Developing video-based supplementary materials to teach speaking skill based on curriculum 2013 for the seventh grade of smp negeri 12 Surakarta Jurnal Monika

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DEVELOPING VIDEO-BASED SUPPLEMENTARY MATERIALS TO TEACH
SPEAKING SKILL BASED ON CURRICULUM 2013 FOR THE SEVENTH
GRADE OF JUNIOR HIGH SCHOOL IN SURAKARTA
Monika Widyastuti Surtikanti, Dewi Rochsantiningsih, Ngadiso
English Education Departement of Graduate School
Sebelas Maret University
monikawidy72@gmail.com

Abstract
In the 2013 Curriculum, the government assigned SMP students to use a course book
“When English Rings A Bell”. However, the result of textbook analysis reveals that the
speaking materials in WERB for seventh grade are limited. Regardless of these urgency,
need analysis reveals that it is necessary to have video-based supplementary materials to
teach speaking skill. This Research and Development study is intended to (1) investigate
the quality of “When English Rings A Bells” textbook to teach speaking skill for grade
seventh of Junior High School, and (2) to develop the video-based supplementary
materials to teach speaking skill for grade sevent. The data in need analysis was

obtained from three Junior High Schools in Surakarta. The feasibility test merely focused
on one of SMP in Surakarta . The sample of this research was the seventh grade students
which consisted of 28 students. This study is categorized as a Research and Development
study. There are 2 stages in conducting this study. The first is exploration, which consists
of need analysis, library research, prototype design, and expert judgment. The second is
model development which consists of prototype try out and evaluation. The findings of
the study lead to the conclussions that there are some weaknesses of WERB for seventh
grade viewed from the six criteria of good speaking materials. The result of textbook
analysis leads to the development of the video-based supplementary material through
two stages namely exploration and model development entitled “When I Speak English”
(WISE). The result is WISE can enhance the students’ speaking skill.
Keywords: Video-based, Supplementary Materials, Curriculum 2013, Speaking skill

INTRODUCTION

transmitted, and a person or persons

Speaking is crucial in a second or

for whom this message is intended (the

foreign language. It is a process which

receiver). However, teaching speaking

enables people to share information,

skill is not an easy task for English

ideas, and feeling. It is also supported

teachers. The teacher should be able to

by body language or gestures. In other

facilitate the communication so that the

words speaking is a communication

communication

practice that exchanges of ideas or

runs well. He should also be able to

information,

more

build a good atmosphere in a classroom

persons, usually at least one speaker

in order to stimulate the students to

(sender),

speak naturally and comfortably.

between

two

or

among

the

students

commit to user

a

message

which

is

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The

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current

implemented

in

of observing the phenomena, raising

curriculum

Indonesia

is

some questions, exploring the theory,

called

Curriculum 2013 (C13). As stated in the

constructing

appendices

Menteri

communicating it. In short the students

Pendidikan dan Kebudayaan number 68

have to actively use the language in the

year 2013, C13 has an objective, as

form of spoken language in order to

follows:

present

“Kurikulum 2013 bertujuan untuk
mempersiapkan
manusia
Indonesia
agar memiliki kemampuan hidup
sebagai pribadi dan warga negara
yang
beriman,
produktif,
kreatif,
inovatif, dan afektif serta mampu
berkontribusi

pada
kehidupan
bermasyarakat, berbangsa, bernegara,
dan peradaban dunia” (Permendikbud
no 68 Tahun 2013).
(Curriculum 2013 aims at providing
Indonesian human having ability to live
as both individual and citizens which is
religious,
productive,
creative,
innovative, and affective, and also be
able to give contribution towards the
living of people, nation, state, and world
civilization)
It indicates that C13 has an

communication.

objective to prepare Indonesian humans

6) Encourage learners to apply their

having life skills as both personal and

developing language skills to the world

citizens which are religious, productive,

beyond the classroom.

of

Peraturan

the

the

concept,

knowldge

in

and

a

real

In order to achieve the above
condition, the teacher has to select the
proper material to get a result from the
students especially for speaking skill.
Based on Nunan‟s (1988: 1) suggestions,
good materials should 1) Be clearly
linked to the curriculum they serve; 2)
Be authentic in terms of text and task;
3)

Stimulate

interaction;

4)

Allow

learners to focus on formal aspect of
the language; 5) Encourage learners to
develop skills in learning–how-to-learn;

Moreover,

creative, innovative, and affective, and

Crawford

(2002:

83)

also be able to give contribution to

suggests that good course books should

social interaction, country, and culture

be critically evaluated, viewing both

of the world.

their constraints and their promises.

The role of speaking skill in the

Moreover, Harmer (1991: 123) states

recent curriculum is important. In the

that good speaking materials should

C13, the students are expected to be

have a number of characteristics: 1)

more active in raising questions toward

They should engage the students by to

the

The

be active in the learning activities. 2)

students‟ curiousity has to be explored

They should have some purposes which

in the process of teaching and learning.

are not purely linguistic - such as

It is in line with the principle of

solving

scientific

the

decision. 3) They should be designed to

knowledge is acquired from the process

maximise the range of language they

knowledge

being

approach

learned.

whereas

a

problem

or

reaching

a

commit to user

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will use, so they should not restrict

English

students,

interview

for

example,

to

specific

grammar patterns.

teachers.
done

According

by

the

the

researcher

involving three English teachers of SMP

Minister of Education Regulation

Negeri 1, 4, and 12 Surakarta, they said

Menteri

that WERB for seventh grade has limited

Pendidikan dan Kebudayaan Republik

materials. They have to find another

Indonesia

2013)

teaching resources in order to add the

assigned that the book entitled “When

materials in teaching English. WERB for

English Rings A Bell” (WERB) to be used

seventh grade does not accomodate the

as the course book in English subject.

four skills of language, namely listening,

The

the

speaking, reading, and writing. There

course book that should be used by the

are some materials stated in the basic

teachers. There are two versions of

competence which is not included in

WERB provided by the government,

WERB for seventh grade. In teaching

those are student‟s book and teacher‟s

speaking skill, especially, the English

book. The content of WERB is quite

teachers said that they need models in

interesting. It contains many colorful

teaching speaking in terms of models of

pictures and some exercises.

conversation

number 71/2013

nomor

government

(Peraturan

71

has

tahun

provided

in

transactional

and

The result of textbook analysis

interpresonal dialogue and also spoken

indicates that WERB for seventh grade

descriptive text which are not provided

has met some criteria of good textbook.

in the book. Therefore, the materials are

For the content point of view, WERB for

needed to be developed in order to

seventh grade has accurate materials.

reach the basic competence. It leads the

The materials have met some of the

researcher to develop the materials to

core and basic competence. For the

teach

visual point of view, WERB for seventh

result of questionnaire given to the

grade has met the criteria of good

students of three Junior High Schools in

systematic

textbook.

Surakarta, shows that the speaking

However, there are some points that are

materials provided in the book are too

not included in WERB. The materials

simple. They needed more materials to

provided in WERB for seventh grade are

support their learning in speaking. The

still limited. Especially for speaking

students also said that they wanted to

skill, the materials in WERB for seventh

have interesting speaking materials in

grade do not accomodate the all of the

order to raise their motivation.

and

layout

of

indicators of speaking.

speaking

skill.

Moreover,

the

The result of interiview revealed

The above analysis was in line with

that both the English teachers and the

the result of interview towards some

students need models to teach speaking

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skill. There are some teaching models to

speech

teach

instrument. Mackey in Nurkasih (2007:

speaking

skill

found

in

the

of

sound

as

the

main

literature. One of them is video. Video

13)

is an educational technology that has

expression that involves not only the

become affordable since the late 1970s.

use of right patterns of rhythm and

It is a relatively new option for the

intonation

language teacher when compared with

convey the right meaning. According to

textbooks, the blackboard and audio

Chaney (1998: 13), speaking involves

tapes (Hoodith, n.d. in Intajuck, 2001).

three areas of knowledge. They are, (1)

Moreover Flynn (1998 in Intajuck, 2001)

Mechanics

said that video brings language in the

and vocabulary). It is the ability to use

context of life in realistic settings to the

the

classroom.

pronunciation,

The

setting,

action,

defines

right

that

but

speaking

also

right

(pronunciation,

order

is

with

and

oral

order

to

grammar,

the
(2)

correct
function

emotions, gestures in a video provide an

(transaction and interaction): knowing

important visual stimulus for language

when clarity of message is essential

production

Interactive

(transaction/information exchange) and

video offer the chance for learners to

when precised understanding is not

see and hear authentic language used in

required (interaction/relation building).

real or realistic situations, to develop

It is concluded that speaking is an ability

reading, listening and writing skills and

to say something which involves the

to reinforce and test vocabulary and

ability in using the words in the correct

knowledge

pronunciation, right grammatical form,

structures

and

practice.

of
of

the
the

grammatical

target

language

and meaningful context, fluency, and

(Intajuck, 2001: 3).
This

study
the

choosing
is

aimed
of

1)

the

(vocabulary)

choice

in

the

of

words

process

of

“When

interpreting and negotiating meaning in

English Rings A Bells” textbook to teach

conveying messages to establish and

speaking skill for grade seventh of

maintain social relationship.

investigating

quality

at

Junior High School, and 2) describing
the

development

supplementary

of

Teaching

video-based

seperated

from instructional material. Richards
(2001: 251) states that instructional

speaking skill for grade seventh of

materials generally serve as the basis

Junior High School.

for much of the language input learners
that

receive and the language practice that

speaking is an interactive process of

occurs in the classroom. Thus, material

constructing

(1997:

4)

to

be

teach

Brown

materials

cannot

meaning

defines

involving

is user
the source of teaching and learning
commit to

producing, receiving, and processing

process. A good teacher should choose
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a proper teaching material in order to

order to provide the best conditions

create an effective teaching and learning

for autonomous language use

process (Howard, 2008).

2. Purposefulness

There are several defintions about

The materials should reflect a clear

supplementary material found in the

outcome

literature.

especially

that

Davanellos

supplementary

(2001)

defines

materials

of

speaking

one

activity

which

requires

learners to work together to achieve

are

common purpose

materials which do not exist in the
book/s which are currently used by a

3. Interactivity

group of learners. The materials are

Activitivities should require learners

„free-standing‟ and they are here to

to take into account the effect they

make the teachers‟ life easier and the

are having on their audience

leaners‟ a bit more.

4. Challange
The materials should contain some

The second definition is given by
Vinio

and

Marin.

They

state

that

tasks

which

should

stretch

the

supplementary materials are additional

learners so that they are forced to

materials used to facilitate the learning

draw

process of the learners and to make

communicative resources to achieve

them

outcome

study

in

a

constructive

and

meaningfull way (Vinicio and Marin,

their

available

5. Safety

2012).

While learners should be challanged,
From the above definitions, it can

be

on

concluded

that

they also need to feel confident that,

supplementary

when meetinh those challanges and

materials are additional materials apart

attempting

from the existing course book which has

use, they can do so without too much

a role to facilitate the learning process.

risk

In

teaching

speaking,

autonomous

language

6. Authenticity

the

teacher needs good speaking materials

Speaking

in

relation to real-life language use

order

to

achieve

the

maximum

tasks

should

have

some

speaking outcome. Thornburry (1997:

McDonough and Shaw (2013: 171)

90) states that to increase the learner‟s

states that good speaking materials

chance in developing speaking skill, the

should

materials should meet the following

sharing information of the learners. The

conditions:

idea

1. Productivity

learners should be provided with the

involve

behind

the

this

negotiation

thinking

is

and

that

A speaking activity needs to be

opportunity to use the language they

maximally language productive in

know in meaningful activities, they feel

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motivated to talk about. It can be said

process of developing and validating

that

educational instruction. It is aimed to

the

materials

should

give

opportunity to the learners to get

produce

involve in using the language orally.

educational purposes. The product is

From the above explanation, it can be

developed based on the need analysis

formulated

and document study in the preliminary

some

criteria

of

good

2

3

4

5

Productivity

Authenticity

Opportunity

Motivation

of

product

for

evaluated through feasibility test to see

Table 1 Criteria of Good Speaking
Materials
Points
Purposefulness

kind

stage. The product being developed was

speaking materials as follows.

No
1

any

whether it is applicable or not.

Criteria
The materials should have
clear outcomes of speaking
activity
The materials provide
language components in
which to achieve maximal
language production
Speaking tasks should have
some relation to real-life
language use
The materials teach
something learners feel
they can use
Speaking materials give
learners opportunities to
practice both cooperatively
and individually
Speaking materials should
involve negotiation and
sharing information and
sharing information
The materials should be
able to motivate the
students to use the
language
The materials provide a
pleasurable learning
experience
The materials should
contain some challanging
tasks

For

some

limitation

and

consideration, the procedures in this
study were simplified into two main
stages, namely exploration and model
development. Exploration consists of
library

research,

prototype

field

design,

research,

and

expert

judgement. Model development consists
of prototype try out.
The data was obtained by using
questionnaire,
observation,

interview,
expert

classroom

judgment

sheet,

documents analysis, and focus group
discussion. The data were analyzed using

Interactive Model as suggested by Miles
and Huberman (1992) in Hopkins (1993:
159) which employs, data reduction, data

METHOD

display, and conclussion.

The study was carried out in one
of Junior High School in Surakarta in

RESEARCH FINDINGS

grade seventh. the research occured for
six month which consisted of pre-

The result of textbook analysis

research, exploration, and trying out the

reveals that WERB for seventh grade has

prototype.

weaknesses of the six criteria of good
and

speaking material. WERB for seventh

development study or it is known as

grade is designed based on Curriculum

R&D study. Borg and Gall (1983) states

2013

This

is

a

research

which

employed

scientific

commit to
user
approach
as the teaching procedures.

that in terms of educational research
and

development,

it

deals

with

However, the materials in WERB does

a
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not reflect the communicating stage as

parts of the prototype before trying out

assigned by the government.

the draft in the classroom.

WERB for seventh grade does not

To receive the feasibilty of the

accomodate grammar as one of the

product, the draft was tried out in the

indicators

The

class. The result of try out 1 shows that

vocabulary provided in the observing

the materials could not trigger the

stage are still limited. The speaking

students‟ curiousity. Besides, there are

tasks in WERB for seventh grade are

some

authentic. However, WERB for seventh

directions should be added in order to

grade

authentic

achieve the learning goals. In observing

materials. To achieve better speaking

stage, the students were not active in

outcomes, the students should be given

answering the teacher‟s question about

chances to use the target language to

the

have discussion and presentation which

suggestion in FGD, before the students

are not provided in WERB for seventh

watched the video, they are asked to

grade. The speaking activities provoded

read the questions related to the video.

in WERB are too simple. Therefore, it

Thus, the students will focus on paying

should be added some challenging and

attention to the video. The second was

fun speaking activities in order to

experimenting

stage.

improve the students‟ motivation.

observation

shows

of

speaking

provides

skill.

limited

questions,

video.

Based

dialogues,

on

the

The

and

teacher‟s

classroom

that

the

The result of textbook analysis

communicating stage did not run well.

and need analysis led the researcher

Many students used Bahasa Indonesia in

designed a draft in the form of video-

asking and answering their birthday.

based supplementary material to teach

Based on the teacher‟s suggestion in

speaking skill for the seventh grade

FGD, there should be some dialogues in

students. There are some stages in

order to make the students practice how

developing

namely

to ask and answer about someone‟s

analyzing the syllabus, drawing the

birthday. The third was associating

blueprint of the prototype, selecting the

stage. The class observation shows that

material,

the

material

the

teaching

the discussion did not work well. Many

creating

speaking

students did not understand what to do.

tasks. After making the prototype, the

The instruction stated in the above of

researcher validate the prototype to the

the task cannot be understood by the

expert of ELT and textbook layout in

students. The other observer suggested

order to receive better result of the

to revise the instruction simpler than

draft.

before.

organizing

procedures,

Based

and

on

the

result

expert

commit to user

validation, the researcher revised some

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From the result of the observation,

the students to produce questions. The

questionnaire, and FGD the researcher

students could give questions to their

revised the draft. After that, the revised

friends. Based on the result of fgd in try

draft was tried out in try out 2. The

out 3, the students were able to ask

result of try out 2 shows that the

questions related to the topic with

obstales in try out 1 was well overcome.

sufficient guidance from the teacher.

The students were actively involved in

The result of the three try-outs

the speaking activity using English.

lead the production of a video-based

However, the materials still could not

supplementary

material

trigger the students‟ curiousity. The

speaking

for

result of observation from try out 1 and

students based on Curriculum 2013,

try out 2 shows that the students did

entitled “When I Speak English” (WISE).

skill

to

teach

seventh

grade

not give any questions to the teacher.
According to the teacher in FGD, he said

DISCUSSION

that the problem was because of the

There are two major points that

students‟ input. The students of seventh

the researcher would like to discuss.

grade were active in doing any kinds of

The first is the quality of WERB for

tasks but they were very quite when

seventh grade to teach speaking skill

they have to ask questions.

and the development of the video-based
supplementary

material

researcher revised the draft by adding

speaking

for

some spaces to write the student‟s

students of SMPN 12 Surakarta. The

questions.

discussion

From the result of try out 2, the

The

researcher

discussed

skill

of

the

to

teach

seventh

grade

two

points

is

discussed in the following section.

with the English teacher about how to
design the materials which can trigger

The findings of the study shows

the studnets‟ curiousity. The teacher

that WERB for seventh grade has some

allowed the students to write down the

weaknesses toward the criteria of good

questions in the table available in the

speaking material. The criteria were

stage “Ask!”. Asking questions is not an

constructed

easy task for the students. therefore, the

available in the literature. They are

teacher should guided the students

teaching

from

productivity, authenticity, opportunity,

the

observing

stages

interesting

materials.

The

with

from

method,

several

theories

purposefulness,

and motivation.

teacher

1. Purposefulness

should also teach them how to compose

Based on the result of textbook

the grammatical questions by playing a
the

analysis, the tasks in WERB for seventh

questioning stages, the teacher trigger

grade has a clear speaking outcomes.

a

role

as

error-corrector.

In

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However, to achieve better speaking

students speak English fluently. It is in

outcome, it is necessary to add more

line

speaking

to

Dangerfield (1985: 6) who state that in a

Thornburry (1997: 90), the language

speaking class, it is necessary to give

productivity can be increased if the

the

material

attention on the accuracy practice stage

activity.

has

a

According

clear

outcome

of

with

Matthews,

students

Spratt,

opportunity

to

and

pay

speaking.

before conducting production stage. The

2. Authenticity

accuracy practice stage focuses on the

The speaking tasks available in

practice of vocabulary, pronunciation,

WERB for seventh grade are considered

stress,

as authentic tasks. The students are

grammar of the language.

given chance to practice the language in

4. Opportunity

intonation,

spelling,

and

a real communication. However, WERB

Based on the result of textbook

for seventh grade still has limited

analysis, the speaking tasks in WERB for

authentic

Authentic

seventh grade students are sufficient.

for

the

However, those are considered as very

students. As what Tomlinson (2008: 4

simple speaking tasks. The students

in Reswari, 2013: 190) says

should be given chances to use the

materials.

materials

are

materials for

important

learners at all

that

target

levels

language

in

discussion

and

authentic

presentation. The goal of speaking class

use of English through spoken and

is to make the students actively get

written

involved

must

provide exposure

texts

with

to

the potential to

in

the

interaction

and

engage the learners cognitively and

communication among the students. It

affectively.

is in line with Thornburry (1997: 79)

3. Productivity

who

states

that

in

achieving

the

A good speaking material should

outcome of speaking activity it requires

accomodate all indicators of speaking

the participants to interact one each

(vocabulary,

other.

and

pronunciation,

fluency)

in

order

grammar,

to

5. Motivation

achieve

maximal speaking outcomes. The result

Based on the interview to the

of textbook evaluation revealed that

students of seventh grade, it shows that

WERB

not

WERB for seventh grade students cannot

accomodate one of the indicators of

motivate the students to speak. It is

speaking

because the speaking tasks are simple.

for

necessary

seventh

namely
to

grade

does

grammar.

give

the

It

is

It

students

should

be

added

with

some

knowledge about the mechanic system

challenging and fun activities such as

of the language. in order to make the

information

commit to user

9

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role

play,

etc.

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Dangerfield

some dialogues in order to give the

(1985: 13) states that the important aim

students model in speaking. According

of the production stage is that providing

to Matthews, Spratt, and Dangerfield

motivation, giving students pleasure of

(1985: 15) who state that one of main

success, and achieving goals in a foreign

reasons why production stage activities

language.

go amiss is because the students are

Matthews,

Spratt,

“When

I

and

for

unclear as to what is expected of them.

seventh grade students was designed to

As a result they either branch off in

give supplementary material to teach

unintended language directions, start

speaking

supplementary

using their mother tongue or simply

material was created based on the need

start chatting and thinking of other

analysis done in the seventh grade of

things.

SMPN 12 Surakarta. There was a gap

will be run well if the students are given

between the existing material, WERB for

opportunity to practice the language in

seventh grade and the basic competence

controlled framework.

skill.

Speak

This

English”

Besides the production stage

stated in the curriculum. The fourth

After WISE was tried-out in the

basic competence requires the students

model development stage for three

to produce spoken text related to some

times, there are some strengths and

topics accurately and fluently. However,

weaknesses that can be identified. The

WERB for seventh grade as the textbook

followings are the strenghts of WISE:

does not meet some criteria of good

1. WISE

speaking materials.
WISE

contains

can

be

supplementary
some

used

material

as
to

the
teach

materials

speaking together with the existing

which covers the four indicators of

textbook entitled WERB for seventh

speaking namely vocabulary, grammar,

grade

pronunciation, and fluency; interesting

2. WISE is completed with videos that

and authentic material, communicative

can be used as the teaching model

tasks, and motivated speaking tasks.

for speaking skill

WISE

was

teaching

designed

based

procedures

in

on

3. WISE

the

was

designed

based

on

Curriculum 2013

scientific

approach.

4. WISE was organized based on the

WISE was tried out twice in the

teaching

seventh D grade of SMPN 12 Surakarta.

procedures

in

scientific

approach.

The result of the first try out shows that

5. WISE contains interesting materials

the communicating stage did not work

which covers the four indicators of

well. It was because the instruction was

speaking

commit to user

not clear and there should be added

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perpustakaan.uns.ac.id

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2. To achieve better speaking outcomes,

6. WISE contains some communicative

it should be added more speaking

and motivated speaking tasks
7. WISE

contains

some

activities.

interesting

speaking activity which can create an

3. WERB for seventh grade does not

active teaching and learning situation

accomodate grammar as one of the

WISE not only have the stenghts

indicators of speaking skill.

but also have some weaknesses. They

4. Another weaknesses is WERB does

are:

not contain authentic material.

1. In using, WISE the teacher needs

5. The

students

should

be

given

more preparation to use this book

chances to use the target language by

such as media and properties. Those

providing various speaking activities.

media and properties are useful to

6. The tasks in WERB for seventh grade

support the students‟ understanding

are too simple. The students should

toward the material.

be given interesting and challenging

2. Because the main material of WISE is

tasks in order to motivate them to

the videos so it depends on the

speak.

electricity and device such as LCD

Based on those problems, there should

projector and laptop.

be an effort to improve the quality of

3. WISE does not contain all materials

English

teaching

and

learning.

researcher

developed

for one year. It is only for the first

Therefore,

semester.

video-based supplementary material to

the

be used as the additional material
together with the existing textbook

CONCLUSSIONS AND IMPLICATIONS
To evaluate the quality of the

entitled WERB for seventh grade.

existing materials, WERB for seventh

The

video-based

supplementary

grade, the researcher did the textbook

materials for seventh grade students

evaluation by using the six criteria of

was developed through two procedures.

good speaking materials. The results

The procedures are as follow:

are:

1. Exploration

1. WERB for seventh grade is not in
accordance

with

the

exploration

stage,

the

scientific

researcher conducted library and field

approach. The organization of the

research. The aim of library research is

materials

does

the

to study the documents related to the

principles

of

approach

product being developed while field

government

research is to find out the students‟

questioning,

need. After obtaining the data from

determined
namely

by

the

In

not

reflect

scientific
the

observing,

commit to user

associating, and communicating.

library and field research, the researcher

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perpustakaan.uns.ac.id

digilib.uns.ac.id

designed the prototype of the product.

Chaney, Ann L. (1998). Teaching Oral
Communication. New York:
To validate the product, the researcher
Longman
asked some experts of ELT and textbook
Crawford, J. 2002. The Role of Materials
design.
in the Language Classroom:
Finding the Balance. In J.C.
2. Model development
Richards
and
W.A.
To get the feasibilty of the
Renandya
(Eds.),
Methodology
in Language
prototype, the researcher conducted try
Teaching
An
Anthology
of
out to the seventh grade students of
Current Practice (pp. 80-91).
SMP Negeri 12 Surakarta. The prototype
Cambridge:
Cambridge
University Press.
was tried out three times. The result
Harmer,
Jeremy.
(1991). The Practice of
was the final product namely “When I
English Language Teaching:
Speak English” (WISE).
New Edition. United Kingdom:
Longman
Dealing with the research findings,
Hopkins, David. (1993). A teacher’s Guide
“WISE” can give contribution towards
to
Classroom
Research:
the English teaching and learning
Second Edition. Buckingham:
Open University Press
process especially for teaching English
Howard, Jocelyn. (2008). Guideliness for
speaking skill. WISE can help the English
Designing English Language
teacher improve his or her role as
Materials.
Christchurch
College of Education
facilitator, motivator, and manager in
Intajuck, Yonguth. (2001). Maximazing
the
class.
WISE
contains
many
the Utilization of Video in the
interesting and challenging speaking
EFL/ESL Classroom. Retrieved
from
tasks which can improve the students‟
http://www.researchgate.net/pub
motivation. Students‟ motivation is one
lication/239582060_Maximizing
of the keys of the success of teaching
_the_Utilization_of_Video_in_t
he_EFLESL_Classroom
and learning process. the classroom
Kementrian Pendidikan dan Kebudayaan.
situation becomes active and enjoyable
(2013).
Modul
Pelatihan
with the materials provided in “WISE”.
Implementasi Kurikulum 2013
Matthews, Alan, Marry Spratt and Les
Dangerfield. (1985). At the
REFERENCES
Chalkface: Practical Techniques
Borg, Walter R., Gall, Meredith D. (1983).
in Language Teaching. London:
Educational Research: An
Colset Private Ltd
Introduction.
New
York:
McDonough, J, et.al. (2013). Materials
Longman
and Methods in ELT. Oxford:
Brown, H. Douglas. (2001). Teaching by
John Wiley & Sons, Inc.
Principles:
An
Interactive
Miles, M.B, and Huberman, A.M.
Approach
to
Language
1994.
Qualitative
Data
Pedagogy, Second Edition. New
Analysis. California: Sage
York: Pearson Education.
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user
Nunan, D. (1988). Designing tasks for the
communicative
classroom.
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Cambridge:
Cambridge
University Press.
Nurkasih,
Siti.
(2010).
Improving
Students’
Speaking
Skill
through Communicative Group
Technique
(A
Classroom
Action Research at SMPN 1
Bojonegoro).
Surakarta:
Program
Pasca
Sarjana,
Universitas Sebelas Maret.
Peraturan Menteri Pendidikan dan
Kebudayaan
Republik
Indonesia Nomor 68 tahun
2013 Tentang Buku Teks
Pelajaran dan Buku Panduan
Guru untuk Pendidikan Dasar
dan Menengah.
Peraturan Menteri Pendidikan dan
Kebudayaan
Republik
Indonesia Nomor 71 tahun
2013 Tentang Buku Teks
Pelajaran dan Buku Panduan
Guru untuk Pendidikan Dasar
dan Menengah.
Richards, C. Jack. (2001). Curriculum
Development in Language
Teaching.
Cambridge:
Cambridge University Press.
Thornbury,
Scott.
2005.
Teaching
Speaking. England: Longman.
Vinicio, Marco. (2012). The use of
Supplementary Materials in
teaching Children In EFL
Classes. University Center
Quito.
Retrieved
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http://www.shvoong.com/socia
l-sciences/education/2032919definition-characteristicssupplementary-material.

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