CHAPTER II REVIEW OF LITERATURE
B. Speaking
3. The Elements of Speaking
Accuracy, according to Hornby (1995) in Atira (2018), is the state of being correct or exact and free of errors, particularly as a consequence of meticulous work. According to Marcel (1978), correctness refers to people’s use of proper words and language patterns. In the example, accuracy is broken down into three parts:
vocabulary, pronunciation, and grammar.
1. Vocabulary
Vocabulary is one of the most important things to master before practice speaking. We find it difficult to communicate without a strong vocabulary. Students sometimes struggle to remember all of the words they have learned; this is due to a lack of practice and application. As a result, the pupil must practice more in order to retain their memory. According to
Hornby (1995), a person’s vocabulary is made up of all the words he or she kniws and uses. While Harmer (1991) distinguishes between two categories of vocabulary in the terms that we want children to comprehend but not use.
2. Pronunciation
Pronunciation, according to Hornby (1995), is the way a language or a spesific word or sound is uttered. While Harmer (1991:11) defines pronunciation as “the sound, emphasis, and intonation used to pronounce a word.”
a. Sound
Some preambles that speakers of English as a foreign language struggle with particular sounds may be meaningless on their own.
b. Stress
Stress is a property of words that gives structure to a word as it is uttered, not only when the words form phonemically minimal pair partners (Boughton, 1997).
c. Intonation
According to Harmer (1991:12), intonation refers to the musicality of speech, or the tune you use when you talk.
b. Fluency
Fluency relates to how successfully a learner communicates
meaning rather than how many grammatical, pronunciation, and vocabulary errors they make. Fluency is frequently compared to accuracy, which is concerned with the type, quantity, and severity of errors committed. As a result, fluency is a highly complex ration that relates primarily to the smoothness of discourse continuity; it also takes into account how sentences pattern in word order and omit elements o structure, as well as certain aspects of the prosily of discourse. For example, a student may be fluent (able to express themselves clearly) but inaccurate (make a lot of mistake). To speak fluently, we need both rhythms in our speech and lack of non-fluency in our words. Rhythm is the regularity or irregularity with which we express our words through accenting and phrasing. Fluency, according to Hornby (1995), is the quality or state of speaking in a foreign language.
1. Self-Confidence
Self-confidence is feeling sure about thing expressed or done by someone to others. Furthermore, confidence is the way feels about what we are to do or say, Frederike in Mukaddimah (2014:15) states that self-confidence is a mental process which makes someone to do or taking action with other people who are speaking requires bravery. There are many pupils who lack self-confidence and hence are unable to communicate with others. They are occasionally embarassed to communicate in
English. If we reveal what we rarely feel on our faces, it is regarded odd behaviour on our behalf. As a result, we must teach with others while we are assessing anything automatically. The face we exhibit to the world is rarely our true face.
2. Smoothness
Smoothness is the ability of speaking English through a good clustering and reduces from (Brown, 1980:267). A good clustering in speaking with phrasal fluently. It means that speak English not word and reduce form are the use English with construction, elisionsband reduce vowels. Relating to the explanation above, the researcher can cloud that smoothness is using English contraction, elision, and reduction vowel is a good method to talk with phrasal fluency and reduce are form.
4. Difficulties in Speaking Factors
Speaking English is in fact, more difficult than writing and reading it. It’s also something that the researchers agree on. The most common reason of difficulty while speaking in English is a mismatch between the written and spoken forms of a word or phrase. There are also certain obstacles that students have when speaking English, as evidenced by a study conducted by Afisa (2015).
1. The students’ low vocabulary proficiency was due to their lack of grasp of meaning terminology, which made it difficult for
them to follow the discourse.
2. Because English terms differ in pronunciation and spelling, the kids had difficulty pronouncing certain words.
3. The students were still unsure how to put words together. Then there were a few more grammatical errors.
4. Students were often apprehensive about speaking English for fear of making blunders.
C. Media
1. Definition of Media
Supriatna (2009) claims that the media has a wide scope, thus the media problem is currently limited to the subject of learning alone or as a medium of learning. According to Arsyad, the media is one of various types of enviromental factors that might motivate children to learn (2006). Everything that can be used to transmit a message from the sender to the recipient in order to excite the mind, sentiments, concerns, and interests of the recipient, as well as the student’s attention, so that the learning process can take place, write Sadiman (2006).
Based on the above understanding, media is a too; used to convey messages to recipients as a medium for teaching materials that increase student interest so that a pleasant learning process occurs.
2. Kinds of Media
According to (Supriatna, 2009), there are seven basic forms of media used in learning:
a. Text
Text is a fundamental component of conveying information, and it comes in a variety of style and formats. It aims to capture attention during the transfer of data.
b. Audio Media
Audio media aids in the communication and retention of knowledge. To enhance the appeal of anything, use audio media. Background noise, music, sound recordings, and other audio types are all examples of audio.
c. Visual Media
Visual media includes images/photographs, sketches, diagrams, charts, graphics, cartoons, posters, bulletin boards, and more are all available.
d. Audio-Visual Media
Television and movies are the examples of audio-visual media. The audio-visual presentation depicts the entire communication context. The face impressions, gestures, and physical context exhibited can be easily understood by the students’, bringing education closer to a real-world
situationits’s vital to preview any program and assess its worth in terms of the calssroom setting, time, and subject value, as well as how to use it more effectively to help all students understand the topic. Films, TV shows, and video CDs with both picture and audio are examples of this media.
e. Media Motion Production
Projection of media motion Films, television shows, and video cassette are all included (DVD, VCD, or CD-ROM).
f. Objects/Miniature
It resembles a three-dimensional item that children may grasp and manipulate. This media is meant to operate around the object’s and context’s limitations, allowing the learning process to proceed smoothly.
g. Human
Teachers, students, or professionals/experts in specific disciplines/materials fall into this category.
3. The Benefits of Media
Learning media, according to Arief (2009:17) in Sartika (2019), includes the following:
a. Make a message’s presentation more clear so that it isn’t overly verbose.
b. Overcome spatial, temporal, and sensory restrictions, such as:
1) Large objects can be subtituted by realities, photographs, movies, video pictures, or models are all examples of film frames.
2) A micro projector, a slide film, a video image, or a visual aid with small objects are all options.
3) Time lapse, high-speed photography, or slow-motion video playback can aid with motion that is overly slow or rapid.
4) Past events can be relieved by the use of recordings such as movies, films, or photographs.
5) Models, diagrams, and other visual aids can be used to present overly complex objects.
6) An idea that is too wide might be illustrated via movies, presentations, photographs, or videos.
c. Students’ passive attitude can be changed by using appropriate and diverse learning resources. In this instance, the educational media can help with:
1) Inspire students to want to learn.
2) Allows students to interest with their environment and reality directly.
3) Allow pupiks to learn according to their particular interests and skills.
d. Learning media has the ability to overcome this challenge because of the unique nature of students, as well as their various backgrounds despte the differences in their backgrounds and experiences, each student’s curriculum and learning materials are same.
1) Make the same incentive available to everyone.
2) Comparing and contrasting experiences.
3) Create the same impression.
D. Spinning Wheel
1. Definition of Spinning Wheel
The following is a definition of Spinning Wheel: Spinning Wheel movement, around, change direction, turn, and get around., according to Jaelani (2012:12). Learning media Spinning Wheel is a tool in the form of an illustrated circle that is rotated, moving on its axis until it stops in one part of the image (Noni, 2015). As a result, the Spinning Wheel can be defined as a circular object or circle that can spin or change direction. The Spinning Wheel in other words was a rotating circular item or circle.
2. The Advantages of Spinning Wheel
According to Huda (2020) a Spinning Wheel has a few advantages. The following is a list of the items:
1) Students are involved in learning activities so that their
knowledge really well absorbed.
2) Train students to work together.
3) Train students’ understanding in answering practice questions, so that trigger increased interest and student learning outcomes.
4) It is a game with challenging advantages, such as lots of game shows on TV. This type of media is familiar and evocative enthusiasm for some students.
5) Can be used as exam preparation very well.
3. The Disadvantages of Spinning Wheel
According to Huda (2020) a Sinning Wheel has few disadvantages. The following is a list of the items:
1) For lazy students, the purpose of this learning media cannot be achieved.
2) Requires sufficient timing.
4. The Benefits of Spinning Wheel
According to Saputri (2020) there are several benefits of the Spinning Wheel for teachers and students’, namely as follows:
1) Teachers become more active, innovative and creative.
2) Students’ become more motivation, fun and understand.
5. Steps in Using of Spinning Wheel
According to Sartika (2019) there are several steps to turning the Spinning Wheel, which are as follows:
1) Form six groups of students.
2) One of the group representatives takes the stage in front of the class and spins the Spinning Wheel with questions and answers.
3) When the Spinning Wheel stops, then that is the material to be discussed.
4) Each group discusses the material than has been obtained.
5) After that, each student comes to the front of the class to explain the results of their discussion.
6) Each student has two minutes to explain their material.
Input (Speaking Skill)
Process
Spinning Wheel Media
Speaking Accuracy
Vocabulary Pronunciation
Output
(The Bridging of Students’ Speaking Skill) E. Conceptual Framework
The conceptual framework of the research was designed as the following:
Figure 2.1 Conceptual Framework
The focus of this study was on the ability to communicate effectively. There were numerous things to look at when it came to speaking ability, but the researcher only considered speaking accuracy in terms of vocabulary and pronunciation. Vocabulary and pronunciation were aspects of speaking that students found challenging at this level, so the researcher employed Spinning Wheel media in treatment to address the students’ vocabulary and
pronunciation issues. A proper process orientation media was one of the factors. Bad media in the classroom can make pupils sluggish and give them the idea that the subject is unimportant, lowering their drive and making learning seem like a chore. After students were exposed to the Spinning Wheel media, the results of this study showed that students’ speaking accuracy improved.
F. Hypothesis
The hypothesis of this research was formulated as follows:
1. Null hypothesis (H0): there was no bridging speaking skill of the students’ vocabulary and pronunciation.
2. Alternative hypothesis (Ha): there was an bridging speaking skill of the students’ vocabulary and pronunciation.
Table 2.1 Hypothesis Testing
No. Testing Null Hypothesis Alternative Hypothesis 1. ttest>ttable Rejected Accepted
2. ttest<ttable Accepted Rejected Source: Gay (2015:22)
CHAPTER III RESEARCH METHOD A. Research Design
The study used a one-group pre-test and post-test design and used a pre-experimetal research approach. Following the pre-test and before the post-test, the therapy was administered. In the table below, the design was presented:
Table 3.1 Research Design
Pre-test Treatment Post-test
O1 X O2
Source: Sugiyono (2012: 111) Where:
O1 = Pretest X = Treatment O2 = Post-test 1. Pre-test
As a pre-test, the students were given an oral test to measure and examine their past knowledge of English pronunciation and vocabulary. A one meeting was required for the pre-test.
2. Treatment
After the students completed the pre-test, the therapy was
23
provided. This research is handled in the following way:
a. The teacher provided background information on pronunciation and vocabulary.
b. The Spinning Wheel media was explained by the teacher.
c. The teachers demonstrated how to use Spinning Wheel media by using it as a example.
d. The teacher forms three groups.
e. Each group representative came forward to try using the Spinning Wheel.
f. After the board stops, the topic to be discussed can be known and this continued to the next group until everyone gets the topic to be discussed.
g. Each group discusses the topics that had been obtained.
h. After discussing, each student present the results discussed and the other groups respond.
3. Post-test
After treatment, pupils were given a post-test to see if they had improved their pronunciation and vocabulary.
B. Variable and Indicator a. Variable
This research has two variables:
1. The dependent variable was the students’ speaking accuracy.
2. The independent variable was the use of Spinning Wheel media.
b. Indicator
The indicator of the variable was accuracy. Speaking accuracy consists of vocabulary and pronunciation.
C. Population and Sample 1. Population
The study focused on first-grade students at SMP Negeri 1 Bontomarannu in the academic year 2021/2022, with a total of 296 students divided into ten classrooms.
2. Sample
The samples were selected by using cluster random sampling technique; the researcher only took one class as the sample. It was conducted at the first grade namely class VII 3 consisted of 16 students.
D. Research Instrument
The speaking test was the tool use to gather data in this study. The test was used in both the pre-post testing phases. The pre-test determined and tested the students’ prior knowledge of speaking correctness before they were treated with Spinning Wheel media, and the post-test determined if the students’ speaking accuracy bridged after treatment.
The researcher gave a speaking evaluation in grading the
performance of the students’ speaking skill in correctness while examining their speaking skill utilized Spinning Wheel media. Pre-test and post-test devices were used to gather information. The pre-test was given prior to treatment to establish the students’ speaking ability, and the post-test was given after treatment to see if the students’ speaking ability had improved after the materials were introduced. This text was in the form of an essay consisting of 4 questions and has the same level.
E. Collecting Data
The following actions took by the researcher when gathering data:
1. The researcher asked for permission from the class’s teacher.
2. The researcher came to class to conduct a pre-test as an example of this research.
3. The researcher was used Spinning Wheel media after completing the pre-test.
4. At the final meeting, the researcher administered a post-test to the students.
F. Data Analysis
The following approach was used to analyse the data collected by the researcher during the pre-test and post-test:
1. Pre-test and post-test students’ correct answers are scored Students’ Score= The number of students correct answer × 100
Total score
Source: Shofa (2013)
2. Scoring the students’ pronunciation
Table 3.2 Pronunciation Rubric
Classification Score Criteria
Excellent 6
The mother tongue has only minor influence on pronunciation, causing two or three grammatical and lexical errors.
Very Good 5
The mother tongue has a modest influence on pronunciation. There are a few samll grammatical and lexical problems, but the majority of the statement is correct.
Good 4
The mother tongue still has a minor influence on pronunciation, although there are no serious phonological faults. There are few grammatical and lexical problems, but there are one or two serious errors that cause misunderstanding.
Fair 3
Mother tongue has an impact on pronunciation, however there are only a few phonological faults. There are a number of grammatical and lexical
errors, some of which are misleading.
Poor 2
The mother tongue has a significant influence on pronunciation, with faults leading to a breakdown in communication and numerous basic grammatical and lexical problems.
Very poor 1
There are numerous basic grammatical and vocabulary problems, as well as serious pronunciation difficulties.
There was no evidence that any of the language skills and areas taught throughout the course had been mastered.
(Heaton, 1988:99) 3. Scoring the Students’ Vocabulary
Table 3.3 Vocabulary Rubric
Classification Score Criteria
Excellent 6
A vocabulary that appears to be as accurate and extensive as that of a native speaker who has received formal education.
Very Good 5
Professional vocabulary is comprehensive and precise, and
general vocabulary is sufficient to deal with a wide range of practical difficulties and social settings.
Good 4
Professional language is adequate for discussing spesific interests; generic vocabulary allows for some cicumlocutions in discussing any nontechnical issue.
Fair 3
Some words are incorrectly chosen, and a lack of terminology prevents discussion of some frequent professional and societal issues.
Poor 2
Only basic personal and survival vocabulary is available (time, food, transportation, family, etc.)
Very poor 1
Even the most basic communication requires a large vocabulary.
(Heaton, 1988:99)
4. The Classification of the Students’ Score
Table 3.4 Classify the Students’ Score
Classification Score
Excellent 80-100
Very Good 66-79
Good 56-65
Poor 41-55
Very Poor ≤40
Kariadinata (2015) The data obtain from pre-test and post-test was analysed by using the procedure as follows:
1. To percentage of the students’ achievement using P = 𝑋 100
Where:
P = Rate of percentage
F = Frequency of the correct answer N = Total number of students’
(Sudjana:1990) 2. Calculating the mean score of students answer in both pre-test and
post-test by this formula:
X = Where:
X = Mean
∑x = The sum of all score N = Number of subject
(Gay:2006) 3. Calculating the improvement of the student’s score of the pre-test
and post-test, the researcher used the following formula:
P = 2 1
1 𝑋 100 Where:
P = Improvement
X1 = Mean score of pre-test X2 = Mean score of post-test
(Harmer:2007) 4. Finding out the significant between pre-test from the calculating
values:
D = Where:
D = The mean of differences score ∑ D = The sum of scores
N = Total number of students’
(Gay:2006)
5. Finding out the significant between the pre-test and post-test by calculating the value of the test. The following formula is
N d N
N 1
employed:
T = D
Where:
T = Test of significance
D = The mean of the difference score ∑d2 = The sum of the square
(∑d)2 = The square ∑d N = Number of students
(Subana:2005)
The researcher compared the t-test value to the t-table to arrive at the conclusion. If the t-test value was more than the t-table value, it was assumed that there was a substantial difference between the pre-test and post-test, hence Spinning Wheel Media was a suitable tool to use to determine the bridging of students’
speaking abilities.