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implementation of School-based Curriculum which is to develop students’ competencies will be achieved.
g. The use of media in teaching speaking
Teaching speaking is not as easy as teaching the others skill of English. Many English teachers get some difficulties while teaching. Media is a tool for
language teaching and learning which can give a contribution to the teaching learning process. The use of media in teaching and learning process is needed to
attract students’ attention and to make the teaching and learning process more interesting and effective. Li-Ling 1996 states that the use of media is important
and it is impossible to coordinate teaching with learning without using media. Media can also help to increase and improve students’ skill in learning English
especially in speaking. There are so many media that can be used in teaching speaking such as pictures, songs, videos, real objects, films, or news paper.
According to Tafani 2009 media provide huge information which can motivate students to speak and help them integrate listening, reading, talking and writing
skills, through various kinds of activities. Using media in teaching speaking helps the students to understand the
material easier. Reiser and Dick 1996: 68 proposes the advantages of using media. Those are elaborated below.
1. Motivating students. Media are used to assist teacher develop the material. It also attracts students’ attention by presenting them with colourful pictures,
motion pictures, and so on. It will motivate them in studeying.
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2. Presenting information and example. The media can help the teacher to deliver information and examples to the students. They depend on the nature
of the learning outcomes which are expected. It helps teacher to teach effectively.
3. Providing practice and feedback. The media show the activities to be practiced and feedback to the students.
Based on the advantages provided by the media above, there is no doubt for teacher to use the media in the speaking teaching and learning process.
h. Assessing speaking
Speaking is the essential skill in English teaching and learning. As the important part of the curriculum in language teaching, students’ speaking skill
need to be assessed. Assessing students’ speaking skill, for teacher, is not easy. It is because every student has their own capability in speaking. As Luoma 2009: 1
stated that assessing speaking is challenging because there are so many factors that influence our impression of how well someone can speak a language, and
because we expect test score to be accurate, just and appropriate for our purpose. Teacher needs to use an appropriate tool in assessing students’ speaking
performance. One of the tool that can be used by teacher is rubric. Rubric is the important tool to be prepared by the teacher in order to give an objective score. As
Urquhart McIver 2005:31 state that rubrics are very effective assessment tools because they describe specific levels of performance and also explain the
students’ performance clearly. The speaking rubric assessment that is used in this research is proposed by Blaz 2001 shown below.
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Table 1. The Speaking Rubric Assessment Aspect
4 3
2 1
Comprehensibility Responses
readily comprehensi
ble Responses
mostly comprehensi
ble, requiring minimal
interpretation Responses
mostly comprehensi
ble, requiring
interpretatio n by the
listener Responses
barely comprehen
sible
Fluency Speech
continuous with little
stumbling Some
hesitation but manages to
continue and complete
thought Speech slow
andor with frequent
pauses, few or no
incomplete thought
Speech halting and
uneven with long
pauses andor
incomplete thought
Pronunciation Communicati
on with ease No
interference with
communicati on
Occasional problems
with communicati
on Frequent
errors, little or no
communic ation
Vocabulary Rich use of
vocabulary withfrequent
attempts at elaboration
Adequate and accurate use
of vocabulary Somewhat
inadequate andor
inaccurate use of
vocabulary Inadequate
andor inaccurate
use of vocabulary
2. Video a. Definition of video
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