Improving students' speaking skills through video recording techniques for eighth grade students of Pancasila Junior High School Bengkulu in the 2019/2020 academic year. The purpose of this study was to determine whether the use of the video recording technique could improve the speaking skills of Class X students of SMP Pancasila Bengkulu in the 2019/2020 school year. This study discusses the use of video recording techniques to improve the speaking skills of Class VIII students of SMP Pancasila Bengkulu in the 2019/2020 school year.
INTRODUCTION
- Identification of the study
- Limitation of the study
- The formulation of the study
- The aim of the study
- The significant of the study
One of the tools that can be used to improve the student's speaking ability is video recording. A video recording is one of the tools that can be used to improve the speaking ability of the student of SMP Pancasila Bengkulu. To improve the student's speaking ability through the use of video recording in SMP Pancasila Bengkulu.
LITERATURE RIVIEW
Theory of Speaking
- Nature of Speaking
- Type of Speaking Performance
- Teaching Speaking
- Teaching Speaking in junior high school
- Classroom Activities
Speaking is not included in the oral production of written language, but it is included in the students' mastery of various sub-skills, which together form the understanding of competence in spoken language.8 Speaking is the process of conveying meaning in different contexts. to other people. According to Thornbury, “Speech is so much a part of everyday life that it is taken for granted (England: Longman, 2001). Spoken language consists of short, often fragmentary statements, ranging in pronunciation, often with a lot of repetition. and overlap between speakers, and speakers often use non-specific references (usually saying "thing", "this" and "this" instead of "leftist monkey wrench" or "strong-smelling French poodle on the sofa") (David Nunan, 2001 ) They have to deal with speech production and self-control, the articulation of their words and they have to conduct their speech accurately and fluently.
At a minimum, students should know the pronunciation, vocabulary, and language functions they will use. When students are ready and prepared for the activity, they can use the language appropriately. It means that the teacher practices speaking occasionally, starting by explaining only the topic the student is going to speak about, while the students listen to the explanation.
In the play scripts, it is important for the students to teach it as real acting. The students are expected, for example, to predict the content of a reading text, or talk about their reactions after reading the text. The second is to provide instant feedback, which can train students to respond fluently and instantly.
However, if possible, students should speak from notes rather than from a script. Simulation and role play can be used to encourage general oral fluency, or to train students for specific situations. In addition, they must consider the situation, the condition of the students and the materials to be taught.
Using Video
- Definition of video recording
- The Advantages of using Video recording
- Video Types
- Video Teaching technique
- Conceptual Framwork
- The Important of Speaking
- The effectiveness using Video
- Procedure of Using Video
When students see language in use, they not only hear the language, they can also see it. Intercultural awareness that allows students to see situations outside the classroom. Videos also give students a chance to see things like what food people in other countries eat and what they wear.
The students can learn language not only by listening to how native speakers pronounce some words, but also by observing their facial expressions. Language learning videos: the biggest advantage of specially made videos is that they are designed with the students at a specific level in mind. By watching the video, the students also expected to be able to retell the information they get from the video through speaking/orally.
It has been mentioned before that speaking is considered the most difficult skill for students to master. In speaking, students must use their knowledge of the language when speaking with others. However, it will be a complicated process for the students because they had limited vocabulary and grammatical knowledge.
These advantages can be maximally used in speaking teaching and learning to improve the students' speaking ability.
RESEARCH METHODE
The Subject of the Research
Data Collection
The information here will relate to the student's involvement in the lesson, the student's understanding of the given materials, the techniques and methods used by the teacher, and also the media used in the teaching and learning process. The researcher had personal contact with the participants, so this gave her the opportunity to create a close relationship with the participants. There would be a pre-test to know the students' speaking ability before the implementation of the actions, and a post-test to find their speaking ability development.
The results of these tests became one of the indicators to decide the next plan and to draw the conclusion of the research. Documentation of the qualitative data will be achieved by taking pictures, audio tapes and video recording to monitor and evaluate the action. Meanwhile, the quantitative data was obtained in the form of pre-test and post-test for each cycle.
The instruments for collecting data will be in the form of observation checklists, field notes, interview guides, photographs, student speech and scoring rubrics. Second, field notes would be used to get some important information that sometimes accidentally exists in the data collection process. This rubric consists of the speaking aspects or criteria, the scale of the score and also the descriptions of each criterion.
The researcher used an analytical scoring rubric proposed by Dick, Gall and Borg, which consists of four criteria; fluency, pronunciation, accuracy and vocabulary (Gall, M.D, Gall, J.P and Borg, 2003).
Technique of Collecting Data
Observations would be conducted to discover valuable information regarding the teaching and learning process, students' speaking skills, students' involvement during the lesson, students' understanding of the given materials, the methods and techniques used by the teacher are used and the media used to support education. Field notes were useful for exploring experiences and understanding them better by writing about them. Using field notes allowed the researcher to examine the data and address the analysis issues.
It can therefore provide an opportunity to ask follow-up questions, reveal rich insights into the thinking of the participants and help explain why the participants made the choices they did or how they think about a particular issue (John E. Henning, Jody M. Stone, James L. Kelly, 2016).
Validity and Reability
At this stage, the researcher discovered valuable information about the speaking skills of the students. The percentage of student results was 40% (this data can be seen in appendix 16). It could be seen that the students' score on the post-test I had increased but was still low.
Based on the findings, the alternative hypothesis (Ha) stated that video recordings could not successfully improve students' speaking skills. Through the reflection, the researcher knew the result of the students after they took the test. This was reflected in the students' observation sheet (Appendix) and the test score in the post-test in the first cycle (Appendix).
The second cycle was held to obtain an improvement score for the students in speaking English. The aim of the second cycle was to improve the students' scores in speaking English in the post-test of the first cycle. Based on the data above, the result showed the improvement of students' scores from pre-test to post-test I and post-test II.
The result of the above interview with the students showed that the students' fluency in English increased and they were able to achieve the goal. From the above explanation, the study concluded that the implementation of video recording could improve students' speaking skills. From the results of the study it is known that the use of video recordings could improve the speaking skills of the students.
Reaserch Procedure
RESULT AND DISCUSSION
Discussion
This video was one of the many steps that a researcher can use in teaching English, especially to help students improve their speaking skills. It was found that the lessons were conducted efficiently, and the students were more active in learning. The students focused and paid attention to the researcher when the researcher explained about the lesson, and the students were enthusiastic and interested in learning English.
The quantitative data showed that students' scores improved on each test: pretest, posttest I, and posttest II. And it could also be shown by the qualitative data that proves that the researcher was able to control the classroom and that the students were active and interested in learning. Based on the results of the study, it could be concluded that speaking teaching through video recordings could improve students' performance. It was clear that the higher score for the speaking test was 85.
Because this method was effective and successful for the students in improving their speaking ability. Because when studying with illustration, imitation, students would have a good design and a role model, so they could easily succeed when they practice speaking English. This could facilitate the students' learning, as a result, the students' speech will be better than before, and also the students were pleasant and enthusiastic in the learning process of learning.
The principal can recommend the English teacher to apply the video in teaching English because the result of this study shows that it can improve the students' speaking skills.
CONCLUSION AND SUGESTION
Suggestion
They should practice speaking either in or out of class without hesitation and fear of making mistakes. It is recommended that English teachers implement such a strategy in For The Future Researcher. The researcher would like to suggest a future researcher, the result of the study can be used as further reference for further research with the different samples and qualitative data which prove that the researcher could control the class.
Managing and Using Online Video Clips for Teaching English Language: Views of TESOL Pre-Service Teachers, Singapore: IACSIT Press.
