TEACHING SPEAKING SKILL USING VIDEO PRESENTATION AT BENGKEL BAHASA COURSE Donal Sepdo Rajagukguk e-mail: dsepdoaritra@yahoo.

com English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung
ABSTRACT
The objectives of this research entitled Teaching Speaking Skill Using Video Presentation at Bengkel Bahasa Course were to find out factors causing low ability in the speaking class, to identify the effectiveness of videos in the speaking class in improving the students speaking proficiency, and to describe the effectiveness of videos in increasing students motivation in the speaking class. The research used qualitative method. The data of the research were collected by using some techniques of data collection including: interview, observation, and document analysis. The data collected in this research classified into two major data which includes reflective notes and document analysis. The results of this research showed that by using video presentation was the effective technique to improve students speaking skill. Students showed enthusiasm in joining class and group discussion. The video entertained and motivated them to get involved in the discussion. Key word: Teaching speaking, Using video

A. Background of the Research Learning English means learning language components and language skills. Grammar, vocabulary, pronunciation, and spelling are examples of language components. Meanwhile, language skill covers listening, writing, reading, and speaking. Among the four skills, speaking is often considered as the most difficult skill to be learned by the students. Brown and Yule (1983) stated 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. They may need for further study, work or leisure, so that they will not be among the many people who unable to express his/her idea in English after having studied it for some years. In this research, teaching speaking using video is introduced. Video as an audio visual aids is beneficial for the teacher and students in English Language Teaching. Video can be used as an aid to teach the four skills namely reading, listening, speaking and writing. Rice

(1993) stated that video has so much to offer. Furthermore, Heimei (1997) stated 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. Based on the phenomenon above, it is necessary to conduct a classroom action research. This research is originated with Kurt Lewin, an American psychologist, who introduced it in educational research in the mid 1940s. The method applied in this research is qualitative methods. It allows us to describe what is happening and to understand the effects of some educational intervention. The principal foundations conducting this research are to solve the identified problems and to understand the effects of some interventions. These two principals are aimed to make improvement and to see change. Mills (2006:6) stated that the goals of conducting action research are to gain insight, to develop

reflective practice, to effect positive changes in the course environment (and on educational practices in general), and to improve student outcomes and the lives of those involved. B. Theoretical Review 1. Speaking a. Definition of Speaking In most cases, people who learn English usually want to be able to communicate in that language. One of the language skills they want to acquire is speaking. Hadfield (1999) stated that speaking is a kind of bridge for learners between the classroom and the world outside. Widdowson (1996:59) defines speaking into two definitions. The first is that speaking is simply the physical embodiment of abstract system in the usage sense involve the manifestation of the phonological system or of the grammatical system of language or both. And the second is that speaking is active or productive and makes use of aural medium. From the definitions above, it can be concluded that speaking is a process in which the speakers expresses their idea to the listeners. When the speakers speak, they produce utterances with specific pronunciation of individual sounds. b. Definition of Video Video tape system presenting motion pictures are gradually developed during 1970s and were gradually standardized on a new format. One of the formats is compact disc. It is known as a laser data storage device on which audio, video or textual material can be stored. Video is something switched on and left to present language without teachers intervention. There are many things can be discussed from it in various ways. Video can be aid in the teaching learning process. Cooper (1991:11) stated that video is a super charged medium of communication and a powerful vehicle of information. It is packed with messages, images, and ambiguity, and so represents a rich terrain to be worked and reworked in the language learning classroom. Video is medium of communication which contains some information. The information is in the form of pictures, images, and action. All of them can be discussed in the classroom. Brown et al (1997) stated that videocassette and videotape records and players are becoming standard school resources.

C. The Research Methodology 1. The Research Design This research deals with improving students speaking skill using video. Learning to communicate in English is often considered being one of the most difficult aspects of language learning for the teacher to help the students with their learning problems and difficulties (Brown et al, 1983). This research was conducted from March th th 26 until April 13 2012 to the students of BBC. The reason in choosing the students of BBC (BengkelBahasa Course) as the subject of the research is because of their low speaking skill. This time allocation for learning English is more than what other Course Participant has. 2. The Research Method This research was undertaken as a classroom action research in collaboration with an English teacher of BBC (Bengkel Bahasa Course) in order to improve students speaking skill by using video. D. Conclusions and Suggestions 1. Conclusions This research was undertaken in collaboration with an English teacher of BBC (Teacher A). As Teacher A was not familiar with action research, Teacher A and the researcher shared about what it is before undertaking the research. Teacher A interested in taking part action research afterwards. The reason was he wanted to improve TL process. As the action research was conducted collaboratively, we worked together on the implementation of the action research. However, since Teacher A was the one who taught the class, it was he who implemented the action. As a collaborator, the researcher helped Teacher A since the initial research until the end of the research. The result of the research was discussed together so that both of us were familiar with the progress of the research. Teacher A and the researcher collaboratively identified the problem, planned the action, observed, reflected, and revised the plan for the next cycle. The summary of the research described as follows. Findings/ overall reflection: a. Students speaking appropriacy improved

b. Students able to apply information routine in terms of giving justification c. The video which were video presentation (essential step 1, essential step 2, and essential step 3 by A.J. Hoge) made the students were curious and stimulated in joining speaking activity d. Students bad learning attitude did not emerge e. The principal allowed the students to have lesson in language laboratory again

have low motivation in learning speaking

The principal minimize TL in language laboratory since there were some students who broke the facilities in it (microphone, headset, wire)

The principal allow the students to have lesson in language laboratory again

2. Suggestions a. For the English Teachers 1) It is advisable for the English teacher to develop enjoyable situation in TL process so that students eager to participate in the TL process. 2) Teacher should be more creative in developing new techniques of teaching English in order to make the students curious and more interested in getting involved in the TL process. 3) It is important to be a self-reflective teacher since it is one of the way to develop teacher professionalism. b. For the Educational Institution As a place to gain knowledge and education, having good facilities that support TL process is not enough. There should be effort to teacher professional development. School principals should provide the effort for the sake of students, teacher, and school committee itself. c. For Other Researcher This study is one of the ways in improving students speaking skill. It is expected that the findings will be used as starting points to conduct another research. There must be many others techniques to make TL process more effective. BIBILIOGRAPHY Brown, Gillian and George Yule. 1983. Teaching the Spoken Language: an Approach Based on the Analysis of Conversational English. Cambridge: Cambridge University Press Cooper, Richard and Mike Lavery. 1991. Video. Oxford: Oxford University Press

Having conducted the research, there were some differences before and after the research. They can be seen in Table 5.2.
No 1 Before Research Students got less time to practice their speaking skill After Research Students got more time to practice their speaking skill by conducting group discussion Teaching speaking using video elicited students participation in speaking Students speaking appropriacy improved Students able to apply information routine in terms of giving justification The video which were video presentation (essential step 1, essential step 2, and essential step 3 by A.J. Hoge) made the students were curious and stimulated in joining speaking activity Students bad learning attitude did not emerge

Teaching techniques used (Song, pictures) did not activate students motivation Students speaking appropriacy was low Students were not able to apply information routine in terms of giving justification Students did not have curiosity and this did not stimulate them in speaking activity since there werent any video presentation

Students bad learning attitude such as looked out the window, chatted with another student, sat in inappropriate way showed that they

Hadfield, Jill and Charles. 1999. Simple Speaking Activities. Oxford: Oxford University Pres Mills, Geoffrey E. 2000. Action Research: A Guide for Teacher Researcher. New York: Southern Oregon University

Rice, Allison M. 1993. Teaching with Video. New York: MacMillam, Inc Widdowson, H.G. 1996. Teaching Language as Communication. Hong Kong: Oxford University Press