1 CHAPTER I INTRODUCTION
1.1. Background of the Study
The corona virus outbreak in the twenty-first century is having an impact on our educational system. Teachers should consider the protocol for Covid19 that led to their studies in Indonesia. In Indonesia, there are many methods for teaching speaking, including both online and offline methods (Tristiana & Swondo, 2020). For students who are unable to attend in person classes owing to space restrictions, online learning is an alternate option (Gustiani, 2020). Through online learning, students can access subject materials anytime, anywhere (Mulyani, 2020). Despite the fact that they are in separate locations, technology makes it easier for students and teachers to perform the materials (Alchmadani, et al., 2020). As a result, educators are expected to deliver fresh innovations in order for students to gain new experiences while learning about the present situation and to stimulate and encourage students whil studying by employing learning media, particularly English speaking.
This developing research is conducted to address the current situation in which changes that facilitate language learning are needed in many ways. Many media have been used to overcome this obstacle. A video is one way to address student issues regarding speaking skills. Actually, there are numerous strategies that can be used to educate speaking in an online or offline environment. One of them makes use of social media. Teachers might use video as a teaching and learning tool, in order to increase student interaction during English lessons. w (Abdurrahman, 2016). In addition, many studies have recently believed that the use of medium for education and learning is very effective (Kamelia K, 2019).
Media in learning is a support that has an influence because it is through teaching materials that students will be interested in the material presented. Lack of media in schools can be an obstacle during learning. Finding media to enhance English language acquisition is still challenging, particularly in the area of speaking abilities for describing place. In making themed media, of course, one will choose of the themes that exist in the community. A media that combines auditory and visual learning is one of the media that the teacher can employ. Additionally, audio-visual
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media is a category of media that has both visible picture and audible sound components. Moreover, video is one of the teaching materials that can be chosen, because contain of audio and visual media. Besides that, aside from being more entertaining than book the video is equipped with movements and sounds that stimulate junior high school students to learn. Further, video is important to encourage students to speak by giving them with huge exposure to actual language through audio-visual stimuli and opportunities to use the language, video is crucial for encouraging them to speak (Richards, 2019). Thus, by mimicking the genuine models they have seen in the video, pupils can learn more quickly.
In the physical or virtual classroom, a teacher might employ an alternate method by using video material to teach learning process. Moreover, video can be used as input of authentic material and as motivational tool (Bajrami and Ismaili, 2016). Video on hand can assist the teacher in inspiring kids to learn. Because of this, it‟s crucial for a teacher to use the right media, especially while teaching English speaking. When utilizing video to teach the learning process, educators can aid students in understanding the information by pausing and playing back the relevant scene to have a discussion with them if any students are still unable to grasp it. It implies that the teacher has the option to pause, rewind, and halt the process in order to repeat it for the benefit of the students.
Furthermore, video has several advantages as an educational tool. For example, a video allows students to see another culture shown in the video (Hakim, 2019). There also several reasons why video can be used to teach speaking. Further, watching a video simultaneously engages the sense of hearing and sight. In addition, it provides students with authentic content that including the fact situation and the language they can practice. The video also provides the audience with the right environment for conversation and the speaker's body language.
Students definitely need to study a language for speaking comprehension through speaking video in the educational setting. Speaking is one of the linguistic skills that the students gain when studying a foreign language (Aziz & Dewi, 2019). It entails a process of developing and exchanging meaning while speaking the language. It facilitates communication between the students and their friends.
Speaking is considered to be the most crucial ability that influences achieving the
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objective of linguistic communication, according to Ngan (as cited in Hape, 2018, p.
3).
However, the process of teaching and learning should be carried out at home or online in order to prevent the transmission of the corona virus, but this is not an easy task in the critical scenario of COVID-19. As a result, teaching speaking presented some challenges for the teacher. This condition is caused by a few things.
One of those elements is how boring and uninteresting the learning system is.
Regarding the condition, both in-person and online class activities can give students a longer chance to use the language objectives in a communicative style for purposeful engagement (Muhassin, 2016). It demonstrated that in order to effectively teach students, a teacher must design a system for teaching and learning.
Additionally, speaking practice is necessary during the learning process to enhance the skills because pupils lack of confidence while speaking in front of the class. Pronunciation, voice control, self-control, control of bodily motions, word selection, sentence construction, and concept of organization are skills that require training. By developing their speaking abilities, students will be able to articulate their ideas and emotions in a way that makes sense given the scenario and context.
Speaking abilities cultivate future generations‟ creativity so they can relate expressive speech.
To resolve this condition, the researcher acquiring the student‟s interest in learning and speaking English, and learning is expected by using video. The lesson in the video will make sense to the pupils, and they can put it into practice in their regular activities. Students will be interested in learning in class or through online learning if it helps them communicate more clearly. It is the characteristic that must be achieved to teach speaking English in the 21st century in current situation.
As the importance of this research, there were several previous researches includes several clusters. These are including Developing Learning Video for Teaching English (Karo, M. P. B., Sumarsih, S., & Erlita, Y., 2019; Handayani, M.S., 2021; Yuliantini, P., 2021). Speaking Strategies (Komariah, E., Erdiana, N., & Mutia, T., 2020; Budiana, K.M., & Yutanto, H., 2020;), Describing Place (Mariam, S., Apriliaswati, R., & Rosnija, E., 2017; Olivia, B., 2020; Reliska, Y. P. 2021).
In the current situation, video is gaining in popularity to reach the masses.
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People are familiar with video because it is easily accessible with the guide on smartphones and tablets and is easy to use especially for junior high school student.
Related to the previous study, video is excellent and practical for English learners (Karo, M. P. B., Sumarsih, S., & Erlita, Y., 2019) In this research, focused on the video design implemented in English learning.
The goal of the project at the moment is to assess students‟ speaking abilities using a video development model in English speaking classes. While YouTube and other video-based learning platforms are mentioned in the previous study, this study concentrated on the video as a vehicle for students‟ ideas. How can a video be developed to improve students‟ speaking abilities? However, the study‟s gap indicates that students created the video‟s concept in order to shape their speaking abilities. The teacher and students must be prepared to use the instructional film and foster an interest in teaching and learning.
Moreover, the findings of previous studies (Yuliantini, P., 2021 & Yuliantini, P., 2021) did not show detailed steps of the video used. It just mentions the definition, benefits and disadvantages of using the media. It is critical to offer detailed instructions for utilizing or creating media so that viewers are not confused when attempting to use the video described. Video refers to anything that can be used to transmit information from a sender to a receiver in order to pique students‟ curiosity and stir their feelings, concerns, and interests.
In this era, not only do we need to focus on materials, but developing video is also one technique to construct an effective class. The discrepancies with previous studies are evident. Many students are also still busy because that the growing-up of technology has changed the brain or manipulate their mind so make them still difficult to focused on teaching learning process. Additionally, the characteristic of 21st century students‟ while teaching learning process often not focused on the subject material while teaching learning process. That‟s why the research of (Komariah, E., Erdiana, N., & Mutia, T., 2020) in speaking strategies the characterized of 21st century learning must be learned.
Therefore, the teaching procedure needs to be complicated in order to understand students‟ creativity and improve speaking abilities. In addition, students must finish all activities in video learning activities in order to accomplish
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assignments that would advance their learning. Therefore, since the goal of this research must be relevant to the present, it would be best to create a film to educate speaking while describing place. The subjects taken in this study were seventh grade junior high school students. So, based on this background research, this research is entitled, “Developing Video to Teach Speaking in Describing Place at Junior High School”.
1.2. Identification of the Issue
In the course of identifying the issues, details concerning the difficulty in the teaching and learning of speaking English were discovered:
1) The students didn‟t seem to be very motivated to speak.
2) The students lack the tools necessary to mimic the speaker‟s speech.
They become challenging to comprehend as a result. Due to their poor speaking abilities, students experience anxiety about making a mistake, worry about their peer‟s reactions, humiliation, and an inability to describe things in particular. As a result, students dislike these sentiments. The influence of the society environment, and the experience of learning to speak at school cannot be isolated from this aversion.
3) The absence of accompanying media, which encourages students to study speaking with a good enthusiasm and makes them less interested in doing so.
The usage of video in the classroom would help teachers make the
learning process engaging and successful based on the issues/phenomena mentioned above relevant to the current scenario. Depending on the student‟s interests, using video to teach speaking makes it simpler for them to retain English vocabulary, which improves their ability to describe particular place in speech. Additionally, it facilitates teaching and learning. The development of video as a teaching tool will enhance seventh grade student‟s spoken ability to describe particular place. Students will benefit from videos because they will be able to connect what they have learned how it is used in real life.
1.3. Delimitations and Focus of The Study
Many aspects associated to the student‟s capacity to speak were identified
based on the identification of the difficulties. It was not possible to analyze all relevant aspects concurrently. This study focused on the 7th grade junior high school students and how they used media to improve their speaking abilities, particularly fluency,
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pronunciation, and vocabulary while describing particular place. The media was chosen because it is crucial in supporting and encouraging English-speaking students. As a result, researchers employed video as a medium for teaching speech.
The word used maybe found in the video. Students may acquire accurate pronunciation and increase their vocabulary and cultural knowledge by watching videos while speaking. The video may be utilized in any classroom setting, as well as with small groups and individual students. Furthermore, watching video to study may be entertaining and motivating for students. Because music and images can increase student interest. This assists both instructors and students in developing and using their technological skills to enhance the teaching and learning process.
1.4. Research Questions
Regarding the identified limitations stated previously, research questions are in the followings;
1. What is the video characteristic in speaking learning that support English speaking for the 7th grade at junior high school?
2. How is the development of Video to teach speaking in describing place for the 7th grade at junior high school?
1.5. Aims of The Research
The aims of the research are followings;
1. To analyze the video‟s characteristic in speaking learning that support English speaking for the 7th grader at junior high school?
2. To analyze the development of video to teach speaking in describing place for the 7th grade at junior high school
1.6. Significances of The Research
The findings of this research will hopefully give some contributions to these following parties;
1. To other researchers, the findings of this research are expected to give valuable contribution and information on using developing video in the English teaching learning process. And the result of this research will encourage other students of the ELT to conduct similar researches.
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2. This research is expected to raise students‟ motivation in learning English, primarily in speaking. The result of this research will also encourage other students of the ELT to conduct similar researches and the result can be the
material in certain subject
