A Comparative Study of Students’ Speaking Achievement between Those Taught through Silent Viewing and Sound Only Technique at The First Grade of SMA N I Natar

CHAPTER I INTRODUCTION

This chapter pertains to several points, i.e. background of the problems, that is, the basis why the research is carried out, formulation of the problems which concerns on what matters should be particularly focused on, completed with objectives of the research, uses of the research, scope of the research, and definition of terms clarified as follows:

1.1 Background of the Problem

It is obvious that the principal objective of English language teaching is to make its learners able to communicate with their interlocutors by using the language properly. More specifically, this provides the students with a skill which enables them to communicate orally with others in order to convey the intended message in an understandable way.

Speaking, as one of language skills, is viewed as the one which best matches with those aims. It is one of the four basic language skills which are essential but hard to master. Furthermore, it is generally recognized that speaking skill involves a number of components in terms of linguistic point of view mixed in grammar, vocabulary, pronunciation, fluency, and comprehension. Consequently, speaking, in this case, learning to talk in foreign language is often considered the most

difficult aspect of language learning for teachers to help the students with (Brown and Yule, 1983).

Learners of Elementary School have been required to learn English since their first time of study. They are taught the basic elements of English such as knowing simple vocabularies, daily short expression, etc. It goes on until the learners attend Junior and Senior High School. With more time and exposure with English they are expected to be able to use English in more extended state. In other words, the learners have been long guided to be able to speak in English. Unfortunately, they are still unable to do so. They often face problems of expressing idea, opinion, and message to others fluently and comprehensively in oral form.

More specifically, as is widely known, fluent and effective communication is the instructional goal of language learning in SMA curriculum. The SMA learners of English are demanded to have sufficient speaking skill. They have to be able to communicate their ideas, feelings, desires, etc. to others. However, the students encounter many difficulties in achieving these objectives of learning speaking. Byrne (1977) states that students of Senior High School often face difficulties in speaking such as expressing simple greeting and response, making a more comprehensive dialogue, up to conveying long stretches of ideas like those in monologue, although they had enough time to learn English in Junior High School, even in Elementary School. It is seen when the students are asked to practice speaking. They seem reluctant to speak of their own ideas.

Some previous studies conducted by several students of Unila found that students of Senior High School faced difficulties to speak fluently (see: e.g. Rizal, 1997;

Imelda, 2001; Yunila, 2002; and Rahayu, 2004). This problem is particularly due to many reasons, two of which are the inappropriate use of technique and medium used in English instruction. Many teachers prefer using ways and media of teaching which often do not promote their students’ speaking skill. As a

consequence, the students are not able to perform adequate skill to express their ideas orally.

During the Field Practice Program (PPL) done by the researcher, it was also found that the majority of the students experienced difficulty to express their ideas in English orally. This might be related to a number of factors, one of which is the improper way of teaching speaking used by the teachers. They were often found to use traditional and monotonous technique as well as conventional medium of teaching. They often just gave the students long one way-explanation about a speaking material. Then, the students were asked to read their text book about the material being discussed. As a result, they could not perform a natural and fluent speaking.

In fact, technique is one of the most influential factors in language teaching. It deals with an implementational term, which actually takes place in the classroom. This is a particular trick, stratagem, or contrivance, used to accomplish an

immediate objective (Anthony, 1963: 63). On the other hand, medium also contributes huge effects in language instruction. Therefore, these two elements of teaching become inseparable in the language instruction.

It is urgent to select, combine and apply the appropriate technique and medium for language teaching and learning. Alexander (1995) states that the teaching quality,

particularly the technique and medium used in teaching process are considered important. A good technique is not merely proper when it is combined with an inappropriate medium, and vice versa. Therefore, it is important for English teachers to merge and apply a good technique which matches a promoting medium so that the learners are involved optimally in the teaching and learning process which then, leads to the successful achievement of language teaching and learning objective.

There are various techniques used in language teaching and learning. Among them is the one which makes use of video as the main medium to promote students’ speaking performance. As is widely known, video has been a popular medium used to improve students’ language ability, particularly their listening skill. However, it has not been largely employed to foster students’ speaking skill. There has not been sufficient amount of research concerning the use of video for improving students’ speaking skill. Hence, it is expected that the application of proper technique with video will enhance speaking teaching and learning quality.

Speaking class, superficially, involves physically active activities referring to the arousal of utterances such as expression, mini talk, or dialogue, beginning from the initial part, i.e. in the pre activity of class learning, up to the main activity of speaking performance. This may cause reluctance, particularly of English teachers, to use video as the main medium to help their students improve their speaking skill since it seems that video is used only for passive learning activity, like listening. Thus, the appropriate combination of techniques with the use of

video in classroom language instruction is expected to be contributive used in improving students’ speaking skill.

Related to the use of video in language teaching and learning, Viney (2004) in Karlina (2010: 29) states that there are five most popular techniques which take benefit of video as the main medium for language teaching and learning, they are: (1) silent viewing technique, (2) sound-only technique, (3) freeze frame technique, (4) jigsaw viewing technique, and (5) normal viewing technique. These five techniques occupying video as the main medium can well be applied in teaching speaking to English learners.

Nonetheless, if it is observed in more detail, there are two techniques which seem to have similar types of exposure to students, silent viewing and sound-only technique. Both serve audio and visual presentation. What makes them different is the turn of these two exposures given to the students. In silent viewing technique, visualization comes first at the beginning of the while-activity and audio comes next. Meanwhile, in sound-only technique, the sessions are played conversely; the audio is put first, which is followed by the visualization. Use of visualization will engage the students’ imagination of what is happening in the video. Audio, on the other hand, provides students with the precise model of how sounds are produced, including pronunciation, intonation, or stress.

In addition, speaking is not merely about expressing ideas, thoughts, etc. In a deeper view, speaking, particularly for some types of advanced oral performance, requires optimum memory acquisition and mental activity all at once. In

lectures, readings, news broadcasts, and the like. The listener, on the other hand, must process long stretches of speech without any interruption and the steam of speech will remain going on whether or not the listener comprehends. Thus, it is the speaker who must be able to utter everything stored in mind, not only in a natural, but also in a comprehensible way so that the listener understands what the speaker is saying.

In relation to the above fact, sufficient memory acquisition will only be achieved by students’ devotion of optimal mental activity while they are learning (Frost, 2008). This intelligible attachment is benefited from the use of video which is occupied both by silent viewing and sound-only techniques. It is considered the most appropriate medium to serve the students with complete exposure, both visualization which offers interesting, impressive and real examples of, like cultures, interaction, emphasis, social life and auditory with precise example of pronunciation, dialogues, etc. which finally promote students’ speaking

achievement, particularly in term of advanced speaking performance, such as monologue.

With reference to the background above, it can be observed that basically, those two techniques are just similar one to another. They both utilize video as the medium of language instruction. However, their exposure to the students is obviously different one to another. The point of contrast is seen in the application of video in the teaching and learning process. The silent viewing technique initially proposes viewing the video visualization which is separately followed by the listening of video soundtrack. While in sound-only technique, the students are

given the soundtrack listening at first, and the video viewing comes straight after it. It is this fact that underlies the research to be employed to apply and compare the two techniques in order to find out which one is more effective to be utilized in speaking teaching and learning and to improve students’ speaking achievement.

This study is conducted through a work entitled “A Comparative Study of Students’ Speaking Achievement between Those Taught through Silent Viewing and Sound Only Technique at The First Grade of SMA N I Natar. SMA N 1 Natar was picked out in this research since the language teaching and learning which occurred in classes at this school still used conventional technique and medium. It is seen from the pre-observation that most of teachers there taught the students only by using monotonous and traditional way of teaching. They taught the speaking material only by explaining it without using effective technique and medium which can attract the students’ attention and focus toward the subject being learned. During the teaching, there was no two-way interaction between the students and the teacher. As a result, the students tended to be bored and

exhausted. They did not feel motivated and stimulated to make a good interaction with their friends. Consequently, when the students were asked to perform their speaking, they seemed reluctant, confused, and even afraid of what to say.

Therefore, by implementing and comparing silent viewing and sound-only

technique, it is expected that the teacher can select which technique is best applied for speaking teaching and learning that the students can be naturally and fluently stimulated to make a good and understandable interaction with others which at the end, leads to the improvement of their speaking achievement.

1.2Formulation of the Problems

In line with the background of the research described previously, the formulation of the problems is composed as the following:

1. Is there any significant difference in the increase of students’ speaking achievement between those taught through silent viewing and sound-only technique?

2. In what elements of speaking do the students most differ when they are assigned to have oral performance?

1.3 Objectives of the Research

This study is aimed at reaching the objectives below:

1. To find out whether there is a significant difference in the increase of students’ speaking achievement between those taught through silent viewing and sound-only technique.

2. To determine in what elements of speaking the students most differ when they are assigned to have oral performance.

1.4. Uses of the Research

This research is expected to be used for:

1. Theoretically, the results of this research are counted on to confirm and clarify the previous theories about teaching speaking.

2. Practically, the results of this research can be used as an alternative consideration in selecting the appropriate technique used especially in teaching speaking.

1.5 Scope of the Research

This is a quantitative research. It was conducted at SMAN I Natar, focusing on the comparison of silent viewing and sound-only technique in teaching speaking. There were two classes singled out as the subjects of research; one class was the experimental class 1 while the other one was the experimental class 2. The research was conducted in five meetings respectively; the first meeting was for pretest, the second, the third, and the fourth meetings were for treatments and the fifth meeting was for the posttest, with time allocation 2x45 minutes for each meeting.

Meanwhile, the materials taught were about narrative story. It is based on School-Based Curriculum (KTSP) for grade X students of Senior High School. The speaking test was in form of monologue. Monologue was taken into account to be the selected form of speaking performance since it best matches the characteristic of the two techniques occupying video as the medium of learning. Basically, as is explained before, speaking is a skill which involves an ability to express any idea, thought or desire in an understandable way. All of the ideas, thoughts and desires which will be expressed are obviously stored in the speaker’s mind in form of memory. In this case, monologue is assumed as the best type of speaking performance that occupies memory to succeed students’ speaking performance.

1.6Definition of Terms

In order to make a mutual perception among the readers, the definition of terms which needs to be served is itemized as the following:

Speaking

It is defined a way by which people use to communicate their messages, intention, or ideas to others. This is also used to maintain someone’s social relationship with their colleagues.

Silent viewing technique

This is a kind of technique which guides students to view video visualization in their first turn of learning and followed by listening to the video soundtrack in the second part of learning.

Sound-only technique

It is a technique which engages the students to listen initially to a video

soundtrack in the first session and view the video visualization in the second time of their learning.

Video

It is a type of teaching and learning media which proposes both audio (dialogue, talk, or any other audible sound) and visual (living, moving, colorful, and interesting picture) exposures.

CHAPTER III RESEARCH METHODS

This chapter prominently labors the point about the methods of research used in the study, covering research design, subject of the research, variables, data collecting technique, steps in collecting the data, instruments of the research, criteria of a good test, and data analysis drawn as follows:

3.1 Research Design

This research was a quantitative study. It was aimed at finding out whether there was a significant difference of speaking achievement between students taught through silent viewing and those taught through sound-only technique and determining in what elements of speaking most of the students differ when they are assigned to have oral performance. During the research, a true experimental research (two group-pretest-posttest design) was applied. There were two classes as the subject of the research. One class was the experimental class 1 while the other one was the experimental class 2.

The design can be illustrated as follows: G1 (random) T1 X1 T2

In which:

GI : Experimental Class 1 G2 : Experimental class 2

X1 : Treatment (using silent viewing technique) X2 : Treatment (using sound only technique) T1 : Pretests (before treatment)

T2 : Posttests (after treatment) (Setiyadi, 2006: 143)

The pretest was administered to find out the students’ initial speaking ability, represented by their speaking achievement, before treatments. Subsequently, the students’ in the experimental class 1 was given three treatments by using silent viewing technique, while the students in the experimental class 2 accepted the same number of treatments by using sound-only technique. Eventually, a posttest was administered to find out the students’ speaking achievement after treatments.

3.2 Population and Sample

The population of this research was grade X of SMAN 1 Natar in the school year 2011/2012 consisting of nine classes. Each class consists of 37-40 students. Two classes, selected by using purposive sampling, were taken as the subject of this research, in which one class became the experimental class 1, taught by using silent viewing, while the other one became the experimental class 2, taught through sound only technique. They were purposively sampled as a consideration from the English teacher in the school that they have relatively similar ability (Setiyadi, 2006: 44).

After the pretests for both experimental class 1 and 2 were conducted, the results were compared. It is necessary to measure whether the two classes had a relatively equal basic ability in speaking. Thus, the result of the homogeneity of the scores between the two classes was carried out by using T-test. The hypothesis for the homogeneity of the variance test is:

: There is no significant difference : There is a significant difference

, indicates that there is no significant difference. This means that the students both in the experimental class 1 and 2 have a relatively equal initial ability in speaking. Meanwhile, the is proved if the students of the two classes do not have similar initial speaking ability. Perhaps, the students of the experimental class 1 have better initial speaking ability before treatments or vice versa.

3.3 Variables

Based on the problems of the research, the variables can be defined as follows: 1. The dependent variable is the students’ speaking achievement.

2. The independent variable is the treatments proposed in the research (silent viewing and sound-only technique).

Dependent variable, in this case the students’ speaking achievement, was the main variable in the research. This variable was measured after all treatments in the research were done. It was the product of interaction among all variables. On the other hand, independent variable is the one in a research which takes role as the cause or functions to affect the dependent variable.

3.4Data Collecting Technique

In the process of data collecting, speaking tests were used as the instrument. There were two types of tests; pretest and posttest which are elaborated as follows:

1. Pretest

Pretest was conducted before treatments were given. It was carried out in order to know how far the students had mastered speaking before

treatments. The data collected in this research were used to measure whether there is a significant difference or not between the students’ speaking achievement, in the experimental class 1 and 2.

2. Posttest

Posttest was conducted after the employment of treatments. It was carried out in order to know the increase of the students’ speaking achievement after being given treatments. The form of the test was the same as that in the pretest. It was conducted in 80 minutes, 10 minutes for each group since the oral performance was done in group which consists of five students respectively.

3.5 Procedures of Collecting Data

Related to data collecting process, there were some procedures applied for this research, they were:

1. Determining the subject of the research

Two out of nine classes of grade X of SMA N I Natar were selected as the subjects of the research. One class became the experimental class 1 and

one class was the experimental class 2, determined by using simple probability sampling using coin.

2. Preparing materials for pretest

In this research, there were two pretests conducted both in the experimental class 1 and experimental class 2. The topic was about narrative story. The materials were taken from students’ handbook based on the School-based Curriculum.

3. Conducting the pretest

Pretest was conducted in order to measure students’ basic speaking ability before being given treatments. It was in form of oral test of monologue, carried out in 80 minutes.

4. Giving treatments

There were three times of treatments conducted in this research. Each treatment was held for 90 minutes, consisting of procedures of teaching speaking through silent viewing and sound-only technique.

5. Conducting the posttest

The posttests were conducted both in the experimental class 1 and 2. They were held in order to measure the increase of the students’ speaking achievement. The same as the pretest, posttest was conducted in 80 minutes, in form of oral test of monologue presentation.

6. Analyzing the test result (pretest and posttest)

After pretest and posttest were conducted, the data of these two tests were analyzed by using independent groups T-test. The mean of the pretests and posttests both in the experimental and control class were compared. It was

done to know whether there was a significant difference between the two techniques in contributing increase toward the students’ speaking

achievement.

3.6 Criteria for Evaluating Students’ Speaking Performance

The form of the test was subjective, since there was no exact and fixed answer for the speaking performance. Therefore, to minimize any subjectivity as much as possible, inter rater was occupied to assess the students’ performance which was also documented in form of recording. The raters were the researcher herself and an English teacher at the school, Dian Noviyanti, who is the English teacher in the experimental class 1 and 2, graduated from English Department of Teacher Training and Education Faculty of Lampung University. She has been teaching those classes since 2009.

Meanwhile, the students’ utterances were recorded since it helped the raters to evaluate their performance more precisely and objectively. Furthermore, the speaking test was measured based on two principles, reliability and validity, as explained below:

1. Reliability

Reliability much deals with how far the consistence as well as the accuracy of the scores given related to the students’ speaking performance. The concept of reliability stems from the idea that no measurement is perfect; even if one goes to the same scale there will always be differences in the weight which become the fact that measuring instrument is not perfect. Since this was a subjective test, inter

rater reliability was occupied to make sure and verify that both the scoring

between raters and that of the main rater herself (the researcher) is reliable or not. The statistical formula for calculating inter-rater reliability is as follows:

R= 1- _.(.(∑ )₎ In which:

R = Reliability

N = Number of Students

D = the difference of rank correlation 1-6 = Constant number

After the coefficient between raters was found, the coefficient of reliability was analyzed based on the standard of reliability below:

a. a very low reliability : ranges from 0.00 to 0.19 b. a low reliability : ranges from 0.20 to 0.39 c. an average reliability : ranges from 0.40 to 0.59 d. a high reliability : ranges from 0.60 to 0.79 e. a very high reliability : range from 0.80 to 0.100 Slameto (1998: 147).

Statistical computation of SPSS 15 was used to measure the inter-rater reliability in this research. The results gained were reported as follows:

a. Inter-rater reliability of Pretest in Experimental Class 1.

R= 1- .(_.( )₎

R= 1- _{.( )}

R= 1- _{.( )}

R=

1-R= 1-0.21

R= 0.79

This shows that both two raters have a high inter-rater reliability (0.79)

b. Inter-rater reliability of Posttest in Experimental Class 1.

R= 1- _.(.(∑ )₎

R= 1- .(_.( . )₎

R= 1- _{.( )}

R= 1- _{.( )}

R=

1-R= 1-0.13

R= 0.87

The calculation above indicates that the two raters have a very high reliability (0.87).

c. Inter-rater reliability of Pretest in Experimental Class 2.

R= 1- _.(.(∑ )₎

R= 1- .(_.( . )₎

R=

1-.( )

R= 1- _{.( )}

R=

1-R= 1-0.09

R= 0.91

It implies that the two raters have a very high inter-rater reliability (0.91).

d. Inter-rater reliability of Posttest in Experimental Class 2

R= 1- _.(.(∑ )₎

R= 1- .(_.( . )₎

R= 1- _{.( )}

R= 1- _{.( )}

R=

1-R= 1-0.16

R= 0.84

Those calculations of coefficient between the first and the second rater depict that both raters have a close divergence varying from high to very high inter-rater reliability. Besides, it also points out that the first rater’s scoring is representative and reliable to be proceeded forward.

2. Validity

In essence, any test should portray a proper reflection of what has been taught as well as what knowledge or ability students are intended to know and master. This is validity which obviously meets this rationale. It makes reference to a state that the test measures what is intended to measure. It means that it relates directly to the purpose of the test. Furthermore, this research focused on two types of validity, content validity and construct validity. Content validity can be best examined by the table of specification which matches the syllabus used by the teacher. From the table of specification, it is shown that the content validity is achieved.

Meanwhile, construct validity concerns with whether or not the test is actually in line with the theory of what it means to the language that is being measured. It would be examined whether or not the test actually reflects what it means to know a language (Shoamy, 1985: 74). The indicator of five speaking elements

(pronunciation, grammar, vocabulary, fluency, and comprehension) is used in this research. It implied that the test measured those intended aspects based on the indicator, meaning that the construct validity has been fulfilled.

This research occupied a comparison of the test to the table of specification to know whether or not the test was a good reflection of what has been taught and the knowledge that the teacher wanted the students to know. A table of

specification is an instrument that helps the test constructor plans the test. Below is the comprehensive depiction of it:

Table 1.1 Table of Specification of Speaking Aspects of speaking

elements Percentage Aspects of narrative speaking performance

Percentage

1. Pronunciation 15% 1. Opening: self and group introduction, orientation

20%

2. Vocabulary 15% 2. Evaluation 20%

3. Grammar 15% 3.Complication 20%

4. Fluency 25% 4. Resolution 20%

5. Comprehension 30% 5. Closing: moral message and group performance closing

20%

3.7Speaking Test

In this study, the speaking tests were conducted in 80 minutes respectively. In the test, the students both in the experimental class 1 and 2 had to perform their speaking test in front of the class in form of monologue. It was a group performance, consisting of five students respectively. Yet, the scoring of the speaking performance was done individually. The record of students’ performance

was used in order to score the students’ speaking test accurately. Then, it was assessed together with the rater-the English teacher of the class.

In the students’ speaking scoring, the record was used as one of considerations for scoring assessment since it helped both the researcher and the rater to evaluate the students’ speaking performance more objectively. Furthermore, it could also be replayed as is needed by both the researcher and the rater to view it back in order to get the precise and representative result of scoring. The rating sheet modified from Harris (1974:84) was used as a guide. Based on the oral rating sheet, there are five aspects to be tested and evaluated, namely pronunciation, grammar, vocabulary, fluency, and comprehension which were completely illustrated as follows:

a. Pronunciation

5 the students’ pronunciation is the same as the native speaker. 4 It is easy to be understood though sometimes unclear.

3 the pronunciation can be understood by the listener even though there is a difficulty.

2 Pronunciation is difficult to understand and there is often a repetition. 1 Pronunciation cannot be understood by the listener.

b. Grammar

5 grammatically correct sentence seen form the pattern. 4 Bit errors in sentence patters.

2 at few mistakes, with no pattern of failure. 1 Incorrect grammar

c. Vocabulary

5 Use of vocabulary is appropriate to the material being discussed. 4 The use of inappropriate words

3 Using wrong words, conversation is rather limited because of inadequate vocabulary.

2 A very limited vocabulary makes comprehension difficult.

1Vocabulary limitation is very extreme to make a virtual conversation impossible.

d. Fluency

5 Fluently and easily as is done by native speakers

4 Speed seems to be rather strongly influenced by the language problem.

3 The speed and smoothness rather strongly influenced by the language problem. 2 There is a lot of repetition.

1 Speech is so halting and fragmentary to take conversation impossibly virtual.

e. Comprehension

5 It is easy to understand by the listener.

4 It is easy to understand even though sometimes the repetition may be necessary. 3 Can be understood even though a bit difficult.

2 It cannot be understood.

The scores of each point are multiplied by four. Hence, the highest score is 100. Here is the identification of the scores:

If the students get 5, then 5x4= 20 4, then 4x4= 16 3, then 3x4= 12 2, then 2x4= 8 1, then 1x4= 4

For example:

A student gets 4 in pronunciation, 3 in vocabulary, 3 in fluency, 4 in comprehension, and 3 in grammar. Therefore, his total score will be: Pronunciation 4x4= 16

Vocabulary 3x4= 12

Fluency 3x4= 12

Comprehension 4x4= 16

Grammar 3x4= 12

Total = 68

It means he gets 68 for his speaking performance.

3.8 Data Analysis

In order to see whether there was an increase of students’ speaking achievement and to determine in what speaking element students most differ when they are assigned to have oral performance, the students’ scores were examined by using some steps as follows:

a. scoring the pretest and posttest,

b. tabulating the scores of the students’ speaking result using rating scale, c. calculating and comparing the means of students’ speaking scores both in

the experimental class 1 and 2,

d. calculating and comparing the means of posttests scores in each element of speaking in experimental class 1 to those in experimental class 2,

e. drawing conclusion from the tabulated result of the pretest and posttest. The data sample of score of pretest (T1) and posttest (T2) can be seen in the table below:

Table 1.2 Interraters’ Scoring Scale Student

s’ name Aspects of Speaking Total

Pronun-ciation Vocabu-lary Fluency Compre-hension Grammar

R1 R2 R1 R2 R1 R2 R1 R2 R1 R2

A

0.3 0.45 0.45 0.45 0.3 0.45 0.5 0.75 0.9 0.9

B

0.3 0.3 0.3 0.3 0.3 0.3 0.5 0.75 0.6 0.6

N =

Table of score inter-rater reliability of pretest and posttest is:

No. Students’ Code Rater 1 Rater 2

Pretest Posttest Pretest Posttest

1 A 43 49 46 60

3 C 52 46 60 52

Since the data were from different groups of students, they were analyzed by using statistical computation i.e. independent group T-Test of SPSS version 15. This was carried out to test whether or not the significant increase of the students’ gain was there as well as to determine in what element of speaking students most differed when they were assigned to have oral performance.

3.9 Data Treatment

In this research, the procedures to treat the data were as follows: a. Normality of the Test

The normality of the test is used to measure whether or not the data in the experimental and control class are normally distributed. The hypothesis for the normality test is as follows:

: The data are normally distributed. : The data are not normally distributed.

In this study, is accepted if it signs > α, with the level of significance 0.05. To analyze the data, SPSS version 15 was used. Parametric Analysis was occupied, by using Independent T-Test.

b. Homogeneity Test

This test was used to determine whether the data fulfilled the criteria of the equality of variance or not. T-test was occupied to analyze the data. The hypothesis for the homogeneity of variance is as follows:

: There is no significant difference in the level of ability (equal) : There is a siginificant difference in the level of ability (not equal) In this case, the criteria for the hypothesis are:

is accepted if it signs > α, with the level of significance α= 0.05. is accepted if it signs < α, with the level of significance α= 0.05.

c. Hypothesis Testing

The hypothesis testing was used to prove whether the hypothesis proposed in this research was accepted or not. SPSS (Independent T-test) was utilized. The hypothesis was analyzed at the level of significance 0.05. This was operated to draw the conclusion and is approved if it signs < α.

The hypotheses proposed were:

H0 : There is no significant difference of students’ speaking achievement between those taught through silent viewing and sound only technique.

H1 : There is no significant difference of students’ speaking achievement between those taught through silent viewing and sound only technique.

Independent T-test in SPSS version 15 was used to investigate the significant difference of students’ speaking achievement with the level of significance 0.05. The criteria are:

If the t-ratio is higher than t-table : H1 is accepted If the t-ratio is lower than t-table : H0 is accepted

3. 10 Research Schedule

This research was planned to be conducted on dates enlisted below: Table 3. 12. 1 Research Schedule

No. Date Agenda

1. January 9th _{2012 1. Pre-research, introductory meeting} 2. January 10th _{2012 2. Conducting pretest for experimental class}

1

3. Conducting pretest for experimental class 2

3. January 14th _{2012 4. Conducting the first treatment of} sound-only technique for experimental class 2 4. January 16th _{2012 5. Conducting the first treatment of silent}

viewing technique for experimental class 1 5. January 17th 2012 6. Conducting the second treatment of silent

viewing technique for experimental class 1 7. Conducting the second treatment of silent

viewing technique for experimental class 2 6. January 21th _{2012 8. Conducting the third treatment of sound}

only technique for experimental class 2 7. January 23th 2012 9. Conducting the third treatment of silent

viewing technique for experimental class 1 8. January 24th _{2012 10. Conducting posttest for experimental class}

1

11. Conducting posttest for experimental class 2

CHAPTER II FRAME OF THEORIES

This chapter encompasses concepts of speaking, types of speaking, concept of teaching speaking, concept of silent viewing technique, concept of sound-only technique, procedures of teaching speaking through silent viewing technique, and procedures of teaching speaking through sound-only technique. A specific attention is also surged for psychological phenomena of mental activation, interference theory, and verbalization which possibly emerge during the research realization. At the end, both advantages and disadvantages of the two techniques are also completely presented.

2.1 Concept of Speaking

Speaking is the vehicle by which a language is used. It is considered important since by speaking people can share and convey what they want to others. It takes the part of pronunciation, vocabulary, grammar, fluency and comprehension altogether (Harris, 1974: 84). Thus, speaking is considered a difficult skill in language learning because it, at once, involves those five aspects of language spontaneously when one wants to deliver his message to others.

There have been several experts proposing the concept of speaking. One of which is Byrne (1984) who states that speaking is an oral communication. It is a

two-way process of delivering and receiving message between speaker and listener. It involves both productive and receptive skills of understanding. Therefore, it also takes in the role of another language skill, listening. Subsequently, in speaking, the speaker must be able to convey his/her ideas to his/her listener as clearly as possible in order that the listener gets the intended response to achieve mutually comprehensible interaction.

Lado (1976: 240) advocates speaking as an ability to converse or to express a sequence of ideas fluently. It means that the speaker must be able to produce his/her intended utterances well so that it can be received by the listener. Then the listener will be able to respond the speaker’s utterances appropriately.

Meanwhile, Rivers (1978: 162) states that through speaking someone can express his/her ideas, emotions, and reactions to other person and situation, and influence other person. It can be inferred that through speaking someone can convey everything to other person. Also, by speaking someone can affect other people to follow what he asks them to do or not to do.

Tarigan (1982: 18) advocates that speaking is the ability to produce articulation, sounds or words to express, to say, to show and to think about ideas, thought and feeling. It is the matter of producing all forms of expression in an audible and understandable way to get response from other person which best fits it. Moreover, Rivers (1976: 6) explains that speaking is developed from the first contact with a language. It is supported by Murcia (1978: 91) who says that speaking is the primary element of language and it can be developed from the

beginning when someone was born, from the first contact with the language. These two notions suggest that speaking is a skill that rises early when someone is involved with a language. It comes in the very beginning of a born baby and emerges successively after listening-the first exposure a baby is involved in after he was born.

As a matter of fact, speaking activity occurs for many reasons, one of which is for communication need, as Doff (1987) says that very often people talk in order to tell people things they do not know, or to find things out from other people. It is obvious that speaking is very crucial in real communication. In English teaching, it is worthy to note that speaking is one important skill of the four skills,

especially for direct communication.

Brown (2001: 271) says that speaking in a language class is an ability to perform a language in a task. In addition, speaking in this present research is defined as the ability to express someone’s ideas, feelings, opinions, desires, etc. in carrying out speaking task in the classroom. Therefore, it is an urgent demand to serve the students with a proper technique so that the students can perform their speaking task well in language learning.

To sum up, regarding all concepts of speaking by experts above, it, then, is implied that speaking is a language skill which requires its speaker to express his/her ideas, feelings, thoughts, etc. in form of utterances in a comprehensible and fluent way. It is aimed at either delivering messages to the listener or to ask him to do or not to do something said by the speaker.

In assessing speaking performance done by the students, there are some important points need to be taken into account, some of which are the elements that

influence performance of speaking as a whole. Concerning on this, the oral scale proposed by Harris (1974: 84) will be adopted in this research. It covers

pronunciation, grammar, vocabulary, fluency, and comprehension. These five elements of speaking that will be used as the scoring standard for students’ speaking ability are elaborated as follows:

1. Pronunciation

Pronunciation refers to the ability to produce easily comprehensible articulation (Syakur, 1987). Speaking is a matter of making utterances to other people in an audible and understandable way. Audible here means that when someone is speaking, his/her interlocutor should be able to hear what is being said clearly. While the term understandable refers to the point that what someone is saying is understood by his/her recipient. Hence, the intended response of the recipient can be gained.

In addition, Strevens (1977: 81) points out that pronunciation basically refers to the sector of language where the organization of syntax and semantics, having first been generated in the brain as a series of solely mental process, is converted into motor activity, which in turn, produces acoustic effect, i.e. audible sounds. There are three basic main ranges of teaching technique which can be involved to assist students in learning pronunciation. The first is exhortation. It is the

instructions to imitate and mimic, to make such a sound, without further

explanation. For example, the students say she /si:/ and then the teacher asks the students to pronounce /ʃi:/ instead of /si:/. The second is speech training. It is the

construction of special games and exercises which entail the use of word or sentence so as to practice particular sounds, stress-patterns, rhythm, and

intonation. The teacher asks the students to practice how to pronounce sentences. The third is practical phonetics which includes description of the organ of speech and description of stress, intonation, etc.

2. Grammar

It is the study of how words and their component parts combine to form sentences, structural relationships in languages or in a language, sometimes including pronunciation, meaning, and linguistic history. Grammar is viewed as a set of logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language. It refers to the study of language rules, a kind of regularity of sound structure that nobody could learn language without grammar, e.g.:

1. The sentence “What are you doing?” implies a grammatical rule that an activity which is done in the present time should be in form of present continuous tense.

2. The sentence “He plays basketball with my brother” implies a subject-predication agreement that the verb of the third singular person, when used in simple present tense should be added by -s/-es/ies.

In addition, grammar is seen as an inseparable part of a language. There is obviously no language without grammar. Sequences of utterances in a language may be artificially understood by people learning it. However, the further aims of language, as a means of exchanging messages may not be achieved. It is grammar

which can fulfill the gap of superficial understanding with the comprehensive and integrative one.

3. Vocabulary

Vocabulary mainly refers to appropriate diction which will be effective only when words chosen are proper for the audience (person to whom speaking is conveyed) and purpose (under what topic and subject matter speaking is delivered), (Allyn and Bacon, 1999). For instance, when someone wants to address his speaking to a

quality of a thing, it is improve which should be used, instead of increase, since this word refers to the quantity of a thing, not the quality. Hence, the probability of misunderstanding or the hindrance of information to be precisely delivered by a speaker as well as received by his interlocutor can be avoided.

Furthermore, according to Harris (1974: 68-69), vocabulary refers to the selection of words which is suitable with content. For instance, the word “solution”, in general understanding, means a way to overcome something inappropriate to be the one which is correct or more settled. Yet, when this word is used in the field of chemistry, the meaning constantly changes to be any content or compound which can be used for experiment, resulting in many chemical reactions, usually in form of liquid. These two literally similar yet semantically different words may lead to a failure of information delivery when they are overlap used.

Those two notions, then, implies that vocabulary is not just a matter of word. Instead, it more closely related to the term of word selection in many themes of speaking and contents. In addition, in expressing a thought, opinion, or desire, a speaker has to be able to use the appropriate diction so that the message intended

to be delivered will be fully and precisely accepted by the listener. To sum up, diction, the exact words to be selected and the settings in which they are used, means a great deal to the success of speaking.

4. Fluency

Fluency deals with the smoothness of flow with which sounds, syllables, words and phrases are joined when speaking. Brumfit (1984) in Nation sees fluency as the maximum effective operation of the language system so far acquired by the students. Besides, it also refers to the natural speed by which one expresses a language quickly and easily without any difficulty.

Here is an example of fluency in form of dialogue.

Teacher : Excuse me, can I ask you some questions? Students : Yes, of course. What are they?

Teacher : What is actually your hobby? Students : Well, I like swimming very much.

Teacher : Why do you like it? What makes you interested in it? Students : I think, because it is a lot of fun.

Teacher : What do you really mean, actually? Is it an awesome exercise? Students : Yes, it is. In addition, it can make me stay healthy and fit.

It is clear that the above dialog contains fluency since both of the interlocutors are able to exchange relevant ideas and precise language system. All the syllables, words, and phrases are obviously merged and sequenced smoothly. Further, the speaking phases are clearly seen to be arranged in a well-ordered turn.

5. Comprehension

Comprehension is the study of how well one, in this case, students understand a language, or that helps them improve their understanding of it, in which they are being involved in a conversation or listening to someone’s speaking, and then

answer questions. It is also regarded as the ability to understand completely and be familiar with a situation, facts, etc. It refers to the ability to understand a speaker’s intention and general meaning, for example:

T : Alright, after this long and competitive debate, what can probably be concluded based on the passage?

S1 : Well, after listening to the text, I can draw a conclusion that it is the complicated process of bureaucracy which causes foreign investors hesitate to make business cooperation in our country.

T : What kind of complicated bureaucracy is it?

S2 : Too much, I guess. Just take for example, in the domestic issue we need to wait for more than a month only for get an ID card renewal.

T : But we have already got an electronic service of ID card renewal, right? S3 : Yes, we have. Yet, does it succeed to overcome the citizens’ scrambled data saving? Instead, it is a seriously big deal for those who live in remote and isolated areas throughout the country. The worse, it badly opens a new chance of corruption of the governmental officials.

It is, in short, merely no more absurdity that comprehension does play its role in promoting the success of speaking activity. It is comprehension which points out whether or not there is a mutual intelligibility between interlocutors involved. And, from the dialogue between teacher and students above, it can be seen that comprehension does exist in the running conversation. After the teacher gives a task, the students obviously can give the intended response, deeper analysis and conclusion toward the topic discussed.

2.2 Types of Classroom Speaking Performance

Brown (2001:250) says that much of language teaching is devoted to instruction in mastering English conversation. This premise obviously directs to his

formulation of oral language which are now taught in language classes. He classifies the types of the oral language as follows:

1. Imitative

A very limited portion of classroom speaking time may legitimately be spent generating “human tape-recorder” speech, where for example, learner practices an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but by focusing on some particular element of language form. The teacher asks the students to pronounce word “she”. The teacher will initially give the students the correct model of pronunciation. For instance, when the students pronounce the word /si:/, the teacher then correct it and give the students, once again, the correct

pronunciation: /ʃi:/ and asks them to repeat the word after. Here is the clearer example:

T : Alright, pay attention, please. Can you see the picture on the blackboard, over here?

S : Yes, miss. We can see it clearly. T : Good, what picture is it, then? Y : It is actually a picture of a girl.

T : Yes, that’s right. What personal pronoun do we refer it to, usually? He or she?

S : It should be “she” as the personal pronoun. T : Can you say it once more?

S : She.

When the teacher notices that the students pronounced the word incorrectly, then she correct it and asks the students to repeat after her.

T : Allright, listen to me carefully, /ʃi:/. Can you follow me? Say it:/ʃi:/

S : /ʃi:/.

T : Yes, excellent, say it once more. S : /ʃi:/.

2. Intensive

Intensive speaking goes one-step beyond imitative to include any speaking

performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activities, where learners are “going over” certain forms of language. For example:

T : Class, now, look at these two sentences. Which one is grammatically correct?

S : It should be the first sentence, miss. T : Can you read it for me?

S : Yes, I can. I am studying English now. T : Alright, why do you think so?

S : It is because it uses a present continuous tense.

T : How do you know that?

S : There’s a time signal of “now”.

3. Responsive

A good deal of students’ speech in the classroom is responsive short replies to teacher-or-student-initiated questions or comments. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic. Below is the example of responsive speaking activity:

T : Hello, how are you getting on?

S : Well, as usual, I’m doing well. What about you? T : I’m fine too. Thank you. How was your day? S : It’s pretty good.

4. Transactional (dialogue)

Transactional dialogue, which is carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language.

Conversation, for example, may have more of negotiated nature to them than responsive speech, take for example:

T: What is the main idea of this text?

S: The government must improve better law reinforcement. T: Better law reinforcement than what?

S: Than it is right now. T: What do you mean?

S: Well, for example, the government should do reformation in national and local law institutions.

T: Do you think it is possible for it to do so right now?

S: Yes, of course, no doubt, since the incumbent government declared to do so in its campaign in 2009. Therefore, it should prove its promise.

5. Interpersonal

Interpersonal dialogue carried out more for maintaining social relationship than for the transmission of facts and information. The conversations are a little trickier for learners because they can involve some factors, such as slang, sarcasm, etc. For example:

Chabel : Hi Bob, how’s it going?

Kana : Oh, so-so.

Chabel : Not a great weekend, huh?

Kana : Well, far be it from me to criticize, but it was pretty miffed about last week.

Chabel : What are you talking about?

Kana : I think you know perfectly what I am talking about. Chabel : Oh, that. How come you get so bent out of shape over something like that?

Kana : Well, whose fault was it, huh?

Chabel : Oh, wow, this is great, wonderful. Back to square one. For crying out loud, Bob. I thought we had settled it before. Well, what more can I say?

6. Monologue.

In monologues, when one speaker uses spoken language, as in speeches, lectures, readings, news broadcast, and the like, the listener must process long stretches of speech without interruption and the steam of speech will go on whether or not the listener comprehends. In planned, as is opposed to unplanned, monologue varies considerably in their discourse structures. While dialogues involve two or more speakers and can be subdivided into those exchanges that promote social relationship (interpersonal) and those for which the purpose is to convey proportional or factual information (transactional). Here is the example:

Honorable the judges Honorable the committee, And all of my beloved friends.

I have three things here, a chili, corn, and a melon. Which one do you think will you choose? Why do choose so? Do you know?? In fact, the nutrition value contained in chili is bigger than that in corn and a melon. It contains 7.100 grams of protein, bigger than corn that contains 1600 and a melon that contains only 0,60 gram of protein. That’s why chili is good to meet our daily nutrition needs. Besides, Indonesian food is well-known as spicy and hot food. There must be a lot of chilies here and there. However, a few weeks ago, the price of chilies increased out of control, up to Rp. 150.000 per kilogram. It made most of Indonesian people have to limit their consumption of chilies. It’s absolutely not easy to do so since chilies have been one of the main needs of our

consumption. Then, what caused this breaking phenomenon? It is said that the increase price of chilies is due to the global warming. Is it so? … Well, ladies and gentlemen, in this nice occasion, I would like to convey my speech concerning on the issue of global warming. …

Considering all of the speaking types above, this research was focused on measuring the students’ speaking achievement in form of monologue. As seen in the elaboration above, monologue is the most advanced type of speaking

performance. The long stretch of utterances will be the main focus of assessment.

2.3 Concept of Teaching Speaking

Students, as the main subject in language learning, need to be facilitated in their attempt of speaking. Thus, it becomes necessary, particularly for teachers to precisely guide their students to be able to master speaking skill. Teaching speaking refers to the way teachers teach their students how to use language in practice and oral form to express their ideas, emotions to other people in any situation in an understandable way. Students must be able to make themselves understood by their listener in order to get the intended response. They also have to make an effort to avoid errors in pronunciation, grammar, vocabulary, fluency and comprehension. It is also urgent that the students have to observe the social and cultural rules which are applied in the situation of communication in which they are speaking (Burnkart, 1998: 2).

According to Harmer (1990), the aim of speaking is to train students for communication. Thus, as the facilitator, teachers must be able to create a

communicative situation in class, not only physically, but also mentally. This extends the effort by the teacher to utilize a proper technique as well as medium to be used to foster students’ speaking skill which directs to their improvement of speaking achievement.

2.4 Concept of Silent Viewing Technique

To get a successful result in language teaching using video as an aid, there are some techniques that should be benefited by both teacher and learner (Cakir, 2006: 67). Viney in Karlina (2010: 29) states that there are five most popular techniques which make use of video as the medium for language teaching and learning, two of which are silent viewing technique and sound-only technique. In silent viewing technique, teacher can turn off the volume control of video. It is done in order to make use of the visualization which will engage the students’ imagination. Watching a video sequence without the soundtrack does more than activating learners’ schema and prior experience in interpreting what they see. Without the distraction of the spoken words, learners can focus on the essence of communication among people: body language, gestures, facial expression, and the setting. Learners are motivated to use English by visualizing this common need to communicate of the spoken language. This process will simultaneously result in prediction when they first view the video and reproduction after they finish listening to the soundtrack.

1. Prediction

Since the first, the students are involved with the visualization of the video. They have been beginning and processing, perhaps unconsciously, the prediction of what is happening in the video, who are the characters taking roles in it, what issues they are having, etc. This prediction will employ the students’ mind to observe and then conclude what they are seeing in the video.

2. Reproduction

Reproduction (or ‘retelling’) can also be divided into reproduction of dialogue and reproduction of events. Reproduction of dialogue might be most effective where there are useful formulas, fixed expressions and points of intonation or

pronunciation. Meanwhile, reproduction of events tends to focus on narrative tenses, and on sequences.

Active viewing increases the students’ enjoyment and satisfaction. It focuses their attention on the main idea of the video presentation. Thus, it is necessary for students to take an active part in video teaching presentations. Before the presentation, the students are given some key questions on the board about the presentation so that the students get an overview of the content of it. After viewing the questions the students answer the questions orally, or the students may take notes while viewing.

For more detailed comprehension, students are provided a cue sheet or viewing guides and session of watching and listening for specific details or specific features of language. These can be given right before the students have class discussion. Difficulties such as in vocabulary, grammar or pronunciation are

reviewed. The learners, then, can confirm their guess by viewing the video straight after listening to the video soundtrack only.

A success of a technique used in language instruction is much influenced by its strong points to support teaching and learning process in the class. However, no matter how good a technique used for language instruction is, there must be some aspects which need to be viewed since they can hinder the aims of instruction. All these points are explored like the following:

The Strengths of silent viewing technique:

1. Students and teachers can see language in factual use. Instead of merely listening to dialogues or other utterances, silent viewing can encourage the students to focus on the material that they are attentively and carefully learning to get the point of the story accurately. It can foster the students to fully concern on sequences of the story without being disturbed by sounds accompanying the video.

2. The technique can also increase the students’ interests of imagining what is happening in the video, who the people are, or what they are talking about. This activates students’ ability of prediction which leads to memory retention as well as motivation.

The Weaknesses of silent viewing technique:

1. The technique is sometimes difficult to apply in the classroom if the story of the movie or the conversations is too long. It mainly relates to duration and difficulty level of the story. The students will often get confused to guess words or sentences uttered in the video.

2. Sometimes this technique can make students frustrated when teacher

constantly stop and start video, only showing little bits at time. It can also be extremely irritating if a teacher fails to show the class how the story ends. 3. The technique is hard for the students who are poor in vocabulary, so they cannot guess the moving lips of the speakers in the video. Thus, they need long time to comprehend it.

4. In the first time of exposure, this technique seems to contribute nothing to students’ speaking. Instead of focusing on physical activity, silent viewing mainly covers mental activity alone. This can be worse when the teacher is unable to give students preview of what will be benefited of by being involved in this technique.

2.5 Procedures of Teaching Speaking through Silent Viewing Technique

Based on the procedure and technique proposed by Underwood (1989) and Viney (2004), the teaching scenario can be presented as follows:

The narrative video used in the teaching and learning process is in form of fairy tales entitled “Three Little Pigs.”

1. Pre activity (previewing)

Teacher (T) greets the students (S), e.g.:

T : Good morning class. How are you?

S : Good morning, Miss. I’m fine, thank you.

Students are informed about the topic of the lesson and objective of the learning, e.g.:

T : OK, class, today, we are going to do speaking activity. But, before we have it, we are going to watch a movie first. Seems great, right?

S : Wow, yes miss, it’s great.

T : Well, in our movie watching this time, you will view a film twice. In the first viewing, you will see and observe the visualization only, without any sound of dialogues or talks. You will have to guess what is probably happening in the video. After that, you will have to be supposed to have group work and your turn listening to the soundtrack of the video only. OK class, are you ready?

S : Yes, we are.

Students are proposed with some questions related to the topic or the video they are going to watch.

T : OK, before having the video, I want to ask you some questions. in the last meeting, you learned about narrative text, didn’t you? S : Yes, Miss, we did.

T : Good. Now, can you mention types of narrative text? S : Of course. They are folklore and true experience. T : And fairy tale, Miss.

S : Wow, good. And now… we are going to watch a narrative movie in form of fairy tale. OK, class, let’s have it done.

2. While activity (while viewing)

Students are asked to pay full attention on the video viewing.

T : Class, I will play the video without any soundtrack. As I said before, you have to guess what happens in the video. OK, do you understand?

S : Yes, Miss.

T : To make your task easier, you may discuss, write or list down anything that you consider necessary in your viewing, OK?

S : OK, Miss.

T : Good, get ready. S : Yes, Miss.

Students view the video visualization. Then, all of them start the noting and observing all things that happen in the video.

After it gets finished, all of the students are prepared for the second session that is the listening.

T : OK, class. How’s your viewing? Was it fun? S : Yes, Miss. It was a lot of fun.

T : Great. Now, you’re going to have the next task. Are you ready?

S : We’re ready!

T : OK. . After having viewing and listening, you will be divided into groups. It consists of four students respectively. I will divide it based on your presence list order.

S : Yes, Miss.

T : Very good. Then, I will call your name one by one, begins from the first group and goes on until the last group.

After the students are placed in their groups,they have the session of discussion and information share.

T : Class, based on the video you have just watched, now you have the session of discussion and information share. You may discuss and share everything you have got in the viewing and listening to each other, for example, who are the characters involved in the video, where they are, what conflicts emerge in the video, how they are solved, what are the moral message of the video, etc. S1 : OK, Miss.

S2 : Miss, may we have any noting?

T : Yes, of course. It will be useful for your group presentation that we’ll have later on.

S : What? Should we present the result of our discussion in front of the class?

T : Yes, of course. It is your real task in our lesson today. After all of the discussion finished, you have to perform each of yours in front of the class. Arrange the speaking turns to make the presentation good and run systematically.

S : OK, Miss.

After the discussion finishes, then the group presentation is started. Each group will have five minutes to perform the presentation. In order to make all groups ready and anticipative, the turns of presentation is determined based on number lottery.

T : Class, I have prepared rolled paper here. It is written a number in each paper. The number which is randomly chosen will be the first to perform the group presentation. OK, can we start it now?

S : OK, Miss.

The group presentation goes on until it all finishes. To minimize subjectivity in scoring, there will be two raters scoring the students’ performance, the English

teacher of the class and the researcher herself. And in order to get the precise and representative scores, all of the students’ performances will be recorded. The record will be used for scoring reflection and rechecking.

3. Post activity (post viewing)

Students are asked about their feeling after having the lesson and whether they face any difficulty during the lesson.

T : OK, class. How do you feel? Do you feel happy after having our lesson today? Or do you feel sad?

S1 : We feel so happy, Miss.

S2 : Yes, it’s so exciting to have the video.

Students are asked of what they have got in the lesson.

T : Can you tell me what you have got in our lesson today? S1 : We got an interesting video watching.

T : OK, good. Then, what have you got from watching the video? S2 : Narrative text, Miss.

T : Yes. Can you mention the generic structure of narrative text? S3 : Orientation, evaluation, complication, resolution, and reorientation.

T : What about the social function?

S4 : It functions to entertain the readers and also deals with actual experiences.

Students get reinforcement from the teacher of what they have done during the lesson so that they will be more confident to express whatever they want to express.

T : Class, you have done your best in our lesson today. Keep it that way and do better for the next ones, OK?

S : OK, Miss, thank you.

T : Any time. OK, give a big hand for all of us today.

S : (Clapping hands)

T : Well, class, that’s our entire lesson for today. For those who haven’t finished presenting the work, be prepared for having it in the next meeting.

S : OK, Miss.

T : See you around, good bye.

2.6 Concept of Sound-only Technique

While silent viewing involves getting information through students’ eyes, Sound-only involves listening for aural clues to the action. These include sound effects such as ambulance sirens and car horns, animal sounds, doors slamming, a baby crying, a telephone ringing, and so forth. To use this technique, the brightness control is turned until the television screen goes dark. What is left is, in effect, an audiotape. Students listen to the sounds and the accompanying conversation and make predictions about what is happening. It becomes the most effective when sound effect directly indicates particular locations or activities, who and where the people are and what they are doing. They can also try to describe a character from listening to his/her voice-whether he/she is old, middle-aged or

young, friendly or hostile, etc., exemplified as follows:

1. Sound of a taking-off plane: (pointing out location: in an airport). 2. Children grabbing with their mother in the dining room:

(indicating activity: arguing food to eat).

On the other hand, sound-only may also be the chosen technique when the students are asked to pay particular attention to a small piece of dialogue, while avoiding the distraction of the activity on the screen. This is particularly

interesting when body language and verbal language are contradictory; focusing on each separately, can lead to interesting students’ observations. The same as those in silent viewing technique, prediction and reproduction are also explored in sound-only technique, presented as follows:

1. Prediction

As being found in silent viewing technique, prediction in sound-only technique also focuses on events happening in the video, people involved, time and location in which the events take place, etc. What is typically different is that in sound-only technique the prediction is mainly directed to listening to dialogues uttered and sounds heard in the video. This activity will stimulate the students to get the actual model of pronunciation and then relate what they have heard with the visualization in the video.

2. Reproduction

Reproduction emerged in sound-only technique seems to be better, particularly in term of pronunciation. It is due to the real model of pronunciation uttered by native speaker in the video which is exposed in the first session of learning, instead of visualization. The beginning turn of spoken utterances exposure affects the acceptance of the students. It is this which makes the students better in imitating the pronunciation, or perhaps intonation as uttered in the video.

Just like silent viewing technique, sound-only technique also poses both strengths and weaknesses which need to be either maximize or anticipated in order to improve students’ speaking performance. They are itemized as follows:

Strengths of sound-only technique:

1. The major advantage of this method is that students can positively confirm their guesses (or laugh at their mistakes) immediately upon viewing. Students can be asked either to predict what is happening visually, or to use the dialogue as a memory spur to recall what happened visually.

2. By being proposed to listening session in the first time of learning, students optimally get the real and precise examples of correct way of pronunciation of words. It can avoid students to mispronounce words which often lead to misunderstanding of messages conveyed in speaking.

Weaknesses of sound-only technique:

1. It is obviously true that when being asked to be involved in sound-only technique, students tend to be bored since they have to listen to utterances without any visualization. This problem must be anticipated earlier by the teacher so that it will not hinder the success of students’ learning.

2. Single listening session in sound-only technique also seems to be less helpful for students with low vocabulary knowledge. It will be much more difficult for this kind of students to be familiar with words, phrases or sentences uttered in the video.

2.7 Procedures of Teaching Speaking Through Sound-only Technique

Slightly different from those of teaching speaking through silent viewing technique, the procedures of teaching by using sound-only technique begins with the session of listening to the video soundtrack and followed by viewing the video visualization straight after it. The steps become as follows:

1. Pre activity (previewing) Teacher greets the students, e.g.:

T : Good morning class. How are you?

Students are informed about the topic of the lesson and objective of the learning, e.g.:

T : Well, class, today, we are going to have speaking activity. But first of all, we are going to have a movie. What do you think? Seems great, right?

S : Wow, yes miss, it’s great.

T : Well, in our movie this time, we will have the film twice. In the first, you will have listening session, without any sound. You have to listen carefully to what are said in the video without any visualization. After that, you will get the second session that is the viewing. In this part, you will have to see and observe the visualization. You will have to guess what is probably happening in the video. After that, you will have to be supposed to have group work and your turn listening to the soundtrack of the video only. OK class, are you ready?

S : Yes, we are.

Students are proposed with some questions related to the topic or the video they are going to watch.

T : Alright, before having the video, I want to ask you some questions. in the last meeting, you learned about narrative text, didn’t you?

S : Yes, Miss, we did.

T : Good. Now, can you mention types of narrative text? S1 : Of course. They are folklore and true experience. S2 : And fairy tale, Miss.

T : Wow, good. And now… we are going to watch a narrative movie in form of fairy tale. Anyway, class, let’s have it done.

2. While activity (while viewing)

Students are asked to listen to the video viewing.

T : Class, I will play the soundtrack of the video. As I said before, you have to guess what happens in the video. OK, do you understand?

S : Yes, Miss.

T : To make your task easier, you may discuss, writes or list down anything that you consider necessary in your listening, OK?

S : We will.

T : Good, get ready. S : Alright.

Students view the video soundtrack. Then, all of them start the noting and observing all things that happen in the video.

After it gets finished, all of the students are prepared for the second session that is the viewing session.

T : Well, class. How’s your listening? Was it fun? S : Yes, Miss. It was a lot of fun.

T : Great. Now, you’re going to have the next task. Are you ready?

S : We’re ready!

T : Good. After having listening and viewing session, you will be divided into groups. It consists of four students respectively. I will divide it based on your presence list order.

S : Yes, Miss.

T : Very good. Then, I will call your name one by one, begins from the first group and goes on until the last group.

After the students are placed in their groups,they have the session of discussion and information share.

T : Class, based on the video you just watched now you have the session of discussion and information share. You may discuss and share everything you have got in the viewing and listening to each other, for example, who are the characters involved in the video, where they are, what conflicts emerge in the video, how they are solved, what are the moral message of the video, etc. S1 : Alright.

S2 : Miss, may we have any noting?

T : Yes, of course. It will be useful for your group presentation that we’ll have later on.

S : What? Should we present the result of our discussion in front of the class?

T : Yes, of course. It is your real task in our lesson today. After all of the discussion finished, you have to perform each of yours in front of the class. Arrange the speaking turns to make the presentation good and run systematically.

S : Alright.

After the discussion finishes, then the group presentation is started. Each group will have five minutes to perform the presentation. In order to make all groups ready and anticipative, the turns of presentation is determined based on number lottery.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This last chapter pervades conclusions regarding to the findings and discussions enlisted in the previous chapter. It also confers several suggestions which is also reflected from a number of weaknesses found in this study addressed to any improvement for the next research of this kind.

5.1 Conclusions

Pertaining to the preexisted findings and discussions, several points of conclusions are extended as follows:

1. There is no significant difference of speaking achievement between the students taught through silent viewing and those taught through sound only technique. This probably due to relatively indistinctive characteristics owned by these two techniques. They both expose visualization and audio in the language instruction. The point of difference is only in the turns served by these techniques. Silent viewing proposes visualization in the beginning of English learning, followed by audio session in the second part of learning. Meanwhile, sound only technique offers audio session in

the initial part of learning, and visualization comes right after it in the second turn of English instruction.

2. In spite of the insignificant difference of students’ speaking achievement, several prominent premises are found related to the students’ achievement in each element of speaking, they are:

a. Students’ achievement increase of pronunciation, grammar, and vocabulary are relatively better taught using silent viewing technique. This may regard to the turn of exposure included in this technique. The students are given silent visualization in the first turn of learning while the audio session comes next after it. Students’ pronunciation,

grammar, and vocabulary seem to be much fostered by the audio session which, in this case, comes as the newest input to the students’ mind. It probably blocks the students’ previous preexisted input of visualization. In the experimental class 1, it brings on the success of the three speaking elements rather than the other two. This,

subsequently, leads to a tenet of interference theory in which

retroactive interference, instead of proactive, affects the above result to occur.

b. On the other hand, students’ achievement increase of fluency and comprehension are assumed to be enhanced by the service of sound only technique. It may due to a rationale that these two students’ elements of speaking are much promoted by the exposure of visualization which comes the latest in this technique. The audio session which enters as the first input of information for the students

abridging their other three speaking elements which comes first in the beginning of learning may be hamperred by their silent visualization. This likely contributes better increase of students’ fluency and

comprehension in the experimental class 2 instead of their

pronunciation, grammar, and vocabulary achievement. The same as that of experimental class 1, interference theory, precisely retroactive interference, is much taken into account to be the eminent cause bringing on this result to ensue.

c. Student’s comprehension is the only achievement ranged per element which contributes a significant difference taught by using silent viewing and sound only technique precisely that in the experimental class 2. It is believed to occur because of the students’ mental which has been activated. This phenomenon of mental activation,

subsequently, gives countenance to prominent emergence of verbalization in the session of silent visualization. Verbalization optimally stimulates the students to tell what they see in the

visualization which fosters them to be involved in story-sharing, that is, a process of sharing what they see with their interlocutors.

Subsequently, these three phenomena of mental activation, verbalization, and story-sharing strongly promote students’ comprehension toward anything they see in the visualization.

5.2 Suggestions

In relation to the conclusions above as well as weaknesses found in this research, a number of suggestions are offered to the teacher and other researchers who intend to conduct similar study to this.

5.2.1 Suggestions for Teachers

1. Related to the achievement increase of pronunciation, grammar, and vocabulary in the experimental class, it is suggested for the English teachers to pay more attention to students’ speaking elements of fluency and comprehension which are not as optimal as those three in their

achievement. It is better if the teacher gives more drills on the part of silent visualization. This can be done by reviewing for times the pictures seen in the visualization.

2. Meanwhile, concerning on the achievement increase of fluency and comprehension in the control class, the teachers are recommended to expose more the part of audio session since this could not promote students pronunciation, grammar, and vocabulary in this group. They can either provide more emphases on discussion or exercise of the three speaking elements to the students.

3. Since both of silent viewing and sound only technique propose the same main medium-video, also, based on difficulty faced by the researcher while conducting the research, it is suggested for the teachers to have more time of preparation to make the settlement of devices needed to teach

students’ speaking by using these two technique. Thus, the allocation time for teaching and learning process in the class can be maximized well.

5.2.2 Suggestions for Other Researchers

1. Relying on the insignificant difference of students’ speaking achievement which is probably caused by the identical characteristics of the two techniques, it is suggested to better conduct a single research concerning on one technique solely, either silent viewing or sound only technique. Thus, it is more expected that the students’ significant increase can be achieved.

2. This kind of previous research much focused on students’ productive skills-mostly on speaking and some on speaking. Hence, it is proposed to carry one of these two techniques on other language skills mainly the receptive ones-reading and writing, so that there will be a larger variety of benefits of these techniques.

3. Since the data of students’ speaking achievement in each element are not normally distributed, it may be more precise for other researchers to make up the scoring range to be more various in order to get normally

distributed data. Besides, the purposive sampling occupied in this research may be changed by using simple probability sampling. In addition, the number of samples may also be added to be larger so that the whole population can be averagely represented.

4. The discussion in this research still mainly and restrictively focuses on some typical rationales of mental activation, retroactive interference, and

verbalization. Thus, in order to get more comprehensive analysis, it may be much better for other researchers who intend to conduct similar research to this to concern more deeply on the process of those three psychological phenomena in English instruction. Thus, there will be more innovative enrichment of research for future English instruction.

5. Related to the discussion that retroactive interference existed in the research, it is suggested to the other researchers who intend to conduct similar research as this to add one or more variables into their research such as variable of types of learners, learning strategies, gender, etc. Thus, the analysis why interference theory, either proactive or retroactive interference emerges in the research can be more traced and deepened.