DEVELOPING THE MATERIAL OF ENGLISH EDUCATIONAL VIDEO IN SUPPORTING SPEAKING SKILL FOR THE FIRST GRADE STUDENTS OF MTs N PARAKAN TEMANGGUNG IN ACADEMIC YEAR 20162017 A GRADUATING PAPER

  

DEVELOPING THE MATERIAL OF ENGLISH

EDUCATIONAL VIDEO IN SUPPORTING SPEAKING

SKILL FOR THE FIRST GRADE STUDENTS OF MTs

N PARAKAN TEMANGGUNG IN ACADEMIC YEAR

  

2016/2017

A GRADUATING PAPER

  

Submitted to the Board of as a Partial Fulfillment of the Requirement for the

Degree of Sarjana Pendidikan (S.Pd) in English Education Department of

Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

  

Written by:

NOVIA FAJAR MASYITOH

NIM: 113 13 018

  

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN SALATIGA)

  

2017

  

MOTTO

  “Being Different is more Excellent”  My beloved Mom

  DEDICATION

  This graduating paper is especially dedicated to: 1. My incredible Mother, Nurhayati, and my outstanding father, Muhlisun.

  Thank you for entire support and warn kindness. You are my reason to keep move up. My beloved brother Jihad Nasrullah and Sister Fatiya Faradisa thank you for supporting me as well.

  2. All of my family in International Class Program 2013, thanks for being great family.

  3. NN Project, which breaks the limit as always, keeps working for your appeal.

  4. Communicative English Club (CEC), LPM DinamikA, Islamic Students Association (HMI), and Indonesia Voluntary Service GREAT (Gerakan Kerelawanan International).

  5. Awardees of Students Mobility Program 2015, campers of Camp EPIC 3 2017 and all English Language fellows from RELO US Embassy.

  6. The director and all staff in Rumah Belajar ABi; and owner of EdShop.com.

  

ACKNOWLEDGEMENT

Alhamdulillahirobbil ‘alamin, in the name of Allah, the Most Gracious the

  Most Merciful because of Allah, the researcher could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English education department of teacher training and education faculty of state institute for Islamic studies Salatiga.

  This success would be achieve without support , guidance, advice, help and encouragements from individual and institution, and the researcher somehow realize that an appropriate moment for me to deepest graduate for: 1.

  Dr. Rahmat Hariyadi as the Rector of State Institute for Islamic Studies (IAIN Salatiga).

  2. Suwardi, M.Pd as the Dean of Teacher Training and Education Faculty.

  3. Noor Malihah, Ph.D as the Head of English Education Department.

  4. Sari Famularsih, M.A as the Director of International Class Program and vice counselor.

  5. Dr. Rifqi Aulia Erlangga, M.Hum as my counselor who has educated, supported, directed, motivated and given the researcher advices, suggestions, and recommendations for this research from beginning until the end.

  6. All of lectures in English Education Department, thanks for your outstanding education.

  Salatiga, August 11 2017 The researcher,

  Novia FM

  

ABSTRACT

  Masyitoh, Novia Fajar. 2017. Developing the Material of English Educational

  Video in Supporting Speaking Skill for the First Grade Students of MTs N Parakan Temanggung in Academic Year 2016/2017. Counselor: Dr.

  Rifqi Aulia Erlangga, M.Hum and Sari Famularsih, M.A.

  Keywords: Video, students, research and development, speaking skill.

  

The researcher conducts this research to develop English educational video as a resource

to help students in learning English. This study answers three questions (1) How is the

media that used as a resourc e in supporting students’ speaking skills at school? (2) How is

the technique of developing English educational video as a resource in supporting

students’ speaking skill at school? (3) How is the product of developing English

educational video as a resour ce in supporting students’ speaking skill at school? The

researcher designs this research with Research and Development. This research and

development aims to arrange learning media based on video “Nginggris Narsis” by

following the Research and Development steps that developed by Borg and Gall. Those

steps are; identification students and teachers need, planning and product design, product

small scale tryout, validation of expert, product revision, product large scale tryout,

product revision and dissemination. The product (videos) has duration for about 2-3

minutes in each episode.

  Based on the education expert, “Nginggris Narsis” is an _th

appropriate resource for the 7 grade students of MTs N Parakan in learning English. The

products also get a good response from the teacher because it really helps teacher in

introducing English as a foreign language for them. In addition, based on the result of

students’ response, “Nginggris Narsis” is an appropriate media for them in learning

English by having very good response. Those videos are titled “Names of the day”,

describing someone”, “Who am I?”, and “I am not feeling well”. In fine, “Nginggris

_th

  Narsis grade junior high school students ” video can be used as a learning resource for 7 of MTs N Parakan Temanggung.

  

TABLE OF CONTENTS

  TITLE ..................................................................................................................... i DECLARATION .................................................................................................. ii ATTENTIVE CONSELOR NOTES.................................................................... iii PAGE OF CERTIFICATION ............................................................................... v MOTTO ............................................................................................................... vi DEDICATION .................................................................................................... vii ACKNOWLEDGEMENT ................................................................................. viii ABSTRACT ......................................................................................................... ix TABLE OF CONTENTS ...................................................................................... x LIST OF TABLES ............................................................................................. xiv

  CHAPTER I INTRODUCTION A. Background of the Study ........................................................................... 1 B. Research Questions ................................................................................... 4 C. Objectives the Research ............................................................................ 4 D. Problem Limitation ................................................................................... 5 E. Product and Specification ......................................................................... 5 F. Definition of KeyTerms ............................................................................ 6 G. Significance of the Research ..................................................................... 7 H. Organization of the Research .................................................................... 9 CHAPTER II THEORETICAL FRAME WORK A. Previous Researches ................................................................................ 10

  B.

  Review of Theoritical Framework .......................................................... 11 1.

  Teaching Media ................................................................................ 11 2. Learning Media ................................................................................. 13 3. Video ................................................................................................. 14 4. Speaking ............................................................................................ 16 C. Procedure of Development Research ...................................................... 17 1.

  Model Development ........................................................................ 17 2. Product Testing ................................................................................ 18 3. Sample .............................................................................................. 18 4. Type of Data ..................................................................................... 18 5. Data Collection Technique ............................................................... 18 6. Data Analysis Technique ................................................................. 19 7. MTs N Parakan Temanggung .......................................................... 19 D. Curriculum 2013 ..................................................................................... 20

  CHAPTER III RESEARCH METHOD A. Type of Research..................................................................................... 22 B. The Product “Nginggris Narsis” ............................................................. 26 C. Research Subject and Object ................................................................... 26 1. Research Subject ............................................................................... 27 2. Research Object ................................................................................ 28 D. Type and Data Resource ......................................................................... 28 E. Data Collection Technique ...................................................................... 29 F. Validation of Data ................................................................................... 30

  G.

  Data Analysis Technique ........................................................................ 31 H. Time and Place ........................................................................................ 31 I. Design and Procedure of Research and Development Step .................... 31 1.

  Identification Teacher and Students Need ........................................ 33 2. Product Design .................................................................................. 33 3. Product Small Scale Tryout .............................................................. 34 4. Validation .......................................................................................... 34 5. Product Revision ............................................................................... 35 6. Product Large Scale Tryout .............................................................. 35 7. Product Revision after Large Scale Tryout ....................................... 35 8. Dissemination .................................................................................... 36 J. Type of Questionnaire ............................................................................. 36 1.

  Close Ended Question ....................................................................... 36 2. Open Ended Question ....................................................................... 36

  CHAPTER IV DISCUSSION A. Identification Media that Used as a Learning Resource ......................... 38 1. Research and Information Collecting ............................................... 38 2. Literature and Field Study Result ..................................................... 43 B. Technique of developing English Educational Video ............................. 44 1. Analyzing Students Needs ................................................................ 44 2. Product Design .................................................................................. 48 3. Product Small Scale Tryout .............................................................. 51 4. Validation .......................................................................................... 54

  5. Product Revision ............................................................................... 56 6.

  Product Large Scale Tryout .............................................................. 59 7. Product Revision after Large Scale Tryout ....................................... 60 8. Dissemination .................................................................................... 62 C. Research Product ..................................................................................... 63

  CHAPTER V CLOSURE A. Conclusion .............................................................................................. 70 B. Implementation ....................................................................................... 72 C. Recommendation..................................................................................... 72

REFERENCES .................................................................................................. 74

APPENDICES

  

LIST OF TABLES

Table 2.1:

  Students’ Achievements of MTs N Parakan 2016 ............................ 20

  

Table 3.1: Research and Development Steps by Borg and Gall ........................ 23

Table 3.2: Modified research and Development Steps ...................................... 24

Table 3.3: Design of Research and Development .............................................. 32

Table 4.1:

  Students’ Competence in English ..................................................... 40

CHAPTER I INTRODUCTION A. Background of the Study People can communicate each other and understand what other people said

  because they have language. People have capacity to produce sounds that signify certain meaning to understand or interpret the sound produced by others. We are referring to normal hearing individuals. The languages of the deaf communities throughout the world are expected for their modality of expression equivalent to spoken language. Noam Chomsky, Language and Mind, told people that when people study human language, they tried to approach what some namely “Human Essence”. Then, they are able to know and realize each other that people are unique.

  “When we study human language, we are approaching what some might call the “Human Essence”, the distinctive qualities of mind that are, so far we know, unique to man”

• Noam Chomsky, Language and Mind. (Fromkin, 2003, p. 3) The global spread of English has had widespread linguistic, social, and cultural implications, affecting the lives of millions of people around the world. No doubt English is truly the world’s leading language today. It is used on all continents. In surprisingly many countries have important internal functions as a “Second Language” in addition to one or more indigenous tongues, being used in politics, business, education, technology, the media, etc. It is almost always used as the mediator language by people who need to talk with each other but have different mother tongues. (Schneider, 2011, p. 2)

Teacher and textbook have formed the basis of the education for a long time. Today, by the help of the modern technology, the possibilities of teacher- education textbooks, as well as the combination of multi-media education in the classroom help to ensure the different sources. Generally, people consider that teaching material is from textbook or digital text. It is supposed to be realized that there are many ways to have good material for teaching English. Teacher realizes that textbooks are only one of that ways. Tomlinson reminds all teachers that there are many other materials that can be used to teach such as dictionary, tapes, videos, worksheet, and TV series. The most important thing is that the material can be used by teacher and student to facilitate teaching and learning process.

  “Coursebooks often come with a Student Book, a Teacher's Book and a Workbook. Many offer additional materials such as cassette tapes, a CD Rom, tests, extra resources and photocopiable materials. Some may offer videos, web resources, a mini-dictionary, a mini-reference book and/or an extensive readerbooklet. Coursebooks seems to mean bigbusiness.

  ” (Tomlinson, 2008, p. 17) In early 2016, unpublished observation in one of Islamic junior high school Bringin Semarang Regency when researcher has teaching practice in an institution, it shows that apparently English is still difficult to master for students. It is not easy for them to learn English even they already got English in the first

  th

  semester of 7 grade. There are many factors that influence this matter such as the limit of learning material, inappropriate syllabus, and common way on teaching English. However in general, teaching English needs new method to study which is effective enough for student at school to learn English better. Hopefully, the little changes give a good impact for student such as improving their competence, enthusiasm and motivation in studying English; therefore, learning process must be fun for them.

  Speaking skill as the productive language skill that requires active skill, a little change offered by this observation is by using video media especially speaking for the material taught. Abdulhak remind us on his writing that audiovisual such as video is better, faster and easier way to giving the real experience to students than just by speaking, thinking and telling educational experience. The media is produced to complete the official materials in the class that appropriate with syllabus. (Abdulhak, 2013, p. 21)

  According to The Jakarta Post, January 6, 2017, the government of Indonesia reviewed President Joko Widodo’s signature free-visa policy. This policy gives impact for Indonesia especially in rising number of foreign people in the country. Therefore, English will be unavoidable, especially for junior high students to prepare their future to compete in the world. When students learning English earlier, it makes them ready and confidence to communicate with English in globalization era. (The Jakarta Post, 2017)

  According to slight observation in School of Bangkok (when researcher has teaching learning practice), some of students haven’t maximized in learning

  English if just based on textbook. Students need more something new and more interesting. Moreover, educational curriculum in Indonesia today is based on 2013 Curriculum that demand teacher to be more creative to make the class more fun and joyful so that they can accept the lesson easily.

  The writer want to confirm that the use of the video supplementary media as a compulsory insert in the teaching learning process must give better impact on understanding material easily. The researcher believes it will give good impact to the student if it is conducted massively and well planned.

B. Research Questions

  Based on the backgrounds discussed above, the writer underlines the problems as follow:

  1. How is the media that used as a resource in supporting students’ speaking skills at school?

  2. How is the technique of developing English educational video as a resource in supporting students’ speaking skill at school? 3.

  How is the product of developing English educational video as a resource in supporting students’ speaking skill at school?

C. Objectives of the Research

  The objectives of the research can be stated as related wi th the problems’ statement. Therefore the objectives of the research as follow: 1.

  To find out the media that used to support students speaking skills at school.

2. To describe the technique of developing English educational video as a resource in supporting students’ speaking skill at school.

  3. To identify and describe the product of developing English educational video as a resource in supporting students’ speaking skill at school.

  D. Problem Limitation

  The researcher limits the research by focusing on developing English

  th

  Educational video for 7 grade students. Therefore, the researcher follows the step of Research and Development that developed by Borg and Gall on producing the product to get the appropriate video for students.

  E. Product and Specification th

  In this research, the Educational English video for 7 grader Junior High School has special specification. The video is produced based on official module.

  The video is produced to improve students speaking and listening skill. Another

  th

  different thing is visual material for 7 grader in the process of the design and video making.

  The duration in English educational video is very crucial. Long duration video will bother some students. General duration is 60 seconds. This rule is already conformed to some possible tolerance 120 seconds/2 minutes. This video repeats twice. The first one completes with subtitle, both English and Bahasa Indonesia but the second one show without subtitle. The tolerance is used to facilitate teacher when he/she asks something to students, more over when student ordered to do role play related to the video.

  The product (videos) is not only observed, but also commented by professional English teachers. The teachers or expertise are selected especially for those who have experience in teaching English in Indonesia. Therefore, the expectation of the result is not just entertaining for students, but through required

  ‘quality control', appropriate to be combined curriculum and obliged material in class.

F. Definition of Key Terms 1. Teaching Material

  Skinner in Javis (2002, p. 20) believed that ‘teaching’ is a technology in which we can ‘deduce programs and schemes and methods of instruction’. ‘Material’ is the equipment needed for a particular activity or way of life (Cambridge, 2003). Therefore, teaching materials can be designed that provided type of reinforcement necessary to achieve the predetermined outcomes, that could be measured either by behavioral change or by examination and assessment of the knowledge taught.

2. Learning Media

  According to AECT, an educational technology and communication organization, in Wina Sanjaya (2014, p. 57) stated that media is as all devices that used to broadcast information. Whereas, learning media according to Rossi and Braiddle in Wina Sanjaya (2014, p.

  58) is all devices that used as a source of teaching learning at the class such as radio, television, video, book, newspaper, magazine etc.

  Therefore, it can be concluded that learning media is devices collection that used in the process of learning in order to reach the aim of the learning. It can help students to get understanding well in a subject.

  3. Video

  Video is a recording of moving pictures and sound (Cambridge, 2003). According to Bajarmi (2016), video can be used in a variety of instructional and teaching setting in class room, as a way of presenting content, initiating discussion, providing illustration for certain topic and content, self-study and evaluation. From the statements above, video is an appropriate device to stimulus students and put their imagination in the atmosphere created by video material. Then, it is easy for them to expand their mind.

  4. Speaking

  Arsyad & Mukti (1988) in Isnaeni (2010, p. 56) stated that speaking skill is the ability to produce sounds or saying words as an expression of thought and feeling. Speaking is human behavior that could be escape in the daily life. It is also regarded as the most important form of communication. From the statement above, it can be seen that speaking is the way to communicate each other, to share the ideas orally and express the feeling.

G. Significance of the research

  This research is formulated as an effort of finding some uses. The uses of this research are:

  1. Theoretically, the result of the research can contribute useful information for the future research and development with the similar problem on developing material for supporting speaking skill improvement and help another researcher on producing material of English education.

  2. Practically, this research also can be guidance for teachers and students.

  a. For the researcher This research can contribute the researcher to help to find out the best material for teaching speaking. Moreover, it can be an appeal for continuing on Master study.

  b. For the students This research can add the students’ interest in English learning, so it can help them to speak and learn English. Students will be able to enrich their knowledge in speaking skill by using the videos that suitable for them related to the syllabus that already provided.

  c. For the English Teacher This research not only can give additional contribution to English teachers to develop language teaching method, but also the teachers are able to improve the quality of teaching learning process. Teacher can pause the video and give simple question related to the video moreover teacher can give simple instruction on something to do by students.

  d. For the Institution The result of the research can contribute the institution in improving the quality of the department and also getting better grade in the process of accreditation.

H. Organization of The Research

  This research is composed into systematically five chapters and able to clarify as follows. Chapter I, introduction which is dealing with the background of the study, research questions, objectives of the research, problem limitation, product specification, definition of key terms, significance of the research, organization of the research. Chapter II, theoretical frame work contains of previous researches, theoretical framework, procedure of development research and curriculum 2013. Chapter III describes research method contains type of research, the product “Nginggris Narsis” research subject and object, type data resource, collecting data technique, validation of the data, data analysis technique, time and place, design and procedure of Research and Development step, and type of questionnaire. Chapter IV presents discussion of the research and Chapter V or the last chapter is closure, it contains of conclusions, implementation and recommendation.

CHAPTER II THEORETICAL FRAMEWORK A. Previous Researches In this research, the writer takes review of related literature from other

  researches as comparison. The first research related to “Using Educational Video in the Classroom: Theory, Research and Practice” is from Emily Cruse M.Ed

  (2007). She finds that digital delivery frees for student while having teaching learning practice. Students can control their own watching of clips that supporting a lesson, repeating and reviewing as need for comprehensions. Collecting clips into playlists or integrating them in to a multimedia lesson plan makes the creation of such learning experiences easier that it has never been before. In addition, she concluded that new technology opens many new opportunities for learning. As the documented strengths of film, television and video are made more available and accessible through video-on-Demand system, the potential for learning and exploration opens up before us.

  The second review is a research of “Pengembangan Media Pembelajaran

  

Fiqih Berbasis Macromedia Flash 8 Sebagai Sumber Belajar Siswa Mts Kelas

  VIII Semester 2

  ” by Farida Nur Hakimah (2013). In her research, she analyzes the limitation of media that used by teacher while teaching material of “Hajj and

  Umrah

  ” in Fiqih subject. This research is a research and development (R&D) media learning principles-based macromedia flash. Data analysis in this study uses qualitative and quantitative analysis. The variable quality of structured arranged by aspect of truth, extent, and depth of concepts, linguistic, the look, the sound, and the ease of using. The aim of this research and development is to produce learning media based on material expert, media expert, and assasement by 20 st udents on subject “Hajj and Umrah”, and to know students’ response about Fiqih which has been developed. The second review helps researcher on guiding the step of research and development method.

  The third review is on “Science Direct” journal entitled “Design and development of Multimedia Pronunciation Learning Management System for Non-

  Native English Speaker” by Fei Ping Por, et all (2012) from Sains Malaysia University, USM, Pamenang, Malaysia. In this journal, they designed and developed the Multimedia Pronunciation Learning Management System (MPLMS) by digesting the universally agreed system of phonetic symbols with full face motion or mouth movements. Besides, they discuss the design and development of the MPLMS based upon Alessi and Trollip’s instructional system design model. This third review helps researcher to get more information about designing and steps on the developing of the material.

B. Review of Theoretical Frame work a. Teaching Media

  Skinner in Javis (2002, p. 20) believes that ‘teaching’ is a technology in which we can ‘decide programs and arrange methods of instruction’.

  ‘Material’ is the equipment needed for a specific activity or way of life (Cambridge, 2003). Therefore, teaching materials can be designed as provider the type of reinforcement necessary to achieve the predetermined outcomes, then, can be measured either by behavioral change or by examination and assessment of the knowledge.

  As language teacher we use variety of teaching material to explain language meaning and construction, engage students in a topic or as the basis of a whole activity. Teacher can use the entire thing around related to the subject. Javis (2002, p. 134) define the teaching material as follow:

  1. Pictures and images Teachers have always creativities in using picture or graphics to facilitate students in learning, whether drawn, taken from books, newspaper, magazine or internet. Pictures can be formed of flashcard, large picture, and cue cards. Moreover, teacher can maximize in applying technology in teaching by using projected slides, projected computer images and so on. Teachers also draw picture on the board to help with explanation and language work.

  2. The board.

  The most versatile piece of teaching material is the board. Today, the board is not only traditional board with chalk-dust or white board with marker but also teacher can change the traditional equipment with notepad, picture frame, game board, or notice board.

  3. Realia With beginners and particularly children, real or lifelike items are useful for teaching the meaning of words. Sometimes, teachers are coming up in a class with plastic fruit. Realia is entire thing that we can use as the teaching equipment although the function is not for teaching.

b. Learning Media

  According to AECT, an educational technology and communication organization, in Wina Sanjaya (2014, p. 57) stated that media is all devices that used to share information. Whereas, learning media according to Rossi and Braiddle in Wina Sanjaya (2014, p. 58) is all devices that used as a source of teaching learning at the class such as radio, television, video, book, newspaper, magazine etc. Therefore, it can be concluded that learning media is device collection that used in the process of learning in order to reach the aim of the learning. It can help students to get understanding in a subject.

  According to Berk (2009, p.3) several theories already talked about learning that have examined the dual coding of verbal communication- including visual, auditory or articulatory codes- and nonverbal

communication - including shapes, sounds, kinesthetic action and emotions.

  The multimedia that already linked to the theories and the classrooms have been tested by the research.

  More than ten years a corpus of studies has accumulated that investigates the effects of multimedia strategies on learning. Mayer (2001) stated that the types of Multimedia are divided in to two forms: auditory/verbal and visual. In his strategy, he prepared Power Point, games, and computer-assisted video learning in every class that he taught in addition to auditory and video media.

  Mayer (2001) also had cognitive theory of learning that activated into five steps. They are: a)

  Selecting relevant words of processing in verbal working memory

  b) Selecting relevant images of processing in visual working memory

  c) Organizing selected words into a verbal mental model

  d) Organizing selected images into a visual mental model, and

e) Integrating verbal and visual representation as well as prior knowledge.

  In conclusion, the result of Mayer’s research found that the presentation of verbal and visual material in the videos with integrated dialogue is more effective for beginner and visual learners. The use of meaningful video clips in teaching may be most appropriate for introductory courses or class and lower achieving students and visual/spatial learners. Overall, all other topics and students may benefit as well.

c. Video

  “Video” is derived from Latin, video-vidi-vise that means see (have power of vision). According to oxford dictionary (2011), video is the recording, reproducing, or broadcasting of moving visual images made digitally or on video tape. Whereas according to Mayer, video is multimedia that conveys information through two simultaneous sensory channels.

  “Video is a form of multimedia that conveys information through two simultaneous sensory channels: aural and visual. It often uses multiple presentation modes, such as verbal and pictorial representations in the case of on-screen print and closed- captioning.” (Mayer, 2001 on Cruse, 2007).

  Video has strength in supporting students to learn a subject by stimulating student to create their own imagination. By seeing the visualization, students are able to expand their concept in their mind on something displayed on the screen. So, the strengths of the Video are:

  1. Video presents visual information that difficult to convey in other ways. One thing that made video interesting is provide of sense being there. For example, students can travel around the world; walk on the moon, visiting some tourism place without leaving classroom. It can open learners mind and trigger their imagination.

  2. Video is not only give affect such kind of travel from place to place for students, but also they can travel through time as well. Events of the post great work of literature can be brought to life when the characters, costumes and costume of the times are shown on the screen. Every learners will have different perspective if they only imagine about the things that presented by teacher.

  3. Video can be used to model positive behavior and to motivate students. They are particularly useful for introducing a topic or reviewing material already studied when motivation is a key to student involvement in a learning sequence. Memorizing sequence on reviewing material is still in a place of short term memory. Then, to deliver into long term memory, learners need stimulus by giving visualization.

  4. Video may help to promote learning in students with high visual orientation in their learning styles. For many learners who have reading difficulties might miss learning opportunities with print-based material. In this respect, videos provide important learning opportunities to students working in a second language.

d. Speaking

  Arsyad & Mukti (1988) in Isnaeni (2010, p.56) stated that speaking skill is the ability to produce sounds or saying words as an expression of thought and feeling. Speaking is human behavior that could be escape in the daily life. It is also regarded as the most important form of communication.

  Speech is familiar feature of daily life that we rarely pause to define it. It seems natural for people as walking, and only less so than breathing. Sapir (1921, p. 3) said that in a very real sense the normal human being is predestined to walk, it is not because his elders will assist him to learn the art, but because his organism is prepared from birth. Not so language, it is of course true that in a certain sense the individual is predestined to talk but that is due entirely to circumstance that he was born not marely in nature, but in the lap of society that lead him to its traditions.

  Sapir (1921, p. 4) also streght the statement that speech is a human activity that varies withouth assignable limit as we pass from social group to social group because it is a purely historical heritage of the group, the product of long-continued social usage. Walking is an organic an instinctive function but speech is a non- instinctive acquired “cultural” function.

  For many people, mastering the art of speaking is the single most important aspect of learning a second of foreign language and success is measured in terms of the ability to carry out a conversation in the language.

C. Procedure of Development Research

  In the procedure of development research, researchers explain about the component in every step of development, analytical explanation of the competent function in every developing product, and relationship between components in the system.

1. Model Development.

  Model development is the foundation to develop the new model. In developing of the model, the researchers describe that there are three things that should be noticed.

  a.

  Organizing the structure of the model b. If the new model is adapted from the last model, it should be explained on choosing the new one, adjusting the component, and the strength and weaknesses from original model.

  c.

  It should be present the component and relationship between components that involved in development if the model development used.

  2. Product testing

  This is the important step in research development. It is conducted after designing the product. There should be three steps in the testing: Expert testing, small group users, and field testing. After testing the quality of the product, the development already has been tested empirically.

  3. Samples

  Sample is the object of the research, judging from the amount and how to select the sample needs to be explained clearly. There are some notes that should be considered in choosing the sample: sample should appropriate with the purpose and scope of the research, it should be representative and the number of the sample depends on the trial stage.

  4. Type of Data

  The data that submitted should be appropriate with the information need in the development product. The data can be taken from a problem solving data that related to the efficiency and effectively of the product. In the test expert, the data state, accuracy of the product, accuracy of the method and accuracy of the design product etc.

  5. Data Collection Technique

  There are varieties of technique data collection to measure the characteristics of the data. The data collection can be done by observation, interviews and survey, namely Triangulation technique. Therefore, it needs to have clarity development procedures level of validity and reliability. Some way, it can be done by sending questionnaires by post or email and doesn’t close the possibility of using internet working since the respondents are already connected to the internet.

6. Data Analysis Technique

  Data analysis is one of the important steps in research. Because the next phase after the collect data is doing data analysis. Data Analysis Techniques is very depending on the problem and the research design used. In this research, the researcher uses descriptive qualitative analysis. The researcher describes the result of the data starting from the beginning until the conclusion.

D. MTs N Parakan Temanggung

  State Islamic Junior High School in Temanggung, stand 1978 is the state school that conducted under Ministry of Religious affairs. It is located in Mekarsari Mandisari, Parakan, Temanggung, Central Java. It is promoting Islamic education; technology based, from the character of students, knowledge, resourceful. This school is running with Islamic value since female teachers and students covered with hijab. This school also has vision and mission to grow students to be a good muslim student in the future.

  MTs N Parakan also has great students who get many achievements in every competition last year, 2016 as follow:

Table 2.1 : Students’ Achievements of MTs N Parakan 2016

  

No Competition Students Level Achievement

_st

  1 KSM Mapel Fisika Rifka Anisa Salsabila Regional 1 winner _st

  2 KSM Mapel Khilwa Annida Regional 1 winner Matematika _st

  3 KSM Mapel Biologi Arina Hasnani Regional 1 winner _st

  4 LCC Pramuka Rifka Annisa Salsabila Province 1 winner _nd

  5 Lomba Biologi Arina Hasnani Regional 2 winner MGMP IPA SMP/MTS se Kab.Temanggung _rd

  6 Lomba Matematika Arina Hasnani Regional 3 winner MGMP IPA SMP/MTS se Kab.Temanggung

7 Jambore Nasional Aga Arkian National Participant

  Source: MTs N Parakan Profile 2016/2017 E.

   Curriculum 2013

  Curriculum 2013 was created to complete of previous curriculum. It was also created because to answer the external challenge that will be faced by nation.

  The challenge is president policy about free visas for several nations. If foreigners no need to pay visa, it will be easy for them to come to Indonesia. Moreover, the ASEAN Economic Community (AEC) already declared at 2015. That will be a great challenge for students to survive in the globalization era.

  According to the second attachment in Permendikbud No. 58 (2014), Curriculum 2013 developed with the realization as follows:

  1) Strengthening learner’s way of learn. They have a right to choose their own learning style to have the same ability.

  2) Reinforcing Interactive learning patterns. It not closes possibility for learners to learn from other resources, not only from the teacher, but also they can learn from everything including from out of the class.

  3) Reinforcing learning pattern in networks. Learners today, they live in the nettizen era, where people mostly spend much time in internet. They can learn from anyone and anywhere as long as it can be reach. It is a big chance for them to maximize the internet facility that not odd for them.

  4) Reinforcing active learning-looking. Learners active to look for something new by themselves. Teacher is only as a facilitator.

  5) Strengthening self-study in team based, multimedia learning, critical learning, and learning plural science.