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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
10
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
19
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
20
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.
21
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
22
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
23
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
24
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
25
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
26
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:
27
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
28
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.
29
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
30
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
31
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
32
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
33
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
34
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.
35
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
36
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
37
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.
38
CHAPTER III
IMPLEMENTATION OF RESEARCH
39
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).
40
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.
41
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:
42
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.
43
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.
44
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
45
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
46
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
47
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”
48
“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
49
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.
50
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”.
51
“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.
52
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
53
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.
54
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.
55
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
56
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
57
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.
58
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.
59
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:
60
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
61
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
62
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
63
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
64
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
65
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
66
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
67
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
68
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
69
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?”
70
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.
71
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.
72
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”
73
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
74
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,
75
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
76
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
77
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
78
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
79
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
80
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
81
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
82
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
83
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
84
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
85
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
86
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 %
87
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
88
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.
89
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
90
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
91
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.
92
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95
96
97
98
99
APPENDICES
100
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.
101
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
102
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
103
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.
104
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.
105
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 :
106
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‟
107
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
108
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‟
109
( 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‟
110
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‟
111
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:
112
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.
113
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
114
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.
115
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
116
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
117
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
118
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
119
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
120
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
121
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
122
: 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’
123
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‟
124
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‟
125
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‟
126
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
127
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
128
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
137
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
141
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
146
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
147
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.”
148
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
149
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”
150