills in five aspects:

vocabulary, pronunciation, grammar, fluency, and comprehension. The

students were more enthusiastic in learning speaking. They could actively

involve in the speaking learning process. Moreover, the students were

more confident and fluent in speaking practices. By comparing the mean

scores of the students‟ pretest and post test, the researcher found that there

was improvement in each aspect. It was 2.5 to 3.5 for grammar, 2.6 to 3.8

for fluency, 2.4 to 3.7 for pronunciation, 2.4 to 3.9 for vocabulary, and 2.6

to 4.2 for comprehension.

In short, compared to the previous studies above, this research has

some differences from the previous ones such as the subject of the research

in which researcher examines about using Video to improve

students'speaking for SMK PGRI 2 Salatiga public school students since

there is no research that has been conducted for SMK PGRI 2 Salatiga

dealing with the implementation of Using video as a media; and the

purpose of the research, that is, To find out whether video can improve

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students‟ speaking skills since the previous studies do not deal with this

issue yet.

B. Literature Review

1. Definition of Speaking

There are many definitions of speaking that have been proposed by

some experts in language learning. According to Hakim (2016 : 44)

Speaking is one of the skills that is important in learning English. It is

almost needed in every teaching and learning process, to answer questions,

to ask questions, to conduct a discussion, to do a presentation etc.

Bailey and Savage in Celce-Murcia (2001: 163) state that for most

people, the ability to speak a language is synonymous with knowing the

language since speech is the most basic means of human communication.

They add that speaking in the second or foreign language has often been

viewed as the most demanding of the four skills.

According to Harmer (2001: 46) , speaking happens when two people

are communicating to each other. It is fairly clear that they are doing so for

saying something or delivering message and information. They have some

communication purposes and they select from their language store.

Thornbury (2001) in mentions that speaking is interactive and

require the ability to cooperate in the management of speaking turns. Further,

he adds the nature of speaking process means that the grammar of the

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spoken language differs in the member of significant ways from the

grammar of the written language.

Supporting the above definitions, Brown (2001: 267) processes that

when someone can speak a language it means that he can carry on a

conversation reasonably and competently. In addition, Pinter (2006: 55) says

that to be able to speak fluently, we have to speak and think at the same time.

Thus, it requires plenty and careful sources of skills. As supported by

Harmer (2001: 269), elements of speaking are the ability to speak fluently

on purpose and the ability to process information and “language on the spot”.

Speaking as a means to deliver opinions. Speaking ability is

important in language learning, because we can communicate through our

oral expression to gain much more information. In addition, Fulcher

(2003:23) defines that, speaking is the verbal use of language to

communicate with other”. By speaking ,people will be able to communicate

with other because they could deliver their ideas, opinions, feels, and

interact to each other.

From the above definition, it can be concluded that speaking is a

crucial part of second language learning and teaching. Dealing with the

importance of speaking in EFL, Stovall (1998) in Malihah (2010:88) states

those language need recognize that speaking involves three areas of

knowledge:

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a. Mechanics ( pronunciation, grammar, and vocabulary ): using the

right words in the right order with the correct pronunciation.

b. Function ( transaction and interaction): knowing when claity of

message in essential ( transaction/information exchange) and

when precise understanding is not required

( interaction/relationship building).

c. Social, culture, and norms ( turn-talking, rate of speech, length of

pause between speakers, relative roles of participants):

understanding how to take into account who is speaking to whom,

in what circumstances, about what, and for what reason.

2. Genre of Speaking

Nunan (in Brown, 2001:250) writes that generally there are

two types of spoken language, as follow:

a. Monologue

Brown states that monologue is the speaking where one

speaker uses spoken language for any length of time, such as in

speeches, lectures, readings, news broadcasts, and the like, then the

listener have to process the information without interruption and the

speech will go on whether or not the listeners comprehends what the

speaker means.

b. Dialogue

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It is different with monologue, Nunan says that dialogue is

the speaking that involves two or more speakers. The interruption

may happen in the speech when the interlocutor dose not

comprehend what the speaker say.

Like Nunan, according to Harmer (2007:343) finally, we

might make a difference between speaking, that is planed ( such as

lecture or writing speech) and speaking that is unplanned, such as a

conversation that takes place spontaneously.

3. Teaching Speaking Skills

Speaking is considered as a productive skill. Productive skills

used to put ideas into words. It means that students do not only keep

silent and listen to the teacher‟s explanation, but also should actively. In

this case, teacher should give opportunity to the students in order to the

students practice their speaking skill.

In teaching class, teacher plays an important role because teacher

is the key for the students to help them having good English proficiency.

Moreover, teacher should not only create enjoyable learning, but also

academically beneficial in speaking class. According to Dornyei

(2007:73), there are three types of strategy to make the class more

interesting and enjoyable. Those are:

a. The teacher is able to break the monotony of learning.

b. The teacher is able to make the tasks more interesting.

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c. The teacher is able to increase the involvement of the

students. There are similar categories apply to the kinds

of oral production that students are expected to carry

out in the classroom. ( Douglas,2001:271) :

a. Imitative

A very limited portion of classroom speaking time

may legitimately be spent generating “human tape recorder”

speech, where, for example, learners practice an intonation

contour or try to pinpoint a certain vowel sound.

b. Intensive

Intensive speaking goes one step beyond imitative

to include any speaking performance that is designed to

practice some phonological or grammatical aspect of

language. Intensive speaking can be self-initiated or it can

even form part of some pair work activity, where learners

are “ going over” certain forms of language.

c. Responsive

A good deal of student speech in the classroom is

responsive: short replies to teacher or student-initited

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questions or comments. These replies are usually sufficient

and do not extend into dialogues.

d. Transactional (dialogue)

Transactional language, cerried out for the purpose

of conveying or exchanging specific information, is an

extended form of responsive language..

e. Interpersonal (dialogue)

The other form of conversation mentioned in the

previous chapter was interpersonal dialogue, carried out

more for the purpose of maintening social relationships

than for the transmission of facts and information.

f. Extensive (monologue)

Finally, students at intermediate to advanced levels

are called on to give extended monologues in the form of

oral reports, summaries, or perhaps short speeches. Here

the register is more formal and deliberative. These

monologues can be planned.

2. Assessing Speaking

According to Louma (2004 :1), assessing speaking is challenging,

hossing by the tewever there are so many factors that influence our

impression of how well some one can speak a language. Then , we also hope

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test scores to be accurate and appropriate for our goal. To comprehend

speaking from someone, needful to act of determining goal of the study.

Thus, we are able to determine ways to assesses and point that assessing by

the teacher in order to be achieving the goal that use by the teacher use some

ways to assess speaking. He submits what he calls as the scoring rubric.

Explanation of the scoring rubric can be seen on table 2.1

Table 2.1The Scoring Rubric Table of Speaking Test ( Ur, 1996 : 135)

In ( Louma Sari: 2004)

5 points 4 points 3 points 2 point 1 points

Pronuncia

tion

Virtually

grammar

mistakes

Produces

words with

mostly correct

pronunciation

but

sometimes

there is any

error

Produces

words with

some errors

pronunciation

May have

many strong

foreign

accents or

produces

words with

too many

errors

pronunciation

and

innintengible

Little or

no

language

produces

Grammar

Uses

grammatical

sentences or

expressions

or

expressions

or virtually

grammar

mistakes

Uses a

slightly

incorrect

grammatical

sentences or

expressions or

occasional

grammar slips

Makes

obvious

grammar

mistakes or

makes some

grammar

mistakes

Makes

mistakes in

basic

grammar or

no correct

grammatical

sentences or

expressions

Little or

no

language

produces

Vocabular

y

Use wide

vocabulary

appropriately

Uses good

range of

vocabulary

Uses

adequate but

not rich

vocabulary

Uses adequete

but not rich

vocabulary

Little or

no

language

produces

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Fluency Speaks

fluently with

rare

repetition

and uses

long turns

easily and

effectively

Speaks with

occasional

repetition and

uses short

turns in

speaking

Gets idea

accross but

hesitantly and

briefly with

some

repetition

Speaks slowly

and very

hesitant with

frequent

repetition and

sometimes

difficult to

understand

Little or

no

communi

cation

Maximum score = 20

Score = the results of score x 100

Maximum score

Based on explanation above, the score is the students‟ score which is

calculated from the score obtained by the students, divided which maximum

score which is gained by every student in the aspects of pronunciation, grammar,

vocabulary and fluency. The maximum score is the highest score when the

students speaking based on the four aspects determined.

C. Video

1 . Characteristics of video

Mayer (2002) in Muniandy and Veloo (2011:173) defines

video as a kind of multimedia material consisting of verbal and non-

verbal presentations displaying simultaneous images, narration and on

screen text. Furthermore, McKinnon (2011) in Muniandy and Veloo

(2001:175) acknowledges that video clips can portray settings, action,

emotions, and gestures which can provide the important visual

stimulus for language practice and learning. It means that videos can

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be used in teaching English because videos can provide great visual

stimuli through their combination of illustrations, sounds, graphics,

and texts.

Richards & Renandya (2002:364) in Sari (2015:31) add that a

video is an extremely dense medium, one which incorporates a wide

variety of visual elements and a great range of audio experiences in

addition to spoken language. The teacher is there to choose

appropriate sequences, prepare the students for the viewing

experience, focus to students‟ attention on the content, play and

replay the video as needed, design or select viewing tasks, and follow

up with suitable post viewing activities. They also state that a video

potential in language learning is only achieved when it is used as an

integral part of course. When the teachers decide to use video as

supplementary materials, they must believe that it is closely related

with the goals of the course. One way to do this is to bring in the

video to introduce or to expand a theme of the material that is already

part of the curriculum.

Harmer (2001:282) also says that a video is not only a great

aid to see language-in-use such as comprehension since students are

able to see general meanings and moods that are conveyed through

expression, gestures, and other visual clues, but also uniquely bridge

the cross cultural understanding. They will see how typical British

„body language‟ is when inviting someone out or how Americans

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speak to wiaters. He also mentions that for all of the reasons

mentioned, most students show an increased level of interest when

they have a chance to see language in use as well as hear it.

2. Types of Video

For the teachers, it is also important to know types of video.

It will help them in choosing the suitable one to teach. Harmer

(2001;284) states that there are three basic types of video which can

readily be used in class.

1) Off-air programmess: programmes recorded from a television

channel should be engaging for students, and of a sensible length.

Teachers have to consider their comprehensibility including

prediction, cross-cultural awareness, teaching language, or as spurs

for the students‟own activity. It is also important to know what the

law is and realize that breaking it can have serious consequences.

2) Real-world video; teachers need to make their choice based on how

engaging and comprehensible the extract is likely to be, and

whether it has multi use potential.

3) Language learning videos:: it means videos to be used with course

books. Those videos are likely to be comprehensible, designed to

appeal to students‟ topic interests and multi use since they can not

only be used for language study but also for a number of other

activities as well.

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With regard to the explanations above, teachers once again

should be able to choose and show the appropriate video to the

students. Teachers must remember that the main point of using video

is to transfer the material interestingly and help the students

understand the materials easily. Therefore, the video used must be

more contextualize and engage the students to learn.

3. The Advantages of using Video in the Teaching and Learning

Process

Videos have advantages of achieving the important goals

such as motivating students‟ interest, providing realistic practice,

stimulating language use, and heightening students‟ awareness of

particular language points or their aspects of communication.

According to Alessi (2001:538), video is a powerful tool for

learning and instruction. It is difficult to illustrate humen behavior in

interpersonal situations, for example, it is hard to show a student the

effects of body language on communication using only explanation

or pictures. Video here has also been included for motivational

reason.

Harmer ( 2001:284) states there are many advantages in

using videos in the teaching and learning process such as:

1) Seeing language-in-use, students do not just hear language but

they can also see it. They can know how the general meaning

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and moods that are conveyed through expressions, gesture, and

other visual clues.

2) Cross-cultural awareness, which is allowing students a look at

situations for beyond their classroom. Video also give students

a chance to see such thing as what kinds of food people eat in

other countries and what they wear.

3) The power of creation, when students use video cameras

themselves they are given the potential to create something

memorable and enjoyable.

4) Motivation, most student show an increased level of interest

when they have a chance to see language in use as hear it, and

when this is coupled with communicative tasks.

Smaldino et al (2007:291) adds that teachers can use video to

provide baseline knowledge for all students. It means that

video can give some benefits to the students in many fields as

follows:

1) Cognitive skills

Students can observe dramatic recreations of historical

events and actual recordings of more recent events. Color,

sound and motion make personalities come life.

2) Demonstrations

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Video is great for showing how things work. If teachers are

teaching a step by step process, teachers can show iit in real

time, sped up to give an overview or slowed down to show

specific details.

3) Virtual Field Trips

Videos can take students to places they might not be able to go.

4) Documentary

Video is the primary medium for documenting actual

events and bringing them into classroom.

5) Dramatization

Video has the power to hold the students spellbound as a

humen drama unfolds before their eyes.

6) Discussion Basics

By viewing a video together, a diverse group of students can

build a common base of experience as a catalyst for

discussion.

From the discussions above, it is clear that videos have many

advantages.

Videos can support the speaking teaching and learning

process. The students can learn language not only by listening

how native speakers pronunce some words but also by observing

their facial expressions and gestures.

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CHAPTER III

IMPLEMENTATION OF RESEARCH

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A. The Procedures of the Research

The researcher uses the Classroom Action Research in collecting the

data. There are four steps in one cycle for doing actions research those are

planning, observing and reflecting. In this research, the researcher conducts

the research into two cycles; cycle I, and cycle II. The researcher

collaborated with the English teacher who teaches X students. The activities

of each cycle as follows:

1. Cycle I

The researcher uses Video as media which can improve the students‟

speaking skills. The topic is Congratulating other. The procedures as

below:

a. Planning

At planning stage, the researcher plans what actions will be done

in using and applying Video to teach speaking skills. The activities

were presented as below:

1) Selecting the materials with teacher based on the syllabus.

2) Preparing the materials, making the lesson plans and designing

the steps in doing the action.

3) Preparing teaching aids by the theme “Congratulating other

(example: video about Congratulating other, Power point).

4) Preparing students‟, teachers‟ and the use of Video observation

checklist of the cycle I (to know the situation of the teaching and

learning process when the media is applied).

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5) Preparing the pre-test and post-test in cycle I.

6) Preparing the list of students‟ name and scoring of cycle I.

Those preparations are designed to obtain the objective of

the teaching and learning process. Students are supposed to

improve their speaking skills through the materials were given.

b. Acting

After the preparation has been done, the teacher does teaching-

learning process. At this section, the learning process is led by the

teacher. In the acting phase as the implementation of the preparation,

the researcher presented as written below:

1) Giving pre-test and post-test for students.

2) Giving the materials and explain the expression of asking and

giving opinion, language feature of expression.

3) Giving the example of the topic asking and giving opinion.

4) Explaining the materials and the implementation using Video as

media to teach congratulating other.

5) Ask the students to make a dialogue using Congratulating other

based on the Video‟ tasks in a workgroup discussion. At this

phase, the teacher and the students are work together. Students

obtained the materials deeply. Meanwhile, the teacher helps,

guides and monitors the students.

6) Giving chance for the students to present their work in front of

the class.

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7) Giving post test.

c. Observing

The researcher observes the students and teacher activity by

using observation checklist.

d. Reflecting

At this phase, the researcher tries to reflect on, evaluate, and

describe the effect of the action. Reflection looks for a sense of the

process, problems, and real issues in the action. Reflection is an

evaluation phase, it used to evaluate whether or not the media can be

the problem solving and improve students‟ speaking skill.

1) The researcher evaluated the activities that have been done.

2) The classroom teacher and the researcher discuss to make a

reflection what will they do to correct the problems.

3) Analyzing the data from the observation checklist and students‟

score of the test in the cycle I.

2. Cycle II

The second cycle is done based on the reflections‟ result of the cycle

I. If the result of the observation shows the low quality of students‟

skills, thus it is needed another action which is aimed to create an

improvement of students‟ quality in the cycle II. The topic still same

from the cycle I, the topic is Congratulating other. The procedures are

presented as below:

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a. Planning

In the planning phase of the cycle two, the researcher will do

some activities that will be arranged as follows:

1) The researcher identifies the problem and makes the solution for

the problems.

2) Preparing the material, making the lesson plan and designing the

steps in doing the action.

3) Preparing and reselecting teaching aids with the theme

Congratulating other (example: video, picture, illustration of the

situation, Power Point, and sheet of paper).

4) Preparing students‟, teachers‟ and the use of Video observation

checklist of cycle II (in order to know the situation of teaching-

learning process when the technique is applied).

5) Preparing pre-test and post-test of cycle II.

6) Preparing the list of students‟ name and scoring of cycle II.

The preparation is designed in order to gain the purpose of the

teaching-learning process. Students are supposed to improve

their speaking skills by the materials which are given.

b. Acting

In the cycle II acting phase is quite similar to the acting in cycle I.

In this phase, the teaching and learning process is led by the teacher.

The activities of acting phase in the cycle II are:

1) Giving pre-test for students.

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2) Giving materials and explain congratulating and the language

feature.

3) Giving the example of congratulating other with a short dialogue

in a different situation and identify the expressions.

4) Giving more explanation about the materials and the

implementation of using Video as a media to teach speaking

skill.

5) Giving the other example of congratulating other through Video.

6) Giving occasion for the students to ask any difficulties while

using Video in the learning process.

7) Ask the students to make a dialogue by using congratulating

based on Video in a workgroup discussion. At this phase, the

researcher and the students are work together. The students

obtain the materials deeply. Meanwhile, the teacher helps,

guides and monitors the students.

8) Giving chance for students to present and discuss their

knowledge in front of the class with their group.

9) Conclude the materials and giving feedback after the lesson.

10) Giving post-test

c. Observing

The researcher observes the students and the teachers‟ activity

by using observation checklist.

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d. Reflecting

Reflecting is a research finding analysis. In this point, the

researcher reflects on, evaluates, and describes the effects of the

action. This is used to record what happened in the observation

stage.

B. The minimal standard of successful

The students‟ success and failure in doing activities in cycle I and II

will be assessed by referring to the criterion of the passing of the passing

grade (KKM). The passing grade of English lesson in SMK PGRI 2

Salatiga is 70. The teacher and the researcher expect that there are at

least 80% of the students who reach the passing grade.

CHAPTER IV

RESEARCH FINDINGS AND DATA ANALYSIS

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This chapter focused on analyzing the collected data. The researcher

collected the data from the tenth grade students of SMK PGRI 2 Salatiga. The

researcher gave the details of the findings. This chapter was the main discussion of

the research conducted. It presented the finding of the collected data starts from the

beginning until the end of the research. The finding consists of the result of the

cycle I and cycle II. Those two cycles were the treatments of the implementation

using Video to improve speaking skill.

A. Result of the Research

The research consists of two cycles, each cycle consists of planning, acting,

observing and reflecting. The whole steps of the research would be explained in

the description as follows:

1. Research Finding

The research consists of two cycles, each cycle consists of planning,

implementation of action, observation, and reflection. The whole steps of this

research would be explained in the description below:

a. Cycle I

1). Planning

Before conducting the research, the researcher prepared the

instruments of the research as follows:

a. English syllabus of High School

English syllabus is so important thing as guidance to arrange

the lesson plan. The researcher used English syllabus of High School

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from English teacher of SMK PGRI 2 Salatiga. It can be seen in the

appendix.

b. Lesson plan

Making lesson plan and designing the steps in doing action.

In order to control the teaching-learning process, the researcher used

the lesson plan as guidance for the teacher‟s activities in the class. It

can be seen in the appendix.

c. Material

The material of speaking skill is Congratulating other which

consists of the purpose, language feature and the example.

d. Teaching aid

The researcher prepared some instruments. They were to board-

marker, Power Point Presentation, LCD, laptop, speaker, a video

about the Congratulation other, picture, The researcher also

prepared the materials and tools in succeeding the action.

e. Observational checklist for cycle 1

The researcher used the observational checklist in order to know

the condition of teaching-learning process in the classroom.

f. Prepared test instrument

There are two kinds of test. The first test is pre-test. The pre-test

was a test that was given to the students before the teaching-learning

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process. The second test is post-test. The post-test was a test that was

that was given to the students after the teaching-learning process was

conducted. To know the students‟ speaking ability

2). Action

The researcher conducted in 2 days. The action of the cycle I

consist of 2 parts. The first part was done on Friday, August 24th

,

the second part was done on Auguat 31th

,2018 at 07.00 a.m. until

08.30 a.m. The pre-test and treatment was conducted in day 1. and

treatment , post-test were conducted in day 2. The researcher rolled

as an observer and observed teachers‟ and students‟ activity in

teaching learning process. The researcher had a partner to take

photos and videos in pre-test and post-test for documentation.

The first part of cycle 1 held at 07.00 a.m. on Friday, August

24Th

,2018. The teacher and the researcher entered the class. All of

the students answered the greeting of the teacher. The students

surprised by our coming. The situation of the classroom was

crowded. The researcher conditioned the students until they have

paid attention. After all of the students was organized, the teacher

began the class, the teacher greeted and asked about their condition

such following the short conversation:

Teacher: “Assalamu‟alaikum?”

Students: “Wa‟alaikumussalam, Miss”

Teacher: “Let‟s open our lesson by saying basmalah together”

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“Bismillahirrahmanirrahim” (teacher and students)

Teacher: “Good morning class”

Students: “Good morning, Mom”

Teacher: “How are you today?”

Students: “I‟m fine and you?”

Teacher: “I‟m fine too, thank you”

After that, the teacher opened the meeting. Before the lesson,

the teacher told them about her participation in their classroom for

about two weeks. She hoped the students and the teacher can be

cooperative in teaching learning process. After checked the

student‟s list name It was followed by 29 students in the class. she

began the lesson by introducing the researcher to the students. The

teacher starts the lesson by topic Congratulation other because the

material that will studied today. After that, the teacher asked the

students to tell everything about congratulating other. It is about the

definition, purpose, and the generic structures in congratulating

other. The teacher asked the student “ Do you know what is

congratulating other guys?” and the students answer “ No ma‟am”.

After that, the teacher ask to the students that, have you ever said

happy birthday to someone?” and the students answer “ Yes

ma‟am”. After that, the teacher ask to the students randomly “ Okay,

Riska have you ever said happy birthday to someone?” and Riska

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said Yes ma‟am, I said to my best friend two months ago. And

then the teacher said “oh good! And the teacher ask more how do

you siad happy birthday to your best friend? After that Riska

answer by using indonesia language, “hemm saya ucap ulang tahun

seperti biasa serta doain semoga dia sucses di masa depan dan

selalu sehat”. While smile because her little shy. The teacher gave

pre-test to the students for about 30 to 45 minutes.

When the students were doing the pre-test, the teacher

walked around the class to check the students while doing the test.

Two boys, “Ega and Fajar” who sit in the middle chair did not

focus; they looked so confused to make dialog in English. They

only looked at the paper without doing the test.

Two students, “Imam and Rudi” asked about how making

the dialog about congratulation. The teacher answered “tried to

imagine the situation when your friend got graduation or on your

friend‟s birthday how do you want to say congratulation or said

happy birthday to your friend.” The students who in the front chair

“Galih” asked “Mom, how about my dialog. Is it correct?” The

teacher answered “Yes, it is correct. Keep doing the test well.”

There was one boy, “Gunardi” looked bored, he still did not do the

test. He enjoyed with his Smartphone. Most of the students

accessed the internet, especially Google translate to get the answers.

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In doing the pre-test, the teacher called the students‟ name one by

one and the researchers‟ partner recorded their performance.

After doing pre-test the teacher showed a power point

presentation, firstly the teacher asked “What is the meaning of

Congratulation other? Is there anyone of you know about

Congratulation other? What is it? Can you mention of the phrase or

the example?” One of the students “Rizka” answered that “is an

expression that we use give the congratulation utterance when he or

she be succeed in doing something.. It can agree or disagree,

mom.?” The teacher replied “Yaa, you are right. That is good.

Excellent! Thank you „Rizka. Now I will play a video to make a

better understanding for you.”

After that, the teacher played a video about dialog of

Congratulation and happy birthday. The teacher asked students to

watch the video and imitate the conversations based on the video.

After playing the video, the teacher gave some questions to the

students “based on the video, please mention what is the expression

of Congratulation?” in the first conversation on video is

congratulation about what? There was one student “Ayu” who

answered, “about the business of Ria” the teacher replied “that‟s a

good answer, Ayu. Thank you. How about second conversation on

vidio,sasa? Can you mention it?” Sasa answered “Yes, Mom, I can.

The example is; there is a boy asked about the news of Dora”.

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“Well done! Good, Sasa!” Then, the teacher asked students who sit

in the right side “Melindha and Maaeva” to read some dialog of

congratulation other from the Power Point Presentation.

The teacher explained the structure, language feature and the

example of dialog congratulation. Then, the teacher explained more

detail in Bahasa in order to make a deep understanding. The teacher

asked some students, they were Setiawan and Gunardi, Novi and

Siti to read the example of dialogue about congratulating other. The

first dialogue was read by Setiawan and Gunardi. The second

dialogue was read by Novi and Ma Siti. After read the dialogue, the

teacher explains about the dialog that was read by Setiawan and

Gunardi, Novi and Siti in bahasa to make students more understand.

To made easier when the students practice speaking in front

of the class. The teacher showed Video again. The students be

attantion to watch video for to be example in making dialog and

performance infront of the class. The teacher asked the students for

prepared to performance and made the students have to ready for

performance next week.

The time was up, for the next meeting the teacher asked the

students repeat the lesson that was study to day at home. After that

the teacher closed the meeting.

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Teacher: “We will continue next week. Let‟s we close our meeting

today by saying hamdalah together.

Alhamdulillahirabbil‟alamin”

Students: “Alhamdulillahirabbil‟alamin”

Teacher: “Thanks for your attention. See you next time and

Wassalamu‟alaikum wr.wrb”

Students: “See you, Mom. Wa‟alaikumussalam wr.wb.”

On Friday, August 31th

2018, at 07.00 a.m., the teacher and

the researcher entered the class. The teacher entered the class and

greeted the students “Assalamu‟alaikum Wr.Wb” and the students

answered “Wa‟alaikumussalam Wr.Wb”. The teacher said “let‟s

start our lesson today by saying basmallah together

“Bismillahirrohmanirrohiim” and followed together by the

students.

Teacher: “Hello, Good Morning class?”

Students: “Good morning, Mom?”

Teacher: “How are you today?”

Students: “I am fine thank you, and you?”

Teacher: “I‟m fine too, thank you.”

The teacher asked the students‟ condition and checked the

students‟ attendance list. The next activity in the class, the teacher

still used Video as media in teaching learning process. Then, the

teacher prepared the laptop and LCD by asking some helps to the

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students. The teacher said “Is there any one of who can help me to

connect it and please turn the LCD on!”. “Fadhila” answered “I

can help you mom to connect your laptop mom, but I cannot turn

on the LCD, I dont know how to use LCD Mom.” The teacher

answered “O.K it is fine thank you, Yusma”. “I can help you mom,

to turn on the LCD, “Shelia” said.” The teacher said “Yes, please,

thank you”.

The teacher showed Power Point Presentation slides. the

teacher asked the students to follow what the teacher did by

showing through LCD projector. Then the teacher guided the

students to read dialog together. The teacher asked the students to

watch the video. After watched the video, the teacher asked the

students to analyze the conversation based on the video.

The teacher asked a question to the students, “Sasa” to find

the what is conversation about. While analyzing the conversation

based on the video, the teacher gave change for students to ask

questions.

The teacher asked the students to make some groups in pairs

discussion students in order to all the students. After grouping the

students, the teacher showed Video LCD projector. The teacher

showed conversation about congratulation. Then, the teacher asked

the students to make dialog about congratulating follow the teacher

direction. After finished, the students with their partners.

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The teacher gave 15 minutes to make a dialogue, and asked

some students to practice in front of the class. While making a

dialogue, the teacher walked around the class and said “if you want

to find another example on your dialogue,look at example on

video ”. One of girl, Shelia who sit in the back row asked, “Mom,

it should a short dialogue or long dialogue?” the teacher answered

“just simple dialog up to you,you want to make short or long dialog.

The teacher said“Well, while your friends practice in front of

the class, you have to give attention to your friends. The students

answered “Alright, Mom!” First, the teacher asked “Sasa and Ayu”

to practice in front of the class. The students did not pay attention

to their friends. They ignored their friends while practicing the

dialogue. Second, the teacher asked “Rudi and Imam” to practice

their dialogue in front of the class. In the second performance, the

teacher asked the students to pay attention to their friends. In this

performance, the teacher gave a correction. While pronouncing the

word “congratulation”, “Rudi did not pronounce it well. Thus, the

teacher gave an example how to pronounce it. Third the teacher

asked “Galih and Imam” to practice about their dialogue. While

Ega and Rizka read their dialogue, the teacher corrected their

pronunciation. “You must pronounce the word great, with ea not

gret with e”. Then, Ega and Rizka re-read their dialogue well. After

practicing the dialogue.

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After treatment , the teacher told that they would have a post-

test. Then, the teacher gave a post-test for the students in 45

minutes.The teacher gave a sheet of paper for each student. The

students were asked to practice one by one in front of the class. 10

minutes for preparing the dialog and 35 minutes for practicing in

front of the class. The students and practice with their partner and

their performance was recorded. While the students were doing the

post-test, the teacher walked around to check the students. The

teacher allowed the students to open dictionary and internet. In

doing the post-test, some of students still asked about direction in

doing the post-test. They did not the instruction the first page of the

post-test sheet. Then, the teacher called the students‟ name one by

one and their performance was recorded by researchers‟ partner.

After having post-test, and their speaking performance have

been being recorded, then the teacher closed the class.

Teacher: “Okay students, the time is up. We will continue our

lesson in the next week. Let‟s close our lesson today by

saying hamdalah together.

Students: “Alhamdulillahirabbil‟alamin”

Teacher: “Thanks for your attention and see you.

Wassalamu‟alaikum wr.wb.”

Students: “Wa‟alaikumussalam. See you, Mom”

3). Observing

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The researcher observed students and teacher activity by

using the observation checklist in the learning process. This

observation checklist was purposed to know how far the situation

and enthusiasm of the students‟ and teachers‟ activity during

teaching and learning process. The purpose of this activity was to

evaluate the teaching and learning process, collected the data and

monitored the class.

Table 4.1 Form the Result of Students’ Observation Checklist Cycle I

No. The Students‟ Activity Yes No Description

1. Paying attention The students were paid

attention to the teachers‟

explanation.

2. Asking question The students were asked

about the familiar words,

and the meaning.

3. Responding to question The students answered

teachers‟ questions.

4. Accomplish task

The students did the task

well but some of the

students did not do the

task, they were playing

with their Smartphone.

5. Being enthusiastic in The students were not

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using video really enthusiastic in using

Video. Some students felt

confused to make dialog.

Table 4.2 Form the Result of Teachers’ Observation Checklist Cycle I

N

No.

The teachers‟ activity Yes No Description

1. Prepared the material

well

The teacher prepared the

lesson plan and the

material well.

2. Greeting students before

the lesson begin

The teacher greeted the

students and the students

answered.

3. The teacher checking

the students

Before the lesson began,

the teacher checked the

students‟ attendance.

4. Giving motivation The teacher gave

motivation for the

students.

5. Reminding previous

material

The teacher explained the

current material

immediately.

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6. Giving an explanation of

the material

The teacher explained the

material well; she used

Bahasa to make an easy

understanding for the

students.

7. Use Video to teach

speaking skill

The teacher used Video

to teach speaking and

combined it with text

book.

8. Giving opportunity for

asking the questions

In explaining the

material, the teacher gave

opportunity for the

students to ask any

questions.

9. Help students‟

difficulties during

learning

The teacher gave helps

for the students to solve

the difficulties in

learning.

10. Giving feedback after

lesson

The teacher gave

feedback to the results of

learning.

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Form 4.3 Form the Result of Using Video Checklist Cycle I

No. Criteria Yes No Description

1. There is projector in

class tenth to shows

video

Every class have

projector.

2. The teacher uses smart

phone/laptop

The teacher used laptop to

show video.

3. The students uses smart

phone to find google

translate

The students used

smartphone to translate

some difficult word.

4. The teacher have

internet access to find

video

The teacher have internet

access to fond video

5. The video is macth

with the material

All of video is macth with

material

The researcher got the data from the test of the cycle I and

analyzed the data of pre-test and post-test based on rubric speaking

assessment (see appendix 4). There are four aspects in scoring such

as; pronunciation, grammar, vocabulary, and fluency.

The researcher analyzed the data of pre-test and post-test. The

calculation and result of both tests are presented below:

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Table 4.4 The students’ score of pre-test and post-test cycle I

No. Students’

name

Score

pre-test

(X)

Score

post-test

(Y)

D

D2C

1. A B S 45 60 15 225

2. A B K 45 60 15 225

3. A S S A 40 65 15 225

4. A S A 45 55 10 100

5. E A 50 60 10 100

6. F A 45 55 10 100

7. F K W 40 55 15 225

8. G A 45 60 15 225

9. G 50 65 15 225

10. H A 40 65 15 225

11. I S 50 70 20 400

12. K A A 45 65 20 400

13. L E C 60 65 5 25

14. M E F 45 70 25 625

15. M A N 45 60 15 225

16. M I F 40 60 20 400

17. N P R 60 70 10 100

18. O N S 60 60 0 0

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19. P A W 45 55 10 100

20. R A P 45 60 15 225

21. R 45 50 5 25

22. S N S 40 50 10 100

23. S P S 40 65 15 225

24. S A F 50 60 10 100

25. S D S 40 65 15 225

26. S U R 40 60 20 400

27. V A R 60 60 0 0

28. W 40 60 20 400

29. W L 40 60 20 400

380 6250

From the table above, it showed the students‟ score in the

pre-test and post-test of the cycle I, thus the researcher could

calculate the number of students who reached the passing grade as

written below:

a) Descriptive statistic cycle I

F

r

Table 4.5 Descriptive Statistics

N Minimum Maximum Mean

Std.

Deviation

Pre 29 40.00 60.00 45.8621 6.55594

Post 29 50.00 70.00 60.8621 5.18738

Valid N

(listwise) 29

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om the table above can be seen that the mean of pre-test in cycle 1

is 45.86 with deviation standard 6.55594 and post-test in cycle 1

is 60.86 with deviation standard 5.18783. Because pre-test < than

posttest, there is improvement of speaking skill through the use of

video to improve students‟ speaking skills.

(1) The passing grade of the cycle I

Cycle I also has shown that the students can improve

their English score in speaking skill. It is shown by the

mean of post-test 60.86, it is better than the mean of pre-

test 45.86. The researcher also calculates the passing grade

is 70.

(2) Significant

To know there was a significant improvement in

speaking skill, the researcher analyzed the result of pre-test

and post-test by using SPSS 16.00.

From the table above can be seen that:

a) T-test cycle 1 is 10.686

Tabel 4.6 Paired Samples Test

Paired Differences

T Df

Sig.

(2-

tailed)

Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

Pre -

Post

-

1.5000

0E1

7.55929 1.40372 -

17.87540

-

12.12460

-

10.68

6

28 .000

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b) T-table (ɑ = 0,05) from the quantity (n) 29 is 2,048

c) T-test > T-table = 10.686 > 2,048

From the explanation above can conclude that there is

significance using video in teaching speaking in cycle 1 because

the value of T-test is bigger than T table.

3) Percentage

The calculation which shows the class percentage of students

who pass the KKM is:

P=

x 100%

P=

x 100%

P= 10.3%

It means that were 10.3% of students‟ who pass the KKM

there were only 3 students who pass the KKM. It means that the

succesfull of cycle I was still low. Finally, the researcher would

take the second cycle so that 80% students could pass the KKM.

4) Reflecting

Based on the result of the cycle I, there was some reflecting

that should be paid attention in maximizing the skill of students in

speaking. The researcher found some weakness that happened

during the teaching and learning process. In the beginning of the

lesson, the teacher showed Power Point Presentation, and played

video without giving clues, and it made students confused about the

materials. The researcher suggested to the teacher to give clue or

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little explanation while the video was played. Thus, the students

could focus on the video and the students could ask questions

related to the video. Therefore, the teacher ordered to the students

to anal The other reflection was; the use of Video as media was not

effective yet for teaching English in X class. The students did not

understand what it is used for. The students were not focused on the

lesson, since the students were playing their Smartphone not for

learning. The other weakness was; the students did not achieve the

passing grade in the pre-test and post-test. The passing grade

(KKM) was 70, and the target of the passing grade was 80%, but

only 45.86% who could reach the target of passing grade in the pre-

test. Meanwhile, there was 60.86 % who could reach the target of

passing grade in the post-test. Therefore, the researcher would

conduct the cycle II.

a. Cycle II

1. Planning

The researcher prepared several instruments, they are as

follows:

a) Lesson plan

The lesson plan was arranged based on the problem of the

result in cycle I (see appendix 2).

b) Observation checklist

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Observation checklist was prepared in order to know the

students‟ and teachers‟ activities during the teaching and

learning process.

c) Material

The material of expression asking and giving opinion and

how to respond which consists of the purpose, language

feature, examples and the exercises.

d) Teaching aid

The researcher prepared some instrument of teaching aids.

They are board marker, sheet of paper, handout for students.

The researcher also provided the materials and tools to succeed

the action.

e) Pre-test and post-test

In cycle II, the researcher used pre-test and post-test in her

action. The pre-test was done before using Video as media in

order to know the competence of students in speaking skill.

Afterwards, the researcher used post-test. The post-test was

done after using Video as media to see the result of students‟

competence after using Video as media.

2. Acting

The actions of cycle II consist of two parts. The first part was

done on Friday, 07th

September, 2018. The second part was done on

14th

September, 2018.at 07.00 a.m. until 08.30 a.m. The cycle II

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conducted in 2 days; where the pre-test and treatment conducted in

day 1 , treatment and post- test were conducted in day 2 . In the

class the researcher observed teachers‟ activity and students‟

activity in the teaching and learning process.

On Tuesday, 07th

September, 2018, at 07.00 a.m., the teacher

and the researcher entered the class. The teacher researcher

observed the teacher and students‟ activity and the partner took

some photos and videos in doing pre-test and trreatment for

documentation. The teacher opened the class and said

“Assalamu‟alaikum wr.wb.”

Students: “Wa‟alaikumussalam, wr.wb.”

Teacher: “Let‟s start our lesson today by saying basmallah

together. Bismillahirrohmanirrohiim”.

Students: “Bismillahirrohmanirrohiim”.

Teacher: “Hi class, good morning!”

Students: “Hello mom, good morning”

Teacher: “How are today?”

Students: “I‟m fine thank you and you?”

Teacher: “I‟m fine too thank you”

Then, the teacher checked the students‟ attendance list. After

checked students‟ attendance list, the teacher told that they would

have a pre-test in 45 minutes, she added that the pre-test almost

same with the first pre-test. The pre-test was; the students must

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made dialog based on the picture what they have give from the

researcher. Then, the teacher gave pre-test sheet for the students.

The teacher gave10 minutes for making dialog, and 35 minutes for

practice one by one and speaking evaluation. While the students

were doing the pre-test, the teacher walked around the class and

made sure that all the students did the test well. Then the teacher

asked the students to do the test by themselves, and allowed the

students to open dictionary and internet. Two girls “Siti and Ayu”

asked question “Mom, how many dialog that i have to made ?” the

teacher answer“only one like last week.” Siti and Ayu answered “

oh i see ,Thank you, Mom.”

After the time has over, the teacher called the students‟ name

one by one, graded their performance and the researcher‟s partner

recorded their speaking performance. After having pre-test, the

teacher showed Power Point Presentation slides and Video. The

teacher prepared LCD to showed Video about congratulating other.

After finished, the LCD was on, the teacher showed power point

presentation slides. the teacher asked the students to follow what

the teacher did by showing through LCD projector. Then, the

teacher asked the students to watch the video. After that, the teacher

played a video about dialog of Congratulation and happy birthday.

The teacher asked students to watch the video and imitate the

conversations based on the video. After playing the video, the

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teacher gave some questions to the students “based on the video,

please mention in the third conversation on video is congratulation

about what? There was one student “Okta” who answered, “about

the daughter of Indira her daugter plan to graduate on June” the

teacher replied “that‟s a good answer, Okta. Thank you. How about

second conversation on vidio,sasa? Can you mention it?” Putri

answered “Yes, Mom, I can. The example is; there is a boy asked

about the news of Dora”. “Well done! Good, Putri!” Then, the

teacher asked students who sit in the lefs side Lody and Heni” to

read some dialog of congratulation other from the Power Point

Presentation.

The teacher explained the structure, language feature and the

example of dialog congratulation. Then, the teacher explained more

detail in Bahasa in order to make a deep understanding. The teacher

asked some students, they were Silva and khosin, Fadhila and Fajar

to read the example of dialogue about congratulating other. The

first dialogue was read by Silva and Khosin. The second dialogue

was read by Fadhila and Fajar . After read the dialogue, the teacher

explains about the dialog that was read by Silva and Khosin,

Fadhila and Fajar in bahasa to make students more understand.

To made easier when the students practice speaking in front

of the class. The teacher showed Video again. The students be

attantion to wacth video for to be example in making dialog and

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performance infront of the class. The teacher asked the students for

prepared to performance and made the students have to ready for

performance next week.

The time was up, for the next meeting the teacher asked the

students access Webquest at home, and read the task page. After

that the teacher closed the meeting.

Teacher: “We will continue next week. Let‟s we close our meeting

today by saying hamdalah together.

Alhamdulillahirabbil‟alamin”

Students: “Alhamdulillahirabbil‟alamin”

Teacher: “Thanks for your attention. See you next time and

Wassalamu‟alaikum wr.wrb”

Students: “See you, Mom. Wa‟alaikumussalam wr.wb.”

On Friday, August 14th

2018, at 07.00 a.m., the teacher and

the researcher entered the class. The teacher entered the class and

greeted the students “Assalamu‟alaikum Wr.Wb” and the students

answered “Wa‟alaikumussalam Wr.Wb”. The teacher said “let‟s

start our lesson today by saying basmallah together

“Bismillahirrohmanirrohiim” and followed together by the

students.

Teacher: “Hello, Good Morning class?”

Students: “Good morning, Mom?”

Teacher: “How are you today?”

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Students: “I am fine thank you, and you?”

Teacher: “I‟m fine too, thank you.”

The teacher asked the students‟ condition and checked the

students‟ attendance list. The next activity in the class, the teacher

still used Video as media in teaching learning process. Then, the

teacher prepared the laptop and LCD then, the teacher showed

Power Point Presentation slides. the teacher asked the students to

follow what the teacher did by showing through LCD projector.

Then the teacher guided the students to read dialog together. The

teacher asked the students to watch the video. After watched the

video, the teacher asked the students to analyze the conversation

based on the video.

The teacher asked a question to the students, “Umi” to find

twhat is the conversation about?. While analyzing the conversation

based on the video, the teacher gave change for students to ask

questions.

The teacher asked the students to make some groups in pairs

discussion students in order to all the students. After grouping the

students, the teacher showed Video LCD projector. The teacher

showed conversation about congratulation. Then, the teacher asked

the students to make dialog about congratulating follow the teacher

direction. After finished, the students with their partners.

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The teacher gave 15 minutes to make a dialogue, and asked

some students to practice in front of the class. While making a

dialogue, the teacher walked around the class and said “if you want

to find another example on your dialogue,look at example on

video ”. One of boy, Imam who sit in the middle row asked, “Mom,

can i find the example of conversation on internet?” the teacher

answered “em.. ya its ok. Then, The teacher said“Well, while your

friends practice in front of the class, you have to give attention to

your friends. The students answered “Alright, Mom!” First, the

teacher asked “ Imam and Galih ” to practice in front of the class.

The students did not pay attention to their friends. They ignored

their friends while practicing the dialogue. Second, the teacher

asked “Rudi and Ayu” to practice their dialogue in front of the class.

In the second performance, the teacher asked the students to pay

attention to their friends. In this performance, the teacher gave a

correction. While pronouncing the word “birthday”, “Gabret did

not pronounce it well. Thus, the teacher gave an example how to

pronounce it. Third the teacher asked “Sifa and Vidya” to practice

about their dialogue. While Melindha and Meava read their

dialogue, the teacher corrected their pronunciation. “You must

pronounce the word written, with i not gret with e”. Then, Meava

and Melindha read their dialogue well. After practicing the

dialogue. Kring... its Break time sound.

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The teacher : Okay students, break time. We will continue our

lesson after break time.

The students : ok mom!

After break time up ,the teacher and the researcher entered

the class. The teacher told that they would have a post-test. Then,

the teacher gave a post-test for the students in 45 minutes.The

teacher gave a sheet of paper for each student. The students were

asked to practice one by one in front of the class. 10 minutes for

preparing the dialog and 35 minutes for practicing in front of the

class. The students and practice with their partner and their

performance was recorded. While the students were doing the post-

test, the teacher walked around to check the students. The teacher

allowed the students to open dictionary and internet. In doing the

post-test, some of students still asked about direction in doing the

post-test. They did not the instruction the first page of the post-test

sheet. Then, the teacher called the students‟ name one by one and

their performance was recorded by researchers‟ partner.

After having post-test, and their speaking performance have

been being recorded, then the teacher closed the class.

Teacher: “Okay students, the time is up. We will continue our

lesson in the next week. Let‟s close our lesson today by

saying hamdalah together.

Students: “Alhamdulillahirabbil‟alamin”

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Teacher: “Thanks for your attention and see you.

Wassalamu‟alaikum wr.wb.”

Students: “Wa‟alaikumussalam. See you, Mom”

3). Observing

The researcher observed students and teacher activity by

using the observation checklist in the learning process. This

observation checklist was purposed to know how far the situation

and enthusiasm of the students‟ and teachers‟ activity during

teaching and learning process. The purpose of this activity was to

evaluate the teaching and learning process, collected the data and

monitored the class.

Table 4.7 Form the Result of Students’ Observation Checklist

Cycle II

No.

The Students‟

Activity

Yes No Description

1. Paying attention The students were paid

attention to the teachers‟

explanation.

2. Asking question The students were asked

about the familiar words,

and the meaning.

3. Responding to The students answered

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question teachers‟ questions.

4. Accomplish task

The students did the task

well but some of the

students did not do the

task, they were playing

with their Smartphone.

5. Being enthusiastic

in using Video

The students were not

really enthusiastic in

using Video. Some

students felt confused to

make dialog.

Table 4.8 Form the Result of Teachers’ Observation Checklist

Cycle II

N

o.

The teachers‟

activity

Yes No Description

1. Prepared the

material well

The teacher prepared the

lesson plan and the

material well.

2. Greeting students

before the lesson

begin

The teacher greeted the

students and the students

answered.

3. The teacher Before the lesson began,

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checking the

students

the teacher checked the

students‟ attendance.

4. Giving motivation The teacher gave

motivation for the

students.

5. Reminding

previous material

The teacher explained

the current material

immediately.

6. Giving an

explanation of the

material

The teacher explained

the material well; she

used Bahasa to make an

easy understanding for

the students.

7. Use Video to teach

speaking skill

The teacher used Video

to teach speaking and

combined it with text

book.

8. Giving opportunity

for asking the

questions

In explaining the

material, the teacher

gave opportunity for the

students to ask any

questions.

9. Help students‟ The teacher gave helps

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difficulties during

learning

for the students to solve

the difficulties in

learning.

10. Giving feedback

after lesson

The teacher gave

feedback to the results of

learning.

Form 4.9 Form the Result of Using Video Checklist Cycle II

No. Criteria Yes No Description

1. There is projector

in class tenth to

shows video

Every class have

projector.

2. The teacher uses

smart phone/laptop

The teacher used laptop to

show video.

3. The students uses

smart phone to find

google translate

The students used

smartphone to translate

some difficult word.

4. The teacher have

internet access to

find video

The teacher have internet

access to fond video

5. The video is macth

with the material

All of video is macth with

material

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The researcher got the data from the test of the cycle II and

analyzed the data of pre-test and post-test based on rubric speaking

assessment (see appendix 4). There are four aspects in scoring such

as; pronunciation, grammar, vocabulary, and fluency.

The researcher analyzed the data of pre-test and post-test. The

calculation and result of both tests are presented below:

a) The Score of Pre-Test and Post-Test Cycle II

Table 4.10 The students’ score of pre-test and post-test cycle I

No. Students’

name

Score

pre-test

(X)

Score

post-test

(Y)

D

D2C

1. A B S 65 70 5 25

2. A B K 65 70 5 25

3. A S S A 65 70 5 25

4. A S A 70 70 0 0

5. E A 70 70 0 0

6. F A 70 75 5 25

7. F K W 70 75 5 25

8. G A 70 75 5 25

9. G 70 75 5 25

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10. H A 70 75 5 25

11. I S 70 75 5 25

12. K A A 70 75 5 25

13. L E C 70 75 5 25

14. M E F 70 75 5 25

15. M A N 70 75 5 25

16. M I F 60 70 10 100

17. N P R 70 75 5 25

18. O N S 65 70 5 25

19. P A W 65 70 5 25

20. R A P 70 75 5 25

21. R 70 75 5 25

22. S N S 70 75 5 25

23. S P S 65 75 10 100

24. S A F 65 70 5 25

25. S D S 65 70 5 25

26. S U R 70 75 5 25

27. V A R 70 75 5 25

28. W 70 75 5 25

29. W L 70 75 5 25

145 825

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From the table above, it showed the students‟ score in the pre-test

and post-test of the cycle I, thus the researcher could calculate the

number of students who reached the passing grade as written

below:

b) The Descriptive Statistic Cycle II

Table 4.12 Paired Samples Test

From the table 4.11, it can be seen that the mean of pre-

test in cycle II is 68.27 with standard deviation 3.06939.

Table 4.11 Descriptive Statistics

N

Minimu

m Maximum Mean

Std.

Deviation

Pre 29 60.00 70.00 68.2759 3.06939

Post 29 65.00 75.00 73.1034 2.80745

Valid N

(listwise) 29

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Me

an

whi

le,

the

me

an

of post-test in cycle II is 73.10 with standard deviation

2.80745. The quantity (N) of the students is 29 students.

a. The passing grade of cycle II

Cycle II also has shown that the students can improve their

English score especially in speaking skills mean of post-test

68.27, it is better than mean of pre-test 73.10. The researcher

also calculates the passing grade is 70.

b. Significant

To know there is a significant improvement in students‟

speaking skills, the researcher analyzed the result of pre-test

and post-test.

Table 4.12 Paired Samples Test

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b) P

aire

d

sa

mp

les test of cycle II

From the table 4.12, it could be seen that:

T-table cycle II 15.977

T-table (=0,05) from the quantity (N) 29 is 2.048

T-test 15.977 > 2.048

From the explanation above can conclude that there is

significance using video in teaching speaking in cycle II because

the value of T-test is bigger than T table.

3) Percentage

The calculation which shows the class percentage of students

who pass the KKM is:

P=

x 100%

P=

x 100%

P= 100%

It means that were 100% of students‟ who pass the KKM

there were 29 students who pass the KKM. It can be concluded that

Paired Differences

t df

Sig.

(2-

tailed)

Mean

Std.

Deviatio

n

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

Pre -

Post

-

4.8275

9

1.62720 .30216 -

5.44654

-

4.20863

-

15.977 28 .000

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there is a significant improvement of students‟ speaking skills by

using Video in cycle II. .

2. Reflecting

In the cycle II, the researcher emphasized on the practicing

dialogue in order to the students would speak in English fluently. She

also benefited the use video in observing, exploring, and

communicating activity. From the cycle 1 until 2, some of students did

not give more reasons while they were giving opinion. However, the

other students could explain their opinion with many reasons.

The passing grade (KKM) was 70, and the target was 80%. In the

cycle II, 100% of the students could pass the passing grade. The result

of post-test in the cycle II was more than the target of passing grade. It

means that the reflection from the cycle I which is applied in the action

of cycle 2, there was improvement of students‟ speaking skills by using

Video for the tenth grade students of SMK PGRI 2 Salatiga. Thus, the

researcher stopped the study until cycle 2 because 100% of the students

have passed the passing grade.

2. Discussions

a. Implementation of using video to improve students’ speaking skills for

the tenth grade students of PGRI 2 Salatiga in the academic year

2018/2019

From this study, the researcher could conclude that the

implementation of video was successful to improve students‟ speaking

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skills for the tenth grade students of SMK 2 Salatiga. The researcher got

the information from the cycle I and cycle II.

Researchers analyze students 'speaking skills and students' speaking

skills have increased. Students' fluency and pronunciation increase from

their training in class. In cycle I, some students cannot communicate with

their partners good enough because they still difficult to memorize English

sentences. In cycle II, students communicate with their partners smoothly

because they practice several times in front of the class. Therefore, the

pronunciation of students in cycle II is better than in cycle I.

The implementation of each cycle was divided into two parts. In the

first meeting, the teacher conducted pre-test in 45 minutes and the

treatment was conducted in 45 minutes by implementing Video as media.

The second treatment was done in the next meeting. The treatment was 45

minutes and used to conduct post-test in 45 minutes. In the cycle I, the

implementation of video as a media was not very successful. The students

still have difficulty in communicating in English.

In cycle II, there were two parts. The teacher gave pre-test in 45

minutes and 45 minutes for giving the first treatment. In the second

meeting, the teacher gave treatment in 45 minutes and the teacher gave a

post-test was done in 45 minutes. The implementation of video in the

second treatment was successful since the students used video as media in

learning English. The students better understand the content in the video as

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an example in making dialogue and appearing in front of the class and they

can communicate in English better than in cycle I.

b. Improvement of students’ speaking skills by using video for the tenth

grade students of SMK PGRI 2 Salatiga in the academic year 2018/2019

In this study, there were 32 students, in the pre-test cycle I and cycle

II there were three students who did not join the pre-test and post-test

because The student has resigned. In cycle I and cycle II, the pre-test and

post-test was followed by 29 students, Thus, the total of students who did

not join the pre-test and post-test in cycle I and II were 3 students,

therefore, these students were not included in analysis.

Then, the researcher collected the students‟ scores, then the researcher

analyzed the students‟ speaking skills, and students‟ speaking skills have

improved from the cycle 1 until cycle 2. The improvement is described as

follows:

Table 4.13 Count Passing Grade of Pre-Test and Post-Test Cycle I

Criteria Grade of

Pre-Test

Presentation

of Pre-Test

Grade of

Post-Test

Presentation

of Post-Test

<70 29 100 % 26 89.65%

70 0 0 % 3 10.34 %

>70 0 0 % 0 0 %

Total 29 100 % 29 100 %

From the table 4.13, the researcher knew that there are no students who

could pass the passing grade (KKM) in the pre-test cycle I. The presentation

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of students who could not pass the passing grade in pre-test cycle I was 0%,

and 0% of the students who got 70. The total presentation of the students

who could pass the passing grade was 0%. Therefore, there was 100% of the

students who got the score under the passing grade. The passing grade of

English subject in SMK PGRI 2 Salatiga was 70. The target presentation of

passing grade was 80%. Therefore, the target presentation of passing grade in

the pre-test cycle I was not achieved.

Meanwhile, based on the data, there were not students who could

pass the passing grade (KKM) in the post-test cycle I. The presentation of

students who could pass the passing grade in the pos-test cycle I was 0%,

and there were three students who got 70, the presentation was 10.24 %. In

the other hand, the presentation of students who could not reach the

passing grade in the post-test cycle I was 89.65%, it was lower than the

presentation of students who could not pass the passing grade in pre-test

cycle I. There was an improvement 10.24% of the presentation from 0%.

Table 4.14 Analysis Table of Mean, Standard Deviation, T-Table and T-

Test

No. Analysis Cycle I Cycle II

1. Mean of Pre-test

Mean of Post-test

45.86

60.86

68.27

73.10

2. Standard Deviation

Pre-test

Post-test

6.55

5.18

3.06

2.80

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3. T-table

N =

2.048

N= 29

2.048

N= 29

4. T-test 10.686 15.977

From the data in the table 4.14 cycle I, the score of t-test was 10.686.

The significant level was 5 % to t-table. The score of t-table with (N-1) =

28 was 2.048. The result was 10.686 > 2.048. The researcher could

conclude that the score of t-test was higher than t-table. It was also shown

in the mean of students‟ score of pre-test cycle I is 45.86 and the mean of

post-test in cycle I is 60.86. It could be concluded that the presentation of

pre-test and post-test in cycle still could not achieve the target presentation

of passing grade. Thus, the researcher would conduct the cycle II.

Table 4.15 Count Passing Grade of Pre-Test and Post-Test Cycle II

From the data pre-test in the table 4.15 cycle II, there were 0 students who could pass the passing grade, and the presentation was 0 %. Twenty students who got 70, and the presentation was 68.96 %. Therefore, the total presentation of the students who could pass the passing grade in pre-test cycle II was 68.96 %.

I

t

c

l

osed the target presentation of the passing grade. While, there was five

students by the presentation 31.03 % of the students who could not reach

the passing grade.

Criteria Grade of

Pre-Test

Presentation

of Pre-Test

Grade of

Post-Test

Presentation

of Post-Test

<70 9 31.03 % 0 0 %

70 20 68.96% 10 34.48%

>70 0 0% 19 65.51 %

Total 29 100 % 29 100 %

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Meanwhile, based on the data in post-test cycle II, there were 19

students who got score above the passing grade, tenth student who got 70,

and 0 student who could not pass the passing grade. The presentation of

the students who could pass the passing grade was 65.51 % and 34.48 % of

the students who got 70. Thus, the total presentation of the students who

could pass the passing grade in cycle II was 100 %. It increased from the

pre-test cycle II. Therefore, it has exceeded the target presentation of the

passing grade.

4.16 Analysis Table of Mean, Standard Deviation, T-table, and T-test

No. Analysis Cycle I Cycle II

1. Mean of Pre-test

Mean of Post-test

45.86

60.86

68.27

73.10

2. Standard Deviation

Pre-test

Post-test

6.55

5.18

3.06

2.80

3. T-table

N =

2.048

N= 29

2.048

N= 29

4. T-test 10.686 15.977

From the data in the table 4.16 cycle II, the score of t-test was

15.977. The significant level was 5 % to t-table. The score of t-table (N-1)

= 28 was 2.048. The result was 15.977 > 2.048. The researcher could

conclude that the score of t-test was higher than t-table. The target

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presentation of the passing grade has been achieved. Therefore, the

researcher stopped the study until cycle II.

After the researcher conducted the cycles until twice, the researcher

could conclude that the use of Video in to teach for the tenth grade

students of SMK PGRI 2 Salatiga has improved students‟ speaking skills.

Therefore, there was a significant difference between pre-test and post-test

mean in cycle II.

CHAPTER V

CLOSURE

This chapter consists of the conclusion and suggestion. The researcher provides

some conclusions and suggestions of the research. The researcher makes

conclusions based on the findings which are discussed in the previous chapter.

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A. Conclusion

After conducting the research and analyzing the data, the researcher brings

several conclusions to answer the research problems below:

1. The implementation of each cycle was divided into two parts. In the first

meeting, the teacher conducted pre-test in 45 minutes and the treatment was

conducted in 45 minutes by implementing Video as media. The second

treatment was done in the next meeting. The treatment was 45 minutes and

was used to conduct post-test in 45 minutes. In the cycle I, the

implementation of Video as media was not really successful. The students

were difficult to communicate with their partner. In cycle II, there were two

parts. The teacher gave pre-test in 45 minutes and 45 minutes for giving the

first treatment. In the second meeting, the teacher gave second treatment in

45 minutes and, the teacher gave a post-test was done in 45 minutes. The

implementation of Video in the second treatment was successful since the

students used to use Video in learning English. The use of video made the

classroom atmosphere more enjoyable and led the students to speak English,

most of them could make an appropriate dialog and can communication well

better than before. Then, the researcher analyzed the students‟ speaking

skills, and students‟ speaking skills have improved from the cycle 1 until

cycle 2.

2. There was an improvement of speaking skill by using Video as a media in

for tenth grade students of SMK PGRI 2 Salatiga. It could be seen from

students‟ scores of pre-test and post-test. Therefore, before the media was

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implemented, there was 100 % of the students who did not pass the passing

grade, and only 0 % of the students who could reach the passing grade.

Meanwhile, in the post-test result, there was 89.65% of the students who

could not reach the passing grade on the post-test, and there was 0 % of the

students who could reach the passing grade. On the other hand, the result of

the cycle II showed that there was 31.03 % of the students who could not

reach the passing grade, and only 0 % of the students who could reach the

passing grade on the pre-test of cycle II. Meanwhile, there was 65.51% of

the students who could reach the passing grade on the post-test of cycle II.

Therefore, it was shown in the mean of students‟ score of pre-test cycle I is

45.86 and the mean of post-test in cycle I is 60.86. Meanwhile, the mean of

pre-test in cycle II was 68.27 and the mean of post-test in cycle II was 73.10.

It means that the implementation of Video as media in was successful to

improve students‟ speaking skills.

B. Suggestion

Based on the conclusions and implications above, some suggestions are

offered for the English teacher and other researchers. The suggestions are

presented below:

1. For the English Teachers

In line with the use of video, the English teachers need to design various

activities to be implemented after playing the video. The activities should

encourage the students to speak English. Besides, it is necessary to use various

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video teaching so that the teachers could explore the video into some useful

activities that can help students improve their speaking ability. The English

teachers also need to provide other learning sources beside the course book to

give more knowledge to the students in learning English.

2. For other Researchers

To other researchers who want to conduct the same research, there are some

factors that should be considered in using videos in the English teaching and

learning process. First, it is necessary to find the videos which are suitable with

the core competences, basic competences, and also the students‟ proficiency

level. Second, the researchers should be more creative in using various video

teaching and designing other activities so that the students have more

opportunity to speak in interesting way. The last, it is important to make sure

that all of the equipment to show the video work well before playing it.

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References

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Creswell, J. W. (2012). Educational research: Planning, conducting, and

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Boston, MA: Pearson.

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the use of Video.Muhammadiyah Klaten Utara.

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Megariani,Yeskha M.2018. Utilizing Authentic Videos: An Action Research to

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content.Sanata Dharma university.Vol.2,No.International Journal

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Muniandy, B and Veloo, S. 2011. Managing and Utilizing Online Video Clips

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Shafer, D. S and Zhang, Z. 2012. Beginning Statistics. North Carolina:

University of North Carolina.

Sari, Sinta Prasetia Trias.2015.the use of video to improve students‟speaking

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Suhartono, Sofian and Susanti.2015. The Use of Video Conversation in Teaching

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Pontianak.

Richards, Jack C., and Renandya, Willy A. 2002. Methodology in Language

Teaching: An Anthology of Current Practice. United States of

America: Cambridge University Press.

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APPENDICES

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Appendix 1

Syllabus of SMK PGRI 2 Salatiga Curriculum 2013 Revised

Kelas : X

Mata Pelajaran : BAHASA INGGRIS

Durasi (Waktu) : 2 JP

KI-3 (Pengetahuan) : Memahami, menerapkan, menganalisis, dan mengevaluasi

tentang pengetahuan faktual, konseptual, prosedural dasar, dan

metakognitif sesuai dengan bidang dan lingkup kajian Bahasa Inggris pada

tingkat teknis, spesifik, detil, dan kompleks, berkenaan

dengan ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dalam konteks

pengembangan potensi diri sebagai bagian dari

keluarga, sekolah, dunia kerja, warga masyarakat nasional, regional, dan

internasional.

KI-4 (Keterampilan) : Melaksanakan tugas spesifik dengan menggunakan alat,

informasi, dan prosedur kerja yang lazim dilakukan serta memecahkan

masalah sesuai dengan bidang kajian Bahasa Inggris.Menampilkan kinerja di

bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar

kompetensi kerja.Menunjukkan keterampilan menalar, mengolah, dan menyaji

secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan

solutif dalam ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di

sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan

langsung.Menunjukkan keterampilan mempersepsi, kesiapan, meniru,

membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret terkait

dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu

melaksanakan tugas spesifik di bawah pengawasan langsung.

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Kompetensi Dasar

Materi Pokok

Kegiatan Pembelajaran

3.1 Menganalisis

fungsi sosial,

struktur teks, dan

unsur kebahasaan

teks interaksi

interpersonal lisan

dan tulis yang

melibatkan

tindakan

memberikan

ucapan selamat

bersayap

(extended), dan

responnya, sesuai

dengan konteks

penggunaannya.

4.2 Menyusun teks

interaksi interpersonal

lisan dan tulis

sederhana yang

melibatkan tindakan

memberikan ucapan

selamat bersayap

(extended), dan

responnya dengan

memperhatikan fungsi

sosial, struktur teks,

dan unsur kebahasaan

yang benar dan sesuai

konteks.

Teks lisan dan tulis

tentang ucapan selamat

a. Fungsi sosial:

Untuk memberi ucapan

selamatdan untuk

menjaga hubungan

interpersonal dengan

yang lain

b. Struktur Teks:

- Ungkapan pembuka

- Ungkapan

pertukaran informasi

tentang ucapan

selamat :

Excellent!

You really did it

well, Ali!

I‟m so proud of

you.

- Ungkapan

merespon:

Thank you.

That‟s very kind

of you.

c. Unsur Bahasa:

- Kosakata: yang

terkait dengan topik

- Grammar:

1. Mengamati teks tulis dan

lisan tentang mengucapkan

selamat dan responnya;

2. Menganalisis fungsi sosial,

struktur teks dan unsur

kebahasaan dari

ungkapanmemberikan

ucapan selamat dan

responnya yang terdapat

dalam teks;

3. Dalam kelompok,

mengumpulkan data

mengenai fungsi sosial,

struktur teks dan unsur

kebahasaan dari ungkapan

memberikan ucapan selamat

dan responnya;

4. Mendiskusikan,

membedakan dan

mengelompokkan fungsi

sosial, struktur teks dan

unsur kebahasaan dari

ungkapan-ungkapan tentang

memberikan ucapan selamat

dan responnya;

5. Menerapkan penggunaan

ucapan selamat dan

responnya dalam latihan

lisan dan tertulis dengan

tepat sesuai dengan konteks

penggunaan

6. Menyusun teks lisan dan

tulis tentang mengucapkan

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Adjective: great,

fantastic,

awesome.

Simple Present

Tense

Simple Past

Tense

- Ejaan dan tanda

baca yang jelas, rapi

dan tepat

- Ucapan, tekanan

kata &intonasi yang

jelas dan tepat ketika

mempresentasikan

secara lisan

selamat dan responnya;

7. Mengkomunikasikan teks

tulis dan lisan tentang

ucapan selamat dan

responnya dengan

menggunakan struktur teks

dan unsur kebahasaan yang

tepat sesuai konteks

penggunaan

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Appendix 2

Lesson Plan Cycle 1

RENCANA PELAKSANAAN PEMBELAJARAN

( R P P )

CYCLE I

Nama sekolah : SMK PGRI2 Salatiga

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/ 1

Materi Pokok : Congratulation

Skill : Speaking

Alokasi Waktu : 4×45 menit (2 Pertemuan)

KOMPETENSI INTI

KI 1 : Menanggapi dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,

membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang

dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

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KOMPETENSI DASAR

3.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks

interpersonal lisan dan tulis yang melibatkan tindakan memberikan ucapan

Selamat bersayap ( extended) , dan responnya,sesuai dengan konteks

penggunaannya.

4.2 Menyusun teks interaksi interpersonal lisan dan tulis sederhanayang

melibatkan tindakan memberikan ucapan selamat bersayap ( extended ) , dan

responyan dengan memperhatikan fungsi sosial , struktur teks , dan unsur

kebahasaan yang benar dan sesuai konteks.

INDIKATOR

Pengetahuan

3.2.1 Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dalam

teks tulis dan lisan mengenai ungkapan memberikan selamat.

3.2.2 Membedakan ungkapan memberikan selamat yang formal dan tidak formal

dan tidak formal.

Keterampilan

4.2.1 Menyusun teks lisan mengenai ungkapan mengucapkan selamat.

4.2.2 Memberi ucapan selamat dengan mengunakan struktur teks dan unsur

kebahasaan yang tepat sesuai konteks penggunaan.

4.2.3 Merespon ucapan selamat dengan menggunakan struktur teks dan unsur

kebahassa yang tepat sesuai dengan konteks penggunaan.

Tujuan Pembelajaran

Pengetahuan

Pengetahuan

3.2.1 Diberikan contoh dialog, siswa dapat mengidentifikasi sebuah kalimat

Terkait simple present tense dan simple past tense secara tepat.

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3.2.2 Diberikan contoh kalimat , siswa dapat membuat kalimat ucapan selamat

bersayap terkait simple present tense dan simple past tense yang telah di

tentukan.

Keterampilan

4.1.1 Diberikan contoh dialog ucapan selamat bersayap , siswa dapat membuat

dialog ucapan selamat bersayap dengan ketentuan yang telah diberiakn.

4.1.2 Diberikan contoh berdialog ucapan selamat, siswa dapat memperform

dialog ucapan selamat .

MATERI POKOK

Fungsi Sosial

: untuk membuat ucapan selamat dan untuk menjaga hubungan

interpersonal dengan yang lain.

Struktur teks

Ungkapan pembuka

Ungkapan pertukaran informasi tentang ucapan selamat:

Exellent !

You really did it well, Ali !

I‟m so pround of you.

Congratulation !

Ungkapan merespon :

Thank you

That‟s very kind of you

Unsur kebahasaan

Kosakata : yang terkait dengan topik

Grammar :

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Adjective : great , fantastic, awsome.

Simple present tense

Simple past tense

METODE PEMBELAJARAAN

Pendekatan : Scientific approach

Metode : Discovery Learning

Strategi : Pengamatan, pemodelan, mempraktikkan

LANGKAH-LANGKAH PEMBELAJARAN

Pertemuan ke – I

PRE-TEST 45’

Kegiatan Descripsi Kegiatan Alokasi

waktu

Pendahuluan

a. Guru masuk ke kelas langsung

menyapa dan menggunakan bahasa

Inggris agar English Environment

dapat langsung tercipta

b. Guru menyapa (Good morning/ Good

afternoon dsb) dan menanyakan kabar

siswa (How are you today?)

c. Guru mengabsen kehadiran siswa

d. Memberikan motivasi terhadap siswa

berkaitan dengan Congratulation.

e. Menyampaikan tujuan pembelajaran

5‟

Kegitan Inti Mengamati

a. Peserta didik mengamati teks tulisan

dan lisan tentang mengucapkan selamat

dan responnya.

b. Peserta didik menganalisi fungsi sosial,

35‟

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struktur teks dan unsur kebahasaan dari

ungkapanmemberikan ucapan selamat

dan responnya yang terdapat dalam

teks, dengan bimbingan guru dapat

memahami dengan jelas.

c. Perserta diminta untuk memahami

context tentang ucapan selamat

bersayap.

Mempertanyakan

Guru mengarahkan peserta didik untuk

bertanya mengenai materi atau bahan ajar

tentang materi Congratulation (ucapan selamt)

yang belum dapat mereka pahami

Mengeksplorasi

a. Guru membagi siswa berpasangan.

b. Guru meminta siswa untuk

menentukan sebuah tema dialog

yang akan dibuat.

c. Siswa dengan pasangannya

mendiskusi tentang membuat dialog

ucapan selamat yang telah di

perintah oleh guru.

Mengasosiasi

a. Siswa dengan pasangannya

mengolah informasi yang sudah

didapat.

b. Siswa secara berpasangan melatih

untuk perform di depan kelas.

c. Guru membantu mengarah dan

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mendampingi siswa.

Berkomunikasi

a. Siswa secara berpasangan di minta

untuk perform didepan kelas.

b. Peserta didik memperoleh balikan

dari guru dan teman tentang karya

yang dihasilkan/pesan yang

ditangkap dan disampaikan, dan

lain-lain.

Penutup a. Peserta didik bersama guru

menyimpulkan pembelajaran.

b. Guru memberikan feedback.

c. Guru menutup pembelajaran

dengan doa dan ungkpan pamitan.

5‟

Pertemuan ke 2

Kegiatan Descripsi Kegiatan

Alokasi

Pendahuluan

a. Guru masuk ke kelas langsung

menyapa dan menggunakan bahasa

Inggris agar English Environment

dapat langsung tercipta

b. Guru menyapa (Good morning/ Good

afternoon dsb) dan menanyakan kabar

siswa (How are you today?)

c. Guru mengabsen kehadiran siswa

d. Memberikan motivasi terhadap siswa

berkaitan dengan Congrutulation

5‟

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( ucapan selamat)

e. Menyampaikan tujuan pembelajaran.

Kegiatan

Inti

Mengamati

a. Peserta didik menonton Video tentang

congratulation (ucapan selamat). dan

mendengarkan pemaparan tentang

ucapan selamt , dengan betul.

b. Peserta didik melihat dan

mendengarkan pemaparan tentang

ucapan selamat .

c. Peserta didik dengan bimbingan guru

dapat memahami dengan jelas

Ucapan selamat.

Mempertanyakan

Guru mengarahkan peserta didik untuk

bertanya mengenai materi atau bahan ajar

tentang materi Ucapan Selamat yang belum

dapat mereka pahami.

Mengeksplorasi

a. Siswa menonton video dengan

teliti dengan suara dan

memprediksi apa yang di ajarkan

lewat video.

b. Mengidentifikasi kata ganti orang

dari video tentang dialog Ucapan

Selamat berdasarkan adengan

35‟

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dalam video secara lisan.

c. Guru membagi siswa

berpasangan.

d. Perserta diminta untuk memahami

context tentang Ucapan Selamat.

Mengasosiasi

a. Siswa dengan pasangannya

mengolah informasi yang sudah

didapat.

b. Siswa secara berpasangan melatih

untuk perform di depan kelas.

c. Guru membantu mengarah dan

mendampingi siswa.

Berkomunikasi

a. Siswa secara berpasangan di minta

untuk perform didepan kelas.

b. Peserta didik memperoleh balikan

dari guru dan teman tentang karya

yang dihasilkan/pesan yang

ditangkap dan disampaikan, dan

lain-lain.

Penutup f. Peserta didik bersama guru

menyimpulkan pembelajaran.

g. Guru memberikan feedback.

h. Guru menutup pembelajaran dengan

doa dan ungkpan pamitan.

5‟

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POST TEST 45’

MEDIA PEMBELAJARAN

Video

Power Point

Papan tulis

Laptop

LCD

Speaker

SUMBER BELAJAR

Model ucapan dan tindakan guru

LKS Bahasa Inggris kelas X semester 1

https://www.youtube.com/watch?v=-Od7C1W9IiU

https://www.youtube.com/watch?v=bk0uhMGCu84

Penilaian

1. Teknik: Tes Lisan

2. Bentuk: Menyusun dialog

memberikan dan meminta

pendapat

3. Instrument:

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PRE-TEST (45‟)

Pre test items for the Tenth Grades Students of SMK PGRI 2 Saalatiga

In the Academic Year 2018/2019

Please make the simple dialog by follow the picture below :

Example :

1.

I M : Happy birthday Ria, here is a little present from all of us.

R K: Thank you very much I M,its so kind of you

I M : We wish you all the best in future.

R K : Thank you I M.

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2.

S V : Hi ! W D

W D : Hi S V

S V : Congratulation on your graduation dear.

W D : Thanks a lot S V

S V : Now i see you as the best student but 5 year in best to see you as the leader in best

company.

W D : Okey dear, wish me luck

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POST-TEST (45‟)

Post test items for the Tenth Grades Students of SMK PGRI 2 Salatiga

In the Academic Year 2018/2019

Please make the simple dialog with the situation :

1. Congratulation on your friend wins the Asian Games badminton match.

2. Congratulation on success of your friend‟s business.

1. Congratulation on your friend wins the Asian Games badminton match.

A R : I heard you got 3 score for Vollyball match ?

A Y : Yes that‟s right

A R : you‟re great Congratulation

A R : Thank you so much.

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2. Congratulation on success of your friend‟s business.

G L : How your business R ?

R : Its good, I‟ve sold 100 items these two days.

GL : Congratulations! That‟s a popular business right now.

R : Thanks a lot !

The Scoring Rubric Table of Speaking Test ( Ur, 1996 : 135)

In ( Louma Sari: 2004)

5 points 4 points 3 points 2 point 1 points

Pronunciation

Virtually

grammar

mistakes

Produces

words with

mostly correct

pronunciation

but

sometimes

there is any

error

Produces

words with

some errors

pronunciation

May have

many strong

foreign

accents or

produces

words with

too many

errors

pronunciation

and

innintengible

Little or no

language

produces

Grammar

Uses

grammatical

sentences or

expressions

or

expressions

or virtually

grammar

Uses a

slightly

incorrect

grammatical

sentences or

expressions or

occasional

grammar slips

Makes

obvious

grammar

mistakess or

makes some

grammar

mistakes

Makes

mistakes in

basic

grammar or

no correct

grammatical

sentences or

expressions

Little or no

language

produces

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mistakes

Vocabulary

Use wide

vocabulary

appropriately

Uses good

range of

vocabular

Uses

adequate but

not rich

vocabulary

Uses adequete

but not rich

vocabulary

Little or no

language

produces

Fluency Speaks

fluently with

rare

repetition

and uses

long turns

easily and

effectively

Speaks with

occasional

repetition and

uses short

turns in

speaking

Gets idea

accross but

hesitantly and

briefly with

some

repetition

Speaks slowly

and very

hesitant with

frequent

repetition and

sometimes

difficult to

understand

Little or no

communication

Maximum score = 20

Score = the results of score x 100

Maximum score

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Mengetahui

Teacher Researcher

Tri Yunifah, S.S.

NIP. .....................................

Fitreeya Waedeng

113-14-167

Appendix 3

Materials

LAMPIRAN

Definition of Congratulating other

Congratulating is an expression that we use give the congratulation utterance when

he or she be succeed in doing something.

Congratulating Statements 1. Congratulation : Selamat

2. Happy birthday : Selamat ulang tahun

3. Happy feast day : Selamat

4. Happy New Year : Selamat tahun baru

5. Happy anniversary : Selamat hari jadi

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6. Happy Lebaran‟s Day : Selamat hari Lebaran

7. Merry Christmas : Selamat Natal

8. Congratulation to you : Selamat buat kamu

9. Congratulation on you : Selamat untukmu

10. Congratulation on your married : Selamat atas pernikahanmu

11. Congratulation on your promotion : Selamat atas kenaikan pangkatmu

12. Congratulation on your getting new job : Selamat atas pekerjaan barumu

13. I am happy to hear you success : Saya gembira atas kesuksesan anda

14. How lucky you are : Betapa beruntungnya kamu

Respons

selamat

Thank you = Terima kasih

It‟s very kind of you to say so = Anda sangat baik telah berkata demikian

Thanks you very much for saying so = Terima kasih banyak sudah berkata

demikian

Thanks for your saying = Terima kasih atas ucapan Anda

I am glad you think so = Saya senang Anda berpikir demikian

Oh, it‟s nothing special actually = Oh, sebenarnya ini bukan apa-apa

Thank you, I still have to learn more = Terima kasih, saya masih harus banyak

belajar

Oh, not really = Oh, tidak juga

Oh, it was really nothing = Oh, itu bukan apa-apa

Nothing to it = Bukan apa-apa

For Example

The first exampleRoy : Who won the football match yesterday?

Roy : Who won the football match yesterday?

Tom : Our team did. We won three to one

Roy : Congratulation. I‟m glad to hear it

Tom : Thank you.

The second example

Santy : Happy birthday, santy. Many happy return of the day

Essy : Thank you, Santy. You are the first who congratulates me

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Santy : Oh realy? Here is a little present for you. I hope you like it.

Essy : Thank you very much. You are really my best friend.

Tom : Thank you.

Tom : Thank you.

Appendix 4

Lesson Plan in Cycle 2

RENCANA PELAKSANAAN PEMBELAJARAN

( R P P )

CYCLE II

Nama sekolah : SMK PGRI2 Salatiga

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/ 1

Materi Pokok : Congratulation

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Skill : Speaking

Alokasi Waktu : 4×45 menit (2 Pertemuan)

KOMPETENSI INTI

KI 1 : Menanggapi dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,

membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang

dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

KOMPETENSI DASAR

3.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks

interpersonal lisan dan tulis yang melibatkan tindakan memberikan ucapan

Selamat bersayap ( extended) , dan responnya,sesuai dengan konteks

penggunaannya.

4.2 Menyusun teks interaksi interpersonal lisan dan tulis sederhanayang

melibatkan tindakan memberikan ucapan selamat bersayap ( extended ) , dan

responyan dengan memperhatikan fungsi sosial , struktur teks , dan unsur

kebahasaan yang benar dan sesuai konteks.

INDIKATOR

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Pengetahuan

3.2.1 Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dalam

teks tulis dan lisan mengenai ungkapan memberikan selamat.

3.2.2 Membedakan ungkapan memberikan selamat yang formal dan tidak formal

dan tidak formal.

Keterampilan

4.2.1 Menyusun teks lisan mengenai ungkapan mengucapkan selamat.

4.2.2 Memberi ucapan selamat dengan mengunakan struktur teks dan unsur

kebahasaan yang tepat sesuai konteks penggunaan.

4.2.3 Merespon ucapan selamat dengan menggunakan struktur teks dan unsur

kebahassa yang tepat sesuai dengan konteks penggunaan.

Tujuan Pembelajaran

Pengetahuan

Pengetahuan

3.2.1 Diberikan contoh dialog, siswa dapat mengidentifikasi sebuah kalimat

Terkait simple present tense dan simple past tense secara tepat.

3.2.2 Diberikan contoh kalimat , siswa dapat membuat kalimat ucapan selamat

bersayap terkait simple present tense dan simple past tense yang telah di

tentukan.

Keterampilan

4.1.1 Diberikan contoh dialog ucapan selamat bersayap , siswa dapat membuat

dialog ucapan selamat bersayap dengan ketentuan yang telah diberiakn.

4.1.2 Diberikan contoh berdialog ucapan selamat, siswa dapat memperform

dialog ucapan selamat .

MATERI POKOK

Fungsi Sosial

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: untuk membuat ucapan selamat dan untuk menjaga hubungan

interpersonal dengan yang lain.

Struktur teks

Ungkapan pembuka

Ungkapan pertukaran informasi tentang ucapan selamat:

Exellent !

You really did it well, Ali !

I‟m so pround of you.

Congratulation !

Ungkapan merespon :

Thank you

That‟s very kind of you

Unsur kebahasaan

Kosakata : yang terkait dengan topik

Grammar :

Adjective : great , fantastic, awsome.

Simple present tense

Simple past tense

METODE PEMBELAJARAAN

Pendekatan : Scientific approach

Metode : Discovery Learning

Strategi : Pengamatan, pemodelan, mempraktikkan

LANGKAH-LANGKAH PEMBELAJARAN

Pertemuan ke – I

PRE-TEST 45’

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Kegiatan Descripsi Kegiatan Alokasi

waktu

Pendahuluan

f. Guru masuk ke kelas langsung

menyapa dan menggunakan bahasa

Inggris agar English Environment

dapat langsung tercipta

g. Guru menyapa (Good morning/ Good

afternoon dsb) dan menanyakan kabar

siswa (How are you today?)

h. Guru mengabsen kehadiran siswa

i. Memberikan motivasi terhadap siswa

berkaitan dengan Congratulation.

j. Menyampaikan tujuan pembelajaran

5‟

Kegitan Inti Mengamati

d. Peserta didik mengamati teks tulisan

dan lisan tentang mengucapkan selamat

dan responnya.

e. Peserta didik menganalisi fungsi sosial,

struktur teks dan unsur kebahasaan dari

ungkapanmemberikan ucapan selamat

dan responnya yang terdapat dalam

teks, dengan bimbingan guru dapat

memahami dengan jelas.

f. Perserta diminta untuk memahami

context tentang ucapan selamat

bersayap.

Mempertanyakan

Guru mengarahkan peserta didik untuk

35‟

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bertanya mengenai materi atau bahan ajar

tentang materi Congratulation (ucapan selamt)

yang belum dapat mereka pahami

Mengeksplorasi

d. Guru membagi siswa berpasangan.

e. Guru meminta siswa untuk

menentukan sebuah tema dialog

yang akan dibuat.

f. Siswa dengan pasangannya

mendiskusi tentang membuat dialog

ucapan selamat yang telah di

perintah oleh guru.

Mengasosiasi

d. Siswa dengan pasangannya

mengolah informasi yang sudah

didapat.

e. Siswa secara berpasangan melatih

untuk perform di depan kelas.

f. Guru membantu mengarah dan

mendampingi siswa.

Berkomunikasi

c. Siswa secara berpasangan di minta

untuk perform didepan kelas.

d. Peserta didik memperoleh balikan

dari guru dan teman tentang karya

yang dihasilkan/pesan yang

ditangkap dan disampaikan, dan

lain-lain.

Penutup d. Peserta didik bersama guru

5‟

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menyimpulkan pembelajaran.

e. Guru memberikan feedback.

f. Guru menutup pembelajaran

dengan doa dan ungkpan pamitan.

Pertemuan ke 2

Kegiatan Descripsi Kegiatan

Alokasi

Pendahuluan

i. Guru masuk ke kelas langsung

menyapa dan menggunakan bahasa

Inggris agar English Environment

dapat langsung tercipta

j. Guru menyapa (Good morning/ Good

afternoon dsb) dan menanyakan kabar

siswa (How are you today?)

k. Guru mengabsen kehadiran siswa

l. Memberikan motivasi terhadap siswa

berkaitan dengan Congrutulation

( ucapan selamat)

m. Menyampaikan tujuan pembelajaran.

5‟

Kegiatan

Inti

Mengamati

d. Peserta didik menonton Video tentang

congratulation (ucapan selamat). dan

mendengarkan pemaparan tentang

ucapan selamt , dengan betul.

e. Peserta didik melihat dan

mendengarkan pemaparan tentang

ucapan selamat .

35‟

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f. Peserta didik dengan bimbingan guru

dapat memahami dengan jelas

Ucapan selamat.

Mempertanyakan

Guru mengarahkan peserta didik untuk

bertanya mengenai materi atau bahan ajar

tentang materi Ucapan Selamat yang belum

dapat mereka pahami.

Mengeksplorasi

e. Siswa menonton video dengan

teliti dengan suara dan

memprediksi apa yang di ajarkan

lewat video.

f. Mengidentifikasi kata ganti orang

dari video tentang dialog Ucapan

Selamat berdasarkan adengan

dalam video secara lisan.

g. Guru membagi siswa

berpasangan.

h. Perserta diminta untuk memahami

context tentang Ucapan Selamat.

Mengasosiasi

d. Siswa dengan pasangannya

mengolah informasi yang sudah

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didapat.

e. Siswa secara berpasangan melatih

untuk perform di depan kelas.

f. Guru membantu mengarah dan

mendampingi siswa.

Berkomunikasi

c. Siswa secara berpasangan di minta

untuk perform didepan kelas.

d. Peserta didik memperoleh balikan

dari guru dan teman tentang karya

yang dihasilkan/pesan yang

ditangkap dan disampaikan, dan

lain-lain.

Penutup n. Peserta didik bersama guru

menyimpulkan pembelajaran.

o. Guru memberikan feedback.

p. Guru menutup pembelajaran dengan

doa dan ungkpan pamitan.

5‟

POST TEST 45’

MEDIA PEMBELAJARAN

Video

Power Point

Papan tulis

Laptop

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LCD

Speaker

SUMBER BELAJAR

Model ucapan dan tindakan guru

LKS Bahasa Inggris kelas X semester 1

https://www.youtube.com/watch?v=-Od7C1W9IiU

https://www.youtube.com/watch?v=bk0uhMGCu84

A. Penilaian

1. Teknik: Tes Lisan

2. Bentuk: Menyusun dialog memberikan dan meminta pendapat

3. Instrument:

PRE-TEST (45‟)

Cycle II

Pre test items for the Tenth Grades Students of SMK PGRI 2 Saalatiga

In the Academic Year 2018/2019

Please make the simple dialog by follow the picture bellow:

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POST-TEST (45‟)

Post test items for the Tenth Grades Students of SMK PGRI 2 Salatiga

In the Academic Year 2018/2019

Please make a free dialog about congratulation:

Example:

Example:

S V : Happy Eid Mubarak!

W D : Happy Eid Mubarak too !

S V : did your family go home to celebrate eid day?

WD : Yes ! ofcouse

S V : Wow ! that good i‟m happy for you.

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G L : Hello Jack ! I am so happy to day

I M : What is going on friend ?

G L : it is about Rose. She accepted me as her boyfriend.

I M : well , that is great ! Congratulation, man.”

G L : Thanks.

PENILAIAN HASIL PEMBELAJARAN

Pencapaian fungsi sosial

Ucapan, tekanan kata & intonasi yang jelas dan tepat ketika

mempresentasikan secara lisan.

Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata,

intonasi, dan ejaan.

The Scoring Rubric Table of Speaking Test ( Ur, 1996 : 135)

In ( Louma Sari: 2004)

5 points 4 points 3 points 2 point 1 points

Pronunciation

Virtually

grammar

mistakes

Produces

words with

mostly correct

pronunciation

but

sometimes

there is any

error

Produces

words with

some errors

pronunciation

May have

many strong

foreign

accents or

produces

words with

too many

errors

pronunciation

and

innintengible

Little or no

language

produces

Grammar

Uses

grammatical

sentences or

expressions

or

expressions

or virtually

grammar

Uses a

slightly

incorrect

grammatical

sentences or

expressions or

occasional

grammar slips

Makes

obvious

grammar

mistakess or

makes some

grammar

mistakes

Makes

mistakes in

basic

grammar or

no correct

grammatical

sentences or

expressions

Little or no

language

produces

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mistakes

Vocabulary

Use wide

vocabulary

appropriately

Uses good

range of

vocabular

Uses

adequate but

not rich

vocabulary

Uses adequete

but not rich

vocabulary

Little or no

language

produces

Fluency Speaks

fluently with

rare

repetition

and uses

long turns

easily and

effectively

Speaks with

occasional

repetition and

uses short

turns in

speaking

Gets idea

accross but

hesitantly and

briefly with

some

repetition

Speaks slowly

and very

hesitant with

frequent

repetition and

sometimes

difficult to

understand

Little or no

communication

Maximum score = 20

Score = the results of score x 100

Maximum score

Mengetahui

Teacher Researcher

Tri Yunifah, S.S.

NIP. .....................................

Fitreeya Waedeng

113-14-167

Appendix 5

Materials

LAMPIRAN

Definition of Congratulating other

Congratulating is an expression that we use give the congratulation utterance when

he or she be succeed in doing something.

Congratulating Statements 15. Congratulation : Selamat

16. Happy birthday : Selamat ulang tahun

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17. Happy feast day : Selamat

18. Happy New Year : Selamat tahun baru

19. Happy anniversary : Selamat hari jadi

20. Happy Lebaran‟s Day : Selamat hari Lebaran

21. Merry Christmas : Selamat Natal

22. Congratulation to you : Selamat buat kamu

23. Congratulation on you : Selamat untukmu

24. Congratulation on your married : Selamat atas pernikahanmu

25. Congratulation on your promotion : Selamat atas kenaikan pangkatmu

26. Congratulation on your getting new job : Selamat atas pekerjaan barumu

27. I am happy to hear you success : Saya gembira atas kesuksesan anda

28. How lucky you are : Betapa beruntungnya kamu

Respons

selamat

Thank you = Terima kasih

It‟s very kind of you to say so = Anda sangat baik telah berkata demikian

Thanks you very much for saying so = Terima kasih banyak sudah berkata

demikian

Thanks for your saying = Terima kasih atas ucapan Anda

I am glad you think so = Saya senang Anda berpikir demikian

Oh, it‟s nothing special actually = Oh, sebenarnya ini bukan apa-apa

Thank you, I still have to learn more = Terima kasih, saya masih harus banyak

belajar

Oh, not really = Oh, tidak juga

Oh, it was really nothing = Oh, itu bukan apa-apa

Nothing to it = Bukan apa-apa

For Example

The first exampleRoy : Who won the football match yesterday?

Roy : Who won the football match yesterday?

Tom : Our team did. We won three to one

Roy : Congratulation. I‟m glad to hear it

Tom : Thank you.

The second example

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Santy : Happy birthday, santy. Many happy return of the day

Essy : Thank you, Santy. You are the first who congratulates me

Santy : Oh realy? Here is a little present for you. I hope you like it.

Essy : Thank you very much. You are really my best friend.

Appendix 6

Interview Guidelines

SEMI-STRUCTURED INTERVIEW

Informant : Tri Yunifah, S.S.

Date and place : Teachers‟ room, August 8th

2018

Questions

1. How long you have been an English teacher in SMK PGRI 2 Salatiga?

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2. In what classes do you teach?

3. There are any problems when teaching in Speaking class?

4. How the ability of students in speaking skills?

5. How do you cope with students who are still lacking in this ability

ma‟am ?

6. Have you ever used videos in teaching speaking ?

7. How much KKM is demanded by the students?

Answer

1. I have be a teacher about 15 years

2. Only class tenth

3. yes there are many , the first is about time with a little and a lot of

material so it makes me unable to teach as much as possible , and the

students had low vocabulary, lack of motivation and other.

4. there are still most of students whose abilities are lacking in learning, so

that is difficult to follow the materials in classroom.

5. I try to find more interesting material that can help them to increase

learning motivation.

6. Yes ever and the students love it.

7. here the KKM is 70.

Appendix 7

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Students’ Score in Pre-test of cycle I

Date: Friday, Auguat14th

2018

Time: 07.00-08.30

Place: X. SMK PGRI2

No. Students’name Gram. Pron. Fluency Voc. Score

1. A B S 2 2 2 3 45

2. A B K 2 2 2 3 45

3. A S S A 2 2 2 2 40

4. A S A 2 2 2 3 45

5. E A 3 3 2 3 50

6. F A 2 2 2 3 45

7. F K W 2 2 2 2 40

8. G A 2 2 2 3 45

9. G 3 3 2 3 50

10. H A 2 2 2 2 40

11. I S 3 3 2 3 50

12. K A A 2 2 2 3 45

13. L E C 3 3 3 3 60

14. M E F 2 2 2 3 45

15. M A N 2 2 2 3 45

16. M I F 2 2 2 2 40

17. N P R 3 3 3 3 60

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18. O N S 3 3 3 3 60

19. P A W 2 2 2 3 45

20. R A P 2 2 2 3 45

21. R 2 2 2 3 45

22. S N S 2 2 2 2 40

23. S P S 2 2 2 2 40

24. S A F 3 3 2 3 50

25. S D S 2 2 2 2 40

26. S U R 2 2 2 2 40

27. V A R 3 3 3 3 60

28. W 2 2 2 2 40

29. W L 2 2 2 2 40

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Students’ Score in Post-Test of Cycle I

Date: Friday, August 31th

2018

Time: 07.00-08.30

Place: X. SMK PGRI 2

No. Students’name Gram. Pron. Fluency Voc. Score

1. A B S 3 3 3 3 60

2. A B K 3 3 3 3 60

3. A S S A 4 3 3 3 65

4. A S A 3 2 3 3 55

5. E A 3 3 3 3 60

6. F A 3 2 3 3 55

7. F K W 3 2 3 3 55

8. G A 3 3 3 3 60

9. G 3 4 3 3 65

10. H A 3 4 3 3 65

11. I S 4 3 3 4 70

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12. K A A 3 4 3 3 65

13. L E C 3 4 3 3 65

14. M E F 3 4 3 4 70

15. M A N 3 3 3 3 60

16. M I F 3 3 3 3 60

17. N P R 3 4 3 4 70

18. O N S 3 3 3 3 60

19. P A W 3 2 3 3 55

20. R A P 3 3 3 3 60

21. R 3 3 2 3 50

22. S N S 3 3 2 3 50

23. S P S 3 3 4 3 65

24. S A F 3 3 3 3 60

25. S D S 4 3 3 3 65

26. S U R 3 3 3 3 60

27. V A R 3 3 3 3 60

28. W 3 3 3 3 60

29. W L 3 3 3 3 60

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Students’ Score in Pre-Test of Cycle II

Date: Friday, September 7th

2018

Time: 07.00-08.30

Place: X. SMK PGRI 2

No. Students’name Gram. Pron. Fluency Voc. Score

1. A B S 4 3 3 3 65

2. A B K 4 3 3 3 65

3. A S S A 4 3 3 3 65

4. A S A 4 3 3 4 70

5. E A 4 3 3 4 70

6. F A 4 3 3 4 70

7. F K W 4 3 3 4 70

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8. G A 4 3 3 4 70

9. G 4 3 3 4 70

10. H A 4 3 3 4 70

11. I S 4 3 3 4 70

12. K A A 4 3 3 4 70

13. L E C 4 3 3 4 70

14. M E F 4 3 3 4 70

15. M A N 4 3 3 4 70

16. M I F 4 3 3 4 70

17. N P R 4 3 3 4 70

18. O N S 3 3 3 4 65

19. P A W 3 3 3 4 65

20. R A P 4 3 3 4 70

21. R 4 3 3 4 70

22. S N S 4 3 3 4 70

23. S P S 3 3 3 4 65

24. S A F 3 3 3 4 65

25. S D S 3 3 3 4 65

26. S U R 4 3 3 4 70

27. V A R 4 3 3 4 70

28. W 4 3 3 4 70

29. W L 4 3 3 4 70

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Students’ Score in Post-Test of Cycle II

Date: Friday, September 14th

2018

Time: 07.00-08.30

Place: X. SMK PGRI 2

No. Students’name Gram. Pron. Fluency Voc. Score

1. A B S 4 3 3 4 70

2. A B K 4 3 3 4 70

3. A S S A 4 3 3 4 70

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4. A S A 4 3 3 4 70

5. E A 4 3 3 4 70

6. F A 4 4 3 4 75

7. F K W 4 4 3 4 75

8. G A 4 4 3 4 75

9. G 4 4 3 4 75

10. H A 4 4 3 4 75

11. I S 4 4 3 4 75

12. K A A 4 4 3 4 75

13. L E C 4 4 3 4 75

14. M E F 4 4 3 4 75

15. M A N 4 4 4 3 75

16. M I F 4 4 3 4 75

17. N P R 4 4 3 4 75

18. O N S 4 3 3 4 70

19. P A W 4 3 3 4 70

20. R A P 4 4 3 4 75

21. R 4 4 3 4 75

22. S N S 4 4 3 4 75

23. S P S 4 3 3 4 70

24. S A F 4 3 3 4 70

25. S D S 4 3 3 4 70

26. S U R 4 4 3 4 75

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27. V A R 4 4 3 4 75

28. W 4 4 3 4 75

29. W L 4 4 3 4 75

Appendix 8

Field Note 1

Date: Friday, Auguat24th

2018

Time: 07.00-08.30

Place: X. SMK PGRI2

The teacher and the researcher entered the class.

The teacher informed the students that a few days later the class would be

observed by the researcher.

The teacher started the lesson by greeted and asked about their condition.

The teacher mentions the purpose of coming in the class; then the researcher

introduced herself to the students.

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The teacher checked the students‟ attendance list. After checked the attendance

list, the teacher told that they would have a pre-test. The teacher gave a sheet of

paper for the students to give an opinion about the picture and give their own

The teacher asked the students to do by themselves, and also allowed the

students to open dictionary and internet.

When the students were doing the pre-test, the teacher walked around the class to

check the students while doing the test. Two boys, “Ega and Fajar” who sit in the

middle chair did not focus; they looked so confused to make dialog in English.

They only looked at the paper without doing the test. Two students, “Imam and

Rudi” asked about how making the dialog about congratulation. The teacher

answered “tried to imagine the situation when your friend got graduation or on

your friend‟s birthday how do you want to say congratulation or said happy

birthday to your friend.” The students who in the front chair “Galih” asked

“Mom, how about my dialog. Is it correct?” The teacher answered “Yes, it is

correct. Keep doing the test well.” There was one boy, “Gunardi” looked bored,

he still did not do the test. He enjoyed with his Smartphone. Most of the students

accessed the internet, especially Google translate to get the answers. In doing the

pre-test, the teacher called the students‟ name one by one and the researchers‟

partner recorded their performance.

After doing pre-test the teacher showed a power point presentation to the students.

Than, the teacher played a video about dialog of Congratulation and happy

birthday. The teacher asked students to watch the video and imitate the

conversations based on the video. After playing the video, the teacher gave some

questions to the students “based on the video, please mention what is the

expression of Congratulation?” in the first conversation on video is

congratulation about what? There was one student “Ayu” who answered, “about

the business of Ria” the teacher replied “that‟s a good answer, Ayu. Thank you.

How about second conversation on vidio,sasa? Can you mention it?” Sasa

answered “Yes, Mom, I can. The example is; there is a boy asked about the news

of Dora”. “Well done! Good, Sasa!” Then, the teacher asked students who sit in

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the right side “Melindha and Maaeva” to read some dialog of congratulation other

from the Power Point Presentation.

The teacher explained the structure, language feature and the example of dialog

congratulation. Then, the teacher explained more detail in Bahasa in order to

make a deep understanding. The teacher asked some students, they were Setiawan

and Gunardi, Novi and Siti to read the example of dialogue about congratulating

other. The first dialogue was read by Setiawan and Gunardi. The second dialogue

was read by Novi and Ma Siti. After read the dialogue, the teacher explains about

the dialog that was read by Setiawan and Gunardi, Novi and Siti in bahasa to

make students more understand.

The time was up, for the next meeting the teacher asked the students repeat the

lesson that was study to day at home.

Field Note 2

Date: Friday, August 31th

2018

Time: 07.00-08.30

Place: X. SMK PGRI 2

The teacher and the researcher entered the class. The teacher entered the class

and greeted the students “Assalamu‟alaikum Wr.Wb” and the students answered

“Wa‟alaikumussalam Wr.Wb”. The teacher said “let‟s start our lesson today by

saying basmallah together “Bismillahirrohmanirrohiim”.

The teacher asked the students‟ condition and checked the students‟ attendance

list. The next activity in the class, the teacher still used Video as media in

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teaching learning process. Then, the teacher prepared the laptop and LCD by

asking some helps to the students.

The teacher showed Power Point Presentation slides. the teacher asked the

students to follow what the teacher did by showing through LCD projector. Then

the teacher guided the students to read dialog together. The teacher asked the

students to watch the video. After watched the video, the teacher asked the

students to analyze the conversation based on the video.

The teacher asked a question to the students, “Sasa” to find the what is

conversation about. While analyzing the conversation based on the video, the

teacher gave change for students to ask questions.

The teacher asked the students to make some groups in pairs discussion students

in order to all the students. After grouping the students, the teacher showed Video

LCD projector.

The teacher showed conversation about congratulation. Then, the teacher asked

the students to make dialog about congratulating follow the teacher direction.

After finished, the students with their partners.

The teacher gave 15 minutes to make a dialogue, and asked some students to

practice in front of the class. While making a dialogue, the teacher walked

around the class and said “if you want to find another example on your

dialogue,look at example on video ”. One of girl, Shelia who sit in the back row

asked, “Mom, it should a short dialogue or long dialogue?” the teacher answered

“just simple dialog up to you,you want to make short or long dialog.

After treatment , the teacher told that they would have a post-test. Then, the

teacher gave a post-test for the students in 45 minutes.The teacher gave a sheet

of paper for each student. The students were asked to practice one by one in front

of the class.

While the students were doing the post-test, the teacher walked around to check

the students. The teacher allowed the students to open dictionary and internet. In

doing the post-test, some of students still asked about direction in doing the post-

test. They did not the instruction the first page of the post-test sheet. Then, the

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teacher called the students‟ name one by one and their performance was recorded

by researchers‟ partner.

After having post-test, and their speaking performance have been being recorded,

then the teacher closed the class.

Teacher: “Okay students, the time is up. We will continue our lesson in the next

week. Let‟s close our lesson today by saying hamdalah together.

Field Note 3

Date: Friday, September 7th

2018

Time: 07.00-08.30

Place: X. SMK PGRI 2

The teacher and the researcher entered the class. The teacher researcher observed

the teacher and students‟ activity and the partner took some photos and videos in

doing pre-test and trreatment for documentation. The teacher opened the class and

said “Assalamu‟alaikum wr.wb.”Students: “Wa‟alaikumussalam, wr.wb.”

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Then, the teacher checked the students‟ attendance list. After checked students‟

attendance list, the teacher told that they would have a pre-test in 45 minutes.

Then the teacher asked the students to do the test by themselves, and allowed the

students to open dictionary and internet. Two girls “Siti and Ayu” asked question

“Mom, how many dialog that i have to made ?” the teacher answer“only one like

last week.” Siti and Ayu answered “ oh i see ,Thank you, Mom.”

After the time has over, the teacher called the students‟ name one by one, graded

their performance and the researcher‟s partner recorded their speaking

performance.

After having pre-test, the teacher showed Power Point Presentation slides and

Video. The teacher prepared LCD to showed Video about congratulating other.

After finished, the LCD was on, the teacher showed power point presentation

slides. the teacher asked the students to follow what the teacher did by showing

through LCD projector. Then, the teacher asked the students to watch the video.

After that, the teacher played a video about dialog of Congratulation and happy

birthday. The teacher asked students to watch the video and imitate the

conversations based on the video.

The teacher explained the structure, language feature and the example of dialog

congratulation.

The time was up, for the next meeting the teacher asked the students to read the

material that was study today. After that the teacher closed the meeting.

Field Note 4

Date: Friday, September 14th

2018

Time: 07.00-08.30

Place: X. SMK PGRI 2

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The teacher and the researcher entered the class. The teacher entered the class and

greeted the students “Assalamu‟alaikum Wr.Wb” and the students answered

“Wa‟alaikumussalam Wr.Wb”. The teacher said “let‟s start our lesson today by

saying basmallah together “Bismillahirrohmanirrohiim” and followed together by

the students.

The teacher asked the students‟ condition and checked the students‟ attendance

list. The next activity in the class, the teacher still used Video as media in

teaching learning process. Then, the teacher prepared the laptop and LCD then,

the teacher showed Power Point Presentation slides. the teacher asked the students

to follow what the teacher did by showing through LCD projector. Then the

teacher guided the students to read dialog together. The teacher asked the students

to watch the video. After watched the video, the teacher asked the students to

analyze the conversation based on the video.

The teacher asked a question to the students, “Umi” to find twhat is the

conversation about?. While analyzing the conversation based on the video, the

teacher gave change for students to ask questions.

The teacher asked the students to make some groups in pairs discussion students

in order to all the students. After grouping the students, the teacher showed Video

LCD projector.

The teacher showed conversation about congratulation. Then, the teacher asked

the students to make dialog about congratulating follow the teacher direction.

The teacher gave 15 minutes to make a dialogue, and asked some students to

practice in front of the class. While making a dialogue, the teacher walked around

the class and said “if you want to find another example on your dialogue,look at

example on video ”. One of boy, Imam who sit in the middle row asked, “Mom,

can i find the example of conversation on internet?” the teacher answered “em..

ya its ok. Then, The teacher said“Well, while your friends practice in front of the

class, you have to give attention to your friends. The students answered “Alright,

Mom!” First, the teacher asked “ Imam and Galih ” to practice in front of the

class.

After having post-test, and their speaking performance have been being recorded,

then the teacher closed the class.

Teacher: “Okay students, the time is up. We will continue our lesson in the next

week. Let‟s close our lesson today by saying hamdalah together.Students:

“Alhamdulillahirabbil‟alamin”Teacher: “Thanks for your attention and see you.

Wassalamu‟alaikum wr.wb.” Students: “Wa‟alaikumussalam. See you, Mom”

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