I.
TITLE
:
USING VIDEO TASK FOR INCREASING
STUDENTS SPEAKING ABILITY IN EXPRESSING SYMPATHY ( A Pre-Experimental Study for Ten Grade MIA in
MAN 1 PONTIANAK in Academic Year 2014/2015)
II.
REASERCH
BACKGROUND
In curriculum 2013 for Senior High
School, English are devided into two lesson, as compulsory lesson (wajib) and
cross-interest lesson(lintas minat). The materials of both of them are almost
kind of expression . Although this curriculum only for Grade 1 and 2 in Senior
High School, the teacher must prepare the right technique for teaching,
especially for testing the students comprehension and ability. As we know that
the materials about expressions related to how the students can use that kind expressions
in their daily communication as same as they use their mother tongue in real
life. Brown and (Yule, 1983) state that learning
to talk in the foreign language is often considered being one of the most
difficult aspects of language learning for the teacher to help the students
with. Helping the students develop the speaking skill not merely so that they
can pass examination but also for more general use when they want to use the
English in the outside world. In fact,
most of teacher try to use many good tehniques and media for teaching the
material about expressions such as power point, videos, and games. It also that
my teacher do when I did Teaching Practice at MAN 1 Pontianak. Most of teacher
already done their best for teaching , but they have weaknesses to design an
appropiate (Yule, 1983)task
for testing the student about the expression materials.
Based on my experience when I
taught in MAN 1 Grade X, most of the task of expression materials are role-play
the dialog in front of the class and presentation. The result, The students did
not enjoy that role play is like communicate with their friend, but only
remembering the sentence one by one. Even many students only read the dialog in
front of the class. Finally, they got poor score because they have poor ability
in speaking.
For
decreasing that problem, In this research, the reasercher will use video task
to make an interesting task that the students can not read the dialog when they
talk or communicate. (Heimei, 1997)
states that students love video because video presentation is interesting,
challenging, and stimulating to watch. It also brings how people behave in
culture whose language they are learning into the classroom. It enables
students to have authentic experience in controlled environment. It is also
contextualizing language naturally by showing real life into the classroom. This
reaserch will prove that video task is useful for increasing student’s speaking
ability in expressing sympathy and how well video task can increase the
student’s speaking ability in expressing sympathy.
III.
RESEARCH
PROBLEM
In order to discover the objectives
of the research, the researcher scientifically raises and organizes the
research problems as follow:
1. Does
the video task improve the students speaking ability in expressing sympathy?
2. How
well does the video improve the students speaking ability in expressing
sympathy?
IV.
RESEARCH
PURPOSE
The purpose of this research is
organizes as follow:
1. To
know whether video task improve students’speaking ability in expressing
sympathy.
2. To
know how well the video task improve students’ speaking ability in expressing
sympathy.
V.
THE
BENEFIT OF THE RESEARCH
The researcher hope this research
will have some benefit as follow :
1. Theoritical
benefit, that can use as reference in developing and English education in
Indonesia, especially for interesting task to help increasing students’
speaking ability.
2. Practical
benefit, the researcher hope this research can help the teacher as one of alternatif
task that can increase the students’ speaking ability.
VI.
FRAME
OF THEORY
1. Speaking
Speaking is an interactive process
of constructing meaning that involves producing and receiving and processing
information (Brown, Burns & Joyce, 1994,
1997).
Its form and meaning are dependent on the context in which it occurs, including
the participants themselves, their collective experiences, the physical
environment, and the purposes for speaking. It is often spontaneous,
open-ended, and evolving.
2. Expression
of Sympathy
Sympathy Expression is an expression or feeling of pity and sorrow when we know and see
someone or people are unlucky or have trouble and in bad condition .By
expressing sympathy we want to show our concern or carefulness on other
people‘s condition. We express it directly to him/her orally or we can use
a letter or card by post also by short message service ( sms ), e-mail,
television ,radio ,and newspaper if he /she who got the trouble is far from us.
There are some expressions to show our sympathy to other people. To express
sympathy, we have three kinds of situations. They are formal, informal and
neutral. There are also some responses. Some of the examples are shown below:
|
NEUTRAL
|
INFORMAL
|
FORMAL
|
|
|
|
Example
of dialogue :
Santi
: Why didn’t you come to my birthday party yesterday?
Santo
: I am very sorry Ti, My father was sick and I took him to hospital.
Santi
: Oh, I am sorry to hear that. May he get well soon
Santo
: it’s alright. By the way, how was your party yesterday? I hope you will be
wiser, happier as you’re growing up.
Santi
: Yup, yesterday was so awesome party. Thanks Santo. You know that my boyfriend
came to visit me from Bologna.
Santo : Whoa, that’s
great! I am (very) glad to hear that. You must be happy, right?
Santi
: Of course.
3. Video
Video is a valuable and possibly
underused classroom tool. There is always the temptation to simply put a video
on at the end of term and let our students watch a film without even
challenging them to be actively involved. (McKinnon, 2011).
Video task is a creating video
based on the particular topic.
The Benefits
·
Reading through books at times, becomes a tiring task
and this is when you can take the help of videos for learning.
·
It has been proved that visuals are always interesting
and engaging than reading through pages after pages. Hence, videos can keep students
engaged in the course.
·
Videos are mostly very demonstration-friendly.
·
Students who are good visual learners will be having
lot of advantages studying from videos. They can store information easily.
·
The training time is reduced to a great extent using
videos.
The Darker
Side
·
Using videos in e-learning courses can be expensive
and time-consuming, for you have to spend money and hire people to script, edit
and create the video.
·
Playing video can use a lot of bandwidth and take time
to load.
·
If the video created does not match up the standards
of a high quality video, then it can be distracting instead of useful.
·
There might be problem housing the video in case, you
are unable to upload or embed videos directly as allowed by most of the
learning management system.
VII.
LITERATURE
REVIEW
1. Skripsi Ptk Improving Students Speaking Skill Using Video
2.
VIII.
SCOPE
OF REASERCH
1. Research
Variable
a. Independent
Variable
The independent variable is the
variable that influences the dependent variable. An independent variable is a
variable that researcher suspect may relate to or influence the dependent
variable. (Lazaraton, 1991)The independent variable of this
research is Video Task.
b. Dependent
Variable
The dependent variable is a
variable that receives influences from the independent variable. (Lazaraton, 1991) state that the
dependent variable is the major variable that will be measure in the research.
The dependent variable of this research is students’ speaking ability (speaking
score).
2. Terminology
a. Video
Task is a assesment for speaking skill that the students creating video for
particular topic. In this reasearch the topic is focus on expression of
symphaty.
b. Students
in tenth Grade MIA are the students in MAN 1 Pontianak that have the problem in
speaking task.
c. Expression of sympathy that will be used is in
form of dialog.
IX.
FRAME
OF CONCEPT
Steps of giving Video Task :
1. The
teacher show the video about dialog using expression of sympathy.
2. The
teacher explain the material about expression of sympathy and how to use that
expression, the intonation, and the pronounciation.
3. The
teacher devided the students into group that consist of 4 people.
4. Each
group is given a dialog. Each group is given different dialogue.
5. The
teacher ask each group to play the dialogue that has been given and make a
video of it.
6. The
students are not allowed to read the dialogue when making video.
7. The
teacher ask the students to make the video at home with right intonation and
pronounciation and submit it next meeting.
X.
HYPOTESIS
The hypothesis
is a tentative answer to the problem of research, until proven by the data
collected. (Arikunto, 2006:71) The hypothesis is a temporary answer to the problem of theoretical research
that is considered most likely or highest level of truth. Technically, the
hypothesis is a statement about the state of the population to be tested for
truth through data obtained from the research sample. Statistically, the
hypothesis is a declaration of state of the parameters that will be tested
through a statistical sample. (Margono, S, 2009:67).
The
hypotheses of the study are proposed in terms of null hypotheses (Ho) and
alternative hypotheses (Ha). They are follows:
1. (Ho) : Video task
can not increase students’ speaking ability in expressions of sympathy.
2. (Ha) : Video task
can increase students’ speaking ability in expression of sympathy
XI.
RESEARCH
METHODOLOGY
1.
Method Of Research
In this research, the resercher will use experiment
method. The subject will be divided into 2 groups, the first is the experiment
group and the second is the control group. The experiment group is the group
which use video task and the control group
is the group which not use video task in learning. Both of that groups will be
given pre-test (X1) and post test (X2)
2.
Population And Sample
a.
Population
The population in this research is the students of
tenth Grade MIA at MAN 1 Pontianak.
b.
Sample
In this research, the resercher will use random
sampling. (Sugiyono, 2010) stated that random sampling is the tehnique to take the
sample from the population randomly without look the strata. The researcher
will take 10 students for the experiment group and 10 students for the control
groups.
3.
The Instrument of Research
The intruments that will be used in this research are
pre-test and post test. Pre-test is used to measure the student’s knowledge
about expressing of sympaty first and the post test will be used to measure the
students’ speaking ability in using
sympathy expression ( The students’ speaking score)
X1
Treatment X2
(pre-test) Video Task (Post-test)
Bibliography
Brown, & Joyce, B. &. (1994, 1997)..
Heimei. (1997).
Lazaraton, H. a. (1991).
McKinnon, M. (2011). teaching English using video. one
stop english.
Sugiyono. (2010).
Yule, B. a. (1983).
