The use of video to improve the speaking skill of the fourth semester students of State Institute for Islamic Studies (IAIN) Cirebon / Nana Priajana
| Main Author: | Priajana, Nana |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2010
|
| Online Access: |
http://repository.um.ac.id/58471/ |
Daftar Isi:
- ABSTRACTThesisEnglishLanguageEducation.GraduateProgramofStateUniversityofMalang.Advisors(I)Drs.FachrurrazyMA.Ph.D(II)Prof.UtamiWidiatiM.A.Ph.D.Keywordsvideoteachingmediaspeakingskill.TheteachingofEnglishasaForeignLanguage(EFL)speakingisnecessaryforuniversitystudentstohavebasicskillsoforalcommunication.UsingteachingmediaintheteachingofEFLspeakingmightbebeneficialtohelpstudentsimprovetheirspeakingskills.Asteachingmediavideocanofferaudioandvisualmodeloftargetlanguageascompletestimuli.TheaimofthisresearchwastoinvestigatetheuseofvideoasteachingmediatoimprovethespeakingskillofthefourthsemesterstudentsofIAINCirebon.Basedonthedataofpreliminarystudyitwasfoundthatthestudentsencounteredmanyproblemsintheirspeakingclasssuchasthestudentshadlowmotivationandreticencetospeakpoorgrammarandvocabularyandhadsomeerrorsinpronunciation.Withregardtotheproblemthisclassroomactionresearchwasconductedtosolvethoseproblemsoccurringinthespeakingclass.Thisresearchwasacollaborativeactionresearchinwhichacollaboratorassistedtheresearchertocollectthedatausingspeakingscoringrubricquestionnaireandfieldnotes.Thisresearchwasconductedintwocyclesfocusingontheimprovementofthestudentsspeakingperformanceandtheirpositiveattitudetotheimplementationoftheuseofvideoasteachingmediainthespeakingclass.Aftertheimplementationoftheuseofvideoasteachingmediainthespeakingclassfortwocyclesitrevealedthattheuseofvideocouldimprovethestudentsspeakingperformanceandgivethempositiveattitudetotheimplementationactivities.Thefindingsshowedthattheaveragescoreofthestudentsspeakingperformancecouldachieve81.54fromthedeterminedscore75.Inadditionitwasalsofoundthat82.22%ofthestudentshadpositiveattitudetotheimplementationoftheuseofvideointhespeakingclass.TheimplementationoftheuseofvideoasteachingmediainspeakingclasscancoveraprocedureofthreemainphasesThefirstphaseispre-viewing(1)elicitingthetargetvocabularytobeusedinthevideoandwritingthemdownontheboard(2)elaboratingthetargetvocabularywiththetargetexpressionsusedofthevideo(3)tellingthestudentsonwhattheyaregoingtostudyaboutandsettinguptheclassroomsothattheywillbereadytowatchvideo.Thesecondphaseiswhilst-viewing(1)assigningthestudentstowatchthevideo(withoutthesound)andaskingthestudentstopredictthings(placeactionsexpressions)(2)playingthevideo(withthesound)andlettingstudentschecktheirownprediction(3)givingstudentsthreechancestowatchthevideowithsound(4)havingstudentsdorehearsalfocusingonvocabularypronunciationandexpressionsusedinthevideo.Thethirdphaseispost-viewing(1)providinganotherdialog/conversationandaskingthestudentstoidentifytypicalexpressionsrelevanttothetopic(2)assigningthestudentstoactoutordoingroleplaywithsimilartopicofthevideoinpairsorgroup(3)givingthefeedbackandcorrectionsfromthestudentsperformances.Basedonthefindingsitisconcludedthattheuseofvideoasteachingmediacanbeoneofthesolutionstoimprovenotonlythestudentsspeakingskillsbutalsothetheirpositiveattitudeintheteachingofspeaking.ThereforeEnglishteachersaresuggestedtousethevideoasteachingmediatoteachtheirstudentsinspeakingclassanditisalsopossibletoteachotherlanguageskillsorcomponents.Thelimitationofthisresearchwasaboutthekindofvideo.Sinceinthisresearchtheresearcherusedtheinstructionalvideoforotherresearchersaresuggestedtouseotherkindsofvideoswhicharenotusedforinstructionalobjectives.