CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, consists of four subchapters. There are related to literature,
previous of the study, conceptual of framework, and hypothesis of the study.
A. Related of Literature

In this chapter, the researcher focused on reviewing some relevant theories to

find out the possible answer to the problem stated in the first chapter. The following
section discussed about some theories related to this study covering: speaking
achievement, media (video), and teaching speaking by using video media.

1. Speaking

a. Definition of speaking
According to Cameron (2001: 11) speaking is the active use of language to
express meanings so that other people can make sense of them. To speak in the
foreign language in order to share understandings with other people requires attention
to precise details of the language. A speaker needs to find the most appropriate words
and the correct grammar to convey meaning accurately and precisely and needs to
organize the discourse so that a listener will understand. Speaking is so demanding,
requires careful and plentiful support of various types, not just support for
understanding, but also support for production.
According to (Kayi,2006) Speaking is the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in variety of context.
According to (Rahayu& Joesasono,2011) speaking is an important component
of the language teaching syllabus. Speaking exercise that have been properly prepared
are integral in the adoption of another language, learners need to recognize that
speaking involves three areas of knowledge: mechanic (Pronunciation, Grammar, and
Vocabulary function) transaction and interaction, and social cultural rules and norms.
Based on the reason, the researcher tried to illustrate that speaking is the
process to say what the people think and express by words to give and receive
information or to communicate ideas in any matters.
b. The key encouraging speaking skill
The key to encouraging speaking skills in the classroom is creating the proper
environment. Children should feel relaxed, and social interaction with peers should be
encouraged. One teacher of fourth grade suggest these goals:
1. To speak clearly with proper pronunciation in order to communicate with
others
2. To speak expressively with feeling and emotion and avoid the monotone
3. To speak effectively in different situation: with individuals, small groups,
and the whole class
4. To utilize speaking in all the communication arts and content areas tofurther
learning (Yellen Blake:2004)
 To achieve these goals, the teacher organized her instructional program around
two criteria: a positive, receptive teacher attitude and a physical environment
conducive to language use

c. Teaching speaking
According to (Nunan,2003) to teach speaking means to teach language learners
to:
1. Organize their thoughts in a meaningful and logical sequence.
2. Use language as a means of expressing values and judgments.
3. Use the language quickly and confidently with few unnatural pauses,
Which is called as fluency.
According to (Rahayu& Joesasono, 2011) the goal of teaching speaking skills is
communicative efficiency. To help student develop communicative efficiency in
speaking, instructors can use a balanced activities approach that combines language
input, structured output, and communicative output.
d. The goal of teaching speaking

According to hammer (2009:343) says that, the goal of teaching speaking skill
is communicative efficiency. Learners should be able to make themselves
understood, using their current proficiency to the fullest. They should try to avoid
confusion in the massage due to faulty pronunciation, grammar, or vocabulary and to
observe the social and cultural rules that apply in each communication situation.

e. Activities to promote speaking

There were activities to promote speaking by Kayi (2006)
1. Discussion
A discussion can be held for various reasons. The students may aim to arrive at
conclusion, share ideas about an event, or find solution in their discussion, whatever
the aim is, the students should be encouraged to ask questions, phrase ideas, express
support, check for clarification, and so on.

2. Role Play
One order way of getting students to speak is role-playing students pretend they
are in various social contexts and have a variety of social roles. In role-play activities,
the teacher gives information to the learners such as who they are and what they think
or feel.

3. Information GAP

In this activity, students are supposed to be working in pairs. One student will
have the information that other partner does not have and the partner will share their
information. Information gap activities serve a many purpose such as solving a
problem collecting information.
 4. Story telling
Students can briefly summarize a tale or story they heard from somebody before
hand, or they may create their own stories to tell their classmates. Story telling is
creative thinking. It also helps students express ideas in the format of beginning,
development, and ending, including the characters and setting a story has to have.
Students also can tell riddles or jokes. For instance, at the very beginning of each class
session, the teacher may call a few students to tell short riddles and jokes as an
opening. In this way, not only will the teacher address students speaking
achievement, but also get the attention of the class.

5. Picture describing

Another way to make use of pictures in speaking activity in to give students just
one picture and having them describe what it is in the picture. For this activity the
students can form groups and each group is given a different picture. Students discuss
the picture with their groups, and then the group will describe the picture to the class.
This activity is the creativity and imagination of learners as well as their public
speaking skill.

From these activities of promote speaking, the writer try to use story telling
activity using video to measure the students speaking achievement especially in oral
test.

f. Assessing speaking

Fredonia states assessment cycle include:

1. Identifying goals or outcomes and the division, department, and program
level;
2. Implementing strategies for the achievement of the goals or outcomes;
3. Assessing the extent to which the goals or outcomes were achieved using
appropriate method;
4. Utilizing the resulting information to develop or enhance the strategies for
accomplishing the goals.

g. The benefit assessment

Fredonia states the benefits of assessments include:

1. Enhance student learning, development, and engagement;
2. Stronger programs and services that are self-studied and refined;
3. Opportunity to make improvements based on accurate evaluation of need;
4. Improved communication and collaboration amongst
units/office/department.
h. Speaking suggestion
According to Harmer (2000:85), there are speaking suggestions to the student:
1. Students work in pairs. One has a number of elements (e.g. pictures)
arranged in a certain way. The other student. Has the same element, but
 loose, and has to arrange them in the same way by talking to his partner
without looking at the partners picture plan. This is called describe and
arrange. (elementary/intermediate)
2. Students, in pairs, each have similar pictures, but with differences. Through
talking to each other, they have to find the differences without looking at
each others picture. (elementary/intermediate)
3. Students make a list of the kind of things that people like or do (e.g. go
jogging, brush teeth five times a day etc.) they have to go around the class
to find someone who does, did likes, etc. those things. (any level)
4. Students give a talk on a given topic and/or person
(elementary/intermediate)

2. The Use of Video as Learning Media

a. Video
A video is the technology of electronically capturing, recording, processing,
storing, transmitting, and reconstructing a sequence of still images representing scenes
in motion. According to Newby et al., (2000: 102), videos are the display of recorded
pictures on television-type screen. Any media format that employs a cathode-ray
screen to present a picture can be referred to as video. Furthermore, Richards &
Renandya (2002: 364) state that video is an extremely dense medium, one which
incorporates a wide variety of visual elements and a great range of audio experiences
in addition to spoken language. It means that video is media that consist of visual and
audio effects.
Nowadays, students have an opportunity to increase their knowledge and skill
everywhere either inside or outside the classroom by using audiovisual media. Those
audio-visual materials, for example films and videos, promote perception,
understanding, transfer of training, reinforcement, or knowledge of results and
retention. Smaldino, Lowther, and Russell (2007:310) say that many teachers use
video to introduce a topic, to present content, to provide remediation, and to promote
enrichment. Video can be used in all instructional environments with classes, a small
groups, and individual students. In his thesis Berk (2009) states that the contiguous
presentation of verbal and visual material as in videos with integrated dialogue or
narration is most effective for novices and visual learners.
Video is media that provides audio-visual that can be used to help in teaching
and learning. It can be played back in slow motion so that the eyes can see events that
occurred too fast to register through normal vision. Therefore, the use of meaningful
video in teaching may be most appropriate for introductory courses, introducing
complex topics in any course, lower achieving students, and visual/spatial learners.
b.Types of Videos
Harmer (2001: 284) states there are three basic types of video which can
readily be used in class.
1) Off-air program
Off-air program is a program recorded from a television. It should be engaging
for students, and of a sensible length. Teachers have to consider their
comprehensibility too. Apart from overall language level, some off- air videos are
also extremely difficult for students to understand, especially where particularly
marked accents are used or where there is a high preponderance of slang or a regional
vernacular.
2) Real-world video
The teachers should not use separately published videotape material such as
feature of films, exercise manuals, wildlife documentaries or comedy provided that
there are no copyright restrictions for doing this. Once again, teachers need to make
their choice based on how engaging and comprehensible the extract is likely to be.
3) Language learning videos
It means that the videos are prepared to accompany course books. The
advantage is that they have been designed with students at a particular level in mind.
Those videos are likely to be comprehensible, designed to appeal to students topic
interests and multi-use since they can not only be used for language study but also for
a number of other activities as well.
3. Teaching Speaking with Video
Harmer (2007:287) proposes two video-based activities which can be used in
video-based lessons. One of them is video watching activities. A number of activities
are designed for specific video situations. They explore the range of options for use
with both off-air and language learning videos.
Video watching activities includes three sections as follows:
1) General comprehension
The activity in this section is designed to have students to watch video in order
to understand the gist of video and then look back again for details. In this activity,
students have to try and give as many as information about what they have seen.
Then, in pairs, they have to agree on everything they heard and saw. When the
discussion has been finished, the teachers read out questions and the students have to
write the answer. After that, they compare with other pairs whether they all agree.
They watch the video again to check the answer.

2) Working with aspect of language

The activity in this section shows the unique language works to the medium of
video. A way of greeting students in monolingual groups to focus on language is to
get hold of English language videos which have subtitles in students language. The
teacher can start by viewing the video without sounds and discussing the subtitles in
general.
After the first viewing, both the teacher and students discuss what they have
seen. The second viewing, the students have to write down what they think the
original English words were. For the final viewing, they watch the extract with the
sounds turned up to compare their English with the words that were actually spoken.
3) Video as springboard to creativity
How video clips help to start the students creativity showed in the activity of
this section by encouraging interpretation, provoking thought, and asking for language
use. In this activity, students watch a video clip and the teacher make sure that they
understand it.
Then they do any language work which may be appropriate. Teacher asks
students to watch the clip again but they have to imagine how the scene would be
different. This activity helps the students understand more about language being used
and direct them to insights about language and behavior in general.
Sometimes, the teacher needs to modify and select their own authentic video
material to fit their timetable and the specific needs of the students. Richards and
Renandya (2002) suggest some guidelines to help teacher planning video lessons
effectively and exploit the video material to its utmost effect.

4. The Advantages of using Videos in the teaching and Learning Process

The use of videos in the teaching and learning process has the advantages of
presenting abstract ideas in realistic concepts. Besides, students are able to view a
performance over and over again for emulation without any risk (e.g. view directly
phenomena of eclipse of the sun, volcanic eruption, etc) or they can observe videos of
their own performance or feedback and improvement.
Teachers play a key role in the success or failure of any videos used in the
language classroom. It is important for teachers to select the videos, relate the videos
to students needs, promote active viewing, and integrate the videos with other areas
of the language curriculum. Videos have advantages of achieving the important goals
of motivating students interest, providing realistic listening practice, stimulating
language use, and heightening students awareness of particular language points or
other aspects of communication. They can be improved or destroyed by the way in
which the teachers introduce the video and the activities which the students carry out.
According to Alessi (2001: 538), a video is a powerful tool for learning and
instruction. It is difficult to illustrate human behavior in interpersonal situations, for
example, without showing a video. It is hard to show a student the effects of body
language on communication using only graphics or still photographs. The movements
of athletes or animals are best captured by video. Video here has also been included
for motivational reason.
Moreover, Harmer (2001: 284) also states that there are some advantages in
using videos in the teaching and learning process:
1) Seeing language-in-use, the students do not just hear language but they can also see
it. They can know the general meaning and moods that are conveyed through
expressions, gesture, and other visual clues.
2) Cross-cultural awareness, which is allowing students a look at situations beyond
their classroom. Videos also give students a chance to see such things as what
kinds of food people eat in other countries and what they wear.
3) The power of creation, when students use video cameras themselves they are given
the potential to create something memorable and enjoyable.
4) Motivation, most students show an increased level of interest when they have a
chance to see language in use as hear it, and when this is coupled with
communicative tasks.
 It is clear from the explanation above that videos have many advantages.
Videos can support the teaching learning process. The students can learn language not
only by listening how native speakers pronounce some words but also by observing
their facial expressions. They can also learn about culture from other countries what
other people in other countries wear, eat, and much more.

3. Narrative Text
a. Definition of Narrative Text
According to Pumamawati (in Yatimah 2014:30) narrative text is an account
of a sequence of events, usually in chronological order. Narrative text it tells the story
of an event and the events are usually arranged in chronological order. According to
Alberti (2014:16) Narrative text is writing in which a story is told, the details
may be fictional or based on fact. According to Anderson (in Alberti 2014:16)
narrative text is a text that has a purpose to entertain the reader or listener.
The purpose of a text is to amuse, entertain the reader or listener about the story.
Narrative deals with problematic events which lead to a crisis or turning point
of some kind, which in turn finds a resolution.
According Hamidah (2016:46) the use of narrative text can help the students
to comprehend a text. Narrative texts appear to induce visualization in readers as
part of the reading process. In other words, it can help the readers to
understand texts easier, and they can feel motivated. Furthermore, one purpose of
narrative texts is to entertain. Readers enjoy reading texts and are excited to
know what will happen next. In this way, narrative texts can help increase students
motivation. Moreover, using narrative text may help teachers to teach moral value
from the text.

b. Generic Structure of Narrative

According to Wardiman (in Yatimah 2014:31) the steps for constructing a
narrative text are:
1) Orientation
It is about the opening paragraph where the sets, the scene and the character
of the story are introduced. It usually answer the questions Who, When, and
Where.
2) Complication
It is a series of complication or where the problems in the story
developed.
3) Resolution
Where the problems in the story is solved. The problem may be resolved for
better or worse happily or unhappily.
 c. Language Features of Narrative Text
According to Pumamawati (in Yatimah 2014:31) states that language features
of narrative text are:
1. Using processed verb
2. Using temporal conjunction example: one day, a week, later, then long time, long
time ago, when, etc.
3. Using simple past tense example: lived, stayed
4. Using noun phrase example: long black hair
5. Using pronouns example: I, me, they, their, it, its, etc.
6. Using nouns example: tree, road, stepsister, housework
7. Using saying verb example: said, told, promised

B. Review of Relevant Studies

There are some previous studies done by researchers showing that the use of
videos in English teaching and learning process can improve students speaking skills.
Ikawati (2012) who conducted action research in Senior high school proposes the
findings of her research as follow:
1. the use of videos could improve students learning motivation and involvement
during the lesson
2. accompanied by some speaking activities, the use of videos could improve
students speaking skills in terms of fluency, grammatical and pronunciation
accuracy, vocabulary mastery, and task responsibility
3. it could be used as models for the students in using particular expressions in certain
situations. Videos provide different situations that enable the students to experience
the real-world context.
The next relevant theory was written by Christine Canning and Wilson from
the Center of Excellence for Research and Training, Higher Colleges of Technology.
Canning (2000) explains that video provides visual stimuli such as the environment
and situation that can lead students to generate prediction, speculation and a chance to
activate background schemata when viewing a visual scene reenacted. Language
found in video could help non-native speakers understand stress patterns.
Video allows the learners to see body movement and speech rhythm in second
language discourse through the use of authentic language and speed of speech in
various situations. In addition, a video can stimulate and motivate students to be
interested so that the students can be more actively involved in the lesson. The use of
visuals overall can help learners to predict information, inferideas and analyze the
world that is brought into the classroom via the use of video instruction.
Furthermore, a journal written by Dr. Samir M. Rammal (2005) from Birzeit
University supports the theory that the use of video can be very beneficial for the
teaching and learning process. He suggests that video can be a very useful source and
asset for the language teaching and learning process because it combines both fun and
pedagogic instructions that reflect real interaction. By employing video-taped
 materials, teachers can always create an indefinite number of language teaching
activities.
C. Conceptual Framework

Experiment
Class (X)
Speaking
Achievement
Control Class (Y)
(X2)

Explanation :
X1 : video media
X2 : picture
Y : Speaking Achievement
: Class Experiment : video media
: Class Control : picture

The researcher made the conceptual framework to help and focuses on the
research. From the framework, the researcher finds the problem of the students. The
problem is the students have low score in Speaking skill. It was because the students
are difficult to learn, particularly in speaking English material. So they can not
develop their speaking skill.
The researcher finds a teaching strategy to develop the students speaking
achievement. It is video media strategy. To know the influence of this teaching model,
the researcher applied it in the experimental group. While the dashed line showed the
searchers will be used as a teaching strategy of comparison in measuring students
ability.

E. Hypothesis

H1: There is a significant influence of using video media on the speaking

achievement.

H0: There is no significant influence of using video media on the speaking

achievement.