The effect of Lyricstraining on students’ speaking ability
Andris Setiawan [email protected]
University of Palangka Raya
Kampus UPR Tunjung Nyaho, Jalan Yos Sudarso, Palangka Raya, Indonesia
Maida Norahmi
[email protected] University of Palangka Raya
Kampus UPR Tunjung Nyaho, Jalan Yos Sudarso, Palangka Raya, Indonesia
Maria Arina Luardini [email protected] University of Palangka Raya
Kampus UPR Tunjung Nyaho, Jalan Yos Sudarso, Palangka Raya, Indonesia
Abstract
This research was aim at finding the significant effect of using Lyricstraining on students’ speaking ability in Speaking 3 course of English Education Study Program of University of Palangka Raya. The research was conducted by using quantitative approach with pre-experimental design with one group pre-test post-test design. The sample of the research was 20 Speaking 3 students of English Education Study Program of University of Palangka Raya. The data was collected from speaking tests on three components of speaking, vocabulary, fluency, and pronunciation. Based on Standard Normal Distribution, the critical values for Z at 5% (0.05) level of significance was 1.645. Since |-3,9199303| > 1.645, and ∑R+ < ∑R- the researchers rejected null hypothesis (Ho) and accepted alternative hypothesis (Ha). The result was statistically at 5% significant level. Thus, there was a significant effect of using Lyricstraining on students speaking ability.
Keywords: the effect; Lyricstraining; speaking ability INTRODUCTION
English is an important subject that must be mastered by the students of English learners this day. Silva (2013) mentioned that, now, English became an essential requirement for many jobs and professions that look for qualified job applicants, both in the written and spoken form. As we know that English language is used internationally as the tool of global communication among people who work in different professions and companies, academic field or any important field starting in the businesses,
international markets, governmental sectors, technology development sectors, international relations, multinational companies, and international community.
Based on Lewis (2009), English is known for it has been being used by more than 112 countries around the world including the countries which treat English as second and foreign language and there are 328 million users of the language across nationalities. From the survey results, it can be concluded that English is the most widely used language by the countries in the world. English is also declared as a lingua franca for the ASEAN countries to maintain the international communications among the countries. It is the underlying reason why the citizens of Indonesia should be able to use English to face the ASEAN Economic Community (AEC) (Shobikah, 2017). Thus, English is seen as language that must be mastered in Indonesia, especially for the students. In English subject, there are four skills that must be mastered, which are listening, writing, reading, and Speaking. By mastering these four skills of English, the students might communicate very well in all different situations of communicative purposes.
In this case, the researchers realized that it is really important to help the students to be better prepared to face the global competition, especially in speaking ability. Someone who can speak clearly means that he/she really experiences how to use the language. Every aspect is important, but in this case the researchers wants to focus on one aspect which is speaking skill. Widdowson (1978) stated that the speaking skill activates both receptive and productive participation. It means that before producing the utterances, the speaker should receive the sources or respond while listening first. The listening sources are any kinds of sounds and utterances from other speakers or electronic devices (Kusnierek, 2015). Thus, speaking skill is different from writing, another productive skill.
According to Hossain (2015), speaking and writing are two important productive skills to be mastered in everyday and global communication that can help build the real communication. Speaking can involve gesture, intonation, and stress to support message or the information which the speaker wants to deliver to the listener. Moreover, immediately the speaker can see the feedback from the listener by looking at the listeners’ facial expression. On the other hand, writing needs high accuracy of the aspects of the grammar, vocabulary and punctuation, because those aspects will determine the meaning in a piece of paper. Furthermore, of course the feedback from the reader is not immediately given by the reader. Moreover in writing, it is hard for the reader to understand the intonation and stress because sometimes there were misunderstanding of the readers when read some paper or else. In the other word, the researchers was interested in helping the students to be better prepared in the aspect that familiar with creativity, fluency, and pronunciation.
In the English Education Study Program (EESP) of the University of Palangka Raya, the Speaking skill is learnt started from the second semester. Based on the interview result conducted by the researchers to the lecturers of Speaking 3 of EESP,
the researchers found some problems in learning and practicing speaking for the English learners. The first problem was coming from the media for teaching Speaking. To attract students’ attention the teacher must provide a better medium for teaching speaking not only use the course book. Not all the students can imagine the speaking situation in the course book, so it would be better if the teacher uses a supporting technology in the Speaking class.
Almost all the English Education students are familiar with modern technology, so teacher can utilize this situation to attract their attention in teaching Speaking.
Because of uninteresting media for teaching Speaking English, the students prefer to work individually and did not pay attention to the lesson. Whenever the teacher gave an opportunity for them to speak, the students were too shy to speak in English.
Meanwhile, they would never able to speak if they never tried to speak up. They rarely asked the teacher questions because they tended to laugh at other students who were called by the teacher and gave wrong answers to the teacher’s questions. It seemed that the students were never engaged in some kind of activities that gave them the opportunity to interact with other students. They seemed to be bored and uncomfortable during the Speaking lesson. Another problem in English Speaking teaching and learning was the students’ pronunciation. There were some students who still pronounced their words incorrect; they tended to read all the words using Indonesian pronunciation, not in English pronunciation. Moreover, some of the students who talked in front of class could only speak less than 1 minute at their first performance.
The role of technology becomes the root of modern teaching and learning as it involves digital era to provide the students with digital competences. To face this the changes in the students’ sensitivity and critical-thinking, the teachers should be able to modernize themselves (Norahmi, 2017). It means that the teachers need to refresh and improve their adaptability in assisting the class with the appropriate technology to boost the learning. According to Bull and Ma (2001), technology is so powerful today since many kinds of technology offer unlimited resources to language learners inside and outside the classroom. In line with this issue, Harmer (2007) and Gençlter (2015) stated that teachers should be open-minded to accept the technology in order to encourage learners to find appropriate activities through using computer technology in order to be successful in language learning. It can be said that by using technology, the teacher can easily find some media for English teaching process. A teacher has to follow the developmental era to create a good connection between the teacher and the students (Ahmadi, 2018). Moreover, the teacher has to understand what the students needed. An interesting medium can help teacher to resolve the problem of the students in speaking class as mentioned above and make a comfortable English teaching and learning process especially speaking skill.
In line with the above explanations, the researchers used Lyricstraining as the medium for teaching and learning in Speaking 3. The Lyricstraining is an educational web and mobile application that provides lots of video segments from movie and also music video. There are also movie scenes provided by the Lyricstraining. It is good to
be used by English learners who want to practice and train their English ability through this web and application, because they can search their favorite movie easily through the web and application that directly connect to the YouTube. As it was said by Adeliana (2017), the movie or motion pictures could help the students build their ideas when speaking.
In this web and application, users can choose what language they want to learn there are English, Spanish, Portuguese, French, Italian, German, Dutch, Japanese, Turkish, Polish, Swedish, Finnish, and Catalan. Moreover, there are 2 game modes in this web and application, there are multiple choice and karaoke. In multiple choices, users can choose their difficulty level for every missing word in the video. In the karaoke mode, user can see the video segment with full subtitle of the video. Moreover, the users may train their pronunciation by click on the word they want to pronounce so the application automatically plays the segment of that word. By using Lyricstraining web and application, the teacher can easily find the video from YouTube through this web and application for the media in class. Therefore, the teacher can measure the students’ ability by letting them retell the story of the video.
Therefore, the researchers decided to examine whether or not teaching English speaking skill using Lyricstraining could give positive effect on students’ speaking ability in Speaking 3 of EESP. The researchers formulated the research question on whether or not there was any significant effect on students’ ability in Speaking 3 taught using Lyricstraining. Based on the research problem stated, there were two research hypotheses constructed which were 1) there was no significant effect on students’
ability in Speaking 3 of EESP taught using Lyricstraining and 2)There was significant effect on students’ ability in Speaking 3 of EESP taught using Lyricstraining.
METHOD
The method used in this research was experimental research. Experimental research was used to investigate the causal effect of the treatment (Lyricstraining). The approach of the research was quantitative approach, because the research examined the hypothesis of the research. This approach was explained by showing the result of the pre-test and post-test. This research used one group pre-test post-test design; because of the reality that the time of the course was going to end in June, it is not possible for the researchers to conduct a control group, so the researchers cannot use a control group.
Therefore, the researchers only used one class for this research. In one group pre-test post-test design there were two times of giving a test to the sample.
In this research, the population of the research was all students of Speaking 3 class of EESP (group A, group B, and group C). In conducting the data collection technique, the researchers did some steps which were found out the data of the Speaking 3 students of EESP. After that, the researchers selected the sample for the research by using cluster random sampling technique. Then, the sample was given pre-test,
treatments, and post-test by the researchers. Then, Speaking 3 (group B) was become the sample for the research.
In this research, there were several research instruments used by the researchers to collect the data. The first was pre-test that was used to measure the ability of the students in Speaking 3 class. The second was media that used to apply the treatment after the researchers conducted pre-test. The last was post-test that was used to measure the ability of the students of Speaking 3 class after students were given treatment. The researchers did not use instrument try-out because the test and the material was written in the syllabus used in the Speaking 3. Moreover, the test item for both pre-test and post-test was an instruction for the students to speak about the movie they have watched before. There were two criteria of the admissibility of the data in this research. First, the data were collected from Speaking 3 Class of EESP. Second, the data were the result of the students’ performance in Speaking 3 class.
Data Collection Process
To begin the process of the data collection, the researchers conducted a pre-test to the sample of the research before the treatment (teaching speaking using Lyricstraining) to find out their prior scores in speaking performance. There were some steps in conducting the pre-test. Firstly, the researchers came to class and instructed the students to tell about the movies they have ever watched. Secondly, the students were given 15 minutes to construct their ideas before speaking. Thirdly, the researchers assigned the students to come forward to explain about the movie they ever seen before or their favorite movie for about 5-10 minutes. The last, the researchers recorded the students’ speaking performances by using a smartphone recorder.
The next process of data collection was the implementation of the treatment to the sample of the research using Lyricstraining in the Speaking English teaching and learning process of Speaking 3. The treatment was given twice in two weeks with the different activities. In the first meeting, the students were assigned to speak freely about the topic individually based on Lyricstraining web and application. In the second meeting the students was grouped to present the topic of the group based on Lyricstraining web and application.
Then, the researchers conducted a post-test to the sample in order to get the students’ score after the treatments. In conducting a post test, there were several steps which were instructing the students to come forward to explain as much as they could about their favorite movie of cartoon start from the characters, the setting, the synopsis, and the conclusion, and recording the students’ speaking performances using a smartphone recorder. The process of collecting the data is illustrated as follows.
O1 X O2
O1 = Pre-test O2 = Post-test
X = Treatment
Figure 1. One Group Pre-Test Post-Test Design (Sugiyono, 2013) Data Analysis Process
In analyzing the data, the data were analyzed based on the objective of the research that was to find the significant effect of Lyricstraining in students Speaking 3.
The researchers analyzed the normality of pre-test and post-test by using Lilliefors test.
Then, the data were normally distributed, then researchers used dependent sample t-test as follows:
t * = ∑
∑ ( )
Where:
t* = the obtained t value
D = the difference between a pair of score n = number of pairs
But if the data are not normal, the researchers used Wilcoxon Matched Pairs Signed - Rank Test as follows:
∗= ∗ − ( + 1)
4 ( + 1)(2 + 1)
24 Where :
Z* = Z statistic
W* = Wilcoxon Matched Pairs Signed – Rank test statistic n = number of pairs
Then, the researchers analyzed and described the result of test statistic in relation to objective of the research. The researchers used the level of significance at 5% (0.05).
Finally, the value was consulted to test the hypotheses of the research as follows:
If value of W < W.05, Ha is accepted, or
If value of W > W.05 H0 is accepted.
FINDINGS
After the data was collecting from the pre-test and post-test, the researchers put the scores for both tests in the table to make it easier in understanding the score improvement. However, whether there were some improvements being seen from the table, the researchers had to do the test using data analysis statistically to investigate the
improvement significance. The following table presents the students’ scores before and after the treatment.
Table 1: Result of Pre-Test and Post-Test Number Students Code Pre-Test Post-
Test
1 A1 75 83.3
2 A2 50 66.6
3 A3 66.6 83.3
4 A4 66.6 75
5 A5 58.3 75
6 A6 58.3 83.3
7 A7 66.6 75
8 A8 75 83.3
9 A9 66.6 83.3
10 A10 50 66.6
11 A11 66.6 75
12 A12 58.4 75
13 A13 66.6 75
14 A14 58.3 66.6
15 A15 58.3 66.6
16 A16 66.6 75
17 A17 66.6 75
18 A18 66.6 75
19 A19 66.6 75
20 A20 66.6 75
The researchers used Liliefors test to determine whether the distribution of scores in a sample conform to the distribution of scores in a normal distribution or not.
The researchers found that the data of both pre-test and post-test was not in normal distribution. Thus, the researchers used Wilcoxon Matcher Pairs Signed Rank Test as follow.
Subject X1 X2 Dif. D
Rank
of D Negative R+ R-
1 50 83.3 -33.3 33.3 19.5 -1 -19.5
2 50 83.3 -33.3 33.3 19.5 -1 -19.5
3 58.3 83.3 -25 25 18 -1 -18
4 66.6 83.3 -16.7 16.7 13.5 -1 -13.5
5 66.6 83.3 -16.7 16.7 13.5 -1 -13.5
6 66.6 83.3 -16.7 16.7 13.5 -1 -13.5
Table 2. The Result of Wilcoxon Matcher Pairs Signed Rank Test
Based on the data ∑R+ = 0 and ∑R- = 210 and n = 20. Since the smaller absolute value of the ∑R is ∑R+ = 0, the value of the Wilcoxon matcher pair signed rank test is W = 0. In this research, the test result was statistically significant at the 5%
(0.05) level. The critical value of W.05 for n 20= 60. Because W < W.05, 0 < 60, so the null hypothesis (H0) was rejected and supported the alternative hypothesis (Ha).
DISCUSSION
The result of the Normal Distribution Test of both pre-test and post-test by using Liliefors Test showed that the data for pre-test and post-test were not in normal distribution. Thus, the researchers continued to analyze the data using Wilcoxon Matched Pairs Signed Rank Test to test the hypothesis. The result of the data analysis showed that there was no significant effect on students’ speaking ability taught by using Lyricstraining H0 was rejected and there is a significant effect on students’ speaking ability taught by using Lyricstraining Ha was accepted. Thus, using Lyricstraining on students speaking ability at Speaking 3 of EESP gave a significant effect. Furthermore, the use of Lyricstraining can help the students increase their speaking ability especially on the aspects of vocabulary, fluency and pronunciation than before they use Lyricstraining.
In analyzing the data, the researchers used Liliefors to see whether the data of both pre-test and post-test conform to a normal distribution or not. The result of Liliefors of pre-test and post-test was not normal distribution so the researchers used
7 75 91.6 -16.6 16.6 7 -1 -7
8 75 91.6 -16.6 16.6 7 -1 -7
9 75 91.6 -16.6 16.6 7 -1 -7
10 75 91.6 -16.6 16.6 7 -1 -7
11 75 91.6 -16.6 16.6 7 -1 -7
12 83.3 91.6 -8.3 8.3 1.5 -1 -1.5
13 83.3 91.6 -8.3 8.3 1.5 -1 -1.5
14 83.3 100 -16.7 16.7 13.5 -1 -13.5
15 83.3 100 -16.7 16.7 13.5 -1 -13.5
16 83.3 100 -16.7 16.7 13.5 -1 -13.5
17 83.3 100 -16.7 16.7 13.5 -1 -13.5
18 83.3 100 -16.7 16.7 13.5 -1 -13.5
19 91.6 100 -8.4 8.4 3.5 -1 -3.5
20 91.6 100 -8.4 8.4 3.5 -1 -3.5
∑ R+ =
0 -210
∑ R-
= 210
Wicoxon Matched Pairs Signed Rank Test to analyzed and describe the result of test statistic in relation to objective of the research at 5% of significant level.
In the Wicoxon Matched Pairs Signed Rank Test was found W value = 0 is lower than W table = 60. Then to test the coefficient of W the following term was used:
If W value ≥ W table, H0 is accepted.
If W value < W table, Ha is accepted.
It proved that there was a significant effect in using Lyricstraining on students speaking ability on Speaking 3 class of EESP. According to Sari (2015) and Rahayu (2016), videos can be used in teaching English because videos can provide great visual stimuli through their combination of illustrations, sounds, graphics, and texts. In addition it is used as bridge of cross cultural understanding. The students can also learn the cultural or social impacts from the movies. Moreover, Silva (2013) and Sihem (2013) added that video is at best defined as the selection and sequence of messages in an audio-visual context. In addition, this study indicates that scenes in which utterance are backed up by an action and body language, are considered easier to be understood by student. In line with the previous research, Lyricstraining as the medium that provided audio visual with subtitle in category of movie scenes also give significant effect in the students speaking ability especially pronunciation, vocabulary and fluency (Garcia, 2015).
The use of Lyricstraining to show the English movie scenes to the students in speaking class as the material discussed by the teacher and the students was a good medium because it could attract the students’ attention to be directly involved in the teaching and learning activity or to become more active in class. By applying the material they are familiar with, the teacher already created enthusiasm on the students to speak up about the idea they thought (Ahmadi, 2018). Furthermore, beside the priority of Lyricstraining website and application there was also some weakness found in this research where the used of internet connection was the problem for the students to access the movie scenes on Lyricstraining. Moreover, the teacher could not manage the students in using the Lyricstraining website and application.
CONCLUSION
Based on the discussion above, there were two points for the conclusion of the research. The value of calculation of test statistic was |-3,9199303| and for the 5%
significant level was 1.645. It meant that the null hypothesis H0 was rejected and alternative hypothesis Ha was accepted. There was significant effect of using Lyricstraining on the students’ speaking ability in Speaking 3 class of English Education Study Program of University of Palangka Raya.
The researchers also gave suggestions in this research which were for the future research and for the teacher. Lyricstraining is a good website and application for teaching and learning English Speaking skill. Because it could provide the English movie scene with subtitle in which the students can see the pronunciation, vocabulary and fluency of native speaker. Not only in movie scene, but it also provided a lot of music with lyric that user may access through Lyricstraining. Hopefully, for the future research, the other researchers may conduct research on the effectiveness of the website and application for other English skill such as reading, writing and listening as Lyricstraining is kind of the website and application that always being upgrade all the time.
The Lyricstraining is an application and website that always being upgrade for education needed. The teachers can also use this media to teach speaking from the beginner level to the advanced ones. This is a good media for the teaching and learning of English speaking skill that can give effect on students’ speaking performance.
Hopefully the teachers in English Education Study Program may use Lyricstraining as one of good media for teaching and learning activity in class.
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