Using fun with english as audio-visual materials to develop speaking skill of junior high school students.

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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

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AThesis 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

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AThesis 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.

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I dedicate this thesis to

My Almighty God, Jesus Christ,

My beloved parents, sisters, and brother, and

My lovely friends wherever they are.

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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

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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

Frida Purusadani

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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

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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.

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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

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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.

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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 taught me from the first time I studied in this university until the end of my time

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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

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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

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

A. Theoretical Description ………. 12

1. Audio-Visual Materials ………. 12

2. Development of Speaking Ability ………... 13

3. Communicative Language Teaching ……….. 15

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 ……… 32

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

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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

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LIST OF TABLES

PAGE Table

2.1. Correlation between listening, reading, and

writing with speaking ability ……… 26

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

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LIST OF FIGURE

PAGE Figure

2.1 Action Research cycle by Stephen Kemmis ………... 22

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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

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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 words. She expects her

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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

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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

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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’

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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

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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?

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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

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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

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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 (13years 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-visual materials can be defined as “audio-visual and auditory media for the education of elementary and lower secondary school pupils.” There are many kinds of audio-visual materials, such as films, movies, overhead projectors, and pictures.

Huebener (1960:3) stated: “The use of audio-visual materials and methods increase the effectiveness of learning by helping the pupil to assimilate ideas in a more meaningful and interesting manner”. Through eye and ear, audio-visual materials can improve students’ knowledge and skill. Audio-visual materials accomplish effectively most objectives of education if it is planned, concentrated, completed by using a good devices. The proper use of audio-visual materials should increase better understanding, develop power of oral and written

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communication, encourage pupil participation, and provide for group thinking and planning.

Kinder (1965:7) said,” Audio-visual materials can be more than helpers. They can be actual learning materials in their own right, and they should never be considered merely secondary or auxiliary tools”. Audio-visual materials should become initial tools for students. It is very important to have such materials because students will be very helpful in improving their achievements through this media. Audio-visual materials present the intended situations in which students could get the exactly meaning of the messages being conveyed. Students will know the actual information which wants to be delivered.

The importance rule of audio-visual materials also stated by Wittich and Schuller (1953:13), they said

“One important means by which instruction can be improved is to be found within area of audio-visual materials and techniques and their relationship to be more effective accomplishment of the modern school curriculum”.

Audio-visual materials will be effectively used if they accomplish by appropriate teaching techniques. This compilation will improve the quality of the teaching learning process. It will also give good impacts for students in their development of their skills, knowledge, and achievements. That is why modern school curriculum used audio-visual materials to be one of their sources or initial tools which are able to help students increase their skills and knowledge.

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3. Speaking Skill

What is meant by speaking skill here is the ability to express meaning using simple spoken language accurately, fluently, and acceptable in the transactional and interpersonal to communicate with the closest environment and or academic contexts using the expression of asking and giving information, saying gratitude, asking and giving forgiveness, and expressing politeness (Standar Kompetensi Lulusan Mata Pelajaran Bahasa Inggris SMP-SBI 2007).

4. Junior High School Students of SMP N 4 Ngaglik

Junior high school students are students in the grade of seven to nine. They extend from the age of twelve to fourteen. SMP N 4 Ngaglik Sleman is the most favorite junior high school in Ngaglik sub-district. It is located at Palagan Tentara Pelajar Street Km. 9. It has nine classes. Each class consists of forty students. The 7th year consists of three classes as well as the 8th and the 9th year do. The class division is based on the students' intelligence. Students of high intelligence are placed in Class A, students of middle intelligence are placed in Class B, and students of low intelligence are placed in Class C. SMP N 4 Ngaglik Sleman has a biology lab which provides a television and a VCD player. It also has a computer lab, a “pendopo” that is used to conduct dancing class, a “mushola” (small mosque), and a basketball court.

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CHAPTER II

REVIEW OF RELATED LITERATURE

Talking about the implementation of using Fun with English to develop speaking skills of seventh-year students means that we have to know the theory of audio-visual materials, the development of speaking ability, communicative language teaching, the theory of computer-assisted language learning, the effective learning, and classroom action research. This chapter will discuss them clearly.

A. Theoretical Description 1. Audio-Visual Materials

Audio-Visual materials are recorded materials using live or motion pictures which provides experiences which are directly related to the real life situation. The characteristic of audio-visual materials is that learners can only watch the pictures and listen to the sounds and they cannot directly contact with the media. Motion pictures have more benefits than textbooks have in case of presenting the materials given. Motion pictures present messages clearer than textbooks do. It also raises students’ interest because they enjoy the media and attracts much more students’ attention because they have to watch and listen carefully on the video; otherwise they know nothing about it (The Use of Audio-Visual Teaching Materials in Schools in Japan, 1971:1-3)

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There are three significances of using motion pictures in teaching-learning activity. First, it can record events as they happen and make the events available again. Using motion pictures, we can repeat events in the past as if they happened again in this present. Here, students are supposed to look at the real events so that they can more understand easily. Second, it motivates students because they enjoy the medium. Teenagers have a great potential and a great capacity to learn something interesting for them. They prefer responding situations with their own thought and experience while watching. They can explore their mind whenever they look at something they never see before or at something which relates to their experience. They will memorize it longer than they will do when they only read textbooks. Third, it can recreate historic events accurately, detailed sets, costumes, and animation. Historic events already happened in the past when students were not born yet so it is difficult for them to imagine what was happening through text only, how the settings are, and what kinds of costumes the people used. Through motion pictures, we will explicitly present how the events happened, the setting and the costumes people used when the events happened (The Use of Audio-Visual Teaching Materials in Schools in Japan, 1971:34).

2. Development of Speaking Ability

Developing speaking skills not only has something to do with fluency but people also should consider with their speaking ability. Harmer (1989:269) stated that there are two elements of speaking. The first element is knowledge of language features and the second element is the ability to process information.

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Knowledge of language features includes the ability to produce individual phoneme, to use fluent connected-speech, expresses devices, lexical and grammar, and negotiation language. The ability to process information includes language processing, interacting with others, and on the spot information processing.

Willis (1981:104) suggested several activities that can be used to improve students’ speaking ability are among others conversation drill, using picture cues, imaginary situations, and role play. Conversation drill can be done through dialogues or practice a short conversation containing expressions used in the daily life situation. Pictures can be used to help students describe objects that impress them much. It helps them in making statements because students know the detail parts of the objects so that they will be able to produce a lot of sentences as they want to say. Imaginary situations can be done through writing a dialogue that presents situations related to the daily life. Role play trains students being confident in speaking in front of public. In role play grammar mastery, diction, spelling, and content become the focus of the learning.

Goh and Silver (2004) added, “Good speaking abilities are also need for clear expression of ideas and maintaining of interaction.” In building a good speaking ability, students need to know the effective strategy in learning English and the other aspect like vocabulary mastery to be able to express their idea clearly. If they can express that idea clearly, they will be able to maintain interaction well.

“English speaking children growing up monolingually may have a vocabulary of more than 10.000 words. By comparison, monolingual adult English speaker may have a productive vocabulary that is more than twice

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that size and even larger set of vocabulary items that they can comprehend in context.” (Goh and Silver, 2004:121-122)

It means that vocabulary mastery for students is important. Students should master 10.000 English words, at least, to be able to communicate in English. By mastering a lot of vocabulary in English since they are in the first grade of the speaking development phase, students will be able to develop their speaking ability easily when they are in the higher level. That is why giving a list of new vocabulary or difficult word that relate to the topic is very useful for students. Learning vocabulary has something to do with pronunciation, stress, intonation, spelling, and meaning. Drilling is the effective way to complete the learning activity in this section.

From the discussion above, it can be concluded that elements of speaking that should be developed among junior high school students are fluency, accuracy, and acceptability in the daily life context.

3. Communicative Language Teaching

Communicative language teaching uses activities that engage learners’ participation in communicational situations. The activities usually used in communicative language teaching are dialogues, drilling, and pronunciation comprehension. Wilkins (1972) described two types of meaning in communicative uses of language: they are notional categories (time, sequence, quantity, location, and frequency), and categories of communicative function (requests, denials, offers, complaints). Littlewood (1981) has distinguished two major activity types:

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a. Functional communication activities that are aimed to develop language skills which involve communication.

b. Social interaction activities, such as conversation and discussion sessions, dialogues and role plays.

The objectives of communicative language teaching are:

b. Students will learn to use language as a means of expression.

c. Students will use language as a means of expressing values and judgments. d. Students will learn to express the functions that best meet their own

communication needs.

The communicative language teaching emphasize on “what to teach” and “how to teach”. The “what to teach” aspects of the Communicative approach stressed on the use language forms appropriately in a variety of contexts and for a variety of purposes. In the “how to teach” of the Communicative approach plenty of opportunities are important for student’s development of knowledge and skill. Activities in CLT typically involve students in real or realistic communication. Thus role-play and simulation have become very popular in CLT. The importance of the activities here are that students desire to communicate, students have the purpose for communicating, and students focus on the content they are saying or writing. (Harmer: 84-85)

4. CALL

Computer-assisted language learning is a rapidly evolving academic field that explores the role of computer technologies in language acquisition. CALL has

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evolved from a behavioristic model, to communicative and integrative models, to include finally a more collaborative approach. Supported by the socio-cognitive view of learning, integrative CALL referred to technology to create authentic learning environments, which integrated reading, listening, speaking, and writing skills in a target language. Both integrative and developmental CALL support highly interactive and communicative language learning. CALL focuses on the learning. It is a student-centered learning material in which students take more participation than teachers do. In student-centered learning students are motivated to be active and more creative. (Woung and Cadierokaplan, 2004: 141)

CALL builds students confidence. The use of media tends to make the class and the learning more interesting, helps students develop their ability, and stimulates students’ thought to think creatively in doing their speech or communication with others. CALL provides an authentic learning. Students can develop their four basic skills by the help from the native speaker. Students can use or produce sentences in real communication situation so that they will feel more confident to communicate with others.

5. Effective Learning

Learning is a process of how we get knowledge, how we develop knowledge, and how we improve our understanding and skills. Learning does not only a matter on what score students get but it is more about how students develop their skill and knowledge. Learning is effective if it focuses on how the students learn and how their achievement is. Teachers always want to provide an

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entertaining teaching learning process. They are happy if they see that their students enjoy and happy with the way they teach. They often forget about the way to reach the goal of the learning, the appropriate methods that should be implemented, and the strategies that should be used to help their students reach the learning goal.

Effective learning focuses on how we learn. It gives invaluable insights into on how you can develop your portfolio of skills and knowledge by managing and improving your ability to learn-positively and systematically. Practical exercises and clear guidance are given on:

1. recognizing the importance of “achieved” learning.

2. understanding the learning process-the learning cycle and learning styles preference.

3. taking best advantage of learning opportunities. 4. creating and implementing personal development plan. 5. encouraging and managing a learning culture.

Munford (1999:65) stated that an effective learning provides chances for students to be able to manage and improve their ability so that they can develop their skill and knowledge in a positive and systematic way. Here, students need to recognize the learning achievement they should reach. They should also understand the learning process which is carried out to help them find their learning styles preference so that the learning process will be effective and efficient. If students have the ability to recognize and understand those, they will also be able to take advantages for every opportunity given by the teachers. Finally, they can create and implement their own personal development to encourage their own learning culture for the sake of their success.

In Standar Kompetensi Lulusan Mata Pelajaran Bahasa Inggris SMP-SBI, there are six principles used as the learning guidance: integrative language

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learning, group learning, effective learning without any pressure, independent learning, good model, and creative learning. The indicators of learning achievement are that students are able to develop their four basic skills during the process of learning, students are able to use more than one language skill in their language activity, students are able to build interactions with others in a team work, students are active and creative in developing their language skill, students are able to work individually without any pressure, and students are able to behave intellectually inside or outside classroom.

6. Classroom Action Research

Considering all theories described above, the researcher concludes the classroom action research can be used as good method to be implemented to improve the students’ speaking ability. Action research is a group activity

(Kemmis and McTaggart 1988:6). It is done by teachers in their own classroom which aimed to increase the effectiveness of learning and solve problems in learning. Action research is problem-focused. It is done in order to solve problems in education. Personal review is important here. That is why an interview, questionnaires, and personal reflections are used in collecting the data needed. Because action research aimed to make improvements in student’s achievement, teachers not only focus on the materials but also in the activity and practice.

Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social and educational practices, as well as their understanding of

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these practices and the situations in which these practices are carried out. Groups of participants can be teachers, students, principals, and parents (Stephen Kemmis and Robin McTaggart: 1992 page 5).

Lewin (1946) described action research as proceeding in spiral of steps, each of which is composed of planning, action, and the evaluation of the result action. Planning should be done carefully for the sake of a successful action. In action, researcher should follow the plan to know whether the activities are effective or not. To know the effectiveness of the process done in the action, researchers should evaluate the process. This evaluation can be done through an interview, questionnaires, or student’s reflection.

In The Action Research Planner, edited by Kemmis and McTaggart (1992), there are three steps in doing action research: plan, action, observation, reflection.

a. Plan

The plan is a crucial part in research. A good preparation will result in a benefit improvement. Plan is preparation section before a researcher does actions. The activities done in the plan are observing problems in education, finding the reason why the problems arise, choosing the problems that is needed to be solved soon, finding the effective solutions to be applied, preparing instrument used in collecting the data needed, and preparing for the activities which are going to be used. The problems that are chosen must be critical and risky. It should bring about social changes. Those are chosen in order that the practitioners are able to

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act more effectively, wisely, and prudentially, so it does not raise new problems. (Kemmis and McTaggart: 1992 page 12).

b. Action and Observation

Action is guided by planning. In the action section, practitioners do their plan as they constructed before. The action should reflect what are going to achieve and what should be achieved. Here, the practitioners apply the method or strategies they prescribed in the plan. The practitioners teach the class while observing the situation, the students’ attitudes and behavior in the classroom, and the learning atmosphere. (Kemmis and McTaggart: 1992 page 12).

Observation has the function of documenting the effects of action. The observation of the process result can be done through students’ reflection, interviews, or questionnaires. The careful observation is necessary because action will always be controlled and organized. Observation should be planned so that the documentary of sequences is objective, responsive, and open-minded. (Kemmis and McTaggart: 1992 page 13).

c. Reflection

Reflection is aimed to make the process, problems, and issues become clear. Reflection has an evaluative aspect. It includes researcher’s experience in order to judge whether the learning activities give good impacts or not to students’ development. Reflections are also used to give suggestions to the next cycle. In this reflection researcher should evaluate what they have done and re-arrange

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activities which are going to be done in cycle two. (Kemmis and McTaggart, 1992:13).

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There are several key points about action research (Kemmisand McTaggart, 1988:22):

1. Action research is an approach to improve education by changing it and learning from the consequences of changes.

2. Action research is participatory: it is research through which people work towards the improvement of their practices.

3. Action research develops through the self-reflective spiral: a spiral of cycles of planning, acting, observing, reflecting and re-planning, further implementation, observing and reflecting.

4. Action research is collaborative; it is done in collaboration between others. 5. Action research is a systematic learning process in which people act

deliberately.

6. Action research involves people in their practicing about circumstances, action, and consequences and to understand the relationship between circumstances, actions, and consequences in their own lives.

7. Action research puts students’ practices, ideas, and assumptions about the material given.

8. Action research involves keeping a personal journal in which we record our progress and our reflections for the sake of the effectiveness of the process. 9. Action research involves people in making critical analyses of the situations

(classrooms, schools, systems) in which they work.

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B. Theoretical Framework

The first theory that is used in this study is the theory of Audio-Visual Materials. Audio-Visual materials are recorded materials using live or motion pictures which provides experiences which are directly related to the real life situation. Here, the researcher chose Fun with English because it is a visual and auditory material using live pictures which presents daily life situations related to the students’ experience in their daily live. There are several reasons why the researcher chose Fun with English to develop speaking skill of junior high schools students. The first reason is Fun with English uses natural language input. The language that is used is simpler so that students could understand the materials given easier. The second reason is that live pictures could be good models for students in developing their speaking ability. It could convey the meaning authentically so that students could understand the messages accurately. The third reason is Fun with English facilitates the integrated teaching-learning process as stated in the computer-assisted language learning. Students could develop their listening skill integrates with their speaking skill or writing integrates with speaking skill or reading skill integrates with writing and speaking skill. Besides, the language activities vary so that students would not be bored in following lessons. Live pictures and the listening activity train students to watch, read, listen, write, and speak. Listening and reading activities helped students understand the meaning of the words and pronounce the words correctly. When students read the reading passage loudly, the researcher made correction on their wrong pronunciation. Through writing activities, students’ mistakes in structure

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grammatical items could be corrected together so that students know the right grammar should be used. The last reason is that Fun with English fulfills the bidirectional learning. Students and the teacher could learn to each other so that there is a good interaction between students, between students and teachers, or between teacher and students. Answer and question section, discussion, and practicing conversation create a good interaction in the classroom so that there will be a live teaching learning activity. A good interaction in the classroom shows that the students are active.

Willis (1981:104) suggested several activities that can be used to improve students’ speaking ability are among others conversation drill, using picture cues, imaginary situations, and role play. Here, the researcher includes those activities in her teaching learning activities. Drilling is used to train students pronounce the English words taken from Fun with English so that students will not be confused while watching the film. Imaginary situation is presented in writing activity. Students are asked to write their own conversation so that they could write and imagine what kind of situations they want to write. Role play is conducted as the formative test. This test aims to know students mastery of speaking skill, their confidence, and their fluency in speaking English.

Those activities also usually used in communicative language teaching. The other focus in this teaching is that teachers should know “what to teach” and “how to teach”. In “what to teach” the researcher focuses on the students’ needs based on the curriculum so that the indicator of the learning achievement could be achieved. In “how to teach” the researcher chooses activities based on the

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characteristic of the students. Students need activities which make them interested, motivating, and help them understand the material given. The theory of communicative language teaching relates to the theory of effective learning.

The other theory to develop students speaking skill is the theory of computer-assisted language learning. It is student-centered learning. Students are given a lot of opportunities so that they will actively speaking in the classroom. Computer-assisted language learning is integrative learning. Like in developing speaking skill, teacher should integrate students’ skills because there is correlation between listening, reading, and writing with speaking skill. The following diagram will explain the correlation clearly.

Listening Reading Writing

Speaking Students are able to

understand the pronunciation, stress, and intonation correctly.

(Receptive)

Students are able to practice the pronunciation correctly as the example given. (Productive)

Students are able to make or to construct

sentences using the correct grammar (Productive)

Students are able to speak fluently with the correct

pronunciation and grammar when they perform in the class. (Productive)

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The last theory to answer the research problems is the theory of classroom action research. Classroom action research is the appropriate and effective method to be implemented to solve the problem related to students’ low mastery in English speaking ability. There are several reasons why classroom action research can effectively and significantly improve the students’ speaking ability. The first reason is that the researcher could design the learning activities accurately based on problems related to the low mastery of speaking ability. The second reason is that the researcher could record everything happened during the teaching-learning process so that the researcher knows which parts of activity are interesting for students and which parts of activity are boring for students. The third reason is that the researcher uses questionnaire to know whether the activity gives good impacts for students’ speaking ability or not. The last reason is that the researcher has the opportunity to revise the activities to improve the quality of the learning activity for the future learning in the step.

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CHAPTER III METHODOLOGY

This chapter discusses the research method, research participants, data gathering technique and instrument, data analysis technique, and research procedure. The method used in this study is classroom action research (CAR). It consists of three sequences. They are plan, action & observation, and reflection. All of those will be discussed in the following sections.

A. Research Method

To know the implementation and to what extent Fun with English can develop English speaking skill of junior high school students the researcher used classroom action research (CAR) as the method of the research study. In implementing this study, the researcher collaborated with the classroom English teacher. The researcher implemented this study to improve students’ score and to make the process of teaching-learning process became different from the conventional method. The score improvement is shown in the students’ learning achievement, while the improvement of the process is shown in the students’ interaction with their classmates through discussions and students’ feeling with the activity. This study was conducted in collaboration between the classroom English teacher and the researcher so everything done by the researcher had been discussed with the classroom English teacher. There are three stages in conducting

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classroom action research. They are plan, action & observation, and reflection (Kemmis and McTaggart: 1988 page 11-14).

1. Plan

The first thing that the researcher did was choosing the problem related to the students’ low speaking ability and defining the research objectives. Before choosing the problems, the researcher observed students’ difficulties in learning English. Then, the researcher observed students’ achievement. From their achievement the researcher found the problems they were facing. Then, the researcher looked for the reasons why the problems arose. After finding the problems, the researcher looked for some solutions through collaboration with classroom teacher. From those several solutions, the researcher chose the most effective strategy among them to be used. Finally, the researcher chose Fun with English as the media. This solution led the researcher into the formulation of the objectives. After that, the researcher chose the participants. Then, the researcher chose seventh year students of SMP N 4 Ngaglik. The researcher chose SMP N 4 Ngaglik because the school has the media and the students’ achievement in speaking English is not really good. After choosing the participants, the researcher designed the materials. In designing the materials, the researcher collaborated with the English teacher. It was because the implementation of this study should be done collaboratively.

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2. Action and Observation

After designing the material, the researcher implemented the use of Fun with English. But before it was implemented, the researcher conducted a pre-test. The pre-test was conducted to know the students’ entry behavior (fluency, grammar, and pronunciation) in speaking English. The pre-test was about two topics. They are the expressions on shopping and WH-question in simple present. Then, the researcher implemented Fun with English for the first topic, Expressions on Shopping. Because this was a collaborative study, the teacher helped the researcher in teaching by observing the process of teaching learning activity. The observation included the students’ behavior during the teaching learning process and the class situation. After finishing one topic, the researcher conducted a formative test. The formative test was aimed to know whether the students had already understood about the topic given. Then, the researcher taught the second topic, WH-question in simple present. After finishing this topic, the researcher did another formative test. Finally, the researcher conducted the test. The post-test was aimed to know the improvement students did after being taught using

Fun with English. Then, the students were asked to fill the questionnaire. The questionnaire is aimed to know how Fun with English improves their English speaking ability.

After conducting pre-test and post-test, the researcher analyzed the result of both tests. Then, the researcher compared students’ pre-test results with the post-test results. This was done to know how much the students made improvement. Next, the researcher analyzed the questionnaire. The questionnaire was about

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students’ feeling, attitude, interest, seriousness, confidence, and motivation when they were taught using mediated-method. The researcher noted every feeling, attitude, interest, seriousness, confidence, and motivation and took several high scores as the result of the study. After that, the researcher made some conclusions to what extent Fun with English can develop students’ English speaking ability.

3. Reflection

After knowing how Fun with English improves students’ achievement, the researcher analyzed the teaching and found some strengths and weaknesses from that. The researcher used the weaknesses to make some revisions to improve the teaching-learning activities in taking advantage from Fun with English. After revising the teaching activities, the researcher taught them once more to make sure that the teaching activities was better. The strengths of the using Fun with English

would be developed to be better so the objectives of the study would be reached successfully. Finally, the researcher reported the final result of the study.

B. Research Participants

There are three classes for seventh year students in SMP 4 Ngaglik Sleman

in which each class consists of forty students. The division is based on the level of intelligence. One class consists of students of high intelligence, one class consists of students of middle intelligence, and one class consists of students of low intelligence. The researcher chose the class which consists of students who have low intelligence as the participants. Besides, the researcher asked the classroom

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English teachers to collaborate with her. The classroom English teacher became the observer, while the researcher became the instructor who applied this mediated-method.

C. Data Gathering Technique and Instrument 1. Type of Data

To collect the data needed, the researcher used both qualitative and quantitative methods. The quantitative method presents the results in the form of quantitative measures. It is carried out through tests. There were pre-test and post-test. The pre-test was administered before the students were taught using mediated-method and the post-test was administered after students were taught using mediated method. The pre-test and post-test were an oral test. The form of the test for both pre-test and post-test was the same. Students were asked to speak in front of the teacher. Then, the teacher gave score based on the criteria below:

……….(student’s name) SCORE

CRITERIA 1 2 3 4 5 6 7 8 9 10

FLUENCY

GRAMMAR

PRONUNCIATION

Table 3.1. Scoring Sheet

The table shows that the maximum score are 30 and the students’ scores are the sum of all scores divided by three. This rule was used for both pre-test and post test. The result of both pre-test and post-test was formulated in the students’

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progress report. The details explanation about the scoring criteria can be seen in Appendix 14 (page 113). To minimize the subjectivity, the researcher recorded students’ voice. But, before the students began the test they should tell their name first then started to speak. Because the researcher only listened to the voice, the researcher would be more objective in giving score for each student.

The quantitative method is used to know whether this program is effective or not to improve student’s speaking skill rather than focusing on the hypothesis testing. The quantitative method is needed to be carried out because an interesting teaching learning activity without any skill improvements is nothing. The qualitative method presents the results in the form of statements. In this study, the researcher used questionnaire to collect the data. The questionnaire consisted of 29 items. They were divided into eight categories. The details are written as follows.

Table 3.2. Categories in the Questionnaire

Criteria Question Number Total

1. Effectiveness 2. Interest 3. Clarity 4. Benefit 5. Creativity 6. Confidence 7. Motivation 8. Interaction

1,2 3,5,6 4

7,8,9,14,23,24,25,26,27,28,29 10,11,12,13

15,16 17,18,19,20 21,22

2 3 1 11

4 2 4 2

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2. Data Needed

The following table presents the list of data that is needed to be collected to answer the research problems.

Table 3.3. The Data Needed

Research Question Data Needed Participants Instrument 1. How is Fun with

English as audio-visual materials implemented to develop English speaking skill of junior high school students?

1. Students characteristic (what level is the

students?, Are they interested in pictures?, Are they active in the classroom activities?, Are they enthusiastic in following every activities?, Are they responsible for their duties?, Do they pay attention on the teacher’s explanation?).

2. Students’ needs (Do they need interesting activities?, Do they need activities using life

Students

Observation Checklist

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pictures?).

3. What is the teacher’s response to the proposed materials?

Teacher Discussion

2. How does Fun with English as audio-visual

material improve the English speaking skill of junior high school students?

1. Is it effective? 2. Is it interesting?

3. In conveying materials, is it clearer than text books?

4. Is it boring? 5. Is it helpful in understanding the materials given?

6. Does it make students more creative?

7. Does it encourage students to be more confidence in speaking English?

8. Does it encourage students to be more active?

9. Do the activities build

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students’ interaction with their friends?

10. Does it improve students’ speaking ability?

11. Does it improve students’ listening skill? 12. Does it improve students’ reading skill? 13. Does it improve students’ writing skill? 14. Does it improve students’ grammar mastery?

15. Does it improve students’ vocabulary?

D. Data Analysis Technique

To answer the research questions, the researcher did several steps to analyze the data. The first part is the data analysis to answer the first research problem, while the second part is the data analysis to answer the second research problem.

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1. Data Analysis to Answer the First Research Problem

To know how the researcher could effectively implemented the use of Fun with English to develop speaking skill of junior high school students, the researcher observed students behaviors and attitudes during the teaching learning process using conventional method. From the classroom observation checklist, the researcher knew students’ characteristics and the students’ needs. The results of the observation in the classroom were used to design the learning materials.

2. Data Analysis to Answer the Second Research Problem

To answer the second research problem, the researcher used both qualitative and quantitative methods. The quantitative method aimed to support the result of the qualitative method. The qualitative data was collected by distributing questionnaire after students were taught using Fun with English. The questionnaire was used to know to what extent Fun with English can develop students’ English speaking ability. Here, the researcher asked students to answer 29 questions based on their feeling after being taught using Fun with English. The students were asked to give a check ( ) in the column which was appropriate with their feeling when they were being taught using Fun with English. The answer was divided into four categories of score. The details explanation is written as follows: 4 (strongly agree), 3 (agree), 2 (disagree), and 1 (strongly disagree). From the questionnaire, the researcher would know students’ feeling, attitude, intereste, seriousness, confidence, and motivation when they were taught using

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ABSTRACT

covers all students’ needs, it is important to implement the use of Fun with English to develop students’ speaking skill through research.

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English), discussion, Grammar Mastery (doing exercises on grammar), Act As

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ABSTRAK

Fun with English mencakup semua kebutuhan siswa dalam belajar Bahasa Inggris, maka penting untuk menerapkan media ini untuk mengembangkan keahlian berbicara siswa melalui penelitian.

Fun with English sebagai materi audio visual diterapkan untuk mengembangkan keahlian berbicara Bahasa Inggris siswa SMP? Kedua, bagaimana Fun with English

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Using fun with english as audio-visual materials to develop speaking skill of junior high school students.

I dedicate this thesis to

My Almighty God, Jesus Christ,

My beloved parents, sisters, and brother, and

My lovely friends wherever they are.

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A Content Analysis of English Textbook "When English Rings a Bell" Used in First Grade Junior High School Base on Curriculum 2013

English Task to Develop The Students’ Communicative Competence: a Study of Edukatif Work Book for Junior High School Students

THESIS ENGLISH TASK TO DEVELOP English Task To Develop The Students’ Communicative Competence: A Study Of Edukatif Work Book For Junior High School Students.

Communicative Language Teaching Approach in Teaching English To Develop Speaking Skills For 1st Grade Junior High School Students.

The meaning of learning English using Busuu to junior high school students grade VII.

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

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Using fun with english as audio-visual materials to develop speaking skill of junior high school students.

I dedicate this thesis to

My Almighty God, Jesus Christ,

My beloved parents, sisters, and brother, and

My lovely friends wherever they are.

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