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THE USE OF SPEECH THROUGH VIDEO
RECORDING TO REPRESENT THE STUDENTS’
SPEAKING SKILLS
(The Study of Fourth Semester Students of English Department at IAIN Salatiga in
The Academic Years 2014/ 2015)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
ANIK HIDAYATI
113 10 046
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2015
DECLARATION
“In the name of ALLAH SWT, the most gracious and the most merciful”.
Hereby the researcher declares that the researcher herself composes this
graduating paper. It does not contain written materials or having been published
by other people and other people‟s idea except the information from the
references.
The researcher makes this declaration, and she hopes this declaration can
be understood.
Salatiga, 16th
April 2015
The Researcher
Anik Hidayati
11310046
Salatiga,16th
April 2015
Noor Malihah, Ph.D.
The Lecturer of English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR‟S NOTE
Case: Anik Hidayati’s Graduating Paper
Dear,
Dean of Teacher
Training and Education
Faculty
Assalamu‟alaikum, wr.wb.
After reading and correcting Anik Hidayati‟s graduating paper entitled “THE
USE OF SPEECH THROUGH VIDEO RECORDING TO REPRESENT THE
STUDENTS’ SPEAKING SKILLS (The Study Of Fourth Semester Students Of
English Department at IAIN Salatiga in The Academic Years 2014/ 2015)", I
have decided and would like to propose that this paper can be accepted by the
Teacher Training and Education faculty. I hope this paper will be examined as
soon as possible.
Wassalamu‟alaikum, wr.wb.
Counselor
Noor Malihah, Ph.D.
NIP: 1977112820060402002
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES(IAIN) SALATIGA
Jl. Tentara Pelaja r02 Tlp (0298) 323433Fax 323433 Salatiga 50731
Website :www.iainsalatiga.ac.id E-mail : administrasi@iainsalatiga.ac.id
A GRADUATING PAPER
THE USE OF SPEECH THROUGH VIDEO RECORDING TO
REPRESENT THE STUDENTS’ SPEAKING SKILLS
(THE STUDY OF FOURTH SEMESTER STUDENTS OF
ENGLISH DEPARTMENT AT IAIN SALATIGA IN THE
ACADEMIC YEARS 2014/ 2015)
WRITTEN BY:
ANIK HIDAYATI
113 10 046
Has been brought to the board of examiners of English Education Department of
Teacher Training and Education Faculty at State Institute for Islamic Studies
(IAIN) Salatiga on 16th
April 2015 and hereby considered to complete the
requirement for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and
Education.
Boards of examiners,
Head : Setia Rini, M.Pd. ______________
Secretary : Noor Malihah, Ph.D. ______________
First Examiner : Ruwandi, M.A ______________
Second Examiner : Faizal Risdianto, M. Hum ______________
Salatiga,16th
April 2015
The Dean of Teacher Training and
Education Faculty
Suwardi, M. Pd.
NIP. 19670121 199903 1 002
MOTTO
LIVE IS A CHALLENGE, LIVE IS AN ADVENTURE
BE THE PAST TIME BECOME A THE BEST LESSON IN OUR
LIVE
(THE RESEARCHER)
DEDICATION
This graduating paper is whole heartedly dedication to:
1. My God, ALLAH SWT the most gracious and the most merciful.
2. My beloved parents, Mrs. Mistikomah and Mr. Suprapto, who always give
me the best education in my life.
3. My beloved brother Ajik Hidayanto.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
In the name of ALLAH, the most gracious and merciful, the kings of
universe and space. Thanks to ALLAH because the researcher could complete this
graduating paper as one of requirement to finish studying in English Education
Department of State Institute for Islamic Studies (IAIN) Salatiga.
This graduating paper would not have been completed without support,
guidance and help from individual and institution. Therefore, I would like to
express special thanks to:
1. Dr. H. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M.Pd. as a Dean of Teacher Training and Education Faculty of
IAIN Salatiga.
3. Noor Malihah, Ph.D. as a Head of English Education Department of IAIN
Salatiga and as a Counselor who has educated, supported, directed and
given the researcher advice, suggestion and recomendation for this
graduating paper from beginning until the end. Thanks for your patience
and care.
4. Faizal Risdiyanto, M. Hum the lecturer of Interpreting subject.
5. All of lecturers of IAIN Salatiga who have bestowed their knowledge to
me.
6. All of staffs of IAIN Salatiga who have helped the researcher in
processing administration.
7. My big family, thanks for their kindness and support.
8. Angga Wahyu Saputra a special someone who supports and helps me in
the finishing my graduating paper.
9. My friendhip ( Ika, Mussy, mbak Ima, Uzin, Ayuk and my little friend
evin) thanks for making my life more colorful. I will not forget your
support, kindness, love and pray. Keep our promise to be friends forever.
10. My friends in TBI 2010 especially TBI B keep spirit, we can do the best.
11. Many people who have helped the researcher that I can not mention one by
one, thanks all.
Finally, this graduating paper is expected to be able to provide
useful knowledge and information to the readers.
Salatiga, 16th
April 2015
The Researcher,
ANIK HIDAYATI
113 10 046
ABSTRACT
Hidayati, Anik. 2015. The use of speech through video recording to represent the
students’ speaking skill (The Study of Fourth Semester Students Of
English Department at IAIN Salatiga in The Academic Years 2014/
2015).Counselor : Noor Malihah, Ph.D
This research is aimed to describe the use of speech through video
recording to represent the students‟ speaking skill in the Interpreting subject.
Also, this research demonstrates the dominant aspects of speaking skill found in
the speech as form of students‟ assessment in take Interpreting subject. In this
quantitative and qualitative research, the researchers collect the data from
observation, documentation and interview. To assess the speech through video
recording as a form a assessment in the Interpreting subject, a rubric is used. The
rubric show that students have Varian levels of qualification: Very good
(28.57%), good (38.1%), good enough (4.76%), and enough (9.52%). Thus means
that 80.95% students pass in the assessment. And thus, the speech as a form of
assessment is able to represent the students‟ speaking skill. Although, however,
there are 19,5% students are considered bad, the result of this research show that
the dominant aspect of speaking skill in this speech assessment is comprehension
(64) this means that the students comprehend or understand what they were
talking about the topic in the video recording. Thus, they are successful in the
communication. This result support the first result that speech through video
recording as an assessment in the Interpreting subject represent the students‟
speaking skill in fourth semester students of English department at IAIN Salatiga
in the academic years 2014/2015.
Keyword : Speaking skill, Video recording, speech
TABLE OF CONTENT
TITLE ....................................................................................................................i
DECLARATION................ ..................................................................................ii
ATTENTION COUNCELOR NOTE................................................................iii
STATEMENT OF CERTIFICATION.............................................................. iv
MOTTO .................................................................................................................v
DEDICATION.......................................................................................................vi
ACKNOWLEDGEMENT...................................................................................vii
ABSTRACT....................................................... .................................................viii
TABLE OF CONTENT........................................................................................ix
LIST OF THE TABLE .........................................................................................x
LIST OF THE FIGURE.......................................................................................xi
CHAPTER I INTRODUCTION
A. Background of the Study..................................................................1
B. Limitation of the Study....................................................................4
C. Research Question............................................................................4
D. Purpose of the Study........................................................................5
E. Benefit of the Study.........................................................................5
F. Definition of Keyword.....................................................................5
G. Outline of the Research....................................................................7
CHAPTER II REVIEW OF THE LITERATURE
A. Speaking...........................................................................................9
1. Definition of Speaking...............................................................9
2. Types of Speaking Performance..............................................10
3. Characteristic of Speaking Skill...............................................12
4. The Importance of speaking skill.............................................14
5. The Elemens of speaking.........................................................15
6. Speaking Assessment...............................................................16
B. Video
Recording.......................................................................................17
1. Definition of video...................................................................17
2. The Advantages of using Video in the teaching and Learning
Process...............................................................................................19
3. Disadvantages using Video...............................................................21
C. Speech............................................................................................21
1. Definition of Speech................................................................22
2. Purpose of Speech...................................................................23
3. Types of speech........................................................................23
4. Speech Method.........................................................................25
CHAPTER III RESEARCH METHODOLOGY
A. Research Methodology...................................................................27
1. Method of the Study...............................................................27
2. Setting Research.....................................................................29
3. Subject and Object of Research............................................30
4. Profile of Fourth Semester of STAIN Salatiga......................30
5. Data Collection.......................................................................31
6. Validity of Data....................................................................35
7. Technique of Data Analysis...................................................35
8. Research Procedure................................................................44
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings...........................................................................45
1. The Observation class...............................................................45
2. The Documentation of students speech test ............................47
3. The students interview..............................................................52
B. Discussion......................................................................................56
1. The use speech through video recording to represent the
students‟ speaking skill............................................................56
2. The dominant aspect of speaking skill in the students‟ speech
assessment through video recording........................................57
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion................................................................................58
B. Suggestion................................................................................60
REFERENCES
APPENDIX
Lists of Tables
Table 3.1 The List Students of Class E..................................................................35
Table 3.2 The Rubrics Speaking Assess................................................................43
Table 3.3 The Qualification of Each Students.......................................................46
Table 3.4 The Qulification of All Students‟ Mean Score......................................47
Table 4.1 The Score of Students Speech‟ Assessment.........................................55
Table 4.2 Score and Qualification of Each Student in
The Interpreting Class.............................................................................57
Table 4.3The Percentage of Students Having Same Score....................................59
Lists of Figure
Figure 3.1 The Model of Qualitative Research......................................................41
Figure 4.1 The Score of All Students‟ Speech Assessment...................................56
Figure 4.2 The Percentage of Students Having The Same Score..........................60
CHAPTER I
INTRODUCTION
A. Background of Study
English becomes an important language in the world because English is the
window of the world. Many references are written in English. English has been
in many countries as a mean of communication. Holmes (1992: 51) state that”
A world language or international language is English language. It was used by
people such as in economic, political and also education”. By mastering
English, we can get much information. Likewise, in Indonesia, English is
taught to students from elementary level to university level. It is expected that
young generation can get knowledge as many as possible to develop Indonesia.
Therefore, they are ready to face any competitions in the world.
Many graduate students from an English Department faculty have more
opportunities to get job in Indonesia. This is because many schools or offices
need any employees who speak or write English.
English is one of the subjects that is included in the national exam in
Indonesia. Therefore, English teachers are expected to help students improve
their English skills. There are four English language skills to learn, They are :
speaking, listening, reading and writing. In this study, I will look only at the
students‟ speaking skill mastery.
Speaking is one of the basic skills in English that students need to
master to make them confident when they meet a native speaker or other
people in communication. Therefore, speaking is very important for students
and they have to learn it for a successful communication. Speaking is
considered difficult for students to learn. Hetrakul (1995) says that since
English is a foreign language in his country, most of the students especially of
senior high school do not familiar with English. They only learn English
frequently in the class and less frequently outside the class. However, students
only have limited time to learn English in the class. They still do not have
enough encouragement to practice English outside the class in order to get
familiar with English.
To speak a foreign language in front of many people, we need to be
confident. However, students have low confidence when they are asked by the
lecture to speak English. For example, in the class discussion, only one or two
students are active to give their opinion about the problems. To make the
students active in the class is very difficult. Many students only listen to their
lecturers or friends and they are passive. There are many ways that the lecturer
do to make them active, for example: make a conversation in the class by
giving few time for each student to speak everything in the class about their
experiences in their life. Then their lecturer asksthem to make conversation or
speech about the theme given by lecture.
In fact, with the assignment about it, the students will try to speak. If
the students practice it frequently whether or not as assignment, they will
increase their English speaking skill.
In this study the researcher is interested to look at the use of video
recording to produce speech represented the students‟ speaking skill in the
Interpreting subject.
Video recording help students to improve their speaking skill by listen,
watching and imitating what they see and listen from the recording when
students want to do an assignment, they can take some examples from the
video recording, especially for producing speech. The students can play the
video recording as many as they see, so they understand the speech in the video
recording well. After they watched a video recording, they can also produce a
speech from video recording to practice their speaking skill. By recording what
they practice, students can see that they have made several mistakes. This is
because they can play the video as they like. They then can reproduce a speech
in the video to correct their mistake, to get a better speaking.
Speech is express the main in the base of words that shown to many
people to discourse that prepare to say in front of many people
(Sugiyono,1990: 681). Generally, speech is shown from the people or the
group of people to ask celebrate, to accept visitor, to celebrate festal day,etc
(Karomami, 2011: 12).
Based of statements above, the writer will find the factors that influence
of students speaking skill in the interpreting lesson. The researcher chooses the
students in the fourth semester of English Department because the study of
Interpreting lesson is gotten by students in this semester. The researcher is
interested to know the use of speech through video in the Interpreting subject
of students speaking skill. Therefore, The researcher en titles this study is “The
Use of Speech Through Video Recording to Represent The Students’
Speaking Skills Of Fourth Semester In English Department Of
IAINSalatiga In The Academic Year Of 2014/2015“.
B. Limitation of the Study
This study is concerned with the use of video in the speech activity for
the students of fourth semester in English department of IAINSalatiga in the
academic years of 2014/2015 that join in the interpreting subject. Using
limitation in this study, the researcher wants to give description about the use
of video in the speaking activity, like the use of speech. Speech is one of
activity that can be used in the speaking teaching. It can help students improve
their speaking skill because they have to be active given explain their theme
that they want be explained for audience. With this study, the researcher hopes
it can help improve the students speaking skill especially for students of fourth
semester of IAIN Salatiga that join in the interpreting subject.
C. Research Question
Based on the background of study above, I will answer the following question:
1. How does speech through video recording represent the students speaking
skill in the interpreting subject?
2. What is the dominant aspect of speaking skill found in the speech through
video recording?
D. Purpose of the Study
The purposes of this study are:
1. To know whether the use of speech through video recording can represent
the students speaking skill.
2. To find the dominant aspect of speaking skill found in the speech through
video recording.
E. Benefit of the Study
This study is expected to provide some benefit theoretically and practically:
1. Theoretically
The results it‟s of this study can be used to contribute to a reference on a
language teaching.
2. Practically
a. The results of this study can be used to know the student‟s speaking skill
in Interpreting lesson.
b. The results of this study will help the lecturer to know their success in the
apply their technique.
F. Definition of Keyword
There are some key term in this paper, the writer will give the meaning of this
key term, there are:
1. Speaking
Speaking skill is a basic skill in the English language. It is the skill in
English that must be mastered by students because they can use English to
communicate with a native speaker. According to Richards and Renandya
(2002 : 210), speaking is one of the elements of communication.
2. Video Recording
Richards and Renandya (2002: 364) state that a 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. The
teacher is there to choose appropriate sequences, prepare the students for the
viewing experience, focus to students‟ attention on the content, play and
replay the video as needed, design or select viewing tasks, and follow up
with suitable postviewing activities.
Video recording is as interesting as media to explain the material of
interpretationfor students. In the teaching and learning of foreign language,
video is very needed by teacher. It can be the media that help students to do
their assessment that related with the improvement of their speaking skill.
3. Speech
Speech is express the main in the base of words that shown to many
people to discourse that prepare to say in front of many people
(Sugono,1990: 681). Generally, speech is shown from the people or the
group of people to ask celebrate, to accept visitor, to celebrate festal day,etc
(Karomami, 2011: 12).
. Speech needs the ideas that are appropriate to the problem that rising
in the world. It is not only to improve the speaking skill, but it increases the
vocabulary of students because before having speech in front of other
people, they must prepare the text or material. So they will remember the
anything they want like deliver. It is very effective for students in the
English department because they will get more time to prepare their material
and memorize it. In speech, the people need selfconfidence because they
must face many people.
G. Outline of the Research
The researcher organizes the final paper in the five chapters. In order to
the final paper can be arranged clearly. The first chapter is introduction. It
introduces the background of research, research question; purpose the study,
the benefit of the study, definition keyword and the last is outline of the study.
The second chapter contain with the review of the related literature. In
this chapter the researcher discuss the definition of speaking, video recording
and definition of speech. Thirdly, in this chapter is research methodology. In
this chapter discuss about the setting of research, research methodology and the
data presentation.
The fourth chapter is research finding and discussion. And the last
chapter is chapter five. In this chapter contain with closure. In the closure the
researcher discusses the research closure and the suggestion. Finally, the
researcher gives references and appendices too.
CHAPTER II
REVIEW OF THE RELATED LITERATURE
In this chapter, the researcher will explain about the theoretical foundation
which includes the definition of speaking, definition of video recording and
definition of speech.
A. Speaking
1. Definition of Speaking
There are many definitions about speaking that have been proposed by
some experts in language learning.
Brown (2001: 267) says that when someone can speak a language it
means that he can carry on a conversation reasonably competently. In
addition, he states that the benchmark of successful acquisition of language
is almost always the demonstration of an ability to accomplish pragmatic
goals through an interactive discourse with other language speakers.
Richards and Renandya (2002: 204) state that effective oral
communication requires the ability to use the language appropriately in
social interactions that involves not only verbal communication but also
paralinguistic elements of speech such as pitch, stress, and intonation.
Moreover, nonlinguistic elements such as gestures, body language, and
expressions are needed in conveying messages directly without any
accompanying speech.
Brown (2007: 237) states that social contact in interactive language
functions is a key importance and in which it is not what you say that counts
but how you say it what you convey with body language, gestures, eye
contact, physical distance and other nonverbal messages.
Based on the definition speaking above, speaking is one of skill in the
English language that do interaction with other people with conversation,
speech and other by body language, gesture, eye contact and another style to
convey the message.
2. Types of Speaking Performances
Brown (2004: 271) describes six categories of speaking skill there are :
a. Imitative
This category includes the ability to practice an intonation and
focusing on some particular elements of language form. That is just
imitating a word, phrase or sentence. The important thing here is
focusing on pronunciation. The lecture uses drilling in the teaching
learning process. By using drilling, students can get opportunity to listen
and to orally repeat some words.
b. Intensive
This is the students‟ speaking performance that practices
somephonological and grammatical aspects of language. The students
must do the task in pairs (group work), for example, reading aloud that
includes reading paragraph, reading dialogue with partner, reading
information from chart, etc.
c. Responsive
Responsive performance includes interaction and test
comprehension but at the somewhat limited level of very short
conversation, standard greeting and small talk, simple request and
comments. This is a kind of short replies to teacher or student-initiated
questions or comments, giving instructions and directions. Those replies
are usually sufficient and meaningful.
d. Transactional (dialogue)
It is carried out for the purpose of conveying or exchanging
specific information. For example here is conversation which is done in
pair work.
e. Interpersonal (dialogue)
It is carried out more for the purpose of maintaining social
relationships than for the transmission of facts and information. The
forms of interpersonal speaking performance are interview, role play,
discussions, conversations, games and speech.
f. Extensive (monologue)
Teacher gives students extended monologues in the form of oral
reports, summaries, and storytelling and short speeches. Based on the
theory above, it can be concluded that there are some points that should
be considered in assessing speaking. The students need to know at least
the pronunciation, vocabularies, and language functions that they are
going to use. When the students have been ready and prepared for the
activity, they can use the language appropriately.
3. Characteristicsof Speaking Skill
Speaking skill is seen as somewhat difficult for some language
learners. Here, a speaker should at least pronounce the words well, choose
the suit dictions, and try to do grammatically correct though, perhaps in any
cases, it is common when a speaker speaks without having good attention at
accuracy or fluency. Brown (2010: 270-271)says that there are eight
characteristics of spoken language can make oral performance easy as well
as, in some cases, there are :
a. Clustering
Because of fluent speech is phrasal, not word by word, so the
learners should be able to organize their output both cognitively and
physically through such clustering.
b. Redundancy
It means that the speaker has an opportunity to make meaning
clearer through redundancy of language. Learners can capitalize on this
feature of spoken language.
c. Reduced
All form special problems in teaching spoken English are;
contractions, elisions, reduced, vowels, etc. Students who don„t learn
colloquial contractions sometimes can develop a stilted, bookish quality
of speaking that in turn stigmatize them.
d. Performance variable
As the process of thinking as we speak, it„s possible allow us to
manifest a certain number of performance hesitations, pauses,
backtracking, and corrections. Some performance variable that can be
taught to the learners are; how to pause and hesitation, for example, in
English our thinking time is not silent; we insert certain fillers such us
uh, um, well, you know, I mean, like, etc. One of the most silent
differences between native and non native speakers of a language is their
hesitation phenomena.
e. Colloquial language
To make the students able to speak well, the teachers should
introduce them with the words, idioms, and phrases
f. Rate of delivery
It is another important characteristic of fluency. One of our tasks in
teaching spoken English is to help learners achieve an acceptable speed
along with other contributes of fluency.
g. Stress, rhythm, and intonation
This is the most important characteristic of English pronunciation.
The stress-timed rhythm of spoken English and its intonation patterns
convey important messages. Last character is interaction. Learning to
produce waves of language in a vacuum-without interlocutors-would rob
speaking skill of its richest component: the creativity of conversational
negotiation (Brown, 2010: 270-271).
h. Interaction
Speaking is about interaction. It is about how you interact and what
kind of language that you use that will make the communication goes
smoothly.
Based on the explanation above, the analysis showed how easily
speaking skill can be accommodated within this particular view of
language. When a lecturers asks students to use the spoken language in
the classroom, they needs them to take part in a process where not only
involves a knowledge of the target language, but also a general
knowledge of interaction between the speaker and audiences in order that
meanings and negotiate meanings are made clear. The example, the
audiences may respond or give feedback as to whether the audiences
have understood or did not understand with the speaker says.
4. The Importance of Speaking
Human being as social creature always communicates to one another.
It can be occurred with the process of interchange of the thought or ideas
which include interactions. For examples telling information or some news,
asking other helps for their needs, or etc. All of them can be done trough
speaking to others directly. It means that the activity of speaking itself has a
very important role in human life.
Ramelan (1992:13) says that all human being whenever they live
always speak a language, although they do not have any writing system to
record their language.
From the statement above it can be concluded that speaking is very
important in mastering foreign language. Thus speaking capability can be
measured whether a foreign language learner in successful in learning or
not. But in mastering speaking skill can be seen not only from the
performance of learners in spoken, but also we have to see from their
competence in using the language.
5. The Elements of Speaking
Speaking is a skill in the English teaching that deliver word and sound
to express ideas, opinions or feeling. In the speaking there are some
elements that must be considered by speaker (Chaudy,1997:22).
a. Pronunciation
According to Hewing (2004:9), “pronunciation is a feature of
speech”. In the pronunciation includes with many components of speech
which are combined together to form the pronunciation of language, such
as sound, syllables, word and intonation. This particular range from the
individual sound that make up speech, to the way in witch pitch, the rise
and fall of the voice or sound.
b. Grammar
Grammar is a system of rules governing the conventional
arrangement and relationship of word in a sentence (Brown, 2001:36). In
the speaking English language well in the formal situation, many people
that mastered of grammar when they speak.
c. Vocabulary
Vocabulary can be the build of word that is used by people to
communication with other people. To speaking English fluently, the
students must master many vocabularies.
d. Fluency
Hornby (1974:330) defines fluency as the quality of being able to
speak smoothly and easily. It means that someone can speak without any
hesitation. Someone can speak fluently even though he makes errors in
pronunciation and grammar.
e. Comprehension
The last speaking element is comprehension. Comprehension can
make the people getting the information that they want. It is defined as
the ability to understand something by a reasonable comprehension of the
subject or as the knowledge of what situation really like.
6. Speaking Assessment
An assessment is the process of gathering data. More specifically,
assessment is the ways instructors gather data about their teaching and their
students‟ learning (Hanna &Dettmer, 2004). The data provide a picture of a
range of activities using different forms of assessment such as: pre-tests,
observations, and examinations.
Speaking task is an activity that involves speaker in using language
for the purpose of achieving a particular goal or objective in particular
speaking situation (Bachman& Palmer cited in Luoma, 2012:31).
Based on the definition above, speaking assessment is the activity
that is done to process the gathering data to achieve the goal of speaking.
There are some types to assess the speaking skill. But, in this
research, the researcher uses rubrics to assess thestudents‟ speech
assessment as standard criteria.
Rubrics, often developed around a set of standards or expectations,
can be used for summative assessment. Rubrics can be given to students
before they begin working on a particular project so they know what is
expected of them (precisely what they have to do) for each of the criteria.
B. Video Recording
1. Definition of Video
Video is considered to be one of media that can be profited in the
English teaching and learning process. It has been proven to be an effective
tool in the teaching English as a foreign/ second language (EFL/ESL) for
young and adult learners (Rammal, 2006:142). Richards and Renandya
(2002: 364) state that a 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. The lecturer is there to choose
appropriate sequences, to prepare the students for the viewing experiences,
focus to students‟ attention on the content of material, play and replay the
video that needed of them.
When the lecturer decides to use the video recording as
supplementary materials or assignments, they must believe that it is closely
related with the goals of the study. One of way to do it, the teacher use
video to introduce or to expand on a theme or topic based of the materials
that teacher explains.
According to Solomon (2004: 349), video segments can illustrate
an event or a procedure so that students feel as though they are actually
there. With the help of some special equipment, videos can easily be
inserted into multimedia presentations. Smaldino(2007: 12) states video
versions of the moving image are recorded on tape or disc, in the forms that
vary in size, shape, speed, recording method, and playback mechanism.
They also add any electronic media format that employs “motion pictures”
to present a message can be referred as video.
According to Harmer (2001: 284), a video is not only a great aid to
see language-in-use such as comprehension since students are able to see
general meanings and moods that are conveyed through expression,
gestures, and other visual clues, but also uniquely bridge the cross cultural
understanding. Students are able to create something when the teacher lets
the students use video cameras themselves. Last but not least he mentions
that for all of the reasons mentioned, most students show an increased level
of interest when they have a chance to see language in use as well as hear it.
2. The Advantages Of Using Video In The Teaching And Learning
Process
a. The Use of Video as aMedium in The Teaching and Learning Process.
Harmer (1998: 282) states there are many advantages when using
videos in the teaching and learning process:
1) Seeing language-in-use, 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 for 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. 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.
Based of the three advantages above, advantage c) is the
advantage of using video recording in the speaking assessment with
speech. The students can create their own video to assess themselves.
Similar with the advantagesaid by Harmer, Paul (2000: 163) said
that, the effective using of video requires knowledge and planning. Video
can make easy of the lecture to explain the material. Instead of being fun
and useful, they can create the situation in class do not make students
boring. However, only a little of all the materials available will be
suitable for the students and the teaching purposes. The lecture have to
select materials with clear objectives, the students‟ level and interest in
mind, and get to know it well before using it. There should be a clear
purpose for every video that lecture show, for example, style of
communicative interactions in English, working at language forms,
developing listening comprehension, speaking or discussion.
From the explanations above, it is clear that videos have many
advantages. Videos can support the teaching learning process and also
give advantage for the students to assess themselves to see if they to
improve their speaking skill or not. The students can learn language not
only by listening how native speakers pronounce some words but also by
observing their expression. They can also learn about culture from other
countries what other people in other countries wear, eat, and anything.
b. The Use of Video as a Form of Assessment
Video technology can also be used to document students‟
language production, both to enhance the validity and reliability of
language assessment, and to provide motivating and rewarding tasks with
a clear, meaningful purpose and a concrete finished product (Biegel,
1998). Furthermore, students can observe their own current English oral
proficiency (Shinohara, 1997), and thus discover areas they need to
improve.
3. Disadvantages of Using Video
Beside the advantage of using video discussed above, the use of
video also has some disadvantages. They are:
a. Sometimes whatpeople in the video said cannot be understood by
students clearly, to make this method can be used clearly; the teacher
must sure that the students see and hear it.
b. The used the video recording to be the speaking assessment, sometime
there are some students that not honest when they made the assessment.
For example, when their lecturer asks them to make speech and
memorize it in the video recording, they will make manner to read the
script. So, some time the use of video recording in the do the assessment
is not effective.
C. Speech
As the researcher has discussed in the section 2, there are several types
of speaking performance. One type of speaking performance that the researcher
would like to discuss further in this study is interpersonal dialogue, especially
speech.
1. Definition of Speech
Speech is express the main in the base of words that shown to many
people to discourse that prepare to say in front of many people
(Sugono,1990: 681). Generally, speech is shown from the people or the
group of people to ask celebrate, to accept visitor, to celebrate festal day,etc
(Karomami, 2011: 12).
Similar with Sugono, Juanda (2007:95) says that speech is a oral
presentation for audience. A speech directly does in above of podium or
speaker‟s platform and the contents of speech are directed for audience
And according to Rahmat (2009:78), speech is face to face of
communication , which two way, and the speaker must attention of
interlocutor, although the speaker is more dominate of conversation he must
listen the message that want his convey for audience.
Based on the definitions of speech above, the researcher can give
reason that speech is a oral communication that convey in the podium, stage
or other place that has purpose to give information for audience. To giving
speech in front of audience, the speaker must has wide knowledge or insight
that can divide for the audience.
2. Purpose of Speech
According Sugono (1990: 682) there are some purposes of speech
based of presentation, there are:
a. To convey the information (Informative) is the speech that means to give
report or knowledge or interesting thing for audience.
b. Convince and give influence of audience attitude (Persuasive) is kind of
speech that contain with effort to encourage, convince and ask the
audience to do something.
c. Humored of audience is a speech that means to give humored or make
audience happy. For example the speech those do to give humor for the
people that get disaster.
3. Type of Speech
According Labov (1972 cited in Gareis, 2006:35) there are some
type of speech, there are:
a. Narrative Speeches
Narrative speeches are a speech telling story. While stories can be
told in many different ways, they usually consist of five parts. There are:
1) Opener: a short statement announcing the story.
2) Orientation: introduction of time, place and character.
3) Complicating events: the events of the story.
4) Resolution: how the story ends.
5) Coda: a connection between the past and the present.
In narrative speech, the story is told for its own sake. Short
narrative can also be told as part of another speech, however, in form of
anecdotes or jokes that serve as attention points. Stories catch the interest
of most of audiences and should be incorporated freely into speeches.
b. Demonstration speeches
Demonstration speech shows how to something work or how
something is done. Audiovisual aids are therefore essential. Sometimes,
demonstrations show something that takes places on the floor.
c. Informative speeches
Speeches to inform are intended to share new ideas and build
perceptions. The speaker identifies a topic of importance to the audience,
and then does research to find out recent and new information that will
affect the audience. A second goal of the information speech is to give
audience members a new understanding or new appreciation of some
topic with which they might be familiar but unaware of recent
developments. Informative speeches do not take sides or urge direct
action. The purpose is to provide an even-handed or objective view of a
topic without drawing conclusions or taking sides or proposing solutions.
d. Persuasion
Persuasive speaking takes a less objective view on some topic and
asks the audience to take action in support of that view. A speaker will
urge the audience to consider why one side of an issue is worth
supporting emotionally and logically, and then tell us what action we
might take to make that support real. For example, most advertising is
persuasive although the logic behind the action is often obscure or
fallacious.
4. Speech Method
Juanda (2007: 96) said that the method of speech can be divided into
4 type based on how to convey the speech:
a. Impromptu method
This method is used in the convey of speech without need time to
make prepare of speech. An impromptu speech requires very little if any
preparation. Conversation is impromptu speaking because a response is
required immediately. In a public speaking class, students might be asked
to select a topic such as a famous saying or a common household word,
and then give a short, organized presentation on the topic without making
notes or doing research.
b. Memorize method
It is make plan to speech and then memorize that their prepare.
The speaker prepare their speech that will be conveyed for audience with
complete before they convey it, the speaker will memorize word to word.
This method can be drilled speaker to try comprehending speech text that
want covey for audience. In addition, the speaker will focus with the
material that they memorize and audience.
c. Manuscript method
Manuscript method is aspeech that use script that made by
speaker before they convey for audience. And generally, this method is
used in the formal speech. The speaker convey the speech with read their
script that they write, that they write their self or other people.
d. Extemporaneous method
This method without prepare of complete script. The speaker has
opportunity to make special preparing like framework speech or
important note. This note only use by speaker to remember their organize
of their idea (Mulgrave, 1954: 25) According this method of speech
above, the method that used by students is manuscript speech. The
students prepare their script before conveyed in the video, so they can
prepare the theme that they want be conveyed.
CHAPTER III
METHOD OF RESEARCH
A. Research Methodology
In this chapter, the researcher will explain about the method that used in the
this research which includes the definition of qualitative method, setting of
research, object research, data collection , validity of research data, technique
data analysis, research procedure and data presentation.
1. Method of The Study
This is a qualitative – quantitative research. Qualitative research is a
type of research that seeks answers to a question; is systematically
conducted and involves the collection of evidence. However, the uniqueness
of qualitative research is that you may produce findings that were not
determined in advance and also the findings may be applicable beyond the
immediate boundaries of the study.
Based on Patton (1980: 40), the qualitative method attempts to
understand organizingpattern that exist in the empirical world under study.
And the qualitative data consists of entire passages from documents that are
collected.
Different from Patton, Cresswell (1992: 2) states that qualitative
research is defined as an query process of understanding as a social human
problem, based on building a complex holistic picture, formed with word,
reporting detail views of informants, and conducted in natural setting.
Similar to Cresswell, Denzin&Lincoln (1994) state that qualitative
research focuses on interpretation of phenomena in their natural settings to
make sense in terms of the meanings people bring to these settings.
Qualitative research involves collecting information about personal
experiences, introspection, life story, interviews, observations, historical,
interactions and visual text which are significant moments and meaningful
in peoples' lives.
According to Pope & Mays (1995), qualitative researchers study
things in their natural settings in an effort to discover the meanings seen by
those who are being researched (or subjects) rather than that of the
researcher.
Some characteristics of qualitative research they are: take places in
the natural world, uses multiple methods that are interactive and humanistic,
it is emergent rather than prefigured and fundamentally interpretative
(Marshall,1999: 2-3). Qualitative research have some purposes, they are;
describing, and reporting the creation of key concepts, theory generation and
testing(Cohen,2007 :168).
The term of naturalistic shows that the research is natural, on the
normal situation without manipulate the condition, emphasize on the natural
description. The process of taken data or phenomena is called as- taking of
the data (Sugiyono,2008: 8).
Based on the definition above, qualitative research is the type of
research in the natural setting to know the situation and condition of
teaching and learning process. Qualitative research is used to describe and
explain how speech through video recording represents thestudents speaking
skill in the Interpreting subject.
While quantitative research deals with numbers where the data is
analyze statistically.The following definition, taken from Aliaga and
Gunderson (2000 :5) Quantitative research is „Explaining phenomena by
collecting numericaldata that are analysed using mathematically based
methods (in particularstatistics)‟.
Different with Mouton and Moras, quantitative research as the
approach used by researchers in the social sciences that is more formalized
in nature than qualitative research as well as explicity controled with a more
carefully defined scope.
On other hand, quantitative approach is used to look at the represent
of students speaking skill in the interpreting subject using statistical
analysis.
2. Setting of Research
The research was conducted in IAINSalatiga which located on
Tentarapelajar no 2 Salatiga. The research was conducted from May
13rd
until September 11st2014 in the Interpreting subject for the students of
fourth semester in English department of IAINSalatiga.
3. The Subject and Object of Research
The subject of research isstudents that join in the interpreting subject
of class E. There were 21 students, consist of 5 males and 16 females.
The object of research study should be selected in purpose as stated
by Sugiyono (2006: 299). The speech assessment is considered as the object
in this research.
4. Profile of Fourth Semester Students of STAIN Salatiga
Students of fourth semester in English department of IAIN Salatiga
should take several subject as determined by the institution. One subject
they have to take is Interpreting. For academic year 2014/ 2015, there 3
classes of fourth semester students taking Interpreting. As for an
information, this Interpreting subject is given by Risdiyanto, the lecturer.
According to Risdiyanto, from my interview, among the threeclasses of
Interpreting, class E has the best achievement for this subject. The students
in the class E are very active and able to create a conductive class during the
lesson. For this reason, I decided to take this class my object of research I
mentioned in the previous section.
Table 3.1
The List of Students Class E Taking Interpreting subject
Interpreting Subject of Class E
NO Students’ Register Number Name
1. 113-12-013 RIF'AN NUR ROKHIM
2. 113-12-022 IKA NUR MUFIDAH
3. 113-12-030 RIZKI WULANDARI
4. 113-12-059 TAUFIK HIDAYAT
5. 113-12-070 AIMMATUN NISAK
6. 113-12-072 IZZA MAFRUCHAH
7. 113-12-075 AGUNG CHOIRUR ROIS
8. 113-12-080 SINTA PURWATININGSIH
9. 113-12-085 KUN AMINAH
10. 113-12-089 HERLINA
11. 113-12-093 MUH.SAEBANI
12. 113-12-097 ANA ARDIYANI
13. 113-12-098 UMAR ANAS
14. 113-12-101 EKA OKTAVIANI
15. 113-12-105 IVO ZULIYANTI
16. 113-12-116 HILMI RAHMANITA
17. 113-12-137 ENDANG SRI RAHAYU
18. 113-12-144 UMATUL MAHMUDAH
19. 113-12-150 YUYUN AZIZAH
20. 113-12-151 HAFIZH ANA NAFIAH
21. 113-12-160 NASTITI ARDITA SARI
5. Data collection
Data collection is considered as the most prominent step for a
researcher due to the fact that the main purpose of conducting a research is
to obtain needed data. In qualitative research, data can taken from archival
documents, written or oral expression of people or their behavior, etc
(Moleong, 2010: 157). Such was the case, the method that was used in this
process of gathering the research data could be categorized as follow.
a. Observation
Observation is the activity of researcher that looking at what
people actually do (Robert, 2007 :11). So, observation is the activity that
is done by a researcher to view the people behavior. Observation is used
to study observation is used to behavior of people and context in which
the behavior occurs. Also, find out activity of students do in the
interpreting subject.
The benefits of observational data are that the researcher is able to
describe some element of the subject. They are included the setting
which is observed, the activities that took place in that setting, the people
who participated in those activities, and the meaning of the setting
(Patton, 1991 : 124).
To collect the data, the researcher conducted an observation of
class. The observation is done by researcher in the on May 13rd 2014.
The researcher came into the classroom to see the activities in the class
during the teaching and learning process of Interpreting subject. The
researcher joined class E from 10.20 to 12.00.
The researcher observed the speaking activities process in the
class. The observation is be used by the researcher to know the ability of
students speaking when they are assessed by lecturer to speak English
and in turn, their partner translated what the first students have said.
In the observation, the researcher used note taking that to write
everything that happened in the teaching and learning process.
b. Documentationof Students Task
According to Arikunto (2006:231), documentation is a number of
data that present verbal data like correspondence, journal, memory,
report and other which can mutually responsible.
Similar with Arikunto, Sugiyono (2008 : 240) state that
Documentation is the past event note. Documents are usually written
note, picture, or monumental creation from someone.
In this research, the researcher used video recording assessment
from the final exam of students to analysis of students speaking skill with
their speech assessments. The researcher got this task documentation on
Monday, July 21st2014. After the researcher got the final assessment, she
can analysis the result of the students assessment to know the
development of the students speaking skill with speech in the fourth
semester.
c. Interview
Sugiyono (2006: 317) defines interviews as the meeting of two
people who exchange information and ideas through question and answer
in order to find meaning in the a certain topic. Meanwhile ,Singarimbun,
(1987 cited in Inayah, 2012 : 24), argues that interview is a dialogue done
by interviewer to get information by asking about students‟ interest,
condition of equipment directly to the respondents. The aim is usually to
gather an authentic understanding of people‟s experience.
There are 3 kind of interview, structure interview, semi- structure
interview and unstructured interview (Arikunto, 2001 : 156).
But in the research, interview that used in collecting data is a
structured interview. Structured interviews enable the interviewer to ask
each respondent the same questions in the same way. A tightly structured
schedule of questions is used, very much like a questionnaire. The
questions contained in the questionnaire will have been planned in
advance, sometimes with the help of a pilot study to refine the
questions.(Arikunto, 2001: 156).
The kind of structure interview that used by the researcher in this
study are open-ended question and close-ended question.
Basedon this kind of interview, the interviewer is expected to
express their opinion and idea so it can give information that is the issue
could be explored ore openly.
The researcher used note taking as instrument to write the data
from interviewee. So, to get more information clearly, the researcher is
more listen everything that interviewee said.
After the researcher hascollectedthe data from students, the
researcher will group the students based ontheanswerof the interview (see
in the chapter IV). This is to know which group of students consider
video recording positive, negative or no response.
6. Validity of Data
Examining of data validity in the research is another fundamental
step in the qualitative research. This step is needed by researcher in the
study to find the validity in the research result.
Sugiyono (2006 : 330) argues that triangulation as a useful means to
check of data validation. He states that triangulation can be interpreted as a
technique of data collection that combines data from various techniques of
data collection and the exiting data. It also combines from the technique
data collection like interview, the documentation students‟ test and
observation.
7. Technique of DataAnalysis
A qualitative data analysis is several simultaneous activities that
engage the attention of researcher; collecting information from the field,
sorting the information into a story or picture, and actually writing the
qualitative text (Bogdan&Biklen, 1992 cited in Creswell, 1994).
Similar with Bogdan&Biklen (1992), Sugiyono (2006 : 335) states
that a qualitative data analysis is a process of searching and arranging
systematically the obtained data from interview, field note and
documentation by organizing data into categories, explaining into units,
synthesizing, arranging into pattern, sorting the important ones, and drawing
conclusion in order to be comprehended by researcher or the reader.
In addition, Miles &Huberman (1992 : 18-20) divide the data
analysis into two approaches, flow analysis and interactive analysis model.
However, the researcher focuses on the second approach which appropriate
with this research.
In the interactive analysis model, data reduction and data
presentation are processed with data collection. Those analysis components
are interacted after all data that needed are collected. The figure below will
presents the step of this model:
Figure 3.1
The Model Of Qualitative Research
Table 3.1 The Componen of Interactive analysis Model
The interactive analysis models applied in this research can be
explained with some step as follows:
a. Data collection
Collecting data starts from searching the data are needed in this
research. As the explanation before, the researcher has explained that
there are 3 techniques to collecting data such as Interview, observation
and documentation.
Before the researcher got the data used in this research, the
researcher will process the data to get the scores of students „speech. To
assess this data, the researcher use rubrics of speaking skill(Screiber,
2010 : 4) as in the table 3.2.
Collecting
Data
Data
Presentation
Data Reduction Conclusion
Table 3.2
The Rubrics Speaking Assessment
Aspect
Needs
Improvement
1
Satisfactory
2
Good
3
Excellent
4
Grammar
Student was
difficult to
understand and
had a hard time
communicating
their ideas and
responses
because of
grammar
mistakes.
Student was
able to express
their ideas and
responses
adequately but
often displayed
inconsistencies
with their
sentence
structure and
tenses.
Student was able
to express their
ideas and
responses fairly
well but makes
mistakes with
their tenses,
however is able
to correct
themselves.
Student was
able to
express their
ideas and
responses
with ease in
proper
sentence
structure and
tenses.
Pronunciation
Student was
difficult to
understand,
quiet in
speaking,
unclear in
pronunciation.
Student was
slightly unclear
with
pronunciation
at times, but
generally is
fair.
Pronunciation
was good and
did not interfere
with
communication
Pronunciation
was very clear
and easy to
understand.
Vocabulary
Student had
inadequate
vocabulary
words to
express his/her
ideas properly,
which hindered
the students in
responding.
Student was
able to use
broad
vocabulary
words but was
lacking,
making
him/her
repetitive and
Student utilized
the words
learned in class,
in an accurate
manner for the
situation given.
Rich, precise
and
impressive
usage of
vocabulary
words learned
in and beyond
of class.
cannot expand
on his/her
ideas.
Fluency
Speech is very
slow,
stumbling,
nervous, and
uncertain with
response,
except for short
or memorized
expressions.
Difficult for a
listener to
understand
Speech is slow
and often
hesitant and
irregular.
Sentences may
be left
uncompleted,
but the student
is able to
continue.
Speech is
mostly smooth
but with some
hesitation and
unevenness
caused primarily
by rephrasing
and groping for
words.
Speech is
effortless and
smooth with
speed that
comes close
to that of a
native
speaker.
Comprehension
Student had
difficulty
understanding
the topics that
were being
conveyed.
Student fairly
grasped the
topics that were
being
conveyed.
Student was able
to comprehend
the topics that
were being
discussed.
Student was
able to
comprehend
to all of the
information in
the topics that
were being
discussed with
ease.
In the rubric of table 3.2, there are five aspects in the
speaking assessment: (1) Grammar, (2) Pronunciation, (3) Vocabulary,
(4) Fluency and (5) Comprehension. Each aspect will be assessed based
on four qualifications with the different thing, as shown in the table 3.2.
Sothe maximal score for all 5 speaking aspects skill in the rubrics in table
3.2 are 20.
After the researcher assessed the students speech assessment
using rubric, the researcher will get the score of students speech
assessment with formula below (Purwanto, 2011 : 112 ) :
S = x100
S= The students score
R = The total point of rubrics item
N = The maximum point of rubrics item
Example = x100
= 80
From the example above, it is seen that if the students‟ total point
in the rubrics is 16, his total score is 80. This score is taken by the
researcher from the total point that he got in the rubric divided with the
maximum point of rubrics item and times 100.
After the scores of each students is calculated, it is necessary to
describe the qualification of each student based on this scores. The
description of the qualification of each student proposed by Sudijono
(2008 : 35) is shown in table 3.2.
Table 3.3 The
Qualification of Each Student
No Students‟ Score Mark Mark Qualification
1 91-100 A Excellent
2 79-89 A- Very Good
3 70-78 B Good
4 65-69 B- Good Enough
5 55-64 C Enough
6 45-54 D Bad
7 Below 45 E Very Bad
After describing the qualification of each student, the researcher
will calculate the mean score of all students taking Interpreting class. The
mean score of all students is used to know the average of all students
speaking skill.
To calculate the mean score of all students, the researcher use a
formula by alderson, Clapham& Wall (2005 : 275).
M =
M = the mean score all of students
= the total scores all of students
N = Number of all students
For example, the total of students score is 1427 and the number
of all students is 21, then the mean score is 67.95.
To define the mean score of all students, the researcher used 7
levels of qualification as shown in table 3.3.The qualification of students‟
mean score that is arranged by Purwanto (1987 : 103).
Table 3.4
The Qualification Of All Students‟ Mean Score
NO Score Range Qualification
1 80 -100 Excellent
2 66 -79 Very Good
3 65 -56 Good
4 49-55 Fairly good
5 30-39 Poor failed
After calculating the students score individually, it is also
necessary to know how many students getting the same score as a
percentage. To get the percentage of students having the same score, The
researcher will use following formula as Purwanto( 1987 : 102) has
proposed :
NP = x 100%
NP = The Percentage of students having the same score
N = Number of all students
TS = Number of students having same score
Example = x 100%
= 28.57 %
In the example, there are 6 students considered as “Very good”.
To know the percentage of students having the same score for “ very
good”, the researcher used the formula above. It is shown from the
calculating that 28.57% students in Interpreting class are “Very good”
b. Data Reduction
The next step after the researcher has collected the data is data
reduction. Reduction refers to resuming the data, choosing main things,
focusing on the important things, looking for the theme. Therefore, data
that was reduced will give clearer drawing and make the researcher easier
to collect the next data (Sugiyono, 2006: 338).
In this research, the process of data reduction was started by
separating unnecessary data from interview and observation and
documentation. After that, the researcher categorizing the data to make it
easy in presenting the findings of the researcher.
c. Data Presentation
In a qualitative research, the data presentation can be arranged in
the form of chart, essay, flowchart, categorizing, etc. The purpose of data
presentation is to help comprehend what is the aspects are discussed in
the data and make next planning after that.
The data presentation for this research was arranged into
narration from the speech that the researcher got in the video recording
and the questions and answers of students that got by researcher in the
interview. This data will be explained by researcher in the form of
essays.
d. Conclusion
The next step after data presentation is conclusion. Verification
refers to the processes which are able to answer research questions and
research objectives. Beginning conclusion is still temporary, and will be
changed if there isn„t strong proof that support on the next step in
collecting data. But, if the beginning conclusion is supported by valid
proof and consistent, when the researcher backs to the field, so the
conclusion is credible (Sugiyono, 2008: 92).
In this research, withdrawing the conclusion is done by
comparing between observation data, documentation data, and interview
data. Observation data will be forceful by documentation data and
interview data. Thus, the researcher will get conclusion about the use of
speech though video recording to represent the speaking skill
improvement of fourth semester students of IAIN Salatiga
8. Research Procedure
The research move on through several step as explained below:
a. Observation class
Observation class that is done by the researcher to obtain the image
or situation in the teaching and learning process of interpreting subject in
the class.
b. Documentation
The main data of this research is the results of documentation about
students‟ assessment of speech through video recording. The data from
documentation is analyzed to answer theproblem.
c. Interview
Interview will be the supporting data after the researcher analyze
the data from documentation. It can help the researcher know the
problem or impression and the benefit of this assessment of the students
after they join in the interpreting subject.
d. Presenting the results of the research descriptively
The result of this research will be reported in the form of research
report.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
This chapter deals with the speech assessment through video recording to
represent of students speaking skill improvement of fourth semester. The
purpose of this research is to know thestudents speaking skill in Interpreting
subject. Firstly, the researcher also presents the classroom observation as the
additional data. Secondly, the researcher presents the result of the students‟
assessment that done the researcher using rubrics. Finally, the researcher
presents the interview that can support the data after the students‟
documentation assessment. In this research, the researcher has collected the
data from the documentation of students‟ assessment by video recording,
interview and observation of the class.
1. The ObservationClass
The observation was conducted in order to know the teaching
learning process of Interpreting subject. From observation conducted on
Tuesday, May 13rd
2014, the researcher collect data about the students‟
activities while they were in Interpreting class. Thefinding that the
researcher has taken from the observation is as follow:
a. In the Interpreting class, the lecturer delivered the materials while
was followed by inviting the students to practice what he has explained.
The practicing session was helpful and interesting for the students. So
they did not feel bored in the class as I observed.
b. The students were very supporting in the class when one of their
friends performed a task in front of the class. Other students kept the
situation condusive. This helped the one who performed become more
focused on his task. So the students felt that the task given by the lecture
is not difficult for them to perform.
c. From the observation, the researcher found that most students were
very active in the class. They gave question and answered the question in
the class. So, the students‟ involvement in the discussion during the class
was good. Based on the observation above, the funding show that
students enjoyed in Interpreting class with some activities done during
teaching and learning process.
d. It is found that giving time to students to prepare the task to be
performed is necessary. The preparation is helpful for the students to
arrange what they would do in the task.
e. The lecturer gave feedback to students every time the students
performed the task. This is helpful because the students knew their
strength and weakness.
Based on the result of observation, the researcher got the data that
situation and condition when their friends in front of the class to present
their assessment arecomfortable because they can appreciate their friend
performer. The lecturer gives feedback too after the performer, so the
students can know the mistakes that they done.
The observation in the class that done by the researcher was
resulted that the students can make the situation of class is comfortable. And
they listened their friends‟ performer in front of class. They are very active
too, when the lecturer give question for them. They try answering the
lecturer question with English. There is feedback that lecturer given to
students after performer. It can help the students know the mistake that they
made when performer.
2. The Documentation of Students Speech Test
Based on the students‟ documentation of assessment, the researcher
has collected the students‟ scores from the video recording using rubrics. In
the assessment, the researcher knows the ability of students speaking
skill(See in the chapter III, table 3.1). To ability the result of the assessment
is demonstrated in table 4.1:
Table 4.1
The Score of Students Speech Assessment
Name Aspect
Score V G P F C
001 3 3 3 2 3 70
002 2 3 2 3 3 65
003 2 3 1 2 2 50
004 3 3 3 3 4 80
005 3 3 3 2 3 70
006 3 3 2 3 3 70
007 4 3 3 3 4 85
008 3 3 3 3 3 75
009 3 3 3 3 3 75
010 2 2 1 2 2 45
011 3 2 2 2 2 55
012 3 2 2 2 2 55
013 2 2 2 2 2 50
014 3 3 3 3 3 75
015 3 3 3 3 4 80
016 2 3 3 4 4 80
017 3 3 4 3 3 80
018 3 3 2 2 3 50
019 3 3 2 3 3 70
020 3 3 3 3 4 80
021 3 3 2 2 4 70
Total 59 59 52 55 64 1427
Information:
V : Vocabulary
G : Grammar
P : Pronunciation
F : Fluency
C : Comprehension
Figure 4.1
The ScoreOf All Student‟ Speech assessment
Based onfigure 4.1, it is clear that the speaking aspect that is
dominant in the speech assessment through video recording is
comprehension aspect. This means that students have relatively good
comprehension. It means that they can give information and understood by
the audience.
To know the classification of the students‟ score, the researcher has
made the standard classification of students scores(seetable 3.3).
Based on the table 4.1, the researcher can make the score and mark
description of students speech assessment score through video recording.
The score and mark description is known in the table 4.2.
Table 4.2
Score and Qualification of each student in the Interpreting class
No The Students Score Grade Mark description
1 001 70 B Good
2 002 85 A- Very Good
3 003 50 D Bad
4 004 80 A- Very Good
5 005 70 B Good
6 006 70 B Good
7 007 65 B- Good Enough
8 008 75 B Good
9 009 75 B Good
10 010 45 D Bad
11 011 55 C Enough
12 012 55 C Enough
13 013 50 D Bad
14 014 75 B Good
15 015 80 A- Very Good
16 016 80 A- Very Good
17 017 80 A- Very Good
18 018 50 D Bad
19 019 70 B Good
20 020 80 A- Very Good
21 021 70 B Good
Total scores 1427
Mean score
67.95
From the table 4.2, the total scores of all students are 1427. And
table 4.2 shows the mean score all of the students are 67.95. Based on the
table 3.2 (see chapter III), so the qualification of students‟ mean score in the
Interpreting class is very good.
After the researcher has known the qualification of the students‟
mean score in the Interpreting class, so the researcher calculate the students
that have same score too. The percentage of students having the same score
can be seen in the table 4.3.
The Table 4.3
The Percentage ofStudents Havingthe Same Score
No Mark Description Mark Total Mark Percentage
1 A Excellent 0 0%
2 A- Very Good 6 28.57%
3 B Good 8 38.1%
4 B- Good Enough 1 4.76%
5 C Enough 2 9.52%
6 D Bad 4 19.05%
7 E Very Bad 0 0%
The figure 4.2
The percentage the students same score
Table 4.3 and figure 4.2 show that there are no students with either
excellent or very bad qualification in the assessment. The most common
qualification for students in the Interpreting class is good (38.1%). Although
most students are good, however, there are still some students which need
more practice for their speaking skill. There are 19.05% are still in the
qualification of bad.
Regardless the 19.05% of bad qualification, it is still said that the
speech assessment through video recording represent of students‟ speaking
skill because 80.95% students are considered to have good speaking skill
ability.
This finding is then, supported with the results of interview, which the
researcher will explain in the next section.
3. The Students Interview
In the interview, theresearcher asked3 categories of question to the
students about the general about Interpreting subject, the materials that
students learned from the lecturer and the Interpreting subject assignment.
In category 1, there is one question. The question deals with the
students‟ opinion about the Interpreting subject. One example of the
question and the answer in the interview is shown in (1) below:
(1)Researcher :Bagaimanapendapatandatentangpelajaran
Interpreting?(What do you think about
Interpreting Subject?)
Students :Intepretingadalahsalahsatupelajaran yang
menarikkarenacaramengajarbeliauituenak,
sehinggabanyaksiswa yang enjoy
mengikutipelajaranini. (Pak Faisal‟s style in the
teaching is enjoyable, so many students enjoyed
in the class).
(Field note/interview no 1)
In example (1) the students answered that Interpreting subject is
Interesting subject. This argument is said by students because they feel
pleasant with the teach style of the lecturer.
The second question deals with the impression with the materials
that they got by the lecturer. The students said that they enjoyed joining in
the Interpreting class with Risdiyanto be lecturer. The interview on this
topic is illustrated in example (2).
(2) Researcher : Apakahandasenangdenganmateri yang
disampaikanolehdosen,
danbagaimanaperasaananda ?
(Do you enjoy with the materials was given by
the lecture? What do you think?)
Students : Iyasaya enjoy
dapatmengikutipelajaranInterpreting yang di
ampuolehpakFaisal
karenapelajarannyasantaidanmengasikkan. Di
sela-
selapelajaranselaludiikutiguyonanjaditidakspane
ng.
(I enjoy taking Interpreting class. The teaching
and learning process is relax and exciting. The
lecturer sometimes made a joke during the class)
(Field note/interview no 2)
The third question is about the Interpreting assessment. An
interview example on this topic is given in (3).
(3) Writer : Apasajakendala yang
andahadapiketikamengerjakantugas Interpreting
yaitupidato ?
(What obstacles do you faced when you are doing
the Interpreting assessment especially giving a
speech?)
Students :
Sayamasihmenggunakanteksdanpersiapanun
tukberpidatosayakurang. Dan
sayatidakmempunyaibanyakkosa kata.
(I still need a text when I give a speech. I need
more preparation to have a speech. And I also do
not have enough vocabulary to have a speech).
(Field notes /interviews no 3)
The students said that they still use text to have a speech because
their preparation is less and they do not have vocabulary to speak in front of
many people. They do not enough preparation. Their vocabulary also
limited to speech in front of people.
The last question is about the Interpreting assessment. An
interview example on this topic is given in (4).
(4)Researcher
:Apakahadapeningkatankeahlianberbahasaan
dasetelahmengikutipelajaran interpreting
subject ?
(What does the improvement of your speaking
skill after you joined in the interpreting
subject?)
Students : Ya,
Adabanyakpeningkatanbaikdalamkeahlianber
bicaraataupundalamkosa kata.
(Ya, there are many improvement like in the
speaking skill and in the vocabulary.
(Field notes /interviews no 4)
Based on the observation and interview it can be concluded that the
students feel exciting with Interpreting subject because the lecturer is very
humorist. Risdiyanto can make the class comfortable with his jokes. Many
students that said that their speaking skills are improve after join in the
Interpreting subject too.
The researcher also conducted an interview to the students to know
their improvement of speaking skill. The interview in this research was
conducted on September 11st 2014. The results of the interview are: (1) The
students were enthusiastic to learn Interpreting subject because they enjoyed
and happy in the class with the lecturer; (2) The students understood with
the materials that were conveyed by the lecturer because the lecturer
sometime make some jokes; (3) With the speech assessment through video
recording for final exam, there are some students can bring a script which
helped them to speak up and (4) The students feels that there are
improvement of speaking skill and their vocabulary after they have
completed the speech assessment.
Based on the observation, documentation and interview above, the
researcher can conclude that the speech assessment through video recording
for students in the Interpreting subject gives positive respond for students in
speaking skill.
B. Discussion
1. The Use Speech Through Video Recording to Represent the Students
Speaking Skill.
The researcher collected the data on the use of speech through video
recording can represent the students speaking skill Improvement by the
document about students‟ assessments with speech. This document is used
by the researcher to know the use of speech through video recording can
represent the students speaking skill. The score of students‟ speech
assessment through video recording which represents the students speaking
skill can be seen in the table 4.2 (see chapter 4).
Based on research findings, it is known that the students in the class
E of Interpreting class have “Good” qualification. About 38.10% students
have good qualification. It can also be seen that 28.57% students are “very
good”, 4.76% are “Good enough” and 9.52% students are “Enough”.
When students are considered excellent to enough, they pass the Interpreting
subject. Thus, when the researcher accumulated the students of by excellent
to enough, 80.95% students pass the Interpreting subject. This means that
using video recording to assess the students‟ speech; the video recording can
represent the students‟ speaking skill.
Although 80.95% students passed the subject, there are still 19.05%
students who failed in the Interpreting subject. Based on the researches‟
observation, it is assumed that they failed because of some reasons. They
are: (1) They did not prepare their assessment, so they could not do their
speech fluently; (2) They still made mistake in the pronunciation and(3)
They still lacked of the vocabulary and are poor at grammar.
2. The Dominant Aspect Of Speaking Skill In The Students’ Speech
Assessment Through Video Recording
Based on the table 4.1, The result of assess the students speech
assessment with five aspect above, there are different total score in the each aspect:
Vocabulary (59), grammar(59), pronunciation (52), fluency (55) and
comprehension was (64). The researcher can conclude that the dominant aspect in
the speech assessment is comprehension aspect. The score of the comprehension
aspect for 21 students is 64. And then after the comprehension aspect, grammar
and vocabulary aspect that get same score there are 59.
Therefore, the researcher can conclude that the dominant of speaking skill
in the students‟ speech assessment through video recording is comprehension as
the students have high. Comprehension skill, it can be assessed that the task given
(the use of speech through video recording) can represent the students speaking
skill.
These results can be concluded that the students can understand when they
conveyed the information for audience.
CHAPTER V
CLOSURE
The researcher would like to conclude and gave suggestion in this chapter.
Those was helped to understand about two objectives that had been presented
to know the use speech through video recording represent the students
speaking skill and the dominant aspect that founding in the speech through
video recording in the fourth semester of English department IAIN Salatiga in
the academic 2014/ 2015 in the interpreting subject.
A. Conclusion
Based on the analysis in the chapter IV, the researcher answered the
problem question (see in the chapter I) into two main conclusions in this
section. Firstly, to respond to the first question of how speech through video
recording represent the students‟ speaking skill in the Interpreting subject, the
researcher found that speech through video recording as one kind of
assessment in the Interpreting subject do represent the students‟ speaking skill.
The results show that 80.95% students achieved scores ranging from “Very
good” to “Enough”. This means more that 80% students are able to show their
speaking skill using speech through video recording. Thus, it can be concluded,
then, that the use of speech through video recording represents thespeaking
skill of thefourth semester students of English department atIAIN Salatigain
the academic year of 2014/2015. The results of the percentage are found from
the calculating of students score as the results of documenting this finding is
supported qualitively using the result of observation and interview. From the
observation and interview (see appendix), the students feel an improvement for
the speaking skill when the assignment is conduction via speech through video
recording.
Secondly, to answer the second question in chapter I, what is the
dominant aspect of speaking skill found in the speech through video
recording?, the researcher has demonstrated in chapter IV that the speech
through video recording is comprehension (total score 64). Implicitly, it can be
concluded that using an assessment speech through video recording, the
students relatively had good understanding and comprehension of what they
were talking to in the speech.
Finally, although most students are relatively successful in using speech
through video recording to represent their speaking skill, it is still necessary for
the lecturer to pay more attention to the 19.05% students who still have low
speaking ability.
B. Suggestion
Based on the conclusion above, there are suggestions that speech
through video recording in the speaking assessment:
1. Theoretically
This research contributes to literature especially in the English
teaching like how to represent the students speaking skills. This result of
this research can be used as references of other researcher that that will
conduct the same research and same topic.
2. Practically
The use of speech through video recording can be used by the
lecturers of Interpreting subject and other lecture in the represent speaking
skill of students.To pass in the assessment, the first, the students must
prepare the material before they present their assessment. Secondly, the
students must practice the pronunciation, vocabulary and grammar to
success in the assessment.
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Cambrige University Press.
Name : Ika Nur Mufidah
Class : Interpreting Class E
NO. Reg : 11312022
Media : Taking Note
1. Bagaimana pendapat anda tentang pelajaran Interpreting ?(What
do you think about Interpreting Subject?)
Intepreting adalah salah satu pelajaran yang menarik karena cara mengajar
beliau itu enak, sehingga banyak siswa yang enjoy mengikuti pelajaran ini.
(Pak Faisal‟s style in the teaching is enjoyable, so many students enjoyed in
the class).
2. Apakah anda senang dengan materi yang di sampai kan oleh
dosen, dan bagaimana perasaan anda ? (Do you enjoy with the materials
was given by the lecture? What do you think?)
Iya saya enjoy dapat mengikuti pelajaran Interpreting . Dosen membanatu
siswa-siswa ketika mereka mengalami kesulitan didalam pelajaran
Interpreting.(I enjoy taking Interpreting class. The lecturer help the students
when they got difficult in the Interpreting lesson. )
3. Apa saja kendala yang anda hadapi ketika mengerjakan
tugas Interpreting yaitu pidato? (What obstacles do you faced when you
are doing the Interpreting assessment especially giving a speech?)
Saya kurang persiapan ketika membuat tugas interpreting, jadi saya kurang
maksimal dalam berpidato. (I am limit to prepare the material when I make
Interpreting task. So I am not maximal in the speech).
4. Apakah ada peningkatan keahlian berbahasa anda setelah
mengikuti pelajaran interpreting subject ? (What does the improvement
of your speaking skill after you joined in the interpreting subject?)
Ya, Ada banya peningkatan baik dalam keahlian berbicara ataupun
dalamkosa kata.
(Ya, there are many improvement like in the speaking skill and in the
vocabulary.)
Name : Ana Ardiyani
Class : Interpreting Class E
NO. Reg : 11312097
Media : Taking Note
1. Bagaimana pendapat anda tentang pelajaran Interpreting ?(What
do you think about Interpreting Subject?)
Intepreting adalah salah satu pelajaran yang menarik karena cara
mengajar beliau itu enak, sehingga banyak siswa yang enjoy mengikuti
pelajaran ini. (Pak Faisal‟s style in the teaching is enjoyable, so many
students enjoyed in the class).
2. Apakah anda senang dengan materi yang di sampai kan oleh
dosen, dan bagaimana perasaan anda ? (Do you enjoy with the
materials was given by the lecture? What do you think?)
Iya saya enjoy dapat mengikuti pelajaran Interpreting . karena dosen
tidak hanya menjelaskan materi saja tapi juga humoris ketika didalam
kelas. Jadi banyak siswa yang senang ketika pelajaran Interpreting.(I
enjoy taking Interpreting class. Because the lecturer not only explain the
materials but the lecturer humorist in the class too. So many students that
happy when Interpreting class )
3. Apa saja kendala yang anda hadapi ketika mengerjakan
tugas Interpreting yaitu pidato? (What obstacles do you faced when
you are doing the Interpreting assessment especially giving a speech?)
Saya masih banyak kesalahan dalam pengucapan kosa kata. (I make many
mistakes in the pronunciation of vocabulary).
4. Apakah ada peningkatan keahlian berbahasa anda setelah
mengikuti pelajaran interpreting subject ? (What does the
improvement of your speaking skill after you joined in the
interpreting subject?)
Ya, Ada banya peningkatan baik dalam keahlian berbicara ataupun
dalamkosa kata.
(Ya, there are many improvement like in the speaking skill and in the
vocabulary.
CURRICULUM VITAE
Full Name : Anik Hidayati
Nick Name : Anik
Place/ Date of birth : Semarang, December 27th
, 1991
Address : Dusun Kemasan 4/5, Klepu, Pringapus
Faculty : English Department
Education History :
1. SDN Klepu 04 Graduated in
2003
2. MTs Darul Ma‟arif Graduated in
2006
3. SMK Diponegoro Graduated in
2009
4. IAIN Salatiga Graduated in
2015
Salatiga, April 16th
2015
Anik Hidayati
11310046
NAMA : ANIK HIDAYATI
NIM : 11310046
PRODI : TBI
DOSEN PEMBIMBING : NOOR MALIHAH, Ph.D
JUDUL : The use of speech through video recording to
represent the students’ speaking skill (The
Study Of Fourth Semester Students Of English
Department at STAIN Salatiga in The Academic
Years 2014/ 2015)
NAMA : ANIK HIDAYATI
NIM : 11310046
PRODI : TBI
DOSEN PEMBIMBING : NOOR MALIHAH, Ph.D
JUDUL : The use of speech through video recording to
represent the students’ speaking skill (The
Study Of Fourth Semester Students Of English
Department at STAIN Salatiga in The Academic
Years 2014/ 2015)
NAMA : ANIK HIDAYATI
NIM : 11310046
PRODI : TBI
DOSEN PEMBIMBING : NOOR MALIHAH, Ph.D
JUDUL : The use of speech through video recording to
represent the students’ speaking skill (The
Study Of Fourth Semester Students Of English
Department at STAIN Salatiga in The Academic
Years 2014/ 2015)
NAMA : ANIK HIDAYATI
NIM : 11310046
PRODI : TBI
DOSEN PEMBIMBING : NOOR MALIHAH, Ph.D
JUDUL : The use of speech through video recording to
represent the students’ speaking skill (The
Study Of Fourth Semester Students Of English
Department at STAIN Salatiga in The Academic
Years 2014/ 2015)
NAMA : ANIK HIDAYATI
NIM : 11310046
PRODI : TBI
DOSEN PEMBIMBING : NOOR MALIHAH, Ph.D
JUDUL : The use of speech through video recording to
represent the students’ speaking skill (The
Study Of Fourth Semester Students Of English
Department at STAIN Salatiga in The Academic
Years 2014/ 2015)