English Language Teaching Forum
English Language Teaching Forum
English Language Teaching Forum
Info Artikel
Abstract
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SejarahArtikel:
DiterimaJanuari 2013
DisetujuiFebruari 2013
DipublikasikanJuni 2013
The aim of the study is to find out whether using video-typed nursery rhymes can enhance
speaking ability of young learners of grade four of Elementary School. The subject of the study
were 19 students of class four Al-Khawaritzmi of SD Islam Bilingual An-Nissa Semarang. The
research applied was experimental research and the research design was one group pretest-posttest.
In the research, the students were taught using video-typed nursery rhymes. The result of this
research was found by comparing the result of pretest and posttest. The researcher used t-test to find
out the significance enhancement. Based on the result of the study, there were some enhancement
in students speaking ability after they were given the treatment using video-typed nursery rhymes.
After getting the treatment, the students were able to absorb the lesson better by being taught using
video-typed nursery rhymes than using the usual way of teaching. The colorful video and the
cheerful melody of the nursery rhymes gave some fun and happy atmosphere inside the classroom.
The students understood easily for they enjoyed the lesson. The conclusion taken from the study is
that the video-typed nursery rhymes can enhance the students speaking ability and suitable for
teaching speaking.
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Keywords:
Video, Nursery Rhymes,
Speaking, Young Learners,
Experimental
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2013UniversitasNegeri Semarang
Alamatkorespondensi:
GedungB3Lantai3 FBSUnnes
KampusSekaran, Gunungpati, Semarang, 50229
E-mail: [email protected]
ISSN 2252-6706
2. Audio recording
Recording is made on magnetic tape, disc,
motion picture, and soundtrack. There are
reproductions of actual event or soundtrack.
3. Motion picture
A motion picture is a moving image in
color or black and white produced from live
action or from graphic representation.
4. Television
This category includes all types of Audio
Video Electronic distribution system, which
eventually appear on TV monitor.
5. Real things, simulation, and model.
This category includes people, events,
objects, and demonstration real things as
constructed with their media, are not substituted
for the actual objects or events.
Teaching speaking using media can help
the teachers in delivering their lesson. Colorful
pictures can be a good option for, as we know,
elementary school students are interested in
colorful picture, but the colorful moving picture
will be more interested for the students and will
catch their attention.
One of the media which has moving
picture is video. Video is about the display of
photographic-style images, generally of realworld scenes and objects (Symes, 2001: 17).
Even though video is generally about real-world
scenes and object, there are also many videos of
animation scenes and object, video-typed
nursery rhymes. Nursery rhymes itself are short
tales, poems or songs made up of trivial or
nonsensical musical verse. The origins of
nursery rhymes can be traced to childrens
lullabies intended to help a child fall asleep
(Opie & Opie taken from Dunst, 2011: 1).
Nursery rhymes are trivial, poetical, and
musical. Some of them do not make sense.
However, many of them have simple but
meaningful lyrics, not to mention, a good moral
value for children. Contrary to songs, nursery
rhymes have simple and easy lyrics. They can
enjoy singing without having troubles in
memorizing the lyric. The melody and easy lyric
can build up childrens enthusiasm.
Since young learners like to sing and are
interested in colorful pictures, video-typed
INTRODUCTION
Speaking and listening has become a
profile component of English within the national
curriculum; it becomes as important as reading
and writing (Wray, 1994: 7). Therefore, in few
years, there has been an increasing interest in the
spoken language of young learners. They started
to learn how to communicate properly in
English. The speaking ability becomes very
important because it is useful for international
communication. In the speaking activities, the
ability to express feeling and opinion in an oral
form is really needed.
In Indonesia, English has been taught
since elementary school. In elementary school,
the students should master four abilities of
English. They are listening, speaking, reading
and writing. Among those abilities, the most
essential one is speaking. It is because the
students use the language mostly in spoken.
Bailey (2003:42) stated that speaking ability is
more difficult than the other abilities. The
speaking ability is different to the reading and
writing abilities because speaking happens in
real time. People prefer to speak right away
everything they need to tell than write it down in
a paper and read it to the others. Besides, when
people speak, they definitely cannot revise
everything that they have spoken, as they can if
they are writing. Since people use spoken more
intensely than written, they mostly convey their
message to the others orally. That is why they
should pay more attention to their speaking
ability.
Teaching speaking for young learners is
an uneasy task for the teachers. They need any
appropriate and interesting media to deliver the
materials so that the students do not get bored
easily and understand the material well. There
are some kinds of media which can be used in
teaching. According to Gerlach and Elly
(1980:297) the media to teach are classified in
the six general categories, they are:
1. Picture
Picture consists of photographs or any
objects or events, which may be larger or smaller
that the object or event represents it.
section. This experimental study used videotyped nursery rhymes in mastering greetings
section.
First, the students were observed to find
out the problems in greetings section they
faced. Then the students were given the pretest
to measure their mastery in speaking greetings.
The pretest used Question and Answer test
design (Brown, 2004: 159)They were asked five
questions related to greetings. Then, the
students were given the treatment. The
treatment was done in three meetings. The
video-typed nursery rhymes was applied in the
treatment. After that, on the fifth meeting, the
student were done the posttest. The posttest used
Discussions and Conversations test design
(Brown, 2004: 175). The students were asked to
pairing. Each pair was asked to make a simple
conversation and they should perform the
conversation in front of the class.
The students achievements before and
after getting the treatment were analyzed based
on Harris (1969: 84). There were five aspects
which were analyzed, they are pronunciation,
grammar,
vocabulary,
fluency,
and
comprehension. Every aspect had 5 maximum
score, and the total of all the aspects were 25.
Even though Harris rubric assessment was used,
some modifications were made in it, especially
in scoring number 5 and 4 in each aspect. The
modifications were made because Harriss rubric
assessment is unsuitable for Indonesian young
learners. The rubric is most likely made for
assessing advanced students. In some of the
assessments made by Harris, it seems there are
some possibilities that the students can speak as
good as native speakers. In the scoring number 5
in pronunciation aspect, for example, it is stated
that the students have few traces of foreign
language. In addition, in vocabulary and fluency
aspects, the students are able to use the
vocabulary and speech as fluent as native
speakers. In the scoring number 4 in
pronunciation aspect, for example, it is stated
that the students pronunciation is always
intelligible, and in comprehension aspect, the
students understand nearly everything at normal
speed. But in reality, young learners cannot
THE STUDY
This study was one group pretest-posttest.
It was done in SD Islam Bilingual An-Nissa
Semarang from May, 3rd until May, 11th 2012 in
five meetings. The subject of this study was
fourth grade students of SD Islam Bilingual AnNissa in the academic year 2011/2012. The aim
of this study was to determine whether videotyped nursery rhymes can enhance students
speaking ability. There were two video-typed
nursery rhymes which were used in this study,
they are Where Is Thumbkin and Good
Morning. In this study, the students watched
the video together. Then, they memorized the
lyric of the nursery rhymes. By memorizing and
practice the video over and over again, they will
be more fluent in speaking the words in the
nursery rhymes. After memorizing, they sing the
nursery rhymes on the video together. Some of
the students are asked to sing in front of the class
one by one. Then, the students should make
groups of pair and each pair make a simple
conversation about greetings.
METHOD
This study was a kind of experimental
study which concerned with the use of videotyped nursery rhymes to enhance students
speaking ability of young learners of grade four.
This study tried to solve the problems faced by
the students in speaking, especially in greetings
Fluency
Vocabulary
Grammar
Pronunciation
Score
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Comprehension
virtually impossible
Understand most of what is said at average speed
Understand what is said at average speed, but occasional
repetition may be necessary
Understand what is said is at slower than average speed repetition
Has great difficulty following what is said. Can comprehend only,
social conversation spoken slowly and with frequent repetition.
Cannot be said to understand even simple conversational English
5
4
3
2
1
CODE
R-01
R-02
R-03
R-04
R-05
R-06
R-07
R-08
R-09
R-10
R-11
R-12
R-13
R-14
R-15
R-16
R-17
R-18
R-19
SCORE
36
32
20
72
20
28
40
52
72
36
32
56
60
60
36
36
20
28
44
presentation. The students were asked to take a
note and memorize the expressions. After they
finished taking a note and memorizing the
expressions, The powerpoint presentation was
closed and the students were also asked to close
their book. The students should mention the
expressions and they answered one by one.
Then, they were shown one more video-typed
nursery rhyme entitled Good Morning Song.
Good Morning Song has more greetings
vocabularies but also more difficulties than
Where Is Thumbkin. The students were given
a sheet of lyric. The students were asked to
memorize the lyric in 15 minutes. After the
students finished memorizing, the video was
shown again.
The fourth meeting was the third day of
the treatment. It was conducted on May, 10th
2012. In this meeting, some students were asked
to come forward and sing Good Morning
Song together; the other students pay attention.
There were some expressions of greetings in the
lyric of Good Morning Song, they were asked
to mention the expressions. After that, another
powerpoint presentation about conversations of
CODE
R-01
R-02
R-03
R-04
R-05
R-06
R-07
R-08
R-09
R-10
R-11
R-12
R-13
R-14
R-15
R-16
R-17
R-18
R-19
SCORE
68
52
44
72
44
64
68
56
84
68
48
76
72
72
60
52
36
44
52
(47.4%) who could achieve score more than 60.
The result showed that there were some
enhancements in students speaking ability.
The comparison between the students
pretest and posttest score can be seen in the
diagram below:
90
80
70
60
50
Pretest
40
Posttest
30
20
10
R-19
R-18
R-17
R-16
R-15
R-14
R-13
R-12
R-11
R-10
R-09
R-08
R-07
R-06
R-05
R-04
R-03
R-02
R-01
CODE
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
R-01
R-02
R-03
R-04
R-05
R-06
R-07
R-08
R-09
R-10
R-11
R-12
R-13
R-14
R-15
R-16
R-17
R-18
R-19
MEAN
P
40
20
20
60
20
20
40
40
80
20
20
60
40
60
20
40
20
20
40
G
40
40
20
80
20
20
40
40
60
40
40
60
80
40
40
20
20
40
40
35.79
41.05
ASPECT (%)
F
20
20
20
60
20
20
20
60
60
20
20
40
40
60
40
20
20
20
40
32.63
C
40
40
20
80
20
40
40
60
80
40
40
60
80
80
40
40
20
20
40
46.3
V
40
40
20
80
20
40
60
60
80
60
40
60
60
60
40
60
20
40
60
49.4
7
CODE
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
R-01
R-02
R-03
R-04
R-05
R-06
R-07
R-08
R-09
R-10
R-11
R-12
R-13
R-14
R-15
R-16
R-17
P
60
40
40
80
40
80
60
60
80
60
60
80
80
60
60
60
40
G
60
40
40
60
40
60
60
60
80
60
40
80
60
80
60
40
40
ASPECT (%)
F
60
40
40
80
40
60
60
40
80
60
40
80
100
60
40
40
40
C
80
60
40
60
40
40
80
60
80
80
40
80
40
80
60
40
20
V
80
80
60
80
60
80
80
60
100
80
60
60
80
80
80
80
40
18
19
R-18
R-19
40
40
58.95
MEAN
40
60
55.79
40
40
54.74
40
60
56.84
60
60
71.58
80
70
60
50
40
30
Pretest
20
Posttest
10
0
Image 4.2 Comparison between the Mean of the Pretest and Posttest
N (N 1) : 342
The result of the t-test (t-value) was 8.38.
Based on the t distribution table, the t-table of 19
students is 1.73. The condition to state that the
research is significant is by comparing the tvalue and the t-table. The t-value must be higher
than t-table. From the definition above, it was
concluded that the enhancement of the study
was significant; the t-value (8.38) was higher
than the t-table (1.73).
Mastering the speaking ability is not an
easy task for the teachers and students. The
teachers should use proper media in teaching
speaking so that the students understand easily.
This research used video-typed nursery rhymes
as the media to teach speaking. The purpose of
using this media was to find out whether the
media could enhance students speaking ability.
In which:
Md
x2d
: 18.53
: 1670.74
10
11
12