THE USE OF SPEECH THROUGH VIDEO
RECOR
DING TO REPRESENT THE STUDENTS’
SPEAKING SKILLS
(The Study of Fourth Semester Students of English Department at IAIN Salatiga in The Academic Years 2014/ 2015)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
ANIK HIDAYATI 113 10 046
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
DECLARATION
“In the name of ALLAH SWT, the most gracious and the most merciful”.
Hereby the researcher declares that the researcher herself composes this graduating paper. It does not contain written materials or having been published by other people and other people‟s idea except the information from the references.
The researcher makes this declaration, and she hopes this declaration can be understood.
Salatiga, 16th April 2015
The Researcher
Anik Hidayati
Salatiga,16th April 2015
Noor Malihah, Ph.D.
The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga ATTENTIVE COUNSELOR‟S NOTE
Case: Anik Hidayati’s Graduating Paper
Dear,
Dean of Teacher Training and Education Faculty
Assalamu‟alaikum, wr.wb.
After reading and correcting Anik Hidayati‟s graduating paper entitled “THE USE OF SPEECH THROUGH VIDEO RECORDING TO REPRESENT THE STUDENTS’ SPEAKING SKILLS (The Study Of Fourth Semester Students Of English Department at IAIN Salatiga in The Academic Years 2014/ 2015)", I
A GRADUATING PAPER
THE USE OF SPEECH THROUGH VIDEO RECORDING TO
REPRESENT THE STUDENTS’ SPEAKING SKILLS
(THE STUDY OF FOURTH SEMESTER STUDENTS OF
ENGLISH DEPARTMENT AT IAIN SALATIGA IN THE
ACADEMIC YEARS 2014/ 2015)
WRITTEN BY: ANIK HIDAYATI
113 10 046
Has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on 16th April 2015 and hereby considered to complete the requirement for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and Education.
Boards of examiners,
Head : Setia Rini, M.Pd. ______________ Secretary : Noor Malihah, Ph.D. ______________ First Examiner : Ruwandi, M.A ______________ Second Examiner : Faizal Risdianto, M. Hum ______________
Salatiga,16th April 2015
The Dean of Teacher Training and Education Faculty
Suwardi, M. Pd.
MOTTO
LIVE IS A CHALLENGE, LIVE IS AN ADVENTURE
BE THE PAST TIME BECOME A THE BEST LESSON IN OUR LIVE
DEDICATION
This graduating paper is whole heartedly dedication to:
1. My God, ALLAH SWT the most gracious and the most merciful.
2. My beloved parents, Mrs. Mistikomah and Mr. Suprapto, who always give me the best education in my life.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
In the name of ALLAH, the most gracious and merciful, the kings of universe and space. Thanks to ALLAH because the researcher could complete this graduating paper as one of requirement to finish studying in English Education Department of State Institute for Islamic Studies (IAIN) Salatiga.
This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to:
1. Dr. H. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd. as a Dean of Teacher Training and Education Faculty of IAIN Salatiga.
3. Noor Malihah, Ph.D. as a Head of English Education Department of IAIN Salatiga and as a Counselor who has educated, supported, directed and given the researcher advice, suggestion and recomendation for this graduating paper from beginning until the end. Thanks for your patience and care.
4. Faizal Risdiyanto, M. Hum the lecturer of Interpreting subject.
6. All of staffs of IAIN Salatiga who have helped the researcher in processing administration.
7. My big family, thanks for their kindness and support.
8. Angga Wahyu Saputra a special someone who supports and helps me in the finishing my graduating paper.
9. My friendhip ( Ika, Mussy, mbak Ima, Uzin, Ayuk and my little friend evin) thanks for making my life more colorful. I will not forget your support, kindness, love and pray. Keep our promise to be friends forever.
10.My friends in TBI 2010 especially TBI B keep spirit, we can do the best. 11.Many people who have helped the researcher that I can not mention one by
one, thanks all.
Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers.
Salatiga, 16th April 2015
The Researcher,
ANIK HIDAYATI
ABSTRACT
Hidayati, Anik. 2015. The use of speech through video recording to represent the students’ speaking skill (The Study of Fourth Semester Students Of English Department at IAIN Salatiga in The Academic Years 2014/ 2015).Counselor : Noor Malihah, Ph.D
This research is aimed to describe the use of speech through video recording to represent the students‟ speaking skill in the Interpreting subject. Also, this research demonstrates the dominant aspects of speaking skill found in the speech as form of students‟ assessment in take Interpreting subject. In this quantitative and qualitative research, the researchers collect the data from observation, documentation and interview. To assess the speech through video recording as a form a assessment in the Interpreting subject, a rubric is used. The rubric show that students have Varian levels of qualification: Very good (28.57%), good (38.1%), good enough (4.76%), and enough (9.52%). Thus means that 80.95% students pass in the assessment. And thus, the speech as a form of assessment is able to represent the students‟ speaking skill. Although, however, there are 19,5% students are considered bad, the result of this research show that the dominant aspect of speaking skill in this speech assessment is comprehension (64) this means that the students comprehend or understand what they were talking about the topic in the video recording. Thus, they are successful in the communication. This result support the first result that speech through video recording as an assessment in the Interpreting subject represent the students‟ speaking skill in fourth semester students of English department at IAIN Salatiga in the academic years 2014/2015.
TABLE OF CONTENT
TITLE ...i
DECLARATION.... ...ii
ATTENTION COUNCELOR NOTE...iii
STATEMENT OF CERTIFICATION... iv
MOTTO ...v
DEDICATION...vi
ACKNOWLEDGEMENT...vii
ABSTRACT... ...viii
TABLE OF CONTENT...ix
LIST OF THE TABLE ...x
LIST OF THE FIGURE...xi
CHAPTER I INTRODUCTION A. Background of the Study...1
B. Limitation of the Study...4
C. Research Question...4
D. Purpose of the Study...5
E. Benefit of the Study...5
F. Definition of Keyword...5
CHAPTER II REVIEW OF THE LITERATURE
A. Speaking...9
1. Definition of Speaking...9
2. Types of Speaking Performance...10
3. Characteristic of Speaking Skill...12
4. The Importance of speaking skill...14
5. The Elemens of speaking...15
6. Speaking Assessment...16
B. Video Recording...17
1. Definition of video...17
2. The Advantages of using Video in the teaching and Learning Process...19
3. Disadvantages using Video...21
C. Speech...21
1. Definition of Speech...22
2. Purpose of Speech...23
3. Types of speech...23
CHAPTER III RESEARCH METHODOLOGY
A. Research Methodology...27
1. Method of the Study...27
2. Setting Research...29
3. Subject and Object of Research...30
4. Profile of Fourth Semester of STAIN Salatiga...30
5. Data Collection...31
6. Validity of Data...35
7. Technique of Data Analysis...35
8. Research Procedure...44
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A.Research Findings...45
1. The Observation class...45
2. The Documentation of students speech test ...47
3. The students interview...52
B. Discussion...56
1. The use speech through video recording to represent the students‟ speaking skill...56
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion...58 B. Suggestion...60
Lists of Tables
Table 3.1 The List Students of Class E...35
Table 3.2 The Rubrics Speaking Assess...43
Table 3.3 The Qualification of Each Students...46
Table 3.4 The Qulification of All Students‟ Mean Score...47
Table 4.1 The Score of Students Speech‟ Assessment...55
Table 4.2 Score and Qualification of Each Student in The Interpreting Class...57
Lists of Figure
Figure 3.1 The Model of Qualitative Research...41
Figure 4.1 The Score of All Students‟ Speech Assessment...56
CHAPTER I
INTRODUCTION
A.Background of Study
English becomes an important language in the world because English is the window of the world. Many references are written in English. English has been in many countries as a mean of communication. Holmes (1992: 51) state that” A world language or international language is English language. It was used by people such as in economic, political and also education”. By mastering
English, we can get much information. Likewise, in Indonesia, English is taught to students from elementary level to university level. It is expected that young generation can get knowledge as many as possible to develop Indonesia. Therefore, they are ready to face any competitions in the world.
Many graduate students from an English Department faculty have more opportunities to get job in Indonesia. This is because many schools or offices need any employees who speak or write English.
English is one of the subjects that is included in the national exam in Indonesia. Therefore, English teachers are expected to help students improve their English skills. There are four English language skills to learn, They are : speaking, listening, reading and writing. In this study, I will look only at the students‟ speaking skill mastery.
people in communication. Therefore, speaking is very important for students and they have to learn it for a successful communication. Speaking is considered difficult for students to learn. Hetrakul (1995) says that since English is a foreign language in his country, most of the students especially of senior high school do not familiar with English. They only learn English frequently in the class and less frequently outside the class. However, students only have limited time to learn English in the class. They still do not have enough encouragement to practice English outside the class in order to get familiar with English.
To speak a foreign language in front of many people, we need to be confident. However, students have low confidence when they are asked by the lecture to speak English. For example, in the class discussion, only one or two students are active to give their opinion about the problems. To make the students active in the class is very difficult. Many students only listen to their lecturers or friends and they are passive. There are many ways that the lecturer do to make them active, for example: make a conversation in the class by giving few time for each student to speak everything in the class about their experiences in their life. Then their lecturer asksthem to make conversation or speech about the theme given by lecture.
In this study the researcher is interested to look at the use of video recording to produce speech represented the students‟ speaking skill in the Interpreting subject.
Video recording help students to improve their speaking skill by listen, watching and imitating what they see and listen from the recording when students want to do an assignment, they can take some examples from the video recording, especially for producing speech. The students can play the video recording as many as they see, so they understand the speech in the video recording well. After they watched a video recording, they can also produce a speech from video recording to practice their speaking skill. By recording what they practice, students can see that they have made several mistakes. This is because they can play the video as they like. They then can reproduce a speech in the video to correct their mistake, to get a better speaking.
Speech is express the main in the base of words that shown to many people to discourse that prepare to say in front of many people (Sugiyono,1990: 681). Generally, speech is shown from the people or the group of people to ask celebrate, to accept visitor, to celebrate festal day,etc (Karomami, 2011: 12).
of students speaking skill. Therefore, The researcher en titles this study is “The Use of Speech Through Video Recording to Represent The Students’ Speaking Skills Of Fourth Semester In English Department Of IAINSalatiga In The Academic Year Of 2014/2015“.
B.Limitation of the Study
This study is concerned with the use of video in the speech activity for the students of fourth semester in English department of IAINSalatiga in the academic years of 2014/2015 that join in the interpreting subject. Using limitation in this study, the researcher wants to give description about the use of video in the speaking activity, like the use of speech. Speech is one of activity that can be used in the speaking teaching. It can help students improve their speaking skill because they have to be active given explain their theme that they want be explained for audience. With this study, the researcher hopes it can help improve the students speaking skill especially for students of fourth semester of IAIN Salatiga that join in the interpreting subject.
C.Research Question
Based on the background of study above, I will answer the following question: 1. How does speech through video recording represent the students speaking
skill in the interpreting subject?
D.Purpose of the Study
The purposes of this study are:
1. To know whether the use of speech through video recording can represent the students speaking skill.
2. To find the dominant aspect of speaking skill found in the speech through video recording.
E.Benefit of the Study
This study is expected to provide some benefit theoretically and practically: 1. Theoretically
The results it‟s of this study can be used to contribute to a reference on a
language teaching. 2. Practically
a. The results of this study can be used to know the student‟s speaking skill in Interpreting lesson.
b. The results of this study will help the lecturer to know their success in the apply their technique.
F. Definition of Keyword
1. Speaking
Speaking skill is a basic skill in the English language. It is the skill in English that must be mastered by students because they can use English to communicate with a native speaker. According to Richards and Renandya (2002 : 210), speaking is one of the elements of communication.
2. Video Recording
Richards and Renandya (2002: 364) state that a video is an extremely dense medium, one which incorporates a wide variety of visual elements and a great range of audio experiences in addition to spoken language. The teacher is there to choose appropriate sequences, prepare the students for the viewing experience, focus to students‟ attention on the content, play and
replay the video as needed, design or select viewing tasks, and follow up with suitable postviewing activities.
Video recording is as interesting as media to explain the material of interpretationfor students. In the teaching and learning of foreign language, video is very needed by teacher. It can be the media that help students to do their assessment that related with the improvement of their speaking skill.
3. Speech
group of people to ask celebrate, to accept visitor, to celebrate festal day,etc (Karomami, 2011: 12).
. Speech needs the ideas that are appropriate to the problem that rising in the world. It is not only to improve the speaking skill, but it increases the vocabulary of students because before having speech in front of other people, they must prepare the text or material. So they will remember the anything they want like deliver. It is very effective for students in the English department because they will get more time to prepare their material and memorize it. In speech, the people need selfconfidence because they must face many people.
G.Outline of the Research
The researcher organizes the final paper in the five chapters. In order to the final paper can be arranged clearly. The first chapter is introduction. It introduces the background of research, research question; purpose the study, the benefit of the study, definition keyword and the last is outline of the study.
The second chapter contain with the review of the related literature. In this chapter the researcher discuss the definition of speaking, video recording and definition of speech. Thirdly, in this chapter is research methodology. In this chapter discuss about the setting of research, research methodology and the data presentation.
CHAPTER II
REVIEW OF THE RELATED LITERATURE
In this chapter, the researcher will explain about the theoretical foundation which includes the definition of speaking, definition of video recording and definition of speech.
A.Speaking
1. Definition of Speaking
There are many definitions about speaking that have been proposed by some experts in language learning.
Brown (2001: 267) says that when someone can speak a language it means that he can carry on a conversation reasonably competently. In addition, he states that the benchmark of successful acquisition of language is almost always the demonstration of an ability to accomplish pragmatic goals through an interactive discourse with other language speakers.
Brown (2007: 237) states that social contact in interactive language functions is a key importance and in which it is not what you say that counts but how you say it what you convey with body language, gestures, eye contact, physical distance and other nonverbal messages.
Based on the definition speaking above, speaking is one of skill in the English language that do interaction with other people with conversation, speech and other by body language, gesture, eye contact and another style to convey the message.
2. Types of Speaking Performances
Brown (2004: 271) describes six categories of speaking skill there are : a. Imitative
This category includes the ability to practice an intonation and focusing on some particular elements of language form. That is just imitating a word, phrase or sentence. The important thing here is focusing on pronunciation. The lecture uses drilling in the teaching learning process. By using drilling, students can get opportunity to listen and to orally repeat some words.
b. Intensive
This is the students‟ speaking performance that practices
includes reading paragraph, reading dialogue with partner, reading information from chart, etc.
c. Responsive
Responsive performance includes interaction and test comprehension but at the somewhat limited level of very short conversation, standard greeting and small talk, simple request and comments. This is a kind of short replies to teacher or student-initiated questions or comments, giving instructions and directions. Those replies are usually sufficient and meaningful.
d. Transactional (dialogue)
It is carried out for the purpose of conveying or exchanging specific information. For example here is conversation which is done in pair work.
e. Interpersonal (dialogue)
It is carried out more for the purpose of maintaining social relationships than for the transmission of facts and information. The forms of interpersonal speaking performance are interview, role play, discussions, conversations, games and speech.
f.Extensive (monologue)
the pronunciation, vocabularies, and language functions that they are going to use. When the students have been ready and prepared for the activity, they can use the language appropriately.
3. Characteristicsof Speaking Skill
Speaking skill is seen as somewhat difficult for some language learners. Here, a speaker should at least pronounce the words well, choose the suit dictions, and try to do grammatically correct though, perhaps in any cases, it is common when a speaker speaks without having good attention at accuracy or fluency. Brown (2010: 270-271)says that there are eight characteristics of spoken language can make oral performance easy as well as, in some cases, there are :
a. Clustering
Because of fluent speech is phrasal, not word by word, so the learners should be able to organize their output both cognitively and physically through such clustering.
b. Redundancy
It means that the speaker has an opportunity to make meaning clearer through redundancy of language. Learners can capitalize on this feature of spoken language.
c. Reduced
colloquial contractions sometimes can develop a stilted, bookish quality of speaking that in turn stigmatize them.
d. Performance variable
As the process of thinking as we speak, it„s possible allow us to manifest a certain number of performance hesitations, pauses, backtracking, and corrections. Some performance variable that can be taught to the learners are; how to pause and hesitation, for example, in English our thinking time is not silent; we insert certain fillers such us uh, um, well, you know, I mean, like, etc. One of the most silent differences between native and non native speakers of a language is their hesitation phenomena.
e. Colloquial language
To make the students able to speak well, the teachers should introduce them with the words, idioms, and phrases
f.Rate of delivery
It is another important characteristic of fluency. One of our tasks in teaching spoken English is to help learners achieve an acceptable speed along with other contributes of fluency.
g. Stress, rhythm, and intonation
speaking skill of its richest component: the creativity of conversational negotiation (Brown, 2010: 270-271).
h. Interaction
Speaking is about interaction. It is about how you interact and what kind of language that you use that will make the communication goes smoothly.
Based on the explanation above, the analysis showed how easily speaking skill can be accommodated within this particular view of language. When a lecturers asks students to use the spoken language in the classroom, they needs them to take part in a process where not only involves a knowledge of the target language, but also a general knowledge of interaction between the speaker and audiences in order that meanings and negotiate meanings are made clear. The example, the audiences may respond or give feedback as to whether the audiences have understood or did not understand with the speaker says.
4. The Importance of Speaking
Ramelan (1992:13) says that all human being whenever they live always speak a language, although they do not have any writing system to record their language.
From the statement above it can be concluded that speaking is very important in mastering foreign language. Thus speaking capability can be measured whether a foreign language learner in successful in learning or not. But in mastering speaking skill can be seen not only from the performance of learners in spoken, but also we have to see from their competence in using the language.
5. The Elements of Speaking
Speaking is a skill in the English teaching that deliver word and sound to express ideas, opinions or feeling. In the speaking there are some elements that must be considered by speaker (Chaudy,1997:22).
a. Pronunciation
According to Hewing (2004:9), “pronunciation is a feature of
speech”. In the pronunciation includes with many components of speech
which are combined together to form the pronunciation of language, such as sound, syllables, word and intonation. This particular range from the individual sound that make up speech, to the way in witch pitch, the rise and fall of the voice or sound.
Grammar is a system of rules governing the conventional arrangement and relationship of word in a sentence (Brown, 2001:36). In the speaking English language well in the formal situation, many people that mastered of grammar when they speak.
c. Vocabulary
Vocabulary can be the build of word that is used by people to communication with other people. To speaking English fluently, the students must master many vocabularies.
d. Fluency
Hornby (1974:330) defines fluency as the quality of being able to speak smoothly and easily. It means that someone can speak without any
hesitation. Someone can speak fluently even though he makes errors in
pronunciation and grammar.
e. Comprehension
The last speaking element is comprehension. Comprehension can make the people getting the information that they want. It is defined as the ability to understand something by a reasonable comprehension of the subject or as the knowledge of what situation really like.
6. Speaking Assessment
range of activities using different forms of assessment such as: pre-tests, observations, and examinations.
Speaking task is an activity that involves speaker in using language for the purpose of achieving a particular goal or objective in particular speaking situation (Bachman& Palmer cited in Luoma, 2012:31).
Based on the definition above, speaking assessment is the activity that is done to process the gathering data to achieve the goal of speaking.
There are some types to assess the speaking skill. But, in this research, the researcher uses rubrics to assess thestudents‟ speech assessment as standard criteria.
Rubrics, often developed around a set of standards or expectations, can be used for summative assessment. Rubrics can be given to students before they begin working on a particular project so they know what is expected of them (precisely what they have to do) for each of the criteria.
B.Video Recording 1. Definition of Video
experiences in addition to spoken language. The lecturer is there to choose appropriate sequences, to prepare the students for the viewing experiences, focus to students‟ attention on the content of material, play and replay the
video that needed of them.
When the lecturer decides to use the video recording as supplementary materials or assignments, they must believe that it is closely related with the goals of the study. One of way to do it, the teacher use video to introduce or to expand on a theme or topic based of the materials that teacher explains.
According to Solomon (2004: 349), video segments can illustrate an event or a procedure so that students feel as though they are actually there. With the help of some special equipment, videos can easily be inserted into multimedia presentations. Smaldino(2007: 12) states video versions of the moving image are recorded on tape or disc, in the forms that vary in size, shape, speed, recording method, and playback mechanism. They also add any electronic media format that employs “motion pictures” to present a message can be referred as video.
that for all of the reasons mentioned, most students show an increased level of interest when they have a chance to see language in use as well as hear it. 2. The Advantages Of Using Video In The Teaching And Learning
Process
a. The Use of Video as aMedium in The Teaching and Learning Process. Harmer (1998: 282) states there are many advantages when using videos in the teaching and learning process:
1) Seeing language-in-use, students do not just hear language but they can also see it. They can know the general meaning and moods that are conveyed through expressions, gesture, and other visual clues. 2) Cross-cultural awareness, which is allowing students a look at
situations for beyond their classroom. Videos also give students a chance to see such things as what kinds of food people eat in other countries and what they wear.
3) The power of creation, when students use video cameras themselves they are given the potential to create something memorable and enjoyable. Motivation, most students show an increased level of interest when they have a chance to see language in use as hear it, and when this is coupled with communicative tasks.
Similar with the advantagesaid by Harmer, Paul (2000: 163) said that, the effective using of video requires knowledge and planning. Video can make easy of the lecture to explain the material. Instead of being fun and useful, they can create the situation in class do not make students boring. However, only a little of all the materials available will be suitable for the students and the teaching purposes. The lecture have to select materials with clear objectives, the students‟ level and interest in
mind, and get to know it well before using it. There should be a clear purpose for every video that lecture show, for example, style of communicative interactions in English, working at language forms, developing listening comprehension, speaking or discussion.
From the explanations above, it is clear that videos have many advantages. Videos can support the teaching learning process and also give advantage for the students to assess themselves to see if they to improve their speaking skill or not. The students can learn language not only by listening how native speakers pronounce some words but also by observing their expression. They can also learn about culture from other countries what other people in other countries wear, eat, and anything.
b. The Use of Video as a Form of Assessment
Video technology can also be used to document students‟
a clear, meaningful purpose and a concrete finished product (Biegel, 1998). Furthermore, students can observe their own current English oral proficiency (Shinohara, 1997), and thus discover areas they need to improve.
3. Disadvantages of Using Video
Beside the advantage of using video discussed above, the use of video also has some disadvantages. They are:
a. Sometimes whatpeople in the video said cannot be understood by students clearly, to make this method can be used clearly; the teacher must sure that the students see and hear it.
b. The used the video recording to be the speaking assessment, sometime there are some students that not honest when they made the assessment. For example, when their lecturer asks them to make speech and memorize it in the video recording, they will make manner to read the script. So, some time the use of video recording in the do the assessment is not effective.
C.Speech
1. Definition of Speech
Speech is express the main in the base of words that shown to many people to discourse that prepare to say in front of many people (Sugono,1990: 681). Generally, speech is shown from the people or the group of people to ask celebrate, to accept visitor, to celebrate festal day,etc (Karomami, 2011: 12).
Similar with Sugono, Juanda (2007:95) says that speech is a oral presentation for audience. A speech directly does in above of podium or speaker‟s platform and the contents of speech are directed for audience
And according to Rahmat (2009:78), speech is face to face of communication , which two way, and the speaker must attention of interlocutor, although the speaker is more dominate of conversation he must listen the message that want his convey for audience.
2. Purpose of Speech
According Sugono (1990: 682) there are some purposes of speech based of presentation, there are:
a. To convey the information (Informative) is the speech that means to give report or knowledge or interesting thing for audience.
b. Convince and give influence of audience attitude (Persuasive) is kind of speech that contain with effort to encourage, convince and ask the audience to do something.
c. Humored of audience is a speech that means to give humored or make audience happy. For example the speech those do to give humor for the people that get disaster.
3. Type of Speech
According Labov (1972 cited in Gareis, 2006:35) there are some type of speech, there are:
a. Narrative Speeches
Narrative speeches are a speech telling story. While stories can be told in many different ways, they usually consist of five parts. There are: 1) Opener: a short statement announcing the story.
2) Orientation: introduction of time, place and character. 3) Complicating events: the events of the story.
4) Resolution: how the story ends.
In narrative speech, the story is told for its own sake. Short narrative can also be told as part of another speech, however, in form of anecdotes or jokes that serve as attention points. Stories catch the interest of most of audiences and should be incorporated freely into speeches.
b. Demonstration speeches
Demonstration speech shows how to something work or how something is done. Audiovisual aids are therefore essential. Sometimes, demonstrations show something that takes places on the floor.
c. Informative speeches
d. Persuasion
Persuasive speaking takes a less objective view on some topic and asks the audience to take action in support of that view. A speaker will urge the audience to consider why one side of an issue is worth supporting emotionally and logically, and then tell us what action we might take to make that support real. For example, most advertising is persuasive although the logic behind the action is often obscure or fallacious.
4. Speech Method
Juanda (2007: 96) said that the method of speech can be divided into 4 type based on how to convey the speech:
a. Impromptu method
b. Memorize method
It is make plan to speech and then memorize that their prepare. The speaker prepare their speech that will be conveyed for audience with complete before they convey it, the speaker will memorize word to word. This method can be drilled speaker to try comprehending speech text that want covey for audience. In addition, the speaker will focus with the material that they memorize and audience.
c. Manuscript method
Manuscript method is aspeech that use script that made by speaker before they convey for audience. And generally, this method is used in the formal speech. The speaker convey the speech with read their script that they write, that they write their self or other people.
d. Extemporaneous method
CHAPTER III
METHOD OF RESEARCH
A.Research Methodology
In this chapter, the researcher will explain about the method that used in the this research which includes the definition of qualitative method, setting of research, object research, data collection , validity of research data, technique data analysis, research procedure and data presentation.
1. Method of The Study
This is a qualitative – quantitative research. Qualitative research is a type of research that seeks answers to a question; is systematically conducted and involves the collection of evidence. However, the uniqueness of qualitative research is that you may produce findings that were not determined in advance and also the findings may be applicable beyond the immediate boundaries of the study.
Based on Patton (1980: 40), the qualitative method attempts to understand organizingpattern that exist in the empirical world under study. And the qualitative data consists of entire passages from documents that are collected.
problem, based on building a complex holistic picture, formed with word, reporting detail views of informants, and conducted in natural setting.
Similar to Cresswell, Denzin&Lincoln (1994) state that qualitative research focuses on interpretation of phenomena in their natural settings to make sense in terms of the meanings people bring to these settings. Qualitative research involves collecting information about personal experiences, introspection, life story, interviews, observations, historical, interactions and visual text which are significant moments and meaningful in peoples' lives.
According to Pope & Mays (1995), qualitative researchers study things in their natural settings in an effort to discover the meanings seen by those who are being researched (or subjects) rather than that of the researcher.
Some characteristics of qualitative research they are: take places in the natural world, uses multiple methods that are interactive and humanistic, it is emergent rather than prefigured and fundamentally interpretative (Marshall,1999: 2-3). Qualitative research have some purposes, they are; describing, and reporting the creation of key concepts, theory generation and testing(Cohen,2007 :168).
Based on the definition above, qualitative research is the type of research in the natural setting to know the situation and condition of teaching and learning process. Qualitative research is used to describe and explain how speech through video recording represents thestudents speaking skill in the Interpreting subject.
While quantitative research deals with numbers where the data is analyze statistically.The following definition, taken from Aliaga and Gunderson (2000 :5) Quantitative research is „Explaining phenomena by collecting numericaldata that are analysed using mathematically based methods (in particularstatistics)‟.
Different with Mouton and Moras, quantitative research as the approach used by researchers in the social sciences that is more formalized in nature than qualitative research as well as explicity controled with a more carefully defined scope.
On other hand, quantitative approach is used to look at the represent of students speaking skill in the interpreting subject using statistical analysis.
2. Setting of Research
13rduntil September 11st2014 in the Interpreting subject for the students of fourth semester in English department of IAINSalatiga.
3. The Subject and Object of Research
The subject of research isstudents that join in the interpreting subject of class E. There were 21 students, consist of 5 males and 16 females.
The object of research study should be selected in purpose as stated by Sugiyono (2006: 299). The speech assessment is considered as the object in this research.
4. Profile of Fourth Semester Students of STAIN Salatiga
Table 3.1
The List of Students Class E Taking Interpreting subject
Interpreting Subject of Class E
NO Students’ Register Number Name
1. 113-12-013 RIF'AN NUR ROKHIM
2. 113-12-022 IKA NUR MUFIDAH
3. 113-12-030 RIZKI WULANDARI
4. 113-12-059 TAUFIK HIDAYAT
5. 113-12-070 AIMMATUN NISAK
6. 113-12-072 IZZA MAFRUCHAH
7. 113-12-075 AGUNG CHOIRUR ROIS
8. 113-12-080 SINTA PURWATININGSIH
9. 113-12-085 KUN AMINAH
10. 113-12-089 HERLINA
11. 113-12-093 MUH.SAEBANI
12. 113-12-097 ANA ARDIYANI
13. 113-12-098 UMAR ANAS
14. 113-12-101 EKA OKTAVIANI
15. 113-12-105 IVO ZULIYANTI
16. 113-12-116 HILMI RAHMANITA
17. 113-12-137 ENDANG SRI RAHAYU
18. 113-12-144 UMATUL MAHMUDAH
19. 113-12-150 YUYUN AZIZAH
21. 113-12-160 NASTITI ARDITA SARI
5. Data collection
Data collection is considered as the most prominent step for a researcher due to the fact that the main purpose of conducting a research is to obtain needed data. In qualitative research, data can taken from archival documents, written or oral expression of people or their behavior, etc (Moleong, 2010: 157). Such was the case, the method that was used in this process of gathering the research data could be categorized as follow.
a. Observation
Observation is the activity of researcher that looking at what people actually do (Robert, 2007 :11). So, observation is the activity that is done by a researcher to view the people behavior. Observation is used to study observation is used to behavior of people and context in which the behavior occurs. Also, find out activity of students do in the interpreting subject.
The benefits of observational data are that the researcher is able to describe some element of the subject. They are included the setting which is observed, the activities that took place in that setting, the people who participated in those activities, and the meaning of the setting (Patton, 1991 : 124).
The researcher came into the classroom to see the activities in the class during the teaching and learning process of Interpreting subject. The researcher joined class E from 10.20 to 12.00.
The researcher observed the speaking activities process in the class. The observation is be used by the researcher to know the ability of students speaking when they are assessed by lecturer to speak English and in turn, their partner translated what the first students have said.
In the observation, the researcher used note taking that to write everything that happened in the teaching and learning process.
b. Documentationof Students Task
According to Arikunto (2006:231), documentation is a number of data that present verbal data like correspondence, journal, memory, report and other which can mutually responsible.
Similar with Arikunto, Sugiyono (2008 : 240) state that Documentation is the past event note. Documents are usually written note, picture, or monumental creation from someone.
Monday, July 21st2014. After the researcher got the final assessment, she can analysis the result of the students assessment to know the development of the students speaking skill with speech in the fourth semester.
c. Interview
Sugiyono (2006: 317) defines interviews as the meeting of two people who exchange information and ideas through question and answer in order to find meaning in the a certain topic. Meanwhile ,Singarimbun, (1987 cited in Inayah, 2012 : 24), argues that interview is a dialogue done by interviewer to get information by asking about students‟ interest, condition of equipment directly to the respondents. The aim is usually to gather an authentic understanding of people‟s experience.
There are 3 kind of interview, structure interview, semi- structure interview and unstructured interview (Arikunto, 2001 : 156).
The kind of structure interview that used by the researcher in this study are open-ended question and close-ended question.
Basedon this kind of interview, the interviewer is expected to express their opinion and idea so it can give information that is the issue could be explored ore openly.
The researcher used note taking as instrument to write the data from interviewee. So, to get more information clearly, the researcher is more listen everything that interviewee said.
After the researcher hascollectedthe data from students, the researcher will group the students based ontheanswerof the interview (see in the chapter IV). This is to know which group of students consider video recording positive, negative or no response.
6. Validity of Data
Examining of data validity in the research is another fundamental step in the qualitative research. This step is needed by researcher in the study to find the validity in the research result.
data collection like interview, the documentation students‟ test and
observation.
7. Technique of DataAnalysis
A qualitative data analysis is several simultaneous activities that engage the attention of researcher; collecting information from the field, sorting the information into a story or picture, and actually writing the qualitative text (Bogdan&Biklen, 1992 cited in Creswell, 1994).
Similar with Bogdan&Biklen (1992), Sugiyono (2006 : 335) states that a qualitative data analysis is a process of searching and arranging systematically the obtained data from interview, field note and documentation by organizing data into categories, explaining into units, synthesizing, arranging into pattern, sorting the important ones, and drawing conclusion in order to be comprehended by researcher or the reader.
In addition, Miles &Huberman (1992 : 18-20) divide the data analysis into two approaches, flow analysis and interactive analysis model. However, the researcher focuses on the second approach which appropriate with this research.
In the interactive analysis model, data reduction and data presentation are processed with data collection. Those analysis components are interacted after all data that needed are collected. The figure below will presents the step of this model:
Figure 3.1
Table 3.1 The Componen of Interactive analysis Model
The interactive analysis models applied in this research can be explained with some step as follows:
a. Data collection
Collecting data starts from searching the data are needed in this research. As the explanation before, the researcher has explained that there are 3 techniques to collecting data such as Interview, observation and documentation.
Before the researcher got the data used in this research, the researcher will process the data to get the scores of students „speech. To assess this data, the researcher use rubrics of speaking skill(Screiber, 2010 : 4) as in the table 3.2.
Collecting Data
Data
Presentation
Data Reduction
cannot expand
Comprehension Student had difficulty
After the researcher assessed the students speech assessment using rubric, the researcher will get the score of students speech assessment with formula below (Purwanto, 2011 : 112 ) :
S
=x100
S
= The students scoreR
= The total point of rubrics itemN
= The maximum point of rubrics itemExample = x100
= 80
From the example above, it is seen that if the students‟ total point
in the rubrics is 16, his total score is 80. This score is taken by the researcher from the total point that he got in the rubric divided with the maximum point of rubrics item and times 100.
Table 3.3 The
Qualification of Each Student
No Students‟ Score Mark Mark Qualification
1 91-100 A Excellent
2 79-89 A- Very Good
3 70-78 B Good
4 65-69 B- Good Enough
5 55-64 C Enough
6 45-54 D Bad
7 Below 45 E Very Bad
After describing the qualification of each student, the researcher will calculate the mean score of all students taking Interpreting class. The mean score of all students is used to know the average of all students speaking skill.
To calculate the mean score of all students, the researcher use a formula by alderson, Clapham& Wall (2005 : 275).
M =
N = Number of all students
For example, the total of students score is 1427 and the number of all students is 21, then the mean score is 67.95.
To define the mean score of all students, the researcher used 7 levels of qualification as shown in table 3.3.The qualification of students‟ mean score that is arranged by Purwanto (1987 : 103).
Table 3.4
The Qualification Of All Students‟ Mean Score
NO Score Range Qualification
1 80 -100 Excellent
2 66 -79 Very Good
3 65 -56 Good
4 49-55 Fairly good
5 30-39 Poor failed
After calculating the students score individually, it is also necessary to know how many students getting the same score as a percentage. To get the percentage of students having the same score, The researcher will use following formula as Purwanto( 1987 : 102) has proposed :
NP = The Percentage of students having the same score N = Number of all students
TS = Number of students having same score
Example = x 100%
= 28.57 %
In the example, there are 6 students considered as “Very good”. To know the percentage of students having the same score for “ very good”, the researcher used the formula above. It is shown from the calculating that 28.57% students in Interpreting class are “Very good”
b. Data Reduction
The next step after the researcher has collected the data is data reduction. Reduction refers to resuming the data, choosing main things, focusing on the important things, looking for the theme. Therefore, data that was reduced will give clearer drawing and make the researcher easier to collect the next data (Sugiyono, 2006: 338).
documentation. After that, the researcher categorizing the data to make it easy in presenting the findings of the researcher.
c. Data Presentation
In a qualitative research, the data presentation can be arranged in the form of chart, essay, flowchart, categorizing, etc. The purpose of data presentation is to help comprehend what is the aspects are discussed in the data and make next planning after that.
The data presentation for this research was arranged into narration from the speech that the researcher got in the video recording and the questions and answers of students that got by researcher in the interview. This data will be explained by researcher in the form of essays.
d. Conclusion
The next step after data presentation is conclusion. Verification refers to the processes which are able to answer research questions and research objectives. Beginning conclusion is still temporary, and will be changed if there isn„t strong proof that support on the next step in
In this research, withdrawing the conclusion is done by comparing between observation data, documentation data, and interview data. Observation data will be forceful by documentation data and interview data. Thus, the researcher will get conclusion about the use of speech though video recording to represent the speaking skill improvement of fourth semester students of IAIN Salatiga
8. Research Procedure
The research move on through several step as explained below: a. Observation class
Observation class that is done by the researcher to obtain the image or situation in the teaching and learning process of interpreting subject in the class.
b. Documentation
The main data of this research is the results of documentation about students‟ assessment of speech through video recording. The data from
documentation is analyzed to answer theproblem.
c. Interview
problem or impression and the benefit of this assessment of the students after they join in the interpreting subject.
d. Presenting the results of the research descriptively
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A.Research Findings
This chapter deals with the speech assessment through video recording to represent of students speaking skill improvement of fourth semester. The purpose of this research is to know thestudents speaking skill in Interpreting subject. Firstly, the researcher also presents the classroom observation as the additional data. Secondly, the researcher presents the result of the students‟ assessment that done the researcher using rubrics. Finally, the researcher presents the interview that can support the data after the students‟ documentation assessment. In this research, the researcher has collected the data from the documentation of students‟ assessment by video recording, interview and observation of the class.
1. The ObservationClass
a. In the Interpreting class, the lecturer delivered the materials while was followed by inviting the students to practice what he has explained. The practicing session was helpful and interesting for the students. So they did not feel bored in the class as I observed.
b. The students were very supporting in the class when one of their friends performed a task in front of the class. Other students kept the situation condusive. This helped the one who performed become more focused on his task. So the students felt that the task given by the lecture is not difficult for them to perform.
c. From the observation, the researcher found that most students were very active in the class. They gave question and answered the question in the class. So, the students‟ involvement in the discussion during the class
was good. Based on the observation above, the funding show that students enjoyed in Interpreting class with some activities done during teaching and learning process.
d. It is found that giving time to students to prepare the task to be performed is necessary. The preparation is helpful for the students to arrange what they would do in the task.
Based on the result of observation, the researcher got the data that situation and condition when their friends in front of the class to present their assessment arecomfortable because they can appreciate their friend performer. The lecturer gives feedback too after the performer, so the students can know the mistakes that they done.
The observation in the class that done by the researcher was resulted that the students can make the situation of class is comfortable. And they listened their friends‟ performer in front of class. They are very active too, when the lecturer give question for them. They try answering the lecturer question with English. There is feedback that lecturer given to students after performer. It can help the students know the mistake that they made when performer.
2. The Documentation of Students Speech Test
Table 4.1
The Score of Students Speech Assessment
021 3 3 2 2 4 70
Total 59 59 52 55 64 1427
Information: V : Vocabulary G : Grammar P : Pronunciation F : Fluency
C : Comprehension
Figure 4.1
The ScoreOf All Student‟ Speech assessment
comprehension aspect. This means that students have relatively good comprehension. It means that they can give information and understood by the audience.
To know the classification of the students‟ score, the researcher has made the standard classification of students scores(seetable 3.3).
Based on the table 4.1, the researcher can make the score and mark description of students speech assessment score through video recording. The score and mark description is known in the table 4.2.
Table 4.2
Score and Qualification of each student in the Interpreting class
No The Students Score Grade Mark description
1 001 70 B Good
2 002 85 A- Very Good
3 003 50 D Bad
4 004 80 A- Very Good
5 005 70 B Good
6 006 70 B Good
7 007 65 B- Good Enough
8 008 75 B Good
9 009 75 B Good
11 011 55 C Enough
12 012 55 C Enough
13 013 50 D Bad
14 014 75 B Good
15 015 80 A- Very Good
16 016 80 A- Very Good
17 017 80 A- Very Good
18 018 50 D Bad
19 019 70 B Good
20 020 80 A- Very Good
21 021 70 B Good
Total scores 1427
Mean score
67.95
From the table 4.2, the total scores of all students are 1427. And table 4.2 shows the mean score all of the students are 67.95. Based on the table 3.2 (see chapter III), so the qualification of students‟ mean score in the Interpreting class is very good.
After the researcher has known the qualification of the students‟ mean score in the Interpreting class, so the researcher calculate the students that have same score too. The percentage of students having the same score can be seen in the table 4.3.
The Percentage ofStudents Havingthe Same Score
No Mark Description Mark Total Mark Percentage
1 A Excellent 0 0%
2 A- Very Good 6 28.57%
3 B Good 8 38.1%
4 B- Good Enough 1 4.76%
5 C Enough 2 9.52%
6 D Bad 4 19.05%
7 E Very Bad 0 0%
The figure 4.2
The percentage the students same score
qualification for students in the Interpreting class is good (38.1%). Although most students are good, however, there are still some students which need more practice for their speaking skill. There are 19.05% are still in the qualification of bad.
Regardless the 19.05% of bad qualification, it is still said that the speech assessment through video recording represent of students‟ speaking skill because 80.95% students are considered to have good speaking skill ability.
This finding is then, supported with the results of interview, which the researcher will explain in the next section.
3. The Students Interview
In the interview, theresearcher asked3 categories of question to the students about the general about Interpreting subject, the materials that students learned from the lecturer and the Interpreting subject assignment. In category 1, there is one question. The question deals with the students‟ opinion about the Interpreting subject. One example of the
question and the answer in the interview is shown in (1) below:
(1)Researcher :Bagaimanapendapatandatentangpelajaran Interpreting?(What do you think about Interpreting Subject?)
Students :Intepretingadalahsalahsatupelajaran yang menarikkarenacaramengajarbeliauituenak,
mengikutipelajaranini. (Pak Faisal‟s style in the pleasant with the teach style of the lecturer.
The second question deals with the impression with the materials that they got by the lecturer. The students said that they enjoyed joining in the Interpreting class with Risdiyanto be lecturer. The interview on this topic is illustrated in example (2).
(2) Researcher : Apakahandasenangdenganmateri yang disampaikanolehdosen,
danbagaimanaperasaananda ?
(Do you enjoy with the materials was given by the lecture? What do you think?)
Students : Iyasaya enjoy lecturer sometimes made a joke during the class)
The third question is about the Interpreting assessment. An interview example on this topic is given in (3).
(3) Writer : Apasajakendala yang
andahadapiketikamengerjakantugas Interpreting yaitupidato ?
(What obstacles do you faced when you are doing the Interpreting assessment especially giving a speech?) more preparation to have a speech. And I also do not have enough vocabulary to have a speech). (Field notes /interviews no 3)
The students said that they still use text to have a speech because their preparation is less and they do not have vocabulary to speak in front of many people. They do not enough preparation. Their vocabulary also limited to speech in front of people.
The last question is about the Interpreting assessment. An interview example on this topic is given in (4).
Students : Ya, Adabanyakpeningkatanbaikdalamkeahlianber bicaraataupundalamkosa kata.
(Ya, there are many improvement like in the speaking skill and in the vocabulary.
(Field notes /interviews no 4)
Based on the observation and interview it can be concluded that the students feel exciting with Interpreting subject because the lecturer is very humorist. Risdiyanto can make the class comfortable with his jokes. Many students that said that their speaking skills are improve after join in the Interpreting subject too.
The researcher also conducted an interview to the students to know their improvement of speaking skill. The interview in this research was conducted on September 11st 2014. The results of the interview are: (1) The students were enthusiastic to learn Interpreting subject because they enjoyed and happy in the class with the lecturer; (2) The students understood with the materials that were conveyed by the lecturer because the lecturer sometime make some jokes; (3) With the speech assessment through video recording for final exam, there are some students can bring a script which helped them to speak up and (4) The students feels that there are improvement of speaking skill and their vocabulary after they have completed the speech assessment.
for students in the Interpreting subject gives positive respond for students in speaking skill.
B.Discussion
1. The Use Speech Through Video Recording to Represent the Students
Speaking Skill.
The researcher collected the data on the use of speech through video recording can represent the students speaking skill Improvement by the document about students‟ assessments with speech. This document is used by the researcher to know the use of speech through video recording can represent the students speaking skill. The score of students‟ speech assessment through video recording which represents the students speaking skill can be seen in the table 4.2 (see chapter 4).
Based on research findings, it is known that the students in the class E of Interpreting class have “Good” qualification. About 38.10% students have good qualification. It can also be seen that 28.57% students are “very
Although 80.95% students passed the subject, there are still 19.05% students who failed in the Interpreting subject. Based on the researches‟ observation, it is assumed that they failed because of some reasons. They are: (1) They did not prepare their assessment, so they could not do their speech fluently; (2) They still made mistake in the pronunciation and(3) They still lacked of the vocabulary and are poor at grammar.
2. The Dominant Aspect Of Speaking Skill In The Students’ Speech Assessment Through Video Recording
Based on the table 4.1, The result of assess the students speech assessment with five aspect above, there are different total score in the each aspect:
Vocabulary (59), grammar(59), pronunciation (52), fluency (55) and
comprehension was (64). The researcher can conclude that the dominant aspect in
the speech assessment is comprehension aspect. The score of the comprehension
aspect for 21 students is 64. And then after the comprehension aspect, grammar
and vocabulary aspect that get same score there are 59.
Therefore, the researcher can conclude that the dominant of speaking skill
in the students‟ speech assessment through video recording is comprehension as
the students have high. Comprehension skill, it can be assessed that the task given
(the use of speech through video recording) can represent the students speaking
skill.
These results can be concluded that the students can understand when they
