This thesis titled "An analysis, teaching and learning speaking through audiovisual image during the covid-19 pandemic in the first semester of the eighth grade in SMP Negeri 2 Penengahan in the academic years 2020/2021. This thesis is presented to the English Education Program at the State Islamic University of RadenIntan Lampung.
INTRODUCTION INTRODUCTION
Identification of the Problem
7 Sri Mulyani, "Students' perception and motivation towards electronic English learning during the Covid-19 pandemic", (A Thesis of S-1 Degree English Education of IAIN Salatiga, 2020), p.1, Unpublished.
Limitation of the Problem
Formulation of the Problem
To know students' difficulties in learning to speak through audiovisual media during the COVID-19 pandemic in the first semester of eighth grade of SMPN 2 Penengahan South Lampung. To know the teacher's difficulties in teaching audiovisual media speaking in the first semester of the eighth grade at SMPN 2 Penengahan, South Lampung. With this research, it is hoped that during the COVID-19 pandemic, the teacher, students and school will receive information or theory about the teaching and learning process through audiovisual media.
With this research, it is hoped that the teacher, students and school will put theory into practice in the teaching-learning process, especially through audiovisual media during the COVID-19 pandemic.
The Scope of the Research
This supports the fact that speaking involves a complex process of constructive meaning. The process itself requires speakers to make decisions about how, why, and when to communicate with others, taking into account culture and social context. Supported by Brown, he states that speaking is an oral interaction where participants must negotiate the meaning contained in ideas, feelings and information and manage in terms of who is what, to whom and about what.1.
According to Thornbury, "speaking activities are often simply ways of hearing pre-selected grammatical items of functional expression".2 Furthermore, speaking is not simply uttering a series of words in their correct pronunciation. It is said that someone is a good speaker, provided he manages to deliver what is on his mind well and make his audience understand him.3 We must therefore also take certain aspects into account when we speak. For example, we need to choose appropriate words and arrange them in appropriate grammar and say them in correct pronunciation so that other people understand what we are talking about that we want to save from our minds.
From the above explanation, it can be concluded that speaking is an interactive process of meaning construction that involves producing, receiving and processing information in a cultural context in typical functional exchanges or expressions in order to fulfill the purpose required of the interaction in which the speaker can give that , what he means and makes sure the audience understands it.
Teaching Speaking
From the above explanation, it can be concluded that speaking is an interactive process of meaning construction that involves the production, acquisition and processing of information in a cultural context in typical functional exchanges or expressions in order to fulfill the required purpose of interaction in it which speaker can give what his mind is good and make his audience understand it.. 13 . speech process:5 1) Pronunciation including segmental features - vowels and consonants - and stress and intonation patterns.
Function of Speaking
This refers to public speaking, which transmits information before an audience, such as morning talks, public announcements and speeches. From the explanation above, it can be stated that there are three functions of speaking; as interaction to serve a primarily social function, as transaction to make oneself understood clearly and precisely, and as performance to transmit information to an audience for public discourse.
Types of Speaking
In this type of spoken language, students and teachers usually focus on meaning or talking their way to understanding. Dialogue involves two or more speakers and can be subdivided into those exchanges that promote social relations (interpersonal) and those whose purpose is to convey proportional or factual information (transactional). Transactional dialogue, conducted with the purpose of conveying or exchanging specific information, is an extended form of responsive language.
Conversation can, for example, have more of a negotiation nature for them than responsive speech.9 Here is an example of dialogue. From the explanation above, the researcher comes to the conclusion that dialogue is one of the types of speech that can be analyzed in this research. Students can communicate in front of the class with their partner and this can build students' confidence in speaking, especially in front of many people.
Media
- Definition of Media
- Types of Media
The purpose of media is to facilitate communication and learning.10 Nowadays there are many examples of media that can be used in our activity, we can use media that suit our needs. This combination is a device that displays the information, message or content of the lesson.11 In the teaching-learning process, media can be a determinant of students' scores. Teachers who use good media will make the students interested in the teaching and for the result the students can get a high score.
Based on the definitions above, it can be concluded that media is one of the tools to send the message or the information to the receivers. Good media will bring good motivation to the students, then they will be more excited to follow the teaching learning process. It can be concluded that many types of media that can be used in the teaching learning process.
So for the teachers, they can use different types of media to help them teach in the class.
Concept of Audio-Visual Media
The teacher could clearly and easily clarify the topics for the students using the audio-visual aids. It made the class lively and participatory.16 Furthermore, both teachers and students can participate in interactive teaching by using audiovisual media. 15Abdullah Al Mamun, Effectiveness of Audio-Visual Aids in Language Teaching at the Tertiary Level (Dhaka: BRAC University, 2014), p.
This means that teachers must pay attention to certain rules in the use of audiovisual media. It can be concluded that Audio-Visual can be used as one of the interesting media in the teaching-learning process. Audio-visual media as a media that combines both verbal and visual part makes the students pay more attention to the subject.
In addition, there is video as one of the materials for audio-visual media that can be used in the teaching learning process.
Teacher’s Problem in Teaching Speaking
Then the students will have a greater chance to make the class come alive by participating in the class. The students don't want to talk or say anything, one of the problems is that the students feel really shy about speaking in front of other students, they suffer from the fear of making mistakes and therefore "lose face" in front of their teacher and their peers. They find it difficult to say anything, and because they don't want to lose face in front of their peers, they think it's better to use their native language so that others can understand them.
Students are not discipline in the classroom, some students do not pay attention to the lesson; they just talk to each other and make some noises. The materials do not meet the students' needs; the language teacher should try to connect the language they are teaching with the situation outside the classroom. When school topics do not relate to students' lives, they may find themselves confused or bored.
Students have low motivation, if students do not learn to speak or do not get any opportunity to speak in the language class, they can soon become unmotivated and lose interest in learning.
Students’ Problems in Learning Speaking
- Concept of Pandemic
The problems may be because the students are bored with the activities, or because they feel unable to cope with the task. Their motivation is more likely to increase if students can see how their process of classroom learning achieves the goals and help them achieve success. Students' problem in learning to speak To clearly know the problems in learning to speak that students may have problems with.
Students do not speak English confidently, because the fear of making mistakes is a subjective feeling of tension, fear, nervousness and worry, which is related to the arousal of the automatic nervous system. In addition, it will be good for students to be able to speak naturally like a native speaker himself. Based on the above explanation, it can be concluded that there are seven difficulties in learning to speak, such as inhibition, nothing to say, low participation and use of the mother tongue, lack of vocabulary necessary for conversation, grammar, pronunciation.
These seven reasons are most of the problems students often face in learning speaking skills.
Concept of COVID-19
The Procedures of Teaching Speaking using Video
Treating video as a visual and audio text When planning lessons, it is important to consider not only the script of the video, but also the video itself. Test the degree of visual support in a video sequence by viewing it first with the sound off to see how much people can understand based on pictures alone. Unless students have exceptional and native language proficiency levels, they will need to see and listen to a video sequence several times if they are to understand the situation, identify the characters, and observe and remember the language and aspects of other video in any. detail.
Preview activities These prepare students for viewing the video by using their background knowledge, stimulating interest in the topic and reducing their fear of unfamiliar vocabulary. These include playing and replaying the whole sequence or relevant parts, requiring students to focus on important things. These require students to respond to the video or practice a particular point of language.
The use of video as audio-visual media material in the foreign language teaching classroom.
