Lusi Marleni
English Study
Program, STKIP Pahlawan Tuanku Tambusai Riau
ABSTRAK
Mahasiswa semester III program studi PG-PAUD STKIP Pahlawan Tuanku
Tambusai memiliki kesulitan berbicara dengan menggunakan Bahasa Inggris. Tujuan
penelitian ini adalah untuk memperbaiki kemampuan mahasiswa ketika berbicara
dalam Bahasa Inggris dan mengetahui faktor-faktor yang mempengaruhi perbaikan
kemampuan mahasiswa tersebut dalam berbicara dengan menggunakan Bahasa Inggris.
Subjek penelitian ini adalah 22 mahasiswa semester III program studi PG-PAUD
STKIP Pahlawan Tuanku Tambusai. Penelitian tindakan kelas ini telah
dilaksanakan dalam dua siklus dengan empat pertemuan dengan prosedur;
perencanaan, pelaksanaan, pengamatan dan refleksi.Hasil penelitian ini
menunjukan bahwa menggunakan film dalam pembelajaran Bahasa Inggris dapat
memperaiki kemampuan bicara siswa dalam Bahasa Inggris. Peningkatan nilai
rata-rata siswa sesuai dengan peningkatan nilai rata-rata indikator speaking skills. Nilai rata-rata siswa
sebelum penelitian adalah 60, meningkat 66.3 pada siklus 1, dan 71.4 pada
siklus 2. Faktor- faktor yang mempengaruhi peningkatan kemampuan berbicara
Bahasa Inggris siswa adalah materi, media, manajemen kelas, pendekatan guru,
dan strategi guru didalam kelas. Dapat disimpulkan bahwa ada perbaikan pada
kemampuan siswa dalam berbicara Bahasa Inggris.
ABSTRACT
The t h i r d s e m e s t e r
students o f Early
Childhood Education Department
of STKIP Pahlawan Tuanku Tambusai Riau had problem in
speaking E n g l i s h . The purpose of this research is to improve the
students speaking skill and also to know the factors influence the students’
speaking skill. The participants of this research are 22 students of the third
semester of the Early Childhood Education Department of STKIP Pahlawan Tuanku
Tambusai Riau. The research is classroom action research which was done in two cycles with four meetings.
Each cycle consists of plan, action,
observation, and reflection. The result of this study shows that using
movies in teaching and learning English can improve the students speaking
skill. Based on the data, the mean score of the students speaking skill as well
as the increasing of the mean score of speaking skill indicators namely accent,
grammar, vocabulary, fluency, and comprehension. The average score was 60 in
pre research, 66.3 in cycle I, and 71.4 in cycle II. The factors that
influenced the students’ speaking skill are material, media, classroom
activity, classroom management, teacher’s approach, and teacher’s strategy. It means, there is improvement on the students’ speaking skill.
Keywords: Movies,
Speaking skill.
INTRODUCTION
English is a subject that needs to be acquired by the students in
college. It is one of the requirements in the curriculum of college, especially
in Early Childhood Education Department. The students in Early Childhood
Education Department of STKIP Pahlawan
Tuanku Tambusai Riau learn English
that consists of four
skills; listening, speaking, reading, and writing. The students
learn English to build their knowledge and use it in communication.
One of the language skills that need to be acquired by students of
Early Childhood Education Department in
learning English is speaking. It plays an important role in learning the
language. It helps the students to be creative in using English.
They practice it
to use some
expression and
instructions in classroom. Speaking also supports the
students to practice English in communication. Speaking enables them to be
confident in speaking English. In another word, speaking is very crucial in
learning English.
Choney in Kayi (2006) says that speaking is the process of building and
sharing meanings through the use of verbal and non-verbal symbols in variety
context. In addition, Jie (1999)
supported that the use of language is more important than knowing the
usage of language. It is clear that speaking is one of language skill which is
active in using language to share
meaning or information in variety context.
In speaking process, the speaker and interlocutor emphasize on the
meaning what each is saying and what
they are talking.
It means that every
conversation has the
purpose to speak with
their interlocutor, on the other hand the spoken language consists of both
verbal and non- verbal language to share meaning in various contexts between
speaker and interlocutor. In addition, when speaker and hearer are interacting
or communicating orally, each focuses on the use of the language not the usage
of the language. On the other hand, communication is good when the speaker and
interlocutor understand one another. They can interact with others so that they
can improve their speaking because they always talk each other.
Dealing with some theoretical definition above, it can be concluded
that speaking is one of productive skills, which is the ability in using
language orally through sound to present information and produce ideas.
Speaking skill is is a set of ability to express ideas, feeling or thoughts
intelligibly; reasonably and accurately. Expressing idea for interacting with
another member of community which involves many components; including
pronunciation, listening, and grammar skill both in verbal and non-verbal of a
variety context.
Kayi (2006) states that teaching speaking is a very important part of
second language learning. The ability to communicate in a second language
clearly contributes to the success of the learner in the school and success
later in every phase of life. It means that English mastery is particularly
essential especially speaking in the second language learning, which may result
in the success of both students’ learning and students’ life in the future. In
addition, Hughes (2003) mentions that the objective of teaching spoken language
is to develop the speaking ability to interact successfully in that language,
and also this involves comprehensions as
well as production. In other words, teaching speaking
aims to
enhance the capability of interaction in comprehending and producing the
language. It means that the purpose of teaching speaking is not only to make a
student able to speak with their friend but also give them some opportunity to
practice it.
Moreover, Nunan in Kayi (2006) explains that teaching speaking is
teaching English as the second language for the learners in producing the
English speech sounds and sound patterns, using word and sentences stress,
intonation patterns and the rhythm of the second language, selecting
appropriate words sentences according to the proper social setting audience,
situation, and subject matter, organizing their thought in a meaningful and
logical sequence, using language as a means of expressing values and judgments,
and using the language quickly and confidently with few unnatural pauses called
as fluency.
In relation to the previous explanation, it is clear that the primary
goal of teaching speaking English is to communicate, particularly in language production in which the use of
language is emphasized rather than the usage of language. In teaching speaking, the teacher assesses
the students to improve their speaking skill. Sometimes, the teacher has some
types of questions and some procedures to assess the students’ ability, so the student have a variety of task to
develop their speaking compete.
In this case, movies can be used as media in speaking class. According
to Kneller (1971), the use of movies in
teaching and learning English had been used since the two wars. It
became famous in the late of 1940s. At that time, the teacher recorded their
students’ activities by using video media. It was used for evaluating their
learning activity, so they could find and improve their mistakes. Sometimes,
they recorded a festival music and set it as a movie. He explains that movies
are obtained to show a story and evaluate their achievement in teaching and
learning process.
In this case, there seem no disadvantages on using movies in teaching
English, because the teachers should consider the appropriate movies on their
classrooms. Kusumarasdyati (2004) states that there are several considerations
when using movies in classroom. First, the movies become important devices in the
curriculum. Second, the movies enable to show the importance in motivating the
students in acquiring skills. Third, the movies can be used because of the
pedagogical values. Fourth, the movies consist
of visual such
as facial expressions and
gestures. It is clear that a teacher should consider the advantages of movies
in teaching and learning before using the movies in their class.
According to Kusumardyati (2004), there are three stages that can
be used
during the class by using movies; pre- viewing, whilst- viewing, and
post- viewing. In pre- viewing activities, the teacher gives time for the
learners to construct the appropriate schemata to help the students in
comprehending the movies. It consists of some activities. The students give the
name and introduce the theme of the movie and
the important words, and then give the students worksheet and an answer
sheet. The teacher asks the learners to read the items in the worksheet
for a few a minutes to help the
learners become familiar with the movies. In whilst viewing, the learners watch the movie while
completing sentences based on the movie.
Therefore, the students are
focused on the story they watch. In post viewing, Maysarah (2010) states that
there are some activities that can be done after watching the movie. The
activities are poll or interview, alternatives ending, discussion, retelling story.
METHOD
This research is a classroom
action research which aims to explain whether movies can improve the
students’ speaking skill at the third semester of Early Childhood Education
Department of STKIP Pahlawan Tuanku
Tambusai Riau. Wallace (1998: 6) states that an action research is the area for
developing and improving of the teachers’ ability in teaching their students.
It intends to
improve the students’
and the teacher’s
ability. Similarly, Kemmis and Taggart (1988:5) assert that
action research is a research which provides the solution and investigation of
the problem in education. The terms of classroom action research describes the
important characteristics of this research, such as; to use an idea in
increasing knowledge or improve curriculum, teaching and learning process. The
classroom action research provides some solutions in the classroom toward
the problems that have been faced by the
students speaking English at at the third semester in Early Childhood Education
department of STKIP Pahlawan Tuanku Tambusai
Riau.
FINDING AND DISCUSSION
This research was a classroom action research which was done at the
third semester of Early
Childhood Education o f STKIP
Pahlawan Tuanku Tambusai Riau. It consists of two different kinds of data
analysis namely quantitative and qualitative. The quantitative data is
collected through tasks and tests; meanwhile the qualitative data is gotten by observation sheets, field notes and
interview. This research was started on 5 April 2015– Mei 2016. It consists of
two cycles which consist of four meetings in each cycle. Three meetings were
conducted for doing the task and the other was used for test.
Before conducting the study, the researcher got the students’ speaking
skill before using movies. Based on the data,
the students’ speaking skill before using movies in speaking class was
low, it could be seen that
the mean score
of listening
comprehension was 60. There were
only 9 students got score >70.
1. The Improvement of the Students’
Speaking Skill by Using Movies
a.
The First Cycle
The first cycle was conducted on
8
– 29 September
2015. This cycle consisted of four meetings, and every meeting was conducted
with the collaborator. There were four stages in conducting classroom
action research and they were described
in this following explanation:
1) Plan
Before conducting the research, the researcher made some plans. The
researcher prepared all the things needed for the research. Such as the
teaching materials which were prepared to be used in teaching and learning
activities. For the cycle 1, the
instruments in gathering the data were prepared namely: task and test,
observation sheets, field notes, and interview questions and students’
attendance list. Then, the researcher arranged the schedule. Next, the
researcher introduced to the collaborator about the movies to be applied in
teaching seaking skill for cycle 1 was prepared.
2)
Action
The first cycle was conducted in four meetings. The meetings were
three meeting for treatments and one meeting for test. The time allocation for
each meeting was 50 minutes (2 x
50 minutes).
The teaching and learning process was done based on the lesson plan that
had been prepared in the planning phase.
After completing all of the meetings in this cycle, the researcher gave
speaking test to the students.
There were three kinds of
the story that had in the test. The
story are “Bird Story, Sleeping Beauty, Story of Thumbelina, and True
Friend. Based on the test, the mean score in cycle 1 is 66.3, it was
categorized into low. For further descriptions, the researcher also included average of speaking
skill in each meeting. The score are presented
in the following graph: Graph 1. The
Students’ average score in cycle 1
In
this graph, the improvement of students’ speaking skill in each meeting can be
clearly seen. The exercise score of the students started on 62 in the first
meeting, 64 in second meeting, 66 in the three meeting. Finally, in the test,
the average score of students’ speaking skill could reach 66.3
. The graph indicated that the students’ speaking
skill decreased on the second meeting, but it was better in other meeting in
cycle one. It means that more treatment in cycle two was needed to improve the
students’ speaking
ability.
3)
Observation
At this session, the collaborator took a note on the observation
sheets and wrote important information in the field note based on the
situation in the classroom. She sat at
the back of the students and saw the classroom activities. She noted everything
that found during teaching and learning activities, such as the media, material, classroom activities,
classroom management, teacher’s strategy and teacher approach. The result of
the observation in cycle one as follow:
In observation sheets and field notes, the collaborator took notes. It
showed that the material was not only narrative. The students also learnt
vocabularies; time words, action verbs, and noun groups. They discussed the
vocabularies by guessing the meaning of those words together before watching
the movies in teaching speaking skill. But the teacher did not teach any
grammar in the class. The teacher used movies entitled Bird Story, Sleeping Beauty,
Story of
Thumbelina,
and True Friend.
The observation sheets also explained some factors why the application
of movies in teaching speaking by using movies did not run well. The teacher’s
control also needed in order to achieve the purpose during the teaching and
learning process. During the collaborator’s observation, the teacher had done the activities based on
the lesson plan as well. The students focused when watching the movies because
while watching the movies, they completed the
sentences. But not all activities gave benefit to the students. After
watching the movies, the teacher asked the students to give their opinion. Some
students did not join this activity and the class seemed to be crowded, they
did not pay attention with their
friend’s opinion. Shortly, the teacher could
not manage the class well after watching the movie.
The application of movies in the fourth meeting helped the students
focusing in learning English by using movies. But based on the observation that
was done by the collaborator, the teacher got difficulty when controlling the
class. The class was crowded when the teacher asked the students to give
opinion and comment. It was proved that there were some students gave opinion
and no student gave comment. Some students made noisy when their friend gave
opinion.
4) Reflection
In cycle 1, using movies gave contribution in improving the students speaking skill. The improvement
was not successful because it didn’t pass the standard minimum score. The
progress of the improvement was seen clearly through the students score from
the result of the tasks and test. Then, observation sheet, field notes, and
interview could explain why there was an improvement.
Graph 2: The comparison of
the students’ average on pre research and cycle 1.
c)
The researcher gave more vocabularies to help the students in understanding the
story easily.
b.
The Second Cycle
Based on the reflection in the cycle 1, there were still found some
problems related to the students’ speaking skill. Those problems had to be
solved, so that, the second cycle had to be continued in the following reasons;
the first reason was the improvement that the teacher got in the first cycle
was not satisfied yet.
1) Plan
Based on the graph above, it could be concluded the students’ speaking
is still low. In this case, there was an improvement of the students score
comparing with the pre research. There
were some notes that considered by the researcher in using movies in teaching
English at the third semester of Early Childhood Education Department of STKIP
Pahlawan Tuanku Tambusai Riau. There were few students got good score. The
class average score did not achieve the
standard minimum of achievement.
Based on the observation, the teacher taught the students based on the
lesson plan. However, the material was
still difficult for the students. In addition, based on the interview, the
students were not accustomed to listen to English conversation. It was
difficult for them because the people in
the movie speak fast. There were some improvements needed to be done by the
researcher at first cycle. Therefore, some
improvement applied in the cycle II. The results of the reflection in
the first cycle that was implemented at the second cycle are in the following:
a) The researcher changed the
classroom activity; in the first cycle, the students gave their opinion and
comment in the discussion, but in the next cycle, each student got opportunity
to answer the questions in exercise 2 and discussed it together.
b) The researcher taught simple
past tense in the class to help them in expressing the sentences.
To solve the students’ problems which were found in the first cycle,
the planning was set up again in order to get the speaking skill which could
reach the minimum criteria of achievement. The researcher prepared some new
movies entitle dog and the cook, the
little mermaid, the tortoise and the eagle, Cinderella, Goldilocks and the three bears, The
researcher revised the lessons plan for the cycle 2, the researcher revised the
learning activities in cycle 2. There were four meetings included test. The
researcher gave different movie that was learned by the students in the second
cycle. Then, the researcher gave
speaking test at the end of the second cycle.
2)
Action
The second cycle was
conducted on
13 October - 3
November 2015. The reseacher was teaching in classroom by using movies. The
teaching and learning process was done based on the lesson plan that had been
prepared in the planning step. On this action, the collaborator came to the
class and did observation for each meeting. She observed and noted everything
she found during teaching and learning activities by using movies. Based on the data, the
researcherdescribed the average score on each meeting. The score are presented
in the following graph:
Graph 3: The comparison
of the
students’
average on each meeting of cycle 2
The
graph above contains the average score of the students’ skill for each meeting in cycle 2. In this
graph, the improvement of students’ speaking skill in each meeting can be
clearly seen. Based on the information, the students’ speaking skill was improved
in the cycle two. It can be concluded based on the students’ score in each
meeting. The score started on 66 in the first meeting, 70.2
in second
meeting,
70.4 in the
third meeting. Finally, in test cycle 2 was 71.4. It achieved the standard
minimum. The score indicated that there was improvement on the students’
speaking skill by using movies.
The data from cycle 1 and cycle 2 showed the improvement of the
students speaking skill. The students’ skill in speaking skill could
succesfully improved through this media. In detail, the improvement can be seen in the following
graph:
Graph 4: The comparison
of the
students’
average on cycle 2, cycle 1, and pre
research.
After analyzing the data which was taken from the test on the second
cycle, it shows that the students’ speaking skill got improvement. It was 71.4.
The result of the test has passed the standard minimum score. As mentioned
before, the minimum standard subject for English is 70. In sum, the use of
movies as media could improve the students’ speaking skill at at the third
semester of Early Childhood Education Department of STKIP Pahlawan Tuanku
Tambusai Riau.
3) Observation
In observation sheets and field notes, it showed that the students
learnt narrative, vocabularies; time words, action verbs, and noun groups, and
simple past tense. They discussed the vocabularies by guessing the meaning of
those words together; the students learnt simple past tense before watching the
movie. In learning the grammar, the teacher gave five sentences in English. The
students were asked to translate them into their mother tongue. Then, the
teacher and students discussed the meaning of the verbs in the sentences. After
that, the students were asked to tell which of the sentences uses the simple
past tense.
The students enjoyed in the class because the movie has entertainment
and education for the learners. The students got moral value in every story
they watched. The students were enthusiasm when learning by using movies. The activities in teaching and
learning narratives during the application of movies influenced the students’speaking skill. At the first
step, the teacher started the class; the students gave good responses when the
teacher opened the class. Then, the students and the teacher discussed the meaning some vocabularies based on the story.
The students watched the movies while doing the exercise. The students paid
attention in watching the movies.
Then, the observation sheets also explained some factors why the
application of movies
in teaching
speaking ran well. The teacher’s control also needed in order to achieve the
purpose during the teaching and learning process. During the collaborator’s
observation, the teacher had done the activities based on the lesson plan as
well. The students focused when watching the movies because while watching the
movies, they completed the sentences. After watching the movies, they discussed the story by answering the questions on exercise while
discussing the story together. The students paid attention in the discussion.
Shortly, the teacher could manage the class after watching the movie.
Finally, the application of movies in the fourth meeting helped the
students focusing in learning narratives, they understood the text easily. It
was proved that all students got opportunity to speak up in the class.
4) Reflection
In this stage, the researcher looked back to the instruments; the
result of tasks and tests, observation sheets, field notes and interviews. The development of the students’
speaking skill at the second cycle indicated that the movies as media in
teaching English gave contribution to improve their speaking skill. The average
score was 71.4 in cycle 2. The improvement was significant. So the result of
the observation sheet, field notes and interview could explain why there was an
improvement of students’ speaking skill.
Besides the activity that had been done by the researcher and the
students in this cycle, there were some notes that should be considered by the
researcher in using movies as media. The class average score of students
speaking skill achieved the standard minimum score. The collaborator observed
that the researcher did all activities that had been prepared in the lesson
plan. The researcher also attended the students’ activity in the class. The
students in using movies in learning English were active
in the second
cycle
because all
students got opportunity to watch and discuss the story together which gave the
contribution in improving their speaking skill.
In conclusion, using movies could improve the students’ speaking
skill. There were some points that could be explained from using movies in listening class. Firstly, the
students were fully motivated to join the activity. In fact, they understood
the story from the movies in the class.
Then they can improve their vocabulary. Therefore, they understood the
narratives easily and joined the discussion after watching the movies.
Secondly, the students were active and spoke up in the class, and
reduced noisy students that might be occurred during the class. Thus, the
students were given two activities in one time. Therefore, they paid attention
to the story. This activity helped them to express anything in English easily.
B. DISCUSSION
Based on the finding of this research, which was taken from the
activities of two cycles of this action research, it can be concluded that
teaching and learning process by using movies
gave improvement toward the students’
speaking skill. It is supported
by Stewart’s idea (2006), he says movies can entertain the viewers and
solve some problems in learning English such as speaking, writing, lack of
speaking skill, the lack of vocabulary, the lack ability in reading, lack of
grammar, and etc.
In addition, based on the observation, the students joined the
activities and participated actively in the class. They were excited and
interested in learning narratives by using movies. In line, Kusumarasdyati
(2004) in her research states that the students become motivated in learning
English by using movies. The movies made the students became active and easier
in comprehending and expressing the material.
This research also revealed that there were some factors that influence
the improvement on the students’ speaking skill at the third semester of Early
Childhood Education Department of STKIP Pahlawan Tuanku Tambusai Riau.
The
several factors are material, media, classroom activities, classroom management, and teacher strategy and
teacher approach.
The first factor that influenced the changes of students’ speaking
skill was material. The material increased the students’ interest, challenged
them in listening the spoken narratives. The material was also suitable with
the curriculum. In this case, the material was not only narrative text, but
also three kinds of vocabulary: noun group, time words, and action verbs,
simple past tense. According to Cavanagh (1998) and Sabet (2011), teaching
narratives should be supported by vocabulary and grammatical form which are
appropriate with the level of the students. This finding of the research was supported by Clark (1989), the
material considered many aspect in order to fulfilled its role in learning
process. The material should be authenticity, realism, context and focus to the learner.
The second factor was the media
used in speaking class. In teaching and learning in the classroom, the teacher
taught narratives by using movies as the media. In this case, the teacher
played the movies by using some devices, such as laptop, projector, and sound
system to support the teaching and learning process. There is improvement on
the students’ speaking skill after learning English by using movies. This finding of the research is supported by
Kusumarasdyati (2004) states that movies can develop the students’ speaking
skill and stimulate
their imagination simultaneously. It also increased
the students’ motivation in learning English. After class, the students often
showed their great progress in learning English.
The researcher has chose movies for them and set the learning
activities to improve the students’ speaking skill. The data that were gotten
from the observation sheet, field notes and interviewed showed that using
movies made the students not being bored in speaking class. It also helped the
teacher in teaching English because the media guided the teacher to achieve the
purpose in the classroom. It was easier for the teacher to handle the material
and helped the students in increasing their motivation in teaching and
learning process. The
media helped the
teacher not
to spent more energy to explain the
material and attract students’ attention. Besides that, avoided students’
boring. It is supported by Trianto
(2010) who says that the benefits are the first, the material will be clearer
for the students. The second, the teacher will use various teaching methodology
in the classroom. The third, the students will be active in doing many learning
activities. The forth, the students will be interested in teaching and learning process.
The third factor was classroom activities. The variation of the
classroom activities and classroom management. The classroom management was
done by the teacher to create good situation where students learned and studied
comfortably. This finding of the research was supported by Jones (1997), an
effective classroom management includes several areas in teaching learning
process. It should be based on good understanding of the
current research and theory; it had to build strong relationship among the
teacher and the students because the relationship can create a comfortable
classroom. The classroom management that was
created by the teacher was good, the teacher was already to help and
guide the students in teaching learning process.
The fifth factor was the teacher’s strategy in teaching and learning
process. Based on the observation and interview, it found that the teacher’s
strategy was good in helping the students in expressing the spoken narratives
by using audio visual in the classroom which is suitable with material and
learning activities. In line, Adam (2001), the teaching strategy can be applied
in condition those strategies should be
suitable with the students’ condition, capability, and interest. Therefore, the
teacher should be smart and creative in collecting, selecting and engaging the
best strategy for the students. The students were more active and also helped
the students in speaking English.
The last factor that influenced the change of students’ speaking skill
was the teacher approach in classroom
activities. In line with this finding, Brown (2001) said that the
teacher approach was important roles in managing the class. It has several
characteristic in language teaching, such as controller, director, manager, and
facilitator and as resources. Because of that, the teacher approach had big influence in speaking
English, the teacher approach motivated the students and helped them when they
got problems in expressing sentences.
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