CHAPTER
I
INTRODUCTION
A. Background of the Problem
In Indonesia, English is one a subject which is very
important in the school,
Because English is an international language
that is used by million people all over the world to communicate with another
people who came from the other nation or country. English has concluded as the
lesson in curriculum. Education Curriculum of Indonesian for Senior High School
mentions the purpose of learning English for students is to provide them the
creativity of using English language as a tool of communication even if it is
for speaking or writing.
Speaking is the
process of building and sharing meaning thought in verbal and symbol of
varieties in context. As a result, speaking is crucial part of second language teaching
and learning. Many people feel that speaking is difficult. First, speaking happens in real time. Second, speaking cannot be edited and revised. We will be possible
to do mistakes in pronunciation or grammar. The following illustration will present
some of significances of speaking.
1
The first, it can transfer idea, thinking, and opinion. Many ideas can be
transferred to other people. This is the way to transfer idea; by asking information
or asking opinion. The second, it can
take and give the information and knowledge. Much information and knowledge can
be received. It gives and takes the information and knowledge to other people
and they will receive the new information. The
last, can activate of brain directly. Definitely, in speaking activity does
not have much time for thinking.It is directly without preparation. It can be
improved. Then, it must be practiced and make it happen every day whenever and
wherever.
Based on the
illustration above, it has showed that speaking is necessary for everybody in
daily activity especially English students. However, speaking is problematic at
grade VIII-4 of SMP Negeri 5 Padangsidimpuan in aspect of ability and
mentalist. The fact is revealed in the following illustration. It has found
from the English teacher and the students. The teacher has said that students’ speaking
ability is low. The proof was from the students’ rapport result. They got the
result average 50-65 while the KKM at SMP N 5 Padangsidimpuan is 75 for all
English skills.[1]
The students come from different ethnic group. Some of them are Bataknese, and
Javanese. The accent is different each other. The phenomenon in the field, the
Bataknese is difficult to speak English smooth. It relates to the
pronunciation. Actually, not only Bataknese has the problem in accent but also
Javanese.[2]
The students’ fluency and the accuracy are bad. Many students feel tremble,
tight, and worry.
In addition,
there are some students’ problems in speaking ability. They are about accent,
fluency, accuracy, comprehension, grammar, vocabulary, and lack of
self-confidence. She said that not many
students are brave to speak out in front of the class from the hundreds of
them. More than just four until five who has self-confidence to speak out. It
has found the reasons. The first, they are afraid to do mistake. The second,
they have high anxiety. Then, they do not practice it. The last, they have lack
of self-confidence. [3]The
researcher has got self-confidence as the main problem to be solved in speaking
ability.
Moreover, the
English teacher of SMP Negeri 5 Padangsidimpuan seldom to makes group
discussion in teaching learning process. It has found the reason is the students
will make noisy in the classroom. They often do reading and doing the
exercises. It makes students get bored. One of ways to make effective teaching speaking
is making the students active by using good and interesting method in teaching
learning process so they enjoy and improve their speaking ability.
Accordingly, the
problems above need to be solved in order to avoid flaws in students as product
of education. Schools have to create the good output students. It means that,
they are easy in doing communication. The school and the teachers will be
exemplary if the teachers are able to make it happen. Douglas said, “There are
nine the Communicative Fluency Activities for Language Teaching. They are
interview, guessing games, jigsaw tasks, ranking exercises, discussions, value
clarification, problem solving activities, role play and simulation technique.
From the
alternative techniques above, the researcher chose to employ Video to improve
students’ speaking ability. It is an effective media in teaching speaking. At
least five reasons are available as background of the choice. First, it is
interesting. The second, the students are active in classroom. The third, there
is a good interaction between students and teacher. Then, can be created
positive respond. The last, the students will be critical thinking because they
know what ought to do and not ought to do.
The researcher
was interested in conducting a Classroom Action Research, which purpose to
improve students’ self-confidence in speaking ability. Therefore, from explanation
above the researcher conducted the title of the research improving students’ speaking
ability through video at grade VIII of smpnegeri 5 padangsidimpuan.
B. Identification of the Problem
There are some problems found by the researcher
during the observation. The problems found are related to the students,
teachers’ teaching method, and media used in the English class. The problems
are as follow.
The first problems are related to the students.
During his observation, the researcher found that some of the students did not
pay attention to the teacher’s explanation. The students from the back row made
noises when the lesson in progress. They talked to each other while their
teacher was explaining the lesson to them. The researcher also saw that some of
the students just looking outside the class and there were students who just
drew pictures or did homework from another subject. Then, from his observation,
the researcher saw that a number of students had low self- confidence when they
were asked to speak in front of the class. They did not know what to say and
how to express their ideas in English. This happened because they lacked the
knowledge of vocabulary, grammar, and pronunciation.
The second problem is the problem was concerned with the
technique that the teacher used in delivering materials. She did not use many
interesting teaching techniques. She used a student worksheet (Lembar Kerja
Siswa in Indonesian, abbreviated as LKS) as her primary guidance and a textbook
published by the government as her supplement textbook.
The last problem is related to the teaching media.
Most of the teaching media found in the school are visual media. There are fewer
audio or audiovisual media. The teacher also seldom used media in the teaching
and learning process. She just explained the lesson using the textbook and it
was clearly seen that her students felt bored during the lesson. This also
affected the effectiveness of her teaching especially when the materials needed
actual objects as the examples.
C. Limitation of the Problem
Here, the
researcher limits the problem of the research like “Improving Students’
Speaking Ability ThroughVideo at Grade VIII of SMP N 5 Padangsidimpuan”
In this research, the researcher limited the speaking
skill in Asking and
giving information. The material for Asking and giving informationhere
is about Asking and
giving informationities. The researcher choose Asking and giving informationas
the topic of the conversation, because the Asking and giving informationwas
in the Junior High School curriculum for speaking by using video. So, the
researcher supposed to find out how the video could improve the students’
speaking ability at eighth grade of SMP N 5 Padangsidimpuan.
D. Formulation of the Problem
Based on the limitation above, the problem of the
research can be formulated as : ”How the video can improve students’ speaking
ability at VIII
grade of SMP of SMP N 5 Padangsidimpuan?”.
E. Aim of the Research
The aim of the
research is to know how can
the video improve the students’ speaking ability at VIII grade of SMP N 5 Padangsidimpuan.
F. Significances of the Research
The significances of the research are to the large
purposes depending on the context of education. The significances of the
research are:
1.
Headmaster of
SMP N 5 Padangsidimpuan, to develop and encourage the English teachers to teach
English well.
2.
English teachers
of SMP N 5 Padangsidimpuan, especially for the eighth grade; to add their
references in teaching speaking.
3.
Students of SMP
N 5 Padangsidimpuan, especially for the eighth grade of SMP N 5
Padangsidimpuan; to give an alternative way to improve their speaking ability,
especially in daily conveAsking
and giving information.
4.
Researchers, to add their
information about the same
research.
G. Definition of the
Terminologies
1.
Speaking skill
Speaking is a
productive skill in the organs of speech to express meaning which can be
directly and empirically observed. Productive skill is meant the ability of
person to actively produce the language by coordinating the organs of speech
such us the lips, tongue, teeth, vocal chords, larynx, pharynx, etc. Express
meaning means that the purpose of producing language in verbal communication is
to deliver ideas so that the speaker can convey meaning to the listener.[4]
The ability is
something can be scored as the result. It means the researcher needs to take
the score or value from the students as the information for the students’
speaking ability.
So, speaking
ability is a productive skill to express the meaning or own ideas by using the
organs of the speech. It is a skill which can be scored.
2.
Video
Video is the
display of recorded pictures on a television-type screen. Any media that
employs a cathode-ray screen to present a picture can be referred to as video.[5]
So, it is one of a visual-media for teaching speaking which is appropriate for
the students, especially for Junior High School.
H. The Hypothesis of Action
Based on
definition and the literature, the researcher stated the hypothesis as “The
video can improve students’ speaking ability”
I. The Indicator of Action
Action research
is a field research which conducted by researchers to gather information and
improve the ways how they teach and how well their students learn. Mills stated
the definition of the action research in Creswell’s book as:
Action research designs are systematic procedures done
by teachers (or other individuals in an educational setting) to gather
information about, and subsequently improve, the ways their particular
educational setting operates, their teaching, and their student learning.[6]
So, the
researcher is the key todesign the procedures of the research from the
beginning until the end of the research. This step also called the preparation
step.
There will be 2
cycles in this research. It is consisted Planning, Action, Observation, and Reflection
for each cycle. The researcher will create a teaching program related to the
problem; lesson plan about the use of video to improve students’ speaking
ability until the end of the action. The researcher will analyze how the video
improve the students’ speaking ability; the students’ ability in taking
information from the video, the students’ ability to conduct the conversation
based on the material from the video. Thus, the researcher believe that the
video can improve the students’ speaking ability.
In this
research, the researcher will collaborate with the teacher who work in SMP
Negeri 5 Padangsidimpuan. The teacher is going to be a the researcher’s partner
to work together as a team to solve the students’ problem in improving
students’ speaking ability.
[1]Marlina,
English Teacher of SMP N 5 Padangsidimpuan, Personal
Interview,( SMP N 5 Padangsidimpuan 21st February 2019 ) at
11:00 am.
[2]Marlina,
English Teacher of SMP N 5 Padangsidimpuan, Personal
Interview, (SMP N 5 Padangsidimpuan28th February 2019)
at 09:00 am.
[3]RiskaMulyani
at Grade X the second Semester of SMP Negeri 5Padangsidimpuan, (SMP Negeri 5 Padangsidimpuan,
10th March). At 10.00 am
[4]L.
Cameron, Teaching Languages to Young
Learners, (New York: Cambridge University Press, 2001), p. 40
[5]Timothy
J. Newby, Instructional Technology for
Teaching and Learning, (New York : University of Virginia, 2000), p. 102
[6]John
W. Creswell, Educational
Research(Planing, Conducting, and Evaluating Quantitative and Qualitative
Research)4th Edition, (New York: Pearson, 2012), p. 576
