DEVELOPING THE MATERIAL OF ENGLISH EDUCATIONAL VIDEO IN SUPPORTING SPEAKING SKILL FOR THE FIRST GRADE STUDENTS OF MTs N PARAKAN TEMANGGUNG IN ACADEMIC YEAR 20162017 A GRADUATING PAPER

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DEVELOPING THE MATERIAL OF ENGLISH

EDUCATIONAL VIDEO IN SUPPORTING SPEAKING

SKILL FOR THE FIRST GRADE STUDENTS OF MTs

N PARAKAN TEMANGGUNG IN ACADEMIC YEAR

2016/2017

A GRADUATING PAPER

Submitted to the Board of as a Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd) in English Education Department of

Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga

Written by:

NOVIA FAJAR MASYITOH

NIM: 113 13 018

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN SALATIGA)

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MOTTO

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DEDICATION

This graduating paper is especially dedicated to:

1. My incredible Mother, Nurhayati, and my outstanding father, Muhlisun. Thank you for entire support and warn kindness. You are my reason to keep move up. My beloved brother Jihad Nasrullah and Sister Fatiya Faradisa thank you for supporting me as well.

2. All of my family in International Class Program 2013, thanks for being great family.

3. NN Project, which breaks the limit as always, keeps working for your appeal.

4. Communicative English Club (CEC), LPM DinamikA, Islamic Students Association (HMI), and Indonesia Voluntary Service GREAT (Gerakan Kerelawanan International).

5. Awardees of Students Mobility Program 2015, campers of Camp EPIC 3 2017 and all English Language fellows from RELO US Embassy.

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ACKNOWLEDGEMENT

Alhamdulillahirobbil ‘alamin, in the name of Allah, the Most Gracious the Most Merciful because of Allah, the researcher could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English education department of teacher training and education faculty of state institute for Islamic studies Salatiga.

This success would be achieve without support , guidance, advice, help and encouragements from individual and institution, and the researcher somehow realize that an appropriate moment for me to deepest graduate for:

1. Dr. Rahmat Hariyadi as the Rector of State Institute for Islamic Studies (IAIN Salatiga).

2. Suwardi, M.Pd as the Dean of Teacher Training and Education Faculty. 3. Noor Malihah, Ph.D as the Head of English Education Department.

4. Sari Famularsih, M.A as the Director of International Class Program and vice counselor.

5. Dr. Rifqi Aulia Erlangga, M.Hum as my counselor who has educated, supported, directed, motivated and given the researcher advices, suggestions, and recommendations for this research from beginning until the end.

6. All of lectures in English Education Department, thanks for your outstanding education.

Salatiga, August 11 2017 The researcher,

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ABSTRACT

Masyitoh, Novia Fajar. 2017. Developing the Material of English Educational Video in Supporting Speaking Skill for the First Grade Students of MTs N Parakan Temanggung in Academic Year 2016/2017. Counselor: Dr. Rifqi Aulia Erlangga, M.Hum and Sari Famularsih, M.A.

Keywords: Video, students, research and development, speaking skill.

The researcher conducts this research to develop English educational video as a resource to help students in learning English. This study answers three questions (1) How is the media that used as a resource in supporting students’ speaking skills at school? (2) How is the technique of developing English educational video as a resource in supporting

students’ speaking skill at school? (3) How is the product of developing English educational video as a resource in supporting students’ speaking skill at school? The researcher designs this research with Research and Development. This research and development aims to arrange learning media based on video “Nginggris Narsis” by following the Research and Development steps that developed by Borg and Gall. Those steps are; identification students and teachers need, planning and product design, product small scale tryout, validation of expert, product revision, product large scale tryout, product revision and dissemination. The product (videos) has duration for about 2-3 minutes in each episode. Based on the education expert, “Nginggris Narsis” is an appropriate resource for the 7th_{grade students of MTs N Parakan in learning English. The}

products also get a good response from the teacher because it really helps teacher in introducing English as a foreign language for them. In addition, based on the result of

students’ response, “Nginggris Narsis” is an appropriate media for them in learning English by having very good response. Those videos are titled “Names of the day”,

describing someone”, “Who am I?”, and “I am not feeling well”. In fine, “Nginggris Narsis” video can be used as a learning resource for 7th_{grade junior high school students}

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LIST OF TABLES

Table 2.1: Students’ Achievements of MTs N Parakan 2016 ... 20

Table 3.1: Research and Development Steps by Borg and Gall ... 23

Table 3.2: Modified research and Development Steps ... 24

Table 3.3: Design of Research and Development ... 32

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CHAPTER I

INTRODUCTION

A. Background of the Study

People can communicate each other and understand what other people said

because they have language. People have capacity to produce sounds that signify

certain meaning to understand or interpret the sound produced by others. We are

referring to normal hearing individuals. The languages of the deaf communities

throughout the world are expected for their modality of expression equivalent to

spoken language. Noam Chomsky, Language and Mind, told people that when

people study human language, they tried to approach what some namely “Human

Essence”. Then, they are able to know and realize each other that people are

unique.

“When we study human language, we are approaching what some might call the “Human Essence”, the distinctive qualities of mind that are, so far we know, unique to man”

-Noam Chomsky, Language and Mind. (Fromkin, 2003, p. 3)

The global spread of English has had widespread linguistic, social, and

cultural implications, affecting the lives of millions of people around the world.

No doubt English is truly the world’s leading language today. It is used on all

continents. In surprisingly many countries have important internal functions as a

“Second Language” in addition to one or more indigenous tongues, being used in

politics, business, education, technology, the media, etc. It is almost always used

as the mediator language by people who need to talk with each other but have

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Teacher and textbook have formed the basis of the education for a long

time. Today, by the help of the modern technology, the possibilities of

teacher-education textbooks, as well as the combination of multi-media teacher-education in the

classroom help to ensure the different sources. Generally, people consider that

teaching material is from textbook or digital text. It is supposed to be realized that

there are many ways to have good material for teaching English. Teacher realizes

that textbooks are only one of that ways. Tomlinson reminds all teachers that there

are many other materials that can be used to teach such as dictionary, tapes,

videos, worksheet, and TV series. The most important thing is that the material

can be used by teacher and student to facilitate teaching and learning process.

“Coursebooks often come with a Student Book, a Teacher's Book and a Workbook. Many offer additional materials such as cassette tapes, a CD Rom, tests, extra resources and photocopiable materials. Some may offer videos, web resources, a mini-dictionary, a mini-reference book and/or an extensive readerbooklet. Coursebooks seems to mean bigbusiness.” (Tomlinson, 2008, p. 17)

In early 2016, unpublished observation in one of Islamic junior high

school Bringin Semarang Regency when researcher has teaching practice in an

institution, it shows that apparently English is still difficult to master for students.

It is not easy for them to learn English even they already got English in the first

semester of 7th grade. There are many factors that influence this matter such as the

limit of learning material, inappropriate syllabus, and common way on teaching

English. However in general, teaching English needs new method to study which

is effective enough for student at school to learn English better. Hopefully, the

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enthusiasm and motivation in studying English; therefore, learning process must

be fun for them.

Speaking skill as the productive language skill that requires active skill, a

little change offered by this observation is by using video media especially

speaking for the material taught. Abdulhak remind us on his writing that

audiovisual such as video is better, faster and easier way to giving the real

experience to students than just by speaking, thinking and telling educational

experience. The media is produced to complete the official materials in the class

that appropriate with syllabus. (Abdulhak, 2013, p. 21)

According to The Jakarta Post, January 6, 2017, the government of

Indonesia reviewed President Joko Widodo’s signature free-visa policy. This

policy gives impact for Indonesia especially in rising number of foreign people in

the country. Therefore, English will be unavoidable, especially for junior high

students to prepare their future to compete in the world. When students learning

English earlier, it makes them ready and confidence to communicate with English

in globalization era. (The Jakarta Post, 2017)

According to slight observation in School of Bangkok (when researcher

has teaching learning practice), some of students haven’t maximized in learning

English if just based on textbook. Students need more something new and more

interesting. Moreover, educational curriculum in Indonesia today is based on 2013

Curriculum that demand teacher to be more creative to make the class more fun

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The writer want to confirm that the use of the video supplementary media

as a compulsory insert in the teaching learning process must give better impact on

understanding material easily. The researcher believes it will give good impact to

the student if it is conducted massively and well planned.

B.Research Questions

Based on the backgrounds discussed above, the writer underlines the

problems as follow:

1. How is the media that used as a resource in supporting students’ speaking

skills at school?

2. How is the technique of developing English educational video as a

resource in supporting students’ speaking skill at school?

3. How is the product of developing English educational video as a resource

in supporting students’ speaking skill at school?

C. Objectives of the Research

The objectives of the research can be stated as related with the problems’

statement. Therefore the objectives of the research as follow:

1. To find out the media that used to support students speaking skills at

school.

2. To describe the technique of developing English educational video as a

resource in supporting students’ speaking skill at school.

3. To identify and describe the product of developing English educational

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D. Problem Limitation

The researcher limits the research by focusing on developing English

Educational video for 7th grade students. Therefore, the researcher follows the step

of Research and Development that developed by Borg and Gall on producing the

product to get the appropriate video for students.

E. Product and Specification

In this research, the Educational English video for 7th_{grader Junior High}

School has special specification. The video is produced based on official module.

The video is produced to improve students speaking and listening skill. Another

different thing is visual material for 7th grader in the process of the design and

video making.

The duration in English educational video is very crucial. Long duration

video will bother some students. General duration is 60 seconds. This rule is

already conformed to some possible tolerance 120 seconds/2 minutes. This video

repeats twice. The first one completes with subtitle, both English and Bahasa

Indonesia but the second one show without subtitle. The tolerance is used to

facilitate teacher when he/she asks something to students, more over when student

ordered to do role play related to the video.

The product (videos) is not only observed, but also commented by

professional English teachers. The teachers or expertise are selected especially for

those who have experience in teaching English in Indonesia. Therefore, the

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‘quality control', appropriate to be combined curriculum and obliged material in

class.

F. Definition of Key Terms

1. Teaching Material

Skinner in Javis (2002, p. 20) believed that ‘teaching’ is a

technology in which we can ‘deduce programs and schemes and methods

of instruction’. ‘Material’ is the equipment needed for a particular

activity or way of life (Cambridge, 2003). Therefore, teaching materials

can be designed that provided type of reinforcement necessary to achieve

the predetermined outcomes, that could be measured either by behavioral

change or by examination and assessment of the knowledge taught.

2. Learning Media

According to AECT, an educational technology and

communication organization, in Wina Sanjaya (2014, p. 57) stated that

media is as all devices that used to broadcast information. Whereas,

learning media according to Rossi and Braiddle in Wina Sanjaya (2014, p.

58) is all devices that used as a source of teaching learning at the class

such as radio, television, video, book, newspaper, magazine etc.

Therefore, it can be concluded that learning media is devices collection

that used in the process of learning in order to reach the aim of the

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3. Video

Video is a recording of moving pictures and sound (Cambridge,

2003). According to Bajarmi (2016), video can be used in a variety of

instructional and teaching setting in class room, as a way of presenting

content, initiating discussion, providing illustration for certain topic and

content, self-study and evaluation. From the statements above, video is an

appropriate device to stimulus students and put their imagination in the

atmosphere created by video material. Then, it is easy for them to expand

their mind.

4. Speaking

Arsyad & Mukti (1988) in Isnaeni (2010, p. 56) stated that

speaking skill is the ability to produce sounds or saying words as an

expression of thought and feeling. Speaking is human behavior that could

be escape in the daily life. It is also regarded as the most important form

of communication. From the statement above, it can be seen that speaking

is the way to communicate each other, to share the ideas orally and

express the feeling.

G. Significance of the research

This research is formulated as an effort of finding some uses. The uses of

this research are:

1. Theoretically, the result of the research can contribute useful information

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developing material for supporting speaking skill improvement and help

another researcher on producing material of English education.

2. Practically, this research also can be guidance for teachers and students.

a. For the researcher

This research can contribute the researcher to help to find out the best

material for teaching speaking. Moreover, it can be an appeal for

continuing on Master study.

b. For the students

This research can add the students’ interest in English learning, so it can

help them to speak and learn English. Students will be able to enrich

their knowledge in speaking skill by using the videos that suitable for

them related to the syllabus that already provided.

c. For the English Teacher

This research not only can give additional contribution to English

teachers to develop language teaching method, but also the teachers are

able to improve the quality of teaching learning process. Teacher can

pause the video and give simple question related to the video moreover

teacher can give simple instruction on something to do by students.

d. For the Institution

The result of the research can contribute the institution in improving the

quality of the department and also getting better grade in the process of

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H. Organization of The Research

This research is composed into systematically five chapters and able to

clarify as follows. Chapter I, introduction which is dealing with the background of

the study, research questions, objectives of the research, problem limitation,

product specification, definition of key terms, significance of the research,

organization of the research. Chapter II, theoretical frame work contains of

previous researches, theoretical framework, procedure of development research

and curriculum 2013. Chapter III describes research method contains type of

research, the product “Nginggris Narsis” research subject and object, type data

resource, collecting data technique, validation of the data, data analysis technique,

time and place, design and procedure of Research and Development step, and type

of questionnaire. Chapter IV presents discussion of the research and Chapter V or

the last chapter is closure, it contains of conclusions, implementation and

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CHAPTER II

THEORETICAL FRAMEWORK

A. Previous Researches

In this research, the writer takes review of related literature from other

researches as comparison. The first research related to “Using Educational Video

in the Classroom: Theory, Research and Practice” is from Emily Cruse M.Ed

(2007). She finds that digital delivery frees for student while having teaching

learning practice. Students can control their own watching of clips that supporting

a lesson, repeating and reviewing as need for comprehensions. Collecting clips

into playlists or integrating them in to a multimedia lesson plan makes the

creation of such learning experiences easier that it has never been before. In

addition, she concluded that new technology opens many new opportunities for

learning. As the documented strengths of film, television and video are made

more available and accessible through video-on-Demand system, the potential for

learning and exploration opens up before us.

The second review is a research of “Pengembangan Media Pembelajaran

Fiqih Berbasis Macromedia Flash 8 Sebagai Sumber Belajar Siswa Mts Kelas

VIII Semester 2” by Farida Nur Hakimah (2013). In her research, she analyzes the

limitation of media that used by teacher while teaching material of “Hajj and

Umrah” in Fiqih subject. This research is a research and development (R&D)

media learning principles-based macromedia flash. Data analysis in this study

uses qualitative and quantitative analysis. The variable quality of structured

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sound, and the ease of using. The aim of this research and development is to

produce learning media based on material expert, media expert, and assasement

by 20 students on subject “Hajj and Umrah”, and to know students’ response

about Fiqih which has been developed. The second review helps researcher on

guiding the step of research and development method.

The third review is on “Science Direct” journal entitled “Design and

development of Multimedia Pronunciation Learning Management System for

Non-Native English Speaker” by Fei Ping Por, et all (2012) from Sains Malaysia

University, USM, Pamenang, Malaysia. In this journal, they designed and

developed the Multimedia Pronunciation Learning Management System

(MPLMS) by digesting the universally agreed system of phonetic symbols with

full face motion or mouth movements. Besides, they discuss the design and

development of the MPLMS based upon Alessi and Trollip’s instructional system

design model. This third review helps researcher to get more information about

designing and steps on the developing of the material.

B. Review of Theoretical Frame work

a. Teaching Media

Skinner in Javis (2002, p. 20) believes that ‘teaching’ is a technology

in which we can ‘decide programs and arrange methods of instruction’.

‘Material’ is the equipment needed for a specific activity or way of life

(Cambridge, 2003). Therefore, teaching materials can be designed as provider

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then, can be measured either by behavioral change or by examination and

assessment of the knowledge.

As language teacher we use variety of teaching material to explain

language meaning and construction, engage students in a topic or as the basis

of a whole activity. Teacher can use the entire thing around related to the

subject. Javis (2002, p. 134) define the teaching material as follow:

1. Pictures and images

Teachers have always creativities in using picture or graphics to

facilitate students in learning, whether drawn, taken from books,

newspaper, magazine or internet. Pictures can be formed of

flashcard, large picture, and cue cards. Moreover, teacher can

maximize in applying technology in teaching by using projected

slides, projected computer images and so on. Teachers also draw

picture on the board to help with explanation and language work.

2. The board.

The most versatile piece of teaching material is the board. Today,

the board is not only traditional board with chalk-dust or white

board with marker but also teacher can change the traditional

equipment with notepad, picture frame, game board, or notice

board.

3. Realia

With beginners and particularly children, real or lifelike items

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teachers are coming up in a class with plastic fruit. Realia is

entire thing that we can use as the teaching equipment although

the function is not for teaching.

b. Learning Media

According to AECT, an educational technology and communication

organization, in Wina Sanjaya (2014, p. 57) stated that media is all devices

that used to share information. Whereas, learning media according to Rossi

and Braiddle in Wina Sanjaya (2014, p. 58) is all devices that used as a

source of teaching learning at the class such as radio, television, video, book,

newspaper, magazine etc. Therefore, it can be concluded that learning media

is device collection that used in the process of learning in order to reach the

aim of the learning. It can help students to get understanding in a subject.

According to Berk (2009, p.3) several theories already talked about

learning that have examined the dual coding of verbal communication-

including visual, auditory or articulatory codes- and nonverbal

communication- including shapes, sounds, kinesthetic action and emotions.

The multimedia that already linked to the theories and the classrooms have

been tested by the research.

More than ten years a corpus of studies has accumulated that

investigates the effects of multimedia strategies on learning. Mayer (2001)

stated that the types of Multimedia are divided in to two forms:

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and computer-assisted video learning in every class that he taught in

addition to auditory and video media.

Mayer (2001) also had cognitive theory of learning that activated into

five steps. They are:

a) Selecting relevant words of processing in verbal working memory

b) Selecting relevant images of processing in visual working memory

c) Organizing selected words into a verbal mental model

d) Organizing selected images into a visual mental model, and

e) Integrating verbal and visual representation as well as prior knowledge.

In conclusion, the result of Mayer’s research found that the

presentation of verbal and visual material in the videos with integrated

dialogue is more effective for beginner and visual learners. The use of

meaningful video clips in teaching may be most appropriate for introductory

courses or class and lower achieving students and visual/spatial learners.

Overall, all other topics and students may benefit as well.

c. Video

“Video” is derived from Latin, video-vidi-vise that means see (have

power of vision). According to oxford dictionary (2011), video is the

recording, reproducing, or broadcasting of moving visual images made

digitally or on video tape. Whereas according to Mayer, video is multimedia

that conveys information through two simultaneous sensory channels.

“Video is a form of multimedia that conveys information through two

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case of on-screen print and closed-captioning.” (Mayer, 2001 on Cruse, 2007).

Video has strength in supporting students to learn a subject by

stimulating student to create their own imagination. By seeing the

visualization, students are able to expand their concept in their mind on

something displayed on the screen. So, the strengths of the Video are:

1. Video presents visual information that difficult to convey in other

ways. One thing that made video interesting is provide of sense being

there. For example, students can travel around the world; walk on the

moon, visiting some tourism place without leaving classroom. It can

open learners mind and trigger their imagination.

2. Video is not only give affect such kind of travel from place to place

for students, but also they can travel through time as well. Events of

the post great work of literature can be brought to life when the

characters, costumes and costume of the times are shown on the

screen. Every learners will have different perspective if they only

imagine about the things that presented by teacher.

3. Video can be used to model positive behavior and to motivate

students. They are particularly useful for introducing a topic or

reviewing material already studied when motivation is a key to student

involvement in a learning sequence. Memorizing sequence on

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deliver into long term memory, learners need stimulus by giving

visualization.

4. Video may help to promote learning in students with high visual

orientation in their learning styles. For many learners who have

reading difficulties might miss learning opportunities with print-based

material. In this respect, videos provide important learning

opportunities to students working in a second language.

d. Speaking

Arsyad & Mukti (1988) in Isnaeni (2010, p.56) stated that speaking

skill is the ability to produce sounds or saying words as an expression of

thought and feeling. Speaking is human behavior that could be escape in the

daily life. It is also regarded as the most important form of communication.

Speech is familiar feature of daily life that we rarely pause to define it.

It seems natural for people as walking, and only less so than breathing. Sapir

(1921, p. 3) said that in a very real sense the normal human being is

predestined to walk, it is not because his elders will assist him to learn the art,

but because his organism is prepared from birth. Not so language, it is of

course true that in a certain sense the individual is predestined to talk but that

is due entirely to circumstance that he was born not marely in nature, but in

the lap of society that lead him to its traditions.

Sapir (1921, p. 4) also streght the statement that speech is a human

activity that varies withouth assignable limit as we pass from social group to

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of long-continued social usage. Walking is an organic an instinctive function

but speech is a non-instinctive acquired “cultural” function.

For many people, mastering the art of speaking is the single most

important aspect of learning a second of foreign language and success is

measured in terms of the ability to carry out a conversation in the language.

C. Procedure of Development Research

In the procedure of development research, researchers explain about the

component in every step of development, analytical explanation of the competent

function in every developing product, and relationship between components in the

system.

1. Model Development.

Model development is the foundation to develop the new model.

In developing of the model, the researchers describe that there are three

things that should be noticed.

a. Organizing the structure of the model

b. If the new model is adapted from the last model, it should be

explained on choosing the new one, adjusting the component,

and the strength and weaknesses from original model.

c. It should be present the component and relationship between

components that involved in development if the model

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2. Product testing

This is the important step in research development. It is

conducted after designing the product. There should be three steps in

the testing: Expert testing, small group users, and field testing. After

testing the quality of the product, the development already has been

tested empirically.

3. Samples

Sample is the object of the research, judging from the amount and

how to select the sample needs to be explained clearly. There are some

notes that should be considered in choosing the sample: sample should

appropriate with the purpose and scope of the research, it should be

representative and the number of the sample depends on the trial stage.

4. Type of Data

The data that submitted should be appropriate with the

information need in the development product. The data can be taken

from a problem solving data that related to the efficiency and

effectively of the product. In the test expert, the data state, accuracy of

the product, accuracy of the method and accuracy of the design product

etc.

5. Data Collection Technique

There are varieties of technique data collection to measure the

characteristics of the data. The data collection can be done by

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Therefore, it needs to have clarity development procedures level of

validity and reliability. Some way, it can be done by sending

questionnaires by post or email and doesn’t close the possibility of

using internet working since the respondents are already connected to

the internet.

6. Data Analysis Technique

Data analysis is one of the important steps in research. Because

the next phase after the collect data is doing data analysis. Data

Analysis Techniques is very depending on the problem and the research

design used. In this research, the researcher uses descriptive qualitative

analysis. The researcher describes the result of the data starting from the

beginning until the conclusion.

D. MTs N Parakan Temanggung

State Islamic Junior High School in Temanggung, stand 1978 is the

state school that conducted under Ministry of Religious affairs. It is located in

Mekarsari Mandisari, Parakan, Temanggung, Central Java. It is promoting

Islamic education; technology based, from the character of students,

knowledge, resourceful. This school is running with Islamic value since

female teachers and students covered with hijab. This school also has vision

and mission to grow students to be a good muslim student in the future.

MTs N Parakan also has great students who get many achievements in

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Table 2.1 : Students’ Achievements of MTs N Parakan 2016

No Competition Students Level Achievement

1 KSM Mapel Fisika Rifka Anisa Salsabila Regional 1st_winner

7 Jambore Nasional Aga Arkian National Participant

Source: MTs N Parakan Profile 2016/2017

E. Curriculum 2013

Curriculum 2013 was created to complete of previous curriculum. It was

also created because to answer the external challenge that will be faced by nation.

The challenge is president policy about free visas for several nations. If foreigners

no need to pay visa, it will be easy for them to come to Indonesia. Moreover, the

ASEAN Economic Community (AEC) already declared at 2015. That will be a

great challenge for students to survive in the globalization era.

According to the second attachment in Permendikbud No. 58 (2014),

Curriculum 2013 developed with the realization as follows:

1) Strengthening learner’s way of learn. They have a right to choose their

own learning style to have the same ability.

2) Reinforcing Interactive learning patterns. It not closes possibility for

learners to learn from other resources, not only from the teacher, but

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3) Reinforcing learning pattern in networks. Learners today, they live in

the nettizen era, where people mostly spend much time in internet. They

can learn from anyone and anywhere as long as it can be reach. It is a

big chance for them to maximize the internet facility that not odd for

them.

4) Reinforcing active learning-looking. Learners active to look for

something new by themselves. Teacher is only as a facilitator.

5) Strengthening self-study in team based, multimedia learning, critical

learning, and learning plural science.

Curriculum 2013 has balancing between the attitude, skill and knowledge.

Then, the assessment standard for this curriculum is based on learning process in

student daily activity. The main point attention of this curriculum is on learners’

attitude besides knowledge. Then, the guidance for counseling teacher in 2013 is

not only to solve the students’ problem, however on how to develop students’

potential. It is expected that the process on improving attitude not only the

responsibility of guidance and counseling but also in every layer involved in

learning process.

Curriculum 2013 applies this concept to elementary school (SD), junior high

school (SMP), and senior high school (SMA/SMK). Learning process for

SMP/SMA/SMK has done with scientific approach. Students learn by watching,

asking, reworking, presenting, summing up, creating something, and having

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CHAPTER III

RESEARCH METHOD

In this chapter, the researcher discuss the type of research, the product,

research subject ad object, type and data resource, data collecting technique,

validation of data, data analysis technique, time and place, design, and procedure

of Research and Development steps.

A. Type of Research

This research study used the educational research, Research and

Development that develop by Borg and Gall (1989). It was a process that used to

develop and validate the products of education. The Model that used in this

development research was the procedural model. Procedural Model was a model

that was a descriptive, delineate the stages of which must be followed to produce

the product, namely planning, implementation, and evaluation of the product. To

produce specific products, it used research that needs analysis (used survey

methods or qualitative research). Then, to test the effectiveness of the product that

required testing the effectiveness of product used experiments method (Sugiyono,

2009: 407).

There were ten steps that should be fulfilling in the process of arrange

Research and Development. The steps of Research and Development were

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Table 3.1 : Research and Development Steps by Borg and Gall.

However, Borg and Gall recognized that ten steps were not affordable for

student collage by seeing the substantial personal and financial resources. Due to

this limitation, Borg and Gall gave suggestion for preliminary and main filled by

eliminating into three component steps. They were operational field test, final

product revision and dissemination and implementation. In this research, the

process of developing English educational video material used those steps below

that part of the three component steps. (Haryati, 2012, p. 13)

The details of educational research and development methodology

according to Borg and Gall on Haryati that researcher used in this research (2012,

p. 14) as follow: Identification

Needs

Planning

Product Design

Product Small

Scale Tryout Product Revision

Validation of The Expert Large Scale

Tryout

Final Revision Mass Product

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Table 3.2: Modified Research and Development Steps

1) Identification needed. At this stage the identification need was

something that when used would have more value. The empirical data

could be taken from others research report, or others documentation

research report, or the researcher can get the data from his/her own

visitation.

2) Planning and Product Design. After the problem or need could be

shown in the latest factual then collect a variety of information that

was used as a specific product planning that is expected to be able to

resolve the problem. There were various product that produced by

research in the R&D. Product Design can be realized in the form of

pictures or the chart so that it could be used as a handle to assess and

make it. Moreover, in the form of a system that comes with the

explanation of the mechanism of the use of the system, how to work as

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3) Product small scale tryout. The early test of products was done with

the simulation on using of the product. After simulating the product

then could be tried out in limited groups. The tests were performed

with the goal to get the information whether the product is more

effective than the old one.

4) Validation. This process was the activity to assess whether the product

would be more effective or not. This assessment could be done by the

survey of the experts to assess the product. Then, there would be found

the weakness and strength in a discussion forum. For example only on

research development of the model and the learning expert team is the

teacher that can provide examples of technology experts, experts’

fields of study on the same subject, and learning evaluation experts.

5) Revision of the product. After knowing the weakness of the product,

the next was made revision by checking the performed based on the

result of initial validation. The aim for this step was getting a better

result and obtained the qualitative information that the product was

developed.

6) Product large scale tryout. It could be done by observation, delivery

the survey and interviews the subject at school. The field trial engaged

all students in the first grade of junior high school that the researcher

takes place the research.

7) Revision of the product. It was done because of the trial was still in

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the trial product we found the weakness and lack of product that

developed. In addition, it determined the success of the product in the

achievement of object and collect information. When product applied

on a wider scale, then there was a lack of product generator must

re-evaluate how the performance of the product. From the results of the

evaluation of the product could be made for the completion and the

creation of a new product again.

8) Dissemination and implementation. The last step was sharing or

distributing the product through sharing session, seminars, meeting,

scientific journals, more over collaborating with publisher for

dissemination product.

B. The Product “Nginggris Narsis”

The product of this research is namely “Nginggris Narsis”. The name of

the product should be ear catching and eye catching. The more simple the name,

the easier students to remember. They would copy the title many times in their

mind every watching the video because the name would be appeared in the

beginning of the video. The aim of giving this name was to motivate students to

be more confident in learn English. It was to disappear the perspective that

English is hard to learn. The meaning of “Nginggris Narsis” is by mastering

English, students can exist-Narsis moreover they can go anywhere like what

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C. Research Subject and Object

In this part, the researcher would like to discuss about research subject

and object. They are as follow:

a. Research Subject

The subject of this research was students from 7th grade or junior

high school student since ministry of education stated that 7th grade student

are required to study English. The researcher would like to give a good

impression for students about learning English. The researcher also

expects that students will aware that studying English as something

important and beneficial in the future.

The researcher took some consideration and classification to select

the school as the object. The classification was based on economy class

and lower average prestige of students input. It was expected that other

school with higher economy class and more prestige can follow and use

the video more effectively.

MTs N Parakan was selected as the main subject. MTs or Madrasah

Tsanawiyah is a secondary school that the Vision and Mission of this

school run based on Islamic law. All female teacher and student should

wear headdress (veil) while learning process.

This school has good achievement in English. Some students got

their achievement such as The 2nd Best Story Telling Competition, Thyara

Khusna, on MGMP in Kab. Temanggung 2016, and Runner Up News

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English competition 2016. Another thing that makes this school unique is

the teachers always stay in front of the school gate in the morning to

welcome student and spread salam and smile.

b. Research Object

The researcher has intention to look for some ideas of how English is

delivered in class. By having this idea, there are many question that exist

such as what kind of supporting media were used and what kind of

students’ progress in learning English year to year. From the ideas and

information above, the researcher has initiative to create media or product

that has beneficial to improve student competence in English especially in

speaking context by producing video entitled “Nginggris Narsis” that

becomes the object of this research.

D. Type and Data Resource

The researcher used two kinds of data, primary and secondary data. Primary

data comes directly from the sources and secondary data comes from the existing

sources. Primary data is obtained from questionnaire distribution, either open,

close and interview the respondents. The respondents are:

a. Students. Students are from MTs N Parakan Temanggung in 7th grade.

b. English teachers. There is only one teacher who lent her hand in giving

suggestion for developing product. She was Mardhiah S.Pd, English

teacher for students’ 7th_{grade with S1 degree.}

c. English experts. They are Rose Graves and Yuta Otake. Those experts

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internship program at different university in Indonesia. Rose Graves is

teaching in Bengkulu University as lecturer for under graduate students

in English department and Yuta is teaching in Islamic University of

Palembang as lecturer for under graduate students in English

department. The researcher met them in Camp EPIC 3 (Empowered,

Prepared, Inspired, and Connected) that had been held in Batu, Malang

for about two weeks on Januari 14-27, 2017. Camp EPIC 3 is

pre-service English Teacher Training that conducted by RELO from US

Embassy Jakarta.

d. Validators. The validators come from English Language Fellow from

US Embassy Jakarta, Jeanie Roberta Cook and Alicia Bradley. Jeanie is

teaching in Yogyakarta State University (UNY) as lecturer for under

graduate and master students in English department; and Alicia Bradley

is teaching in Gorontalo University as lecturer for under graduate

students in English department. They have many internship programs

related to educational term in every country, from US to Asia.

E. Data Collection Technique

Technique of collecting data used to collect the data that consist of

observation, documentation, distributing survey, and interview.

1. Observation

Observation that the researcher did was passive observation. The

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observation is focused on what the material that used by teacher to teach

English.

2. Documentation

The researcher used documentation study such as syllabus and lesson plan

of the teacher. It is used to collect the data about the theme that would be

used in producing video for students. In addition, researcher also read the

book related to the topic.

3. Questionnaire

The researcher distributed questionnaire for students to get the

information in forming an appropriate video from student’s side. The

questionnaire distributed 3 times, the first is distributed to the 30 students

to know the video format, the second is distributed in small scale tryout to

obtain the first result of students, and the third is distributed into large

scale tryout to obtain second result of the video before disseminate.

4. Interview

Interview is particularly useful for getting data before producing the

video. It is used to know students need from teacher and English expert

view.

F. Validation of Data

For the validation of data, the writer used Tiangulation technique.

Triangulation is widely defined by Denzin (1978, p. 291) as the combination of

methodologies in the same phenomenon. Data triangulation is the use of a variety

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corroborated and any weaknesses in the data can be compensated for by the

strengths of other data, thereby increasing the validity and reliability of the results.

The approach has been used in many sectors to strengthen conclusions about

findings and to reduce the risk of false interpretations.

G. Data Analysis Technique

The technique that used by researcher on data analysis is comparative

techniques. According to Suwandi (2009:62) comparative techniques is the

technique that compare the result of the survey. The researcher would like to

compare the result of students need, small scale try out and large scale tryout.

To get the result was obtained from the formula:

P : the instrument percentage F : total percentage score N : number of respondent

H. Time and Place

The research was conducted in academic year 2016-2017 in MTs N

Parakan Temanggung, Central Java.

I. Design and Procedure of the Research and Development Steps

These steps are used to answer the research question based on Research

and Development method that developed by Borg and Gall that already modified

according to direction by Sugiyono (2009). It is conducted to design the product

that appropriate for junior high school institution in Temanggung.

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No Steps Collecting data

technique

- Researcher also interviewed teacher and students after class

- Documentation - Researcher planned entire

equipment for production starting from the setting, plot, cast, script, until the costume. - Researcher also maintained

teacher and students need based on the previous data.

3 Product small

scale try out

- Questionnaires - Researcher shared

questionnaire to students and teacher to find out the data

- Documentation - Researcher revised the product by producing new product. The new one or the 2nd product is better than the previous one.

6 Large scale

try out

- Questionnaires - The new product was tested in to students to collect the new data after having revision.

7 Revision of

the product

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1. Identification Teachers and Student Needs

The researcher conducted and collected the data by studying

literature on how to design the product, studying literature on English

learning especially about 2013 curriculum, syllabus, teachers’ lesson

plan and books reference. To get more information, the researcher

went to the place that the research was held and get the potential that

can be develop to improve students ability in English.

In this step, researcher observed about how the way teacher

teach, allocation time for teaching, students score in English and

students enthusiasm learning English by having interview with

English teacher in that school. The interview was conducted either

structurally or non-structurally, and written or not written by audio

tapping or video.

2. Product Design

The concept and preparation of the product would be discussed

in this step. Product description was to design the video script, video

duration, and video actors.

In addition, shooting technique, time determination, place for

shooting, which crew would participate, what costume would be used,

shooting tools such as camera and lighting would also describe in this

section. Shooting section would be held after all product design

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People who participated in this process were researcher, teacher,

cameramen, actors and editor. The researcher didn’t only coordinate

all the preparation for cameramen, teacher, and actors but also asked

opinion from experts about an appropriate video for junior high school

students. In addition, the researcher also decided time and place

setting, costume, lighting, plot of the story and all stuff that would be

needed.

3. Product Small Scale Tryout

The earlier product or the first product was distributed to small

scale respondent in a class. They are invited to watch video together

and asked to give their opinion by filled out questionnaires. The

questionnaires consist of closed question and include following points:

a. Students’ style on watching video

b. Students’ involvement perception in video making

c. Activity after watching video

d. Video format

e. Frequency of video repetition

4. Validation

In this step, researcher asked opinion from validation English

expert about the final product whether it already fulfilled requirement

for English standard material or not. Suggestions from the expert were

absolutely needed for further improvement that will be used as

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5. Product Revision

After first testing product, respondents’ opinion would be

observed in order to have correction and improvement to get a better

product. The result after first product revision was namely the video

“B” which better than video “A”. The aim of video “B” was to fulfill

respondents’ expectation, both teachers and students. Finally, the last

product was namely video “C” that ready to distributed and

disseminated. So, there would be three products that each product has

different quantity of the video. Video “A” contained one video, video

“B” containedtwo videos and video “C” contained of four videos.

6. Product Large Scale Tryout

Video B was ready to be tested in large scale tryout to all 7th

grade students in MTs N Parakan. However, in this section, the

respondents’ was not really necessary to examine its validity and

accuracy since descriptive statistic was conducted to get some average

responses from respondent.

7. Product Revision after Large Scale Tryout

Product revision result from large scale tryout was expected

could give contribution in improving the next product. The next

product was namely video “C” which had more perfect and had a

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8. Dissemination

The last step in the process of production was disseminated final

product to users. Product would be distributed to junior high school by

broadcasting through YouTube and WhatsApp. In addition, it was

uploaded in IAIN Salatiga YouTube account.

J. Type of Questionnaire

In this type of questionnaires, the researcher would like to discuss about

close ended question and open ended question.

1. Close ended Question

The type of Close statement that used to be executing for

students gave a simple way for them to answer. They only need to

mark on the form. It looks like when they do a test at school by

crossing or circling on the answer that already chosen. On the other

hand, questionnaire that distributed for teacher was projected to obtain

the teacher’s degree of the agreement on the closed statement.

“The major advantage of closed-ended questions is that their coding and tabulation is straightforward and leaves no room for rater subjectivity. Accordingly, these questions are sometimes referred to as 'objective' items. They are particularly suited for quantitative, statistical analyses because the response options can easily be numerically coded and entered into acomputer

database.” (Dornyei, 2003, p. 35)

2. Open ended question

Open ended question was made to complete the information

related to the close ended questionnaires that distributed to the

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should be answered and it was a short question that designed to obtain

the feedback from respondent. Dornyei said that the question must be

followed by some blank space for the respondent to fill. Furthermore,

he explained the length of the answer that the answer was more than a

phrase and less than a paragraph.

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CHAPTER IV

DISCUSSION

In this chapter, the researcher discussed the video that have been

developed as a media for learning English. Besides, the researcher discusses

media that used as learning resource, technique of developing English video and

research product.

A. Identification Media that Used as a Learning Resource

The researcher conducted and collected the data by studying literature on

how to design the product, studying literature on English learning especially about

2013 curriculum, syllabus, and books reference. To get more information, the

researcher went to the place that the research was held and get the potential that

can be develop to improve students ability in English.

In this step, researcher observed about how the way teacher teach,

students score in English and students enthusiasm learning English by having

interview with English teacher in that school. The interview was conducted either

structurally or non-structurally, and written or not written by audio tapping or

video.

1. Research and Information Collecting

a) Situation During Teaching and Learning English

The observation had been conducted since in the end of 2016 up

to this writing process in 2017. Researcher conducted the informal

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school. Another way that researcher took besides informal interview was

direct observation to the school.

During teaching and learning process, the researcher observed

student activity in the class. Students give their enthusiasm to the teacher

while learning process. Researcher also asked students some questions

related to the research. They admitted that the supporting media for

learning English were still limited. They still learned English only with

text book. Although sometimes, teacher already changed the way of

teaching to be more enjoy and fun.

b) Students’ Background

MTs N Parakan is a junior high school that runs with Islamic

religion. Although the atmosphere and culture is under Islam, students of

this school can compete as well as student from other school. The

curiosity encourages researcher to look for their achievement in winning

English Competition.

The latest achievements in 2016 and 2017 were Story Telling

English Competition that held by MGMP and represented by Thyara

Khusna Sabila as the 2nd best performance, and News Reporting

Competition represented by Maulida Mahiroh was the runner up in MAN

Festival (Madrasah Aliyah Negeri Festival) competition.

Besides, the teacher stated that those achievement were special

since public knows as the average school. It was not from the monthly

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average families. The public knows as this school was located in the

middle of the village and around farm field. From the information above,

it could make the point that they have very limited facilities in learning

out of school.

c) Students’ Competence in English

The following table was the progress of students in learning

English started from academic year 2012 up to 2016.

Table 4.1

No Academic Year/

Class

2013 2014 2015 2016

Smt.1 Smt.2 Smt.1 Smt.2 Smt.1 Smt.2 Smt.1

1 7A 76,23 75,60 77,35 75,70 78,65 78,33 79,60

2 7B 72,52 71,17 73,02 74,86 77,65 77,70 78,05

3 7C 71,40 72,30 72,80 74,30 74,84 76,74 77,90

4 7D 72,50 72,78 74,86 75,35 74,02 75,98 77,60

5 7E 73,76 72,74 74,21 73,28 74,50 77,68 77,23

6 7F 73,56 73,20 75,12 74.34 74,89 75,90 77,00

7 7G 72,80 70,90 75,70 75,55 74,12 74,21 77,65

8 7H 73,20 74,86 76,77 74,32 75,00 75,60 76,60

9 7I 73,25 73,23 72,00 74,20 74,89 75,65 77,20

10 7J 71,40 72,52 72,80 71,17 73,02 74,30 76,23

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d) The Use of English Video in Class

Researcher got information from slight observation at school

that students generally were invited to study in multimedia-room. There

would be found computer, LCD projector, active speaker and other

facilities to support learning English. Teacher usually randomly picked a

video as media to learn English and has initiatives to adjust with the

syllabus.

Then, the researcher tried to observe in internet about

availability English video for junior high school on Google, and Youtube

as the place to look for it. The result was almost the same. There was no

particular video found in supporting English material that appropriate

with the syllabus. Most of them directly explained the theory or the video

only copying the activity in the class. However, without providing which

material It seems like a recording an activity in a class.

The video was presented in Bahasa Indonesia without any

English subtitle. The activity was started with teacher open the class,

greeting students, praying before class and deliver the material based on

text book. The interaction was built by teacher to stimuli student critical

thinking and sometimes invited students to study out of the class.

Other information was found in the book from Ministry of

education entitled “Bahasa Inggirs: When English Rings A Bell”. This

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concluded from the book that teacher role today was became a facilitator

for students. Students supposed to be more active in learning process.

e) Teacher’s Teaching Style

Teacher had a good interaction with students while teaching in a

class even out of the class. Students looked feeling comfortable with the

teacher. It could be seen from the way they can easily great, ask

something and share about anything.

In learning process, teacher focused on grammar and daily

conversation that used to speak during English in a class. However,

teacher speaks Bahasa Indonesia more often even Javanese. This was

because students, most of them, came from village and very first time

having English lesson. This was the problem that teachers get, but

teacher can solve the problem by translating in Bahasa Indonesia after

say something in English.

Teacher started the lesson by giving salam in the beginning of

the class. Next, teacher said “How are you today” to great them and

attract their attention. Some instructions and question also used English

such as ‘Who is absent today?’.

The following activity was teacher gives the lesson in a normal

way as always in useful class. Once in a while, teacher gave an ice

breaker to keep students attention and enthusiasm such as sing a song,

DEVELOPING THE MATERIAL OF ENGLISH EDUCATIONAL VIDEO IN SUPPORTING SPEAKING SKILL FOR THE FIRST GRADE STUDENTS OF MTs N PARAKAN TEMANGGUNG IN ACADEMIC YEAR 20162017 A GRADUATING PAPER