Background
Learning English means learning
language components and language skills. Grammar, vocabulary, pronunciation,
and spelling are examples of language components. Meanwhile, language skill
covers listening, writing, reading, and speaking. Among the four skills,
speaking is often considered as the most difficult skill to be learned by the
students.
Brown and Yule (1983) state that
learning to talk in the foreign language is often considered being one of the
most difficult aspects of language learning for the teacher to help the
students. Helping the students develop the speaking skill not merely so that
they can pass examination but also for more general use when they want to use
the English in the overseas. They may need for further study, work or leisure,
so that they will not be among the many people who unable to express his idea
in English after having studied it for some years.
The teachers are challenged to expand
a variety of teaching techniques. The variety of teaching techniques will help
learners to advance their ability and higher motivation to learn English,
especially learn speaking. The writer believes the video presentation is the
exactly method to improve students’ speaking ability.
Moreover, Sherman
(2003) states that students love video
because video presentation is exciting, demanding, and inspiring to watch. It
also brings how people behave in culture whose language they are learning into
the classroom. It enables students to have authentic experience in controlled
environment. It is also contextualizing language naturally by showing real life
into the classroom.
Related
to the problem above, Humaira (2011) conducted students’ speaking ability by
using video in junior high school. She conducted the research and limited only;
first, the speaking improved in the research covers information routines
especially giving justification. Second, the videos used are only commercial
breaks and a short documentary film. Third, improvement is seen from the
students’ motivation in speaking activity.
It is necessary to conduct
Quantitative research. In the quantitative research, the writer will choose
True Experiment research with Pretest-posttest control group design. Nursyahidah (2007) states that this design has two
groups, which is chosen randomly, then it is given pretest to know the
differences of previous situation between experiment group and control group.
This research
refers to the students and English teachers generally. On the other hand, the
main purpose of this research is to increase students’ speaking proficiency in
learning English. Besides it, the writer will improve students’ motivation in
learning English by using video presentation.
Research
Question
The
problem of this research can thus be formulated bellow:
Can video presentation improve students’ speaking
proficiency?
Hypothesis
The writer
believes a video presentation will increase students’ speaking proficiency and
students’ motivation.
Research
Objective
The objectives of this research will be the answers to the
questions stated in the formulation of the problem. The objectives of this
research, therefore, can be stated as follow: To identify the effectiveness of
videos in the speaking class in improving the students’ speaking proficiency
Significance
of the study
This research will more help to several classes. The first class is
students. This research will increase students’ speaking proficiency, it means
that they can speak fluently and it can improve their imagination in front of
the camera. The second class is English teachers. It
is advisable for the English teacher to develop enjoyable situation in teaching
language process so that students eager to participate in the teaching language
process. Besides it, Teacher should be more ingenious in developing new
techniques of teaching English in order to make the students curious and more
interested in getting involved in the teaching language process and then it is
important to be a self-reflective teacher since it is one of the ways to
develop teacher professionalism. The
third class is other researchers. This research is one of the ways in
improving students’ speaking skill. It is expected that the findings will be
used as starting points to conduct another research. There must be many others
techniques to make teaching language process more effective.
Delimitation
1.
This research only focuses in improving
speaking new vocabulary
2.
This research only focuses in senior
high school of the eleventh grade (class XI)
Literature Review
Teaching speaking to the student needs
modernization and creation to motivate them while learning speaking. One way
that can be used by the teacher is by using media especially video. By using
video, be able to increase students’ motivation in English learning. The writer
formulates the literature review in the following:
Video in teaching English
Discussing
about to improve speaking by using video camera, it is able to use for
increasing students’ ability. Katchen (1989) states video cameras, too, have
become smaller, lighter, cheaper, and easier to use. They make it
possible for us to make our own educational videos and, perhaps more
importantly, to record and view student performances in English. In
short, students can see what they look like and sound like to other people when
they speak English by watching themselves on TV. We teachers can use
video to help students become better speakers in English.” Therefore, using
video camera is useful for students to increase their own creative speaking.
Based
on statement above, this method is able to make students create their own
educational videos and record students’ performance in English (Katchen, 1989).
This method also is be able to be creative depend on the teacher.
For
supporting explanation above, Rammal (2006) states that many method especially
video can be used in a variety of instructional settings - in classrooms, on
distance-learning sites where information is broadcast to learners who interact
with the facilitator via video or computer, and in self-study and evaluation
situations. It can also be used in the teacher’s personal and professional
development or with students as a way of presenting content, initiating
conversations, and providing illustrations for various concepts. Teachers
and students can always create their own videotapes as content for the class or
as a means to assess learners’ performance. Therefore, based on Rammal (2006),
video is a media, which can increase students’ ability in Speaking and also it
is be able to be used for teacher personal and professional development, so
video camera is the one of media, which has an advantage.
Anderson (2011)
states nowadays, students are visual learners. Further, with the quick spread
of broadband internet access, is making the use of video in the classroom much
more reliable. Without a doubt, video is the future for all of us involved in
education. Gone are the days where it took a high degree of technical know, how
and hours of set up to bring video into the classroom. Now the classroom is
wired and connected. It is an exciting time to be both a teacher and a student.
Video presentation can improve
students’ speaking proficiency
Keller
and Suzuki (2004) found increasing speaking ability by using video camera has
an advantage. Video materials have an advantage because of the innovative
features that can be used to make instruction more appealing to learners.
However, there is a dangerous of overuse in that money of these features is
interesting only because they are new and fresh and may lose their appeal as
learners become more accustomed to them. Thus, Keller and Suzuki emphasize that
video camera not only has the advantage, but also has disadvantage.
Teaching
English must have innovation to make students are more interested to learn
English. The greatest one media, which is suitable for students, is by using
video camera. One theory studies that by using video camera has become smaller,
lighter, cheaper, and easier to use. It is easy to use because students only
speak in front of the camera. They can be more creative and attractive. On the
other hand, by using video camera can increase teacher’s personal and
professional development while they are teaching English. Personal and
professional development is important to be successful in teaching speaking
English. Thus, by using this method has advantage for both teacher and student.
Teaching
English must have innovation to make students are more interested to learn
English. The greatest one media, which is suitable for students, is by using
video camera. One theory studies that by using video camera has become smaller,
lighter, cheaper, and easier to use. It is easy to use because students only
speak in front of the camera. They can be more creative and attractive. On the
other hand, by using video camera can increase teacher’s personal and
professional development while they are teaching English. Personal and
professional development is important to be successful in teaching speaking
English. Thus, by using this method has advantage for both teacher and student.
Cherrymp (2011) concluded there
are five reasons to improve speaking ability. First, presents real language in
context. As mentioned in the introduction, the language that we often encounter
in the course books might not be always the 'real' language that learners hear
around them. Authentic video, in a way, presents meaningful, real language in
context thereby bridging the gap between the real world and the classroom.
Because of the visual cues, learners would find the language easy to follow and
the contexts easy to identify with. Second, Facilitates language comprehension
(and acquisition) the language input in the video, as told above, has a context
as well as visual aid, which would facilitate learners' comprehension.
Moreover, through subtitles teachers can help the weaker students. This would
reinforce the language heard. The principle here is the language comprehended
leads to language acquisition. Third, Brings the real world into the classroom
the reality presented in the course book need not be always the immediate
reality of the students. This sometimes can lead the students to feel alienated
from the course books. However, the variety in the authentic videos available
online can plug in this to an extent, especially when teachers handpick videos
that suit the learners' environment. Forth, is motivating, the course books often
can be dull for the students. However, the announcement to watch a video can
bring in some life and most of the learners would respond positively to the
visuals. Furthermore, the learners would be interested to know how the video
would progress especially if they have not watched it before. Fifth, Inspires
creativity, the video can be exploited in various forms in order to facilitate
learners' taste and interest and the learning objectives. Often the textbooks
would not have any pictures or if there were any would be limited in number,
which can dampen the spirit of the learners. However, when authentic videos are
used, the visuals there can reinvigorate the classroom and spark conversation a
major end in the language classrooms. In the following posts, ideas on how to
use authentic video as well as the principles to be followed while using
authentic video would be discussed.
The
methods of teaching English speaking must adapt with nowadays. One of those
methods is by using video camera for increasing students’ ability. Actually,
video camera is used in modern class, not for traditional class. Traditional
class means a class does not use electronic media in learning/teaching process,
so for showing this method to the traditional class must need some requirements.
Methodology
This
part provides the methodology research, involving method of research, setting
of research, population and sample, data collection, data analysis, validity,
and reliability.
Method
This
research will be designed by using quantitative method. According to Hohman
(2006), “Quantitative method is methods that convert data to numerical
indicators, and then analyze these numbers using statistics to establish
relationships among the concepts.”
The
quantitative method will be supported by Experimental research. According to
Picciano (2011), “Experimental research is defined essentially as research in
which the causal (independent) variable(s). It can be manipulated in order to
change an effect Because of this element of manipulation, researchers in using
experimental methods are expected to maintain a good degree of control
throughout the period of the study to establish with confidence that cause and
effect occurred.”
Those
are chosen because the writer would like to know how much influence of video
presentation in improving students’ speaking ability. The writer also has
considered using quantitative method for seeing the percentage of giving
method. Moreover, the writer will use experimental research because only to
know the influence of the method if it is applied to the sample.
Setting
The
research will be conducted in SMA Negeri 1 Gorontalo. SMAN 1 Gorontalo is
located in jln. Piere Tendean, Gorontalo city. Each class has variety of number
students. Class 10 has seven classes, class 11 has six classes and class 12 has
seven classes. SMA 1 also has language laboratory for supporting this research.
SMA 1 is the one school in Gorontalo which has complete facilities. The special
one is language and computer laboratory. Moreover, each classes in that school
has projector which will support the research. The writer chooses SMA N. 1
Gorontalo because that school has complete facilities and good students’
proficiency.
Population and Sample
Population
The
population of this research is eleventh grade of SMA 1 Gorontalo. The writer
will take population of the research only eleventh grade. It is chosen because
the writer has considered several things for smoothness of the research. The
main reason is eleventh grade is more stable than tenth grade and twelfth
grade. Stable means proficiency and preparation. Actually, Eleventh grade of
SMA 1 has six class, they are X1 1, X1 2, X1 3, X1 4, X1 5, and X1 6. Each
class of eleventh grade has variety of number students. In class X1 1 has 30
students, class X1 2 has 28 students, class X1 3 has 32 students, class X1 4
has 30 students, class X1 5 has 27 students and class X1 6 has 29 students.
Sample
The
writer will use simple random sampling to get the ability of student to be more
representative. According to Hohman (2006), “Simple random sampling, each member of the population has an
equal chance of being selected as subject. The entire process of sampling is
done in a single step with each subject selected independently of the other
members of the population.” Moreover, the writer will take the sample by using random
sampling to avoid biased sampling. Based on explanation above, the writer should
make numbering in each of the population to get the valid sample. In this case,
the numbering namely takes of any odd numbers of each class. So, the sample
will be 90 students of 176 students as population.
Data Collection
Instrumentation
In this research, the writer will use two instrumentations,
they are observation and test. Before doing a test, the writer will do an
observation to decide who will be the participants. After doing observation,
the writer will do a test to get the data from the participants. A test will be
giving the method (video presentation) to be examined.
They are chosen because the writer does not want to the
research will be biased participants, thus the observation must be done at the
first time. The test will be used because the writer will know students’
beginning proficiency. On the other hand, in experimental research, only two
ways of instrumentation, they are observation and test.
Procedure
According to Nursyahidah (2007), “In
this design, there are two randomly selected groups were then given pretest to determine the
difference between the initial
state of experimental group
and control group. Pretest results are
good if the experimental
group does not significantly
different.”
Based
on explanation above, this research will be designed in two groups of
pretest-posttest control group design. The designed is aimed to know whether
video presentation can improve the students’ speaking ability. In carrying out,
the writer formulates the procedure of the research will be;
|
R1
|
O1
|
X
|
O3
|
|
R2
|
O2
|
|
O4
|
Notes:
R1 = Treatment group O3/4 =
Posttest
R2 =
Control group
O1/2 =
Pretest
X =
Treatment
The procedure of the research will be; first, the class will be divided into two classes namely treatment
group and control group. Second, for
the treatment group, the first thing which should be done is to give a pretest
to the participants. Third, after
giving test, the participants will be given treatment (the method of
researcher). Fourth, the participant
will get posttest to know the result of the research. For the control group
will be similar process with treatment group, but in control group does not
have treatment (the method of researcher), only pretest and posttest. All those
steps will be undertaken into five meetings.
Data Analysis
The writer will use SPSS as a data
analysis. According to Putra (2012), “SPSS
is a computer
program that is used to make a statistical
analysis.”
Besides it, the writer will take a sub data analysis is in the form of Analysis
of Variance. According to
Putra (2012), “Entry
data for analysis of variance is conducted to the
dependent variable (y) is continued for all
groups. The group is recognized
by the independent variable (x).”
In
analysis of variance, to examine the hypothesis there are several ways or steps
to cultivate the data. Menu of variance analysis in SPSS located in the general
linear models. Universitas Pendidikan Ganesha (2011) states that there are
several ways or steps to cultivate the data, first click analyze, second,
choose general linear model, third, then choose univariate.
The
writer chooses SPSS and sub data analysis of variance because there are some
considerations. First, SPSS is more accurate then manually analysis because it provides more accurate information by treating missing
data appropriately by giving the reason
code why there is missing data. For example,
because the question was not relevant to the respondent, the question was not answered, or because it is the question
that should be skipped. Second, SPSS gives more informative data display, which displays the data as its value (display data label in
words) although actually we're working using
numbers (data code).
Validity
In
examining the validity of the research, the author will use External Validity.
According to Arikunto (2006), “External Validity means there is correlation
between test as an instrument and other sources as out of instrument.” Based on
explanation above, the writer will combine test and other sources such as the
worth of summative test of the students. The worth of summative test of the
students is like worth of a report. It is chosen because the writer would like
to become the worth of summative test as measurement or criterion.
On
the other hand, the writer will use try-out instrument. According to Arikunto
(2006), “Try- out is purposeful to examine the instrument empires of validity,
the researcher examines the instrument to a target of the research.” Try-out
must be conducted to the participants and non participants within one level.
This way is chosen because the writer would like to know the comparison between
participants and non participants. Whenever, the data which is got from the
tray-out has been appropriate with the previous data, moreover the instrument
is valid.
Reliability
There
are many forms or reliability, all of which will have an effect on the overall
reliability of the instrument and therefore the data collected. Reliability is
an essential pre-requisite for validity. It is possible to have a reliable
measure that is not valid. However, a valid measure must also be reliable.
Based
on Arikunto’s book, there two ways to examine the reliability, they are
External Reliability and Internal Reliability. The writer will use external
reliability to make sure that the data or instruments of this research reliable
or not. According to Arikunto (2006), “External reliability happens if the
measurement or the criterion be in out of the instrument, therefore from result
of its examining is got external reliability.”
In
external reliability there are two ways to examine the data. They are parallel
technique and repeatedly technique. In this case the writer will use parallel
technique. According to Arikunto (2006), “In using this technique the researchers must develop two instruments. Two instruments are tested to a group of participant.” Based on
explanation above, two instruments are tested to a group of participants, then
the results of the two test trials were
correlated by using product-moment or correlations person. They are chosen because by using twice tested will be more
reliable and the data will be trusted.
References
Anderson,
C. (2011). Using video in the classroom.
Retrieved November 14, 2012, from http://ddeubel.edublogs.org/files/2011/06/Using_Video_In_The_Classroom-20mn397.pdf
Arikunto,
Suharsimi. (2006). Prosedur Penelitian (6th
Ed). Jakarta: Rineka Cipta
Brown, G., &
Yule, G. (1983). Teaching the Spoken Language. United Kingdom: Cambridge
University Press
Cherrymp, Cherrymp. (2011). Five reason for using Authentic in the
classroom. RetrievedNovember 14, 2012, from http://www.teachingenglish.org.uk/blogs/cherrymp/five-reasons-using-authentic-video-classroom
Hohmann, Ulrike. (2006). Quantitative method in education research. Retrieved November 24, 2012,
from http://www.edu.plymouth.ac.uk/resined/Quantitative/quanthme.htm
Humaira,
P. (2011). Improving junior high school
students’ speaking ability by using video. Retrieved November 14, 2012,
from http://id.scribd.com/doc/47760690/improving-junior-hight-school-student-s-speaking-ability-by-using-videos
Katchen,
J. E. (1989). Using the video camera to improve speaking
and performance skills. Retrieved November 14, 2012, from http://mx.nthu.edu.tw/~katchen/professional/Using%20the%20video%20camera.htm
Keller,
J. M., & Suzuki, K. (2004). Learner Motivation and E-learning design. Journal of educational media, 29.
Retrieved November 14, 2012, from http://www.robertplank.com/improve-your-speaking-skills-on-video/
Nursyahidah, F. ( 2007). Penelitian eksperimen. Retrieved
November 14, 2012, from http://faridanursyahidah.files.wordpress.com/2012/05/penelitian-eksperimen_farida.pdf
Picciano, Anthony G. (2011). EDSTATS Primer. Retrieved November 24, 2012, from
Putra,
Aldy. (2011). Pengertian SPSS.
Retrieved November 24, 2012, from http://putraaldy.blogspot.com/2012/03/pengertian-spss.html
Rammal, S. M. (2006). Using Video in the EFL Classroom.
Retrieved November 14, 2012, from http://www3.telus.net/linguisticsissues/using%20video
Salong,
Amjad. (2012). Metode penelitian
triangulasi. Retrieved November 24, 2012, from http://jais-amq.blogspot.com/2012/02/metode-triagulasi.html
Sherman,
Jane. (2003). Using the authentic video in the classroom.
United Kingdom: Cambridge University Press
Universitas
Pendidikan Ganesha. (2011). Analysis Data
dengan SPSS. Retrieved December 16, 2012, from http://www.undiksha.ac.id/e-learning/staff/dsnmateri/4/1-54.pdf
so inspirated. please arrange the background bro, coz its too dark.
BalasHapus