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ELLIC_DINAIFAAIMA1stEnglishLanguageandLiterature

InternationalConference(ELLiC)

ELECTRONICISSN:2579-7263

CD-ROMISSN:2579-7549

115

STIMULATINGSTUDENTS�VOCABULARYAND

GRAMMARIN

SPEAKINGUSINGAUDIO-VIDEOANDPICTURE

HerdinataraFebria1*,MuhimatulIfadah2,SitiAimah3

UniversityofMuhammadiyahSemarangIndonesia

[email protected]

Abstract

Thedifficultyofjuniorschoolstudentsinexpressing

ideas,thoughts,opinions,orfeelingsintospoken

language,isthebackgroundofthestudy.Theobjectiveof

thestudyaretofindoutwhether thereissignificant

achievementonstudents‘speakingtaughtusingaudio-

videoandpicture,andtodescribethesignificant

differenceofspeakingcomponentsbetweenthestudents‘

taughtusingaudio-videoandpicture.Byapplying

quantitativeapproachthroughexperimentalstudy,60

studentsofgradeVIIISMPMuhammadiyah03Semarang

weretakenasthesample.Togetqualitativedata,

questionnairewasdeliveredforthosestudents.Theresult

ofthestudyshowedthatfromfiveaspectsinspeaking

assessment;pronoun,grammar,vocabulary,fluency,and

comprehension,theincreasingofvocabularyandgrammar

1

1

Unoriginaltext:10wordswww.grossarchive.com/upload/1427…


showedthehighestlevel,followedbycomprehension.

Meanwhile,thestudents‘fluencyinspeakingdidnot

providesignificantenhancement,only0.4percent.

Fromthequestionnaire,thestudentsdeliveredthat

theirenthusiasmwaspositivelysupportedbytheuseof

media;however,themediawasalsoasidetheirboredom

inthelearningprocess.Fromthestudy,itwas

suggestedtotheteachertofindappropriatethemeand

topic,relatedtothestudents‘agetohelpstudentslearning

incomfortway.

Keywords:speakingskill,audio-video,picture

Introduction

Speakingisoneofimportantpartsinlearning

English.Rahmawati(2015,p.1)

mentionsthatspeakingisoneofthelanguage

skillsthatshouldbemasteredbylanguagelearners.This

skillisnotaneasythingbecausetherearesomelanguage

componentsastoolstomasterit.Thecomponentsare

grammar,vocabularies,spelling,pronunciation,and

fluency.

Therefore,onewillbeconsideredskilfulinspeakingwhen

theyareabletousethosecomponentsneededtoshare

ideas,feelings,andthoughts.

GertandHans(2008,p.207)saidthatspeakingisspeech

orutteranceswiththepurposeofhavingintentiontobe

recognizedbyspeakerand receiverprocessingthe

statementsinordertorecognizetheirintentions.Asstated

byEfrizal(2012,p.127)speakingisoneway

tocommunicatewhichideasandamessageorally.To

enablestudentstocommunicate,weneedtoapply

languageinrealcommunication.

�However,therearesomefactorswhichcausingspeaking

difficulties.BasedonthepreobservationinSMP

2

3

2

Unoriginaltext:17words


Muhammadiyah03Semarang,studentshaddifficultiesto

speakinEnglish.Theywereworriedaboutmaking

mistakes,ananxietytobecriticized,andalsothetimid

inspeakingpractice.Thestudentshadlowmotivationto

expresstheiropinionorcommentaboutsomething.Only

severalparticipantscouldtakeatatimebecauseoflarge

classesandthetendencyofsomelearnerstodominate

whileotherspokeverylittleornotatall.Theywere

gettingusedtospeakJavaneseandIndonesianthan

English.Learnerswhosharedthesamemother

tonguetendedtouseitbecauseitwaseasierandbecause

theyfeltlessexposediftheyspokeintheirmothertongue.

However,thestudentswerealsolackofvocabulary,

sotheycouldn‘tspeakEnglishinlongertime.Infact,the

studentshadgoodideasbuttheyhaddifficultiesin

deliveringtheiropinion.

Basedonthoseconditions,theresearcherthinksabout

howtomaketheclasstobemorecommunicative

and

attractive.Infact,theuseofvariousmediatosupportthe

teachingandlearningprocessofspeakingisimportant.

Oneofthemediathatcanbeusedisaudio-videoand

picture.

AccordingtoHarmer(2007,p.282)suggestswhyaudio-

videocanaddspecial,extradimensiontothelearning

experiences.Byusingvideoaslearningmedia,students

donotjusthearthelanguage.Theycanseegestures,

expressions,andothervisualclueswhichconveygeneral

meaning.Ontheotherhand,Peskova(2008,p.8)stated

picturesdrawlearners‘attention,whetherinbooksor

whilelisteningalecture.Textsaccompaniedbypictures

aremoreattractiveforlearnersthanplaintexts.Similarly,

lecturesbecomemoreinterestingwhendisplayingsome

pictures.Thatiswhy,teachingspeakingthroughaudio-

ijhssnet.com/journals/Vol_2_No_20_…

3

Unoriginaltext:12wordsijhssnet.com/journals/Vol_2_No_20_…


videoandpictureisexpectedtobeusefulforeffectiveand

joyfullearning,andastudyneedtobeconductedin

SMPMuhammadiyah03

Semarang.

Audio-videoandpicturecanalsogivepositiveeffectson

thestudents‘interestonmotivationinstudyingEnglishas

wellastoincreasetheirspeakingskill.Byusing

audio-videoandpicture,thestudentscandrivemeaningful

contextsforlanguagethatisbeinglearned.

Methodology

Theresearcherusedtrueexperimental

research.Itusedpre-testandpost-testdesignas

mentionedbySuharsimi(2013,p.125)statedthatthe

designoftheexperimentcanbedescribedasfollows:

Table1.DesignoftheExperiment

Experimentalgroup

O1

X1

O2

ControlGroup

O1

X2

O2

O1

=

pre-test

X1

=

treatmentontheexperimentgroup

X2

=

treatmentonthecontrolgroup

O2

=


post-test

ThesubjectsofthestudyareVIIIFasthecontrolclass,

VIIIGastheexperimentalclassandVIIIDasthetryout

class,andtheindependentvariablewastheuseofaudio-

videoandpictureasalearning

�modelforteaching.Thedependentvariableofthis

researchwastheabilityofstudentsinEnglishspeaking

skill.

Theinstrumentsarethetest,questionnaireand

documentation.Inconductingtheresearch,thefollowing

proceduresinthestudywasdone.

1.Developingproposalandresearchinstruments.

2.Determiningthepopulation.Thepopulationof

thestudywaseighthgradestudentsSMP

Muhammadiyah03

SemarangintheAcademicYear

2016/2017.TheywereVIIIAuntilVIIIHthatconsisted

of30studentsineachclass.Totalofthepopulationwas

240students.

3.Determiningthesampleusingrandomsampling

techniques.Theresearcherdiscussedwiththeteacherto

choosethesample.Itwasusingrandomsampling

technique.

4.Determiningtheexperimentalclassandcontrolclass.

TheresearcherchoosesVIIIFasthecontrolclass,VIII

GastheexperimentalclassandVIIIEasthetryoutclass.

5.Applyinglearningusingaudio-videointhe

experimentalclassandpictureinthecontrolclass.

6.Providingthesametestontheexperimental

classandcontrolclass,thetestpreviouslytestedinthe

trialclass.

7.Givingthequestionnairetostudents.

8.Analyzingtheresearchdatabyusingappropriate

statisticalanalysis.

9.Developingandreporttheresearchresults


FindingsandDiscussion

Theresultofanalysisofreliabilityshowed

thatvaluertabelwith�=5%andN=30was

0.361.Knownthatrwas0.615,sor>rtabel.

Sotheinstrumentonthetestwasreliablein

theresearch.

Basedontheresultsabove,itwasobtainedthatrx.y=

0.662,thenitwas

comparedwith'''''withN=30atlevelofsignificance

was=5%wasobtained'''''

=0.361.Becausetheresultsof''''''�'''''''>

''''',sothequestionwhichtestedwas

validtobeusedintheresearch.

Basedontheresultofdifficultylevelabove,itwasgot

P1=0.8333.Itmeantthatthelevelofdifficultywasin

theinterval

0.71–1.00.Then,thequestionoftryoutincludedthe

criteriaofdifficultylevelwaseasy.

Inthepre-test,themeanoftheexperimentalclasswas

54.83andthecontrolclasswas53.83.Meanwhile,

thepost-testoftheexperimentalclass78.33and

thepost-testofthecontrolgroupwas73.67.Theresultof

theexperimentalclass‘spost-testwashigherthanthe

controlclass‘post-test.Tomakethesignificanceis

clearer,theresearcherpresentedthetableofthepre-tests

andpost-testsofthecontrolclassandtheexperimental

classasfollow,

Table1.TheAchievementonStudents‘Speaking

SkillUsingAudio-VideoandPicture

GroupNMean


3

�21.42.51.11.43.0

1.6

32.23.31.12.43.8

1.4

42.22.50.31.92.6

0.7

52.22.50.32.63.8

1.2

Thetableshowedthatteachingspeakingtaughtpicture

canimprovestudentsspeakingcomponentsaregrammar

andvocabulary.But,intheteachingthattaughtaudio-

videocanimprovestudentscomponentsingrammar,

vocabularyandcomprehension.Itmeanttheaudio-video

moregiveimpacttostudents‘speakingskill.

Thelastisquestionnaireanalysis.Theresultshowed

thataudio-videogiveadvantagestostimulatedstudents

speakingskillinlearningEnglish.Itshowedthatthe

averageresultwas4.2.Itmeantthatithadverygood

categoryofquestionnaire.

Conclusion

Theresultofstudentsspeakingtaughtusing

Valu

�experimental

�078.33

�

audio-videoinexperimentclassshowed

econtrol3

�73.67


�higherachievementthaninthecontrolclass.

0

Basedontable,theexperimentalclasshadmeanof

78.33andthecontrolclasshadmeanof73.67.The

meaningwas

Mean''1>2(78.33>73.67).Basedonthe

resultoftheaboveconclusions,the

experimentalclassshowedthehigherresultthanthe

controlclass.

AccordingtoHarmer(2007,p.343)thecomponentsfor

speakingare(1)grammar,(2)vocabulary,(3)

pronunciation,(4)fluencyand(5)comprehension,andthis

analysisaimedtoknowhowtheinfluenceoftheto

speakingcomponentsbetweenthestudent‘staughtaudio

–videoandpicture.

Table2.TheResultofSpeakingComponentsbetween

Students‘TaughtAudio–VideoandPicture

ControlClassExperiment

Class

�

Teachingspeakingtaughtpicturecanimprovestudents

speakingcomponentsuchasgrammarandvocabulary.

Meanwhile,teachingspeakingaudio-videocanimprove

studentscomponentsingrammar,vocabularyand

comprehension.Bothofthemgivepositiveimpacttothe


students‘speakingskill.

ThemediahelpedteacherinlearningEnglishbutitalso

dependontheteachers‘strategy.Ifteacheronlyusemedia

withoutvarioustreatments,itwillbeuselessoritwillnot

givepositiveimpactforthestudents.So,themedia

willbeusefulwhenitiscombinedwiththevarious

strategiesfromteacher.

Comp

�PrePostEnhance

�Enhanc

mentPrePostement

12.22.90.72.33.0

0.7

�

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