CHAPTER I INTRODUCTION
This chapter pertains to several points, i.e. background of the problems, that is, the basis why the research is carried out, formulation of the problems which concerns on what matters should be particularly focused on, completed with objectives of the research, uses of the research, scope of the research, and definition of terms clarified as follows:
1.1 Background of the Problem
It is obvious that the principal objective of English language teaching is to make its learners able to communicate with their interlocutors by using the language properly. More specifically, this provides the students with a skill which enables them to communicate orally with others in order to convey the intended message in an understandable way.
difficult aspect of language learning for teachers to help the students with (Brown and Yule, 1983).
Learners of Elementary School have been required to learn English since their first time of study. They are taught the basic elements of English such as knowing simple vocabularies, daily short expression, etc. It goes on until the learners attend Junior and Senior High School. With more time and exposure with English they are expected to be able to use English in more extended state. In other words, the learners have been long guided to be able to speak in English. Unfortunately, they are still unable to do so. They often face problems of expressing idea, opinion, and message to others fluently and comprehensively in oral form.
More specifically, as is widely known, fluent and effective communication is the instructional goal of language learning in SMA curriculum. The SMA learners of English are demanded to have sufficient speaking skill. They have to be able to communicate their ideas, feelings, desires, etc. to others. However, the students encounter many difficulties in achieving these objectives of learning speaking. Byrne (1977) states that students of Senior High School often face difficulties in speaking such as expressing simple greeting and response, making a more comprehensive dialogue, up to conveying long stretches of ideas like those in monologue, although they had enough time to learn English in Junior High School, even in Elementary School. It is seen when the students are asked to practice speaking. They seem reluctant to speak of their own ideas.
Imelda, 2001; Yunila, 2002; and Rahayu, 2004). This problem is particularly due to many reasons, two of which are the inappropriate use of technique and medium used in English instruction. Many teachers prefer using ways and media of teaching which often do not promote their students’ speaking skill. As a
consequence, the students are not able to perform adequate skill to express their ideas orally.
During the Field Practice Program (PPL) done by the researcher, it was also found that the majority of the students experienced difficulty to express their ideas in English orally. This might be related to a number of factors, one of which is the improper way of teaching speaking used by the teachers. They were often found to use traditional and monotonous technique as well as conventional medium of teaching. They often just gave the students long one way-explanation about a speaking material. Then, the students were asked to read their text book about the material being discussed. As a result, they could not perform a natural and fluent speaking.
In fact, technique is one of the most influential factors in language teaching. It deals with an implementational term, which actually takes place in the classroom. This is a particular trick, stratagem, or contrivance, used to accomplish an
immediate objective (Anthony, 1963: 63). On the other hand, medium also contributes huge effects in language instruction. Therefore, these two elements of teaching become inseparable in the language instruction.
particularly the technique and medium used in teaching process are considered important. A good technique is not merely proper when it is combined with an inappropriate medium, and vice versa. Therefore, it is important for English teachers to merge and apply a good technique which matches a promoting medium so that the learners are involved optimally in the teaching and learning process which then, leads to the successful achievement of language teaching and learning objective.
There are various techniques used in language teaching and learning. Among them is the one which makes use of video as the main medium to promote students’ speaking performance. As is widely known, video has been a popular medium used to improve students’ language ability, particularly their listening skill. However, it has not been largely employed to foster students’ speaking skill. There has not been sufficient amount of research concerning the use of video for improving students’ speaking skill. Hence, it is expected that the application of proper technique with video will enhance speaking teaching and learning quality.
video in classroom language instruction is expected to be contributive used in improving students’ speaking skill.
Related to the use of video in language teaching and learning, Viney (2004) in Karlina (2010: 29) states that there are five most popular techniques which take benefit of video as the main medium for language teaching and learning, they are: (1) silent viewing technique, (2) sound-only technique, (3) freeze frame technique, (4) jigsaw viewing technique, and (5) normal viewing technique. These five techniques occupying video as the main medium can well be applied in teaching speaking to English learners.
Nonetheless, if it is observed in more detail, there are two techniques which seem to have similar types of exposure to students, silent viewing and sound-only technique. Both serve audio and visual presentation. What makes them different is the turn of these two exposures given to the students. In silent viewing technique, visualization comes first at the beginning of the while-activity and audio comes next. Meanwhile, in sound-only technique, the sessions are played conversely; the audio is put first, which is followed by the visualization. Use of visualization will engage the students’ imagination of what is happening in the video. Audio, on the other hand, provides students with the precise model of how sounds are produced, including pronunciation, intonation, or stress.
In addition, speaking is not merely about expressing ideas, thoughts, etc. In a deeper view, speaking, particularly for some types of advanced oral performance, requires optimum memory acquisition and mental activity all at once. In
lectures, readings, news broadcasts, and the like. The listener, on the other hand, must process long stretches of speech without any interruption and the steam of speech will remain going on whether or not the listener comprehends. Thus, it is the speaker who must be able to utter everything stored in mind, not only in a natural, but also in a comprehensible way so that the listener understands what the speaker is saying.
In relation to the above fact, sufficient memory acquisition will only be achieved by students’ devotion of optimal mental activity while they are learning (Frost, 2008). This intelligible attachment is benefited from the use of video which is occupied both by silent viewing and sound-only techniques. It is considered the most appropriate medium to serve the students with complete exposure, both visualization which offers interesting, impressive and real examples of, like cultures, interaction, emphasis, social life and auditory with precise example of pronunciation, dialogues, etc. which finally promote students’ speaking
achievement, particularly in term of advanced speaking performance, such as monologue.
given the soundtrack listening at first, and the video viewing comes straight after it. It is this fact that underlies the research to be employed to apply and compare the two techniques in order to find out which one is more effective to be utilized in speaking teaching and learning and to improve students’ speaking achievement.
This study is conducted through a work entitled “A Comparative Study of Students’ Speaking Achievement between Those Taught through Silent Viewing and Sound Only Technique at The First Grade of SMA N I Natar. SMA N 1 Natar was picked out in this research since the language teaching and learning which occurred in classes at this school still used conventional technique and medium. It is seen from the pre-observation that most of teachers there taught the students only by using monotonous and traditional way of teaching. They taught the speaking material only by explaining it without using effective technique and medium which can attract the students’ attention and focus toward the subject being learned. During the teaching, there was no two-way interaction between the students and the teacher. As a result, the students tended to be bored and
exhausted. They did not feel motivated and stimulated to make a good interaction with their friends. Consequently, when the students were asked to perform their speaking, they seemed reluctant, confused, and even afraid of what to say.
Therefore, by implementing and comparing silent viewing and sound-only
1.2Formulation of the Problems
In line with the background of the research described previously, the formulation of the problems is composed as the following:
1. Is there any significant difference in the increase of students’ speaking achievement between those taught through silent viewing and sound-only technique?
2. In what elements of speaking do the students most differ when they are assigned to have oral performance?
1.3 Objectives of the Research
This study is aimed at reaching the objectives below:
1. To find out whether there is a significant difference in the increase of students’ speaking achievement between those taught through silent viewing and sound-only technique.
2. To determine in what elements of speaking the students most differ when they are assigned to have oral performance.
1.4. Uses of the Research
This research is expected to be used for:
1. Theoretically, the results of this research are counted on to confirm and clarify the previous theories about teaching speaking.
1.5 Scope of the Research
This is a quantitative research. It was conducted at SMAN I Natar, focusing on the comparison of silent viewing and sound-only technique in teaching speaking. There were two classes singled out as the subjects of research; one class was the experimental class 1 while the other one was the experimental class 2. The research was conducted in five meetings respectively; the first meeting was for pretest, the second, the third, and the fourth meetings were for treatments and the fifth meeting was for the posttest, with time allocation 2x45 minutes for each meeting.
1.6Definition of Terms
In order to make a mutual perception among the readers, the definition of terms which needs to be served is itemized as the following:
Speaking
It is defined a way by which people use to communicate their messages, intention, or ideas to others. This is also used to maintain someone’s social relationship with their colleagues.
Silent viewing technique
This is a kind of technique which guides students to view video visualization in their first turn of learning and followed by listening to the video soundtrack in the second part of learning.
Sound-only technique
It is a technique which engages the students to listen initially to a video
soundtrack in the first session and view the video visualization in the second time of their learning.
Video
CHAPTER III RESEARCH METHODS
This chapter prominently labors the point about the methods of research used in the study, covering research design, subject of the research, variables, data collecting technique, steps in collecting the data, instruments of the research, criteria of a good test, and data analysis drawn as follows:
3.1 Research Design
This research was a quantitative study. It was aimed at finding out whether there was a significant difference of speaking achievement between students taught through silent viewing and those taught through sound-only technique and determining in what elements of speaking most of the students differ when they are assigned to have oral performance. During the research, a true experimental research (two group-pretest-posttest design) was applied. There were two classes as the subject of the research. One class was the experimental class 1 while the other one was the experimental class 2.
The design can be illustrated as follows: G1 (random) T1 X1 T2
In which:
GI : Experimental Class 1 G2 : Experimental class 2
X1 : Treatment (using silent viewing technique) X2 : Treatment (using sound only technique) T1 : Pretests (before treatment)
T2 : Posttests (after treatment) (Setiyadi, 2006: 143)
The pretest was administered to find out the students’ initial speaking ability, represented by their speaking achievement, before treatments. Subsequently, the students’ in the experimental class 1 was given three treatments by using silent viewing technique, while the students in the experimental class 2 accepted the same number of treatments by using sound-only technique. Eventually, a posttest was administered to find out the students’ speaking achievement after treatments.
3.2 Population and Sample
After the pretests for both experimental class 1 and 2 were conducted, the results were compared. It is necessary to measure whether the two classes had a relatively equal basic ability in speaking. Thus, the result of the homogeneity of the scores between the two classes was carried out by using T-test. The hypothesis for the homogeneity of the variance test is:
: There is no significant difference : There is a significant difference
, indicates that there is no significant difference. This means that the students both in the experimental class 1 and 2 have a relatively equal initial ability in speaking. Meanwhile, the is proved if the students of the two classes do not have similar initial speaking ability. Perhaps, the students of the experimental class 1 have better initial speaking ability before treatments or vice versa.
3.3 Variables
Based on the problems of the research, the variables can be defined as follows: 1. The dependent variable is the students’ speaking achievement.
2. The independent variable is the treatments proposed in the research (silent viewing and sound-only technique).
3.4Data Collecting Technique
In the process of data collecting, speaking tests were used as the instrument. There were two types of tests; pretest and posttest which are elaborated as follows:
1. Pretest
Pretest was conducted before treatments were given. It was carried out in order to know how far the students had mastered speaking before
treatments. The data collected in this research were used to measure whether there is a significant difference or not between the students’ speaking achievement, in the experimental class 1 and 2.
2. Posttest
Posttest was conducted after the employment of treatments. It was carried out in order to know the increase of the students’ speaking achievement after being given treatments. The form of the test was the same as that in the pretest. It was conducted in 80 minutes, 10 minutes for each group since the oral performance was done in group which consists of five students respectively.
3.5 Procedures of Collecting Data
Related to data collecting process, there were some procedures applied for this research, they were:
1. Determining the subject of the research
one class was the experimental class 2, determined by using simple probability sampling using coin.
2. Preparing materials for pretest
In this research, there were two pretests conducted both in the experimental class 1 and experimental class 2. The topic was about narrative story. The materials were taken from students’ handbook based on the School-based Curriculum.
3. Conducting the pretest
Pretest was conducted in order to measure students’ basic speaking ability before being given treatments. It was in form of oral test of monologue, carried out in 80 minutes.
4. Giving treatments
There were three times of treatments conducted in this research. Each treatment was held for 90 minutes, consisting of procedures of teaching speaking through silent viewing and sound-only technique.
5. Conducting the posttest
The posttests were conducted both in the experimental class 1 and 2. They were held in order to measure the increase of the students’ speaking achievement. The same as the pretest, posttest was conducted in 80 minutes, in form of oral test of monologue presentation.
6. Analyzing the test result (pretest and posttest)
done to know whether there was a significant difference between the two techniques in contributing increase toward the students’ speaking
achievement.
3.6 Criteria for Evaluating Students’ Speaking Performance
The form of the test was subjective, since there was no exact and fixed answer for the speaking performance. Therefore, to minimize any subjectivity as much as possible, inter rater was occupied to assess the students’ performance which was also documented in form of recording. The raters were the researcher herself and an English teacher at the school, Dian Noviyanti, who is the English teacher in the experimental class 1 and 2, graduated from English Department of Teacher Training and Education Faculty of Lampung University. She has been teaching those classes since 2009.
Meanwhile, the students’ utterances were recorded since it helped the raters to evaluate their performance more precisely and objectively. Furthermore, the speaking test was measured based on two principles, reliability and validity, as explained below:
1. Reliability
rater reliability was occupied to make sure and verify that both the scoring
between raters and that of the main rater herself (the researcher) is reliable or not.
The statistical formula for calculating inter-rater reliability is as follows:
R= 1- .(.(∑ ))
In which:
R = Reliability
N = Number of Students
D = the difference of rank correlation
1-6 = Constant number
After the coefficient between raters was found, the coefficient of reliability was analyzed based on the standard of reliability below:
a. a very low reliability : ranges from 0.00 to 0.19
b. a low reliability : ranges from 0.20 to 0.39
c. an average reliability : ranges from 0.40 to 0.59
d. a high reliability : ranges from 0.60 to 0.79
e. a very high reliability : range from 0.80 to 0.100
Slameto (1998: 147).
Statistical computation of SPSS 15 was used to measure the inter-rater reliability in this research. The results gained were reported as follows:
a. Inter-rater reliability of Pretest in Experimental Class 1.
R= 1- .(.( ))
R= 1- .( )
R= 1- .( )
R=
1-R= 1-0.21
R= 0.79
This shows that both two raters have a high inter-rater reliability (0.79)
b. Inter-rater reliability of Posttest in Experimental Class 1.
R= 1- .(.(∑ ))
R= 1- .(.( . ))
R= 1- .( )
R= 1- .( )
R=
1-R= 1-0.13
R= 0.87
c. Inter-rater reliability of Pretest in Experimental Class 2.
R= 1- .(.(∑ ))
R= 1- .(.( . ))
R=
1-.( )
R= 1- .( )
R=
1-R= 1-0.09
R= 0.91
It implies that the two raters have a very high inter-rater reliability (0.91).
d. Inter-rater reliability of Posttest in Experimental Class 2
R= 1- .(.(∑ ))
R= 1- .(.( . ))
R= 1- .( )
R= 1- .( )
R=
1-R= 1-0.16
R= 0.84
Those calculations of coefficient between the first and the second rater depict that both raters have a close divergence varying from high to very high inter-rater reliability. Besides, it also points out that the first rater’s scoring is representative and reliable to be proceeded forward.
2. Validity
In essence, any test should portray a proper reflection of what has been taught as well as what knowledge or ability students are intended to know and master. This is validity which obviously meets this rationale. It makes reference to a state that the test measures what is intended to measure. It means that it relates directly to the purpose of the test. Furthermore, this research focused on two types of validity, content validity and construct validity. Content validity can be best examined by the table of specification which matches the syllabus used by the teacher. From the table of specification, it is shown that the content validity is achieved.
Meanwhile, construct validity concerns with whether or not the test is actually in line with the theory of what it means to the language that is being measured. It would be examined whether or not the test actually reflects what it means to know a language (Shoamy, 1985: 74). The indicator of five speaking elements
This research occupied a comparison of the test to the table of specification to know whether or not the test was a good reflection of what has been taught and the knowledge that the teacher wanted the students to know. A table of
[image:21.612.132.510.253.472.2]specification is an instrument that helps the test constructor plans the test. Below is the comprehensive depiction of it:
Table 1.1 Table of Specification of Speaking Aspects of speaking
elements Percentage Aspects of narrative speaking performance
Percentage
1. Pronunciation 15% 1. Opening: self and group introduction, orientation
20%
2. Vocabulary 15% 2. Evaluation 20%
3. Grammar 15% 3.Complication 20%
4. Fluency 25% 4. Resolution 20%
5. Comprehension 30% 5. Closing: moral message and group performance closing
20%
3.7Speaking Test
was used in order to score the students’ speaking test accurately. Then, it was assessed together with the rater-the English teacher of the class.
In the students’ speaking scoring, the record was used as one of considerations for scoring assessment since it helped both the researcher and the rater to evaluate the students’ speaking performance more objectively. Furthermore, it could also be replayed as is needed by both the researcher and the rater to view it back in order to get the precise and representative result of scoring. The rating sheet modified from Harris (1974:84) was used as a guide. Based on the oral rating sheet, there are five aspects to be tested and evaluated, namely pronunciation, grammar, vocabulary, fluency, and comprehension which were completely illustrated as follows:
a. Pronunciation
5 the students’ pronunciation is the same as the native speaker.
4 It is easy to be understood though sometimes unclear.
3 the pronunciation can be understood by the listener even though there is a difficulty.
2 Pronunciation is difficult to understand and there is often a repetition. 1 Pronunciation cannot be understood by the listener.
b. Grammar
5 grammatically correct sentence seen form the pattern.
4 Bit errors in sentence patters.
2 at few mistakes, with no pattern of failure.
1 Incorrect grammar
c. Vocabulary
5 Use of vocabulary is appropriate to the material being discussed.
4 The use of inappropriate words
3 Using wrong words, conversation is rather limited because of inadequate vocabulary.
2 A very limited vocabulary makes comprehension difficult.
1Vocabulary limitation is very extreme to make a virtual conversation impossible.
d. Fluency
5 Fluently and easily as is done by native speakers
4 Speed seems to be rather strongly influenced by the language problem.
3 The speed and smoothness rather strongly influenced by the language problem.
2 There is a lot of repetition.
1 Speech is so halting and fragmentary to take conversation impossibly virtual.
e. Comprehension
5 It is easy to understand by the listener.
4 It is easy to understand even though sometimes the repetition may be necessary.
3 Can be understood even though a bit difficult.
2 It cannot be understood.
The scores of each point are multiplied by four. Hence, the highest score is 100. Here is the identification of the scores:
If the students get 5, then 5x4= 20
4, then 4x4= 16
3, then 3x4= 12
2, then 2x4= 8
1, then 1x4= 4
For example:
A student gets 4 in pronunciation, 3 in vocabulary, 3 in fluency, 4 in comprehension, and 3 in grammar. Therefore, his total score will be:
Pronunciation 4x4= 16
Vocabulary 3x4= 12
Fluency 3x4= 12
Comprehension 4x4= 16
Grammar 3x4= 12
Total = 68
It means he gets 68 for his speaking performance.
3.8 Data Analysis
a. scoring the pretest and posttest,
b. tabulating the scores of the students’ speaking result using rating scale,
c. calculating and comparing the means of students’ speaking scores both in the experimental class 1 and 2,
d. calculating and comparing the means of posttests scores in each element of speaking in experimental class 1 to those in experimental class 2,
e. drawing conclusion from the tabulated result of the pretest and posttest.
[image:25.612.132.509.354.528.2]The data sample of score of pretest (T1) and posttest (T2) can be seen in the table below:
Table 1.2 Interraters’ Scoring Scale
Student
s’ name Aspects of Speaking Total
Pronun-ciation Vocabu-lary Fluency Compre-hension Grammar
R1 R2 R1 R2 R1 R2 R1 R2 R1 R2
A
0.3 0.45 0.45 0.45 0.3 0.45 0.5 0.75 0.9 0.9
B
0.3 0.3 0.3 0.3 0.3 0.3 0.5 0.75 0.6 0.6
N =
Table of score inter-rater reliability of pretest and posttest is:
No. Students’ Code Rater 1 Rater 2
Pretest Posttest Pretest Posttest
1 A 43 49 46 60
[image:25.612.141.507.578.698.2]3 C 52 46 60 52
Since the data were from different groups of students, they were analyzed by using statistical computation i.e. independent group T-Test of SPSS version 15. This was carried out to test whether or not the significant increase of the students’ gain was there as well as to determine in what element of speaking students most differed when they were assigned to have oral performance.
3.9 Data Treatment
In this research, the procedures to treat the data were as follows:
a. Normality of the Test
The normality of the test is used to measure whether or not the data in the experimental and control class are normally distributed. The hypothesis for the normality test is as follows:
: The data are normally distributed. : The data are not normally distributed.
In this study, is accepted if it signs > α, with the level of significance 0.05. To analyze the data, SPSS version 15 was used. Parametric Analysis was occupied, by using Independent T-Test.
b. Homogeneity Test
: There is no significant difference in the level of ability (equal) : There is a siginificant difference in the level of ability (not equal) In this case, the criteria for the hypothesis are:
is accepted if it signs > α, with the level of significance α= 0.05. is accepted if it signs < α, with the level of significance α= 0.05.
c. Hypothesis Testing
The hypothesis testing was used to prove whether the hypothesis proposed in this research was accepted or not. SPSS (Independent T-test) was utilized. The hypothesis was analyzed at the level of significance 0.05. This was operated to draw the conclusion and is approved if it signs < α.
The hypotheses proposed were:
H0 : There is no significant difference of students’ speaking achievement between those taught through silent viewing and sound only technique.
H1 : There is no significant difference of students’ speaking achievement between those taught through silent viewing and sound only technique.
Independent T-test in SPSS version 15 was used to investigate the significant difference of students’ speaking achievement with the level of significance 0.05. The criteria are:
3. 10 Research Schedule
[image:28.612.131.506.166.578.2]This research was planned to be conducted on dates enlisted below: Table 3. 12. 1 Research Schedule
No. Date Agenda
1. January 9th 2012 1. Pre-research, introductory meeting 2. January 10th 2012 2. Conducting pretest for experimental class
1
3. Conducting pretest for experimental class 2
3. January 14th 2012 4. Conducting the first treatment of sound-only technique for experimental class 2 4. January 16th 2012 5. Conducting the first treatment of silent
viewing technique for experimental class 1 5. January 17th 2012 6. Conducting the second treatment of silent
viewing technique for experimental class 1 7. Conducting the second treatment of silent
viewing technique for experimental class 2 6. January 21th 2012 8. Conducting the third treatment of sound
only technique for experimental class 2 7. January 23th 2012 9. Conducting the third treatment of silent
viewing technique for experimental class 1 8. January 24th 2012 10. Conducting posttest for experimental class
1
CHAPTER II FRAME OF THEORIES
This chapter encompasses concepts of speaking, types of speaking, concept of
teaching speaking, concept of silent viewing technique, concept of sound-only
technique, procedures of teaching speaking through silent viewing technique, and
procedures of teaching speaking through sound-only technique. A specific
attention is also surged for psychological phenomena of mental activation,
interference theory, and verbalization which possibly emerge during the research
realization. At the end, both advantages and disadvantages of the two techniques
are also completely presented.
2.1 Concept of Speaking
Speaking is the vehicle by which a language is used. It is considered important
since by speaking people can share and convey what they want to others. It takes
the part of pronunciation, vocabulary, grammar, fluency and comprehension
altogether (Harris, 1974: 84). Thus, speaking is considered a difficult skill in
language learning because it, at once, involves those five aspects of language
spontaneously when one wants to deliver his message to others.
There have been several experts proposing the concept of speaking. One of which
two-way process of delivering and receiving message between speaker and listener. It
involves both productive and receptive skills of understanding. Therefore, it also
takes in the role of another language skill, listening. Subsequently, in speaking,
the speaker must be able to convey his/her ideas to his/her listener as clearly as
possible in order that the listener gets the intended response to achieve mutually
comprehensible interaction.
Lado (1976: 240) advocates speaking as an ability to converse or to express a
sequence of ideas fluently. It means that the speaker must be able to produce
his/her intended utterances well so that it can be received by the listener. Then the
listener will be able to respond the speaker’s utterances appropriately.
Meanwhile, Rivers (1978: 162) states that through speaking someone can express
his/her ideas, emotions, and reactions to other person and situation, and influence
other person. It can be inferred that through speaking someone can convey
everything to other person. Also, by speaking someone can affect other people to
follow what he asks them to do or not to do.
Tarigan (1982: 18) advocates that speaking is the ability to produce articulation,
sounds or words to express, to say, to show and to think about ideas, thought and
feeling. It is the matter of producing all forms of expression in an audible and
understandable way to get response from other person which best fits it.
Moreover, Rivers (1976: 6) explains that speaking is developed from the first
contact with a language. It is supported by Murcia (1978: 91) who says that
beginning when someone was born, from the first contact with the language.
These two notions suggest that speaking is a skill that rises early when someone is
involved with a language. It comes in the very beginning of a born baby and
emerges successively after listening-the first exposure a baby is involved in after
he was born.
As a matter of fact, speaking activity occurs for many reasons, one of which is for
communication need, as Doff (1987) says that very often people talk in order to
tell people things they do not know, or to find things out from other people. It is
obvious that speaking is very crucial in real communication. In English teaching,
it is worthy to note that speaking is one important skill of the four skills,
especially for direct communication.
Brown (2001: 271) says that speaking in a language class is an ability to perform
a language in a task. In addition, speaking in this present research is defined as the
ability to express someone’s ideas, feelings, opinions, desires, etc. in carrying out
speaking task in the classroom. Therefore, it is an urgent demand to serve the
students with a proper technique so that the students can perform their speaking
task well in language learning.
To sum up, regarding all concepts of speaking by experts above, it, then, is
implied that speaking is a language skill which requires its speaker to express
his/her ideas, feelings, thoughts, etc. in form of utterances in a comprehensible
and fluent way. It is aimed at either delivering messages to the listener or to ask
In assessing speaking performance done by the students, there are some important
points need to be taken into account, some of which are the elements that
influence performance of speaking as a whole. Concerning on this, the oral scale
proposed by Harris (1974: 84) will be adopted in this research. It covers
pronunciation, grammar, vocabulary, fluency, and comprehension. These five
elements of speaking that will be used as the scoring standard for students’
speaking ability are elaborated as follows:
1. Pronunciation
Pronunciation refers to the ability to produce easily comprehensible articulation
(Syakur, 1987). Speaking is a matter of making utterances to other people in an
audible and understandable way. Audible here means that when someone is
speaking, his/her interlocutor should be able to hear what is being said clearly.
While the term understandable refers to the point that what someone is saying is
understood by his/her recipient. Hence, the intended response of the recipient can
be gained.
In addition, Strevens (1977: 81) points out that pronunciation basically refers to
the sector of language where the organization of syntax and semantics, having
first been generated in the brain as a series of solely mental process, is converted
into motor activity, which in turn, produces acoustic effect, i.e. audible sounds.
There are three basic main ranges of teaching technique which can be involved to
assist students in learning pronunciation. The first is exhortation. It is the
instructions to imitate and mimic, to make such a sound, without further
explanation. For example, the students say she /si:/ and then the teacher asks the
construction of special games and exercises which entail the use of word or
sentence so as to practice particular sounds, stress-patterns, rhythm, and
intonation. The teacher asks the students to practice how to pronounce sentences.
The third is practical phonetics which includes description of the organ of speech
and description of stress, intonation, etc.
2. Grammar
It is the study of how words and their component parts combine to form
sentences, structural relationships in languages or in a language, sometimes
including pronunciation, meaning, and linguistic history. Grammar is viewed as a
set of logical and structural rules that govern the composition of sentences,
phrases, and words in any given natural language. It refers to the study of
language rules, a kind of regularity of sound structure that nobody could learn
language without grammar, e.g.:
1. The sentence “What are you doing?” implies a grammatical rule that an
activity which is done in the present time should be in form of present
continuous tense.
2. The sentence “He plays basketball with my brother” implies a
subject-predication agreement that the verb of the third singular person, when used in
simple present tense should be added by -s/-es/ies.
In addition, grammar is seen as an inseparable part of a language. There is
obviously no language without grammar. Sequences of utterances in a language
may be artificially understood by people learning it. However, the further aims of
which can fulfill the gap of superficial understanding with the comprehensive and
integrative one.
3. Vocabulary
Vocabulary mainly refers to appropriate diction which will be effective only when
words chosen are proper for the audience (person to whom speaking is conveyed)
and purpose (under what topic and subject matter speaking is delivered), (Allyn
and Bacon, 1999). For instance, when someone wants to address his speaking to a
quality of a thing, it is improve which should be used, instead of increase, since
this word refers to the quantity of a thing, not the quality. Hence, the probability
of misunderstanding or the hindrance of information to be precisely delivered by a
speaker as well as received by his interlocutor can be avoided.
Furthermore, according to Harris (1974: 68-69), vocabulary refers to the selection
of words which is suitable with content. For instance, the word “solution”, in
general understanding, means a way to overcome something inappropriate to be
the one which is correct or more settled. Yet, when this word is used in the field of
chemistry, the meaning constantly changes to be any content or compound which
can be used for experiment, resulting in many chemical reactions, usually in form
of liquid. These two literally similar yet semantically different words may lead to
a failure of information delivery when they are overlap used.
Those two notions, then, implies that vocabulary is not just a matter of word.
Instead, it more closely related to the term of word selection in many themes of
speaking and contents. In addition, in expressing a thought, opinion, or desire, a
to be delivered will be fully and precisely accepted by the listener. To sum up,
diction, the exact words to be selected and the settings in which they are used,
means a great deal to the success of speaking.
4. Fluency
Fluency deals with the smoothness of flow with which sounds, syllables, words
and phrases are joined when speaking. Brumfit (1984) in Nation sees fluency as
the maximum effective operation of the language system so far acquired by the
students. Besides, it also refers to the natural speed by which one expresses a
language quickly and easily without any difficulty.
Here is an example of fluency in form of dialogue.
Teacher : Excuse me, can I ask you some questions? Students : Yes, of course. What are they?
Teacher : What is actually your hobby? Students : Well, I like swimming very much.
Teacher : Why do you like it? What makes you interested in it? Students : I think, because it is a lot of fun.
Teacher : What do you really mean, actually? Is it an awesome exercise? Students : Yes, it is. In addition, it can make me stay healthy and fit.
It is clear that the above dialog contains fluency since both of the interlocutors are
able to exchange relevant ideas and precise language system. All the syllables,
words, and phrases are obviously merged and sequenced smoothly. Further, the
speaking phases are clearly seen to be arranged in a well-ordered turn.
5. Comprehension
Comprehension is the study of how well one, in this case, students understand a
language, or that helps them improve their understanding of it, in which they are
answer questions. It is also regarded as the ability to understand completely and
be familiar with a situation, facts, etc. It refers to the ability to understand a
speaker’s intention and general meaning, for example:
T : Alright, after this long and competitive debate, what can probably be concluded based on the passage?
S1 : Well, after listening to the text, I can draw a conclusion that it is the complicated process of bureaucracy which causes foreign investors hesitate to make business cooperation in our country.
T : What kind of complicated bureaucracy is it?
S2 : Too much, I guess. Just take for example, in the domestic issue we need to wait for more than a month only for get an ID card renewal.
T : But we have already got an electronic service of ID card renewal, right? S3 : Yes, we have. Yet, does it succeed to overcome the citizens’ scrambled data saving? Instead, it is a seriously big deal for those who live in remote and isolated areas throughout the country. The worse, it badly opens a new chance of corruption of the governmental officials.
It is, in short, merely no more absurdity that comprehension does play its role in
promoting the success of speaking activity. It is comprehension which points out
whether or not there is a mutual intelligibility between interlocutors involved.
And, from the dialogue between teacher and students above, it can be seen that
comprehension does exist in the running conversation. After the teacher gives a
task, the students obviously can give the intended response, deeper analysis and
conclusion toward the topic discussed.
2.2 Types of Classroom Speaking Performance
Brown (2001:250) says that much of language teaching is devoted to instruction
in mastering English conversation. This premise obviously directs to his
formulation of oral language which are now taught in language classes. He
1. Imitative
A very limited portion of classroom speaking time may legitimately be spent
generating “human tape-recorder” speech, where for example, learner practices an
intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind
is carried out not for the purpose of meaningful interaction, but by focusing on
some particular element of language form. The teacher asks the students to
pronounce word “she”. The teacher will initially give the students the correct
model of pronunciation. For instance, when the students pronounce the word /si:/,
the teacher then correct it and give the students, once again, the correct
pronunciation: /ʃi:/ and asks them to repeat the word after. Here is the clearer
example:
T : Alright, pay attention, please. Can you see the picture on the blackboard, over here?
S : Yes, miss. We can see it clearly. T : Good, what picture is it, then? Y : It is actually a picture of a girl.
T : Yes, that’s right. What personal pronoun do we refer it to, usually? He or she?
S : It should be “she” as the personal pronoun. T : Can you say it once more?
S : She.
When the teacher notices that the students pronounced the word incorrectly, then she correct it and asks the students to repeat after her.
T : Allright, listen to me carefully, /ʃi:/. Can you follow me? Say it:/ʃi:/
S : /ʃi:/.
T : Yes, excellent, say it once more. S : /ʃi:/.
2. Intensive
Intensive speaking goes one-step beyond imitative to include any speaking
performance that is designed to practice some phonological or grammatical aspect
of language. Intensive speaking can be self-initiated or it can even form part of
some pair work activities, where learners are “going over” certain forms of
language. For example:
T : Class, now, look at these two sentences. Which one is grammatically correct?
S : It should be the first sentence, miss. T : Can you read it for me?
S : Yes, I can. I am studying English now. T : Alright, why do you think so?
S : It is because it uses a present continuous tense.
T : How do you know that?
S : There’s a time signal of “now”.
3. Responsive
A good deal of students’ speech in the classroom is responsive short replies to
teacher-or-student-initiated questions or comments. These replies are usually
sufficient and do not extend into dialogues. Such speech can be meaningful and
authentic. Below is the example of responsive speaking activity:
T : Hello, how are you getting on?
S : Well, as usual, I’m doing well. What about you? T : I’m fine too. Thank you. How was your day? S : It’s pretty good.
4. Transactional (dialogue)
Transactional dialogue, which is carried out for the purpose of conveying or
Conversation, for example, may have more of negotiated nature to them than
responsive speech, take for example:
T: What is the main idea of this text?
S: The government must improve better law reinforcement. T: Better law reinforcement than what?
S: Than it is right now. T: What do you mean?
S: Well, for example, the government should do reformation in national and local law institutions.
T: Do you think it is possible for it to do so right now?
S: Yes, of course, no doubt, since the incumbent government declared to do so in its campaign in 2009. Therefore, it should prove its promise.
5. Interpersonal
Interpersonal dialogue carried out more for maintaining social relationship than
for the transmission of facts and information. The conversations are a little trickier
for learners because they can involve some factors, such as slang, sarcasm, etc.
For example:
Chabel : Hi Bob, how’s it going?
Kana : Oh, so-so.
Chabel : Not a great weekend, huh?
Kana : Well, far be it from me to criticize, but it was pretty miffed about last week.
Chabel : What are you talking about?
Kana : I think you know perfectly what I am talking about. Chabel : Oh, that. How come you get so bent out of shape over something like that?
Kana : Well, whose fault was it, huh?
6. Monologue.
In monologues, when one speaker uses spoken language, as in speeches, lectures,
readings, news broadcast, and the like, the listener must process long stretches of
speech without interruption and the steam of speech will go on whether or not the
listener comprehends. In planned, as is opposed to unplanned, monologue varies
considerably in their discourse structures. While dialogues involve two or more
speakers and can be subdivided into those exchanges that promote social
relationship (interpersonal) and those for which the purpose is to convey
proportional or factual information (transactional). Here is the example:
Honorable the judges
Honorable the committee,
And all of my beloved friends.
I have three things here, a chili, corn, and a melon. Which one do you
think will you choose? Why do choose so? Do you know?? In fact, the
nutrition value contained in chili is bigger than that in corn and a melon.
It contains 7.100 grams of protein, bigger than corn that contains 1600
and a melon that contains only 0,60 gram of protein. That’s why chili is
good to meet our daily nutrition needs. Besides, Indonesian food is
well-known as spicy and hot food. There must be a lot of chilies here and
there. However, a few weeks ago, the price of chilies increased out of
control, up to Rp. 150.000 per kilogram. It made most of Indonesian
people have to limit their consumption of chilies. It’s absolutely not easy
consumption. Then, what caused this breaking phenomenon? It is said
that the increase price of chilies is due to the global warming. Is it so? …
Well, ladies and gentlemen, in this nice occasion, I would like to convey my speech concerning on the issue of global warming. …
Considering all of the speaking types above, this research was focused on
measuring the students’ speaking achievement in form of monologue. As seen in
the elaboration above, monologue is the most advanced type of speaking
performance. The long stretch of utterances will be the main focus of assessment.
2.3 Concept of Teaching Speaking
Students, as the main subject in language learning, need to be facilitated in their
attempt of speaking. Thus, it becomes necessary, particularly for teachers to
precisely guide their students to be able to master speaking skill. Teaching
speaking refers to the way teachers teach their students how to use language in
practice and oral form to express their ideas, emotions to other people in any
situation in an understandable way. Students must be able to make themselves
understood by their listener in order to get the intended response. They also have
to make an effort to avoid errors in pronunciation, grammar, vocabulary, fluency
and comprehension. It is also urgent that the students have to observe the social
and cultural rules which are applied in the situation of communication in which
they are speaking (Burnkart, 1998: 2).
According to Harmer (1990), the aim of speaking is to train students for
communicative situation in class, not only physically, but also mentally. This
extends the effort by the teacher to utilize a proper technique as well as medium to
be used to foster students’ speaking skill which directs to their improvement of
speaking achievement.
2.4 Concept of Silent Viewing Technique
To get a successful result in language teaching using video as an aid, there are
some techniques that should be benefited by both teacher and learner (Cakir,
2006: 67). Viney in Karlina (2010: 29) states that there are five most popular
techniques which make use of video as the medium for language teaching and
learning, two of which are silent viewing technique and sound-only technique.
In silent viewing technique, teacher can turn off the volume control of video. It is
done in order to make use of the visualization which will engage the students’
imagination. Watching a video sequence without the soundtrack does more than
activating learners’ schema and prior experience in interpreting what they see.
Without the distraction of the spoken words, learners can focus on the essence of
communication among people: body language, gestures, facial expression, and the
setting. Learners are motivated to use English by visualizing this common need to
communicate of the spoken language. This process will simultaneously result in
prediction when they first view the video and reproduction after they finish
1. Prediction
Since the first, the students are involved with the visualization of the video. They
have been beginning and processing, perhaps unconsciously, the prediction of
what is happening in the video, who are the characters taking roles in it, what
issues they are having, etc. This prediction will employ the students’ mind to
observe and then conclude what they are seeing in the video.
2. Reproduction
Reproduction (or ‘retelling’) can also be divided into reproduction of dialogue and
reproduction of events. Reproduction of dialogue might be most effective where
there are useful formulas, fixed expressions and points of intonation or
pronunciation. Meanwhile, reproduction of events tends to focus on narrative
tenses, and on sequences.
Active viewing increases the students’ enjoyment and satisfaction. It focuses their
attention on the main idea of the video presentation. Thus, it is necessary for
students to take an active part in video teaching presentations. Before the
presentation, the students are given some key questions on the board about the
presentation so that the students get an overview of the content of it. After
viewing the questions the students answer the questions orally, or the students
may take notes while viewing.
For more detailed comprehension, students are provided a cue sheet or viewing
guides and session of watching and listening for specific details or specific
features of language. These can be given right before the students have class
reviewed. The learners, then, can confirm their guess by viewing the video
straight after listening to the video soundtrack only.
A success of a technique used in language instruction is much influenced by its
strong points to support teaching and learning process in the class. However, no
matter how good a technique used for language instruction is, there must be some
aspects which need to be viewed since they can hinder the aims of instruction. All
these points are explored like the following:
The Strengths of silent viewing technique:
1. Students and teachers can see language in factual use. Instead of merely
listening to dialogues or other utterances, silent viewing can encourage the
students to focus on the material that they are attentively and carefully
learning to get the point of the story accurately. It can foster the students to
fully concern on sequences of the story without being disturbed by sounds
accompanying the video.
2. The technique can also increase the students’ interests of imagining what is
happening in the video, who the people are, or what they are talking about.
This activates students’ ability of prediction which leads to memory
retention as well as motivation.
The Weaknesses of silent viewing technique:
1. The technique is sometimes difficult to apply in the classroom if the story of
the movie or the conversations is too long. It mainly relates to duration and
difficulty level of the story. The students will often get confused to guess
2. Sometimes this technique can make students frustrated when teacher
constantly stop and start video, only showing little bits at time. It can also be
extremely irritating if a teacher fails to show the class how the story ends.
3. The technique is hard for the students who are poor in vocabulary, so they
cannot guess the moving lips of the speakers in the video. Thus, they need
long time to comprehend it.
4. In the first time of exposure, this technique seems to contribute nothing to
students’ speaking. Instead of focusing on physical activity, silent viewing
mainly covers mental activity alone. This can be worse when the teacher is
unable to give students preview of what will be benefited of by being
involved in this technique.
2.5 Procedures of Teaching Speaking through Silent Viewing Technique
Based on the procedure and technique proposed by Underwood (1989) and Viney
(2004), the teaching scenario can be presented as follows:
The narrative video used in the teaching and learning process is in form of fairy
tales entitled “Three Little Pigs.”
1. Pre activity (previewing)
Teacher (T) greets the students (S), e.g.:
T : Good morning class. How are you?
S : Good morning, Miss. I’m fine, thank you.
Students are informed about the topic of the lesson and objective of the learning,
e.g.:
S : Wow, yes miss, it’s great.
T : Well, in our movie watching this time, you will view a film twice. In the first viewing, you will see and observe the visualization only, without any sound of dialogues or talks. You will have to guess what is probably happening in the video. After that, you will have to be supposed to have group work and your turn listening to the soundtrack of the video only. OK class, are you ready?
S : Yes, we are.
Students are proposed with some questions related to the topic or the video they
are going to watch.
T : OK, before having the video, I want to ask you some questions. in the last meeting, you learned about narrative text, didn’t you? S : Yes, Miss, we did.
T : Good. Now, can you mention types of narrative text? S : Of course. They are folklore and true experience. T : And fairy tale, Miss.
S : Wow, good. And now… we are going to watch a narrative movie in form of fairy tale. OK, class, let’s have it done.
2. While activity (while viewing)
Students are asked to pay full attention on the video viewing.
T : Class, I will play the video without any soundtrack. As I said before, you have to guess what happens in the video. OK, do you understand?
S : Yes, Miss.
T : To make your task easier, you may discuss, write or list down anything that you consider necessary in your viewing, OK?
S : OK, Miss.
T : Good, get ready. S : Yes, Miss.
Students view the video visualization. Then, all of them start the noting and
observing all things that happen in the video.
After it gets finished, all of the students are prepared for the second session that is
the listening.
T : Great. Now, you’re going to have the next task. Are you ready?
S : We’re ready!
T : OK. . After having viewing and listening, you will be divided into groups. It consists of four students respectively. I will divide it based on your presence list order.
S : Yes, Miss.
T : Very good. Then, I will call your name one by one, begins from the first group and goes on until the last group.
After the students are placed in their groups,they have the session of discussion
and information share.
T : Class, based on the video you have just watched, now you have the session of discussion and information share. You may discuss and share everything you have got in the viewing and listening to each other, for example, who are the characters involved in the video, where they are, what conflicts emerge in the video, how they are solved, what are the moral message of the video, etc. S1 : OK, Miss.
S2 : Miss, may we have any noting?
T : Yes, of course. It will be useful for your group presentation that we’ll have later on.
S : What? Should we present the result of our discussion in front of the class?
T : Yes, of course. It is your real task in our lesson today. After all of the discussion finished, you have to perform each of yours in front of the class. Arrange the speaking turns to make the presentation good and run systematically.
S : OK, Miss.
After the discussion finishes, then the group presentation is started. Each group
will have five minutes to perform the presentation. In order to make all groups
ready and anticipative, the turns of presentation is determined based on number
lottery.
T : Class, I have prepared rolled paper here. It is written a number in each paper. The number which is randomly chosen will be the first to perform the group presentation. OK, can we start it now?
S : OK, Miss.
The group presentation goes on until it all finishes. To minimize subjectivity in
teacher of the class and the researcher herself. And in order to get the precise and
representative scores, all of the students’ performances will be recorded. The
record will be used for scoring reflection and rechecking.
3. Post activity (post viewing)
Students are asked about their feeling after having the lesson and whether they
face any difficulty during the lesson.
T : OK, class. How do you feel? Do you feel happy after having our lesson today? Or do you feel sad?
S1 : We feel so happy, Miss.
S2 : Yes, it’s so exciting to have the video.
Students are asked of what they have got in the lesson.
T : Can you tell me what you have got in our lesson today? S1 : We got an interesting video watching.
T : OK, good. Then, what have you got from watching the video? S2 : Narrative text, Miss.
T : Yes. Can you mention the generic structure of narrative text? S3 : Orientation, evaluation, complication, resolution, and reorientation.
T : What about the social function?
S4 : It functions to entertain the readers and also deals with actual experiences.
Students get reinforcement from the teacher of what they have done during the
lesson so that they will be more confident to express whatever they want to
express.
T : Class, you have done your best in our lesson today. Keep it that way and do better for the next ones, OK?
S : OK, Miss, thank you.
T : Any time. OK, give a big hand for all of us today.
S : (Clapping hands)
T : Well, class, that’s our entire lesson for today. For those who haven’t finished presenting the work, be prepared for having it in the next meeting.
S : OK, Miss.
T : See you around, good bye.
2.6 Concept of Sound-only Technique
While silent viewing involves getting information through students’ eyes,
Sound-only involves listening for aural clues to the action. These include sound effects
such as ambulance sirens and car horns, animal sounds, doors slamming, a baby
crying, a telephone ringing, and so forth. To use this technique, the brightness
control is turned until the television screen goes dark. What is left is, in effect, an
audiotape. Students listen to the sounds and the accompanying conversation and
make predictions about what is happening. It becomes the most effective when
sound effect directly indicates particular locations or activities, who and where the
people are and what they are doing. They can also try to describe a character from
listening to his/her voice-whether he/she is old, middle-aged or
young, friendly or hostile, etc., exemplified as follows:
1. Sound of a taking-off plane: (pointing out location: in an airport).
2. Children grabbing with their mother in the dining room:
(indicating activity: arguing food to eat).
On the other hand, sound-only may also be the chosen technique when the
students are asked to pay particular attention to a small piece of dialogue, while
avoiding the distraction of the activity on the screen. This is particularly
interesting when body language and verbal language are contradictory; focusing
on each separately, can lead to interesting students’ observations. The same as
those in silent viewing technique, prediction and reproduction are also explored in
1. Prediction
As being found in silent viewing technique, prediction in sound-only technique
also focuses on events happening in the video, people involved, time and location
in which the events take place, etc. What is typically different is that in
sound-only technique the prediction is mainly directed to listening to dialogues uttered
and sounds heard in the video. This activity will stimulate the students to get the
actual model of pronunciation and then relate what they have heard with the
visualization in the video.
2. Reproduction
Reproduction emerged in sound-only technique seems to be better, particularly in
term of pronunciation. It is due to the real model of pronunciation uttered by
native speaker in the video which is exposed in the first session of learning,
instead of visualization. The beginning turn of spoken utterances exposure affects
the acceptance of the students. It is this which makes the students better in
imitating the pronunciation, or perhaps intonation as uttered in the video.
Just like silent viewing technique, sound-only technique also poses both strengths
and weaknesses which need to be either maximize or anticipated in order to
improve students’ speaking performance. They are itemized as follows:
Strengths of sound-only technique:
1. The major advantage of this method is that students can positively confirm
their guesses (or laugh at their mistakes) immediately upon viewing. Students
can be asked either to predict what is happening visually, or to use the dialogue
2. By being proposed to listening session in the first time of learning, students
optimally get the real and precise examples of correct way of pronunciation of
words. It can avoid students to mispronounce words which often lead to
misunderstanding of messages conveyed in speaking.
Weaknesses of sound-only technique:
1. It is obviously true that when being asked to be involved in sound-only
technique, students tend to be bored since they have to listen to utterances
without any visualization. This problem must be anticipated earlier by the
teacher so that it will not hinder the success of students’ learning.
2. Single listening session in sound-only technique also seems to be less helpful
for students with low vocabulary knowledge. It will be much more difficult for
this kind of students to be familiar with words, phrases or sentences uttered in
the video.
2.7 Procedures of Teaching Speaking Through Sound-only Technique
Slightly different from those of teaching speaking through silent viewing
technique, the procedures of teaching by using sound-only technique begins with
the session of listening to the video soundtrack and followed by viewing the video
visualization straight after it. The steps become as follows:
1. Pre activity (previewing)
Teacher greets the students, e.g.:
T : Good morning class. How are you?
Students are informed about the topic of the lesson and objective of the learning,
e.g.:
T : Well, class, today, we are going to have speaking activity. But first of all, we are going to have a movie. What do you think? Seems great, right?
S : Wow, yes miss, it’s great.
T : Well, in our movie this time, we will have the film twice. In the first, you will have listening session, without any sound. You have to listen carefully to what are said in the video without any visualization. After that, you will get the second session that is the viewing. In this part, you will have to see and observe the visualization. You will have to guess what is probably happening in the video. After that, you will have to be supposed to
