THE USE OF MEDIA IN TEACHING SPEAKING AT SMAN 02 BATU
THESIS
By:
ARIYANTO IBRAHIM
ENGLISH DEPARMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY MUHAMMADIYAH OF MALANG
THE USE OF MEDIA IN TEACHING SPEAKING AT SMAN 02 BATU
THESIS
By:
ARIYANTO IBRAHIM
09360077
ENGLISH DEPARMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY MUHAMMADIYAH OF MALANG
THE USE OF MEDIA IN TEACHING SPEAKING AT SMAN 02 BATU
THESIS
This thesis is submitted to meet one of the requirements to achive
Sarjana Degree in English Deparment
Faculty of Teacher Training
and Education
By:
Ariyanto Ibrahim
09360077
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY MUHAMMADIYAH OF MALANG
TABLE OF CONTENTS
CHAPTER II: REVIEW OF RELATED LITERATURE 2.1. Teaching English ... 7
2.2. Teaching Speaking ... 8
2.3. Teaching Media ... 9
2.3.1. The Definition of Teaching Media ... 9
2.3.2. The Criteria in Selecting Teaching Media ... 10
2.3.3. The Functions of Teaching Media ... 11
2.4. The Types of Teaching Media ... 12
2.4.1 Visual Media ... 12
2.4.2 Audio Media ... 14
2.4.3 Audio-Visual Media ... 14
2.5. Media for Teaching Speaking ... 16
2.6. The Problems of Using Media in Teaching Speaking ... 16
CHAPTER III : RESEARCH METHOD
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS 4.1. Research Findings ... 23
4.1.1. The Kinds of Teaching Media Used in Teaching Speaking ... 23
4.1.1.1. Visual Media ... 23
4.1.1.2 Audio Media ... 24
4.1.2. The Problems in Using Media of Teaching Speaking ... 25
4.1.2.1. The Problems in Using Visual Media ... 25
4.1.2.2. The Problems in Using Audio Media ... 26
4.1.3. The Solutions of the Problems ... 26
4.1.3.1. The Solutions of the Problems in Using Visual Media ... 27
4.1.3.2. The Solutions of the Problems in Using Audio Media ... 27
4.2. The Discussions ... 28
CHAPTER V : CONCLUSION AND SUGGESTION 5.1. Conclusion ... 31
5.2. Suggestions ... 32
5.2.1. Suggestions for the English Teacher ... 32
5.2.3. Suggestions for Further Researchers ... 33
BIBLIOGRAPHY ...
33
Anggraini, Meri.2010. the Teaching of Speaking in Extracurricular Class By Using Movie Done by the English Teacher at SMAN 02 Batu, Malang: Unpublished Thesis of University of Muhammadiyah Malang.
Ary, Donald.1979.introduction to Research in Education. United states of America: Wadsword Group
Arsyad, Azhar. 2002. Media Pembelajaran. Jakarta : PT RajaGrafindo Persada.
Brown, H.D. 2000. Princilples of Language Learning and Teaching. New York: Addison Wesley Longman.
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Corbetta, P. 2003. Social Research Theory, Methods, and Techniques. London: SAGE Publications.
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Muhammadiyah Malang.
Ely, Donald, P., Gerlach, Vernon, S. 1980. Teaching Media : A Systematic Approach (2nd ed.). New York: Prentice Hall, Inc.
Fraenkel, Jack R. and Wallen, N.E. 2007. How to Design and Evaluate Research in Education. New York: Mcgraw-Hill companies Inc.
Gay, L.R& Arisian, P.(2003). Educational Research: Competencies for Analysis and Appliacations. United States of America: Mc Graw Hill. Inc.
Kasbolah, Kasihani. 1993. Teaching-Learning Strategy I. Malang: IKIP Malang.
Kasbolah, Kasihani. 1995. Instructional Media for Young Learners of EFL. ELE. I (1): 68-73.
Lado, Robert. 1964. Language Teaching: A Scientific Approach. United States of America: Mc Graw Hill.inc
Latuheru, John. D. 1988. Media Pembelajaran Dalam Prosess Belajar Mengajar Masa Kini. Jakarta. Depdikbud Dirjen Dikti Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan.
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Pollard`s, L. (2008), Guide to Teaching English. London University Press.
1 CHAPTER I
INTRODUCTION
This chapter presents background of the study, statement of the problem,
purpose of the study, significance of the study, scope and limitation, and definition of
the key terms.
1.1 Background of the Study
Speaking is ‘the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts’ (Chaney, 1998, p. 13).
Speaking is a crucial part of second language learning and teaching. Despite its
importance, for many years, teaching speaking has been undervalued and English
language teachers have continued to teach speaking just as a repetition of drills or
memorization of dialogues. However, today's world requires that the goal of teaching
speaking should improve students' communicative skills, because, only in that way,
students can express themselves and learn how to follow the social and cultural rules
appropriate in each communicative circumstance. In order to teach learners how to
speak in the possible ways, some speaking activities that can be applied to ESL and
EFL classroom settings such as discussion, simulations, information gap, story telling,
brainstorming, reporting, etc.
Speaking is originally formed by communicating in social and cultural rules,
but in the school context, speaking is organized formally where the students can
express themselves in class and school environment. Based on the researcher`s
2
about the students` low speaking ability. Most of the students had difficulties when
the teacher asked them to speak English. Moreover, the students were passive when
joining speaking class; it happened due to some reasons such as poor mastery of
vocabulary, grammatical patterns and pronounciation. It is supported by Kasbollah
( 1993, in Anggraini, 2010) who stated that speaking is oral language proficiency and
constitutes a complex language skill involves knowledge of pronounciation, grammar,
vocabulary and culture.
Futhermore, the main problem is that they do not know what to say. They even
do not know how to express something in English. Definitely, there must be a solution
to solve the problem such as using attractive media such as audio, visual, and
audio-visual. Arsyad (2000) says that the use of media in teaching learning process creates
new interest, motivation, and stimulus and gives psychological influence to the
students.
Nelita (2000) who studied about The Media in Teaching Learning English used
by the Teachers at MAN 7 Jakarta indicates that all of the English teachers at MAN 7
Jakarta used visual media such as pictures, real objects, and brochures. Most of the
students liked to have visual media in their English class. Based on her study, she also
found that the media could motivate students and make teaching learning process more
effective and make the concept of information clearer. Moreover, Arianto (2003) who
studied about The Use of Media in Teaching English reported that the instructional
media could increase students` motivation in learning, make students active to give
response, enable them to repeat what they learned and encourage them to be interested
in English. According to him, the teacher had to be creative to make the students
interested in learning English because the students prefered to learn by playing. It
means that the students enjoyed the learning process by using any kinds of media
3
Based on the case above, the researcher believes that the usage of media is
needed to improve students` speaking skill. Media is one of the most important factors
in supporting teaching and learning process. Media in education perspective is a
strategic instrument in determining the success of the learning process because its
existence can directly provide its own dynamics for learners. However, by having
complete media of learning, students are easy to explore information through visual,
audio and audio-visual and can enhance their learning.
Media encompasses all the materials and physical means an instructor might
use to implement instruction and facilitate students’ achievement of instructional
objectives. This may include traditional materials such as chalkboards, handouts,
charts, slides, overheads, real objects, and videotape or film, as well newer materials
and methods such as computers, DVDs, CD-ROMs, the internet, and interactive video
conferencing. The types of media can be audio media, visual media, and audio-visual
media that can help during teaching and learning process. Audio media belongs to
media that can be listened to, such as radio, cassette; while visual media are media that
can be seen, such as computers, films, or real objects. The instructional media that
involve the senses of sight and hearing are named as audio-visual media.
The researcher chooses media as a solution of the problems in teaching
speaking because its existence can help teachers in presenting the material efficiently.
This is certainly a positive impact on students and teachers who hold teaching and
learning activities. By using media, students have new motivation and interest to learn
English. For the researcher, the use of media in teaching and learning process is to
improve the quality of students` achievement. In other words, it becomes more
4
The researcher plants to conduct this study at SMAN 02 Batu Malang due to a
fact that students` speaking ability in that school is low. Based on the observation by
the researcher, it was found that the average score of students on speaking was low.
The scores which were taken from 30 students show that their average score was 50
(C) which means that they still had lack of speaking proficiency. From the fact above,
the researcher would like to conduct a research on the teaching media used in teaching
speaking at SMAN 02 Batu Malang.
1.2 Statement of the Problems
1.2.1 What kinds of media does the teacher use in teaching speaking at SMAN 02
Batu Malang?
1.2.2 What problems do the teacher face in using media for teaching speaking at
SMAN 02 Batu Malang?
1.2.3 How does the teacher solve the problems in using media in teaching speaking at
SMAN 02 Batu Malang?
1.3 Pupose of the Study
1.3.1 To describe the kinds of media the teacher use in teacher in teaching speaking at
SMAN 02 Batu Malang
1.3.2 To describe the problems the teacher face in teaching speaking at SMAN 02
Batu Malang
1.3.3 To describe the way the teacher solves the problems in using media in teaching
5
1.4 Significance of the Study
The result of this study is expected to give contribution to English teachers,
especially English teachers at SMAN 02 Batu Malang who use media to improve
students` speaking skill. Besides, the finding of this study is aimed at giving feedback
to the teachers in order to reflect on their use of the media in teaching English. For the
students, this study is aimed to motivate them in the teaching and learning process.
The result of this study also can be used as a consideration for other researchers who
want to study about the media including the types of media, principles in selecting the
media, and the strenghts as well as the weaknessess of the media.
1.5 Scope and Limitation
This study focuses on the media used by the English teacher in teaching
speaking skill including audio, visual, and audio visual along with the strengths and
weaknesses. This study is limited on the teaching of speaking by the teacher at the
second grade at SMAN 02 Batu Malang academic year 2012/2013.
1.6 Definition of the Key Terms
In order to avoid ambiguity and misunderstanding of the technical terms used in
this study, several terms are defined as follows:
1.6.1 Media is any kinds of components that can give stimulate for students to study
(Gagne, 1985). In this study, media means the tool that is used by a teacher to
deliver the material to the students include messaging, people, and equipments.
There are three kinds of media; they are Audio Media are media that can be
6
instructional media that involve the senses of sight and hearing
(Kasbolah,1993:57).
1.6.2 Teaching is showing or helping someone to learn how to do something, giving
instruction, guiding in the study of something, providing with knowledge,
causing to know or understand (Brown, 2000). In this study, teaching refers to
the teaching of speaking through an interactive prosses between the teacher and
students that uses media (visual, audio, and audio-visual media).
1.6.3 Speaking isoral language proficiency and a complex language skill that involves
knowledge of pronounciation, grammar, vocabulary, and culture (Kasbollah,
1992, in Anggraini, 2010).
