USING FUN WITH ENGLISH AS AUDIO-VISUAL MATERIALS TO DEVELOP SPEAKING SKILL OF JUNIOR HIGH SCHOOL STUDENTS

A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Frida Purusadani

Student Number: 051214077

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

2 A Thesis on

USING FUN WITH ENGLISH AS AUDIO-VISUAL MATERIALS

TO DEVELOP SPEAKING SKILL OF JUNIOR HIGH SCHOOL

STUDENTS

By Frida Purusadani

Student Number: 051214077 Approved by

Sponsor Gregorius Punto Aji, S.Pd., M.Hum. May 15, 2010

3 A Thesis on

USING FUN WITH ENGLISH AS AUDIO-VISUAL MATERIALS

TO DEVELOP SPEAKING SKILL OF JUNIOR HIGH SCHOOL

STUDENTS

By Frida Purusadani

Student Number: 051214077 Defended before the Board of Examiners on May 6, 2010 and Declared Acceptable

Board of Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. __________________ Secretary : Made Frida Yulia, S.Pd., M.Pd. __________________ Member : G. Punto Aji, S.Pd., M.Hum. __________________ Member : C. Tutyandari, S.Pd., M.Pd. __________________ Member : Dr. Retno Muljani, M.Pd. __________________

Yogyakarta, May 6, 2010 Faculty of Teachers Training and Education Sanata Dharma University Dean, Drs. Tarsisius Sarkim, M.Ed., Ph.D. , Ph.D.

4 I dedicate this thesis to

My Almighty God, Jesus Christ, My beloved parents, sisters, and brother, and My lovely friends wherever they are.

5 STATEMENT OF WORK’S ORIGINALITY I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.

Yogyakarta, May 10, 2010

The writer

Frida Purusadani

051214077

6 LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Frida Purusadani Nomor Mahasiswa : 051214077

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya berjudul:

USING FUN WITH ENGLISH AS AUDIO-VISUAL MATERIALS

TO DEVELOP SPEAKING SKILL

OF JUNIOR HIGH SCHOOL STUDENTS

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 20 Mei 2010 Yang menyatakan

7 ABSTRACT Purusadani, Frida. 2010. Using Fun with English as Audio-Visual Materials to

Develop Speaking Skill of Junior High School Students . Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

Speaking skill in English is important for everyone who studies English, especially students in junior and senior high schools. However, students’ speaking skill is low, for example, students of SMP N 4 Ngaglik. From an observation in the classroom, it was revealed that the causes were the lack of practices and interactive activities, the lack of motivation and interest, the lack of confidence and media, and the use of conventional method. Theoretically, those problems and all related causes can be solved by using audio-visual materials. Audio-visual materials attract students’ attention and interest, increase students’ motivation, and build interaction. Here, the researcher chose Fun with English. It is visual and auditory materials using live pictures. It uses natural language, fulfills the bidirectional learning, meets students’ needs based on the curriculum, and facilitates the integrated teaching learning process. Because Fun with English covers all students’ needs, it is important to implement the use of Fun with English to develop students’ speaking skill through research.

This research was a Classroom Action Research which aims to solve students’ problems related to the low mastery of speaking skill. There are two problems to solve in this research. First, how is Fun with English as audio-visual materials implemented to develop English speaking ability of junior high school students? Second, how does Fun with English as audio-visual materials improve the English speaking ability of junior high school students? To answer the first research problem, the researcher observed the seventh grade students of SMP 4 Ngaglik behaviors and attitudes during the teaching learning process using classroom observation checklist. Meanwhile, to answer the second research problem the researcher used questionnaire as the instrument. The researcher also employed hypothesis testing (based on score of pre test and post test) to know the improvement of the students’ achievement. The procedure of the implementation of Fun with English to develop students’ English speaking skill was as follows: plan, action and observation, reflection.

The implementation of the use of Fun with English to develop speaking skill of junior high school students was done in two cycles. In the first cycle, the researcher implemented the use of Fun with English only. There were six activities in this cycle. They were watching a film taken from Fun with English, doing a quiz taken from Fun with English, discussing the answer, making a short dialogue using the expressions taken from Fun with English, practicing the dialogue in pairs, and conducting a formative test. The result of the first cycle was that there was no improvement in students speaking skill. In the second cycle, there were nine activities. They were Shout me Loudly (drilling pronunciation taken from Fun with English), Watch Out (watching a film taken from Fun with

8 English ), discussion, Grammar Mastery (doing exercises on grammar), Act As (practicing conversation), Reading (reading a text based on topic from Fun with

English ), practicing the dialogue in pairs, Performance (conducting a formative

test). The result of the second cycle was that students made some progress on their speaking skill. From the questionnaire, it was found that the use of Fun with

English was effective. It was motivating, encouraging, clearer, more interesting,

more understandable, more useful, and builds students’ confidence and interaction. From the hypothesis testing, it was found that the standard deviation of post-test (0.88) was lower that the standard deviation of pre-test (1.72). It means that the improvement is significant and it makes students skill more homogeneous. There were several suggestions proposed based on the results of the study. The first suggestion was for teachers. They might use these research findings to make some progress on their students’ achievements by adding several communicative activities. The second suggestion was for readers, especially would-be teachers. They might use these research findings for various educational purposes. The last suggestion was for other program developers. They should add several activities which make students active, creative, and interactive if they are going to create audio-visual learning materials.

9 ABSTRAK Purusadani, Frida. 2010. Using Fun with English as Audio-Visual Materials to Develop

Speaking Skill of Junior High School Students . Yogyakarta: Program Studi Pendidikan

Bahasa Inggris, Universitas Sanata Dharma.

Keahlian berbicara dalam Bahasa Inggris sangatlah penting bagi siapa saja yang belajar Bahasa Inggris, terutama bagi siswa SMP dan SMA. Akan tetapi, keahlian berbicara Bahasa Inggris siswa rendah. Sebagai contoh, keahlian berbicara Bahasa Inggris siswa SMP N 4 Ngaglik. Dari hasil pengamatan di kleas, terungkap bahwa penyebabnya adalah tidak adanya latihan-latihan berbicara dan aktifitas interaktif, tidak adanya motivasi belajar dan ketertarikan terhadap mata pelajaran Bahasa Inggris, hilangnya rasa percaya diri siswa, tidak adanya media pendukung, dan penggunaan metode konvensional. Secara teori, masalah-masalah dan semua penyebab tersebut dapat diatasi dengan menggunakan materi pembelajaran audio-visual. Materi pembelajaran audio-visual mampu menarik perhatian dan minat siswa, meningkatkan motivasi, dan mampu membangun interaksi siswa. Di sini, penulis memilih Fun with English sebagai media yang diterapkan. Fun with English adalah materi pembelajaran audio visual yang menngunakan gambar bergerak. Fun with English menggunakan bahasa yang sederhana, mencakup pembelajaran dua arah, mencakup kebutuhan siswa sesuai dengan kurikulum, dan memfasilitasi siswa untuk belajar secara integrative. Karena

Fun with English mencakup semua kebutuhan siswa dalam belajar Bahasa Inggris,

maka penting untuk menerapkan media ini untuk mengembangkan keahlian berbicara siswa melalui penelitian. Penelitian ini adalah Penelitian Tindakan Kelas yang bertujuan untuk menyelesaikan masalah siswa berkaitan dengan rendahnya penguasaan keahlian berbicara Bahasa Inggris. Ada dua masalah yang diselesaikan melalui penelitian ini. Pertama, bagaimana

Fun with English sebagai materi audio visual diterapkan untuk mengembangkan

keahlian berbicara Bahasa Inggris siswa SMP? Kedua, bagaimana Fun with English sebagai materi audio visual dapat meningkatkan keahlian berbicara Bahasa Inggris siswa SMP? Untuk menjawab masalah penelitian yang pertama, peneliti mengamati perilaku dan sikap siswa kelas tujuh SMP N 4 Ngaglik selama mengikuti proses belajar mengajar Bahasa Inggris. Pengamatan ini dilakukan dengan menggunakan daftar pengamatan kelas. Sedangkan untuk menjawab masalah penelitian yang kedua, peneliti menggunakan kuesioner sebagai instrumennya. Peneliti juga menerapkan hypothesis

testing (berdasarkan nilai pre-test dan post-test) untuk mengetahui seberapa besar

peningkatan prestasi belajar siswa. Langkah-langkah penerapan Fun with English untuk mengembangkan keahlian berbicara Bahasa Inggris siswa adalah sebagai berikut: perencanaan, tindakan dan observasi, refleksi. Penerapan penggunaan Fun with English untuk mengembangkan keahlian berbicara Bahasa Inggris siswa SMP dilakukan dalam dua putaran. Putaran yang pertama adalah penggunaan hanya Fun with English. Ada enam aktifitas pada putaran ini. Aktifitas- aktifitas tersebut antara lain: menonton film yang diambil dari Fun with English, mengerjakan kuis, berdiskusi, membuat percakapan pendek menggunakan ekspresi-

10 ekspresi yang diambil dari Fun with English, mempraktekkan percakapan yang dibuat, dan melaksanakan tes formatif. Hasil dari putaran pertama adalah bahwa siswa tidak mengalami peningkatan pada keahlian berbicara Bahasa Inggris mereka. Pada putaran ke dua, ada sembilan aktifitas yang dilakukan. Aktifitas-aktifitas tersebut antara lain:

Shout me Loudly (melatih siswa mengucapkan kata-kata Bahasa Inggris yang diambil

dari Fun with English), Watch Out (menonton film yang diambil dari Fun with

English ), berdiskusi, Grammar Mastery (mengerjakan latihan-latihan tata bahasa), Act

As (mempraktekkan percakapan), Reading (membaca teks berdasarkan topic dari Fun

with English ), mempraktekkan percakapan secara berpasangan, Performance

(melaksanakan tes formatif). Hasil dari putaran kedua adalah siswa mengalami peningkatan pada keahlian berbicara Bahasa Inggris mereka. Dari hasil analisa kuesioner, ditemukan bahwa penggunaan Fun with English sangatlah efektif. Fun with

English mampu memotivasi siswa, mendorong siswa, lebih jelas dalam menyampaikan

materi, lebih menarik, lebih mudah dipahami, lebih menguntungkan, dan dapat membangun rasa percaya diri dan interaksi siswa. Dari hasis hypothesis testing, diperoleh data bahwa standar deviasi pre-test (0.88) lebih rendah daripada standar deviasi post-test (1.72). Ini berarti bahwa peningkatan yang terjadi pada siswa adalah signifikan dan metode ini juga mampu menyeragamkan keahlian siswa. Berdasarkan hasil penelitian, ada beberapa usulan yang diajukan. Usulan pertama ditujukan kepada para guru. Para guru dapat menggunakan hasil-hasil penelitian ini untuk meningkatkan prestasi belajar siswa mereka dengan menambahkan aktifitas- aktifitas yang komunikatif. Usulan yang kedua ditujukan kepada para pembaca, khususnya para calon guru. Para calon guru dapat menggunakan hasil-hasil penelitian ini untuk tujuan-tujuan pendidikan. Usulan yang terakhir ditujukan kepada para pengembang materi pembelajaran. Para pengembang materi pembelajaran sebaiknya melengkapi materi pembelajran audio visual mereka dengan aktifitas-aktifitas yang membuat siswa aktif, kreatif, dan interaktif.

11 ACKNOWLEDGEMENTS I am very grateful to Jesus Christ who is faithfully leading me and blessing me every time, everywhere, and everyday so that I could finish this thesis. I realize that all I have done can not be apart from God’s blessing. Without God’s blessing, I could not do anything.

I would like to sincerely thank Gregorius Punto Aji S.Pd, M.Hum., my sponsor, for every suggestion and assistance. I would like to give my very special word gratitude for my beloved parents: Drs. G. Suharto, M.Pd and Veronika

Tuginah for their love, affection, support, prayer, and everything. I would also

like to thank them for always cheering up my life, encouraging me when I am down, and understanding my feeling. I would also never forget to thank them for every suggestion given for the better of my life.

I would like to thank my lovely sisters and brother: Irmina Riris

Widiastuti, S.E, Maria Arum Puspita Prihatmi, S.E; and Yohanes Magna

Hariarto, S.Pd; who always cheer me up every time I feel sad and encourage me

every time I feel desperate and feel disappointed with myself.

I greatly appreciate all the members of SMP 4 Ngaglik, Sleman, especially for the seventh year students (class C); Wakijo, S.Pd, the principal;

Isniati, S.Pd, the English teacher; classroom teachers; and all the staffs. They

have helped me finishing this research.

I would like to thank all lecturers of Sanata Dharma University who

12 to be one of the students here, for the patience and willingness in giving me knowledge. All lecturers in this university are great and unforgettable.

I would like to express my appreciation to all my friends who have helped me from the beginning of semester 1 to the end of semester 3; Beni,

Ayuni, Retno, Agnes, Olive, and all my classmates from semester 1 to 7. I would

also like to thank them for our friendship and their willingness to share knowledge so we grow together up to this level.

I would also like to give my special thankfulness to my best friends:

Oki, Eka, Lia, Dewi, and Titin who always support me psychologically so that I

always have spirit to finish my study. I would never forget to thank my best friends: Taju, Nita, Dian, and Nancy for always making me laugh, tough, and brave to face every problem in my life. I would also like to thank all Spring members: Koko, Fandi, Yason, Thomas, and Andre who also played an important role in my study.

I thank all my English private students who I cannot mention one by one. They are my future. Because of them, I have the opportunity to always sharpen my saw and keep it bright. They are my wonderful students.

Last but not least, I would also send my gratitude to my guardian angel who always accompanies, loves, and protects me.

Frida Purusadani

13 TABLE OF CONTENTS PAGE TITLE PAGE ……………………………………………………………….. i APPROVAL PAGES………………………………………………………… ii DEDICATION PAGE ……………………………………………………… iv STATEMENT OF WORK’S ORIGINALITY …………………………… v ABSTRACT ………………………………………………………………… vii

ABSTRAK …………………………………………………………………… ix

ACKNOWLEDGEMENTS ………………………………………………... xi TABLE OF CONTENTS …………………………………………………… xiii LIST OF TABLES ………………………………………………………….. xvi LIST OF FIGURES …………………………………………………………. xvii LIST OF APPENDICES ……………………………………………………. xviii

CHAPTER 1 INTRODUCTION …………………………………………. 1

A. Research Background ………………………………………......

1 B. Problem Formulation ……………………………………………

6 C. Problem Limitation ……………………………………………… 7 D. Research Objectives …………………………………………….

7 E. Research Benefits ………………………………………….......... 7

F. Definition of Terms ……………………………………………… 8

14 CHAPTER II REVIEW OF RELATED LITERATURE ………………... 12

A. Theoretical Description …………………………………………. 12 1. Audio-Visual Materials …………………………………….

2. Development of Speaking Ability …………………………... 13 3. Communicative Language Teaching ………………………..

4. CALL …………………………………………………………. 16

5. Effective Learning …………………………………………… 17

6. Classroom Action Research …………………………………. 19

B. Theoretical Framework …………………………………………. 24

CHAPTER III RESEARCH METHODS ………………………………….. 28 A. Research Method ………………………………………………… 28 B. Research Participants …………………………………………… 31 C. Data Gathering Technique and Instrument ……………………

1. Type of Data …………………………………………………. 32

2. Data Needed …………………………………………………. 34

D. Data Analysis Technique ……………………………………….. 36 E. Research Procedure ……………………………………………..

38 CHAPTER IV RESEARCH FINDINGS ………………………………….. 41

A. The Implementation of the Audio-Visual Material to Develop Students’ Speaking Ability …………………………. 41

1. Cycle 1 ………………………………………………………… 41

2. Cycle 2 ………………………………………………………… 42

B. Students’ Improvement in English Speaking Ability ……………... 47

1. Improvement on Students’ Achievement ……………………… 47

2. Improvements in Teaching-Learning Process ………………… 51

CHAPTER V CONCLUSION ……………………………………………… 56

A. Conclusion ………………………………………………………... 56 B. Recommendations ……………………………………………….. 57 C. Suggestions ……………………………………………………….. 58

REFERENCES ….…………………………………………………………... 60

16 LIST OF TABLES PAGE Table

2.1. Correlation between listening, reading, and writing with speaking ability ……………………………………………

3.1. Scoring Sheet …………………………………………………………… 32

3.2. Categories in the Questionnaire ………………………………………… 33

3.3. The Data Needed ………………………………………………………. 34

4.1.1 The Changes Activities from Cycle 1 to Cycle 2……………………… 45

4.1.2 The Reflection on Cycle 1 and Cycle 2 ……………………………….. 46

4.1.3 The Suggestion on Cycle 1 and Cycle 2 ………………………………. 46

4.2. Improvement on Students’ Achievement (N=37) ……………………… 50

4.3. Data from Calculator Casio fx-3600P ………………………………….. 50

4.4.1 Improvement in Teaching-Learning Process Based on Effectiveness (N=37) ………………………………………. 51

4.4.2 Improvement in Teaching-Learning Process Based on Interest (N=37) ………………………………………………. 51

4.4.3 Improvement in Teaching-Learning Process Based on Clarity (N=37) ……………………………………………….. 52

4.4.4 Improvement in Teaching-Learning Process Based on Benefit (N=37) ……………………………………………….. 52

4.4.5 Improvement in Teaching-Learning Process Based on Creativity (N=37) ……………………………………………. 53

4.4.6 Improvement in Teaching-Learning Process Based on Confidence (N=37) …………………………………………… 53

4.4.7 Improvement in Teaching-Learning Process Based on Motivation (N=37) ……………………………………………. 53

4.4.8 Improvement in Teaching-Learning Process Based on Interaction (N=37) ……………………………………………. 54

17 LIST OF FIGURE PAGE

Figure 2.1 Action Research cycle by Stephen Kemmis ……………………..........

18 LIST OF APPENDICES PAGE Appendix 1 Syllabus ……………………………………………………... 62 Appendix 2 Lesson Plan ………………………………………………..... 66 Appendix 3 Student’s Handouts …………………………………………

72 Appendix 4 Teacher’s Handouts …………………………………………

86 Appendix 5 Questionnaire for the students …………………………….. 100 Appendix 6 The Result of the questionnaire …………………………… 103 Appendix 7 Classroom Observation Sheet before students were taught using mediated-method …….. 106 Appendix 8 Classroom Observation Sheet after students were taught using mediated-method ………. 107 Appendix 9 Classroom Observation Sheet when students were being taught using mediated-method ………………... 108 Appendix 10 Question Sheet of Pre-test ………………………………….. 109 Appendix 11 Question Sheet of Post-test …………………………………. 110 Appendix 12 Pre-test Score ………………………………………………... 111 Appendix 13 Post-test Score ………………………………………………. 112 Appendix 14 Scoring Criteria ……………………………………………... 113 Appendix 15 Hypothesis Testing Result ………………………………….. 114

CHAPTER I INTRODUCTION This chapter discusses the background of the study which is explained

broadly in the rationale. It also discusses the problem formulation, problem limitation, research objectives, research benefits for teachers, students, and for researchers, and definition of terms used in the study.

A. Research Background

English is not only used in educational fields but also in work fields. Many books which are used in educational fields are written in English, and even poems, novels, and comics are also written in English. English is used as an international language in the world. Also, it is used as an instructional language in some schools in Indonesia. Recently, there are many elementary schools, senior high schools, and junior high schools are growing to be international schools in which English is used as the instructional language for every subject the students take. Some elementary schools, junior high schools, and senior high schools choose one day to be an English day. It shows that English is now being an important language in Indonesia.

Therefore English is formally taught at school for children starting from kindergarten and informally taught at home starting from baby period. A mother, who gives a birth, tries to collect English songs for her baby as a lullaby because she wants to make her babies accustomed to English word. She expects her children will be easier in mastering English when they have to start to learn English in school. Parents who have children in a kindergarten school, in a junior high school, and in a senior high school also try to find an English course or private English course for the sake of their children’s mastery and fluency in English.

Everyone is suggested to be able to speak English fluently. Why speaking? It is because speaking plays a crucial role in building a communication. Shannon and Weaver (1949) state: “As part of social behavior, communication is any means by which one person or creature brings about a change in the knowledge or behavior of another person or creature.” Also, they said that communication is sending and receiving messages. It means that we need a good sender and a good receiver in building a good communication. Good senders are those who can transmit their message orderly and clearly. Good receivers are those who understand clearly the transmitted message. It means that in building a good communication, we need good speaking skills and good listening skills.

For many people, being fluent in speaking English is not easy since English is not our mother tongue. They should develop their four basic skills to master it.

They are listening, speaking, reading, and writing. Nevertheless, developing only four basic skills is not enough. People should also develop the other skills like pronunciation mastery, vocabulary mastery, and grammar mastery. Frequently, people understand what is said by others who speak English but most of them cannot reply those using English. It seems that they are afraid of making mistakes and they are not confident enough with their ability in speaking English. It might happen because they lack practices inside or outside the classroom.

Whereas speaking skill can be said to be good indicators of success in learning English, we see the fact that English speaking ability of junior high school students, especially those which are located in small cities or remote places, shows unsatisfying results. The example of this case is SMP 4 Ngaglik Sleman. When the researcher discussed this case with the English teacher of the seventh grade, she said that it was true that her students’ English speaking ability was not good. It was because students never practice speaking English. She also explained that the school did not have interesting and effective media to develop the students’ speaking skill. She also said that she only used textbooks in her teaching learning activity so there were not many interactive activities to be used.

In fact, the school has a laboratory with a television and VCD player which is very useful to support the teaching learning activity but the school does not have recorded materials so the teachers cannot take advantage of them. Because the teacher only uses the conventional method, consequently the students often get bored and less interested in the teaching-learning process. They tend to think that English is difficult and complicated.

When the researcher tried to introduce students to Fun with English, the researcher observed their attitudes and behaviors during the lesson and the researcher found that they were more enthusiastic and more interested in the activity. The teacher was also interested in implementing it. Then the researcher asked students about their feeling after being taught using Fun with English.

Almost every student said that they were more enthusiastic, happier, and easier in understanding the materials given. Knowing such a condition, the researcher concluded that using media in teaching English is crucial because it can attract students’ attention and interest. It also helps students to know the real situation so that they can practice it without any hesitation. But, the researcher is not really sure about this because it was the first time for them to learn with Fun with

English . Since the researcher did it only once, she needs to do the study of using

Fun with English more intensively.

Japanese National Commission for Unesco (1971) stated, “audio-visual materials play a unique role in conveying what is hard to transmit through textbooks and present in the classroom lesson.” Audio-visual materials are better than textbooks in terms of expressing or communicating messages. It is clearer and more understandable. It is also said by Edling and Paulson (1980) that instructional media play a key role in the design of systematic instruction because they establish learners to acquire knowledge, skills, and attitudes from the condition that is produced.

It means that audio-visual materials are important and effective to be implemented in improving students’ achievement in English because it shows the real situation related to the topic so that students get the exact ideas and there will be no misunderstanding between the materials given and the students’ understanding. If the students do not really understand the material, they are still able to guess the meaning of the words by paying attention on what is done by the pictures they watch. It enables learner to acquire knowledge, skills, and attitudes effectively.

Besides, the success of using media does not only depend on the students, but also on the teachers, methods, and the school environment. Teachers using conventional method, in which only teachers play a big role in teaching learning process, will block the students’ creativity in exploring their ideas and make them become passive students because they do not have chance or time to practice speaking and show their ability in the class. In contrast, teachers using mediated- method in teaching learning process will enable students to explore their creativity and build their confidence to show their ability in the class. It also makes students become active because they have much more time and chances to move and speak up in the class or in the public.

Realizing the benefits of using a recorded material, the researcher chose Fun

with English as the media to help students of SMP N 4 Ngaglik Sleman develop

their speaking ability. Fun with English is an audio visual material which is recorded in the form of compact disc (CD). The researcher chose elementary level because seventh grade means the first grade for students to develop their speaking ability so elementary level is appropriate to be implemented. The researcher chose

Fun with English because it meets the students’ need as stated in the curriculum,

the language input is natural, it fulfills the bidirectional learning, and it facilitates the integrated teaching learning. The researcher thinks it is appropriate to be implemented in this school because it has the television and the VCD player. It also has students in low intelligence so that the researcher wants to help them catch up from the middle and high-intelligent students. This study will be done in collaboration between the English teacher and the researcher. The material was designed by the researcher with the help of the teacher, and then it was implemented. It is aimed to make the learning more effective and more efficient. By implementing Fun with English, the teachers are expected to be able to use it as their effective way to develop their students’ speaking ability because speaking is used as the best indicator of the success in language learning. It is also expected that the students will be fluent in speaking English after being taught using Fun

with English so that they are ready to continue their study in the higher levels and

ready in facing the global era.

B. Problem Formulation

There are two problems that will be answered through this study. They are:

1. How is Fun with English as audio-visual materials implemented to develop English speaking skill of junior high school students?

2. How does Fun with English as audio-visual materials improve the English speaking skill of junior high school students?

C. Problem Limitation

Because the researcher wants to apply mediated-method to improve English speaking ability of junior high school students, teaching method implementation is the area limitation of this study. Here, the researcher uses pictures as the media. Pictures are divided into two. They are still picture and live picture. Fun with

English uses live pictures in conveying the materials given. That is why the

researcher gives limitation only on the using of live pictures.

D. Research Objectives

The objectives of the study are:

1. To describe how Fun with English can be implemented effectively to improve student’s speaking skill.

2. To describe the good impacts Fun with English gives in improving English speaking skill for junior high school students.

E. Research Benefits

This research is conducted to give some benefits for the teachers of junior high schools, for the students of junior high schools, and for the researcher.

1. The teachers of junior high schools This research helps them improve the learning achievement of speaking skill of junior high school students. It is also expected that speaking skill of students will be better after being taught using Fun with English. Besides, this research also helps teachers to know whether Fun with English is effective to develop the junior high school students' speaking ability.

2. The students of junior high schools Through the implementation of the use of Fun with English, students are expected to be able to understand the material easier because they are interested in the teaching learning process. It is also expected that the students’ speaking skill will improve significantly after being taught using Fun with English so that they become fluent in speaking English.

3. The researchers of this study The researcher of this study hopes that Fun with English could be implemented successfully to improve speaking skill of junior high school students. The researcher also wants to help English teachers of junior high schools provide an interesting and effective media for their English teaching-learning activities. Besides, through the implementation of the use of Fun with English the researcher will know will know to what extent Fun with English develops English speaking skill of junior high school students.

F. Definition of Terms The terms used in this study are defined as follows.

1. Fun with English

Fun with English is a film. It is a visual and auditory English learning

material using live pictures and it is packed in a form of video compact disc. It focuses on the development of learners’ speaking skill. It is an English learning medium which is interesting, practical, and easy to understand starting from pre- elementary to advance. It is developed by experts, professionals, and native speakers who systematically work together applying a modern English learning method. It consists of four categories. They are pre-elementary (pre-school to 6 years old), elementary (7 years old to 12 years old), intermediate (13 years old to 16 years old) and advanced (students of university). Fun with English provides

grammar , vocabulary, phonetic, and six basic skills in learning a language, that is

watching, listening, understanding, speaking, reading and writing.

2. Audio-Visual Materials Japanese National Commission for Unesco stated in “The Use of Audio-

Visual Teaching Materials in Schools in Japan” , published in 1971, that audio-

USING FUN WITH ENGLISH AS AUDIO-VISUAL MATERIALS TO DEVELOP SPEAKING SKILL OF JUNIOR HIGH SCHOOL STUDENTS