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THE USE OF TALK-SHOW VIDEO AS A REFLECTIVE
PRACTICE TO IMPROVE
STUDENTS’ VOCABULARY
IN ENGLISH SPEAKING SKILL
(A Classroom Action Research at the Second Semester of English Education Department of IKIP PGRI Pontianak 2013/2014)
THESIS
BY
ELLY SYAHADATI S891208014
Submitted to fulfill One of Requirements for the Completion of the Graduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
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LEGITIMATION
THE USE OF TALK-SHOW VIDEO AS A REFLECTIVE
PRACTICE TO IMPROVE STUDENTS’ VOCABULARY
IN ENGLISH SPEAKING SKILL
(A Classroom Action Research at the Second Semester of English Education Department of IKIP PGRI Pontianak 2013/2014)
By
ELLY SYAHADATI S891208014
This thesis has been examined by the Board of Thesis Examiners of English Education Department of Graduate School of Sebelas Maret University, Surakarta
On 15 January 2015
Board of Examiners: Signature
Chairman Dr. Abdul Asib, M.Pd ………
NIP. 195203071980031005
Secretary Dr. Ngadiso, M.Pd ………
NIP. 196212311988031009
1st Examiner Prof. Dr. Joko Nurkamto, M.Pd ………
NIP. 196101241987021001
2nd Examiner Dra. Dewi Rochsantiningsih, M.Ed., Ph.D ………
NIP. 196009181987022001
The Dean of Teacher Training and Education Faculty of Sebelas Maret
University
Prof. Dr. M. Furqon Hidayatullah, M.Pd NIP. 19600727198702 1001
The Head of English Education Department of Graduate School of Teacher Training and Education Faculty
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “The Use of Talk-Show
Video as a Reflective Practice to Improve Students’ Vocabulary in English
Speaking Skill” (A Classroom Action Research at the Second Semester of English
Education Department of IKIP PGRI Pontianak 2013/2014). It is not plagiarism
or made by others. Anything related to others‟ works is written in quotation, in the
sources of which are listed on list bibliography. If the pronouncement proves
wrong, I am ready to accept any academic punishment, including the withdrawal
or cancellation of my academic degree.
Surakarta, January 2015
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ABSTRACT
Elly Syahadati. S891208014. 2014. The Use of Talk-Show Video as A
Reflective Practice to Improve Students’ Vocabulary in English Speaking Skill
(A Classroom Action Research at the Second Semester of English Education
Department of IKIP PGRI Pontianak 2013/2014). Thesis. Prof. Dr. Joko
Nurkamto, M.Pd; Dra. Dewi Rochsantiningsih, M.Pd, Ph. D. English Education Department Graduate School, Sebelas Maret University, Surakarta
This thesis is written to 1) identity whether and to what extent talk show video
improves students‟ vocabulary in speaking skill and 2) describe classroom climate when talk show video is applied in the speaking class. The method used in this research was classroom action research. The research was conducted in two cycles
from Mei 30th until July 10th at the second semester of English Education
Department of IKIP PGRI Pontianak 2013/2014. The research data were collected by using techniques of qualitative and quantitative data collection which includes; observation, questionnaire, journal or diaries, document analysis and test. The qualitative data were analyzed through constant comparative method and
the statistic data were analyzed through T-test by calculated the students‟ score
calculation, mean sore of pre-test and post-test. The research findings showed that
talk show video in teaching and learning English could improve the students‟
vocabulary in speaking skill and the classroom climate. The improvement of
students‟ vocabulary in speaking skill showed: (1) most of students pronounced
the English words correctly; (2) most of students knew the meaning of English words, (3) most of students could use the words in sentence correctly according to the text. The improvement of classroom climate category showed dealing with a
low of the students‟ speaking skill are: (1) the students were not noisy in the
teaching learning process, they paid attention toward lesson and (2) the students encourage to use English in teaching learning speaking, by recording the talk show and let the students watch what they have done will reflect their by themselves, they will encourage themselves to get to know more about their vocabulary that related to the topic presented. Video will stimulate and motivate
students‟ interesting in improving their vocabulary in speaking class. Beside the
improvement of the students‟ score, the students did some activities who did not they do before using talk show video; (1) they did various activities during teaching learning using talk show video, (2) they could interact with their friends and collaborate with them during teaching learning speaking, and (3) they could be responsible to their jobs. As a result, talk show video is suitable for supporting
and improving students‟ speaking skill, it has important role in teaching and learning process.
Keywords: Talk show video, reflective practice, vocabulary, speaking skill, Class
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MOTTO
Everyday always remember that
“Laa Haula Wa Laa Quwwata Illa Billah”
There is no might nor power except in Allah SWT
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DEDICATION
This thesis is dedicated to the people whom I love whole my life, the people who
always give me spirit, motivation, inspiration, and support:
To my beloved parents, Abdul Halim (late) and Hj. Dyg. Fatmawati, A,Md.
They are my paradise. Thanks for the endless love, prayer, motivation, support,
and anything.
To my beloved husband, Endih Supandih, S.E and my beloved son and
daughters, Syaffaa Kamila Supandih, Fathiyah Alya Supandih, Muhammad
Husna Supandih, and special for my baby would be, who always make me
motivated to do the best.
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ACKNOWLEDGEMENT
Alhamdulillah. Praise and thank the God, the Almighty for his blessing that I can accomplish the writing of this thesis. I would like to express my deepest gratitude and appreciation to the following:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University who has permitted to conduct the research.
2. The Head of English Education Department Graduate School for his
permission to write this thesis.
3. Prof. Dr. Joko Nurkamto, M.Pd, the first supervisor who has kindly and
patiently supported me with guidance, advice, encouragement and time from the beginning up to the completion of this thesis writing.
4. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D, the second supervisor who has
kindly and patiently supported me with guidance, advice, encouragement and time from the beginning up to the completion of this thesis writing.
5. Prof. Dr. H. Samion AR, M.Pd, the Head of IKIP PGRI Pontianak for his
permission to conduct this research.
6. Arya Djalil, Ph.D, the Head of English Education Department of IKIP PGRI
Pontianak.
7. Drs, H. M. Ismail Kasim, M. Sc, the Head of language laboratory of IKIP
PGRI Pontianak.
8. Abdul Arif, M. Pd, the Speaking lecturer collaboration who help me to
conduct this research.
9. The students of IIB who help me finish this thesis.
10. My beloved parents, brothers, sisters, husband and my children who support
and finance my education.
Finally, I would like to express my gratitude to those who I cannot mention one by one, I hope that this thesis will be valuable for other writers, teachers, and students.
Surakarta, January 2015
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ACKNOWLEDGEMENT ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF FIGURE AND GRAPH ... xii
LIST OF APPENDICES ... xiii
CHAPTER I: INTRODUCTION A. Background of the Research ... 1
B. Formulation of the Problems ... 6
C. Objectives of the Research ... 7
D. Benefits of the Research ... 7
CHAPTER II: LITERATURE REVIEW A. Theoretical Description ... 9
1. Speaking Skill ... 9
a. Definition of Speaking ... 9
b. Types of Speaking activities ... 12
c. Micro and Macro Skills of Speaking ... 14
d. Components of Speaking Skill ... 15
e. Assessment in Speaking ... 16
2. Teaching Speaking ... 20
a. Definition of Teaching Speaking ... 20
b. The Principle of Teaching Speaking ... 22
c. The Goals of Teaching speaking ... 24
d. The Strategies of Teaching Speaking ... 25
e. The Problems in Teaching Learning Speaking ... 26
3. Vocabulary Mastery ... 29
a. Definition of Vocabulary ... 29
b. Types of Vocabulary ... 30
c. The Aspect of Vocabulary ... 32
d. Teaching Vocabulary ... 36
e. Assessing Vocabulary in Speaking Performance ... 36
4. Talk Show ... 38
a. Definition of Talk Show... 38
b. Implementing The Talk Show Strategy in the Classroom ... 39
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d. The Strength and the Weakness of Talk Show ... 43
5. Using Video in the Classroom ... 44
a. Video as a Teaching Media ... 44
b. The Technique in Using Video ... 45
c. The Teaching Steps in Using Video... 46
d. The Strengths and the Weakness of Using Video ... 48
6. Reflective Practice in the Classroom ... 50
a. Definition of Reflective Practice ... 50
b. Using Talk Show Video as a Reflective Practice... 53
c. The Reasons for Choosing Talk Show Video in Teaching Speaking ... 53
7. Class Climate ... 56
B. Review of Related research ... 60
C. Rational ... 65
CHAPTER III: RESEARCH METHODOLOGY A.Setting of the Research ... 67
B.Subject of the Research ... 67
C.Research Frame Time... 69
D.Research Method ... 70
E. Procedures of the Research ... 72
F. Techniques of Collecting Data ... 75
G.Techniques of Analyzing Data ... 79
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A.Research Findings ... 82
1. Pre-Research ... 82
2. Research Implementation ... 86
B.Discussion……….………109
1. Talk Show Video as a Reflective Practice can Improve the Students‟ Vocabulary in Speaking Skill ... 110
2. The Improvement of the Class Climate ... 112
CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS ... 115
A.Conclusions ... 115
B.Implications ... 115
C.Suggestions ... 116
BIBLIOGRAPHY ... 119
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LIST OF TABLES
Table 2.1. Ur‟s Speaking Test Scale ... 17
Table 2.2. Weir‟s Speaking Test Scale ……….. ... 17
Table 2.3. Madsen‟s Speaking Test Scale ………. ... 19
Table 2.4. Hughes‟ Speaking Test Scale ……….. ... 20
Table 2.5. Vocabulary performance Indicators ……… ... 37
Table 2.6. The Vocabulary Scoring Rubric ……….. .. 37
Table 3.1. The Schedule of the Research……… ... 69
Table 3.2. The Description of Initial Reflection……… ... 69
Table 4.1. The Process of the Research………. ... 83
Table 4.2. The Mean Scores of Speaking (Pre-Test)……… ... 84
Table 4.3. Students‟ Problem in Speaking Class……… ... 85
Table 4.4. The Mean Scores of Speaking (Test-1)... 96
Table 4.5. The Mean Score for Vocabulary Indicator ... 96
Table 4.6. The Improvement of Students‟ Class Climate ... 96
Table 4.7. The Mean Scores of Speaking (Post-Test) ... 104
Table 4.8. The Mean Score for Vocabulary Indicators ... 105
Table 4.9. The Improvement of Students‟ Class Climate ... 106
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LIST OF FIGURE AND GRAPH
Figure 2.1. Using Reflection „in action‟ and „on action‟ ... 51
Figure 3.1. The Spiral Model of Action research... 74
Graph 4.1. The Result of the Students‟ Mean Score of Speaking... 105
Graph 4.2. The Result of the Students‟ Mean Score of
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LIST OF APPENDICES
Appendix 1 Research Permit
a. From Sebelas Maret University, Surakarta ... 126
b. From IKIP PGRI Pontianak ... 128
Appendix 2 Syllabus of IKIP PGRI Pontianak ... 129
Appendix 3 Lesson Plans a. Lesson Plan for cycle 1 ... 141
b. Lesson Plan for cycle 2 ... 156
Appendix 4 Blue Prints a. Blue Print of Pre-test ... 172
b. Blue Print Pre-Questionnaire ... 173
c. Blue Print Post-Questionnaire ... 174
Appendix 5 Students‟ Scores a. Score of Pre-test (researcher) ... 177
b. Score of Post-test 1 ... 178
c. Score of Post-test 2 ... 179
d. Score of Pre-test (collaborative Lecturer) ... 180
e. Score of Post-test 1 ... 181
f. Score of Post-test 2 ... 182
g. The Mean Score of Researcher and Collaborative Lecturer ... 183
h. The Result of the Test ... 184
i. The Result of Students‟ Pre-test for each Indicator ... 185
j. The Result of Students‟ Post-test 1 for each Indicator, ... 186
k. The result of Students‟ Post-test 2 for each Indicator ... 187
l. The Result of Students‟ Pre-test, Post-test 1 and Post-test 2 for each Indicator ... 188
Appendix 6 Questionnaires a. Pre-Questionnaire ... 189
b. The Result of Pre-Questionnaire ... 190
c. Post-Questionnaire ... 191
d. The Result of Post-Questionnaire ... 192
Appendix 7 Observation Sheet of Learning Activities a. Observation Sheet of Learning Activity meeting 1... 193
b. Observation Sheet of Learning Activity meeting 2... 194
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d. Observation Sheet of Learning Activity meeting 4... 196
e. Observation Sheet of Learning Activity meeting 5... 197
f. Observation Sheet of Learning Activity meeting 6... 198
g. Observation Sheet of Learning Activity meeting 7... 199
h. Observation Sheet of Learning Activity meeting 8... 200
Appendix 8 Field Note of Observations a. Field Note of Observation meeting 1 ... 201
b. Field Note of Observation meeting 2 ... 202
c. Field Note of Observation meeting 3 ... 203
d. Field Note of Observation meeting 4 ... 204
e. Field Note of Observation meeting 5 ... 205
f. Field Note of Observation meeting 6 ... 206
g. Field Note of Observation meeting 7 ... 207
h. Field Note of Observation meeting 8 ... 208
Appendix 9 Research Diary ... 209
