THE USE OF VIDEOS TO IMPROVE THE STUDENTS’ SPEAKING

SKILLS AT CLASS VII B OF SMPN 2 PATUK IN THE ACADEMIC

YEAR OF 2014/2015

A Thesis

Presented as Partial Fulfillment of the Requirements for the Attainment of

the Sarjana Pendidikan Degree of English Education

By:
Sinta Prasetia Trias Sari
11202241006

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS
YOGYAKARTA STATE UNIVERSITY
2015
 MOTTOS

Truly, my prayers and my sacrifice, my life and my death are (all) for Allah
SWT, the Lord of the worlds. (QS Al-An’am: 162)

Then, surely with hardship comes ease. Surely, with hardship comes ease.
So when you have finished (with your immediate task), still strive hard,
(then toil). And to Allah turn (all) your attention. (QS Al-Insyirah: 5-8)

“Man Jadda Wa Jadda”

With God bless, anyone who is focus and has strong willing to reach his/her

dreams then it will come true.

Dreams don’t work unless you do. (John C. Maxwell)

It does not matter how slow you go, as long as you do not stop. (Confucius)

v
 DEDICATIONS

I lovingly dedicate this thesis to

My beloved father and mother

Supratolo and Sulastri

My beloved brother and sister

Rama Prasetia Hakim and Syaza Prasetia Hannani

And my Mr. Right

Aminuddin

vi
 ACKNOWLEDGEMENTS

I am grateful to Allah SWT the Most Gracious and the Most Merciful.
Alhamdulillahirabbil’alamin. All praise is to Allah SWT, the Almighty, and the
owner of the universe who has blessed me with so many miracles. His blessing
has empowered me to finish this thesis.
I would like to express my sincerest gratitude to my supervisor, Dra.
Jamilah, M.Pd for her guidance, corrections, and patience throughout the stages of
this thesis writing. I also would like to thank all of the lecturers of English
Education Department for the valuable knowledge and inspiring learning process
they give during my academic years.
A big thank goes to the big family of SMPN 2 Patuk, especially to the
principal Heri Miswanto, M.Pd, the English teacher Poniyah, S.Pd, and all
students of class VII B in the academic year of 2014/2015.
My deepest gratitude and appreciation are addressed to my beloved parents,
Supratolo and Sulastri, my brother, Rama Prasetia Hakim, and my little sister,
Syaza Prasetia Hannani, who always become my spirit in my life. I also express
my special thanks to my Mr. Right, Aminuddin, S.Sos, who always gives me
support and prayer, and patiently waits for my graduation.
Last but not least, I address many thanks to my classmates of English
Education Department 2011 Class A for the great togetherness and friendship.
I realize that my thesis is far from being perfect. Therefore, any criticism
and suggestions from the readers are highly appreciated for the improvement of
this thesis. I hope this thesis would be useful for the readers and could contribute
to the development of English teaching and learning process.

Yogyakarta, July 3, 2015

The Writer

vii
 TABLE OF CONTENTS

TITLE PAGE ................................................................................................ i

APPROVAL .................................................................................................. ii
RATIFICATION ........................................................................................... iii
PERNYATAAN .............................................................................................. iv
MOTTOS ....................................................................................................... v
DEDICATIONS ............................................................................................ vi
ACKNOWLEDGEMENTS .......................................................................... vii
TABLE OF CONTENTS .............................................................................. viii
LIST OF TABLES ........................................................................................ xii
LIST OF FIGURES ...................................................................................... xiii
ABSTRACT ................................................................................................... xiv
CHAPTER I INTRODUCTION................................................................... 1
A. Background of the Study ....................................................................... 1
B. Identification of the Problems ............................................................... 3
C. Limitation of the problem ....................................................................... 5
D. Formulation of the Problem ................................................................... 6
E. The Objective of the Study .................................................................... 6
F. The Significance of the Study ................................................................ 6
1. Theoretical Significance ................................................................. 6
2. Practical Significance ..................................................................... 7
CHAPTER II LITERATURE REVIEW AND CONCEPTUAL
FRAMEWORK ............................................................................................. 8
A. Literature Review ................................................................................... 8
1. Teaching Speaking .......................................................................... 8
a. The Nature of Speaking ............................................................ 9
b. The Nature of Teaching Speaking ............................................ 11
c. Micro and Macro Skills of Speaking ........................................ 15
d. Types of Classroom Speaking Performance ............................. 17
e. Classroom Speaking Activities ................................................. 18
viii
 f. The Difficulties in Speaking ..................................................... 21
g. Teaching Speaking in Junior High School ............................... 22
h. Assessing Speaking .................................................................. 26
2. Media .............................................................................................. 27
a. Definition of Media .................................................................. 27
b. Functions of Media in Teaching and Learning Process ........... 28
c. Types of Media ......................................................................... 30
3. Video .............................................................................................. 31
a. Characteristics of Video ........................................................... 31
b. Types of Video ......................................................................... 32
c. The Advantages of Using Video in the Teaching and Learning
Process ...................................................................................... 33
d. The Use of Video in the Teaching and Learning Process ........ 35
e. Video Teaching Techniques ..................................................... 38
B. Related Studies ...................................................................................... 45
C. Conceptual Framework .......................................................................... 46
CHAPTER III RESEARCH METHOD ...................................................... 49
A. Research Design ..................................................................................... 49
B. Setting of the Research ........................................................................... 50
1. Place ................................................................................................. 50
2. Time ................................................................................................. 50
C. Subject of the Research ......................................................................... 50
D. Data Collection Techniques .................................................................... 51
E. Data Analysis .......................................................................................... 51
F. Validity and Reliability........................................................................... 52
1. Democratic Validity ........................................................................ 53
2. Outcome Validity ............................................................................ 53
3. Process Validity ............................................................................... 53
4. Catalytic Validity............................................................................. 54
5. Dialogic Validity ............................................................................. 54
G. The Procedure of the Research ............................................................... 55
ix
 1. Reconnaissance ................................................................................ 55
2. Planning .......................................................................................... 55
3. Action and Observation .................................................................. 55
4. Reflection ....................................................................................... 56
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS ............... 57
A. Reconnaissance ....................................................................................... 57
1. Identification of the Field Problems ................................................ 57
2. Selecting the Field Problem to be Solved........................................ 63
3. Determining Actions to Solve the Feasible Problems ..................... 65
B. Report of Cycle 1 .................................................................................... 67
1. Planning ........................................................................................... 67
2. Action and Observation .................................................................. 70
3. Reflection ....................................................................................... 80
C. Report of Cycle 2 ................................................................................... 89
1. Planning ........................................................................................... 89
2. Action and Observation .................................................................. 92
3. Reflection ....................................................................................... 100
D. Findings ................................................................................................. 106
E. Discussions ............................................................................................. 110
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 114
A. Conclusions ............................................................................................ 114
B. Implications ........................................................................................... 116
C. Suggestions ............................................................................................ 118
REFERENCES .............................................................................................. 119

APPENDICES ............................................................................................... 122

Appendix A : Course Grids ............................................................................ 123
Appendix B : Lesson Plans ............................................................................ 140
Appendix C : Field Notes and Vignettes ........................................................ 179
Appendix D : Interview Guidelines and Interview Transcripts ...................... 199
Appendix E : Observation Checklists ............................................................ 218
x
Appendix F : Speaking Rubric ...................................................................... 232
Appendix G : Students’ Pre-Test and Post Test Scores .................................. 234
Appendix H : Pre-Test and Post Test Instruments ......................................... 237
Appendix I : Attendance List ........................................................................ 241
Appendix J : Photographs ............................................................................. 243
Appendix K : Permit Letters ........................................................................... 251

xi
 LIST OF TABLES

Table 1. The Core Competence and the Basic Competence ...................... 24

Table 2. The Students’ Pre-test Mean Scores ............................................. 62
Table 3. The Field Problems in Class VII B of SMP N 2 Patuk ............... 63
Table 4. The Feasible Problems ................................................................... 64
Table 5. The Relations of the Problems ...................................................... 65
Table 6. The Relations of the Problems, Actions, and Expected
Situations in Cycle 1 ..................................................................... 66
Table 7. The Summary of the Implementation of Cycle 1 ......................... 88
Table 8. The Findings of the Research ........................................................ 106
Table 9. The Students’ Pre-test and Post Test Mean Scores ..................... 108

xii
 LIST OF FIGURES

Figure 1. The Basic Model for Teaching Productive Skills ....................... 15

Figure 2. The Action Research Model based on Kemmis and
McTaggart (1988) ......................................................................... 56
Figure 3. The Comparison between the Students’ Pre-test and Post Test
Mean Scores .................................................................................. 109

xiii
 THE USE OF VIDEOS TO IMPROVE THE STUDENTS’ SPEAKING
SKILLS AT CLASS VII B OF SMPN 2 PATUK IN THE ACADEMIC
YEAR OF 2014/2015

By

Sinta Prasetia Trias Sari

11202241006

Abstract

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 vignettes,
interview transcripts, and photographs. While the quantitative data were 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’ pre-
test 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.

xiv
 CHAPTER I

INTRODUCTION

A. Background of the Study

In Indonesia, English has been taught as one of the compulsory subjects.

English teaching and learning process are done to develop students’

communication competencies because the essential goal of learning a foreign

language is to enable the students to use it for communication. Moreover, the

current curriculum in Indonesia is Curriculum 2013 in which English is taught

from junior high school level. It means that students of junior high school need to

learn English more active.

One of the language skills that must be mastered by the students in learning

English is speaking skill. In line with this, Grauberg (1997: 201) states that for

many pupils the prime goal of learning a foreign language is to be able to speak it.

Speaking skill should be taught and practiced in the language classroom to enable

the students to speak or communicate in the target language. Harmer (2001: 269)

mentions that the ability to speak fluently presupposes not only a knowledge of

language features, but also the ability to process information and language ‘on the

spot’. Speaking is needed to convey messages, information, opinion, and even

emotion in daily life. Thus, it is very important for the students to have a good

speaking ability to achieve the objective of learning English.

However, many students in junior high school face some problems dealing

with speaking English. They have difficulties in producing appropriate English

1
 2

utterances and lack self-confidence to speak English. When the researcher

conducted an observation at class VII B of SMPN 2 Patuk in the last teaching

practice (PPL), it was found that there were some problems in the English

teaching and learning process especially related to the students’ speaking skills.

Most students were difficult to get engaged in speaking activity effectively.

Besides, the teaching learning process was mostly done by imitation and

repetition technique by the teacher and only a textbook which was used for the

learning source. It might make the students got bored and lost attention easily.

The researcher also found that the English teacher still had difficulties in

optimizing the school facility such as LCD. Based on the researcher’s observation,

the LCD was newly set in each classroom and the teacher was still confused about

how to use it. Moreover, the school did not have other learning sources instead of

text book to support English teaching and learning process especially. Thus, it is

necessary to design various teaching techniques to solve those problems and the

learning objectives can be achieved.

From reference to those conditions, the researcher proposes to use media to

support the speaking teaching and learning process. The media that will be used is

video. By using laptop, speaker, and LCD in the classroom, the researcher wants

to provide an audio visual media that is video to present the speaking materials to

the students. Besides, videos can be the authentic material for the students because

they need authentic model in learning speaking. Harmer (2001: 282) adds that

teachers frequently enliven their classes with off-air material or tapes produced for

language learning. Videos are likely to be an interesting and effective learning

 3

media to support the students’ learning process which can attract their attention to

learn. Videos are expected to be able to make the students focus and interested to

the speaking materials which will be taught. Moreover, it will encourage students

to enhance their speaking skills when it is coupled with other classroom speaking

activities.

Based on the school conditions and problems above, the researcher is

interested to conduct an action research study entitled “The Use of Videos to

Improve the Students’ Speaking Skills at Class VII B of SMPN 2 Patuk in the

Academic Year of 2014/2015.”

B. Identification of the Problems

Based on the previous observation when the researcher conducted the

teaching practice (PPL) in SMPN 2 Patuk, it has been revealed that there were

some problems in the teaching and learning speaking. Those come from some

influential factors which are elaborated as follows.

1. Teaching Methods

Methods are ways the teachers use to teach students in the learning process.

Teacher should consider what method that will be used which is proper to the

objectives of the learning process. As indicated by Brown (2001: 16) who defines

a method as a generalized set of classroom specifications for accomplishing

linguistic objectives. Furthermore, he states that methods primarily tend to be

concerned with teachers and students’ roles and behaviors, and secondarily with

features such as objectives of learning grammar, sequencing, and materials.

 4

In teaching speaking, teachers should be able to select a teaching method

based on its appropriateness and effectiveness to the learning process where the

students are expected to speak. The researcher found that the teaching method

used at class VII B of SMPN 2 Patuk is still a conventional method such as using

only a text book during the learning process without considering any additional

materials from other sources. Besides, there are no other various classroom

speaking activities to make an attractive and effective speaking teaching and

learning process. As a result, the teaching and learning process seemed less

interesting and could not encourage the students to learn speaking effectively.

2. Facilities and Media

Facilities and media belong to the important components on the teaching

and learning process. The right use of facilities and media will assist the speaking

activity to run effectively and efficiently. Based on the observation, SMP N 2

Patuk did not have any language laboratory. There were three moving speakers

and the LCD was newly set in each classroom. The English teacher still got

difficulties in applying those facilities especially the LCD in the teaching and

learning process and she also rarely used the speakers. The English teacher also

used whiteboard and board marker as the main media instead of using audio visual

media such as providing videos to support the students’ speaking learning process.

Consequently, the students lost focus and attention easily to join the lesson and

could not improve their speaking ability.

 5

3. Learning Sources

Learning sources are good for assisting the students’ learning process. They

can provide materials that will be learned by the students. They also provide some

exercises to help the students understand the materials. Besides, they should

stimulate students to be involved in an interaction with the teacher. Actually, there

are many kinds of learning sources instead of text books which can be used to

make an attractive and communicative learning process. However, the students

only used a text book as the learning source in this school. The materials in this

book were not enough to improve the students’ speaking skills. Therefore, the

teacher must provide various learning sources and interesting activities to attract

students’ interest in learning speaking in order they have a better chance to

improve their speaking skills.

In reference to the problems above, there are some factors connecting to the

problems of teaching and learning speaking at class VII B of SMPN 2 Patuk.

Those come from the teaching methods, the students, facilities and media, and the

learning sources. The problems are assumed to give a big influence on the

students’ English speaking learning process.

C. Limitation of the Problem

With regard to the identification of the problem above, it is impossible for

the researcher to solve all the problems in this study. Based on the facts that the

researcher got during the observation, SMPN 2 Patuk has available facilities or

electronic media to support the teaching and learning process, but the English
 6

teacher could not optimize those facilities. The English teacher found difficulties

in applying the facilities. It made her reluctant to use them. The students also were

not provided by other learning sources instead of a text book. Therefore, the

researcher focused on using media, namely, videos to support the students to

improve their quality of speaking skills.

D. Formulation of the Problem

In reference to the background of the study, identification of the problems,

and limitation of the problem above, the research problem is formulated as “How

can videos be applied to improve the students’ speaking skills at class VII B of

SMPN 2 Patuk in the academic year of 2014/2015?”

E. The Objective of the Study

In line with the formulation of the problem, this research is aimed 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.

F. The Significance of the Study

1. Theoretical Significance

Theoretically, this study provides beneficial and referential contributions

in developing knowledge in the use of videos on teaching speaking. The

knowledge is expected to contribute a progress of theories in improving the

students’ speaking skills.

 7

2. Practical Significance

a) This study will provide a solution to help the students to improve their

speaking skills.

b) This study can be used as an additional resource for the teachers or lecturers

in enhancing teaching speaking through the use of videos.

c) The procedures and findings of this study can be used as a reference for

other researchers who are interested in conducting a study with the similar

theme or purpose.
 CHAPTER II

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

This chapter covers some theories employed in the research. It aims to gain

clear understanding about the topic of the research study. The literature review

firstly discusses three main aspects. They are teaching speaking, media and video.

Related studies are presented afterwards. Then, a conceptual framework is

presented at last.

A. Literature Review

1. Teaching Speaking

a. The Nature of Speaking

There are many definitions of speaking that have been proposed by some

experts in language learning. Cameron (2001) states that speaking is the active use

of language to express meaning so other people can make sense of them.

Thornbury (2001) 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 spoken language differs

in the member of significant ways from the grammar of the written language.

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.

8
 9

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.

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”.

According to Richards and Renandya (2002: 204), effective oral

communication requires the ability to use the language appropriately in social

interactions that involves not only verbal communication but also paralinguistic

elements of speech such as pitch, stress, and intonation. Moreover, nonlinguistic

elements such as gestures, body language, and expressions are needed in

conveying messages directly without any accompanying speech. Brown (2007:

237) adds that social contact in interactive language functions is a key importance

and in which it is not what you say that counts but how you say it what you

convey with body language, gestures, eye contact, physical distance and other

nonverbal messages.
 10

In their discussion on the nature of spoken language, Brown and Yule in

Nunan (1989: 26) distinguish spoken language from written language. The

teaching of language has not been concerned with spoken language teaching. This

language comprises short, often fragmentary utterances, in pronunciation range.

On the contrary, written language is characterized by well-formed sentences

which are integrated into highly structured paragraphs. Brown and Yule in Nunan

(1989) also differentiate between two basic language functions, i.e. the

transactional and the interactional functions. The former basically concerns the

transfer of information.

A spoken language has a number of forms which is also important to be

covered in the language course. Nunan (1991) in Brown (2001: 250-251) divides

spoken language into two types, monologues and dialogues. The first type is

monologue in which a speaker uses spoken language for any length of time as in

speeches, lectures, readings, news broadcasts, and the like. Planned and unplanned

monologues differ considerably in their discourse structures. Planned monologues

usually manifest little redundancy and are therefore relatively difficult to

comprehend. While unplanned monologues exhibit more redundancy, which make

for ease in comprehensions, but the presence of more performance variables and

other hesitations can either help or hinder comprehension. As opposed to

monologues, dialogues involve two or more speakers. The exchange can be

interpersonal, which promotes social relationship, and transactional of which the

aim is to exchange information.

 11

According to Nunan (1989: 32) successful oral communication involves:

1) the ability to articulate phonological features of the language

comprehensibly

2) mastery of stress, rhythm, intonation patterns

3) an acceptable degree of fluency

4) transactional and interpersonal skills

5) skills in taking short and long speaking turns

6) skills in the management of interaction

7) skills in negotiating meaning

8) conversational listening skills (successful conversations require good

listeners as well as good speakers)

9) skills in knowing about and negotiating purposes for conversations

10) using appropriate conversational formulate and fillers.

In conclusion, speaking is a productive skill in which the activity includes

two or more people have interaction in order to transfer or to get message and

information. Speaking skill is always related to communication. Thus, a speaker

needs to use appropriate words and correct grammar to convey meaning

accurately and precisely based on context.

b. The Nature of Teaching Speaking

Teaching (Brown, 2007: 7) is guiding and facilitating learning, enabling

learner to learn, setting the conditions for learning. Then it can be stated that

teaching speaking is guiding and facilitating learners to speak, enabling learner to

learn speaking, and setting the conditions for learning speaking.

 12

Davies and Pearse (2000: 82) state that there are some clear implications for

teaching speaking. The first point is trying to create a relax atmosphere in the

class such as pairs and group works. The second one is exposing the learners as

much as possible. It is for pronouncing speech naturally and developing speaking

skills in general if they do not hear enough natural speech. The third point is

accustoming the learners to combine listening and speaking in real time or in

natural interaction. She adds that the most important opportunity for this is the

general use of English in the classroom.

Brown (2001: 271) suggests that in teaching oral communication teachers

need to show the details of how to convey and negotiate the ever elusive meaning

of language. Brown (2001: 275-276) also proposes seven principles for designing

speaking techniques.

1) Using techniques that cover the spectrum of learner needs, from language

based focus on accuracy to message-based focus on interaction, meaning,

and fluency. Teacher can easily slip into a pattern of providing content-

based, interactive activities that do not capitalize on grammatical pointers

or pronunciations tips.

2) Providing intrinsically motivating techniques.

Appeal to students’ ultimate goals and interests, to their need for

knowledge, for status, for achieving competence and autonomy.

3) Encouraging the use of authentic language in meaningful contexts.

 13

Teacher goes around the room calling on students one by one to pick the

right answer. It takes energy and creativity to devise authentic context and

meaningful interaction.

4) Providing appropriate feedback and correction.

Students are totally dependent on the teacher for useful linguistic

feedback. It is important that students take advantage of their knowledge

of English to inject the kinds of corrective feedback that are appropriate

for the moment.

5) Capitalizing the natural link between speaking and listening.

Many interactive techniques that involve speaking will also of course

include listening. Skills in producing language are often initiated through

comprehension.

6) Giving students opportunities to initiate oral communication.

A good deal of typical classroom interaction is characterized by teacher

initiation of language. The teacher asks questions and gives directions, and

then the students will have been conditioned. Part of oral communication

competence is the ability to initiate conversations, to nominate topics, to

ask questions, to control conversations, and to change subject.

7) Encouraging the development of speaking strategies.

The concept is one that few beginning language students are aware of.

Students simply have not thought about developing their own personal

strategies for accomplishing oral communicative purposes.

 14

The success of productive skill (speaking and writing skill) tasks relies on

the way teachers organize the activities and how they respond to the students’

works (Harmer, 2007: 275). Harmer suggests a basic methodological model for

teaching productive skills which is embedded in the teaching and learning process

in this research study. The steps are lead-in, set the task, monitor the process, and

task feedback.

The teaching is started by leading in the students to the topic. In this step,

the teacher may ask them some questions related to the topic to activate their

background knowledge.

The next step is setting the task. After engaging the students with the

topic, the teacher explains what the students are going to do. The teacher needs to

demonstrate the activity as well as to provide all the information needed to run the

activity.

After the activity is started, the teacher monitors the process. He/she may

go around the class, listen to the students working, and also help them when they

find difficulties.

Once the activity has finished, the teacher gives feedback to the students.

In giving feedback, the responses are not merely focused on the language used by

the students, but also the content of the task. In addition, showing the positive

aspects of their achievement toward the task is also important that the teacher does

not concentrate solely on their failings and it will increase the students’

motivation to learn more.

 15

Figure 1. A Basic Model for Teaching Productive Skills (Harmer, 2007: 276)

Ss have all the

information they need

Lead-in T sets the T monitors T gives task Task related

task the task feedback follow-up

T sets the
task

T monitors
the task

T gives task
feedback

With regard to the theory above, one implication that should be considered

in teaching speaking is the teacher’s role which is creating activities in which the

students can practice to speak English and apply it in real life.

c. Micro and Macro Skills of Speaking

In teaching speaking, teachers need to guide the students to learn some

aspects of language, called micro skills and macro skills. One implication is the

importance of focusing on both the forms of language and the functions of the

language. The micro skills of speaking refer to producing the smaller chunks of

language such as phonemes, morphemes, words, collocations, and phrasal units.

The macro skills imply the speakers focus on the larger elements: fluency,
 16

discourse, function, style, cohesion, nonverbal communication, and strategic

options (Brown, 2004: 142-143). Those skills are presented as follows.

Micro skills
1. Produce differences among English phonemes and allophonic variants.
2. Produce chunks of language of different lengths.
3. Produce English stress patterns, words in stressed and unstressed
positions, rhythmic structure, and intonation contours.
4. Produce reduced forms of words and phrases.
5. Use an adequate number of lexical units (words) to accomplish pragmatic
purposes.
6. Produce fluent speech at different rates of delivery.
7. Monitor one’s own oral production and use various strategic devices-
pauses, fillers, self-corrections, backtracking-to enhance the clarity of the
message.
8. Use grammatical word classes (nouns, verbs, etc.), systems (e.g., tense,
agreement, pluralization), word order, patterns, rules, and elliptical
forms.
9. Produce speech in natural constituents: in appropriate phrases, pause
groups, breath groups, and sentence constituents.
10. Express a particular meaning in different grammatical forms.
11. Use cohesive devices in spoken discourse.

Macro skills
1. Appropriately accomplish communicative functions according to
situations, participants, and goals.
2. Use appropriate styles, registers, implicature, redundancies, pragmatic
conventions, conversation rules, floor-keeping and –yielding,
interrupting, and other sociolinguistic features in face-to-face
conversations.
3. Convey links and connections between events and communicate such
relations as focal and peripheral ideas, events and feelings, new
information and given information, generalization and exemplification.
4. Convey facial features, kinesics, body language, and other nonverbal
cues along with verbal language.
5. Develop and use a battery of speaking strategies, such as emphasizing
key words, rephrasing, providing a context for interpreting the meaning
of words, appealing for help, and accurately assessing how well your
interlocutor is understanding you.

To sum up, both micro and macro skills are needed by the speakers to

succeed their oral communication. By understanding those skills, teachers need to

 17

reinforce the students to comprehend and acquire the skills through the designed

speaking tasks.

d. Types of Classroom Speaking Performance

Brown (2001: 271-274) describes six categories of speaking skill area.

Those six categories are described as follows.

1) Imitative

This category includes the ability to practice the pronunciation and focusing

on some particular elements of language form. That is just imitating a word,

phrase or sentence. The teacher uses drilling in the teaching learning process. By

using drilling, students will get opportunity to listen and orally repeat some words.

2) Intensive

This is the students’ speaking performance. They practice some

phonological and grammatical aspects of language. It usually places students in

doing the task in pair or group work, for instance, reading aloud including reading

paragraph, reading dialogue with partner in turn, reading information from chart,

etc.

3) Responsive

Responsive performance includes interaction and test comprehension.

Sometime it includes very short conversation, standard greeting and small talk,

simple request and comments. This is a kind of short replies to teacher or student-

initiated questions or comments, giving instructions and directions. Those replies

are usually sufficient and meaningful.

 18

4) Transactional (dialogue)

It is carried out for the purpose of conveying or exchanging specific

information. The example is conversation which is done in pair work.

5) Interpersonal (dialogue)

It is carried out for the purpose of maintaining social relationships. The

forms of interpersonal speaking performance are interview, role play, discussions,

conversations and games.

6) Extensive (monologue)

Teacher gives students extended monologues in the form of oral reports,

summaries, storytelling and short speeches.

From the theory above, the teacher can consider some important points in

teaching speaking to the students. The students need to know the knowledge of

vocabularies, pronunciations, and language functions in English that they are

going to use. The teacher then can assist the students to perform their speaking

abilities. The knowledge and practices of them are very useful in producing the

language appropriately.

e. Classroom Speaking Activities

Speaking should be taught in attractive and communicative activities.

Therefore, an English teacher must be able to choose the appropriate activities

since there are many types of classroom speaking activities. In line with this,

Harmer (2001: 271-275) states six classroom speaking activities. They are acting

from script, communication games, discussion, prepared talks, questionnaires,

simulation, and role play.

 19

1) Acting from script

Playing scripts and acting out the dialogues are two kinds of acting scripts

that should be considered by the teacher in the teaching and learning process. The

teacher has roles to assists and draws attention to the appropriate stress,

intonation, and speed to the students. This means that the lines they speak will

have real meaning. The students will be given the chance to practice the dialogue

before act it out in front of the class or in the final performance and the teacher

should ensure that acting out is both a learning and language producing activity.

2) Communication games

Games are designed to give the opportunity to the students to speak in

English interestingly. The games are created based on the principle of the

information gap so that students have to talk to their partners in English in order

to solve a puzzle, draw a picture, put a thing in the right order, or find similarities

and differences between pictures.

3) Discussion

Discussion is possibly the most commonly used activity in the speaking

class. The students are allowed to express their real opinions for any topic in

English. This activity will train the students to speak English more. According to

Harmer (2001:272), discussion range is divided into several stages from highly

formal, whole-group staged events to informal small-group interactions.

 20

4) Prepared talks

Students make a presentation on a topic that has been chosen. These talks

are well prepared and more ‘writing like’. However, if possible students should

speak from notes rather than from a script.

5) Questionnaires

Questionnaires are very useful because both questioner and respondent have

something to say each other. Students can design questionnaires on any topic and

the teacher can act as a resource to help them in designing the process. The results

can be in the form of written work, discussions, or prepared talks.

6) Simulation and Role play

Simulation and role play can be used to encourage students’ oral fluency in

a specific situation. Students can act out simulation or take on the role of certain

character and express thoughts and feelings as they do in the real world.

Those activities can be used by the teachers to teach speaking. Teachers can

choose an activity that related to the topic and objective of the lesson. Besides,

they must consider the situation and condition of the students and materials that

will be taught. For example, the teachers use role play to teach some expressions.

Teachers can ask students to make a dialogue with their partner and then they

should act them out in front of the class. In a discussion, teachers can show a

video on any topic and the students then express their opinions about the videos

and share the ideas to other students. These activities can be used to help students

in order to speak and express their ideas in English.

 21

f. The Difficulties in Speaking

Students usually find difficulties when they have to express their opinion or

perform their works in English. They are afraid of making mistakes since they feel

that they do not have good ability in English. It makes them shy and unwilling to

speak English. As stated by Brown (2001: 270-271), there are some characteristics

of spoken language that are regarded as being difficult. Those can be seen below.

1) Clustering

A fluent speech is not word by word, but is phrasal.

2) Redundancy

The speaker has an opportunity to make meaning clearer through the

redundancy of language.

3) Reduced forms

Some students who do not learn colloquial contractions sometimes make a

poor quality of speaking.

4) Performance variables

Performance variables consist of hesitations, pauses, backtracking, and

corrections.

5) Colloquial language

The students should be reasonably well acquainted with the words, idioms,

and phrases of colloquial language and they get practice in producing these

forms.
 22

6) Rate of delivery

Learners need to achieve an acceptable speed along with other attributes of

fluency.

7) Stress, Rhythm, and Intonation

The stress-timed rhythm of spoken English and its intonation patterns convey

important messages.

8) Interaction

g. Teaching Speaking in Junior High School

The subject of this research is the seventh grade students at SMPN 2 Patuk.

Brown (2001: 91) states that junior high school students are in age of transition,

confusion, self-consciousness, growing, and changing bodies and minds. He also

adds that teens are in between childhood and adulthood, and therefore a very

special set of considerations applies to teaching them, as follows:

1) Intellectual capacity adds abstract operational thought around the age of

twelve.

2) Attention spans are lengthening as a result of intellectual maturation, but

once again, with many diversions present in a teenager’s life, those

potential attention spans can easily be shortened.

3) Varieties of sensory input are still important, but, again, increasing

capacities of abstraction lessen the essential nature of appealing to all five

senses.

4) Factors surrounding ego, self-image, and self-esteem are at their pinnacle.

 23

Considering the fact that the students of junior high school are still young

learners, the teacher has to organize the lesson based on their needs, interest, and

characteristics as well. They should be provided with interesting activities which

involve body movement and also use audio and/or visual aids during the teaching

and learning process.

Then, to achieve the objectives of English teaching and learning, the

governments develop a good curriculum for better education. According to Feez

& Joyce (1998: 9), a curriculum is a general statement of goal and outcome,

learner arrangements, evaluation and documentation relating to the management

of program within an educational institution. Curriculum includes some methods

or approach to assist teaching and learning process in order to reach the purpose

of education itself.

Recently, curriculum used in Indonesia is Curriculum 2013. According to

Peraturan Menteri Pendidikan dan Kebudayaan (2013), the educational objective

at junior high school is based on attitude, knowledge, and skill competences

which are stated into four core competences namely spiritual, social, knowledge,

and skill competences. Those core competences are detailed in the form of basic

competence. The Core Competence and the Basic Competence are presented in

the table below.

 24

Table 1. The Core Competence and the Basic Competence of Teaching

Speaking in Junior High School of Grade VII (Adopted from
Permendikbud No. 68 Tahun 2013)

Core Competence Basic Competence

1. Menghargai dan menghayati 1.1 Mensyukuri kesempatan dapat
ajaran agama yang dianutnya mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi
internasional yang diwujudkan dalam
semangat belajar.
2. Menghargai dan menghayati 2.1 Menunjukkan perilaku santun dan
perilaku jujur, disiplin, peduli dalam melaksanakan
tanggungjawab, peduli (toleransi, komunikasi interpersonal dengan
gotong royong), santun, percaya guru dan teman.
diri, dalam berinteraksi secara 2.2 Menunjukkan perilaku jujur, disiplin,
efektif dengan lingkungan sosial percaya diri, dan bertanggung jawab
dan alam dalam jangkauan dalam melaksanakan komunikasi
pergaulan dan keberadaannya transaksional dengan guru dan
teman.
2.3 Menunjukkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan
komunikasi fungsional.

3. Memahami pengetahuan 3.9 Memahami fungsi sosial, struktur

(faktual, konseptual, dan teks, dan unsur kebahasaan dari teks
prosedural) berdasarkan rasa instruksi (instruction), tanda atau
ingin tahunya tentang ilmu rambu (short notice), tanda
pengetahuan, teknologi, seni, peringatan (warning/caution), sesuai
budaya terkait fenomena dan dengan konteks penggunaannya.
kejadian tampak mata 3.10 Memahami fungsi sosial, struktur
teks, dan unsur kebahasaan dari
 25

teks deskriptif dengan menyatakan

dan menanyakan tentang deskripsi
orang, binatang, dan benda, sangat
pendek dan sederhana, sesuai
dengan konteks penggunaannya.
4. Mencoba, mengolah dan menyaji 4.10Menangkap makna teks instruksi
dalam ranah konkret (menggunakan, (instruction), tanda atau rambu (short
mengurai, merangkai, memodifikasi notice), tanda peringatan
dan membuat) dan ranah abstrak (warning/caution), lisan dan tulis
(menulis,membaca, menghitung, sangat pendek dan sederhana.
menggambar dan mengarang) 4.11Menyusun teks instruksi (instruction),
sesuai dengan yang dipelajari di tanda atau rambu (short notice),
sekolah dan sumber lain yang sama tanda peringatan (warning/caution),
dalam sudut pandang/teori. lisan dan tulis sangat pendek dan
sederhana, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks.
4.12 Menangkap makna dalam teks
deskriptif lisan dan tulis, sangat
pendek dan sederhana.
4.13Menyusun teks deskriptif lisan dan
tulis, sangat pendek dan sederhana,
tentang orang, binatang, dan benda,
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
 26

h. Assessing Speaking

Assessing speaking is an important step to be done by the teacher. However,

it is not an easy thing to do since there are some factors that need to be considered

during the process on how well someone can speak. The students’ score may

differ from one teacher to another. To overcome with that problem, teacher needs

to assign several scores for each response, and each score represents one of

several traits like pronunciation, fluency, vocabulary use, grammar, and

comprehensibility (Brown, 2004: 140).

Spratt (2005: 102) states that assessment means collecting information about

learner’s performance in order to make judgments about their learning. It can be

carried out through formal assessment and informal assessment. In formal

assessment, the teacher assesses learners through tests or exams and gives their

work a mark or a grade, while in informal assessment the teacher assesses the

learners through observing or monitoring the students during the teaching and

learning process.

In addition, Thornburry (2005: 127-129) states that there are two main

methods in assessing oral speech. They are holistic scoring and analytic scoring.

Holistic scoring means giving a single score on the basis of an overall impression.

Holistic scoring is quick in assessing and probably adequate for informal

assessing progress. On the other hand, analytic scoring is giving score by

separating score for different aspects of the task. It takes longer time, but it makes

the testers to take a variety of factors into account and it is perhaps fairer and

more reliable.
 27

In conclusion, assessment is a process of measuring the students’

performances. The teacher can choose different types of assessment for different

purposes. The researcher then refers to the speaking rubric included grammar,

fluency, pronunciation, vocabulary, and comprehension proposed by Brown

(2001: 406-407) to assess the students’ speaking performances.

2. Media

a. Definition of Media

Media are any devices that can be used to transmit any knowledge or

information to the people. Smaldino, et al (2007) defines media as a mean of

communication and sources of information. Media provide message with an

instructional purpose. For the learners, media will send out facts, skills, attitudes,

knowledge or additional materials to make learning easier, as it intends to help

both the teacher to teach reflectively and the learner to grasp the lesson

effectively. In daily life, there are many media that are often seen such as

television, radio, book, record, and computer/laptop.

Media have undoubtedly always facilitated the tasks of language learning

both instructed and non instructed learners as a tool for language learning or

teaching (Brinton:2001). The use of media is needed to ensure an effective

communication in order to improve the quality of instruction.

Another definition of media is proposed by Heinich in Arsyad (2002: 4). He

cites that media act as mediator that transmits information from resource to

receiver.
 28

From the explanation above, media can be identified as any forms of

communication whether printed or audio visual, as well as their instrumentation

around the students that can convey messages that motivated the students to learn.

It can help the teacher to communicate and transmit the knowledge or material to

the students.

b. Functions of Media in Teaching and Learning Process

Media have undoubtedly always facilitated the tasks of language learning

both instructed and non instructed learners as a tool for language learning or

teaching (Brinton: 2001). The use of media is needed to ensure an effective

communication in order to improve the quality of teaching learning process.

Media offer some positive contributions toward the teaching and learning process,

for instance, media provide clear context, meaning and guidance that can make

students enthusiastic in learning English. In line with this, Roblyer et al (2010)

states media such as slides and films delivered information in more concrete and

therefore more effective ways than lectures and books did. Smaldino et al (2007:

12) explains five roles of media in learning as follows:

1) Thematic Instruction

Thematic instruction is known as the teachers’ ways on organizing their

instructions around topics. A good theme must capture and hold students’

attention, provide problem solving experiences, support interdisciplinary

activities, and include a variety of media and technology.

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2) Portfolios

A portfolio is a collection of students’ work that illustrates growth over a

period of time. Portfolios include such artifacts as students-produced illustrated

books, videos and computer multimedia projects.

3) Distance Education

A rapidly developing approach to instruction worldwide is known as

distance education. The distinguishing characteristic of distance education is the

separation of the instructional team and students during learning. As a

consequence, the course content must be delivered by instructional media.

4) Instructor-directed learning

A common use of media in an instructional situation is for supplemental

support of the “live’ instructor in the classroom. Certainly, properly designed

media can enhance and promote learning and support teacher-based instruction.

5) Learner-directed learning

Media can also be used effectively in formal education situations where a

teacher is not available or is working with other students. Media are often

“packaged” for this purpose; objectives are listed, guidance in achieving

objectives is given, materials are assembled, and self evaluation guidelines are

provided.

Based on the discussion above, it can be concluded that media play an

important role in the teaching and learning of English. Media are able to be

elements of reality and motivate the students to learn by carrying the part of real
 30

life into the classroom. It has been clearly stated that media are very useful and

needed for the teaching and learning process.

c. Types of Media

There are various kinds of media that can be used in the teaching and

learning process. Teachers should know what kind of media which is appropriate

to the students in the teaching and learning process. According to Smaldino

(2007), there are six kinds of media: text, audio, visuals, video, manipulative and

people. Furthermore, Alessi (2001) mentions that there are five types of media.

Those types can be seen below.

1) Human-based media: teachers, instructors, and tutors

2) Print-based media: books, guidelines, workbooks, and handouts

3) Visual-based media: books, charts, graphics, maps, transparencies, and slide

4) Audiovisual-based media: videos, films, slide-tape programs, and television

5) Computer-based media: CAL (Computer Assisted Learning), interactive

videos, and hypertext.

However, the researcher chooses videos as the main media in the teaching

and learning process. The use of videos in the teaching and learning process can

be more communicative than long explanation by the teacher. In other words,

videos can help the teacher in giving materials to the students. Besides, videos

seem interested and can motivate students to focus on the teaching and learning

process. Videos will be discussed in details in the following section.

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3. Video

a. Characteristics of Video

Meyer (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 (2011: 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 be used in teaching English because videos can provide great visual stimuli

through their combination of illustrations, sounds, graphics, and texts.

Richards and Renandya (2002: 364) 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

 32

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 speak to waiters. 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.

b. 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 programmes: 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.

 33

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.

c. 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 listening practice, stimulating language use,

and heightening students’ awareness of particular language points or other aspects

of communication.

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

instruction. It is difficult to illustrate human 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 the general meaning 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. Videos also give students a chance to see such
 34

things 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 students 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 to life.

2) Demonstrations

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

by step process, teachers can show it 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.

 35

5) Dramatization

Video has the power to hold the students spellbound as a human 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 pronounce some words

but also by observing their facial expressions and gestures.

d. The Use of Video in the Teaching and Learning Process

Teachers play a key role in using videos in the language classroom. It is

important for the teachers to select the videos first, relate the videos to students’

needs and interest, promote active viewing, and integrate the videos with the

curriculum.

According to Davies (2000: 163), the effective use of video requires

knowledge and planning. Video sessions can easily become lessons in which

teachers switch the video on and themselves off. Since there are many kinds of

videos, teachers have to select the video with clear objectives, suitable for the

students’ level and interest in mind, and get to know it well before using it. There

should be a clear purpose for every video that teachers show, for example,

modeling communicative interactions in English, working at language forms,

 36

developing listening comprehension, or generating discussion. Therefore, before

using the videos, teachers have to ask themselves about the following questions:

1) Will the students understand the material?

2) Will the students enjoy the material, because it is interesting, humorous or

relevant to their needs?

3) Do I have some really useful activities with which to exploit the material?

4) Is there any alternative way of achieving my teaching objectives more

effectively or in less time than with video?

Smaldino et al (2007: 289) mentions that there are some criteria which

should be noticed by teachers about how to use video.

1) Sightlines. Check lighting, seating and volume control to be sure that

everyone can see and hear the video.

2) Mental set. Get students mentally prepared by briefly reviewing previous

related study and evoking questions about the current topic.

3) Advance Organizer. List on the chalkboard the main points to be covered in

the video.

4) Vocabulary. Preview any vocabulary.

5) Short segments. Show only 8 to 12 minutes of video at any one time.

Introduce the first segment and show about 10 minutes of the video,

stopping at a logical breaking point. Discuss the segment and then introduce

the second segment, trying it to the first. Teachers do not have to show it all.

6) Role model. The most important, get involved in the video. The students

watch attentively and respond when the teacher asks for a response.
 37

7) Follow up. Reinforce the video with meaningful follow up activities.

To make the use of videos successful in the class, the teacher also needs to

be aware of some potential problems. Harmer (2001: 283) states there are some

problems that will occur on using video in the teaching and learning process and

what teachers should do to solve those problems.

1) The ‘nothing new’ syndrome

The use of video is not only switching on it or just replicating home

television viewing but also giving them the video related to the materials

and the way to exploit it.

2) Poor quality types and disks

Teachers have to check the quality of video that will be given to the students

whether the video is sufficiently good to attract the students’ interest or not.

3) Poor viewing conditions

Teachers have to make sure that the students can see and hear the video

from any sides.

4) Stop and start

Some students become frustrated when teachers constantly stop and start the

video, only showing little bits at a time. Teachers have to think and plan

how many stops and starts can cope with and how much they will want to

see the end of sequence with regard to the goal of teaching.

5) The length of extracts

Some people think that more than two or three minutes of video sends

students to sleep. However, short video sequences of between one and four
 38

minutes can yield a number of exercises, demonstrate satisfying range of

language that are easier to manipulate and can be highly motivating.

6) Fingers and thumbs

Students can be irritated by teachers who cannot find what they want or get

back to where they have just been on the tape or disk. Teachers themselves

become frustrated when the machine does not work the way they want it to.

Harmer (2001: 285-286) adds that teachers also can use a short video extract

as one component in a longer lesson sequence, whether to illustrate the topic they

are working on, to highlight language points, or to settle a class after a noisy

activity.

1) Topic, teachers will be able to introduce a short two or three minutes video

extract into a lesson devoted to a particular topic.

2) Language, when a class is working on an area of language, whether

grammatical, functional, or lexical or a mixture of all three.

3) Relaxation, video can occasionally be used for relaxation, for instance,

teachers play a music video at the end of a long lesson or show a quick bit

of video film.

e. Video Teaching Techniques

Generally, there are three main steps of integrating videos into classroom

instruction for learning speaking effectively. They are pre-viewing, viewing, and

post-viewing (Stoller, 1988: 9). From each step above, teachers can choose the

most appropriate activities for their students and classes.

 39

1) Pre-viewing

Pre-viewing activities can be done before assigning students to view the

video. Stoller in Koksal (2004: 65) states that any pre-viewing activity will be

associated with developing learners' comprehension strategies and preparing

students to see the video by means of activating schema, that is, tapping students'

background knowledge or trying newly introduced information to materials

previously introduced. The students can follow the activity as presented below.

a) Tell students they are going to watch/listen to a story about....

b) What do they expect to hear and see?

c) Free writing on the question about the events.

d) Predicting the events.

e) Discussing the video from its title.

f) Pre-teaching any unusual vocabulary and grammatical points in context.

g) Practicing to pronounce words to develop their aural perception of the

words.

2) Viewing (While-viewing)

The primary purpose of viewing activities is to facilitate viewing of the

film/videotape (Stoller, 1988: 13). Koksal (2004: 65) adds that the teacher can

have students watch the video more than once. The aim for watching the video the

first time, and subsequently, will probably be different. Tasks completed while

viewing a video for the first time are commonly associated with developing

listening skills. Here students listen for global understanding. Activities for a

second viewing are often associated with gathering specific information and
 40

presenting or reinforcing language (grammar, vocabulary, functions). While

watching the video, these activities can be selected and assigned for the students

to do.

a) Watching for relaxation without taking notes.

b) Identifying general topics of videos.

c) Making more detailed information on each item in the second viewing.

d) Checking information with students’ partner or group.

e) Focusing on details e.g. signs, notices, buildings, vehicles, etc.

f) Working in pairs.

For example, students A close his eyes, while student B watches the video

and describes what is happening.

g) Interpreting meaning of what they hear with sounds only e.g. screams,

footsteps, music, etc.

h) Framing or pressing the pause button during a video sequence with freeze,

predicting what is she going to say next, what is going to happen next, or

interpreting facial expressions and body language (how does he feel?), and

possibly focusing on things such as cultural information (buildings,

notices, etc), or specific details (what is he wearing?)

i) Working in pairs, memorizing everything they see and hear. Eliciting

class-level feedback, then playing back to confirm.

j) Listening for general comprehension and specific information (names,

dates, numbers, etc).

 41

3) Post-viewing

Post viewing activities aim at encouraging and stimulating the use of newly

acquired knowledge that came from the video, and the use of both written and

spoken language. Stoller in Koksal (2004: 66) suggests such post viewing

activities as class surveys, video summaries, alternate endings, comparisons,

discussion, agree/disagree/unsure activity, ranking group consensus, organization

in writing, speed writing, role-plays, simulation, and debates. Students also can do

activities for specific language skill practice as presented below.

a) Reviewing and answering general comprehension questions.

b) Using freeze-frame options to check comprehension and answer

unanticipated questions.

c) Describing scenes, people, objects, etc.

d) Discussing events, particular topics, body languages, actions, etc, and

predicting or guessing the end of the video.

e) Playing the sound only and asking students to discuss what the scene

might look like.

f) Predicting the outcome of the events.

g) Doing information-gap activity. The viewers are eyewitnesses and the

others are journalists. They interview the first group about the event.

h) Viewing and generating an appropriate dialogue for the scene. The actual

dialogue can be used as a model from which to adapt the students’ efforts.

i) Practicing stresses and intonation.

 42

For example, the teacher asks students to mark stresses and intonation in a

copy of the script, underline content words, and let them try to imitate the

model on the video tape.

j) Giving commentary on some parts of the video with the sound turned

down.

k) Making role play sequences about what they have seen or whatever they

guess from having seen the video and asking them to answer a series of

true/false questions or to put series of events in order.

l) Watching and summarizing a short paragraph of what they have heard.

Harmer (2001: 286) also states a number of teaching techniques which can

be used in the teaching and learning process. These techniques will be useful for

teachers to be applied in teaching learning process with different purposes.

1) Viewing techniques

The purpose of the design of the viewing techniques below is to awaken the

students’ curiosity through prediction activities. Therefore, when the students

watch the video sequence in its entirety they will have some expectations and

considerations about it.

a) Fast forward: the teacher presses the ‘play’ button and then fast forwards the

video so that the sequence shoots pass silently and at great speed. After that,

the teacher can ask students what the extract was all about and whether they

can guess what the characters are saying.

b) Silent viewing (for language): the teacher plays the tape at the normal speed

but without the sound. Students have to guess what the characters are
 43

saying. When they have done this, the teacher plays the tape with sound so

that they can check to see if they guessed correctly.

c) Silent viewing (for music): the same technique can be used with music. The

teacher shows a sequence without sound and ask students to say what kind

of music they would put behind it and why. When the sequence is shown

again with sound, students can judge whether they choose the same mood as

the director/composer.

d) Freeze frame: at any stage during a video sequence we can ‘freeze’ the

picture, stopping the participants dead in their tracts. This is extremely

useful for asking students what they think will happen next or what the

character will say next.

e) Partial viewing: one way of provoking the students’ curiosity is to allow

them only a partial view of the pictures on the screen.

2) Listening (and mixed) techniques

Listening routines, based on the same principles as those for viewing are

similarly designed to provoke engagement and expectations.

a) Pictureless listening (language): the teacher covers the screen, turns the

brightness control right down. The students then listen to a dialogue and

have to guess such things as where it is taking place and who the speakers

are.

b) Pictureless listening (music): where an excerpt has a prominent music tract,

students can listen to it and then say based on the mood it appears to convey

what kind of scene they think it accompanies and where it is taking place.
 44

c) Pictureless listening (sound effects): in a scene without dialogue students

can listen to the sounds to guess the scene. After that, they have to tell the

story they think they have just heard.

d) Picture or speech: The teacher can divide the class in two so that half of the

class faces the screen, and half faces away. The students who can see the

screen have to describe what is happening to the students who cannot. This

forces them into immediate fluency while the non watching students

struggle to understand what is going on, and is an effective way of mixing

reception and production in spoken English.

Another expert also states other video teaching techniques that can be used

and selected to support the teaching and learning process. Davies (2000: 166)

mentions some techniques of using video in the classroom.

1) The most obvious use of video is for listening comprehension. Show a short

section of video, put it on pause, and ask questions about what the people said

then show another section. Teachers can also ask questions which are not

about the script but about the scene and what is happening.

2) Ask the students to listen for a specific form of functional expressions, for

example, an apology. Write an example of the form of function that teachers

want the students to listen for on the board and get them to raise their hands

when they hear one.

3) Use the pause button to stop the video after selected forms of functional

expressions and ask the students to repeat what the last speaker in the video
 45

said. This keeps the learners listening attentively, and focuses on the forms or

expressions have been selected.

4) Use the pause button to stop just before speaker in the video says something

that teachers want to focus on and ask the students to predict what that

speaker will say. Then start the video again so that the learners can compare

what is said with what they predicted.

5) Tell the learners to pay careful attention to a short sequence because and ask

them to be the volunteers to act out approximately what they hear and see

afterwards. The teacher may play the sequence two or three times.

From the theory above, it can be concluded that there are many techniques

in teaching English using video. Teachers have to select the appropriate technique

based on the topic of the materials that will be learned by the students. The use of

variety of techniques in using video is also important. Through a variety of

techniques and activities in using videos, learners’ language speaking skills can be

practiced and enhanced. Videos are expected to help the teachers improve their

quality of teaching and also attract the students’ attention to the lesson and

increase their participation in practice speaking.

B. Related Studies

There were some previous studies showing that the use of videos in English

teaching and learning process could improve the students’ speaking skills. Ragil

Safitri (2014) conducted a research in SMAN 1 Gamping on October, 2013,

during the first semester of the academic year of 2013/2014. Her research study
 46

was successful to improve the students’ English speaking skills. The actions

which are carried out in two cycles were effective in improving the students’

motivation, self confidence, and some speaking aspects. The use of videos also

could give good speaking model for students in using certain expression in certain

situation and also help the students in developing their speaking skill in the real

world context.

The other relevant study was from Tawatchai et al. (2014). They used

videos in the form of video conferencing (Skype) for EFL secondary school

students. It is a kind of real-world video. Skype in the classroom is a website on

which teachers worldwide can post ideas for Skype lessons, connect with other

classrooms and come up with ways to collaborate via Skype (Waxman, 2012).

The outcomes of this study indicated that this project successfully motivated

students, develop intercultural awareness, and improved oral communication

ability.

C. Conceptual Framework

It is commonly known that many students have difficulties in mastering

English speaking skill. As stated by Brown (2001: 270-271), there are some

characteristics of spoken language that are regarded as being difficult such as

clustering, stress, and intonation. In speaking, the students have to use knowledge

such as vocabulary, grammar, and pronunciation to make a real communication.

In other words, they should be able to speak English comprehensibly.

 47

As stated before, there are some problems related to the students’ speaking

skills especially in class VII B of SMPN 2 Patuk. One of them is the teaching

method used in the class which is still a conventional method such as giving a

long explanation and using only a text book during the learning process without

considering any additional materials from other sources. Besides, the English

teacher still got difficulties in using LCD because it was newly set in the

classroom, whereas LCD connected to computer/laptop and speakers is good to

support the speaking teaching and learning process. As a result, the teaching and

learning process seemed less interesting and could not encourage students to learn

speaking effectively. Students tended to be passive in the whole teaching and

learning process.

Based on those problems, the researcher decides to use videos in the

teaching speaking to help students improving their speaking skills. Videos are

presented as the input or material of speaking to the students combined with other

interesting activities. The videos cover the sample of dialogues and expressions

which are based on the core competence and basic competence in Curriculum

2013 for grade VII of Junior High School.

By using videos, it will give some benefits for the students to improve their

speaking skills. Most students show an increased level of interest when they have

a chance to see language in use as well as hear it, and when this is coupled with

interesting tasks (Harmer, 2001: 282). Videos combine the audio and visual

elements that will give more interesting input to the students to learn the material.

If the students are attracted with the videos, it will make them focus on the
 48

learning process to get the knowledge. The students also can learn English

language by listening how native speakers pronounce some words and observing

their facial expressions and gestures. It will provide them the authentic model to

learn speaking. They will have a chance to pronounce words or dialogue well

based on the examples presented in the videos. In addition, the students will have

the opportunity to actively involve in discussing the material or some expressions

from the videos. It is expected that they will be active and be brave to speak up.

Besides, the researcher wants to help the English teacher to be accustomed in

using LCD such as presenting the videos to the students. Hopefully, those positive

advantages can be acquired to help students improving their speaking skills after

applying this media in the speaking teaching and learning process.

 CHAPTER III

RESEARCH METHOD

The previous chapter has reviewed the relevant theories to the research.

Whereas this chapter discusses the research method used to conduct the research.

It is divided into seven aspects. They are research design, setting of the research,

subject of the research, data collection techniques, data analysis, validity and

reliability, and the last is the procedure of the research.

A. Research Design

This research is an action research study. Greenwood & Levin (2006: 3)

define action research as social research carried out by a team that encompasses a

professional action researcher and the members of an organization, community, or

network who are seeking to improve the participants' situation.

From the definition above, it could be stated that action research involved

action. It aimed to bring a positive improvement especially in education contexts.

It was also research since it required collecting and analyzing data. At last, it was

collaborative which meant that the researcher conducted the research and the

activity inside together with the English teacher and the participants to examine

the classroom.

This research focused on the effort to improve the students’ English

speaking skills in class VII B of SMPN 2 Patuk by using videos. This research

was implemented in the form of collaborative action research. It was conducted

with the English teacher and the students of class VII B.

49
 50

B. Setting of the Research

1. Place

The research was conducted in SMPN 2 Patuk. It is located in Jln.

Yogyakarta-Wonosari Km 24, Putat, Patuk, Gunungkidul, Yogyakarta. This

school had 10 classrooms with 3 classes for grade VII, 4 classes for grade VIII,

and 3 classes for grade IX. This school did not have language laboratory but there

were science and computer laboratories. This school was completed with a library,

teacher’s office, headmaster office, a mosque, a meeting room, a school health

unit, canteens, toilets, basketball field, and volleyball field.

2. Time

This action research was started with an observation on 1st April 2015. The

observation was conducted to identify the problems in the teaching and learning

process in Class VII B of SMPN 2 Patuk. There were two cycles in this research

with three meetings on each cycle. The first cycle was conducted on 8th, 11th, and

15th April 2015, while the second cycle was on 18th, 22nd, and 25th April 2015.

There are also pre-test and post-test to assess the students’ speaking skills. The

pre-test was done on 4th April 2015 and the post-test was on 29th April 2015.

C. Subject of the Research

The research involved the English teacher as the collaborator and the

students at Class VII B of SMPN 2 Patuk as the participants. There were 17 male

students and 13 female students which the total was 30 students. The researcher

decided to conduct the research in this class since the English teacher as the
 51

collaborator recommended this class. Besides, based on the observation and some

interviews with the English teacher and the students, there were more problems in

the teaching and learning process in this class, for instances many students made

noise in the whole activity and did not want to focus to the lesson. They easily got

bored during the lesson then disturb the other students. Therefore, the researcher

decided to use attractive and educative videos to improve their speaking skills.

D. Data Collection Techniques

In this research, the collected data were qualitative in nature. The data were

taken from the description of teaching learning activities through observations and

from the interviews with the English teacher and the students. However, there

were quantitative data which were derived from the students’ pre-test and post-test

mean scores. The instruments used are observation checklists and interview

guidelines. The data from interviews and observations were transferred into

interview transcripts and vignettes. The quantitative data were obtained from

students’ pre-test and post-test scores by using speaking rubric as the instrument.

E. Data Analysis

The researcher used both qualitative and quantitative data in this research.

The qualitative data were analyzed through five steps data analysis which is

proposed by Mckernan (1996) in Burns (1999: 157-160). Those are assembling

the data, coding the data, comparing the data, building interpretation, and

reporting the outcomes.

 52

The researcher followed all of the data analysis steps above. First, the

researcher collected the data from the observations and interviews in the form of

vignettes and interview transcripts. Then, the data were scanned to be analyzed in

the next stage. In the coding data stage, the data were categorized and the amounts

of the data are reduced to be more specific. After that, the next step was

comparing the data to see the similarities between the data. The next, the

researcher interpreted the data after went through the previous stage. The final

step was reporting or presenting the outcomes of the research. The findings of the

research must be well supported by the data.

Meanwhile, the quantitative data which were gained through assessing

students’ speaking performances were analyzed by using Microsoft Excels. This

program was used to find out the mean scores of each speaking aspect based on

the speaking rubric used. The analysis was done for both pre-test and post-test

scores. Hence, the result of the analysis was used to find out the improvement of

the students’ speaking skills.

F. Validity and Reliability

To fulfill the validity of this research, the researcher used five criteria of

validity of the data proposed by Anderson et al in Burns (1999: 161-162). They

are democratic validity, outcome validity, process validity, catalytic validity and

dialogic validity.
 53

1. Democratic validity

This validity is related to the stakeholder’s chance to give their personal

opinion, ideas, and comments about the implication of this action research. To

fulfill the democratic validity in this research, the researcher discussed the

activities together with the English teacher as the collaborator and the students in

Class VII B of SMPN 2 Patuk through interviews. They would be given the

opportunities to share their ideas, comments and suggestions toward the teaching

learning process the researcher did.

2. Outcome Validity

This validity refers to the notion of actions leading to the outcomes that are

“successful” within the research context. To fulfill this validity, the researcher

should do all the research processes maximally to solve the problems and improve

the students’ speaking skills.

3. Process Validity

The researcher collected the data by doing observation and taking notes to

obtain the process validity. The English teacher as the collaborator helped the

researcher by fulfilling the observation checklist. The researcher noted anything

happened and all activities in the teaching and learning process in the form of

vignettes. The researcher also conducted interviews with the collaborator and the

students to get more data related to the learning process. The four steps in

conducting action research proposed by Kemmis and McTaggart in Burns (1999)

then were used to fulfill the process validity. Those are reconnaissance, planning,

action and observation, and reflection.

 54

4. Catalytic Validity

A research is valid if all participants are able to deepen their understanding

of the social realities of the context and how they can make change within it. The

students’ perceptions related to the problems in this research were monitored and

they were assisted in the implementation of the actions in order to allow them to

deepen their understanding and they can make change within it.

5. Dialogic Validity

Dialogic Validity is a process of peer review that is commonly used in

academic research. In this research, there were interviews with the English teacher

and students to settle on the next actions. The interviews were related to the

implementation of the use of videos in the teaching learning process including the

strengths and weaknesses to be improved in the next cycle.

To fulfill the reliability or trustworthiness of the data, the researcher used

time and investigator triangulation proposed by Burns (1999: 164). In this

research, time triangulation was employed since the data were collected over a

period of time to identify the factors entailed in the process. This research was

conducted from 1st April 2015 to 29th April 2015. Then, the researcher used

investigator triangulation in which there was another observer who was the

English teacher as the collaborator in the same research setting to avoid observer

bias and provide checks on the reliability of the observations. The researcher and

the collaborator observed the teaching and learning process and collected the data

from the teaching learning process conducted by the researcher.

 55

G. The Procedure of the Research

The researcher used the procedure of action research which is proposed by

Kemmis and McTaggart in Burns (2010) with some modifications to conduct this

research. The procedures were presented as follows.

1. Reconnaissance

In this stage, the researcher identified any information related to the

students’ speaking skills. After doing the observation and interviews, the

researcher found out some problems and obstacles in the teaching and learning

process which obstruct the students’ speaking skills development. This step

includes three main processes: identifying the field problems, selecting the field

problems to be solved, and determining actions to solve the feasible problems.

2. Planning

By having the data from the observation and interviews, the researcher made

some plans to determine sufficient actions to be implemented in the field. The

researcher worked together with the English teacher to formulate the plan. The

researcher then suggested using videos to improve the students’ speaking skills.

3. Action and observation

In this step, the researcher carried out the actions based on the plan before.

The actions were done in two cycles. All the activities during this action research

were recorded in the form of vignettes and analyzed. The collaborator also

observed the actions by fulfilling the observation checklist to record the students’

reactions and behaviors during the activities and also the researcher’s actions in
 56

the teaching process. The data achieved from this stage were very important to the

implementation in the next action.

4. Reflection

Together with the collaborator, the researcher made some reflections on the

implementation of the actions. The reflections were done by interviewing the

students and the collaborator related to their responses to the actions. The results

of the reflections showed whether the actions were successful or not to improve

the students’ speaking skills. The successful actions would be reapplied in the

next cycle, but the unsuccessful ones would be modified in the next cycle to solve

the existing problems.

Figure 2. The Action Research Model based on Kemmis and McTaggart

(1988)
 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter presents the findings and discussions of the research. Those

will be covered into some steps. They are reconnaissance, planning, action and

observation, and reflection. This chapter is presented as follows.

F. Reconnaissance

In the reconnaissance stage, the researcher identified the field problems in

the English teaching and learning process by conducting an observation and some

interviews. The following details describe the procedure of reconnaissance.

4. Identification of the Field Problems

To identify the problems found in the English teaching and learning process

in class VII B of SMP N 2 Patuk, the researcher conducted an observation and

some interviews. The researcher observed the teaching and learning process in the

class on April 1, 2015. The researcher recorded the problems related to the

teaching and learning process especially the speaking activities in the form of

vignette. Based on this observation, the researcher found some problems in the

teaching and learning process. The vignette which shows the English teaching and

learning process can be seen below.

Appendix C
V.01
The ET started the class with greeting and asking the Ss’ conditions.
Then, the ET asked, “Is there any homework?”Only some Ss answered no.
The ET asked again, “Do you have a pet? What is the name of your pet?”
There was no Ss answered the questions. The ET then informed that on that
day they were going to learn about how to describe the animal and the lesson
objective as well.

57
 58

The ET then asked three Ss and asked the same question. “What’s your
favorite animal?” They mentioned some animals’ names in Indonesian. The
ET showed some animal pictures on the LCD and asked the Ss to listen and
repeat the name of those animals in English. After that, the ET wrote in the
whiteboard What does a giraffe look like? The ET explained the meaning and
the function of that question. The ET explained the meaning and the function
of that question. Rega answered in Indonesian, “ciri-ciri jerapah”, while the
other Ss did not pay attention to the ET’s explanation.
The ET asked the Ss to listen and repeat repetitively in describing the
animals. But when the ET asked the other animals’ characteristics, all the Ss
just kept silent. Then, the ET explained again the parts of body of a bird in
English. “Examples?” Some male Ss answered in Javanese “pleci.. manuk
emprit..”
The ET asked in Indonesian “Apa perbedaan dari has dan have?” One
of the Ss answered “tulisannya” and it made other Ss laugh loudly. The class
was noisy and some Ss started to talk to the others. The ET then explained the
differences and the functions which were related to the differences between
the first, second, and third person, but many Ss did not pay attention. “Siapa
yang masih belum bisa penggunaan has/have?” The ET asked in Indonesian.
One of the Ss answered “insyaAllah” while the others only kept silent.
“Now open your packet book on page 147”. The ET started to use When
English Rings a Bell book. Then, she explained the differences between ‘fur’
and ‘feather’. She said that “kalau fur itu untuk bulu-bulu yang halus,
sedangkan feather…” Suddenly Mustofa said “bulu-bulu kasar”.The ET then
gave the right answer. Some Ss talked to their friends. Rega asked, “tall (with
wrong pronunciation) itu panjang bu?” The ET clarified his answer.
The ET observed and monitored the Ss. After some few minutes, she
asked one of the Ss in Indonesian. “Wahid, baca punyamu di depan.” Wahid
said “belum selesai bu.” The ET said “nggak apa-apa, biar buat contoh
temannya.” Then Wahid read his answer in front of the class with some
incorrect pronunciations. “Yes, very good.” The ET asked the other Ss, Anisa
Putri how many animal do you have?” Anisa answered “empat.” “Come in
front”, said the ET. Some Ss were still asked to do the same activity till the
end of the lesson.
The ET then gave the summaries of the lesson. “Let’s conclude our
lesson today”. Only two Ss responded. The ET explained again the use of
has/have. The class situation was noisy again. The ET gave a chance for the
Ss to ask a question, but there was no one asked. The ET ended the lesson.

From the vignette above, it could be seen that the students seemed bored in

the teaching and learning process. They often did not pay attention to the teacher’s

explanation instead of talking unimportant things with their friends. They also
 59

kept silent when the teacher asked them some questions. Moreover, they answer

the teacher’s question haphazardly and did not use English. The researcher also

found that their pronunciations were still incorrect. In addition, there was no

interesting media in the teaching and learning process to attract the students’

attention to the material. And the material itself was only taken from the course

book.

To support the observation data, the researcher also conducted some

interviews with the English teacher and the students related to the English

teaching and learning process. Thus, the researcher could found more information

related to the teaching and learning problems in the class. These interviews were

conducted after the observation. The interview transcripts are presented as

follows.

Appendix D
IT. 01
P : Menurut ibu kendala apa yang signifikan dalam mengajar speaking kelas
VII? (What are the significant problems in teaching speaking to the
students of class VII?)
GBI : Oh itu jelas kosa kata mbak, vocabulary. Sama pengucapannya juga
masih sering salah-salah.
(It’s definitely the vocabulary and the incorrect pronunciation.)
P : Kemudian kemampuan speaking siswa kelas VII secara umum
bagaimana ya bu? (How about the general speaking skills of the
seventh grade students, Mam?)
GBI : Ya ada beberapa yang sudah lumayan, tapi kebanyakan ya masih kurang
mbak. Biasanya mereka nggak percaya diri kalau harus berbicara
bahasa Inggris, terus hanya diam begitu saja. (Some are pretty good,
but most are still low. They usually do not confident to speak in
English. Thus, they only kept silent.)
P : Kalau kesulitan yang dihadapi saat mengajar kelas VII B apa ya bu?
(What about the problems in teaching the students of class VII B,
Mam?)
GBI : Ya itu kalau pas pelajaran ada anak-anak yang mengganggu pelajaran.
Suka clap clup clometan gitu. (Some students always distract the
lesson. They like making noise.)
 60

P : Lalu media yang digunakan saat mengajar? (What is the media used in
the teaching process?)
GBI : Kadang pakai laptop untuk nunjukin gambar mbak. Tapi ya jarang saya
gunakan juga sih mbak. (Sometimes I use laptop to show some
pictures. But actually I rarely use it.)
P : Kalau untuk sumber belajar atau bukunya pakai apa bu? (What about
the learning material, Mam?)
GBI : Ya itu mbak When English Rings a Bell. (I used When English Rings a
Bell book.)

From the interview transcript above, the problems could be identified. The

students’ had some difficulty in speaking such as the low vocabulary mastery and

incorrect pronunciation. Most of them also were not actively involved in

classroom activities. They were afraid of making mistakes. The English teacher

added that the students of class VII B liked making noise in the class which meant

that they did not pay attention to the lesson.

Besides interviewing the English teacher, the researcher also conducted an

interview with some students in class VII B of SMP N 2 Patuk. The followings

are the interview transcripts with the students that show their opinions toward

English speaking and the English teaching learning process in the class.

Appendix D
IT. 02
P : Menurut kamu, pelajaran bahasa Inggris itu gampang atau susah?
(What do you think of English, is it easy or difficult?)
S1 : Ada susahnya ada gampangnya. (Sometimes it’s easy but sometimes
it’s not.
P : Kalau untuk speaking / berbicara susah nggak menurutmu? (Is it
difficult for you to learn English speaking?)
S1 : Agak susah mbak. (It’s quite difficult, Miss.)
P : Biasanya pas gimana kalau menemui kesulitan? (When do you find
any difficulty in speaking?)
 61

S1 : Susah ngucapinnya, karena beda dengan cara ngomong orang

Indonesia. (In the pronunciation, because it is totally different
with Indonesian)
P : Menurut kamu, media apa yang sebaiknya dipakai agar belajar
speaking jadi lebih menarik? (In your opinion, what kind of media
that makes speaking learning process more interesting?)
S1 : Ya pakai laptop trus ditampilin disitu kak (menunjuk layar LCD) tapi
yang lebih menarik kaya lagu-lagu gitu kak. (Using the laptop and
showing an interesting thing such as songs in the LCD)

Appendix D
IT. 04
P : Kalau untuk speaking / berbicara susah nggak menurutmu? (Is it
difficult for you to learn English speaking?)
S3 : Susah. (It’s difficult.)
P : Susahnya dimana? (Like what?)
S3 : Tidak paham artinya. (I don’t understand the meaning of some
words.)
P : Proses pembelajaran di kelas biasanya kaya apa? (How is the
learning process in the class?)
S3 : Mengerjakan tugas-tugas dari buku paket. (Doing some exercises
from the course book.)
P : Menurutmu cara ibu guru mengajar gimana? (What do you think of
the way the teacher teaches you?)
S3 : Masih kurang...gimana ya... Kadang mbosenin. (It still lacks…
Sometimes it is so boring.)
P : Apa bu guru selalu jadi model / contoh berbicara pas ngajar
speaking? (Does the teacher always become the speaking model in
teaching speaking?)
S3 : Iya mbak. (Yes, Miss.)
P : Ada model lain nggak yang digunakan? Misal rekaman atau video?
(Is there any other model of speaking? Like recording or video?)
S3 : Nggak ada mbak. (No, Miss.)
P : Menurut kamu media apa yang sebaiknya ada saat belajar speaking?
(What kind of media that makes speaking learning process more
interesting?)
S3 : Mmm.. Yang menarik, yang nggak mboseni. (The one that is
interesting and does not make me bored.)

Based on the interview transcripts above, it could be seen that the students

faced some problems in learning English especially in speaking. They found

difficulty in pronunciation and understanding the meaning of a text or utterances.

 62

They also state that the teaching learning process make them bored easily because

they just doing some exercises without interesting activities. The materials from

the course book seemed less interesting and did not encourage them enough to

improve their speaking skills. The speaking model or input is not varied as well.

The students said that they need attractive activities and learning media in

speaking learning process.

To make sure the students’ speaking ability, the researcher gave a pre-test. It

was done on April 4, 2015. First, I told the students about the topic and explained

the language features briefly. The researcher also gave them some examples to

make them clear about what they supposed to do in this pre-test. The researcher

used a speaking rubric which is adapted from Brown (2001: 406-407) to assess

the students’ speaking performances. Then the researcher analyzed the scores to

find the mean score of each aspect through Microsoft Excels. The students’ pre-

test mean scores can be seen below.

Table 2. The Students’ Pre-test Mean Scores

Aspects Mean Scores

Grammar 2.5
Fluency 2.6
Pronunciation 2.4
Vocabulary 2.4
Comprehension 2.6

From the result of the observation and interviews, the researcher and the

collaborator identified the problems related to the English teaching learning

process in Class VII B. It would be used to help the researcher find the feasible
 63

problems and appropriate solutions which were carried out in the actions later.

The problems are presented as follows.

Table 3. The Field Problems in Class VII B of SMP N 2 Patuk

No Problems Code
1 The students easily got bored in the teaching and learning S
process.
2 The students did not pay attention to the English teacher. S
3 The students often did not answer or respond to the teacher’s
questions.
4 The students were not familiar with classroom English. S
5 The students had poor pronunciation. S
6 The media was not interesting to encourage the students to Med
learn speaking.
7 The materials were not varied. Mat
8 The students had low vocabulary mastery. S
9 The students were afraid to speak in English. S
10 The students made a lot of noise in the teaching and learning S
process.
11 Most of the students were not actively involved in classroom S
activities.
12 The students had difficulty in understanding English texts. S
13 The teacher did not use various teaching techniques and T
interesting activities.
14 The speaking models or input were not varied. Mat
Notes:
S= Students Mat= Material
Med= Media T= Technique

5. Selecting the Field Problem to be Solved

Based on the field problems above, it could be seen that the problems

occurred in the teaching and learning process related to the students, media,

learning material, and teaching technique. By considering the limitation of time

and energy, the researcher could not cover all the field problems to be solved.

Therefore, the collaborator and the researcher selected the problems based on the
 64

urgency and feasibility. From the discussion with the English teacher as the

collaborator, the researcher chose some feasible problems related to students’

English speaking skills in the teaching learning process. They can be seen below.

Table 4. The Feasible Problems

No Problems Code
1 The students easily got bored in the teaching and learning S
process.
2 The students were not familiar with classroom English. S
3 The students had poor pronunciation. S
4 The media was not interesting to encourage the students to Med
learn speaking.
5 The materials given were not varied. Mat
6 The students had low vocabulary mastery. S
7 The students were afraid to speak in English. S
8 Most of the students were not actively involved in classroom S
activities.
9 The teaching technique and activities were not varied and T
attractive.

After identifying the feasible problems, the collaborator and the researcher

conducted a pre-requisite analysis to find causes and relationships of those

problems. This phase was used to find the causes which influence the problems

and to determine which appropriate actions will be developed to solve the

problems. The researcher and the collaborator then proposed the result of the

discussion in this step. We had same ideas about the causes and the result of the

problems.

There were three main problems which caused the other problems. The first

was the teaching technique and activities were not varied and attractive. The

second was the media was not interesting to encourage the students to learn

speaking. And the last was the materials given by the English teacher were not
 65

varied. Those causes create some problems which finally gave some results.

Those relations can be seen in the following table.

Table 5. The Relations of the Problems

Causes Problems Result

1. The teaching 1. The students easily 1. The students were
technique and got bored in the afraid to speak
activities were not teaching and learning English in a class
varied and attractive. process. discussion.
2. The media was not 2. The students were not 2. The students had
interesting to familiar with poor pronunciation.
encourage the classroom English. 3. The students had
students to learn 3. Most of the students low vocabulary
speaking. were not actively mastery.
3. The materials given involved in
by the English teacher classroom activities.
were not varied.

6. Determining Actions to Solve the Feasible Problems

Based on the feasible problems and their possible causes presented above,

the researcher and the English teacher decided to design some actions to solve the

problems. The researcher and the collaborator agreed to use videos as the main

media in the teaching learning process to give the input or a speaking model of the

target language to the students and to present the materials as well. The use of

videos also would be accompanied by other interesting activities. Those can be

seen in the following table.

 66

Table 6. The Relations of the Problems, Actions, and Expected Results in

Cycle 1

No Problems Actions Expected Results

1. The students easily Using videos as the a. The students were
got bored in the main media to give the interested and paid
teaching and input or appropriate attention to the
learning process. speaking model to the lesson.
2. The media was not students b. The students got an
interesting to appropriate
encourage the speaking model.
students to learn
speaking.
3. The teaching a. Using interesting 1. The students were
technique and video teaching actively involved in
activities were not techniques such as classroom
varied and attractive. listening activities.
4. Most of the students comprehension 2. The students were
were not actively technique and motivated and
involved in silent viewing encouraged in
classroom activities. technique. learning English.
5. The students were b. Providing handout 3. The students were
afraid to speak containing various confident to speak
English in a class materials and English in a class
discussion. attractive activities discussion.
6. The materials given such as: 4. The students had
by the English  Applying good
teacher were not vocabulary pronunciation.
varied. practice and 5. The students’
7. The students had pronunciation vocabulary mastery
poor pronunciation. practice increased.
8. The students had  Role-play
low vocabulary
mastery.
9. The students were Applying Classroom The students used to
not familiar with English hear and understand
classroom English. English instructions
and questions.
 67

G. Report of Cycle 1

1. Planning

After identifying the field problems to be solved and proposing the actions,

the researcher designed the course grid and lesson plan that could be seen on the

Appendices. To reach the expected results as stated in the table above, the

researcher and the English teacher decided to have three meetings in each cycle.

In the first cycle, the researcher should carry out the materials about instruction

text and short notice and warning/caution text. Those texts would be taught in the

form of spoken text. Based on the discussion with the collaborator, the action

plans of the first cycle are presented as follows.

a. Using Videos as the Main Media

Videos would be used during Cycle 1 and Cycle 2. The videos were selected

based on the basic competences and taken from www.youtube.com. All of the

videos durations were under 3 minutes only. The researcher and the English

teacher agreed to use the general video teaching technique namely pre-viewing,

while viewing, and post viewing combined with other video teaching techniques

proposed by some experts. They were listening comprehension technique and

silent viewing technique. The listening comprehension technique is a type of

video teaching technique which aims to give an input or an appropriate speaking

model to the students. It meant that the students could listen to the right

pronunciation and intonation of some language functions. The students also could

observe the facial expressions and gestures of the speaker. In addition, this

technique could help the students find some information to understand the content
 68

of the video and identified the language functions. The students could watch and

listen to the video carefully because the video would be played at normal speed

and normal sound. On the other hand, the silent viewing technique could be

applied as an exercise for the students because this technique played at normal

speed but without sound. Thus, the teacher could create an interesting activity by

asking the students to predict what the speaker probably said in the video. This

activity then could give the students the opportunity to speak in English in an

interesting way.

I also found a video of song which was appropriate with the material in the

first cycle. Therefore, the researcher planned to use this song in the first meeting

to attract the students’ attentions and helped them in learning language functions.

The researcher would ask the students to sing this song together and they could

follow the movement of the speaker based on the video. Then, they would be

asked to identify the language functions from the video.

b. Providing Various Materials and Attractive Activities

Based on the interviews before the implementation of the cycle, it was

found that the materials were only taken from the course book. The English

teacher and some students also said that the lack of vocabulary and poor

pronunciation still became the students’ main problems in learning English.

Therefore, the researcher planned to design a handout contained various materials,

exercises, and attractive activities. The details can be seen below.

 69

1) Applying Vocabulary Practice and Pronunciation Practice

In each unit of the material, the researcher planned to provide vocabulary

practice and pronunciation practice. The vocabulary practice was done before the

video played. The students would be asked to find Indonesian equivalents of some

new words. It aimed at helping the students understand the content of the video. It

also helped the students in understanding some new words in the next task. The

pronunciation practice was done after the vocabulary practice. The researcher

would pronounce those new words and the students repeated after it. The

researcher also provided the pronunciation transcripts in the handout to help the

students pronounce well. Besides, the researcher provided various pronunciation

practices by giving the opportunities for the students to listen and repeat after the

video played. It was expected to be an interesting pronunciation practice. The

vocabulary practice and pronunciation practice would help the students to enrich

their vocabulary mastery and give more practice to pronounce some words.

2) Role-play

To give more chances to practice speaking, the researcher would ask the

students to do role-play. The researcher designed some tasks such as completing

some dialogues in the handout and asking the students to practice it with their

partners. Besides, the researcher would give some situation or picture cards which

helped the students to create their own dialogues and then practice it. The

researcher would distribute different picture cards in order the students have their

own dialogues and they could use language functions appropriately. This activity

would be more attractive and communicative.

 70

c. Applying Classroom English

Based on the researcher observation, it was found that the students were not

familiar with classroom English. They often answered the teacher’s questions in

Indonesian or even Javanese. Thus, the researcher planned to use classroom

English during the teaching and learning process. This activity would accustom

the students to use English in classroom activities. Learning from the last teaching

practice (PPL), the researcher also decided not to use English in explaining the

materials since the students could not clearly understand when the researcher used

full English. Therefore, the classroom English would be used only in greeting,

giving instructions, asking and answering questions, reviewing materials, and

closing the lesson.

2. Action and Observation

The actions in cycle 1 were carried out in three meetings on 8th, 11th, and

15th April 2015. The actions focused on implementing videos as the main media to

improve the students’ speaking skills. The researcher collected the data during the

research through observations and interviews. The researcher worked together

with the English teacher in conducting the actions. The researcher implemented

the actions in the class while the English teacher as the collaborator observed the

teaching and learning process by fulfilling the observation checklist. The

descriptions of the actions in the first cycle can be seen below.

 71

a. Using Videos as the Main Media

Videos were used in each cycle. In the first and second meeting, the

materials were the expression of giving instructions and the responses. The

researcher played the video at normal speed and sound because the researcher

used listening comprehension technique. The students seemed interested and

enthusiastic in watching the video. The video was played twice. It aimed to help

the students understood the content of the video and knew how to give an

instruction. After the video ended, the researcher asked the students whether there

were things they did not understand from the video or not. Because no one had a

question, the researcher asked them to answer some questions related to the video

in the handout. The students seemed understood the content of the video by

answering the questions correctly although some of them still answered in

Indonesian. It was proved that they could answer some questions. It can be seen in

the extract below.

Appendix C
V.02
…. S tampak senang dan antusias saat melihat video tersebut. Setelah selesai P
menanyakan apakah ada yang mereka ingin ketahui dari video tersebut atau ada
kata-kata yang tidak mereka pahami. S tidak ada yang menjawab. “Ok, what does
the video tell you about?” tanya P. Beberapa S menjawab “guru menyuruh-
nyuruh siswa”. “Good, so the teacher asks the students to do something”.
Kemudian P menyuruh mereka berlanjut ke task 4 yaitu menjawab pertanyaan-
pertanyaan. “Now please answer the questions in task 4. Number one, who are
the characters in the video?” tanya P. Seluruh S menjawab “guru dan siswa”.
“In English?” tanya P lagi. Beberapa S kembali menjawab “teacher and
students”. (The Ss seemed excited and enthusiastic when watching the video.
After that, the R asked them whether they had something they did not
understand from the video. No one answered. The R asked, “Ok, what does
the video tell you about?” Some Ss answered “guru menyuruh-nyuruh siswa”.
“Good, so the teacher asks the students to do something”. Then, the R asked
them to move to task 4, answering some questions. “Now please answer the
questions in task 4. Number one, who are the characters in the video?” The R
 72

asked. All the Ss answered, “guru dan siswa”. “In English?” The R asked
again. Some Ss answered “teacher and students”.)

To help the students deepen their understanding about the material, the

researcher provided other video. It was a video of song which contained some

expressions of giving instructions. The researcher played the video several times

so that the students could sing together with the music. The researcher also asked

them to move their body following the movement of the speaker in the video.

They looked very happy and enthusiastic in singing the song although some made

noises.

After that, the researcher asked them to identify the expression of giving

instruction from the song. The researcher played the video once again and

sometimes pause it to give the opportunity to the students to present their answers.

The students were actively involved in this activity. Most of them raised their

hands and presented their answer orally. The aim of this activity was to help the

students focus and understand the expressions of giving instructions in an

interesting way. It also gave the opportunity to the students to increase their

confidences in speaking English. The situations are illustrated as follows.

Appendix C
V.03
…. P lalu memutar video lagu yang terdapat ekspresi memberi instruksi. P
mengulang video beberapa kali agar S dapat bernyanyi bersama. S terlihat
senang dan antusias bernyanyi sambil menggerakkan badannya mengikuti
gerakan di video. Setelah selesai P menyuruh mereka untuk mengidentifikasi
ekspresi memberi instruksi yang terdapat dalam video dan diisi ke dalam kolom
task 8 dan mencari arti dari kalimat tersebut. P kembali memutar video dengan
beberapa kali menjeda video untuk membantu S. S tampak bersemangat
menulis jawaban di handout. Setelah itu, P menyuruh S untuk
mempresentasikan jawaban mereka. Banyak S yang angkat tangan kemudian P
menunjuk Reza. “Nomer satu, clap your hands”, jawab Reza. “Excellent. What
 73

does it mean Reza?” tanya P. “Tepuk tangan Miss”. P membenarkan. “Ya,

tepuk tanganmu.” (The R then played the video of song which contained the
expressions of giving instructions. The R played the video several times so
that the Ss could sing together. The Ss looked happy and enthusiastic while
moving their body following the movement in the video. After that, the R
asked them to identify the expression of giving instruction from the video
and complete the table on Task 8 then find the meaning in Indonesian. The
R played and paused the video several times to help the Ss. The Ss looked
very excited writing their answers. Then, the R asked them to present their
answers. Many Ss raised their hands and the R chose Reza. “Nomer satu,
clap your hands”. “Excellent. What does it mean Reza?” The R asked.
“Tepuk tangan Miss”. The R corrected. “Ya, tepuk tanganmu.”)

In the next video, the researcher played a video without sound. It is a kind of

silent viewing technique. The researcher asked the students to predict what the

speakers probably said in the video by watching their actions. The researcher also

told them that the video was still about giving and responding to instructions. The

researcher played the video three times because the students seemed have

difficulty in predicting the utterances. With the researcher guidance, some

students then could answer. Some of them had correct predictions although they

still used Indonesian. The researcher showed the correct answers and added some

explanations. The students listened carefully. Those situations can be seen in the

extract below.

Appendix C
V.03
…. Setelah sekali diputar, P bertanya, “could you predict what the speaker
probably say? The expression of giving and responding to instruction?” Namun
S masih bingung, sehingga P memutar video sekali lagi masih tanpa suara. P
menanyakan pertanyaan yang sama. Setyo menjawab, ”menyalakan laptop
Miss”. “Yes, the speaker asks his friend to turn on the laptop. Could you
predict the expression used to ask a person to turn on the laptop?” tanya P.
Trisna menjawab “Nyalakan laptopmu.” (After the video was played once,
the R asked, “Could you predict what the speaker probably says? The
expression of giving and responding to instruction?” The Ss were still
confused, so the R played the video once again without sound. The R asked
 74

the same questions. Setyo answered, ”menyalakan laptop Miss”. “Yes, the
speaker asks his friend to turn on the laptop. Could you predict the
expression used to ask a person to turn on the laptop?” Trisna answered,
“Nyalakan laptopmu.”)

b. Providing Various Materials and Attractive Activities

For the first cycle, the researcher provided two handouts as the additional

materials. The first handout was for two meetings while the second handout was

for one meeting. The materials were about giving and responding to instructions

and short notice and caution/warning text. The handout contained various

materials such as the explanations about the sentence structure, some examples of

the expressions and also some tasks such as completing dialogues with

appropriate expressions. This handout became the guidance of all of the students’

activities.

The researcher distributed the handout to the students besides the course

book When English Rings a Bell. The researcher gave lead-in questions as the

introduction to the topic. The students were still shy to answer. Thus, nobody

answered. The researcher asked the same questions and repeated the questions in

Indonesian. After that some students started to answer other questions related to

the topic. Then, the researcher informed that they were going to learn about the

expression of giving instructions and stated the learning objectives. The researcher

guided the students to do the next activities which are presented below.

1) Applying Vocabulary Practice and Pronunciation Practice

The vocabulary practice and pronunciation practice were provided in each

cycle. These activities were given before the researcher played the video so the
 75

students could be familiar with some new words. The researcher asked the

students to find Indonesian equivalents of some words to help them understand

the content of the video and the next exercises. The students looked enthusiastic in

looking for the meaning of each word in the dictionary. After that, the researcher

guided them to check all of the Indonesian equivalents together.

Pronunciation practice was the follow-up activity of vocabulary practice.

After the students complete the vocabulary practice, the researcher asked the

students to listen and repeat so that they knew the correct pronunciation. The

students also could read the pronunciation transcripts provided in the handout.

This activity aimed to help the students pronounce the words correctly. The

situation can be seen in the following extract.

Appendix C
V.02
…. Namun P menyuruh S agar mengerjakan Task 2 terlebih dahulu untuk
mencari arti dari beberapa kosa kata untuk memudahkan mereka dalam
memahami isi video nanti dan tugas-tugas selanjutnya. “You may open your
dictionary to help you find the meanings”, kata P. S tampak antusias dan
semangat mencari arti setiap kata di dalam kamus. Setelah selesai P dan S
mengecek arti dari seluruh kata bersama-sama kemudian melakukan listen and
repeat agar siswa mengetahui pengucapan dari tiap kata dengan benar. (The R
asked the Ss to do Task 2 first to find the meaning of some vocabulary to
help them in understanding the content of the video and the next tasks.
“You may open your dictionary to help you find the meanings”. The Ss
looked enthusiastic and motivated in looking for the meaning of each word
in the dictionary. After that, the R and the Ss checked the Indonesian
meanings of all the words then the R asked the Ss to listen and repeat after
the R.)

The researcher also provided pronunciation practice after playing the video.

Thus, the researcher asked the students to listen and repeat after the video. The

researcher played the video at normal speed because the speaker in the first video

spoke slowly so the students could imitate smoothly. The researcher used this
 76

strategy in order the students did not get bored with the common pronunciation

practice. Besides, the students could learn how to say words like native speakers.

It can be seen in the extract below.

Appendix C
V.02
…. Lalu P menyuruh S untuk listen and repeat dari video tadi. Seluruh S
tampak semangat dan melafalkan kata dengan keras. (Then, the R asked the
Ss to listen and repeat after the video. All of the Ss looked excited and
pronounced the words loudly.)

2) Role-play

There were two kinds of role-play in this activity. First, the students should

complete the given dialogues with appropriate expressions then act the dialogue

out. In the second meeting of cycle 1, the researcher asked the students to

complete some dialogues with appropriate expressions of giving and responding

to instructions. Some students opened their dictionary to help them answer the

questions. After that, the researcher asked two pairs to present their answers in

front of the class. Some of them raised their hands. The researcher chose two pairs

and they presented the answers in front of the class confidently. The researcher

appreciated and complimented their performances. The researcher also corrected

some incorrect pronunciations and some wrong answers as well. It can be seen in

the part of vignette below.

Appendix C
V.03
…. Beberapa S angkat tangan ingin maju. P lalu menunjuk Rega dan Reza
untuk menjawab no.1 dan Ratri dan Anisa untuk no.2. “Now present your
answer in front of the class. You can change the name with yours.” Rega dan
Reza kemudian maju.
Rega : Reza, come here, please.
Reza : Okay. What’s up?
Rega : Carry this box, please.
 77

Rega : Sure.
“Excellent. Give applause please for Rega and Reza,” puji P. P lalu
membenarkan pengucapan untuk kata “carry” yang tadi masih salah. (Some Ss
raised their hands to come in front. The R then chose Rega and Reza to
answer no.1 and Ratri and Anisa for no.2. “Now present your answer in
front of the class. You can change the name with yours.” Rega and Reza
present their answers.
Rega : Reza, come here, please.
Reza : Okay. What’s up?
Rega : Carry this box, please.
Rega : Sure.
“Excellent. Give applause please for Rega and Reza,” the R complimented
them. The R also corrected the pronunciation of the word ‘carry’.)

In the second role-play, the students should create their own dialogues

before doing the role-play. The researcher distributed a different picture for each

two students. Then, the researcher asked them to make a dialogue based on the

picture given using the expressions of giving and responding to instructions. Each

pairs had different pictures. The researcher showed and explained the examples in

the handout. The students did this task enthusiastically although some students

started to made noises. The students used their dictionary and asked me when they

found difficulty. When the researcher asked the students to come in front of the

class presenting their dialogues, they were really enthusiastic and excited. All of

them wanted to present their dialogues. Most of them had the opportunity to

perform their dialogues. The researcher and the students gave applause for each

performance. The researcher also corrected some errors in grammar and

pronunciation. It can be seen in the following extract.

Appendix C
V.03
…. Setelah beberapa saat, P bertanya siapa yang sudah siap boleh tampil ke
depan tanpa teks dan membawa gambar yang telah dibagikan tadi agar P
dapat mengecek kesesuaian dialog mereka dengan gambar. S banyak yang
angkat tangan dan ingin maju terlebih dahulu. Hampir seluruh S akhirnya
 78

mendapat kesempatan untuk mempraktekkan dialognya di depan kelas. (After

some few minutes, the R asked who was ready to perform the dialogue
without text and bring the picture card so that the R could check the
appropriateness of the dialogue and the picture. Many Ss raised their
hands to perform first. Most of them finally got the chances to show their
dialogues in front of the class.)

This role-play was applied in the second and third meeting of cycle 1. The

different was in the instrument. In the third meeting, the students were asked to

draw their own sign in a blank card to make a dialogue and act the dialogue. Role-

play could train the students to perform their speaking ability and increased their

confidences.

c. Applying Classroom English

The researcher implemented classroom English in every meeting in order to

make the students accustom with English language during the teaching learning

process. The classroom English was used in some ways such as in greeting the

students, giving instructions, asking and answering questions, reviewing

materials, and closing the lesson. As planned before, the researcher still used

Indonesian in explaining the materials to make the students fully understood. The

situations can be seen below.

Appendix C
V.02
…. P kemudian memulai pelajaran. “Assalamualaikum Wr.Wb. Good morning
everyone.” S menjawab. “Good morning.” “How are you today?” “I’m fine
thank you, and you?” “I’m very well too. Thank you.” P kemudian mengecek
kehadiran S. (The R then started the lesson. “Assalamualaikum Wr.Wb.
Good morning everyone.” The Ss responded. “Good morning.” “How are
you today?” “I’m fine thank you, and you?” “I’m very well too. Thank
you.” The R then checked the Ss’ attendances.)
 79

Appendix C
V.02
…. P memberikan lead-in questions sebagai pengantar S masuk ke topik
pelajaran. “Has your teacher ever asked you to do something?” S tidak ada
yang menjawab. P mengulangi pertanyaan yang sama kemudian menggunakan
bahasa Indonesia. “Yes.” Beberapa siswa baru menjawab. “What are they?”
Beberapa siswa menjawab “disuruh membaca, maju ke depan, menulis.” (The
R gave lead-in questions as the introduction to the topic of the lesson. “Has
your teacher ever asked you to do something?” No one answered. The R
repeated the questions in Indonesian. “Yes.” Some Ss answered. “What are
they?” “disuruh membaca, maju ke depan, menulis.”)

Appendix C
V.02
…. “You may open our dictionary to help you find the meanings”, kata P. S
tampak antusias dan semangat mencari arti setiap kata di dalam kamus. (“You
may open our dictionary to help you find the meanings”, said the R. The Ss
looked enthusiastic and motivated in finding the meanings in the
dictionary.)

During the teaching and learning process, the researcher also used

classroom English to make the students more familiar with spoken English. The

students seemed understood the researcher’s utterances, although they still

answered in Indonesian. It can be seen in the following extracts.

Appendix C
V.03
…. “Have you finished?” tanya P. Banyak S yang menjawab “yes” dan ada
yang masih menjawab “not yet”. (“Have you finished?” asked the
researcher. Some answered “yes” and the others said “not yet”.)
Appendix C
V.04
…. P memberikan contoh. “Alright, now look at picture of number one. What is
the picture about?” beberapa S menjawab “Berlari Miss.” “Tidak boleh
berenang Miss.” (The R gave an example. “Alright, now look at picture of
number one. What is the picture about?” Some Ss answered “Berlari
Miss.” “Tidak boleh berenang Miss.”)
 80

3. Reflection

The researcher and the collaborator had a discussion to make some

reflections after the implementation of the actions in the first cycle. It was

conducted to fulfill the democratic and dialogic validity as have been mentioned

in the previous chapter. The researcher and the collaborator analyzed the data

from the observations and the interview transcripts. The English teacher and the

students were free to give their opinions and reflections to the implemented

actions.

The researcher used a speaking rubric which was adapted from Brown

(2001: 406-407) to measure the students’ speaking skills in pre-test and post test.

There are grammar, fluency, pronunciation, vocabulary, and comprehension

aspects. Although the researcher did not score the students’ performances in each

meeting, the collaborator and the researcher observed and evaluate their

improvements of each aspect. The results of the reflection are presented as

follows.

a. Using Videos as the Main Media

In this first cycle, the use of videos gave some improvements. The first

improvement was on students’ participation and confidence. The students became

more active in doing any activities presented in the handout. Some of them were

very confident in presenting their answers orally. They often raised their hand to

perform their works in the classroom activities. The situation can be seen in the

extract below.
 81

Appendix C
V.02
…. Setelah itu, P menyuruh S untuk mempresentasikan jawaban mereka.
Banyak S yang angkat tangan kemudian P menunjuk Reza. “Nomer satu, clap
your hands”, jawab Reza. “Excellent. What does it mean Reza?” tanya P.
“Tepuk tangan Miss”. P membenarkan, “Ya, tepuk tanganmu.” Jawaban-
jawaban selanjutnya kembali diutarakan beberapa S hingga mereka berebut
ingin menjawab sampai akhirmya bel tanda berakhirnya pelajaran telah
berbunyi.
(After that, the R asked the Ss to present their answers. Some Ss raised
their hands. Then, the R chose Reza. “Number one, clap your hands,” Reza
answered. “Excellent. What does it mean Reza?” The R asked. “Tepuk
tangan Miss”. The R corrected the answered, “Ya, tepuk tanganmu.” The
next answers were presented by other Ss even they competed for it till the
end of the class.)

In addition, the English teacher as the collaborator also agreed that the

students were more active in the classroom activities and their speaking skills

were improved. This can be seen in the following interview transcripts.

Appendix D
IT.09
P : Bu, bagaimana kemampuan speaking siswa di cycle 1 ini? (Mam, how
was the students’ speaking skills in this first cycle?)
GBI : Alhamdulillah mbak, saya rasa cukup meningkat. Siswa selalu aktif saat
pelajaran. (Alhamdulillah, I think it quite increased. The students
were very active in classroom activities.)

The researcher also interviewed the students to know their opinions related

to the researcher’s actions. Most of them said that they enjoyed the class. They

liked the researcher’s actions in using the videos. They also stated that the

activities did not make them bored and the video given made them easier to learn

English. Moreover, they asked the researcher to add more videos in the teaching

and learning process. Below are the interview transcripts with the students.
 82

Appendix D
IT.10
P : Gita, menurutmu bagaimana kegiatan belajar mengajar dengan mbak
selama ini? (Gita, what do you think about our teaching learning
process?)
S10 : Bagus mbak, aku suka. (It’s good Miss. I like it.)
P : Kenapa? (Why?)
S10 : Nggak mbosenin gitu.(It doesn’t make me bored.)
P : Gita suka nggak belajar bahasa Inggris dengan video-video gitu? (Do
you like learning English using videos?)
S10 : Suka mbak. Jadi lebih enak belajarnya. (I like it. It’s easy for me to
learn.)

Appendix D
IT.11
P : Membantunya gimana? (How does it help you?)
S11 : Jadi tahu cara menyatakan ungkapan memberi instruksi dan mengartikan
rambu-rambu itu mbak. (I know how to give instructions and
interpret the signs, Miss.)

Appendix D
IT.12
P : Ada saran buat pembelajaran berikutnya? (Is there any suggestion for
the next meeting?)
S12 : Videonya ditambahin lagi mbak, hehee.. (Please add more videos,
Miss.)
P : Ya kalau video terus nanti nggak belajar. Tapi nanti mbak kasih video
yang lebih menarik lagi. (You won’t learn if you only watch the
video. But I’ll give more interesting videos later.)
S12 : Ok mbak. (Okay, Miss)

From the interview transcript above, it seemed that there was an

improvement in fluency and comprehension aspects. It can be concluded that the

video given helped the students in improving their speaking skills. The researcher

planned to gave more interesting videos for the next cycle.

b. Providing Various Materials and Attractive Activities

As stated before, the researcher provided a handout in each unit or material

which contained some explanation and tasks for the students. The materials

provided in the handout seemed ease the students to understand the language
 83

functions being explained by the researcher. The students were also enthusiastic in

doing the tasks. It can be seen in the part of vignette below.

Appendix C
V.02
…. P kemudian menunjukkan contoh-contoh lain dari ungkapan untuk
menyatakan rambu/tanda ketertiban dan rambu/tanda peringatan dan
menjelaskan struktur kalimatnya. P juga menunjukkan ungkapan-ungkapan
untuk meresponnya. Siswa memperhatikan dengan seksama penjelasan P
sambil membaca materi di handout. (The R then showed other examples of
the spoken short notice and warning/caution text and explained the
sentence structure. The R also showed how to respond. The Ss paid
attention carefully and read the material in the handout.)
Appendix C
V.02
…. S kemudian mengerjakan tugas secara berpasangan. Meski beberapa ada
yang sedikit gaduh, namun S tampak mengerjakan dengan serius dan antusias.
(The Ss then did the exercises in pairs. Although some made noises, the
others looked do the task seriously and enthusiastically.)

This handout guided all the students’ activities during the teaching and

learning process. The students could follow the activities well. The details of the

reflection are presented as follows.

1) Applying Vocabulary Practice and Pronunciation Practice

The various activities provided in the handout also helped the students in

improving their speaking skills. Another aspect like vocabulary seemed increase.

The activity of finding the Indonesian equivalents of some new words helped the

students since those words were used by the speaker in the video and could be

used in the next tasks. It was stated in the interview transcript below.

Appendix D
IT.13
S13 : Misalnya lebih mengerti arti dari kata-kata. Apalagi kata yang nggak
tahu artinya di video bisa dilihat di tabel yang sudah dicari artinya tadi.
(For example I know the meaning of some new words. Moreover, the
new words from the video can be understood by looking some
vocabulary in the table.)
 84

However, some students still had difficulty dealing with grammar and

pronunciation. Some students could reduce their lack on pronunciation, but the

researcher found that the other students still got incorrect pronunciation. They also

produced ungrammatical utterance when making a dialogue. The students needed

a lot of practices to pronounce well and improve their grammar. The following

part of vignette and the interview transcript describe that condition.

Appendix D
IT.10
P : Kalau kegiatan-kegiatan yang lain gimana dek? (What about the other
activities?)
S10 : Aku suka yang niruin kata-kata di video itu mbak. Jadi ngerti cara
ngucapinnya pas berdialog sama temen. (I liked when imitating the
pronunciation from the video. It makes me know how to pronounce
well when having dialogues with friend.)

Appendix C
V.03
Hampir seluruh S akhirnya mendapat kesempatan untuk mempraktekkan
dialognya di depan kelas. S dan P bertepuk tangan setiap S selesai
menampilkan dialognya. P juga membenarkan beberapa struktur kalimat dan
pengucapan yang masih salah. (Almost all of the Ss got chances to practice
their dialogues in front of the class. The R and the Ss gave applause for
each performance. The R also corrected some ungrammatical utterances
and incorrect pronunciations.)

The English teacher was also aware on students’ pronunciation. The English

teacher said that one of aspects that had not been totally improved was the

students’ pronunciation. The researcher also interviewed the students to hear their

reflections. Some students said that they still had difficulty in pronouncing some

new words. Below are the results of the interviews from the English teacher and

the student.
 85

Appendix D
IT.09
P : Lalu menurut ibu apa kekurangan di cycle 1 ini? (Is there any
weaknesses in this first cycle, Mam?)
GBI : Apa ya mbak? Sudah cukup bagus saya rasa. Mungkin untuk
pronunciation lebih dilatih lagi. Tadi masih ada beberapa yang salah
pengucapannya. (I think it’s good enough. Maybe the students need
more practices in pronunciation. I noticed some students’ still
mispronounced.)
P : Apakah ibu ada saran untuk kegiatan di cycle 2 nanti? (Is there any
suggestion for the next cycle 2, Mam?)
GBI : Ya tadi mbak untuk pronunciation siswa lebih dilatih lagi. Mungkin bisa
ditambah game-game begitu juga boleh mbak. (The students’
pronunciations still needed to be improved. Maybe some games could
be added.)
P : Baik bu. Terimakasih bu. (Alright Mam. Thank you Mam.)

Appendix D
IT.11
P : Menurut Defa, kegiatan belajar mengajar kita sampai hari ini kurang
apa? (In Defa’s opinion, what are the weaknesses of our learning
process?)
S11 : Nggak ada si mbak. Cuman kadang masih susah pengucapannya, kalau
denger mbak ngomong atau denger video bisa tapi kadang lupa lagi,
hehe… (Sometimes I still got difficulty in the pronunciation. When I
listened to Miss Sinta or the video I could pronounce well, but then
I forgot.)

2) Role-play

In the second meeting, the students’ were still active in doing classroom

activity. They were asked to make a dialogue in pairs based on the picture given

by the researcher. While in the third meeting, the students were asked to draw a

sign and made a dialogue based on their signs. After they finished making the

dialogue, they should perform their roles in front of the class. Most of them

wanted to perform their dialogue in front of the class and they wanted to perform

first. It meant that their confidence to speak English increased. Most of them
 86

could make an appropriate dialogue and do the role-play enthusiastically. The

results can be seen as follows.

Appendix D
IT.11
P : Kalau kegiatan-kegiatan yang lain menurutmu gimana? Seperti maju
berdialog dengan teman? (What about the other activities? Like
having dialogue with your friend?)
S12 : Itu juga membantu mbak. Mmm.. jadi nggak malu mau ngomong bahasa
Inggris karena ada temennya. Hehee (It’s also helpful Miss. I’m not
shy anymore because I perform with my friend.)

Appendix D
IT.11
P : Kalau maju berdialog gitu suka nggak? (What about having dialogue
with your friend?)
S14 : Suka mbak. Bisa buat latihan gitu. (I like it. It can be an exercise for
me.)
P : Jadi makin lancar ya ngomongnya? (Your speaking becomes more
fluent, don’t you?
S14 : Ya lumayan mbak. (A little Miss.)

c. Applying Classroom English

The use of classroom English was effective on involving the students in the

classroom discussion. During the teaching and learning process, they became

more active and more familiar with spoken English. They understood what the

researcher were saying or the researcher’s questions in English, although

sometimes they still responded in Indonesian. The use of classroom English gave

the opportunity for the students to accustom to hear and speak English language.

That situation can be seen in the following vignette.

Appendix C
V.02
“Ok, what does the video tell you about?” tanya P. Beberapa S menjawab “guru
menyuruh-nyuruh siswa”. “Good, so the teacher asks the students to do
something”. Kemudian P menyuruh mereka berlanjut ke task 4 yaitu menjawab
pertanyaan-pertanyaan. “Now please answer the questions in task 4. Number
 87

one, who are the characters in the video?” tanya P. Seluruh S menjawab “guru
dan siswa”. “In English?” tanya P lagi. Beberapa S kembali menjawab “teacher
and students”. (“Ok, what does the video tell you about?” asked the R. Some
Ss answered “guru menyuruh-nyuruh siswa”. “Good, so the teacher asks
the students to do something”. Then the R asked them to continue Task 4.
“Now please answer the questions in task 4. Number one, who are the
characters in the video?” The R asked. All of the Ss answered, “guru dan
siswa”. “In English?” the R asked again. Some Ss answered, “teacher and
students”.)

Based on the reflections above, some of the expected results were achieved.

The use of videos as the main media gave the students an appropriate speaking

model to help them in learning English especially in speaking. They could watch

and listen to some expressions clearly. Although their pronunciation and grammar

in this first cycle were still low, the students showed the progress in other aspects

such as their participation, vocabulary, fluency, and comprehension which were in

line with the improvement of their speaking skills.

It could be concluded that the result of cycle 1 was valid because it related

to the concept of catalytic, dialogic, process, and outcome validity. There were

some improvements and weaknesses after the implementation of the actions

which were supported by the data in the form of vignettes and interview

transcripts. In addition, the results were reliable because there was a collaborator

as the observer in collecting the data.

Since the students still had difficulty dealing with grammar and

pronunciation, the researcher and the English teacher decided to continue the next

cycle with some improvements to solve the problems and help the students

improving their speaking skills especially in those aspects. The summary of the

implementation in cycle 1 is presented as follows.

 88

Table 7. The Summary of the Implementation of Cycle 1

Recommendation for
Actions in Cycle 1 Reflections
Cycle 2
Using videos as the a. The students enjoyed The various and more
main media to give the lesson since they interesting videos would
the input or were always be used again in cycle 2.
appropriate speaking enthusiastic and excited
model to the in watching and
students. listening to the video as
the speaking model.
b. The students could
easily identify some
expression in the video
and understand the
content of the video.
The students also could
use the expression in
the real context.
a. Using interesting a. The students were a. In the next cycle,
video teaching actively involved in video teaching
techniques such as classroom activities. techniques such as
listening b. The students were listening
comprehension motivated and comprehension
technique and silent encouraged in learning technique and silent
viewing technique. English. viewing technique
b. Providing handout c. The students’ would be applied
containing various confidences in speaking again. However, the
materials and English increased. silent viewing
attractive activities d. The students’ technique would be
such as: vocabulary mastery used to do role-play.
 Applying increased b. The handout
vocabulary e. Some of the students containing various
practice and still needed more materials and
pronunciation pronunciation practice. attractive activities
practice f. Some of the students such as vocabulary
 Role-play still needed some practice and
improvement on the pronunciation practice
grammar aspect. would be provided
again.
 89

c. Some games would

be added.
d. Giving feedback on
students’ speaking
performances to help
the students
improving their
grammar.

Applying classroom The students could Classroom English

English understand English would be applied again.
instructions and questions
although they still
responded in Indonesian.

H. Report of Cycle 2

1. Planning

Based on the reflection of cycle 1, there were some strengths and

weaknesses found from the researcher’s actions. The improvements were on the

vocabulary, fluency, and comprehension in using language functions. However,

the weaknesses also found during this cycle. The students still got incorrect

pronunciation when they performed a dialogue or pronounced some words.

Sometimes they also made ungrammatical utterances especially in making

dialogue. Therefore, it was necessary to conduct the next cycle.

The actions implemented in cycle 1 were maintained to be used in cycle 2

with some improvements and modifications. The main objective of this second

cycle was the same with the first cycle which is to improve the students’ speaking

skills through videos. The researcher and the English teacher also discussed the

materials for cycle 2. It was the spoken descriptive text. Hence, in this lesson the

students were going to perform a monologue of descriptive text.

 90

The teaching and learning process were still conducted in three meetings. To

create more improvement on the students’ speaking skills in this topic, the

researcher decided to only teach this topic for three meetings. It was expected that

the students would completely understood about descriptive text and could

perform the spoken descriptive text fluently and accurately. Below are the details

of the actions that would be applied in cycle 2.

a. Using Videos as the Main Media Combined with Role-play

In this second cycle, the video teaching techniques used were same with the

ones in the first cycle. However, the use of silent viewing technique in this second

cycle was different with the previous one. The researcher designed an activity

which was possible to conduct a different role play activity by using the silent

viewing technique. So, the video was played at normal speech and sound, but

when the students did role play it would be played without sound so that the

students could practice the role play by watching the video only. Moreover, that

video was a kind of animation video which was expected to attract the students’

attention. The use of videos in this cycle 2 had more functions such as providing

role-play activity that had been mentioned, providing more pronunciation practice,

and providing more speaking models to help the students create a spoken

descriptive text.

b. Providing Various Materials and Attractive Activities

The handout was still used in the second cycle. It was designed for three

meetings with various materials and activities related to spoken descriptive text.

The handout contained some explanations about descriptive text such as the
 91

generic structure of the text and the sentence structure. Some tasks like

completing a text with appropriate words were also provided to give more

opportunities for the students to create descriptive text. The students would be

trained to create a sentence into a complete text. The handout would be the

guidance for the students to do those exercises and some activities. The

followings are the details of other activities.

1) Applying Vocabulary Practice and Pronunciation Practice

Vocabulary practice and pronunciation practice were still applied. They

were presented in the handout before the students watch the video. These

activities were used again in order the students vocabulary mastery keep

increasing and they would understand the content of the video. Besides, the

students would always get pronunciation practice. Since the students’

pronunciation still needed to be improved, the pronunciation practice was also

added by imitating the speaker from the video and practicing some dialogues.

Those activities were expected to help the students in creating and performing a

spoken descriptive text.

2) Games

Based on the interview with the English teacher, it would be better if some

games were applied in the second cycle. Therefore, the researcher provided two

games in cycle 2 which would be implemented in the last meeting as the exercises

for the students to describe someone orally. For the first game, the students should

guess the person being described by the researcher. In the second game, the

students would play the game in groups. They were asked to create sentences as
 92

much as possible to describe a person in the picture given. The students would

have more opportunity to practice speaking. They were expected to enjoy this

activity and could improve their speaking skills.

c. Applying Classroom English

The researcher still planned to use classroom English during the teaching

learning process in cycle 2 since the students became more familiar with spoken

English in the class. The researcher used the same planning with the previous

cycle. The researcher applied classroom English only in greeting, giving

instructions, asking and answering questions, reviewing materials, and closing the

lesson.

d. Giving Feedback on Students’ Speaking Performances

Since the students still had a problem related to grammar, the researcher

decided to add an action in cycle 2. It was giving feedback on students’ speaking

performances. The researcher planned to give direct feedback when the students

produce ungrammatical utterances in their speaking performances. If it was

necessary, the researcher would give deep explanation on the incorrect grammar

so that the other students would understand as well.

2. Action and Observation

As stated before, cycle 2 was conducting in three meetings. Those meetings

were held on 18th, 22nd, and 25th April 2015. Same with the first cycle, the

researcher implemented the actions while the English teacher as the collaborator

took a role as an observer. The collaborator observed the teaching and learning
 93

process by fulfilling the observation checklists. The implementations of the

actions in cycle 2 are elaborated as follows.

a. Using Videos as the Main Media Combined with Role-play

In the first meeting of cycle 2, the researcher provided a kind of

animation video to make the students learn the language use easily and

interestingly. The researcher played the video at normal speed and sound because

the aim of this video is to give suitable model text in the form of spoken

descriptive text, so the students could identify the language features and the

function of spoken descriptive text in a context. The researcher played the video

twice. The students looked very excited and enthusiastic in watching the video.

After that, the researcher asked the students to ask anything they did not

understand about the video. Since the students did not have questions, the

researcher asked the students to answer some general questions about the video.

The students answered all the questions correctly and orally. They looked very

enthusiastic. They tried to answer in English. The students and the researcher

checked the answers by playing the video again. The researcher explained that a

girl in the video was describing her little sister named Rora. The students nodded

their head and seemed understood the researcher’s explanation. It is illustrated in

the extract below.

Appendix C
V.05
…. S dan P mendiskusikan jawaban dengan melihat kembali video tadi. S
tampak bersemangat. S menjawab seluruh pertanyaan secara lisan. P kemudian
menjelaskan bahwa salah seorang anak perempuan di video tadi sedang
mendeskripsikan adiknya yang bernama Rora. P juga menjelaskan tentang
kalimat yang digunakan di video untuk mendeskripsikan orang. S mengangguk-
angguk tanda mengerti. (The Ss and the R discussed the answers by
 94

watching the video once more. The Ss answered all the questions orally.
The R then explained that the girl in the video was describing her little
sister named Rora. The R also explained about the expressions used in the
video to describe a person. The Ss nodded their head.)

The researcher also asked the students to listen and repeat the dialogue in

the video several times to help them learn how to pronounce each word. They

looked excitedly because the animation video seemed attract them. After that, the

researcher asked some students to do role play based on the characters in the

video. Some students raised their hands. The researcher chose four students to

practice it. That video was well selected to give the students opportunity to do role

play. Here, the silent viewing technique used was different. The researcher used it

in order the students did role play in an interesting way. So, when the video was

played without sound, the four students practice the dialogue follow the video.

They played their role very well and acted like the speakers in the video. The four

students looked enthusiastically in playing their role as well as the other students.

In the second meeting, the activities continued the previous meeting. The

researcher played a new video and asked the students to watch and listen

carefully. The researcher played the video once more and the students listen and

repeat after it. The researcher explained that the sentence or expression in the

video could be used to describe a person. After that, the researcher explained how

to use simple present tense in the descriptive text. The students paid attention

carefully and read the material in the handout.

For the last task in the last meeting of cycle 2, the students were asked to

describe their friends orally. The researcher gave the examples by playing a short
 95

video about people who described each other. They watched and listened carefully

to the video. After that, they described their friend orally who was sitting next to

them. They looked enthusiastic in describing their friends. The researcher went

around and checked their performances. The researcher noticed that their fluency,

vocabulary, pronunciation, grammar and of course comprehension were well

improved. It can be seen in the following extract.

Appendix C
V.07
…. Setelah diberikan waktu, P berkeliling dan mendengarkan beberapa S yang
tengah mendeskripsikan temannya. P bertanya, “How would you describe
Dony, Dian?” Kemudian Dian menjawab, “He is clever and funny.” P
menanyakan pertanyaan yang sama pada Dony. Dony menjawab sambil
tersenyum,”He has flat nose and he is smart.” (After some few minutes, the R
went around the class and listened to some Ss who were describing their
fiends. The R asked, “How would you describe Dony, Dian?” Then Dian
answered. “He is clever and funny.” The R asked the same question to
Dony. Dony answered and smiled at the same time,”He has flat nose and he
is smart.”)

b. Providing Various Materials and Attractive Activities

The handout was very useful for the students. They could follow the

researcher’s explanation by reading the materials in the handout. To introduce the

descriptive text, the researcher read a short spoken descriptive text first and asked

the students to listen carefully then answered some general questions. When

answering the questions, many students raised their hands. They answered orally.

Sometimes the researcher corrected their answers. Then, the researcher and the

students discussed the text in detail. The researcher also explained the generic

structure, language features, and gambits in the spoken descriptive text. The
 96

students listened carefully to the researcher explanation and read the material in

the handout as well. The activity can be seen below.

Appendix C
V.05
….P membacakan sebuah monolog teks deskripsi. S diminta untuk menyimak
dengan sungguh-sunguh kemudian menjawab pertanyaan-pertanyaannya.
Beberapa S mengacungkan tangan dan menjawab pertanyaan dengan lisan. P
menunjuk Setyo untuk menjawab soal yang pertama, “What is Ratri’s idol teacher
name?” Setyo menjawab “Mr. Adam Miss.” “Very good. Next, Vian, 2. Who is
he?” Vian menjawab “teacher Miss.” P membenarkan,”Yes, a Sport teacher”. P
dan S juga mendiskusikan isi teks seara keseluruhan. (The R read a monologue
of descriptive text. The Ss were asked to listen carefully and then answer
some questions. Some Ss raised their hands and answered the questions
orally. The R chose Setyo to answer the first question. “What is Ratri’s idol
teacher name?” Setyo answered “Mr. Adam Miss.” “Very good. Next, Vian,
2. Who is he?” Vian answered “teacher Miss.” The R corrected,”Yes, a Sport
teacher”.)

In another activity, the researcher asked the students to study a dialogue and

practice it with their partner. After that, they answered the questions related to the

dialogue orally. Most of the students raised their hands to answer. In the last

activity of the second meeting, the students were asked to describe persons in the

pictures based on the clues given. The researcher also provided some questions to

help them create the sentences. The students did it enthusiastically. The researcher

went around the class and some students checked their answers to the researcher.

After some few minutes, the researcher asked them to present their works. Some

students raised their hands and they presented very well.

The third meeting was the last meeting in cycle 2. The researcher asked the

students to complete a descriptive text with the words in the box. After some few

minutes, the researcher asked them to present their answers. Some students were
 97

very enthusiastic when reading their answers. The researcher corrected some

wrong answers. Then, the researcher and the students discussed the content of the

paragraph in detail. The other activities provided in the handout are presented

below.

1) Applying Vocabulary Practice and Pronunciation Practice

Same with cycle 1, the vocabulary practice and pronunciation practice were

implemented before the students watching the video in the first meeting of cycle

2. The researcher asked the students to find Indonesian equivalents of some words

in the given table. They used their dictionary to help them find the meaning of

each word. This activity aimed at helping the students understand the content of

the video and made them familiar with some new words in the next tasks.

The pronunciation practice was still the follow-up activity of vocabulary

practice. The students were asked to listen and repeat after the researcher

pronounced the words in the table. The researcher did it several times till the

students could really pronounce the words correctly. The pronunciation practice

was also done in other activities such as imitating the speaker from the video

which have been described above.

2) Games

As have been mentioned in the planning stage, there were two games in this

activity. The first, the students should guess which picture being described by the

researcher. There were three pictures in the handout. The students listened

carefully to the researcher while looking at the pictures. All of the students were

very excited in this activity. Most of them raised their hands. Since the pictures
 98

were only three, they should compete with their friends to answer. All the pictures

were guessed correctly by the students. It meant that the students understood the

description from the researcher though they did not read the text. The situation

can be seen in the part of vignette below.

Appendix C
V.07
…. P mendeskripsikan, “Mr. Rahmat is tall. He has black hair. He wears
sweater and glasses.” Hampir seluruh S angkat tangan ingin menjawab. P lalu
menunjuk Dian yang terlihat pertama kali mengacungkan tangan. Dian
menjawab, “Number three Miss.” “Yes, that’s right Dian.” P memuji Dian.
Saat memainkan permainan ini seluruh S sangat bersemangat. Mereka saling
ingin ditunjuk untuk menjawab. Jawaban mereka pun benar semua. (The R
described, “Mr. Rahmat is tall. He has black hair. He wears sweater and
glasses.” Most of the Ss raised their hands to answer. The R then chose
Dian who raised his hand first. Dian answered. “Number three Miss.”
“Yes, that’s right Dian.” The R complimented Dian. All of the Ss were very
excited when playing this game. They want to be chosen to answer. All of
their answers were correct.)

In the second game, the researcher divided the class into 4 groups which

based on the row of the chairs. Then, I showed a picture of some people in the

LCD. Each of the group should make sentences to describe each person in the

picture orally as much as possible. The group who had a lot of sentences than the

others would be the winner. But they could not make the same sentences with the

others. The researcher asked them to raise their hands first before answer. All of

the students were very happy and excited in playing this game. They were very

active in describing the picture orally and their pronunciation and grammar

seemed better than before. It can be seen in the following extract.

 99

Appendix C
V.07
…. Saat P mulai menunjukkan gambar, banyak S yang angkat tangan. “Saya
miss. Saya Miss.” Beberapa S minta ditunjuk. S lalu menunjuk Reza. Reza
menjawab “She has curly hair.” “Okay, That’s good Reza.” Puji P. Kemudian P
menunjuk Setyo. “She wears yellow t-shirt.” P memuji Setyo,”Well done, Setyo.”
“Thank you, Miss.” (When the R showed the picture, many Ss raised their
hands. “Choose me, Miss. Choose me.” Some Ss wanted to be chosen to
answer. The R then chose Reza. Reza answered, “She has curly hair.” “Okay.
That’s good Reza.” The R complimented Reza. Next the R chose Setyo. “She
wears yellow t-shirt.” The R also complimented Setyo, ”Well done, Setyo.”
“Thank you, Miss.”)

c. Applying Classroom English

The classroom English was still applied in each meeting of cycle 2. The

students were more familiar with spoken English in the class. They understood the

researcher’s questions and instructions during the teaching learning process. After

the researcher distributed the new handout for the last material to the students, the

researcher gave lead-in questions in English and some of the students answered in

English. The researcher also reviewed the previous material in English and the

students responded well. It can be seen in the extract below.

Appendix C
V.05
…. Setelah semua mendapat handout, P memberian lead-in questions sesuai di
Task 1. “Do you have a favorite teacher?” Oki menjawab “Yes Miss”. S yang
lain juga menjawab sama. (After all the students got the handout, The R
gave lead-in questions based on Task 1. “Do you have a favorite teacher?”
Oki manswered “Yes Miss”. The other Ss also said the same.)
Appendix C
V.06
P membuka pelajaran dengan menyapa, mengecek kondisi dan kehadiran S. P
menanyakan, “What did you learned in the last meeting?” Beberapa S
menjawab “Descriptive Text.” (The R started the leson by greeting, checking
the Ss’ conditions and attendances. The R asked, “What did you learned in
the last meeting?” Some Ss answered “Descriptive Text.”)
 100

d. Giving Feedback on Students’ Speaking Performances

To overcome the students’ difficulty dealing with grammar, the researcher

decided to give feedback on the students’ speaking performances. The researcher

corrected their errors by showing the right utterance or expression. The researcher

gave direct feedback to make sure that the students clearly understood and the

researcher always gave compliment on their performances to keep their

enthusiasm in learning English. The situation can be seen in the part of vignette

below.

Appendix C
V.06
…. P kemudian menyuruh S yang sudah selesai untuk mempresentasikan hasil
deskripsi mereka. Salah satunya Wahid, “name is Mr. Harun. He is my father.
He is doctor. He is great.” P memuji hasil pekerjaan Wahid dan membenarkan
kalimat yang masih kurang tepat. “Okay, that’s good. You may say his name is
Mr. Harun or Mr. Harun is my father.” “Yes Miss”. Jawab Wahid. (The R
then asked the Ss who was ready to present their works. One of them was
Wahid. “Name is Mr. Harun. He is my father. He is doctor. He is great.”
The R complimented Wahid’s work and corrected the incorrect sentence.
“Okay, that’s good. You may say his name is Mr. Harun or Mr. Harun is
my father.” “Yes Miss”. Wahid answered.)

3. Reflection

The reflections were based on the observation during the teaching and

learning process in the second cycle. The result of these reflections also referred

to the interview with the students and English teacher after conducting all the

actions of cycle 2. The speaking aspects or indicators used were still the same.

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

researcher and the English teacher also agreed not to score the students in this

second cycle. So, the data collected to make these reflections were only taken
 101

from vignettes and interview transcripts. The results of the reflection of the

actions in cycle 2 are presented as follows.

a. Using Videos as the Main Media Combined with Role-play

As stated in the planning section, the researcher decided to provide more

interesting and communicative videos to improve the students’ pronunciation. The

researcher selected some videos related to descriptive text and the researcher

found a video from www.youtube.com which was a kind of animation video. The

students liked watching this video. This video also provided a role play section.

So that the students could learn the pronunciation clearly and they were more

excited in doing role play. The videos given were very useful for the students

since the videos were suitable with the topic of the lesson.

In addition, another video obviously showed the conversations of native

speakers who was describing each other. It became appropriate speaking model

for the students. The videos were played at normal speech and sound so that the

students could fully understand the content of the videos and could identify the

expression used in the videos. Those conditions were based on the following

interview transcript.

Appendix D
IT.16
P : Kalau dengan video-videonya suka nggak? (Do you like the videos in
our learning process?)
S16 : Suka. (I like it.)
P : Sukanya gimana? (Why?)
S16 : Bagus gitu Miss. Aku suka yang kartun tadi. Pas role play aku juga suka
karena bisa ngepasin sama videonya. Jadi tahu cara mendeskripsikan
orang dengan video itu. Trus juga pengucapannya jelas, nggak terlalu
cepet. (It’s good, Miss. I like the animation video. I also like when
doing role play because it matched with the video. It makes me know
how to describe people from that video. The pronunciation is also
 102

clear, not too fast.)

P : Apakah dengan video itu membantu kamu dalam belajar speaking? (Does
the video help you in learning English speaking?)
S16 : Jelas membantu Miss. Kaya pas ngerjain tugas jadi ngerti karena tadi
sudah dicontohkan di video. (It definitely helps me, Miss. It’s easy for
me to do some tasks because the examples are provided in the video.)

b. Providing Various Materials and Attractive Activities

The materials provided in the handout were very useful for the students

during the teaching learning process. The materials accompanied with some

exercises or tasks help the students to learn the descriptive text. Most of the

students became more active in presenting their answer orally. It meant that the

students understood the materials given and their confidences were increased. It

can be seen in the following interview transcript.

Appendix D
IT.16
P : Dek, menurut kamu gimana kegiatan belajar mengajar kita selama
ini? (What do you think about our teaching learning process?)
S16 : Lebih membantu Miss. (It was so helpful.)
P : Membantunya gimana? (How?)
S16 : Mmm materinya mudah dipahami. (The materials were easy to
understand.)
P : Materi yang dari handout itu ya? (The materials from the handout?)
S16 : Iya Miss. Materinya lebih jelas dipahami. (Yes, Miss. It was clearly
enough.)

The students also could follow all the activities well. The materials and

exercises in the handout coupled with various activities seemed give positive

improvement on the students’ speaking skills. The details of the reflections are

presented as follows.
 103

1) Applying Vocabulary Practice and Pronunciation Practice

The vocabulary practice given in the opening of the lesson helped the

students to enrich their vocabulary. This activity was useful for the students

because the list of those words was used in the next activities. So the students

finally could understand and use each word in a context.

On the other hand, the students’ pronunciations were better than in cycle 1.

They got more practices to pronounce some words in some ways. They also liked

the various pronunciation practices in cycle 2. The practices made the students

more active and could improve their pronunciation. The evidence can be seen in

the interview transcripts below.

Appendix D
IT.15
P : Menurut ibu bagaimana kemampuan speaking siswa di cycle 2 ini?
(What do you think about the students’ speaking skills in this cycle
2, Mam?)
GBI : Sudah lebih meningkat ya mbak. Terlihat dari banyak siswa yang aktif
ingin menjawab pertanyaan dan mempresentasikan jawabannya.
Pronunciation–nya juga sudah lebih baik dari sebelumnya. (I think the
students’ speaking skills increase. It looked from the students who
are very active in answering some questions and presenting their
answers. Their pronunciations are also better than before.)
Appendix
IT.17
P : Kamu suka nggak dengan video-videonya? (Do you like the videos in
our learning process?)
S17 : Suka mbak. (I like it, Miss.)
P : Sukanya gimana? (Why?)
S17 : Ya.. bisa denger cara ngucapin kata dalam bahasa Inggris yang benar
itu gimana. Kan tadi videonya yang ngomong jelas orang Amerika atau
mana tadi mbak, hehe.. (I know how to pronounce some words
correctly, because the speakers in the video were native.
 104

2) Games

The use of games as the exercises for the students also successfully

improved the students speaking skills. The students seemed enjoy the games.

Most of them were actively involved in the activity. Their fluency and

comprehension also showed better progress. It seemed from their performances

when describing someone orally. It also meant that they could enrich their

vocabulary mastery. The video accompanied with games successfully gave

positive improvement on the students’ speaking skills and created good classroom

condition. They did not make the students got bored or sleepy. Hence, the

students’ participation and confidence well increased. It was in line with the

following interview transcripts.

Appendix D
IT.15
P : Lalu kegiatan di cycle 2 ini bagaimana bu? (And what do you think
about the activities in this second cycle, Mam?)
GBI : Iya bagus mbak. Videonya bermacam-macam dan sesuai dengan materi.
Game-nya tadi juga bagus. Jadi banyak siswa yang angkat tangan untuk
menjawab. (It’s good. The videos are varied and appropriate with
the material. The games are also good. Thus, there are many
students who raised their hands to answer.)
Appendix D
IT.17
P : Rega, gimana kegiatan belajar mengajar kita sampai hari ini? (Rega,
how was our teaching and learning process?)
S17 : Menarik mbak. (It’s interesting, Miss.)
P : Menarik gimana? (Why?)
S17 : Bisa lihat video jadi nggak cepat ngantuk. Trus tadi game-nya juga seru
banget. Jadi kepengen deskripsiin terus tadi. Hehee.. (Because I can
watch the video so it doesn’t make me sleepy. Then, the game is also
attractive. It makes me want to describe over and over.)
 105

c. Applying Classroom English

The use of classroom English was effective in encouraging the students to

use English during the teaching learning process. They became more familiar with

spoken English in the classroom activities. They could understand and respond the

researcher’s questions or instructions in English, although sometimes they could

not use full English. Classroom English gave more benefit to the students to

accustom to hear and speak English language. It can be seen in the part of

vignettes below.

Appendix C
V.06
P membuka pelajaran dengan menyapa, mengecek kondisi dan kehadiran S. P
menanyakan, “What did you learned in the last meeting?” Beberapa S
menjawab “Descriptive Text.” (The R started the lesson by greeting,
checking the Ss’ conditions and attendances. The R asked, “What did you
learned in the last meeting?” Some Ss answered “Descriptive Text.”)

Appendix C
V.07
…. Saat P mulai menunjukkan gambar, banyak S yang angkat tangan. “Saya
miss. Saya Miss.” Beberapa S minta ditunjuk. S lalu menunjuk Reza. Reza
menjawab “She has curly hair.” “Okay, That’s good Reza.” Puji P. Kemudian
P menunjuk Setyo. “She wears yellow t-shirt.” P memuji Setyo,”Well done,
Setyo.” “Thank you, Miss.” (When the R showed the picture, many Ss raised
their hands. “Choose me, Miss. Choose me.” Some Ss wanted to be chosen
to answer. The R then chose Reza. Reza answered, “She has curly hair.”
“Okay. That’s good Reza.” The R complimented Reza. Next the R chose
Setyo. “She wears yellow t-shirt.” The R also complimented Setyo, ”Well
done, Setyo.” “Thank you, Miss.”)

d. Giving Feedback on Students’ Speaking Performances

The researcher decided to give feedback on the students’ speaking

performances. Although the researcher did not always give the feedback to the

students at the end of each meeting in this second cycle, the researcher always
 106

gave feedbacks when the students produce ungrammatical utterances in

performing their works. It was effective to help the students improve their

grammar. In addition, the researcher gave the students more examples of the

sentence by showing various videos. The videos contained some dialogues and

sentences of describing someone. The researcher also gave additional explanation

about the grammar used in describing people. The following interview transcript

represents those reflections.

Appendix D
IT.17
P : Apakah video itu membantu kamu dalam belajar speaking? (Does the
video help you in learning English speaking?)
S17 : Membantu mbak. (It does.)
P : Membantu gimana? (How?)
S17 : Ya..bisa belajar nyusun kalimat yang benar pas bikin teks deskriptif tadi.
Trus Miss Sinta juga sering mbenerin kalimat yang salah, aku tambah
paham. (I can learn how to make correct sentences when making a
descriptive text. Then, Miss Sinta also often corrects the
ungrammatical sentences. It makes me clearly understand.)

I. Findings

The following table shows the findings of the actions during the teaching

learning process in cycle 1 and cycle 2.

Table 8. The Findings of the Research

No Field Problems After Cycle 1 After Cycle 2

1 The students easily Most of the students Most of the students were
got bored in the were happy and happy and interested in
teaching and interested in watching watching the videos. It
learning process. the videos. It made made them enthusiastic
them enthusiastic and and paid attention to the
paid attention to the lesson. They enjoyed the
lesson. teaching learning process
and could learn English
better.
 107

2 The students were Only a few students Some of the students

not familiar with answered the answered the researcher’s
classroom English. researcher’s question question in English
in English. The other confidently.
still tended to keep
silent.
3 The students found Some students still Most of the students were
difficulty in had a problem in able to pronounce words
pronunciation and pronouncing some correctly and confidently.
grammar. words and producing Most of them were able to
grammatical produce grammatical
utterance. utterance.
4 The media was not Most of the students Most of the students liked
interesting to liked and enjoyed and enjoyed watching the
encourage the watching the videos to videos to learn some
students to learn learn some expression expression or language
speaking. or language functions. functions. The students
gave more attention to the
lesson.
5 The materials given The students got The students got various
were not varied. various materials and materials and exercises. It
exercises. It helped eased the students to learn
them in learning and they did the tasks in
speaking and the handout
motivated them to join enthusiastically.
the activities.
6 The students had low The students’ Most of the students’
vocabulary mastery. vocabulary mastery vocabulary mastery
slightly increased. increased. They could
easily understand the
meaning of some words in
a context.
7 The students were Some students Most of the students
afraid to speak in volunteered volunteered themselves to
English. themselves to answer answers some questions in
some questions in the the given task or perform
given task or perform their works in front of the
their works in front of class. They looked more
the class although confident and fluent in
sometimes they speaking English.
produce
ungrammatical
utterances.
8 Most of the students The students were Most of the students
were not actively willing to participate participated in the teaching
involved in in the teaching and and learning process. They
 108

classroom activities. learning process. were very active in doing

classroom activities and
volunteered themselves to
answers some questions in
the given task or perform
their works in front of the
class.
9 The teaching The students were The students were happy
technique and happy and excited in and excited in the
activities were not the classroom classroom activities
varied and attractive. activities presented by presented by the
the researcher. researcher. They were very
enthusiastic in joining the
activities and could use the
expression that had been
learned in a dialogue and
monologue.

To support the findings above, the successful actions were also measured by

the students’ pre-test and post test mean scores. The pre-test was done on April 4,

2015 while the post-test was on April 29, 2015. There were some aspects used to

assess the students’ speaking skills in the pre-test and post test. They were

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

below shows the comparison between students’ pre-test and post test mean scores.

Table 9. The Students’ Pre-test and Post Test Mean Scores

Aspects Pre-test Post Test

Grammar 2.5 3.5
Fluency 2.6 3.8
Pronunciation 2.4 3.7
Vocabulary 2.4 3.9
Comprehension 2.6 4.2
 109

Based on the table above, it could be seen that each aspect used to assess the

students’ speaking skills was improved. The greatly improvement could be seen in

the fluency, vocabulary, and comprehension aspects. The students’ improvements

on speaking skills are also presented in the following chart.

Figure 3. The Comparison between the Students’ Pre-test and Post Test
Mean Scores
4.5
4
3.5
3 Grammar
2.5 Fluency

2 Pronunciation

1.5 Vocabulary

1 Comprehension

0.5
0
Pre-Test Post test

With regard to the results of the research above, the researcher and the

English teacher agreed that the actions implemented in two cycles were successful

to improve the students’ speaking skills. Therefore, it can be concluded that the

use of videos as the main media in speaking teaching and learning process

successfully improved the students’ speaking skills of class VII B of SMP N 2

Patuk.
 110

J. Discussions

This research was started on April 1, 2015 and ended on April 29, 2015. The

research objective was to improve the students’ speaking skills of class VII B of

SMP N 2 Patuk through the use of videos. The actions were successfully

implemented in two cycles.

There were some problems of the English teaching and learning process in

the class before the implementation of the actions. Most students were difficult to

engage in speaking activity effectively whereas their speaking skills were still

low. They lacked self confidence to speak English because they were always

afraid of making mistakes. The media and the materials used in the teaching and

learning process were also less varied. It made the students got bored and lost

attention easily. Therefore, it was necessary to implement some actions to solve

those problems.

The researcher then proposed to use videos as the main media to improve

the students’ speaking skills. The use of videos coupled with other interesting

activity was expected to help the students improve their speaking ability. The

students would have more opportunity to practice speaking.

Videos have advantages of achieving the important goals of motivating

students’ interest, providing realistic listening practice, stimulating language use,

and increasing students’ awareness of particular language points or other aspects

of communication. In line with this, Harmer (2001: 284) mentions that there are

many advantages in using videos in the teaching and learning process such as

seeing language-in-use. It means that the students do not just hear the language
 111

but they can also see it. They can understand the general meaning of language

used that are conveyed through expressions, gesture, and other visual clues. The

second advantage is motivation. The students will be interested when they have a

chance to see language in use as hear it and it will be better if this is combined

with communicative tasks.

Generally, there are three main steps of integrating videos into classroom

instruction for learning speaking effectively. They are pre-viewing, viewing, and

post-viewing (Stoller, 1988: 9). Those techniques were used in the

implementation of the actions and some activities were designed for each stage.

In the pre-viewing activity, vocabulary practice and pronunciation practice

were applied. Pre-teaching any unusual vocabulary contained in the video was

needed and aimed at helping the students enrich their vocabulary. So, when they

watched the video, they could understand the content of the video. The

pronunciation practice was the follow-up activity of vocabulary practice. Brown

(2001: 271-274) says that by using drilling, students will get opportunity to listen

and orally repeat some words. To make it more interesting, pronunciation practice

was also done through the video. The students listened to the speaker’s utterances

in the video and repeated after it. The use of both actions successfully helped the

students improve their pronunciation and vocabulary mastery.

In using the videos, the researcher decided to use various video teaching

techniques. The first technique was listening comprehension. According to Davies

(2002: 166), the most obvious use of video is for listening comprehension. The

listening comprehension technique aimed at helping the students to understand the

 112

content of the video and identify the language functions or the expression used by

the speaker. In applying this technique, the video was played at normal speed and

normal sound.

The second video teaching technique used was viewing technique. Harmer

(2001: 286) states that the purpose of the design of the viewing techniques is to

awaken the students’ curiosity through prediction activities. Therefore, when the

students watch the video sequence in its entirety they will have some expectations

and considerations about it. There are many kinds of viewing techniques proposed

by Harmer (2001: 286) and the researcher chose silent viewing (for language)

technique. In applying this technique, the researcher played the video at the

normal speed but without the sound. Students then should guess what the

characters are saying. When they had done this, the researcher played the video

with sound so that they could check to see if they guessed correctly.

The goal of using videos as the main media to provide English speaking

model was successfully achieved. The students could easily identify some

expression in the video and understand the content of the video. They also could

use the expression in the real context. Moreover, they became more active in

doing any activities. Some of them were very confident in presenting their

answers and dialogues. They often raised their hand to perform their works. The

students seemed enjoy the lesson since they were always enthusiastic and excited

in watching and listening to the video as the speaking model.

Other activities such as games and role play also gave positive improvement

towards the students’ speaking skills. They were included in post viewing activity.
 113

Through those activities, the students had more speaking practice. Harmer (2001:

271-275) states that games are designed to give the opportunity to the students to

speak in English interestingly and role play can be used to encourage students’

oral fluency in a specific situation. The use of videos combined with those

speaking activities made the students speak more fluent and confident. It could be

seen from their participation which greatly increased than before.

To overcome the problem on grammar, the researcher provided feedback on

the students’ speaking performances. Brown (2001: 271) suggests that in teaching

oral communication teachers need to show the details of how to convey and

negotiate the ever elusive meaning of language. He adds that students are totally

dependent on the teacher for useful linguistic feedback. Giving feedback was

effective to help the students reduce their ungrammatical utterances. They were

aware of their error in grammar after got the feedback from the researcher and

some students were successful not to produce the same error in the next task.

In general, the speaking teaching and learning process conducted by the

researcher was running well. The students could follow all the activities given and

they were very enthusiastic in joining the activities. In conclusion, the objective of

this research was successfully achieved through the use of videos.

 CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

This chapter presents three sections. They are conclusions, implications, and

suggestions. They can be seen below.

A. Conclusions

This research focused on improving the students’ speaking skills at Class

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

videos. As stated in the previous chapter, it could be concluded that the

implementation of all actions was successful and made positive changes in the

speaking teaching and learning process. The conclusions are elaborated as

follows.

1. The use of videos as the main media gave the students an appropriate

speaking model to help them in learning speaking. They could watch and

listen to some expressions used by the speaker clearly. Moreover, the use of

video could attract the students’ attention and motivation in the teaching and

learning process. Therefore, they could focus on learning the expressions

interestingly. The use of video made the classroom atmosphere more

enjoyable and led the students to speak English.

2. The use of various video teaching techniques coupled with interesting

activities such as role play and games were effective to improve the students’

speaking skills. The first improvement was on students’ participation and

confidence in speaking English. The students became more active in doing

114
 115

any activities. Most of them wanted to perform their dialogue in front of the

class and they wanted to perform first. It meant that their confidence to speak

English increased. Most of them could make an appropriate dialogue and do

the role-play enthusiastically. The students also enjoyed the games. Most of

them were actively involved in the game being played. Their fluency and

comprehension showed better progress. It seemed from their performances

when describing someone orally. The video accompanied with games

successfully gave positive improvement on the students’ speaking skills and

created good classroom condition.

3. The materials provided in the handout were very useful for the students

during the teaching and learning process. The materials accompanied with

some tasks could help the students learn the language functions effectively.

Most of the students could do the tasks very well and presented their answers

orally. It meant that the students understood the materials given.

4. Applying vocabulary practice in the opening of the lesson helped the students

to enrich their vocabulary. The activity of finding Indonesian equivalents of

some new words was useful for the students since the list of those words were

used by the speaker in the video and could be used in the next activities.

5. Giving pronunciation practice also could improve the students’ pronunciation.

The students got more practices to pronounce the words in some ways. The

pronunciation practice was also done by imitating the speaker from the video.

It made the activity more interesting.

 116

6. The use of classroom English was also effective to make the students

understand the researcher’s instructions or questions in English, although

sometimes they still responded in Indonesian. The use of classroom English

gave the opportunity for the students to accustom to hear and speak English

language.

7. Giving feedback on the students’ speaking performances could help the

students improve their pronunciation and grammar. However, not all the

students could produce grammatical utterance or sentence perfectly.

Therefore, they still needed more practice and exercises.

B. Implications

From the results of the research, some implications can be drawn as

follows.

1. The use of videos could attract the students’ attention and motivation during

the teaching and learning process. It also provided appropriate speaking

model for the students. It could be seen from their enthusiasm in learning the

language functions from the video. It implies that the teacher needs to use

videos to improve the students’ interest and motivation in learning English.

2. The use of various video teaching techniques coupled with interesting

activities made the students actively involved in the speaking teaching and

learning process. Most of the students enjoyed the activities and even

volunteered themselves to perform their work. It implies that the teacher

 117

needs to be more creative in using the videos and could add various activities

to be implemented after playing the video.

3. Providing handout containing various materials could help the students

understand the language functions or the materials easily. This implies that

giving additional learning sources is needed besides using course book.

4. Applying vocabulary practice before playing the video could help the

students understand the content of the video and enrich their vocabulary. This

implies that it is necessary to conduct pre-viewing activity before playing the

video to develop learners' comprehension strategies.

5. Giving pronunciation practice by imitating the speaker from the video was

more interesting and could help the students improve their pronunciation. It

implies that the teacher could use video as the speaking model to conduct

pronunciation practice.

6. The use of classroom English could encourage the students to speak English

in the classroom activity. It implies that the use of classroom English helped

the students to accustom to hear and speak English language.

7. Giving feedback on the students’ speaking performances when they made

some errors could help the students reduce their ungrammatical utterances or

sentences. This implies that the feedback from the teacher is needed to help

the students in grammar matters.

 118

C. Suggestions

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 video teaching techniques so that the teachers could explore the video

into some useful activities that can help the students improve their speaking

ability. The English teachers also need to provide other learning sources

besides 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 techniques 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 equipments to show the video work well

before playing it.

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Brown, H.D. 2007. Principles of Language Learning and Teaching (5th Edition).
New York: Pearson Education Inc.
__________ 2004. Language Assessment: Principles and Classroom Practices.
New York: Pearson Education, Inc.
__________ 2001. Teaching by Principles: An Interactive Approach to Language
Pedagogy (2nd Edition). New York: Pearson Education, Inc.
Brinton, M., D. 2001. The Use of Media in Language Teaching. New York:
Thomson Learning, Inc.
Burns, A. 2010. Doing Action Research in English Language Teaching: A Guide
for Practitioners. London: Routledge.
________ 1999. Collaborative Action Research for English Language Teachers.
New York: Cambridge University Press.
Cameron, Lynne. 2001. Teaching Languages to young Learners. New York:
Cambridge University Press.
Celce-Murcia, M. 2001. Teaching English as a Second or Foreign Language (3rd
Edition). Boston: Heinle ELT.
Davies, P. and Pearse, E. 2000. Success in English Teaching. New York : Oxford
University.
Feez, S. and Joyce, H. 1998. Text-based Syllabus Design. Sydney: National
Centre for English Language Teaching and Research
Grauberg, Walter. 1997. The Elements of Foreign Language Teaching. Clevedon:
Multilingual Matters, Ltd.
Greenwood, Davydd. J. and Morten Levin. 2006. Introduction to Action Research
(2nd Edition): Social Research for Social Change. California: SAGE
Publications.
Harmer, J. 2001. The Practice of English Language Teaching (3rd Edition).
London: Longman Group Ltd.
Harris, T. L., and Hodges, R.E. 1995. The Literacy Dictionary: The Vocabulary of
Reading and Writing. New York: International Reading Association.
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Kementerian Pendidikan dan Kebudayaan. 2013. Diklat Guru Dalam Rangka

Implementasi Kurikulum 2013. Jakarta : Kementerian Pendidikan dan
Kebudayaan.
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Geelong: Deakin University.
Koksal Dinçay. 2004. “To Kill the Blackboard? Technology in Language
Teaching and Learning”. The Turkish Online Journal of Educational
Technology – TOJET July 2004 ISSN: 1303-6521 volume 3 Issue 3
Article 9.
Muniandy, B and Veloo, S. 2011. Managing and Utilizing Online Video Clips for
Teaching English Language: Views of TESOL Pre Service Teachers.
Singapore: IACSIT Press.
Nunan, D. 2003. Practical English Language Teaching. New York: McGraw-Hill.
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APPENDICES

122
APPENDIX A
COURSE GRIDS

123
 The Course Grid of Improving the Students’ Speaking Skills through Videos at Class VII B of SMP N 2 Patuk in the
Academic Year of 2014/2015

A. Kompetensi Inti :
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, tanggung jawab, peduli (toleransi, gotong royong), percaya diri dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi dan seni budaya terkait fenomena dan kejadian tampak mata.
4. Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan, mengurai, menghitung, menggambar dan mengarang)
sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar:
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi transaksional
dengan guru dan teman.

124
 125

2.3 Menghargai perilaku tanggungjawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.9 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks instruksi (instruction), tanda atau rambu (short notice),
tanda peringatan (warning/caution), sesuai dengan konteks penggunaannya.
4.10 Menangkap makna teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan
tulis sangat pendek dan sederhana.
4.11 Menyusun teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan tulis
sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai
konteks.

Cycle 1
Learning Materials
Learning Vocabularies Learning Learning
Indicators Language Activities Assessment
Objective and Media Sources
Functions
Grammar
At the end 1. Identifying Teacher: Grammar: Meeting 1 1. Answering Media: - Digital
of the the Boris, stand Verb + a. Pre-viewing general - Videos Dictionary –
lesson, the expression up. Noun/Adverb • The teacher shows questions - Handout Cambridge
students are Boris: Yes, Advanced
of giving any unusual about the - Picture
able to give sir. Vocabulary: Learner’s
instruction vocabulary in dialogue of cards
and respond Verb: Dictionary 3rd
to the in the Teacher: context. giving Edition.
- sweep Equipment
instruction dialogue Sean, take • Students practice to instruction.
 126

fluently and given out your /swip/ pronounce the 2. Completing : - - Priyana, Joko.,
accurately 2. Identifying book. - clap /klæp/ words correctly. a dialogue with -White et al. 2008.
in daily life. the social Sean: Yes, - write /raɪt/ b. While-viewing appropriate board Scaffolding
sir. - Board (English for
function of - stand up • Students watch the expression of
Teacher: marker Junior High
instruction /stænd ʌp/ video without giving and - Laptop School
Well done.
text - take out taking notes. responding to - LCD Students).
3. Identifying /teɪk aʊt/ • Students identify an instruction. - Speaker Jakarta:
Teacher:
the the general topic of 3. Making a Departemen
Hachu, come Pendidikan
structure of Noun: the video. dialogue using
here please. - answer Nasional.
instruction c. Post-viewing the expression
Hachu: Yes, /ɑnt .sə r /
text  Students answer of giving
ma’am. - window - Videos taken
4. Identifying general questions instruction. from
the /wɪn.dəʊ/ about the video. 4. Performing
A: Oh, www.youtube.c
language - floor /flɔ r /  Students listen to the dialogue om:
you’re
features of - music the video once more with the 1. Classroom
having some
instruction computer /mju.zɪk/ and repeat after it. partner. Actions &
text problems. Commands
B: Yes I am. Adverb: pt.8 by
5. Pronouncin d. Pre-viewing
Can you help - here /hɪə r / Pumkin.com
g the
- around  The teacher tells https://www.y
me?
expressions the topic of the outube.com/w
A: Well, have /əraʊnd/
correctly you turned it new video to the atch?v=e2uIb
6. Giving on? students. G3clHc
someone B: Here? Adjective: 2. If You're
e. While viewing
 127

instruction A: Yup. Just - quiet  Students watch and Happy and

7. Responding press that /kwaɪət/ listen to the song You Know It!
to switch. nice /naɪs/ in the video for https://www.
B: Okay. youtube.com/
someone’s relaxation and then
watch?v=71h
instruction sing the song qRT9U0wg
together. 3. Dialogues -
f. Post viewing giving
 Students identify instructions
the expressions of https://www.
youtube.com/
giving instructions
watch?v=-
from the song and 92hkCqeGCo
find their meanings
in Indonesian.

Meeting 2
a. Pre-viewing
 The teacher
explains any
grammatical points
in context.
 Students practice to
pronounce the
dialogues in the
 128

handout with their

partners.
b. While-viewing
 Students watch the
video carefully with
the sound off.
 Students predict
what the speaker
probably says by
interpreting the
facial expression
and body language
of the speakers.
c. Post-viewing
 Students state their
answers or
predictions based
on the scene in the
video orally.
 The teacher uses
freeze-frame
options to check the
students’ answers
 129

and comprehension.
 Students generate
an appropriate
dialogue for the
scene.
 Students make a
role-play based on
the picture cards
given and perform
it.
 The Course Grid of Improving the Students’ Speaking Skills through Videos at Class VII B of SMP N 2 Patuk in the
Academic Year of 2014/2015

A. Kompetensi Inti :
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, tanggung jawab, peduli (toleransi, gotong royong), percaya diri dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi dan seni budaya terkait fenomena dan kejadian tampak mata.
4. Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan, mengurai, menghitung, menggambar dan mengarang)
sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar:
1.2 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi transaksional
dengan guru dan teman.

130
 131

2.3 Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.9 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks instruksi (instruction), tanda atau rambu (short notice),
tanda peringatan (warning/caution), sesuai dengan konteks penggunaannya.
4.10 Menangkap makna teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan
tulis sangat pendek dan sederhana.
4.11 Menyusun teks instruksi (instruction), tanda atau rambu (short notice), tanda peringatan (warning/caution), lisan dan tulis
sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai
konteks.

Cycle 1
Learning Materials
Learning Vocabularies Learning Learning
Indicators Language Activities Assessment
Objective and Media Sources
Functions
Grammar
At the end a. Identifying Teacher: Do Grammar: a. Pre-viewing 1. Answering Media:  Digital
of the the not play in  Verb +  The teacher shows general - Video Dictionary –
lesson, the differences the pond. Noun/Adverb any unusual questions - Handout Cambridge
students are Student: All Advanced
between vocabulary in about the - Sign
able to give right Ma’am.  Don’t + Verb Learner’s
short notice context. dialogue of cards
a spoken +Noun/Adver Dictionary 3rd
text of short and A: Don’t b  Students practice to short notice Edition.
Equipment
notice or warning/ca park here, and
 132

warning/ca ution please. pronounce the words warning/cautio :  Kemendikbud

ution b. Identifying B: Oh, Ok.  No + Verb- correctly. n text. -White . 2014.
fluently and the social I’m sorry. ing/Noun  The teacher tells the 2. Completing board Bahasa
accurately a dialogue with - Board Inggris
function of topic of the video that
based on Student 1: Vocabulary: appropriate marker (When
the sign short notice Don’t feed will be played. - Laptop
Verb: spoken text of English Rings
they see. and the cow. - beware b. While-viewing - LCD the Bell).
short notice or
warning/ca Student 2: /bɪˈweə r /  Students watch the warning/cautio - Speaker Jakarta:
ution OK. Sorry. - stay away video. n and the Kementerian
c. Identifying  Students focus on the response. Pendidikan
/steɪ/ /əˈweɪ/
the 2. Making a dan
- keep off details (signs) in the
dialogue using Kebudayaan.
structure of /kiːp/ /ɒf/ second viewing.
spoken text of  Priyana,
short notice - recycle c. Post-viewing short notice or Joko., et al.
and / riːˈsaɪ.kl /  Guided by the warning/cautio 2008.
warning/ca teacher, students n. Scaffolding
ution Noun: identify and describe 4. Performing (English for
d. Identifying - danger the meanings of short the dialogue Junior High
the /ˈdeɪn.dʒə r / School
notices and with the
Students).
language - caution warnings/cautions partner. Jakarta:
features of /ˈkɔː.ʃ ə n/ from the video. Departemen
short notice - restroom  Students listen to the Pendidikan
and /ˈrest.rʊm/ video once more and Nasional.
warning/ca - poison repeat after it.  Video taken
ution /ˈpɔɪ.z ə n/ from
 133

e. Pronouncin - elevator  Students complete www.youtube

g the /ˈel.ɪ.veɪ.tə r and practice the .com:
expressions / dialogues based on - Survival
correctly the pictures. Sight Signs.
f. Making a Adjective:  Students make a role- https://www.
spoken text - slippery play based on the sign youtube.com/
of short /ˈslɪp. ə r.i/ (short notice or watch?v=To
notice or warning/caution) they GlNakRQ_k
warning/ca draw and perform it.
ution
134
 135

The Course Grid of Improving the Students’ Speaking Skills through Videos at Class VII B of SMP N 2 Patuk in the
Academic Year of 2014/2015

A. Kompetensi Inti :
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, tanggung jawab, peduli (toleransi, gotong royong), percaya diri dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi dan seni budaya terkait fenomena dan kejadian tampak mata.
4. Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan, mengurai, menghitung, menggambar dan mengarang)
sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar
1.3 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang
diwujudkan dalam semangat belajar.
2.3 Menghargai perilaku tanggungjawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.10 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks deskriptif dengan menyatakan dan menanyakan tentang
deskripsi orang, binatang, dan benda, sangat pendek dan sederhana, sesuai dengan konteks penggunaannya.
 136

4.12 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat pendek dan sederhana.
4.13 Menyusun teks deskriptif, lisan dan tulis, sangat pendek dan sederhana, tentang orang, binatang, dan benda, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan secara benar dan sesuai konteks.

Cycle 2
Learning Materials
Learning Vocabularies Learning Learning
Indicators Language Activities Assessment
Objective and Media Sources
Functions
Grammar
At the end 1. Identifying Hi guys! Grammar: Meeting 1 1.Answering Media: - Digital
of the the Do you have  Subject + to a. Pre-viewing general - Videos Dictionary –
lesson, the information an idol teacher be +  The teacher shows questions - Handout Cambridge
students are in this school? adjective about a
in the any unusual Advanced
able to Let me tell you  Adjective + descriptive
perform a monologue about my vocabulary in text. Learner’s
noun Equipment
text given context. Dictionary 3rd
simple favorite  Subject + 2.Completing
:
monologue 2. Identifying teacher. His V1(s/es/ies)  Students practice to a descriptive
-White
Edition.
of the name is Mr. + Object pronounce the words text with the
board
descriptive structure of Adam. He correctly. appropriate - Kemendikbud.
- Board
text through teaches us Vocabulary: words.
descriptive  Students discuss the marker 2014. Bahasa
spoken Sport. He is Adjective: 3. Making a
text video from its title. - Laptop Inggris (When
language tall and - short /ʃɔrt/ short
3. Identifying b. While-viewing - LCD English Rings a
fluently and handsome. He - curly /kɜ.li/ descriptive
- Speaker
accurately. the has a pointed  Students watch the text. Bell). Jakarta:
 137

language nose. He is - tall /tɑːl/ video without taking 4.Performing Kementerian

features of always friendly notes. a simple Pendidikan dan
- blonde
descriptive and patient. I  Students listen to the monologue Kebudayaan.
really admire /blɒnd/ of
text video for general
him. - pointed descriptive
4. Pronouncin comprehension. - - Priyana, Joko.,
/pɔɪn.tɪd/ text.
g the words c. Post-viewing et al. 2008.
- flat /flæt/
correctly  Students answer Scaffolding
- patient /peɪ.ʃ
5. Performing general questions (English for
ə nt/
a simple orally about the Junior High
- healthy
monologue video. School
/hel.θi/
of  Students listen to the Students).
- great /greɪt/
descriptive video once more and Jakarta:
- young /jʌŋ/
text repeat after it. Departemen
 Students do role play Pendidikan
Noun: based on the video. Nasional.
- shirt /ʃɝt/
- pants Meeting 2 - Videos taken
/pænts/ a. Pre-viewing from
- cap /kæp/  The teacher explains www.youtube.c
- neighbor the organization of om:
/neɪ.bə r / the text and - https://www.
grammatical points in youtube.com/
Verb:
context. watch?v=7eJ
 138

- fly /flaɪ/ b. While-viewing HndmL0S

- admire  Students watch the - Describe
/ədmaɪə r / video. people in
- wear /wer/  Students listen for English -
general Learn English
comprehension and Lessons -
learn simple present Beginner
tense from the video. vocabulary
c. Post-viewing http://youtube
 Students listen to the .com/watch?v
video once more and =rIh78cS7a2c
repeat after it. - Describing
 Students describe People
some pictures in the http://youtube
handout orally. .com/watch?v
=ZVE1Vr0Z4
Meeting 3 rM
d. Post-viewing - https://www.
 Students complete a youtube.com/
descriptive text. watch?v=5n2
 Students play two ma_4sy_8
games; guessing the
 139

name of a person
being described and
making descriptions
as much as possible
of each person in the
picture given.
 Students practice to
describe their
classmates orally.
APPENDIX B
LESSON PLANS

140
 LESSON PLAN

Name of the school : SMP N 2 Patuk

Grade/Semester : VII/II
Subject : English
Text Type : Instruction
Skill : Speaking
Time allocation : 4 x 40 minutes (2 meetings)

A. CORE COMPETENCE:
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, tanggung jawab, peduli (toleransi,
gotong royong), percaya diri dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkuan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi dan seni budaya terkait
fenomena dan kejadian tampak mata.
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.

B. BASIC COMPETENCE:
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.

141
 142

2.3 Menghargai perilaku tanggungjawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional.
3.9 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks instruksi
(instruction), tanda atau rambu (short notice), tanda peringatan
(warning/caution), sesuai dengan konteks penggunaannya.
4.10 Menangkap makna teks instruksi (instruction), tanda atau rambu (short notice),
tanda peringatan (warning/caution), lisan dan tulis sangat pendek dan
sederhana.
4.11 Menyusun teks instruksi (instruction), tanda atau rambu (short notice), tanda
peringatan (warning/caution), lisan dan tulis sangat pendek dan sederhana,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.

C. INDICATORS:
1. Identifying the social function of instruction text
2. Identifying the structure of instruction text
3. Identifying the language features of instruction text
4. Identifying the expression of giving instruction in the given dialogue
5. Pronouncing the expressions of giving instruction correctly
6. Giving someone instruction
7. Responding to someone’s instruction

D. LEARNING OBJECTIVES
At the end of the lesson, the students are able to give and respond to the instruction
fluently and accurately in daily life.

E. LEARNING MATERIALS
Social Function:
Keep the law or order
Structure:

Verb + Noun/Adverb
 143

Language features:
Expressions of responding to
Expressions of giving instruction
instruction
1. Open the window, please. 1. Yes, ma’am. (formal)
2. Close the door, please. 2. Right away, sir.
3. Clap your hands. (formal)
4. Take out your book. 3. All right.
5. Stand up. 4. Sure.
6. Sit down. 5. OK.
7. Stop. 6. No problem.
8. Come here, please.
9. Speak English, please.
10. Please, be quiet.

‘Please’ is used to make the instruction more polite or formal.

 Pronunciation, stress, and intonation

Vocabulary:
Word Pronunciation
stretch (v) /stretʃ/
clap (v) /klæp/
shout (v) /ʃaʊt/
stamp (v) /stæmp/
turn (v) /tɜːn/

sit down (v) /sɪt daʊn/

stand up (v) /stænd ʌp/
take out (v) /teɪk aʊt/
put away (v) /pʊt əˈweɪ/
answer (n) /ɑnt .sə r /
 144

arm (n) /ɑːrm/

feet (n) /fiːt/
toe (n) /toʊ/
here (adv) /hɪə r /
around (adv) /əraʊnd/
nice (adj) /naɪs/
quiet (adj) /kwaɪət/

F. TEACHING METHOD
Video Teaching Technique (Pre-viewing, While-viewing, Post-viewing)

G. TEACHING LEARNING ACTIVITIES

1. Opening
a. Teacher greets students.
b. Teacher checks students’ condition.
c. Teacher checks students’ attendance.
d. Teacher reviews previous materials.
e. Teacher tells the material that will be learned.
f. Teacher informs the learning objectives.

2. Main activities
a. Pre-viewing
 Students identify some instructions they have ever heard in the class and
outside the class. (Task 1)
 Students find Indonesian equivalents of some unusual words they are going
to listen in the video and pronounce the words correctly. (Task 2)
b. While-viewing
 Students watch the video without taking notes. (Task 3)
 Students identify the general topic of the video. (Task 3)
 145

c. Post-viewing
 Students answer general questions about the video. (Task 4)
 Students listen to the video once more and repeat after it. (Task 5)
 Students learn other expressions of giving instruction and the structure from
the handout. (Task 6)
d. Pre-viewing
 Teacher tells the topic of the new video to the students.
e. While-viewing
 Students watch and listen to the song in the given video for relaxation and
then sing the song together. (Task 7)
f. Post-viewing
 Students identify the expressions of giving instructions from the song and
find their meanings in Indonesian. (Task 7)
g. Pre-viewing
 Students study the dialogue of responding to instruction and answer the
questions. (Task 8)
 Students learn expressions of responding to instruction from the handout.
(Task 9)
 Students complete the dialogues with relevant expressions and practice
them. (Task 10)
h. While-viewing
 Students watch the video carefully with the sound off and predict what the
speaker probably says (the instructions and the responses). (Task 11)
 Students state the appropriate instructions and responses (students’
predictions) based on the scene in the video orally. (Task 11)
i. Post-viewing
 Teacher plays the video once again with sound on.
 Guided by the teacher, students check to see if they guessed correctly.
 146

 In pairs, students make an instruction and the response based on the picture
given. (Task 12)
 Students act the dialogue out with their partners in front of the class. (Task
12)

3. Closing
 Teacher and students reflect and summarize the lesson.
 Teacher gives feedback to the students
 Teacher informs the next materials.
 Teacher says goodbye to the students.

H. LEARNING MEDIA
Media:
- Videos
- Handout
- Picture cards
Equipment:
- Whiteboard
- Board marker
- Laptop
- LCD
- Speaker

I. LEARNING SOURCES
- Digital Dictionary – Cambridge Advanced Learner’s Dictionary 3rd Edition.
- Priyana, Joko., et al. 2008. Scaffolding (English for Junior High School Students).
Jakarta: Departemen Pendidikan Nasional.
- Videos taken from:
 https://www.youtube.com/watch?v=e2uIbG3clHc
 https://www.youtube.com/watch?v=71hqRT9U0wg
 https://www.youtube.com/watch?v=-92hkCqeGCo
 147

J. ASSESMENT
a. Technique : Role play
b. Instrument : Pictures cards
c. Speaking Rubric : Attached

Total
Aspects
Name Score
Grammar Fluency Pronunciation Vocabulary Comprehension

Patuk, April 7, 2015

English Teacher Researcher

Poniyah, S.Pd. Sinta Prasetia Trias Sari

NIP.19600818 198303 2 014 NIM.11202241006
 Task 1
Listen to your teacher and answer the following questions
orally.
a. Has your teacher ever asked you to do something?
b. Has your friend ever asked you to do something?
c. What are they?
d. Do you know what kind of expressions they are?

Task 2
Study the following vocabularies and find their Indonesian
equivalents. Then listen and repeat after your teacher.

Word Pronunciation Indonesian equivalents

stretch (v) /stretʃ/
clap (v) /klæp/
shout (v) /ʃaʊt/
stamp (v) /stæmp/
turn (v) /tɜːn/

take out (v) /teɪk aʊt/

put away (v) /pʊt əˈweɪ/

arm (n) /ɑːrm/

feet (n) /fiːt/

toe (n) /toʊ/

here (adv) /hɪə r /
around (adv) /əraʊnd/
quiet (adj) /kwaɪət/

Task 3
Watch the video carefully and identify the topic of the video.

148
 Task 4
Answer the following questions orally based on the video.
1. Who are the characters in the video?
2. What are they doing?
3. What kind of expressions does the teacher use?
4. What does the teacher say? List the expressions that the teacher uses
in the video.
5. List vocabulary that you do not know their meanings.

Task 5
Listen to the video once more and repeat after it.

Task 6
Study the following expressions.
From the video, you hear the following expressions:
 Speak English.
 Come here.
 Open your book.
 Stop.
 Do your homework.

Those expressions can be used to give instructions.

You will find that the pattern is:

Verb + Noun/Adverb

Speak English

In giving instructions, you will also find the word ‘please’.

‘Please’ is used to make the instruction more polite or formal.

149
 150
Task 7
Watch and listen to the song in the given video and sing the song
together with your classmates. Then, identify the instructions from
the song and find their meanings in Indonesian.

Instructions Meanings

Task 8
In pairs, study the following dialogue and answer the questions.

Intan : Hi, Rina.

Rina : Hi, Intan.
Intan : Our teachers use this classroom at 9 o’clock. But, look. This classroom is
dirty.
Rina : You are right. Well, let’s clean the classroom.
Intan : OK. I clean the whiteboard. Rina, sweep the floor, please.
Rina : Sure.
(Adapted from Scaffolding p.31)

Questions:
1. What is the meaning of dirty in This classroom is dirty?
2. What is the meaning of sweep in Rina, sweep the floor, please?
3. What is the function of the word please in Rina, sweep the floor, please?
4. Underline two instructions in the dialogue above. What does each
expression mean?
5. Rina says Sure. What does Rina mean?
 151
Task 9
Study the following expressions.

In the dialogue of Task 9, you find the following expression.

 Sure
This expression is used to respond the instruction or able to do the instruction.
Other expressions:
 Yes, ma’am.
 Right away, sir.
 All right.
 OK.
 No problem.

Task 10
Complete the following dialogues by choosing the appropriate
instructions and responses. Then, act it out with your partner.

1. Putri : Mira, … here, please.

Mira : …. What’s up?
Putri : …. this box, please.
Mira : ….

sure carry come okay

2. Eko : Well, let’s … the exercise now.

Roni : …
Eko : Roni, …, please.
Roni : Thank you.
Eko : Let’s .… the text first.
Roni : …. And then?
Eko : …. the characteristics of the animal.
Roni : Okay. I get it.

sit down underline all right read do sure

 152

Task 11
Watch the following video carefully. Predict what the speaker
probably says (the suitable expressions of giving and responding to
instructions).

Task 12
In pairs, make an instruction and the response based on the
situation card (picture) given by your teacher. Then, act it out in
front of the classroom. Look at the example below.

(Picture: Taken from Scaffolding p.33)

Mother : Ratna, put the book in the bookshelf, please.

Ratna : Okay, mom.
Mother : Thanks, dear.
 153
VIDEO SCRIPTS

Task 3
Teacher : I say.. Now it’s time for question and answer.
Sean, take out your book.
Sean : (Take out his book)
Teacher : Very good.
Hachu, speak English.
Hachu : (Speak English)
Teacher : Stop. Thank you. Very good.
Boris, Stand up.
Boris : (Stand up)
Teacher : Well done.

Task 8
If You’re Happy and You Know It
If you’re happy and you know it clap your hands (2x)
If you’re happy and you know it and you really want to show it
If you’re happy and you know it clap your hands
If you’re happy and you know it stamp your feet (2x)
If you’re happy and you know it and you really want to show it
If you’re happy and you know it stamp your feet
If you’re happy and you know it turn around (2x)
If you’re happy and you know it and you really want to show it
If you’re happy and you know it turn around

Task 12
Video 1:
A: Oh, you’re having some computer problems.
 154
B: Yes I am. Can you help me?
A: Well, have you turned it on?
B: Here?
A: Yup. Just press that switch.
B: Okay.

Video 2:
A: Hei, can you show me how to use this new microwave?
C: Yeah. Well, first you have to put this in the microwave save container.
A: OK, now what?
C: Open the microwave. Put the food in. Close the door. And set timer for
three minutes.
 155
LESSON PLAN

Name of the school : SMP N 2 Patuk

Grade/Semester : VII/II
Subject : English
Text Type : Short Notice, Warning/Caution
Skill : Speaking
Time allocation : 2 x 40 minutes (1 meeting)

A. CORE COMPETENCE:
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, tanggung jawab, peduli (toleransi,
gotong royong), percaya diri dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkuan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi dan seni budaya terkait
fenomena dan kejadian tampak mata.
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.
B. BASIC COMPETENCE:
1.4 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
 156
2.3 Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.9 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks instruksi
(instruction), tanda atau rambu (short notice), tanda peringatan
(warning/caution), sesuai dengan konteks penggunaannya.
4.10 Menangkap makna teks instruksi (instruction), tanda atau rambu (short notice),
tanda peringatan (warning/caution), lisan dan tulis sangat pendek dan
sederhana.
4.11 Menyusun teks instruksi (instruction), tanda atau rambu (short notice), tanda
peringatan (warning/caution), lisan dan tulis sangat pendek dan sederhana,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.

C. INDICATORS:
a. Identifying the social function of short notice and warning/caution
b. Identifying the structure of short notice and warning/caution
c. Identifying the language features of short notice and warning/caution
d. Identifying the differences between short notice and warning/caution
e. Understanding the meaning of some short notices and warnings/caution
f. Pronouncing the expressions correctly
g. Making a spoken text of short notice and warning/caution

D. LEARNING OBJECTIVES
At the end of the lesson, the students are able to give a spoken text of short notice
or warning/caution fluently and accurately based on the sign they see.
E. LEARNING MATERIALS
Social Function:
Keep order and personal/public safety
Text Structure:
 Verb + Noun/Adverb
 Don’t + Verb + Noun/Adverb
 No + Verb-ing/Noun
 157
Language features:
 Short notice : If this sign is not obeyed, it will not cause a risk. For
example “Staff only”
 Warning/caution : If this sign is not obeyed, it will cause some risks. For
example “Danger. High voltage!”

Short Notice Warning/Caution The Response

1. Keep off the grass. 1. Danger. High voltage! 7. OK.
2. Turn off your cell 2. Stay away from the 8. Sure.
phone. fence. 9. All right.
3. Staff only. 3. Hot surface! Do not
10. Sorry.
4. Do not enter. touch.
5. Don’t litter. 4. No swimming. 11. I’m sorry.
6. Keep clean. 5. No right turning. 12. Oh, OK. Sorry.
7. No food and drink 6. Don’t feed the animal.
allowed. 7. Beware of the dog.

‘Please’ can be used to make the expression more polite or formal.

 Pronunciation, stress, and intonation

Vocabulary:
Word Pronunciation
danger (n) /ˈdeɪn.dʒə r /
caution (n) /ˈkɔː.ʃ ə n/
restroom (n) /ˈrest.rʊm/
poison (n) /ˈpɔɪ.z ə n/
trespassing (n) /ˈtres.pəsɪŋ/

elevator (n) /ˈel.ɪ.veɪ.tə r /

beware (v) /bɪˈweə r /
stay away (v) /steɪ/ /əˈweɪ/
keep off (v) /kiːp/ /ɒf/
recycle (v) / riːˈsaɪ.kl /
 158
slippery (adj) /ˈslɪp. ə r.i/

F. TEACHING METHOD
Video Teaching Technique (Pre-viewing, While-viewing, Post-viewing)

G. TEACHING LEARNING ACTIVITIES

1. Opening
a. Teacher greets students.
b. Teacher checks students’ condition.
c. Teacher checks students’ attendance.
d. Teacher reviews previous materials.
e. Teacher tells the material that will be learned.
f. Teacher informs the learning objectives.

2. Main activities
a. Pre-viewing
 Students identify the meaning of a sign provided in the handout. (Task 1)
 Students mention other examples of signs they have ever seen. (Task 1)
 Students find Indonesian equivalents of some unusual words they are going
to listen in the video and pronounce the words correctly. (Task 2)
 The teacher tells the topic of the video that will be played.
b. While-viewing
 Students watch the video. (Task 3)
 Students focus on the details (signs) in the second viewing. (Task 3)
c. Post-viewing
 Guided by the teacher, students identify and describe the meanings of short
notices and warnings/cautions from the video. (Task 3)
 Students listen to the video once more and repeat after it. (Task 4)
 159
 Students learn other short notices and warnings/cautions and the structure
from the handout. (Task 5)
 Students learn expressions of responding to short notice and
warning/caution from the handout. (Task 5)
 Students complete and practice the dialogues based on the pictures. (Task 6)
 In pairs, students draw a sign (short notice or warning/caution) on the blank
card and make a dialogue based on their signs. (Task 7)
 Students show their signs and act the dialogue out with their partner in front
of the class. (Task 7)
3. Closing
a. Teacher and students reflect and summarize the lesson.
b. Teacher gives feedback to the students
c. Teacher informs the next materials.
d. Teacher says goodbye to the students.
H. LEARNING MEDIA
Media:
- Video
- Handout
- Sign cards
Equipment:
- Whiteboard
- Board marker
- Laptop
- LCD
- Speaker
I. LEARNING SOURCES
- Digital Dictionary – Cambridge Advanced Learner’s Dictionary 3rd Edition.
- Kemendikbud. 2014. Bahasa Inggris (When English Rings a Bell). Jakarta:
Kementerian Pendidikan dan Kebudayaan.
 160
- Priyana, Joko., et al. 2008. Scaffolding (English for Junior High School Students).
Jakarta: Departemen Pendidikan Nasional.
- Video taken from:
 https://www.youtube.com/watch?v=ToGlNakRQ_k

J. ASSESMENT
a. Technique : Role play
b. Instrument : Sign cards
c. Speaking Rubric : Attached

Total
Aspects
Name Score
Grammar Fluency Pronunciation Vocabulary Comprehension

Patuk, April 14, 2015

English Teacher Researcher

Poniyah, S.Pd. Sinta Prasetia Trias Sari

NIP.19600818 198303 2 014 NIM.11202241006
Task 1
Listen to your teacher and answer the following questions orally.

a. Have you ever seen this sign? Where?

b. What does it mean?

c. Do you know what kind of sign it is?
d. Could you give other examples of signs you have ever seen?

Task 2
Below are some words you are going to listen in the video. Find their
Indonesian equivalents. Then, listen and repeat after your teacher.

Word Pronunciation Indonesian equivalents

danger (n) /ˈdeɪn.dʒə r /
caution (n) /ˈkɔː.ʃ ə n/
restroom (n) /ˈrest.rʊm/
poison (n) /ˈpɔɪ.z ə n/
trespassing (n) /ˈtres.pəsɪŋ/
elevator (n) /ˈel.ɪ.veɪ.tə r /
beware (v) /bɪˈweə r /
stay away (v) /steɪ/ /əˈweɪ/
keep off (v) /kiːp/ /ɒf/
recycle (v) /ˌriːˈsaɪ.kl /
slippery (adj) /ˈslɪp. ə r.i/

161
 162

Task 3
Watch the video carefully. Then, identify short notices and
warnings/cautions from the video and find the meanings in
Indonesian.
Short Notice, Warning/Caution Meaning

Task 4
Listen to the video once more and repeat after it.

Task 5
Study the following expressions.

From the video, you hear the spoken texts of short notices and
warnings/cautions. They are used to keep order and personal/public safety.
 Short notice : If this sign is not obeyed, it will not cause a risk. For
example “Staff only”
 Warning/caution : If this sign is not obeyed, it will cause some risks. For
example “Danger high voltage!”
Short Notice Warning/Caution
1. Keep off the grass. 1. Danger. High voltage!
2. Turn off your cell phone. 2. Stay away from the fence.
3. Staff only. 3. Hot surface! Do not touch.
4. Do not enter. 4. No swimming.
5. Don’t litter. 5. No right turning.
6. Keep clean. 6. Don’t feed the animal.
7. No food and drink allowed. 7. Beware of the dog.
 163

You will find that the pattern is:

 Verb + Noun/Adverb
 Don’t + Verb + Noun/Adverb
 No + Verb-ing/Noun

In responding to a short notice or warning/caution given to you, you can use

the following expressions:
 OK.
 Sure.
 All right.
 Sorry.
 I’m sorry.
 Oh, OK. Sorry.

Task 6
Complete each dialogue below based on the pictures. Then, practice
with your partner.

Ricky: Iwan, do not play in the pond.

Iwan : …..

Andi: ……………………….
Dino: Oh, OK. Sorry.
 164

Reza: ……………………….
Yuli : …..

Gilang: ……………………….
Ratih : …..

(Pictures taken from When English Rings a Bell p.182)

Task 7
In pairs, draw a sign (short notice or warning/caution). You may
refer to any signs you have ever seen in the school or outside the
school. Then, make a dialogue based on your sign. You can see Task
6 as the examples. In front of the class, show your sign and act the
dialogue out with your partner.
 LESSON PLAN

Name of the school : SMP N 2 Patuk

Grade/Semester : VII/II
Subject : English
Text Type : Descriptive Text
Skill : Speaking
Time allocation : 6 x 40 minutes (3 meetings)

A. CORE COMPETENCE:
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, tanggung jawab, peduli (toleransi,
gotong royong), percaya diri dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkuan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual dan prosedural) berdasarkan rasa
ingin tahunya tentang ilmu pengetahuan, teknologi dan seni budaya terkait
fenomena dan kejadian tampak mata.
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.

B. BASIC COMPETENCE:
1.5 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.3 Menghargai perilaku tanggungjawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional.
3.10 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang,

165
 166

binatang, dan benda, sangat pendek dan sederhana, sesuai dengan konteks
penggunaannya.
4.12 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat pendek dan
sederhana.
4.13 Menyusun teks deskriptif, lisan dan tulis, sangat pendek dan sederhana,
tentang orang, binatang, dan benda, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan secara benar dan sesuai konteks.

C. INDICATORS:
a. Identifying the information in the given monologue text
b. Identifying the social function of descriptive text
c. Identifying the structure of descriptive text
d. Identifying the language features of descriptive text
e. Pronouncing the words correctly
f. Performing a simple monologue of descriptive text

D. LEARNING OBJECTIVES
At the end of the lesson, the students are able to perform a simple monologue of
descriptive text through spoken language fluently and accurately.

E. LEARNING MATERIALS

Hi guys!

Do you have an idol teacher in this school? Let me tell you about my
favorite teacher. His name is Mr. Adam. He teaches us Sport. He is tall and
handsome. He has a pointed nose. He is always friendly and patient. I
really admire him.

Social Function:
A descriptive text describes the characteristics of a specific thing, such as a specific
person, animal, or object.
 167

Text organization:
In describing a person, descriptive text has structures as below:
a. The IDENTIFICATION that gives general information about person (name, job,
and age).
b. The DESCRIPTION that describes the person in details, for example how he/she
looks like or his/her physical appearance.
Sometimes a descriptive text has a general comment at the end, for example:
He is a good person and we love him very much.

Language features:
 Using specific participant
 Using pronoun: he, she
 Using adjective: beautiful, kind, tall

Subject + to be + Adjective
She is beautiful

Adjective + Noun
blonde hair

 Using simple present tense

Subject + V1+s/es/ies + Object

She teaches English
He has blonde hair
She wears glasses

 Gambits in spoken descriptive text:

- Hi guys!
- Hello everyone.
- I have an idol…
- Let me tell you about my idol…
- I would like to tell you about my idol…
 168

 Pronunciation, stress, and intonation

Vocabulary:
Word Pronunciation
short (adj) /ʃɔrt/
curly (adj) /kɜ.li/
tall (adj) /tɑːl/
blonde (adj) /blɒnd/
pointed (adj) /pɔɪn.tɪd/

flat (adj) /flæt/

patient (adj) /peɪ.ʃ ə nt/
healthy (adj) /hel.θi/
great (adj) /greɪt/
young (adj) /jʌŋ/
shirt (n) /ʃɝt/
pants (n) /pænts/
cap (n) /kæp/
neighbor (n) /neɪ.bə r /
fly (v) /flaɪ/
admire (v) /ədmaɪə r /
wear (v) /wer/

F. TEACHING METHOD
Video Teaching Technique (Pre-viewing, While-viewing, Post-viewing)

G. TEACHING LEARNING ACTIVITIES

1. Opening
a. Teacher greets students.
b. Teacher checks students’ condition.
 169

c. Teacher checks students’ attendance.

d. Teacher reviews previous materials.
e. Teacher tells the material that will be learned.
f. Teacher informs the learning objectives.

2. Main activities
a. Pre-viewing
 Students listen to the teacher and answer some questions. (Task 1)
 Students find Indonesian equivalents of some unusual words and pronounce
the words correctly. (Task 2)
 Guided by the teacher, students discuss the video they are going to watch
from its title.
b. While-viewing
 Students watch the video without taking notes. (Task 3)
 Students listen to the video for general comprehension. (Task 3)
c. Post-viewing
 Students answer general questions about the video. (Task 3)
 Students listen to the video once more and repeat after it. (Task 4)
 Students do role play based on the video. (Task 4)
 Students listen to the teacher reading a spoken descriptive text. (Task 5)
 Students answer the questions orally. (Task 5)
 Guided by the teacher, students learn the social function, the text structure,
language features, and gambits of spoken descriptive text from the handout.
(Task 6)
d. Pre-viewing
 Teacher tells the topic of the new video to the students.
e. While-viewing
 Students watch the video. (Task 7)
 Students learn simple present tense from the video. (Task 7)
f. Post-viewing
 170

 Students listen to the video once more and repeat after it. (Task 7)
 Students study a dialogue of describing a teacher and practice the dialogue
with their partners. (Task 8)
 Students answer the questions orally. (Task 8)
 Students describe some pictures orally. (Task 9)
 Students complete a descriptive text. (Task 10)
 Students play two games. The first is guessing person is being described and
the second is making description as much as possible of each person. (Task
11)
 Students watch and listen to the video of people who describe each other as
an example. Then, students do the same by describing their classmates
orally. (Task 12)

3. Closing
a. Teacher and students reflect and summarize the lesson.
b. Teacher gives feedback to the students
c. Teacher informs the next materials.
d. Teacher says goodbye to the students.

H. LEARNING MEDIA
Media:
- Videos
- Handout

Equipment:
- Whiteboard
- Board marker
- Laptop
- LCD
- Speaker
 171

I. LEARNING SOURCES
- Digital Dictionary – Cambridge Advanced Learner’s Dictionary 3rd Edition.
- Kemendikbud. 2014. Bahasa Inggris (When English Rings a Bell). Jakarta:
Kementerian Pendidikan dan Kebudayaan.
- Priyana, Joko., et al. 2008. Scaffolding (English for Junior High School Students).
Jakarta: Departemen Pendidikan Nasional.
- Videos taken from:
 https://www.youtube.com/watch?v=7eJHndmL0SY
 http://youtube.com/watch?v=rIh78cS7a2c
 http://youtube.com/watch?v=ZVE1Vr0Z4rM
 https://www.youtube.com/watch?v=5n2ma_4sy_8

J. ASSESMENT
d. Technique : Describing friends (monologue)
e. Speaking Rubric : Attached

Total
Aspects
Name Score
Grammar Fluency Pronunciation Vocabulary Comprehension

Patuk, April 17, 2015

English Teacher Researcher

Poniyah, S.Pd. Sinta Prasetia Trias Sari

NIP.19600818 198303 2 014 NIM.11202241006
 172

Task 1

Listen to your teacher and answer the following questions orally.

a. Do you have a favorite teacher?
b. What is his/her name?
c. What does he/she look like?

Task 2
Study the following vocabularies and find their Indonesian
equivalents. Then listen and repeat after your teacher.

Word Pronunciation Indonesian Equivalent

curly (adj) /kɜ.li/
blonde (adj) /blɒnd/
pointed (adj) /pɔɪn.tɪd/

flat (adj) /flæt/

patient (adj) /peɪ.ʃ ə nt/
healthy (adj) /hel.θi/
great (adj) /greɪt/
young (adj) /jʌŋ/
pants (n) /pænts/
cap (n) /kæp/
neighbor (n) /neɪ.bə r /
fly (v) /flaɪ/
admire (v) /ədmaɪə r /
wear (v) /wer/

Task 3
Watch the video carefully. Then, answer the following questions
orally based on the video.
1. Who are the characters in the video?
2. What are they doing?
3. How does Rora look like?
4. List vocabulary that you do not know their meanings.
 173

Task 4
A. Listen to the video once more and repeat after it.
B. In a group of three, do role play based on the video. Your teacher
will play the video with the sound off.

Task 5
A. Listen to your teacher reading Ratri’s description about her idol
teacher.

Hi guys!

Do you have an idol teacher in this school? Let me tell you

Study the following explanation.
about my favorite teacher. His name is Mr. Adam. He teaches us
Sport. He is tall and handsome. He has a pointed nose. He is
always friendly and patient. I really admire him.

B. Answer the following questions orally.

1. What is Ratri’s idol teacher name?
2. Who is he?
3. What does he teach?
4. What is he like?
5. How is Ratri’s impression to her teacher?

Task 6
Study the following explanation.

A descriptive text describes the characteristics of a specific thing, such as a

specific person, animal, or object.
In describing a person, descriptive text has structures as below:
a. The IDENTIFICATION that gives general information about person
(name, job, and age).
Pattern:
Subject + to be + noun
He is a teacher
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b. The DESCRIPTION that describes the person in details, for example how
he/she looks like or his/her physical appearance.
Sometimes a descriptive text has a general comment at the end, for
example:
- He is a good person and we love him very much.

Language features:
 Using specific participant
 Using pronoun: he, she
 Using adjective: beautiful, kind, tall

Subject + to be + Adjective
She is beautiful

Adjective + Noun
blonde hair

 Using simple present tense

 Gambits in spoken descriptive text:
- Hi guys!
- Hello everyone.
- I have an idol…
- Let me tell you about my idol…
- I would like to tell you about my idol…

Task 7
A. Watch and listen to the video carefully.
B. Listen and repeat after the video.
C. Study the pattern below.
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Simple Present Tense

Subject + V1+s/es/ies + Object

She teaches English
He has blonde hair
She wears glasses

Task 8
A. Study the dialogue below. Then, practice with your partner.
Aquilla : Excuse me, Dinda.
Dinda : Yes, Aquilla. What’s up?
Aquilla : Do you have an idol teacher?
Dinda : Yes, I do. A female teacher. She is young.
Aquilla : Who is she? What’s her name?
Dinda : Her name is Miss Qonina.
Aquilla : What does she teach?
Dinda : She teaches us English.
Aquilla : Why do you like her?
Dinda : She is kind, patient, cheerful, and of course very pretty.
Aquilla : Lucky you.
Dinda : Thanks
(Adopted from When English Rings a Bell p. 190)

B. Answer the following questions orally.

1. What is Aquilla’s teacher name?
2. Who is she?
3. What does she do?
4. What is she like?

Task 9
Describe these people. Use the following questions and the clues
under the pictures to help you.
 What is his/her name?
 Who is he/she?
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 What does he/she do?

 What is he/she like?

(Pictures taken from When English Rings a Bell p. 191)

Task 10
Complete the following description with the suitable words in the
box.

handsome strong
blonde slim
tall pointed
oval

Captain David Michael

Captain David Michael is a pilot. He is 37 years old. He is _______ and
_______. He is ______ and has a ______ body. He has _____ blonde hair.
His face is _____. He has a _____ nose. He is smart. He flies planes around
the world. We admire him.
(Adopted from Scaffolding p.121)
 177

Task 11
Let’s play a game.
A. Your teacher will describe three people. Which picture do you
think matches the description? Listen carefully and name the
picture.

B. Make a group of four. Then, observe the picture on the screen.

Describe each person in the picture orally as much as possible.
Do not make the same sentence with other groups.

Task 12
Describe your friend next to you orally. Watch and listen to the
video as the example.
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SCRIPTS

Task 3
Girl : Where is Rora?
Boy : I don’t know.
Girl : Oh no!
----
Girl : Excuse me. I’m looking for my little sister.
Woman : Okay. Don’t worry. What’s her name?
Girl : Her name is Rora. She’s six years old.
Woman : What does she look like?
Girl : She has short curly hair.
Woman : What is she wearing?
Boy : She’s wearing a pink shirt and blue pants.
Girl : And she is wearing a white cap.

Task 11 A
Picture 1: Mr. Joko is my uncle. He is short. He has a pointed nose. He wears a tie.
Picture 2: Dodi is handsome. He is young. He wears a hat and short pants.
Picture 3: Mr. Rahmat is tall. He has black hair. He wears sweater and glasses.
APPENDICES C
FIELD NOTES AND
VIGNETTES

179
 FIELD NOTES

No : FN.01
Tanggal : 16 Maret 2015
Kegiatan : Izin Observasi dan Penelitian
Responden : P : Peneliti
KS : Kepala Sekolah
PTU : Pegawai Tata Usaha
P sampai di sekolah pukul 08.00 WIB. P datang ke sekolah bermaksud
meminta izin untuk mengadakan observasi dan penelitian untuk skripsi. P bertemu
salah satu PTU dan meminta izin untuk bertemu KS.
P dipersilahkan masuk ke ruang tamu. P bertemu KS yaitu bapak Heri dan
membicarakan izin untuk observasi dan penelitian di SMP N 2 Patuk khususnya
siswa kelas VII. KS menyambut dengan baik dan mengizinkan P untuk
melaksanakan penelitian tersebut. Kemudian KS meminta P untuk membawa
surat izin penelitian dari kampus untuk ditujukan langsung ke sekolah.

No : FN.02
Tanggal : 18 Maret 2015
Kegiatan : Research Planning
Responden : P : Peneliti
KS : Kepala Sekolah
GBI : Guru Bahasa Inggris
P bertemu KS dan meminta maaf karena surat izin dari kampus masih
belum jadi. P kemudian meminta izin untuk bertemu guru bahasa Inggris kelas
VII yaitu bu Poniyah untuk membahas jadwal dan mekanisme observasi dan
penelitian P. KS memaklumi dan mengizinkan P.
P kemudian datang ke ruang guru dan bertemu GBI. P menjelaskan niat dan
kedatangan P untuk mengadakan observasi dan penelitian untuk skripsi di sekolah
tersebut khususnya untuk siswa kelas VII. GBI mengizinkan dan membahas
mekanismenya di ruang perpustakaan. Setelah berdiskusi, GBI menyarankan
180
 181

untuk menggunakan siswa kelas VII B sebagai subjek penelitian karena

siswa-siswa di kelas tersebut ada yang pandai dalam pelajaran bahasa Inggris
namun masih banyak juga yang belum bisa dan beberapa ada yang masih sulit
diatur saat pelajaranberlangsung.
GBI juga memberitahu bahwa kurikulum yang dipakai masih Kurikulum
2013 dan juga masih menggunakan Scientific Approach sebagai metode
pembelajarannya. GBI juga menjelaskan materi-materi yang akan digunakan P
agar melanjutkan materi yang ada di buku wajib When English Rings a Bell yaitu
instruction, short notice and warning/caution, dan descriptive text. Materi tersebut
dipilih karena disesuaikan dengan kemampuan speaking yang akan diajarkan.
P dan GBI juga sepakat akan ada 3 pertemuan dalam tiap cycle. Sehingga
total ada 6 pertemuan selain pre-test dan post-test. Kemudian jadwal untuk
penelitian yaitu setiap hari Rabu dan Sabtu dan observasi dapat dimulai pada
tanggal 1 April 2015.
(P memberikan surat izin penelitian kepada KS pada tanggal 1 April 2015)

No : FN.03
Tanggal : 4 April 2015
Kegiatan : Pre-test
Responden : P : Peneliti
GBI : Guru Bahasa Inggris
S : Siswa
P sampai di sekolah pukul 08.00 WIB. P menemui GBI dan menjelaskan
mekanisme pre-test. P memberikan rubrik penilaian kepada GBI untuk ikut
memberikan penilaian kemampuan berbicara S. Hasil pre-test nanti akan
digunakan untuk mengukur kemampuan berbicara bahasa Inggris S di awal.
P dan GBI masuk ke kelas pukul 09.20 WIB. P memulai kelas dengan
mengucapkan salam, menanyakan kondisi S dan mengecek kehadiran S. P
menyampaikan bahwa hari itu P akan mengadakan pre-test untuk keperluan
penelitian P.
 182

P memberikan lead-in questions terkait dengan materi yaitu tentang

instruction text dan memberi sedikit penjelasan mengenai materi tersebut. P
menjelaskan cara memberikan instruksi dalam bahasa Inggris sesuai dengan
konteks dan cara pengucapannya. P memberikan latihan-latihan sesuai di buku
When English Rings a Bell. P kemudian menyuruh siswa untuk memberikan
instruksi dalam bahasa Inggris berdasar gambar-gambar yang tersedia di buku. P
menyuruh S untuk berlatih terlebih dahulu kemudian mempraktekkannya di
depan. P menilai siswa satu persatu.
Berdasarkan hasil wawancara dan observasi, P dan GBI sepakat akan
menggunakan video sebagai media utama dalam proses pembelajaran speaking
untuk membantu siswa dalam meningkatkan kemampuan berbicara Bahasa
Inggris.

No : FN.04
Tanggal : 29 April 2015
Kegiatan : Post-test
Responden : P : Peneliti
GBI : Guru Bahasa Inggris
S : Siswa
P dan GBI masuk ke kelas pukul 09.20 WIB. P memulai kelas dengan
mengucapkan salam, menanyakan kondisi S dan mengecek kehadiran S. S tampak
sudah siap untuk kegiatan post-test hari itu karena di pertemuan sebelumnya P
sudah memberi tahu bahwa akan ada post-test setelah dulu diadakan pre-test. GBI
masih ikut memberikan penilaian dan nilai post-test ini nanti akan dibandingkan
dengan nilai pre-test sebelumnya untuk mengetahui peningkatan kemampuan
speaking S.
P memanggil S satu persatu untuk tampil membawakan spoken descriptive
text. Sebagian besar S tampak lancar mendeskripsikan seseorang dalam bahasa
Inggris tanpa menggunakan teks. Namun masih ada juga beberapa yang masih
membawa teks karena kurang percaya diri dan sulit mengucapkan kalimatnya.
 183

Setelah tes descriptive text selesai, P juga memberikan tes tentang

instruction text seperti di tes awal dalam pre-test. Namun kali ini P menggunakan
gambar yang berbeda agar dapat mengetahui kemampuan speaking S. Hasil
penilaian dari pre-test dan post-test oleh P nanti diakumulasikan dan dicari rata-
ratanya sehingga akan terlihat seberapa besar peningkatan kemampuan speaking
S.
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VIGNETTES

No : V.01
Tanggal : 1 April 2015
Kegiatan : Observasi
Responden : P : Peneliti
GBI : Guru Bahasa Inggris
S : Siswa
P sampai di sekolah pukul 08.00 WIB. P menemui GBI di ruang guru untuk
mengkoordinasikan mekanisme observasi di kelas VII B. Setelah istirahat pertama
dan bel masuk berbunyi yaitu pukul 09.20, P mengikuti GBI untuk berjalan
menuju kelas VII B. Sesampainya di kelas, GBI memberitahukan S bahwa P akan
mengadakan penelitian skripsi di kelas tersebut dan P akan mengajar mereka
selama beberapa pertemuan yang akan datang. GBI kemudian mempersilakan P
untuk duduk di kursi paling belakang agar mudah dalam melakukan observasi di
kelas.
GBI memulai kelas dengan menyapa dan menanyakan keadaan S.
Kemudian GBI bertanya, “Is there any homework?”. Hanya beberapa siswa yang
menjawab tidak. GBI bertanya lagi, “Do you have a pet? What is the name of
your pet?” S tidak ada yang menjawab. GBI lalu menginformasikan bahwa hari
itu mereka akan belajar cara mendeskripsikan hewan beserta tujuan
pembelajarannya.
GBI kemudian menunjuk tiga S dan menanyakan pertanyaan yang sama,
“What’s your favorite animal?” Mereka menyebutkan nama hewan tetapi dengan
bahasa Indonesia. GBI menunjukkan gambar beberapa hewan di LCD dan
melakukan listen and repeat untuk pengucapan nama-nama hewan tersebut dalam
bahasa Inggris. GBI lalu menulis di papan tulis What does a giraffe look like?
GBI menjelaskan arti dan penggunaan dari pertanyaan tersebut. Rega menjawab
“ciri-ciri jerapah”, sedangkan S yang lain mulai banyak yang tidak
memperhatikan penjelasan GBI.
 185

GBI berulang-ulang melakukan listen and repeat dalam mendeskripsikan

hewan-hewan. Namun ketika GBI menanyakan ciri hewan yang lain lagi S tidak
ada yang menjawab. Lalu GBI menjelaskan bagian-bagian tubuh dari burung
dalam bahasa Inggris. “Examples?” Beberapa S laki-laki menjawab “pleci..
manuk emprit..”
GBI bertanya “Apa perbedaan dari has dan have?” Salah satu S menjawab
“tulisannya” yang disambut tawa oleh S yang lain. Kelas mulai sedikit gaduh dan
beberapa S mulai berbicara sendiri dengan temannya. GBI kemudian menjelaskan
perbedaan dan penggunaan keduanya yang berkaitan dengan perbedaan orang
pertama, kedua dan ketiga namun banyak S yang kurang memperhatikan. “Siapa
yang masih belum bisa penggunaan has/have?” Salah satu S menjawab
“insyaAllah” sedangkan yang lain hanya diam.
“Now open your packet book on page 147”. GBI mulai menggunakan buku
When English Rings a Bell. Kemudian GBI menjelaskan perbedaan antara fur dan
feather. GBI mengatakan “kalau fur itu untuk bulu-bulu yang halus, sedangkan
feather…” Lalu Mustofa menimpali “bulu-bulu kasar”. GBI lalu memberikan
jawaban yang benar. “Now your task is doing task 15”, kata GBI. S mulai
mengerjakan. Beberapa S ada yang berbicara sendiri dengan temannya. Rega
bertanya, “tall (dengan pengucapan yang salah) itu panjang bu?” GBI
memberikan jawaban yang benar lagi.
GBI mulai berkeliling memonitor S. Tak lama kemudian menunjuk salah
satu S, “Wahid, baca punyamu di depan.” Wahid menjawab “belum selesai bu.”
GBI berkata “nggak apa-apa, biar buat contoh temannya.” Wahid membaca
jawabannya di depan kelas namun banyak pengucapannya yang masih salah.
“Yes,very good.” Lalu GBI menunjuk siswa lain,”Anisa Putri how many animal
do you have?” Anisa menjawab “empat.” “Come in front”, kata GBI. Beberapa S
masih disuruh maju melakukan kegiatan yang sama hingga jam pelajaran
berakhir.
GBI mulai menutup pelajaran dengan memberikan kesimpulan pelajaran.
“Let’s conclude our lesson today”. Hanya ada dua S yang merespon. GBI
menjelaskan kembali penggunaan has/have. Keadaan kelas mulai gaduh lagi. GBI
 186

memberikan kesempatan S untuk bertanya namun tidak ada yang bertanya. GBI
mengakhiri pelajaran.

No : V.02
Tanggal : 8 April 2015
Kegiatan : Pertemuan 1
Responden : P : Peneliti
S : Siswa
P masuk ke kelas tepat pukul 09.20 setelah bel masuk berbunyi. P
menyalakan laptop, speaker, dan LCD yang akan digunakan untuk proses
pembelajaran sambil menunggu seluruh S masuk ke kelas dan keadaan kelas
mulai kondusif. P kemudian memulai pelajaran. “Assalamualaikum Wr.Wb. Good
morning everyone.” S menjawab. “Good morning.” “How are you today?” “I’m
fine thank you, and you?” “I’m very well too.Thank you.” P kemudian mengecek
kehadiran S.
P memberitahu bahwa kelas bahasa Inggris mereka mulai hari itu akan
digunakan untuk penelitian P sehingga P yang akan menjadi guru bahasa Inggris
sementara. P lalu membagikan handout yang telah dipersiapkan sebagai materi
pembelajaran selain menggunakan buku wajib When English Rings a Bell. P
memberikan lead-in questions sebagai pengantar S masuk ke topik pelajaran.
“Has your teacher ever asked you to do something?” S tidak ada yang menjawab.
P mengulangi pertanyaan yang sama kemudian menggunakan bahasa Indonesia.
“Yes.” Beberapa siswa baru menjawab. “What are they?” Beberapa siswa
menjawab “disuruh membaca, maju ke depan, menulis.” “Okay, reading, writing,
what else?” S lain ikut menjawab. “What expression does your teacher or your
friend use to ask you to do something? Do you know what kind of expressions are
they?” P bertanya kembali dan menegaskan dengan bahasa Indonesia. “So, when
you ask someone to do something, you give an instruction or command.” P
kemudian menginformasikan bahwa hari itu mereka akan belajar tentang ekspresi
memberikan instruksi dalam bahasa Inggris dan tujuan dari pembelajarn tersebut.
 187

P memberitahu S bahwa P akan memutar sebuah video yang berisi contoh

ekspresi memberi instruksi. Namun P menyuruh S agar mengerjakan Task 2
terlebih dahulu untuk mencari arti dari beberapa kosa kata untuk memudahkan
mereka dalam memahami isi video nanti dan tugas-tugas selanjutnya. “You may
open our dictionary to help you find the meanings”, kata P. S tampak antusias dan
semangat mencari arti setiap kata di dalam kamus. Setelah selesai P dan S
mengecek arti dari seluruh kata bersama-sama kemudian melakukan listen and
repeat agar siswa mengetahui pengucapan dari tiap kata dengan benar.
P kemudian mulai memutar video secara normal dan menyuruh S untuk
melihat dan mendengar video dengan seksama sambil menulis hal-hal yang tidak
mereka pahami dari video dan mengubahnya menjadi pertanyaan-pertanyaan yang
dapat diajukan ke P. S tampak senang dan antusias saat melihat video tersebut.
Setelah selesai P menanyakan apakah ada yang mereka ingin ketahui dari video
tersebut atau ada kata-kata yang tidak mereka pahami. S tidak ada yang
menjawab. “Ok, what does the video tell you about?” tanya P. Beberapa S
menjawab “guru menyuruh-nyuruh siswa”. “Good, so the teacher asks the
students to do something”. Kemudian P menyuruh mereka berlanjut ke task 4
yaitu menjawab pertanyaan-pertanyaan. “Now please answer the questions in task
4. Number one, who are the characters in the video?” tanya P. Seluruh S
menjawab “guru dan siswa”. “In English?” tanya P lagi. Beberapa S kembali
menjawab “teacher and students”. P dan S mendiskusikan jawaban sampai
pertanyaan terakhir. Lalu P menyuruh S untuk listen and repeat dari video tadi.
Seluruh S tampak semangat dan melafalkan kata dengan keras.
S bersama-sama dengan P kemudian mempelajari ekspresi memberikan
instruksi yang lain dan struktur kalimatnya yang terdapat di handout. P sesekali
membenarkan pendapat dan pengucapan S. P lalu memutar video lagu yang
terdapat ekspresi memberi instruksi. P mengulang video beberapa kali agar S
dapat bernyanyi bersama. S terlihat senang dan antusias bernyanyi sambil
menggerakkan badannya mengikuti gerakan di video. Setelah selesai P menyuruh
mereka untuk mengidentifikasi ekspresi memberi instruksi yang terdapat dalam
video dan diisi ke dalam kolom task 8 dan mencari arti dari kalimat tersebut. P
 188

kembali memutar video dengan beberapa kali menjeda video untuk membantu S.
S tampak bersemangat menulis jawaban di handout. Namun ada juga beberapa S
yang masih belum paham sehingga P menjelaskan ulang tugas mereka.
Setelah itu, P menyuruh S untuk mempresentasikan jawaban mereka.
Banyak S yang angkat tangan kemudian P menunjuk Reza. “Nomer satu, clap
your hands”, jawab Reza. “Excellent. What does it mean Reza?” tanya P. “Tepuk
tangan Miss”. P membenarkan. “Ya, tepuk tanganmu.” Jawaban-jawaban
selanjutnya kembali diutarakan beberapa S hingga mereka berebut ingin
menjawab sampai akhirmya bel tanda berakhirnya pelajaran telah berbunyi.
S mulai gaduh sehingga P hanya sempat memberitahu bahwa materi yang
akan datang masih melanjutkan ekspresi memberi instruksi dan ekspresi
meresponnya. P memberi salam dan mengakhiri pelajaran.

No : V.03
Tanggal : 11 April 2015
Kegiatan : Pertemuan 2
Responden : P : Peneliti
S : Siswa
Bel masuk setelah istirahat pertama berbunyi. P berjalan masuk ke kelas.
Namun S kelas VII B terlihat masih banyak yang di luar karena ternyata pelajaran
sebelumnya adalah olahraga sehingga banyak dari mereka yang masih makan dan
belum ganti baju. P menyuruh mereka agar segera masuk ke kelas. P lalu
menyalakan laptop dan LCD.
Setelah memberi salam, menyapa, menanyakan keadaan S, dan mengecek
kehadiran S, P mereview materi sebelumnya. Beberapa S menjawab dengan
semangat. P lalu melanjutkan pelajaran, “OK, now please look at task 9. In pairs,
study the following dialogue and answer the questions.” Beberapa S nampak
belum begitu siap. Namun yang lain mulai membaca dengan serius dengan teman
sebangkunya. P berkeliling kelas dan sesekali membantu S yang mendapatkan
kesulitan dalam menjawab dan melafalkan kata-kata.
 189

“Have you finished?” tanya P. Banyak S yang menjawab “yes” dan ada
yang masih menjawab “not yet”. Setelah beberapa saat P dan S membahas isi dari
dialog bersama-sama lalu melakukan listen and repeat dari dialog tersebut. P
kemudian menunjuk dua S untuk mempraktekkan dialog tersebut dan
membenarkan beberapa pengucapan yang masih salah. Setelah itu P menyuruh S
untuk mempresentasikan jawaban dari pertanyaan-pertanyaan tadi. Beberapa S
angkat tangan dan menjawab dengan percaya diri. P membantu menjawab
pertanyaan yang tidak terjawab. Task 9 tersebut merupakan langkah untuk
mengenalkan ekspresi untuk merespon sebuah instruksi. P kemudian menjelaskan
dan memberi contoh-contoh lain dari ekspresi merespon instruksi.
Berlanjut ke Task 11, P menyuruh S melengkapi dialog rumpang dengan
ekspresi memberi dan merespon instruksi yang sesuai. Beberapa S tampak
membuka kamus untuk mencari arti kata yang sulit. Setelah selesai, P menyuruh
dua pasang S mempresentasikan jawabannya di depan kelas. Beberapa S angkat
tangan ingin maju. P lalu menunjuk Rega dan Reza untuk menjawab no.1 dan
Ratri dan Anisa untuk no.2. “Now present your answer in front of the class. You
can change the name with yours.” Rega dan Reza kemudian maju.
Rega : Reza, come here, please.
Reza : Okay. What’s up?
Rega : Carry this box, please.
Rega : Sure.
“Excellent. Give applause please for Rega and Reza,” puji P. P lalu
membenarkan pengucapan untuk kata “carry” yang tadi masih salah. Berlanjut ke
no.2, Ratri dan Anisa maju ke depan.
Ratri : Well, let’s do the exercise now.
Anisa : Sure.
Ratri : Anisa, sit down, please.
Anisa : Thank you.
Ratri : Let’s underline the text first.
Anisa : All right. And then?
Ratri : Read the characteristics of the animal.
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Anisa : Okay. I get it.

“Ok, good. Thank you Ratri and Anisa. Well, is there anybody who has different
answer?” tanya P. Wahid lalu angkat tangan. “Saya Miss.” Wahid kemudian
menjawab ulang dialog no.2 bersama Oki.
Wahid : Well, let’s do the exercise now.
Oki : Sure.
Wahid : Oki, sit down, please.
Oki : Thank you.
Wahid : Let’s read the text first.
Oki : All right. And then?
Wahid : Underline the characteristics of the animal.
Oki : Okay. I get it.
“Yes, that’s right. Thank you Wahid and Oki.“ P lalu menegaskan kembali
jawaban yang benar adalah jawaban Wahid dan Oki dan bersama-sama S
mengartikan kedua dialog tersebut. Namun P tetap memberikan apresiasi pada
Ratri dan Anisa yang telah berani menjawab.
P melanjutkan task 12. P akan memutar sebuah video dan memberitahu S
bahwa video akan diputar tanpa suara dan S diminta untuk memprediksi kira-kira
apa yang dikatakan oleh orang dalam video tersebut. P lalu memberi petunjuk
bahwa terdapat ekspresi memberi dan merespon instruksi dalam video tersebut. S
menyimak video dengan seksama. Setelah sekali diputar, P bertanya, “could you
predict what the speaker probably say? The expression of giving and responding
to instruction?” Namun S masih bingung, sehingga P memutar video sekali lagi
masih tanpa suara. P menanyakan pertanyaan yang sama. Setyo menjawab,
”menyalakan laptop Miss”. “Yes, the speaker asks his friend to turn on the laptop.
Could you predict the expression used to ask a person to turn on the laptop?”
tanya P. Trisna menjawab “Nyalakan laptopmu.” “In English please?” sambung
P. Namun S tidak ada yang menjawab. P lalu memutar video dengan
mengaktifkan suaranya lalu mengecek dan membahas jawaban yang benar
bersama-sama S. P ikut menambahkan sedikit penjelasan agar S paham. S tampak
memperhatikan dan mengangguk-anggukkan kepala. Video kedua dengan cara
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yang sama kembali P lakukan. S bersemangat menjawab meskipun jawaban

mereka ada yang salah.
Berlanjut ke task terakhir, P menyuruh S untuk membuat sebuah dialog
berisi ungkapan memberi dan merespon instruksi berdasarkan gambar yang akan
P bagikan untuk setiap pasang S. Gambar yang dibagikan berbeda-beda untuk tiap
pasang. P lalu memperlihatkan contohnya di handout task 12. S dengan semangat
mulai mengerjakan dengan teman sebangkunya meski beberapa ada yang ramai. P
berkeliling kelas lagi dan membantu S yang masih menemui kesulitan. Beberapa
S menggunakan kamusnya saat mengerjakan tugas. Setelah beberapa saat, P
bertanya siapa yang sudah siap boleh tampil ke depan tanpa teks dan membawa
gambar yang telah dibagikan tadi agar P dapat mengecek kesesuaian dialog
mereka dengan gambar. S banyak yang angkat tangan dan ingin maju terlebih
dahulu. Hampir seluruh S akhirnya mendapat kesempatan untuk mempraktekkan
dialognya di depan kelas. S dan P bertepuk tangan setiap S selesai menampilkan
dialognya. P juga membenarkan beberapa struktur kalimat dan pengucapan yang
masih salah.
Bel berakhirnya pelajaran pun berbunyi. P menanyakan apa yang sudah
mereka pelajari hari itu. Beberapa S menjawab “memberi instruksi Miss”. P
kemudian menyimpulkan dan memberi umpan balik kepada S tentang materi yang
sudah diajarkan. P lalu mengakhiri pelajaran dan memberi salam.

No : V.04
Tanggal : 15 April 2015
Kegiatan : Pertemuan 3
Responden : P : Peneliti
S : Siswa
P masuk ke kelas pukul 09.15 dan segera menyalakan laptop, speaker, dan
LCD. Setelah seluruh S masuk ke kelas, P kemudian memulai pelajaran dengan
memberi salam, menyapa, menanyakan keadaan S, dan mengecek kehadiran S. P
lalu membagikan handout untuk materi yang baru.
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P memulai pelajaran dengan memberikan lead-in questions kepada S dan

menunjuk sebuah gambar yang ada di handout. “Have you ever seen this sign?” P
menegaskan kembali dengan bahasa Indonesia. Kemudian S menjawab “yes”.
“Where?” tanya P lagi. Beberapa S menjawab “di rumah sakit Miss, di pom
bensin, di masjid Miss.” “Yes, in the hospital, gas station, and mosque.” P lalu
menanyakan arti dari gambar tersebut. S menjawab dengan benar. P bertanya lagi,
“Do you know what kind of sign is it?” S diam lalu P menjelaskan bahwa gambar
tesrsebut termasuk sebuah tanda peringatan. P menginformasikan materi yang
akan dipelajari hari itu adalah short notice dan warning/caution beserta tujuan
pembelajarannya.
P kemudian menyuruh S untuk mencari arti dari beberapa kosa kata di Task
2 karena kata-kata tersebut akan diperdengarkan lewat video yang akan diputar
nanti, sehingga diharapkan dapat membantu S dalam memahami isi dari video. S
membuka kamus mereka untuk membantu menemukan arti dari kosa kata yang
sulit. Setelah selesai, S melakukan listen and repeat dari kosa kata tersebut. P lalu
memberitahu beberapa kata yang belum mereka pahami artinya.
Pada Task 3, P akan memutar video dan menyuruh S untuk melihat dan
mendengarkan dengan seksama. S juga diminta untuk menulis hal-hal yang tidak
mereka pahami dari video dan bisa menanyakannya ke P setelah video berakhir.
Mereka dapat melihat contoh pertanyaannya di handout. P memutar video secara
normal dan S memperhatikan dengan seksama dan siap menulis hal-hal yang ingin
ditanyakan dari video tersebut. S tampak senang dan antusias saat melihat video
yang diputar. Setelah video berakhir, P menanyakan apakah ada hal yang ingin
mereka tanyakan dari video tersebut. Rega lalu angkat tangan dan bertanya,
“Miss, tadi yang gambar anak panah warna hijau artinya apa?” P kemudian
memutar video pada gambar yang ditanyakan dan menjelaskan bahwa itu adalah
tanda recycle atau daur ulang.
Karena tidak ada yang bertanya lagi, P kemudian menyuruh S untuk
mengerjakan Task 4 untuk mengidentifikasi rambu/tanda ketertiban dan
rambu/tanda peringatan (short notice and warning/caution) dari video tadi dan
mencari makna dalam bahasa Indonesia agar mereka paham. P lalu memutar
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video tadi sekali lagi. Setelah selesai, P dan S mendiskusikan jawaban bersama-
sama. Mereka sangat antusias saat mengecek jawaban mereka dengan yang ada di
video. P lalu menyuruh mereka untuk mendengarkan video dan menirukannya
untuk melatih pengucapan mereka.
P kemudian menunjukkan contoh-contoh lain dari ungkapan untuk
menyatakan rambu/tanda ketertiban dan rambu/tanda peringatan dan menjelaskan
struktur kalimatnya. P juga menunjukkan ungkapan-ungkapan untuk
meresponnya. Siswa memperhatikan dengan seksama penjelasan P sambil
membaca materi di handout. Di tugas selanjutnya, P menyuruh S untuk
melengkapi dialog yang rumpang berdasarkan gambar. Dialog tersebut berisi
tentang ungkapan menyatakan makna dari rambu/tanda peringatan dan ketertiban
beserta responnya. P memberikan contoh. “Alright, now look at picture of number
one. What is the picture about?” beberapa S menjawab “Berlari Miss.” “Tidak
boleh berenang Miss.” P membenarkan. “That’s good. So, a student asks his
friend to not playing in the pond because there is a warning there that means no
one allowed to play in the pond. So he said ‘Don’t play in the pond.’ S kemudian
mengerjakan tugas secara berpasangan. Meski beberapa ada yang sedikit gaduh,
namun S tampak mengerjakan dengan serius dan antusias. Setelah beberapa
menit, P menyuruh mereka untuk mempraktekkan dialog-dialog tersebut sesuai
dengan jawaban yang mereka miliki. Beberapa S mengacungkan tangannya.
“Saya miss.” Ichsan mengangkat tangannya. Kemudian dia mempraktekkan
dialog untuk gambar 2 dengan Gilang. “Don’t take the chicken.” Kata Ichsan
dengan lantang. Gilang merespon “Oh, OK. Sorry.” P dan S yang lain
memberikan tepuk tangan untuk penampilan mereka. “Excellent. Thank you
Gilang and Ichsan”. S yang lain secara berpasangan kemudian juga
mempraktekkan hasil jawaban mereka sampai gambar terakhir. P selalu
memberikan pujian dan juga mengoreksi jika ada pengucapan atau struktur
kalimat yang masih belum tepat.
Pada Task terakhir, S diminta untuk menggambar sebuah tanda/rambu
peringatan atau ketertiban secara bebas dengan teman sebangku. Kemudian
mereka harus membuat ungkapan dari tanda tersebut beserta responnya. P
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menjelaskan bahwa tugas ini seperti tugas sebelumnya. S tampak memahami dan
mulai mengerjakan. P berkeliling untuk memonitor dan membantu S yang
menemui kesulitan. Setelah selesai mereka menunjukkan gambar dan
mempraktekkan dialog yang berhubungan dengan gambar rambu tersebut
menggunakan ungkapan-ungkapan yang telah dipelajari. Hampir seluruh S secara
berpasangan maju ke depan mempraktekkan hasil pekerjaan mereka. Bel berbunyi
lalu P menginformasikan materi yang akan datang.

No : V.05
Tanggal : 18 April 2015
Kegiatan : Pertemuan 4
Responden : P : Peneliti
S : Siswa
P memulai kelas dengan menyapa, mengecek kondisi dan kehadiran S. P
lalu membagikan handout untuk materi yang terakhir. Beberapa S nampak belum
siap karena mereka baru saja selesai mengikuti pelajaran olahraga. Setelah semua
mendapat handout, P memberian lead-in questions sesuai di Task 1. “Do you have
a favorite teacher?” Oki menjawab “Yes Miss”. S yang lain juga menjawab sama.
“What is his/her name? What does he/she look like ?”Oki tampak malu untuk
menjawab. P kemudian memberikan contoh dan menginformasikan S bahwa
mereka akan belajar tentang descriptive text khususnya mendeskripsikan orang
beserta tujuan pembelajarannya.
Seperti sebelumnya, P menyuruh S mencari arti beberapa kosa kata. Tugas
ini berguna untuk menambah kosa kata S dan juga membantu mereka dalam
memahami isi video dan dalam mengerjakan tugas selanjutnya. P kemudian
menyuruh S untuk mendengar dan menirukan kosa kata tersebut setelah P. Setelah
selesai P memutar sebuah video dan meminta S untuk mencatat hal-hal yang
mereka ingin ketahui atau yang tidak mereka pahami dari video kemudian
merumuskannya menjadi pertanyaan. P memutar video dengan normal agar S
dapat menyimak dengan baik. Seluruh S tampak senang dan antusias melihat
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video. P memutar video dua kali. Setelah selesai, P menanyakan tentang hal-hal
yang mereka ingin tanyakan dari video tersebut. Beberapa menjawab belum ada
yang ingin ditanyakan. P lalu melanjutkan ke tugas berikutnya yaitu menjawab
pertanyaan berdasarkan isi video. S menjawab seluruh pertanyaan dengan benar
dan menggunakan bahasa Inggris. S dan P mendiskusikan jawaban dengan
melihat kembali video tadi. S tampak bersemangat. S menjawab seluruh
pertanyaan secara lisan. P kemudian menjelaskan bahwa salah seorang anak
perempuan di video tadi sedang mendeskripsikan adiknya yang bernama Rora. P
juga menjelaskan tentang kalimat yang digunakan di video untuk
mendeskripsikan orang. S mengangguk-angguk tanda mengerti. P lalu menyuruh
mereka untuk menirukan percakapan dari video bersama-sama lalu mereka
diminta untuk melakukan role play sesuai peran yang ada di video. Beberapa S
mengangkat tangan agar terpilih untuk mempraktekkannya. P memilih Rega,
Trisna, Febi, dan Dony. Video tersebut memang dibuat untuk kegiatan role play
juga sehingga membantu P dalam kegiatan ini. Keempat S tadi tampak
bersemangat dan bersungguh-sungguh memainkan peran dari video.
Berlanjut ke task berikutnya, P membacakan sebuah monolog teks deskripsi.
S diminta untuk menyimak dengan sungguh-sunguh kemudian menjawab
pertanyaan-pertanyaannya. Beberapa S mengacungkan tangan dan menjawab
pertanyaan dengan lisan. P menunjuk Setyo untuk menjawab soal yang pertama,
“What is Ratri’s idol teacher name?” Setyo menjawab “Mr. Adam Miss.” “Very
good. Next, Vian, 2. Who is he?” Vian menjawab “teacher Miss.” P
membenarkan,”Yes, a Sport teacher”. P dan S juga mendiskusikan isi teks seara
keseluruhan.
Setelah itu, P menjelaskan lebih detil tentang descriptive text termasuk
struktur teks, unsur kebahasaan, dan kalimat pembuka untuk teks deskripsi secara
lisan. S menyimak penjelasan P dengan baik. Sesekali P menanyakan hal-hal yang
masih belum S pahami. P dan S mengakhiri pelajaran dengan merefleksikan dan
menyimpulkan pelajaran. P juga memberikan feedback untuk hal-hal yang masih
S kurang pahami. P menginformasikan materi yang akan datang dan memberi
salam.
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No : V.06
Tanggal : 22 April 2015
Kegiatan : Pertemuan 5
Responden : P : Peneliti
S : Siswa
P membuka pelajaran dengan menyapa, mengecek kondisi dan kehadiran S.
P menanyakan, “What did you learned in the last meeting?” Beberapa S
menjawab “Descriptive Text.” P lalu memberitahukan bahwa S akan melanjutkan
materi sebelumnya yaitu teks deskripsi. P kemudian memutar sebuah video dan
meminta S untuk melihat dan mendengar dengan seksama. Video kemudian
diputar sekali lagi agar S menirukan pengucapannya. P menjelaskan, “The
sentences in the video can be used to describe a person.” Setelah itu, P
menerangkan struktur kalimat dalam bentuk simple present tense. S menyimak
dari handout masing-masing. P menanyakan hal-hal yang masih belum dipahami
S. Namun S belum ada yang bertanya.
Di task selanjutnya, P menyuruh S untuk mempelajari sebuah dialog dan
mempraktekkannya dengan teman sebangku. Setelah itu mereka menjawab
pertanyaan-pertanyaan yang berkaitan dengan dialog secara lisan. Beberapa S
tampak mengangkat tangan ingin menjawab. P menunjuk beberapa S untuk
menjawab.
Berlanjut ke task terakhir untuk pertemuan yang kedua dari materi teks
deskripsi, S diminta untuk mendeskripsikan gambar berdasarkan petunjuk yang
diberikan. P juga menyediakan pertanyaan-pertanyaan untuk membantu S
merangkai kalimat. S kemudian mulai mengerjakan. Sesekali mereka membuka
kamus. P berkeliling dan beberapa S bertanya tentang jawaban mereka. S
mengerjakan dengan sungguh-sungguh. P kemudian menyuruh S yang sudah
selesai untuk mempresentasikan hasil deskripsi mereka. Salah satunya Wahid,
“name is Mr. Harun. He is my father. He is doctor. He is great.” P memuji hasil
pekerjaan Wahid dan membenarkan kalimat yang masih kurang tepat. “Okay,
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that’s good. You may say his name is Mr. Harun or Mr. Harun is my father.”
“Yes Miss”. Jawab Wahid. Beberapa S akhirnya mempresentasikan hasil
deskripsi mereka dengan penuh antusias. Bel berbunyi kemudian P menutup
pelajaran dengan memberi feedback dan menginformasikan bahwa pertemuan
yang akan datang masih membahas teks deskripsi. P memberi salam.

No : V.07
Tanggal : 25 April 2015
Kegiatan : Pertemuan 6
Responden : P : Peneliti
S : Siswa
P memulai pelajaran pukul 09.25 WIB dengan menyapa, mengecek kondisi
dan kehadiran S. S tampak masih belum siap menerima pelajaran sehingga p
menyuruh mereka agar segera menyiapkan handout sebelumnya. P
menginformasikan pelajaran pada hari itu masih akan melanjutkan materi yang
kemarin yaitu teks deskripsi. P lalu menyuruh S untuk mengerjakan Task
berikutnya yaitu melengkapi teks deskripsi yang masih rumpang. Setelah
beberapa menit P menyuruh S untuk mempresentasikan jawaban per kalimat. P
menunjuk S dari deretan paling belakang. S bersemangat saat membaca hasil
pekerjaan mereka. P membenarkan jawaban yang masih salah. P dan S lalu
membahas isi paragraph tersebut secara keseluruhan.
Kegiatan selanjutnya adalah bermain games. Ada dua permainan di task ini.
Yang pertama S harus menebak gambar no berapa orang yang sedang P
deskripsikan. S mendengarkan P dengan seksama sambil melihat gambar yang ada
di handout. P mendeskripsikan, “Mr. Rahmat is tall. He has black hair. He wears
sweater and glasses.” Hampir seluruh S angkat tangan ingin menjawab. P lalu
menunjuk Dian yang terlihat pertama kali mengacungkan tangan. Dian menjawab,
“Number three Miss.” “Yes, that’s right Dian.” P memuji Dian. Saat memainkan
permainan ini seluruh S sangat bersemangat. Mereka saling ingin ditunjuk untuk
menjawab. Jawaban mereka pun benar semua.
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Untuk permainan yang kedua, P membagi S menjadi 4 kelompok yaitu

sesuai baris tempat duduk yang terdapat 4 baris ke belakang. P akan menunjukkan
gambar di LCD kemudian tiap kelompok harus membuat kalimat sebanyak
banyaknya untuk mendeskripsikan orang yang ada di gambar secara lisan.
Sebelum menjawab P meminta agar S mengangkat tangan terlebih dahulu. Yang
paling cepat dialah yang ditunjuk duluan untuk menjawab. Saat P mulai
menunjukkan gambar, banyak S yang angkat tangan. “Saya miss. Saya Miss.”
Beberapa S minta ditunjuk. S lalu menunjuk Reza. Reza menjawab “She has curly
hair.” “Okay, That’s good Reza.” Puji P. Kemudian P menunjuk Setyo. “She
wears yellow t-shirt.” P memuji Setyo,”Well done, Setyo.” “Thank you, Miss.” P
menghitung tiap perolehan kalimat dari masing-masing grup. Hampir seluruh S
aktif menjawab., Akhirnya kelompok 2 yang menang karena memperoleh kalimat
terbanyak. Seluruh S tampak antusias dan senang saat melakukan game ini.
Pronunciation dan grammar mereka terlihat lebih baik dari sebelumnya.
Berlanjut ke Task terakhir, P menyuruh S untuk mendeskripsikan teman
sebangkunya secara lisan. P memberikan contoh dengan memutar sebuah video
yang berisi tentang orang yang sedang mendeskripsikan teman atau keluarganya.
Setelah diberikan waktu, P berkeliling dan mendengarkan beberapa S yang tengah
mendeskripsikan temannya. P bertanya, “How would you describe Dony, Dian?”
Kemudian Dian menjawab, “He is clever and funny.” P menanyakan pertanyaan
yang sama pada Dony. Dony menjawab sambil tersenyum,”He has flat nose and
he is smart.” P memuji keduanya. S terlihat bersemangat saat mendeskripsikan
temannya. Kegiatan ini dilakukan hingga jam pelajaran berakhir. P dan S
merefleksikan dan merangkum materi yang telah dipelajari. P kemudian
menginformasikan agar S menyiapkan teks deskripsi yang akan dipresentasikan
secara lisan di depan kelas saat post test yang akan datang. S diperbolehkan untuk
mendeskripsikan siapapun dan boleh membawa gambar atau foto orang yang
dideskripsikan untuk mempermudah aksi mereka. S tampak memahami. P
memberi salam dan kelas berakhir.
 APPENDICES D:
INTERVIEW GUIDELINES
AND INTERVIEW
TRANSCRIPTS

199
 200

INTERVIEW GUIDELINES

A. In the Reconnaissance
Interviewee: English Teacher
a. Dapatkah ibu jelaskan proses belajar mengajar bahasa Inggris di kelas
VII?
b. Bagaimana kemampuan speaking siswa kelas VII secara umum?
c. Menurut ibu, kendala apa yang signifikan dalam mengajar speaking
kelas VII?
d. Kesulitan apa yang dihadapi saat mengajar siswa kelas VII B?
e. Media apakah yang digunakan dalam mengajar speaking?

Interviewee: Students
a. Apakah adik suka pelajaran bahasa Inggris?
b. Menurut adik, apakah belajar speaking itu sulit? Kesulitan apa saja
yang dialami?
c. Apa saja kegiatan yang biasa dilakukan saat belajar speaking di kelas?
d. Bagaimana cara guru mengajar speaking di kelas?
e. Apakah ibu guru selalu menjadi contoh atau model ketika
mengucapkan kata atau melakukan percakapan di kelas? Adakah
model lain yang digunakan?
f. Media apa yang biasanya dipakai di kelas saat belajar speaking?
g. Menurut adik, media seperti apa yang sebaiknya digunakan agar
belajar bahasa Inggris menjadi lebih menarik?

B. After Implementing Cycle 1

Interviewee: Collaborator
a. Bagaimana kemampuan / performa speaking siswa di cycle 1?
b. Apa saja kekurangan yang ada di cycle 1?
c. Kemajuan apa yang sudah dicapai siswa?
d. Apakah ada saran untuk cycle berikutnya?
 201

Interviewee: Students
a. Menurut kalian, bagaimana cara mengajar saya? Apakah lebih mudah
dipahami?
b. Apakah adik suka belajar speaking dengan video? Kenapa?
c. Apakah dengan menggunakan video dapat membantu belajar
speaking?
d. Menurut kalian, pembelajaran dari awal sampai hari ini kurang apa?
e. Apakah ada saran untuk pembelajaran berikutnya?

C. After Implementing Cycle 2

Interviewee: Collaborator
a. Bagaimana kemampuan / performa speaking siswa di cycle 1?
b. Apa saja kekurangan yang ada di cycle 2 ini?
c. Apa kelebihan di cycle 2 ini?
d. Kemajuan apa yang sudah dicapai siswa?

Interviewee: Students
a. Bagaimana cara mengajar saya? Apakah lebih mudah dipahami?
b. Apakah adik menyukai video yang saya gunakan dalam
pembelajaran?
c. Apakah video-video yang saya tampilkan membantu adik dalam
belajar speaking?
d. Menurut kalian, pembelajaran dari awal sampai hari ini kurang apa?
e. Apa kesan adik dalam belajar speaking dengan video?
 202

INTERVIEW TRANSCRIPTS

1. Reconnaissance Stage
Interview Transcript 1 (IT.01)
1 April 2015
Responden: a. P : Peneliti
b. GBI : Guru Bahasa Inggris
P : Baik bu, langsung saya mulai saja ya.
GBI : Iya mbak.
P : Mohon ibu jelaskan proses belajar mengajar di kelas VII.
GBI : Ya mengajar langsung mbak sesuai materi yang akan dipelajari siswa.
Jadi skill skill-nya langsung ter-cover di dalamnya.
P : Menurut ibu kendala apa yang signifikan dalam mengajar speaking
kelas VII?
GBI : Oh itu jelas kosa kata mbak, vocabulary.
P : Oh iya ya bu. Kemudian kemampuan speaking siswa kelas VII secara
umum bagaimana ya bu?
GBI : Ya ada beberapa yang sudah lumayan, tapi kebanyakan ya masih
kurang mbak.
P : Kalau kesulitan yang dihadapi saat mengajar kelas VII B apa ya bu?
GBI : Apa ya mbak.. Ya itu kalau pas pelajaran ada anak-anak yang
mengganggu pelajaran. Suka clap clup clometan gitu.
P : Oh iya ya… Lalu media yang digunakan saat mengajar?
GBI : Kadang pakai realia mbak. Misalnya mendeskripsikan sesuatu. Itu
misal anak-anak disuruh membawa benda-benda dari luar kelas atau
membawa buah langsung trus anak-anak suruh ngomong
mendeskripsikan benda itu. Tapi ya jarang saya gunakan juga sih
mbak.
P : Oh iya bu. Kalau untuk sumber belajar atau bukunya pakai apa bu?
GBI : Ya itu mbak When English Rings a Bell.
 203

P : Baik bu. Sudah cukup interviewnya. Terimakasih banyak ya bu atas

waktu yang diberikan.
GBI : Iya mbak sama-sama.

Interview Transcript 2 (IT.02)

1 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Dek boleh ngobrol-ngobrol bentar nggak?
S1 : Iya boleh kak.
P : Dek kamu suka pelajaran bahasa Inggris nggak?
S1 : Lumayan.
P : Menurut kamu, pelajaran bahasa Inggris itu gampang atau susah?
S1 : Ada susahnya ada gampangnya.
P : Di dalam belajar bahasa Inggris kan ada speaking, listening, writing
dan reading ya. Na kalau untuk speaking / berbicara susah nggak
menurutmu?
S1 : Agak susah mbak.
P : Biasanya pas gimana kalau menemui kesulitan?
S1 : Susah ngucapinnya, karena beda dengan cara ngomong orang
Indonesia.
P : Biasanya kegiatan speaking di kelas seperti apa aja?
S1 : Mmm… Disuruh presentasi biasa atau mengemukakan pendapat gitu
kak.
P : Kalau cara mengajar ibu guru bagaimana?
S1 : Agak susah dimengerti kak. Terlalu cepet ngomongnya.
P : Bu guru selalu jadi contoh / model berbicara ya?
S1 : Iya kak.
P : Apakah ada model lain yang digunakan? Misal rekaman atau video?
S1 : Nggak ada sih kak.
P : Ibu guru pernah pakai media tertentu nggak dek selain pakai buku?
 204

S1 : Pakai laptop.
P : Biasanya yang ditunjukkan apa?
S1 : Pelajaran biasa kak.
P : Menurut kamu, media apa yang sebaiknya dipakai agar belajar
speaking jadi lebih menarik?
S1 : Ya pakai laptop trus ditampilin disitu kak (menunjuk layar LCD) tapi
yang lebih menarik kaya lagu-lagu gitu kak.
P : Oke itu aja dek. Makasi ya.
S1 : Sama-sama.

Interview Transcript 3 (IT.03)

1 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Maaf ya dek ganggu sebentar. Mbak mau ngobrol-ngobrol bentar.
S2 : Ya mbak.
P : Dek kamu suka pelajaran bahasa Inggris nggak?
S2 : Suka. Like.
P : Menurutmu susah nggak pelajaran bahasa Inggris?
S2 : Ya… susah-susah sedikit.
P : Di dalam belajar bahasa Inggris kan ada speaking ya berbicara. Itu
menurutmu susah nggak?
S2 : Lumayan.
P : Kesulitannya apa dalam belajar speaking?
S2 : Ya… Kalo mem-bahasainggris-kan itu lho.
P : Biasanya ibu guru kalau mengajar di kelas kaya gimana proses atau
kegiatannya?
S2 : Disuruh menulis, maju presentasi.
P : Bu guru selalu jadi model berbicara ya pas ngajar speaking?
S2 : Iya.
P : Apa ada model lain yang digunakan? Misal rekaman atau video?
 205

S2 : Mmm.. nggak ada e mbak.

P : Ibu guru pernah pakai media tertentu nggak selain pakai buku?
S2 : Pakai laptop.
P : Biasanya yang ditunjukkan apa aja?
S2 : Gambar.
P : Media apa dek yang sebaiknya ada pas belajar bahasa Inggris di kelas?
S : Pokoknya pengennya yang menyenangkan mbak, yang nggak bikin
pusing kepala.
P : Oke. Makasih..

Interview Transcript 4 (IT.04)

1 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Gantian kamu ya dek. Mbak mau tanya-tanya dikit kaya tadi.
S3 : Iya mbak.
P : Kamu suka bahasa Inggris nggak?
S3 : Sithik-sithik.
P : Di dalam belajar bahasa Inggris kan ada speaking, listening, writing dan
reading ya. Na kalau untuk speaking / berbicara susah nggak
menurutmu?
S3 : Susah.
P : Susahnya dimana?
S3 : Tidak paham artinya.
P : Oh.. Trus proses pembelajaran di kelas biasanya kaya apa?
S3 : Mengerjakan tugas-tugas dari buku paket.
P : Menurutmu cara ibu guru mengajar gimana?
S3 : Masih kurang...gimana ya... Kadang mbosenin.
P : Apa bu guru selalu jadi model / contoh berbicara pas ngajar speaking?
S3 : Iya mbak.
P : Ada model lain nggak yang digunakan? Misal rekaman atau video?
 206

S3 : Nggak ada mbak.

P : Ibu guru pakai media apa selain buku?
S3 : Laptop.
P : Biasanya yang ditampilkan apa?
S3 : Gambar-gambar.
P : Menurut kamu media apa yang sebaiknya ada saat belajar speaking?
S3 : Mmm.. Yang menarik, yang nggak mboseni.
P : Oke. Makasih..

Interview Transcript (IT.05)

1 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Ini Rega ya.. Mbak mau tanya-tanya bentar kaya temen-temnmu tadi ya.
S4 : Ya kak.
P : Suka pelajaran bahasa Inggris nggak?
S4 : Suka.
P : Dalam belajar bahasa Inggris ada speaking / berbicara kan ya.. Susah
nggak belajar speaking menurutmu?
S4 : Ya.. Agak-agak.
P : Kesulitannya apa biasanya?
S4 : Membaca.
P : Maksudnya pengucapannya gitu ya?
S4 : Iya.
P : Terus biasanya proses pembelajaran di kelas kaya apa?
S4 : Disuruh mengartikan.
P : Cara mengajar bu guru di kelas gimana? Enak nggak?
S4 : Mmm.. lumayan, tapi kurang tegas.
P : Ibu guru selalu jadi contoh atau model berbicara dalam bahasa Inggris
ya?
S4 : Iya selalu.
 207

P : Bu guru sering pakai LCD nggak?

S4 : Kadang-kadang.
P : Biasanya yang ditampilkan apa aja?
S4 : Gambar-gambar sama teks lagu juga pernah.
P : Kalau video gitu?
S4 : Dulu pernah, tapi jarang lah kak.
P : Media apa yang kira-kira kamu penegn ada saat belajar speaking?
S4 : Yang ada lucu-lucunya gitu kak, video atau nyanyi-nyanyi.

Interview Transcript 6 (IT.06)

1 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Yuk selanjutnya.. Suka pelajaran bahasa Inggris nggak dek?
S5 : Suka.. Tapi tidak bisa. Hahaa…
P : Kalau speaking / berbicara itu menurutmu susah nggak?
S5 : Susah.
P : Susahnya dimana?
S5 : Misalnya cara mengucapkannya.
P : Biasanya di kelas kegiatannya apa saja saat belajar bahasa Inggris?
S5 : Ditanya-tanya gitu sama bu Poniyah (GBI).
P : Beliau selalu ini ya jadi contoh / model berbicara bahasa Inggris, cara
pengucapannya gitu?
S5 : Ya sering.
P : Apakah bu guru selalu pakai laptop dan LCD saat mengajar?
S5 : Jarang. Ya.. kadang-kadang si mbak.
P : Yang ditampilin biasanya apa aja?
S5 : Yang ditampilin itu gambar-gambar.
P : Kalau video gitu?
S5 : Ya.. tidak mesti. Seringnya gambar mbak.
 208

P : Kamu suka nggak misal saat belajar bahasa Inggris ditampilin video
gitu?
S5 : Suka mbak. Kalo bisa sering-sering gitu.
P : Oke. Makasih ya..
S5 : Iya…

Interview Transcript 7 (IT.07)

1 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Oke.. Sekarang kamu ya.. Eh namamu wahid ya?
S6 : Iya mbak.
P : Suka bahasa Inggris nggak dek?
S6 : Lumayan.
P : Dalam speaking / berbicara bahasa Inggris kamu mengalami kesulitan
nggak dek?
S6 : Kadang-kadang.
P : Biasanya susahnya dimana?
S6 : Banyak kata-kata yang susah diucapin.
P : Kegiatan belajar mengajar bahasa Inggris di kelas seperti apa?
S6 : Menirukan. Terus… mengerjakan soal.
P : Bu guru selalu jadi ini ya contoh / model berbicara bahasa Inggris?
Misal pas listen and repeat.
S6 : Iya setiap pelajaran bahasa Inggris.
P : Pernah pakai model yang lain nggak?
S6 : Nggak, bu Poniyah sendiri.
P : Menurut kamu bu guru ngajarnya gimana?
S6 : Kurang jelas pas ngucapin kata-kata bahasa Inggrisnya.
P : Bu guru sering pakai LCD nggak?
S6 : Kadang-kadang.
P : Yang ditampilin apa aja biasanya?
 209

S6 : Gambar yang berkaitan dengan pelajaran.

P : Ada yang lain?
S6 : Soal-soal kadang iya.
P : Media apa yang sebaiknya ada dalam belajar speaking di kelas?
S6 : Mmm… Media yang bisa membantu untuk lancar dalam berbicara
bahasa Inggris dan supaya tidak gugup.

Interview Transcript 8 (IT.08)

1 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Suka pelajaran bahasa Inggris nggak dek?
S7 : Rodok-rodok.
P : Kalau dalam speaking / berbicara kamu mengalami kesulitan nggak?
S7 : Iya.
P : Susahnya dimana?
S7 : Pas membaca.
P : Pengucapannya susah gitu ya?
S7 : Ya.
P : Kegiatan di kelas biasanya apa aja dalam pelajaran Bahasa Inggris?
S7 : Mengerjakan tugas.
P : Cara mengajar bu guru gimana?
S7 : Kurang...mmm…kurang… Lek ngomong kecepeten. Kurang jelas.
P : Bu guru sering pakai LCD dan Lapotop?
S7 : Ya kadang-kadang aja mbak.
P : Yang ditampilin apa?
S7 : Gambar,mmm…video tapi jarang.
P : Kalau ditampilin video kamu suka?
S7 : Suka. Jadi nggak bosen di kelas.
P : Oke. Maksih dek..
S7 : Iya mbak.
 210

2. After Implementing Cycle 1

Interview Transcript 9 (IT.09)
15 April 2015
Responden: a. P : Peneliti
b. GBI : Guru Bahasa Inggris
P : Bu, bagaimana kemampuan speaking siswa di cycle 1 ini?
GBI : Alhamdulillah mbak, saya rasa cukup meningkat. Siswa selalu aktif
saat pelajaran.
P : Kalau kegiatannya sendiri di cycle 1 ini bagaimana bu?
GBI : Sudah bagus mbak. Menarik dan cara menyajikan videonya juga
bervariasi jadi siswa tidak cepat bosan. Terus juga dikasih vocab dulu
sebelum video diputar itu bagus untuk menambah vocabulary siswa.
Tadi juga ada lagu yang sesuai dengan materi itu juga menarik sekali.
P : Lalu menurut ibu apa kekurangan di cycle 1 ini?
GBI : Apa ya mbak? Sudah cukup bagus saya rasa. Mungkin untuk
pronunciation lebih dilatih lagi. Tadi masih ada beberapa yang salah
pengucapannya.
P : Apakah ibu ada saran untuk kegiatan di cycle 2 nanti?
GBI : Ya tadi mbak untuk pronunciation siswa lebih dilatih lagi. Mungkin
bisa ditambah game-game begitu juga boleh mbak.
P : Baik bu. Terimakasih bu.

Interview Transcript 10 (IT.10)

15 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Gita, menurutmu bagaimana kegiatan belajar mengajar dengan mbak
selama ini?
S10 : Bagus mbak, aku suka.
P : Kenapa?
S10 : Nggak mbosenin gitu.
 211

P : Gita suka nggak belajar bahasa Inggris dengan video-video gitu?

S10 : Suka mbak. Jadi lebih enak belajarnya.
P : Menurut Gita, video seperti itu dapat membantu Gita dalam belajar
Bahasa Inggris nggak?
S10 : Ya lumayan mbak.
P : Kalau kegiatan-kegiatan yang lain gimana dek?
S10 : Aku suka yang niruin kata-kata di video itu mbak. Jadi ngerti cara
ngucapinnya pas berdialog sama temen.
P : Kegiatan belajar mengajar sampai hari ini kurang apa?
S10 : Nggak ada mbak.
P : Gita ada saran nggak buat pembelajaran berikutnya?
S10 : Mmm.. Nggak ada.

Interview Transcript 11 (IT.11)

15 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Defa, suka nggak kegiatan belajar mengajar dengan mbak selama ini?
S11 : Suka.
P : Kenapa?
S11 : Karena mudah dipahami.
P : Defa suka belajar bahasa Inggris dengan video?
S11 : Suka karena lebih mudah paham dan juga menarik.
P : Video yang aku kasih membantu Defa dalam belajar Bahasa Inggris
nggak?
S11 : Iya
P : Membantunya gimana?
S11 : Jadi tahu cara menyatakan ungkapan memberi instruksi dan
mengartikan rambu-rambu itu mbak.
P : Menurut Defa, kegiatan belajar mengajar kita sampai hari ini kurang
apa?
 212

S11 : Nggak ada si mbak. Cuman kadang masih susah pengucapannya, kalau
denger mbak ngomong atau denger video bisa tapi kadang lupa lagi,
hehe…
P : Ada saran buat pembelajaran berikutnya?
S11 : Nggak ada mbak.

Interview Transcript 12 (IT.12)

15 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Susilo, suka nggak kegiatan belajar mengajar dengan mbak selama ini?
S12 : Suka mbak.
P : Sukanya gimana?
S12 : Ya lebih menambah pengetahuan mbak.
P : Susilo suka belajar bahasa Inggris dengan video?
S12 : Mmm sedengan mbak.
P : Kalau mbak ngasih video gitu membantu kamu nggak dalam belajar
Bahasa Inggris?
S12 : Ya..
P : Membantunya gimana?
S12 : Mmm… Ya kayak tadi itu mbak bisa menjawab pertanyaan.
P : Kalau kegiatan-kegiatan yang lain menurutmu gimana? Seperti maju
berdialog dengan teman?
S12 : Itu juga membantu mbak. Mmm.. jadi nggak malu mau ngomong
bahasa Inggris karena ada temennya. Hehee
P : Kegiatan belajar mengajar kita sampai hari ini kurang apa?
S12 : Nggak ada.
P : Ada saran buat pembelajaran berikutnya?
S12 : Videonya ditambahin lagi mbak, hehee..
 213

P : Ya kalau video terus nanti nggak belajar. Tapi nanti mbak kasih video
yang lebih menarik lagi.
S12 : Ok mbak.

Interview Transcript 13 (IT.13)

15 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Wahid, suka nggak belajar dengan mbak selama ini?
S13 : Iya.
P : Kenapa?
S13 : Mmm piye yo... Lebih jelas.
P : Suka nggak kalau mbak nayangin video?
S13 : Suka.
P : Kenapa?
S13 : Karena pelajarannya jadi lebih menarik.
P : Apakah dengan video itu membantu kamu dalam belajar bahasa
Inggris?
S13 : Cukup membantu.
P : Contohnya?
S13 : Misalnya lebih mengerti arti dari kata-kata. Apalagi kata yang nggak
tahu artinya di video bisa dilihat di tabel yang sudah dicari artinya tadi.
P : Menurut kamu, pembelajaran kita sampai hari ini kurang apa?
S13 : Tidak ada.
P : Ada saran buat mbak nggak?
S13 : Saya rasa tidak.

Interview Transcript 14 (IT.14)

15 April 2015
Responden: a. P : Peneliti
b. S : Siswa
 214

P : Evita, suka nggak dengan cara mengajar mbak?

S14 : Suka.
P : Kenapa?
S14 : Nggak banyak peraturan, hehehe..
P : Ya.. yang lain?
S14 : Lebih mudah.
P : Kalau mbak nayangin video suka nggak?
S14 : Iya suka mbak.
P : Sukanya gimana?
S14 : Lebih menarik. Nggak cepet bosen.
P : Video yang mbak kasih itu membantu kamu dalam belajar bahasa
inggris nggak?
S14 : Iya membantu mbak.
P : Contohnya?
S14 : Jadi tahu cara ngucapin yang bener itu gimana. Jadi membantu kaya pas
berdialog tadi.
P : Kalau maju berdialog gitu suka nggak?
S14 : Suka mbak. Bisa buat latihan gitu.
P : Jadi makin lancar ya ngomongnya?
S14 : Ya lumayan mbak.
P : Terus, pembelajaran kita sampai hari ini kurang apa?
S14 : Nggak ada mbak.

3. After Implementing Cycle 2

Interview Transcript 15 (IT.15)
25 April 2015
Responden: a. P : Peneliti
b. GBI : Guru Bahasa Inggris
P : Menurut ibu bagaimana kemampuan speaking siswa di cycle 2 ini?
 215

GBI : Sudah lebih meningkat ya mbak. Terlihat dari banyak siswa yang aktif
ingin menjawab pertanyaan dan mempresentasikan jawabannya.
Pronunciation –nya juga sudah lebih baik dari sebelumnya
P : Lalu kegiatan di cycle 2 ini bagaimana bu?
GBI : Iya bagus mbak. Videonya bermacam-macam dan sesuai dengan
materi. Game-nya tadi juga bagus. Jadi banyak siswa yang angkat
tangan untuk menjawab.
P : Iya terimakasih bu. Kalau kekurangan di cycle 2 ini kira-kira apa bu?
GBI : Ya.. saya rasa sudah cukup mbak. Kalau membuat siswa 100%
menguasai semuanya saya rasa juga sulit.
P : Baik bu. Terimakasih bu atas waktunya.

Interview Transcript 16 (IT.16)

25 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Dek, menurut kamu gimana kegiatan belajar mengajar kita selama ini?
S16 : Lebih membantu Miss.
P : Membantunya gimana?
S16 : Mmm materinya mudah dipahami.
P : Materi yang dari handout itu ya?
S16 : Iya Miss. Materinya lebih jelas dipahami.
P : Kalau dengan video-videonya suka nggak ?
S16 : Suka.
P : Sukanya gimana?
S16 : Bagus gitu Miss. Aku suka yang kartun tadi. Pas role play aku juga suka
karena bisa ngepasin sama videonya. Jadi tahu cara mendeskripsikan
orang dengan video itu. Trus juga pengucapannya jelas, nggak terlalu
cepet.
P : Apakah dengan video itu membantu kamu dalam belajar speaking?
 216

S16 : Jelas membantu Miss. Kaya pas ngerjain tugas jadi paham karena tadi
sudah dicontohkan di video.
P : Menurut kamu, pembelajaran teks deskripsi kurang apa?
S16 : Udah cukup Miss.

Interview Transcript 17 (IT.17)

25 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Rega, gimana kegiatan belajar mengajar kita sampai hari ini?
S17 : Menarik mbak.
P : Menarik gimana?
S17 : Bisa lihat video jadi nggak cepat ngantuk. Trus tadi game-nya juga seru
banget. Jadi kepengen deskripsiin terus tadi. Hehee..
P : Kamu suka nggak dengan video-videonya?
S17 : Suka mbak.
P : Sukanya gimana?
S17 : Ya.. bisa denger cara ngucapin kata dalam bahasa Inggris yang benar itu
gimana. Kan tadi videonya yang ngomong jelas orang Amerika atau
mana tadi mbak, hehe..
P : Apakah video itu membantu kamu dalam belajar speaking?
S17 : Membantu mbak.
P : Membantu gimana?
S17 : Ya..bisa belajar nyusun kalimat yang benar pas bikin teks deskriptif
tadi. Trus Miss Sinta juga sering mbenerin kalimat yang salah, aku
tambah paham.
P : Menurut kamu, pembelajaran teks deskripsi dari kemarin-kemarin
sampai hari ini kurang apa?
S17 : Nggak ada mbak.

Interview Transcript 18 (IT.18)

 217

25 April 2015
Responden: a. P : Peneliti
b. S : Siswa
P : Reza, menurut kamu gimana kegiatan belajar mengajar kita sampai hari
ini?
S18 : Mmm gimana ya.. ya enak lah mbak.
P : Enaknya gimana?
S18 : Ya.. menarik terus jadi cepet paham materinya.
P : Reza suka nggak dengan video-video yang mbak kasih?
S18 : Lumayan mbak.
P : Video itu membantu kamu dalam belajar speaking nggak?
S18 : Cukup membantu.
P : Membantunya gimana?
S18 : Dapet kata-kata baru. Pengucapannya juga jelas di video itu.
P : Menurut kamu, pembelajaran teks deskripsi dari kemarin-kemarin
sampai hari ini kurang apa?
S18 : Nggak ada yang kurang mbak.
 218

APPENDIX E
OBSERVATION CHECKLISTS
 219

Observation Checklist of the Teaching-Learning Process

Date : April 8th 2015

Meeting : 1

Filled by the collaborator

Observation Items Yes No Comments
A. Opening
 The teacher greets the students. v
 The teacher checks students’ condition v
and attendance.
 The teacher reviews previous materials. v
 The teacher tells the material that will be v
learned.
 The teacher informs the learning
objectives. v
 The teacher is well prepared and well
organized in the class. v

B. Main Activities
 The students are ready to learn the v
materials.
 The teacher gives lead-in questions v
related to the expression of giving
instruction.
 The teacher introduces vocabulary and v
the pronunciation.
 The students watch and listen to the v
video enthusiastically.
 The students with the teacher guidance
propose some questions about the video. v
 The students with the teacher guidance
discuss the dialogue from the video. v
 The students listen and repeat after the
v
video.
 The students with the teacher’s guidance
investigate the social function, structural
 220

pattern and the language features of v

instruction text.
 The students with the teacher’s guidance
investigate the expression of giving and v
responding to an instruction.
 The students use dictionary to help them
in finding vocabulary. v
 The teacher checks the students’
understanding. v
 The students do all the activities well. v
 The teacher guides the students in every
stage of doing the activities. v
 The teacher monitors the students’
activities. v

C. Closing
 The teacher and students reflect and v
summarize the lesson.
 The teacher gives feedback to the v
students
 The teacher informs the next materials. v
 The teacher says goodbye to the students. v

D. Class Situation
 The teacher encourages the students’ v
participations.
 The students have enthusiasm or
motivation during the learning process. v
 The students actively involved in each
class activity. v
 The time allocation is appropriate. v
 The media used by the teacher are
sufficient in the teaching and learning v
process.
 The teacher’s instructions are clear. v
 221

Observation Checklist of the Teaching-Learning Process

Date : April 11th 2015

Meeting : 2

Filled by the collaborator

Observation Items Yes No Comments
A. Opening
 The teacher greets the students. v
 The teacher checks students’ condition v
and attendance.
 The teacher reviews previous materials. v
 The teacher tells the material that will be v
learned.
 The teacher informs the learning v
objectives.
 The teacher is well prepared and well v
organized in the class.

B. Main Activities
 The students are ready to learn the v
materials.
 The teacher plays the video with the v
sound off.
 The students watch the video
enthusiastically. v
 The students predict and answer what the
speaker probably says in the video. v
 The teacher plays the video once again
with the sound on. v
 The students with the teacher guidance
check the answer to see if they guessed v
correctly.
 The students make a dialogue of giving
v
and responding to instruction with their
partners based on the picture given.
 The students act the dialogue out in front
 222

of the class. v
 The students use dictionary to help them
in finding vocabulary. v
 The teacher checks the students’
understanding. v
 The students do all the activities well. v
 The teacher guides the students in every
stage of doing the activities. v
 The teacher monitors the students’
activities. v

C. Closing
 The teacher and students reflect and v
summarize the lesson.
 The teacher gives feedback to the v
students
 The teacher informs the next materials. v
 The teacher says goodbye to the students. v

D. Class Situation
 The teacher encourages the students’ v
participations.
 The students have enthusiasm or v
motivation during the learning process.
 The students actively involved in each v
class activity.
 The time allocation is appropriate. v
 The media used by the teacher are
sufficient in the teaching and learning v
process.
 The teacher’s instructions are clear. v
 223

Observation Checklist of the Teaching-Learning Process

Date : April 15th 2015

Meeting : 3

Filled by the collaborator

Observation Items Yes No Comments
A. Opening
 The teacher greets the students. v
 The teacher checks students’ condition v
and attendance.
 The teacher reviews previous materials. v
 The teacher tells the material that will be v
learned.
 The teacher informs the learning
objectives. v
 The teacher is well prepared and well
organized in the class. v

B. Main Activities
 The students are ready to learn the v
materials.
 The teacher gives lead-in questions v
related to short notice and
warning/caution text.
 The teacher introduces vocabulary and v
the pronunciation.
 The students watch and listen to the v
video enthusiastically.
 The students with the teacher guidance
propose some questions about the video. v
 The students with the teacher guidance
discuss the content of the video. v
 The students listen and repeat after the
v
video.
 The students with the teacher’s guidance
investigate the social function, structural
 224

pattern and the language features of short v

notice and warning/caution text.
 The students with the teacher’s guidance
investigate the differences between short v
notice and warning/caution.
 The students with the teacher’s guidance
investigate the expression of giving and v
responding to short notice and
warning/caution.
 The students draw a sign and make a v
dialogue in pairs based on the sign.
 The students act the dialogue out in front v
of the class.
 The students use dictionary to help them v
in finding vocabulary.
 The teacher checks the students’
understanding. v
v
 The students do all the activities well.
 The teacher guides the students in every
v
stage of doing the activities.
 The teacher monitors the students’
v
activities.

C. Closing
 The teacher and students reflect and v
summarize the lesson.
 The teacher gives feedback to the v
students
 The teacher informs the next materials. v
 The teacher says goodbye to the students. v

D. Class Situation
 The teacher encourages the students’ v
participations.
 The students have enthusiasm or
motivation during the learning process. v
 The students actively involved in each
class activity. v
 The time allocation is appropriate. v
 The media used by the teacher are
 225

sufficient in the teaching and learning v

process.
 The teacher’s instructions are clear. v
 226

Observation Checklist of the Teaching-Learning Process

Date : April 18th 2015

Meeting : 4

Filled by the collaborator

Observation Items Yes No Comments
A. Opening
 The teacher greets the students. v
 The teacher checks students’ condition v
and attendance.
 The teacher reviews previous materials. v
 The teacher tells the material that will be v
learned.
 The teacher informs the learning
objectives. v
 The teacher is well prepared and well
organized in the class. v

B. Main Activities
 The students are ready to learn the v
materials.
 The teacher gives lead-in questions v
related to describing people.
 The teacher introduces vocabulary and
the pronunciation. v
 The students watch and listen to the
video enthusiastically. v
 The students with the teacher guidance
propose some questions about the video. v
 The students with the teacher guidance
discuss the dialogue from the video. v
 The students listen and repeat after the
v
video.
 The students do role play based on the
v
video.
 The teacher gives an example of spoken
 227

descriptive text. v
 The students listen to the teacher and v
answer questions.
 The students with the teacher’s guidance v
investigate the social function, the text
structure and the language features of
spoken descriptive text.
 The students use dictionary to help them
in finding vocabulary. v
 The teacher checks the students’
understanding. v
 The students do all the activities well. v
 The teacher guides the students in every
stage of doing the activities. v
 The teacher monitors the students’
v
activities.
C. Closing
 The teacher and students reflect and v
summarize the lesson.
 The teacher gives feedback to the v
students
 The teacher informs the next materials. v
 The teacher says goodbye to the students. v

D. Class Situation
 The teacher encourages the students’ v
participations.
 The students have enthusiasm or
motivation during the learning process. v
 The students actively involved in each
class activity. v
 The time allocation is appropriate. v
 The media used by the teacher are
sufficient in the teaching and learning v
process.
 The teacher’s instructions are clear. v
 228

Observation Checklist of the Teaching-Learning Process

Date : April 22nd 2015

Meeting : 5

Filled by the collaborator

Observation Items Yes No Comments
A. Opening
 The teacher greets the students. v
 The teacher checks students’ condition v
and attendance.
 The teacher reviews previous materials. v
 The teacher tells the material that will be v
learned.
 The teacher informs the learning
objectives. v
 The teacher is well prepared and well
organized in the class. v

B. Main Activities
 The students are ready to learn the v
materials.
 The students watch and listen to the v
video enthusiastically.
 The students listen and repeat after the
video. v
 The students with the teacher’s guidance
explore the simple present tense. v
 The students study a dialogue and answer
some questions. v
 The students describe some pictures
orally. v
 The students use dictionary to help them
v
in finding vocabulary.
 The teacher checks the students’
v
understanding.
v
 The students do all the activities well.
 229

 The teacher guides the students in every

stage of doing the activities. v
 The teacher monitors the students’ v
activities.

C. Closing
 The teacher and students reflect and v
summarize the lesson.
 The teacher gives feedback to the v
students
 The teacher informs the next materials. v
 The teacher says goodbye to the students. v

D. Class Situation
 The teacher encourages the students’ v
participations.
 The students have enthusiasm or
motivation during the learning process. v
 The students actively involved in each
class activity. v
 The time allocation is appropriate. v
 The media used by the teacher are
sufficient in the teaching and learning v
process.
 The teacher’s instructions are clear. v
 230

Observation Checklist of the Teaching-Learning Process

Date : April 25th 2015

Meeting : 6

Filled by the collaborator

Observation Items Yes No Comments
A. Opening
 The teacher greets the students. v
 The teacher checks students’ condition v
and attendance.
 The teacher reviews previous materials. v
 The teacher tells the material that will be v
learned.
 The teacher informs the learning
objectives. v
 The teacher is well prepared and well
organized in the class. v

B. Main Activities
 The students are ready to learn the v
materials.
 The students complete a descriptive text. v
 The students play games to learn more
about describing people. v
 The students watch and listen to the
video. v
 The students describe their classmates
orally. v
 The students use dictionary to help them
in finding vocabulary. v
 The teacher checks the students’
v
understanding.
v
 The students do all the activities well.
 The teacher guides the students in every
v
stage of doing the activities.
 The teacher monitors the students’
 231

activities. v

C. Closing
 The teacher and students reflect and v
summarize the lesson.
 The teacher gives feedback to the v
students
 The teacher informs the next materials. v
 The teacher says goodbye to the students. v

D. Class Situation
 The teacher encourages the students’ v
participations.
 The students have enthusiasm or
motivation during the learning process. v
 The students actively involved in each
class activity. v
 The time allocation is appropriate. v
 The media used by the teacher are
sufficient in the teaching and learning v
process.
 The teacher’s instructions are clear. v
 232

APPENDIX F
SPEAKING RUBRIC
 SPEAKING RUBRIC

Score Aspects
Grammar Fluency Pronunciation Vocabulary Comprehension
5 Grammatical and Speak fluently without Very clear, stress Effective words Understand everyday
lexical accuracy are hesitation or searching and intonation help choice conversation at normal
extremely high for words to make meaning speech
clear
4 Quite accurate; some Some hesitations and Generally clear; Mostly effective Understand nearly
errors, but meaning is sometimes has to reasonable control of words choice everything at normal
always clear search for words stress and intonation speech. Although
occasional repetition
may be necessary
3 Frequent errors; Quite hesitant, limited Frequent errors; not Frequently errors Understand most of what
meaning is not always range of vocabulary always clear enough in words choice is said at slower speed
clear and structure to understand with repetition
2 Very frequent errors; Extremely hesitant; Very frequent errors; Ineffective words Difficult to understand
difficulty in making very limited range of often very difficult choice what is said. Able to
meaning clear language available to understand comprehend only social
conversation spoken
slowly and with frequent
repetition
1 Almost unable to Almost unable to Almost unable to Almost unable to Almost unable to
communicate communicate communicate communicate understand even simple
conversation

Adapted from Brown (2001: 406-407)

233
 234

APPENDIX G
STUDENTS’ PRE-TEST AND
POST TEST SCORES
 235

Pre-test Scores

No Name G F P V C
1 Aditya Ratama 2 2 3 3 2
2 Angger Hana P. 2 2 3 2 2
3 Anisa Putri Rahmawati 2 2 4 3 3
4 Dani Istiawan 1 1 1 1 1
5 Defa Solina R.S. 1 1 1 2 1
6 Dian Irawan 3 3 3 3 3
7 Dony Kurniawan 3 3 3 3 3
8 Duwi Purnomo - - - - -
9 Dwi Ratri Octavianita 4 4 3 3 4
10 Evita Efilia Kartika 3 3 3 2 3
11 Faevian Hardiyanto 1 1 2 1 1
12 Febia Ratnaning Tyas 2 3 3 3 3
13 Gilang Ramadhan 1 2 1 1 2
14 Ichsan Ghani 1 2 1 2 2
15 Linda Listiawati 4 3 3 3 3
16 Mellani Mahal H. 3 3 2 3 3
17 Merlin Dewayane 4 4 3 4 4
18 Mustofa Nur Iswan 1 2 1 1 1
19 Oki Darmawan 3 3 2 3 3
20 Paula Niken Gita A.P. 4 4 3 3 3
21 Pius Vincentius 3 3 2 2 3
22 Rega Pratama 4 4 3 3 4
23 Reza Afandi 4 4 2 3 3
24 Riza Maulana 3 3 2 3 3
25 Safira Romadoni 3 3 3 3 3
26 Selvi Nurcahyani 3 3 3 2 3
27 Setyo Pramudyanto 2 2 2 2 2
28 Susilo Suhadi 1 1 1 1 2
29 Trisna Mardiyana 3 3 3 2 3
30 Wahid Ramadani 3 3 3 2 3
Mean Score 2.5 2.6 2.4 2.4 2.6
Total Mean Score 2.5
G = Grammar V = Vocabulary

F = Fluency C = Comprehension

P = Pronunciation
 236

Post-test Scores

No Name G F P V C
1 Aditya Ratama 4 4 4 4 4
2 Angger Hana P. 3 4 4 3 4
3 Anisa Putri Rahmawati 4 5 5 5 5
4 Dani Istiawan 2 2 2 3 3
5 Defa Solina R.S. 4 4 4 4 4
6 Dian Irawan 4 4 4 4 5
7 Dony Kurniawan - - - - -
8 Duwi Purnomo 3 3 3 3 4
9 Dwi Ratri Octavianita 4 5 5 5 5
10 Evita Efilia Kartika 4 4 4 4 4
11 Faevian Hardiyanto 3 3 3 3 4
12 Febia Ratnaning Tyas 4 4 4 5 4
13 Gilang Ramadhan 3 3 3 4 4
14 Ichsan Ghani 3 4 3 3 3
15 Linda Listiawati 4 4 4 4 5
16 Mellani Mahal H. 4 4 4 4 4
17 Merlin Dewayane 4 5 4 5 5
18 Mustofa Nur Iswan 3 3 2 3 3
19 Oki Darmawan 4 4 4 4 5
20 Paula Niken Gita A.P. - - - - -
21 Pius Vincentius 3 4 4 4 4
22 Rega Pratama 4 4 4 5 5
23 Reza Afandi - - - - -
24 Riza Maulana 3 4 4 4 4
25 Safira Romadoni 4 4 4 4 4
26 Selvi Nurcahyani 4 4 4 4 4
27 Setyo Pramudyanto 4 4 4 4 5
28 Susilo Suhadi 2 2 2 2 3
29 Trisna Mardiyana 4 4 4 4 5
30 Wahid Ramadani 4 4 4 5 5
Mean Score 3.5 3.8 3.7 3.9 4.2
Total Mean Score 3.8
G = Grammar V = Vocabulary

F = Fluency C = Comprehension

P = Pronunciation
 237

APPENDIX H
PRE-TEST AND POST TEST
INSTRUMENTS
 238

PRE-TEST INSTRUMENT

Type of the test : Speaking Performance

Skill : Speaking
Instructions :
 Look at the pictures.
Who are they?
Where are they?
What are they doing?
 What does the teacher probably say to the students? Give examples of the
instructions that the teacher may give to the students based on the pictures.

(Adapted from When English Rings a Bell)

 239

POST-TEST INSTRUMENT

Type of the test : Speaking Performance

Skill : Speaking
Instructions :
1. Make a short descriptive text about your idol, your friend, or the member
of your family. Then, describe him/her orally in front of the class.
2. Observe the pictures below. Make a suitable instruction or warning for
each picture.
240
 241

APPENDIX I
ATTENDANCE LIST
 242

ATTENDANCE LIST

4/4/ 8/4/ 11/4/ 15/4/ 18/4/ 22/4/ 25/4/ 29/4/

No Name
2015 2015 2015 2015 2015 2015 2015 2015
1 Aditya Ratama √ √ √ √ √ √ √ √
2 Angger Hana P. √ √ √ A √ √ √ √
3 Anisa Putri Rahmawati √ √ √ √ √ √ √ √
4 Dani Istiawan √ √ √ √ √ √ √ √
5 Defa Solina R.S. √ √ √ √ √ √ √ √
6 Dian Irawan √ √ √ A √ √ √ √
7 Dony Kurniawan √ √ √ √ √ √ √ I
8 Duwi Purnomo A √ √ √ √ √ √ √
9 Dwi Ratri Octavianita √ √ √ √ √ √ √ √
10 Evita Efilia Kartika √ √ √ √ √ √ √ √
11 Faevian Hardiyanto √ √ √ √ √ √ √ √
12 Febia Ratnaning Tyas √ √ √ √ √ √ √ √
13 Gilang Ramadhan √ √ √ A √ √ √ √
14 Ichsan Ghani √ √ √ √ √ √ √ √
15 Linda Listiawati √ √ √ √ √ √ √ √
16 Mellani Mahal H. √ √ √ √ √ √ √ √
17 Merlin Dewayane √ √ √ √ s √ √ √
18 Mustofa Nur Iswan √ √ √ √ √ √ √ √
19 Oki Darmawan √ √ √ √ √ √ √ √
20 Paula Niken Gita A.P. √ √ √ √ √ √ √ S
21 Pius Vincentius √ √ √ √ √ √ √ √
22 Rega Pratama √ √ √ √ √ √ √ √
23 Reza Afandi √ √ S √ √ √ √ I
24 Riza Maulana √ √ √ A √ √ √ √
25 Safira Romadoni √ √ √ √ √ √ √ √
26 Selvi Nurcahyani √ √ √ √ √ √ √ √
27 Setyo Pramudyanto √ √ √ √ √ √ √ √
28 Susilo S. √ √ √ √ √ √ √ √
29 Trisna Mardiyana √ √ √ √ √ √ √ √
30 Wahid Ramadani √ √ √ √ √ √ √ √
 243

APPENDIX J
PHOTOGRAPHS
 244

The researcher explained the materials and some tasks in the handout.

The students were doing some tasks provided in the handout.

The students used dictionary

to help them find the
Indonesian equivalents of
some words.
 245

The students were watching a video.

The students were singing together following the song from the video.

The researcher explained the language functions and gave some examples.
 246

The situation / picture cards for role-play activity

The students performed a role-play in front of the class.

 247

The students were watching another video.

The researcher helped the students in doing a task.

The students performed their dialogues in front of the class.

 248

A student asked for help to

the researcher in doing a
task.

Some students practiced role-

play using a video.

A student described someone

enthusiastically.
 249

Most of the students were actively participated in the classroom activity.

They were very enthusiastic in describing people.
 250

The students performed a monologue confidently to describe someone in the post

test.
 251

APPENDIX K
PERMIT LETTERS
252
253