bhs. inggris_ptk - teguh.pdf

MODUL

PENDIDIKAN DAN LATIHAN PROFESI GURU

(PLPG)

PENELITIAN TINDAKAN KELAS

BAHASA INGGRIS

Oleh :

Teguh Sarosa, S.S., M.Hum.

PANITIA SERTIFIKASI GURU RAYON 113

UNIVERSITAS SEBELAS MARET

SURAKARTA

2013

Modul PLPG Bahasa Inggris Rayon 113 UNS Surakarta ii

KATA PENGANTAR

Puji dan syukur dipanjatkan ke hadirat Allah SWT atas rahmat dan karunia yang

dilimpahkan kepada tim penyusun, sehingga panduan workshop Penelitian

Tindakan Kelas ini terselesaikan dengan baik.

Panduan workshop PTK ini dimaksudkan untuk memberikan bimbingan kepada

guru khususnya guru bahasa Inggris dalam penyusunan proposal PTK. Panduan

ini dijelaskan langkah demi langkah sehingga akan memudahkan guru dan

mengikuti penyusunan proposal PTK.

Tim penyusun mengucapkan terima kasih kepada semua pihak yang telah

membantu dalam penyususan panduan proposal PTK ini. Apabila di dalam

panduan workshop ini ada kekurangan dan kesalahan, tim penyusun benar-benar

mengakuinya. Oleh karena itu kritik dan saran yang konstruktif sangat diharapkan

demi perbaikan panduan workshop ini.

Akhirnya semoga panduan workshop ini bisa memberikan manfaat kepada kita

khususnya peserta PLPG dalam upapa peningkatan kompetensi dalam bidang

penyusunan proposal PTK.

Tim Penyusun

Modul PLPG Bahasa Inggris Rayon 113 UNS Surakarta iii

DAFTAR ISI

DAFTAR ISI .......................................................................................................... iii

PANDUAN WORKSHOP PTK ............................................................................. 1

I. Tujuan workshop PTK ................................................................................. 1

II. Paparan Materi Workshop PTK ................................................................... 1

III. Penyusunan Rancangan Proposal PTK untuk Perbaikan Pembelajaran 19

IV. Output Workshop = Proposal PTK ........................................................ 21

BIBLIOGRAPHY ................................................................................................. 54

Modul PLPG Bahasa Inggris Rayon 113 UNS Surakarta 1

PANDUAN WORKSHOP PTK

I. Tujuan workshop PTK

Tujuan workshop Penelitian Tindakan Kelas (PTK) ini adalah agar peserta

workshop dapat:

1. memahami konsep PTK

2. mengidentifikasi permasalahan PTK

3. merumuskan masalah PTK

4. merencanakan tindakan perbaikan sesuai sesuai masalah penelitian

5. menyusun tahap pelaksanaan PTK

6. melakukan analisis dan refleksi

7. membuat perencanaan tindak lanjut

8. menyusun proposal PTK yang baik.

II. Paparan Materi Workshop PTK

Penelitian Tindakan Kelas (PTK) atau Classroom Action Research

(CAR) merupakan penelitian praktis di bidang pendidikan mencakup

beberapa langkah prosedural yang bertujuan untuk meningkatkan kualitas

pembelajaran atau menyelesaikan masalah yang mungkin timbul selama

proses pembelajaran dengan menerapkan solusi-solusi tertentu yang

relevan dengan masalah. PTK merupakan proses reflektif yang membantu

pengajar untuk eksplorasi atau menguji aspek-aspek dalam proses belajar

mengajar (PBM) dan mengambil tindakan untuk merubah keadaan dan

meningkatkan kualitasnya.

Proposal Penelitian Tindakan Kelas pada umumnya terdiri atas

komponen-komponen sebagai berikut:

i. Judul

ii. Pendahuluan

a. Latar Belakang Masalah

b. Perumusan Masalah

c. Tujuan Penelitian

d. Manfaat Penelitian


iii. Tinjauan Pustaka

a. Deskripsi Teori

b. Kerangka Berpikir

c. Hipotesis Tindakan

iv. Metode Penelitian

a. Setting Penelitian

b. Subjek Penelitian

c. Data dan Sumber Data

d. Teknik Pengumpulan Data

e. Validitas Data

f. Teknik Analisis Data

g. Indikator Kinerja

h. Prosedur Penelitian

A. Judul Penelitian

Judul PTK harus memuat dua variable utama yaitu variabel

permasalahan (variabel A) dan variabel solusi atau pemecahan

masalah (variabel B). Judul hendaknya dikemukakan secara

singkat, spesifik, jelas dan mensugesti ketertarikan pembaca

(curiousity).

Di samping itu, judul harus memberikan informasi mengenai hal-

hal yang bersifat spesifik, seperti :subyek, latar atau setting, baik

tempat dan waktu pelaksanaan penelitian.

Format judul:

Keterangan:

Masalah harus jelas, diungkapkan dengan frase yang singkat dan

padat; contoh:

Peningkatan A dengan Menggunakan B

(Penelitian Tindakan Kelas di ......., 20...)

IMPROVING STUDENTS’ WRITING SKILL

USING FOUR SQUARE WRITING METHOD

(A Classroom Action Research at the Eighth Grade of SMP Negeri 19

Surakarta in the Academic Year 2009/2010)


B. Latar Belakang Masalah

Penelitian Tindakan Kelas dilaksanakan untuk

memecahkan masalah yang dihadapi para pendidik di kelas yang

mereka ampu atau meningkatkan hasil belajar siswa yang

ditengarai menurun atau di bawah Kriteria Ketuntasan Minimal

(KKM) yang diterapkan. Berdasarkan hal tersebut maka peneliti

haruslah mengungkapkan hal-hal yang mendorong

dilaksanakannya PTK atau menguraikan argumentasi pentingnya

PTK dilakukan dalam poin Latar belakang masalah.

Peneliti perlu menguraikan proses bagaimana cara

menemukan masalah dalam initial research atau preliminary

research. Waktu pelaksanaan preliminary research adalah

IMPROVING STUDENTS’ MOTIVATION IN LEARNING ENGLISH USING

REFLECTIVE LEARNING

(A Classroom Action Research at the Tenth Grade of SMK Negeri 1

Karanganyar in the Academic Year 2009/2010)

IMPROVING STUDENTS’ READING SKILL THROUGH

COLLABORATIVE LANGUAGE LEARNING

(A Classroom Action Research at the Seventh Grade of SMP

Negeri 8 Surakarta Academic Year 2007/2008)

IMPROVING STUDENTS’ SPEAKING COMPETENCE THROUGH

SMALL GROUP DISCUSSION

(A Classroom Action Research at the Eleventh Grade of SMA

Negeri 1 Sragen in the Academic Year 2007/2008)

IMPROVING STUDENTS’ SPEAKING COMPETENCE THROUGH

SMALL GROUP DISCUSSION

(A Classroom Action Research at the Eleventh Grade of SMA

Negeri 1 Sragen in the Academic Year 2007/2008)

IMPROVING STUDENTS’ VOCABULARY MASTERY BY USING

COMPUTER ASSISTED LANGUAGE LEARNING

(A Classroom Action Research towards The Second Grade

Students of SD Negeri Kalicacing 2 Salatiga in the Academic Year

2009/2010)


indefinite, artinya peneliti mempunyai waktu yang tidak terjadwal

karena tahap ini bisa dimulai sejak peneliti sebagai praktisi

pendidik mengajar dan menemukan embrio-embrio permasalahan

yang dihadapi siswanya sampai akhirnya embrio tersebut terbentuk

menjadi pokok permasalahan yang ingin dicari pemecahannya.

Ada beberapa cara yang bisa dilakukan oleh peneliti dalam tahap

initial research ini, antara lain: pengamatan (observation),

wawancara baik terhadap kolega ataupun muridnya mengenai

kesulitan-kesulitan yang dialaminya dalam proses belajar dan

mengajar, dan analisis dokumen baik dari catatan lapangan

maupun tes yang diadakan. Dari hasil analisis data yang didapat di

tahap awal ini maka peneliti dapat mengambil simpulan mengenai

asal masalah atau akar permasalahan yang kemungkinan timbul

dari metode pengajaran yang dipakai, materi pembelajaran atau

media ajar yang digunakan.

Penulisan latar belakang masalah dapat dimulai dengan

uraian kondisi nyata yang terjadi dalam PBM, baik interaksi antara

guru dan murid atau murid dan murid, situasi kelas, dan fasilitas

yang tersedia dalam ruang kelas (hal ini bisa didapatkan dari hasil

pengamatan di initial research). Setelah itu peneliti harus

menguraikan kondisi ideal tentang ruang lingkup pokok

permasalahan dan pada akhirnya peneliti juga harus menjelaskan

kesenjangan yang terjadi antara kondisi nyata dan kondisi ideal

suatu proses pengajaran dan pembelajaran. Data atau fakta

sebaiknya juga ikut dituliskan sebagai validasi. Data tersebut dapat

berasal dari field note, petikan wawancara, dan hasil tes awal yang

dilakukan yang relevan dengan masalah yang dikemukakan oleh

peneliti.

Penulisan selanjutnya adalah uraian tentang masalah yang

dihadapi oleh peneliti. Peneliti harus mengungkapkan indikator

dari masalah tersebut dan penyebab kenapa masalah tersebut dapat

timbul. Apakah penerapan metode pengajaran atau pembelajaran

yang kurang tepat dengan karakteristik siswa?; apakah materi ajar


yang tidak sesuai dengan kompetensi yang harus dimiliki siswa

diakhir proses pembelajaranya?; atau apakah media ajar yang

digunakan kurang menarik minat siswa sehingga siswa tidak

termotivasi untuk belajar?.

Setelah mengungkapkan penyebab timbulnya masalah,

peneliti menguraikan solusi yang dia berikan untuk memecahkan

masalah tersebut baik dengan penerapan metode mengajar yang

berbeda yang disesuaikan dengan karakteristik siswanya, materi

pembelajaran yang disesuaikan dengan silabi, ataukah dengan

penggunaan media ajar yang menarik. Peneliti harus mencari

referensi tentang kajian teori yang tepat untuk diterapkan guna

mengatasi permasalahan yang dihadapi. Dalam pengungkapan

solusi, peneliti perlu membuat rasionalisasi yang kuat antara

masalah yang dihadapi dengan solusi yang dia tawarkan

berdasarkan teori-teori yang relevan.

Secara singkat latar belakang masalah ditulis secara naratif

dan harus berisi:

1. Kondisi ideal tentang ruang lingkup pokok permasalahan dan

kondisi nyata yang dihadapi dalam ruang kelas.

2. Masalah yang dihadapi dan indikatornya.

3. Penyebab munculnya masalah.

4. Solusi, berupa konsep yang didukung rasionalisasi yang kuat.

Urutan penyajiannya bisa 1 – 4, atau 2,3,1,4 .

C. Perumusan dan Pemecahan Masalah

Permasalahan merupakan bagian terpenting dalam proposal

PTK. Karena dari sinilah tergambar secara jelas masalah yang

dihadapi dan solusi yang digunakan untuk memecahkan masalah

tersebut. Permasalahan merupakan hal nyata yang ditemui dalam

kelas berdasarkan pengamatan, wawancara atau analisis dokumen.

Permasalahan tersebut dibuat secara jelas dan rinci tertuang dalam

rumusan masalah yang mengkaitkan hubungan antar variabel yang

akan dikaji dalam bentuk pertanyaan.


Format rumusan masalah berbentuk pertanyaan:

1. Bagaimanakah solusi yang ditawarkan peneliti dapat

memecahkan masalah?

2. Apakah kelebihan dan kekurangan penerapan

teknik/metode/media ketika diterapkan pada kelas?

Contoh perumusan masalah:

D. Tujuan

Tujuan Penelitian Tindakan Kelas menyatakan target

tertentu yang akan diperoleh dari kegiatan penelitian yang

direncanakan. Tujuan penelitian harus dinyatakan secara spesifik

dalam pernyataan yang jelas. Kemukakan secara singkat tujuan

penelitian sesuai dengan permasalahan yang telah teridentifikasi

dan terumuskan di bab sebelumnya. Tujuan dirumuskan dalam

bentuk kalimat deklaratif.

Contoh:

1. CAN THE USE OF FOUR SQUARE WRITING METHOD

IMPROVE STUDENTS’ WRITING SKILL ?

2. TO WHAT EXTEND THE USE OF FOUR SQUARE WRITING

METHOD IMPROVE STUDENTS’ WRITING SKILL ?

3. WHAT HAPPENS WHEN FOUR SQUARE WRITING METHOD IS

APPLIED?

4. HOW DO THE EIGHT GRADE STUDENTS PARTICIPATE IN

TEACHING LEARNING PROCESS BY USING FOUR SQUARE WRITING

METHOD?

1. TO IDENTIFY WHETHER THE USE OF FOUR SQUARE WRITING

METHOD CAN IMPROVE STUDENTS’ WRITING SKILL.

2. TO IDENTIFY TO WHAT EXTEND THE USE OF FOUR SQUARE

WRITING METHOD IMPROVE STUDENTS’ WRITING SKILL.

3. TO ANALYZE WHAT HAPPENS WHEN FOUR SQUARE WRITING

METHOD IS APPLIED.

4. TO ANALYZE THE EIGHT GRADE STUDENTS PARTICIPATE IN

TEACHING LEARNING PROCESS BY USING FOUR SQUARE WRITING

METHOD?


E. Manfaat

Manfaat penelitian berisi deskripsi singkat tentang manfaat yang

dapat diperoleh setelah PTK selesai dilaksanakan. Kemukakan

manfaat teoritis (kepentingan ilmiah) dan manfaat praktis

(kepentingan terapan). Manfaat itu dapat dirinci menurut penerima

manfaat PTK, seperti peneliti, guru/kolaborator, murid, sekolah,

peneliti lain, pengambil kebijakan.

Contoh:

1. For students: It is hoped that the result of the study can improve

students’ writing skill.

2. For the teachers: The teacher can improve their teaching

techniques by elaboration the use of four square writing technique.

3. For theoritical application: It is hoped that the result of the study

can give additional information of language teaching activity

especially teaching writing.

F. Tinjauan Pustaka

Kajian pustaka menguraikan teori, temuan, dan bahan penelitian

lain yang diperoleh dari acuan (buku atau jurnal ilmiah) yang dijadikan

landasan untuk melakukan penelitian yang diusulkan. Kemukakan kajian

teori yang relevan dengan variabel masalah maupun variabel tindakan.

Berdasarkan urutan, kemukakan terlebih dahulu kajian teori yang gayut

dengan variabel masalah dan baru kemudian kajian teori yang gayut

dengan variabel tindakan. Sejalan dengan contoh judul yang telah

dikemukakan, peneliti menguraikan kajian teori tentang Kemampuan

Menulis dan selanjutnya teori tentang Four Square Writing Method.

Uraian dalam Kajian Pustaka dibawa untuk menyusun kerangka atau

konsep yang akan digunakan dalam penelitian. Dalam hubungan ini

hendaknya diusahakan pustaka yang relevan dan terbaru. Dengan

demikian, dalam bagian ini hendaknya dikemukakan hipotesis tindakan.

Dalam landasan teori perlu dikemukakan deskripsi teori dan

kerangka berpikir sehingga selanjutnya dapat dirumuskan hipotesis.


a. Deskripsi Teori

Deskripsi teori dalam suatu penelitian merupakan uraian sistematis

tentang teori (dan bukan sekadar pendapat pakar atau penulis buku) dan

hasil-hasil penelitian yang relevan dengan variabel yang diteliti. Berapa

jumlah kelompok teori yang perlu dikemukakan atau dideskripsikan akan

bergantung pada luasnya permasalahan dan secara teknis bergantung pada

jumlah variabel yang diteliti. Oleh karena itu, makin banyak variabel yang

diteliti, maka akan makin banyak teori yang perlu dikemukakan.

Deskripsi teori paling tidak berisi tentang penjelasan terhadap

variabel-variabel yang diteliti melalui pendefinisian, dan uraian yang

lengkap dan mendalam dari berbagai referensi sehingga ruang lingkup,

kedudukan dan prediksi terhadap hubungan antarvariabel yang akan

diteliti akan menjadi lebih jelas dan terarah.

Teori-teori yang dideskripsikan dalam proposal maupun laporan

penelitian dapat digunakan sebagai indikator apakah peneliti menguasai

teori dan konteks yang diteliti atau tidak. Variabel-variabel penelitian yang

tidak dapat dijelaskan dengan baik, baik dari segi pengertian maupun

kedudukan dan hubungan antarvariabel yang diteliti, menunjukkan bahwa

peneliti tidak menguasai teori dan konteks penelitian.

Untuk menguasai teori maupun generalisasi-generalisasi dari hasil

penelitian, peneliti harus rajin membaca. Orang harus rajin membaca dan

menelaah yang dibaca itu setuntas-tuntasnya agar ia dapat menegakkan

landasan yang kokoh bagi langkah-langkah berikutnya. Untuk dapat

membaca dengan baik, peneliti harus mengetahui sumber-sumber bacaan.

Sumber-sumber bacaan dapat berupa buku-buku teks, kamus (khususnya

kamus istilah), ensiklopedia, jurnal ilmiah, internet, dan hasil-hasil

penelitian.

Sumber bacaan yang baik harus memenuhi tiga kriteria, yaitu

relevansi, kelengkapan, dan kemutakhiran (kecuali penelitian sejarah,

penelitian ini justru menggunakan sumber-sumber yang lama). Relevansi

berkenaan dengan kecocokan antara variabel yang diteliti dengan teori


yang dikemukakan, kelengkapan berkenaan dengan banyaknya sumber

yang dibaca, kemutakhiran berkenaan dengan dimensi waktu. Makin baru

sumber yang digunakan, makin mutakhir teori tersebut.

Terdapat sejumlah prinsip dalam memilih sumber pustaka. Prinsip-

prinsip itu dikemukakan berikut ini.

(1) Relevansi

Telaah pustaka sering disebut landasan teoretis. Oleh karena itu,

sumber pustaka yang digunakan harus benar-benar relevan, berisi

pernyataan-pernyataan yang dapat digunakan sebagai acuan dan

kerangka pemikiran dalam memecahkan masalah penelitian. Relevansi

tersebut juga dapat ditinjau dari kesesuaian antara sumber pustaka itu

dengan disiplin ilmu yang dibahas.

(2) Kemutakhiran

Prinsip ini sangat penting dengan pertimbangan bahwa ilmu dan

teknologi telah makin berkembang dengan pesat dan kemajuan zaman

menghendaki peneliti memilih teori yang mutakhir.

(3) Akurasi dan Kualitas

Jika sejumlah data dikemukakan oleh seseorang penulis dan data

tersebut akan kita gunakan untuk menyusun sebuah rancangan

penelitian, maka kita perlu mempertanyakan apakah data tersebut

akurat dan dapat dipertanggungjawabkan validitasnya. Sementara itu,

sumber data yang berkualitas adalah sumber data yang memuat uraian

tentang suatu teori atau konsep yang teliti berdasarkan pemikiran yang

akurat, luas, mendalam, clan disajikan secara sistematis. Di samping

itu, perlu juga dipertimbangkan kewenangan atau otoritas penulisnya.

b. Kerangka Berpikir

Kerangka berpikir merupakan lanjutan dari deskripsi teori yang berisi

hubungan logis antar hal dalam teori yang mewakili variabel.


Kerangka berpikir ini harus mengemukakan bagaimana variabel B

dapat digunakan untuk menyelesaikan masalah sehingga variabel A

meningkat. Untuk memperkuat argumen atas rasionalisasi yang

diajukan, peneliti dapat mengutip hasil-hasil penelitian terdahulu yang

relevan dengan penilitian yang akan dilakukan.

Seorang peneliti harus menguasai teori-teori ilmiah sebagai dasar

bagi argumentasi dalam menyusun kerangka permikiran yang

membuahkan hipotesis. Kerangka pemikiran ini merupakan penjelasan

sementara terhadap gejala-gejala yang menjadi objek permasalahan

(Suriasumantri, 1986). Kriteria pertama agar suatu kerangka pemikiran

bisa meyakinkan sesama ilmuwan adalah alur-alur pikiran yang logis

dalam membangun suatu kerangka berpikir yang membuahkan

kesimpulan yang berupa hipotesis.

Kerangka berpikir merupakan sintesis tentang hubungan

antarvariabel yang disusun dari berbagai teori yang telah

dideskripsikan. Berdasarkan teori-teori yang telah dideskripsikan itu

selanjutnya dianalisis secara kritis dan sistematis sehingga

menghasilkan sintesis tentang hubungan antarvariabel yang diteliti.

Sintesis tentang hubungan antarvariabel tersebut selanjutnya

digunakan untuk merumuskan hipotesis.

Kerangka berpikir yang baik antara lain memuat (1) variabel-

variabel yang akan diteliti harus dijelaskan dan (2) diskusi dalam

kerangka berpikir harus dapat menunjukkan dan menegaskan

pertautan/hubungan antarvariabel yang diteliti dan ada teori yang

mendasari. Dalam PTK, berdasarkan kajian teori yang telah dilakukan,

penyusun proposal harus mampu menjelaskan bahwa bentuk tindakan

yang akan dilakukan dapat mengatasi permasalahan.

c. Perumusan Hipotesis

Perumusan hipotesis penelitian merupakan langkah ketiga dalam

kajian pustaka, setelah peneliti mengemukakan landasan teori dan

kerangka berpikir. Hipotesis merupakan jawaban sementara terhadap


rumusan masalah penelitian. Oleh karena itu rumusan masalah

penelitian biasanya disusun dalam bentuk kalimat pertanyaan.

Dikatakan sementara karena jawaban yang diberikan baru didasarkan

pada teori yang relevan, belum didasarkan pada fakta-fakta yang

empiris yang diperoleh melalui pengumpulan data. Jadi, hipotesis juga

dapat dinyatakan sebagai jawaban teoretis terhadap rumusan masalah

penelitian, belum jawaban yang empirik. Hipotesis merupakan

kesimpulan kerangka berpikir.

Berdasarkan uraian di atas jelaslah bahwa tinjauan pustaka

menguraikan teori, temuan, dan bahan penelitian lain yang diperoleh

dari acuan (buku atau jurnal jurnal ilmiah), yang dijadikan landasan

untuk melakukan penelitian yang diusulkan. Uraian dalam tinjauan

pustaka dibawa untuk menyusun kerangka atau konsep yang akan

digunakan dalam penelitian. Berdasarkan teori dan kerangka berpikir

itulah selanjutnya dikemukakan hipotesis tindakan atau hipotesis kerja.

Contoh :

Based on the theories and rationale above, the hypothesis is formulated

as follows: four square writing method can improve students’ writing

skill.

G. MetodePenelitian

Penelitian Tindakan Kelas adalah penelitian partisipatif

kolaboratif yang dilaksanakan oleh seorang peneliti (praktisi

pendidikan) dan kolaborator dalam setting pendidikan dengan ruang

lingkup terbatas. Hasil PTK adalah solusi untuk perbaikan suatu

variabel pembelajaran; solusi ini bersifat unik dalam arti tidak serta

merta dapat digunakan atau diadopsi oleh praktisi lain untuk

diimplementasikan di setting yang berbeda.

Untuk mencapai tujuan penelitian dan memperoleh manfaat

penelitian sebagaimana yang telah dirumuskan perlu dipilih metode

penelitian yang tepat. Sebagaimana telah dikemukakan bahwa

komponen-komponen yang tercakup dalam metode penelitian meliputi


setting penelitian, subjek penelitian, data dan sumber data, teknik

pengumpulan data, teknik pemeriksaan validitas data, teknik analisis

data, indikator kinerja, dan prosedur penelitian. Uraian berikut ini akan

menjelaskan komponen-komponen tersebut secara singkat.

a. Setting Penelitian

Setting penelitian mengacu pada waktu dan tempat penelitian

dilakukan.

A Classroom Action Research at the Eighth Grade of SMP Negeri 19

Surakarta in the Academic Year 2009/2010

Contoh:

Penelitian ini dilakukan di Sekolah Menengah Pertama Negeri 19

Surakarta tahun akademik 2009/2010. Pemilihan tempat itu didasarkan

pada pertimbangan (1) ...., (2) ...., dsb.

Penelitian ini berlangsung selama tiga bulan, yaitu September

sampai dengan November 2009. Rincian kegiatan penelitian tersebut

adalah sbb.: persiapan penelitian, koordinasi persiapan tindakan,

pelaksanaan (perencanaan, tindakan, monitoring dan evaluasi, dan

refleksi), penyusunan laporan penelitian, seminar hasil penelitian,

penyempurnaan laporan berdasarkan masukan seminar, serta

penggandaan dan pengiriman laporan penelitian.

b. Subjek Penelitian

Subjek penelitian adalah siswa yang terlibat dalam pelaksanaan

pembelajaran. Disebutkan berpa jumlah siswa tersebut dan juga jumlah

siswa laki-laki dan siswa perempuan.

Contoh:

Subjek penelitian tindakan ini adalah siswa kelas VIII A SMP

Negeri 19 Surakarta. Siswa kelas VIII A berjumlah 30 orang, yang

terdiri atas 20 siswa perempuan dan 10 siswa laki-laki.


c. Data dan Sumber Data

Pada bagian ini hendaknya dikemukakan jenis data apa saja yang

dibutuhkan serta sumber data tersebut. Jenis data yang dijelaskan

disesuaikan dengan fokus penelitian.

Contoh:

Data penelitian yang dikumpulkan berupa informasi tentang proses

pembelajaran menulis, kemampuan siswa dalam menulis, motivasi

siswa dalam menulis serta kemampuan guru dalam menyusun rencana

pembelajaran dan melaksanakan pembelajaran (termasuk penggunaan

strategi pembelajaran) di kelas. Data penelitian itu dikumpulkan dari

berbagai sumber yang meliputi:

(1) Informan atau nara sumber, yaitu siswa dan guru.

(2) Tempat dan peristiwa berlangsungnya aktivitas pembelajaran

(3) Dokumen atau arsip, yang antara lain berupa Kurikulum, Rencana

Pelaksanaan Pembelajaran, basil karangan siswa, dan buku penilaian.

d. Teknik Pengumpulan

Sejalan dengan data yang akan dikumpulkan serta sumber data

yang ada selanjutnya dikemukakan teknik pengumpulan data.

Contoh:

Teknik yang digunakan untuk mengumpulkan data di atas meliputi

Pengamatan, wawancara atau diskusi, kajian dokumen, angket, dan tes

yang masing-masing secara singkat diuraikan berikut ini.

1) Pengamatan

Pengamatan yang peneliti lakukan adalah pengamatan berperan serta

secara pasif. Pengamatan itu dilakukan terhadap guru ketika

melaksanakan kegiatan belajar mengajar di kelas maupun kinerja siswa

selama proses belajar mengajar berlangsung. Pengamatan dilakukan

oleh peneliti dengan mengambil tempat duduk paling belakang. Dalam


posisi itu, peneliti dapat secara lebih leluasa melakukan pengamatan

terhadap aktivitas belajar-mengajar siswa dan guru di kelas.

Pengamatan terhadap guru difokuskan pada kegiatan guru dalam

melaksanakan pembelajaran menulis dengan menggunakan strategi

komposisi terkendali dan terarah. Pengamatan terhadap kinerja guru

juga diarahkan pada kegiatan guru dalam menjelaskan pelajaran,

memotivasi siswa, mengajukan pertanyaan dan menanggapi jawaban

siswa, mengelola kelas, memberikan latihan dan umpan batik, dan

melakukan penilaian terhadap hasil belajar siswa. Sementara itu,

pengamatan terhadap siswa difokuskan pada tingkat partisipasi siswa

dalam mengikuti pelajaran, seperti terlihat pada keaktifan bertanya dan

menanggapi stimuli baik yang datang dari guru atau teman lain,

keaktifan siswa dalam mengerjakan tugas, dan sebagainya.

2) Wawancara atau diskusi

Wawancara atau diskusi dilakukan setelah dan atas dasar hasil

pengamatan di kelas maupun kajian dokumen. Wawancara atau diskusi

dilakukan antara peneliti dan guru. Wawancara atau diskusi dengan

guru dilaksanakan setelah melakukan pengamatan pertama terhadap

kegiatan belajar mengajar (KBM) dimaksudkan untuk memperoleh

informasi tentang berbagai hal yang berkaitan dengan pelaksanaan

pembelajaran bahasa Inggris, khususnya Pembelajaran menulis.

Wawancara dengan guru dilakukan pada Agustus 2009. Dari

wawancara itu serta kegiatan pengamatan dan kajian dokumen yang

telah dilakukan diidentifikasi permasalahan-permasalahan yang ada

berkenaan dengan pembelajaran menulis serta faktor-faktor

penyebabnya. Selain untuk mengidentifikasi permasalahan,

wawancara/diskusi dilakukan setelah dan atas dasar hasil pengamatan

di kelas maupun kajian dokumen dalam setiap siklus yang ada. Diskusi

antar anggota tim peneliti dapat dilakukan di sekolah. Kegiatan diskusi

itu dipimpin oleh peneliti. Dalam kegiatan diskusi itu, pemimpin

diskusi melakukan hal-hal berikut: (1) meminta pendapat guru tentang

penampilannya dalam melaksanakan pembelajaran di kelas, yang


antara lain adalah mengungkapkan kelebihan dan kekurangannya serta

perasaan-perasaan yang bersangkut-paut dengan kegiatan itu; (2)

mengemukakan catatan tentang basil pengamatannya terhadap KBM

yang dilakukan guru sesuai dengan fokus penelitian, mengemukakan

segi-segi kelebihan dan kekurangannya; (3) mendiskusikan hal-hal

yang telah dikemukakan baik oleh guru maupun peneliti untuk

menyamakan persepsi tentang hal-hal yang perlu dilakukan oleh guru

dalam kegiatan pembelajaran menulis. Dengan perkataan lain, pada

akhir setiap kegiatan diskusi disepakati hal-hal yang perlu dilakukan

pada siklus berikutnya untuk meningkatkan keefektifan penerapan

strategi four square writing method untuk meningkatkan kemahiran

menulis siswa.

3) Kajian dokumen

Kajian juga dilakukan terhadap berbagai dokumen atau arsip yang ada,

seperti Kurikulum, Rencana Pelaksanaan Pembelajaran yang dibuat

guru, buku atau materi pelajaran, hasil tulisan atau karangan siswa, dan

nilai yang diberikan guru.

4) Angket

Angket diberikan kepada para siswa untuk mengetahui berbagai hal

yang berkaitan dengan aktivitas menulis atau mengarang dan aktivitas

membaca. Angket ini diberikan dua kali, yaitu sebelum kegiatan

penelitian tindakan dan pada akhir penelitian tindakan. Dengan

menganalisis informasi yang diperoleh melalui angket tersebut dapat

diketahui peningkatan kualitas proses atas kegiatan menulis siswa serta

dapat diketahui ada tidaknya peningkatan motivasi siswa dalam

menulis.

5) Tes

Pemberian tes dimaksudkan untuk mengukur seberapa jauh hasil yang

diperoleh siswa setelah kegiatan pemberian tindakan. Tes mengarang

diberikan pada awal kegiatan penelitian untuk mengidentifikasi

kekurangan atau kelemahan siswa dalam mengarang dan setiap akhir

siklus untuk mengetahui peningkatan mutu hasil karangan siswa.


Dengan perkataan lain, tes disusun dan dilakukan untuk mengetahui

tingkat perkembangan kemampuan menulis siswa sesuai dengan siklus

yang ada.

e. Teknik Pemeriksaan Validitas Data

Suatu informasi yang akan dijadikan data penelitian perlu diperiksa

validitasnya sehingga data tersebut dapat dipertanggungjawabkan dan

dapat dijadikan sebagai dasar yang kuat dalam menarik simpulan.

Teknik yang digunakan untuk memeriksa validitas data antara lain

adalah triangulasi dan review informan kunci

Triangulasi adalah teknik pemeriksanaan validitas data dengan

memanfaatkan sarana di luar data itu untuk keperluan pengecekan atau

pembandingan data itu (Lexy 7. Moleong, 1995: 178). Teknik

triangulasi yang digunakan antara lain berupa triangulasi sumber data

dan triangulasi metode pengumpulan data. Misalnya, untuk

mengetahui kesulitan-kesulitan yang dihadapi siswa dalam kegiatan

mengarang dan faktor-faktor penyebabnya, peneliti melakukan hal-hal

berikut: (1) memberikan tes mengarang dan selanjutnya menganalisis

hasil karangan itu untuk mengidentifikasi kesalahan yang masih

mereka buat dan (2) melakukan wawancara dengan guru untuk

mengetahui pandangan guru tentang hambatan-hambatan yang dialami

siswa dalam mengarang, fasilitas pembelajaran yang dimiliki atau

tidak dimiliki sekolah, kegiatan pembelajaran mengarang di kelas,

penilaian yang dilakukan guru, dan sebagainya.

Review informan kunci adalah mengkonfirmasikan data atau

interpretasi temuan kepada informan kunci sehingga diperoleh

kesepakatan antara peneliti dan informan tentang data atau interpretasi

temuan tersebut. Hal ini dilakukan melalui kegiatan diskusi antar tim

peneliti setelah kegiatan pengamatan maupun kajian dokumen.

f. Teknik Analisis Data

Teknik analisis yang digunakan untuk menganalisis data-data yang

telah berhasil dikumpulkan antara lain dengan teknik deskriptif


komparatif (statistik deskriptif komparatif) dan teknik analisis kritis.

Teknik statistik deskriptif komparatif digunakan untuk data kuantitatif,

yakni dengan membandingkan hasil antarsiklus. Peneliti

membandingkan hasil sebelum penelitian dengan hasil pada akhir

setiap siklus. Misal: membandingkan rerata nilai kemampuan menulis

siswa pada kondisi sebelum tindakan, setelah siklus I, setelah siklus II,

dan seterusnya. Teknik analisis kritis berkaitan dengan data kualitatif.

Teknik analisis kritis mencakup kegiatan untuk mengungkap

kelemahan dan kelebihan kinerja siswa dan guru dalam proses belajar

mengajar berdasarkan kriteria normatif yang diturunkan dari kajian

teoretis maupun dari ketentuan yang ada. Hasil analisis tersebut

dijadikan dasar dalam menyusun perencanaan tindakan untuk tahap

berikutnya sesuai dengan siklus yang ada. Analisis data dilakukan

bersamaan dan/atau setelah pengumpulan data.

g. Indikator Kinerja

Pada bagian ini perlu dikemukakan atau dirumuskan indikator

sebagai tolok ukur keberhasilan penelitian yang dilakukan. Indikator

kinerja merupakan rumusan kinerja yang akan dijadikan acuan dalam

menentukan keberhasilan atau keefektifan penelitian.

Contoh:

Peningkatan kemampuan menulis siswa.

Misalnya:

Anak yang memperoleh nilai 7,5 lebih dari 70 %

Nilai rata-rata menulis siswa meningkat (dari 60 menjadi 77)

H. Jadwal Penelitian

penyusunan jadwal PTK mengacu pada proses pelaksanaan

tahapan PTK, seperti pre research, planning, Action, Observation,

Reflection.


No. Kegiatan Waktu Pelaksanaan

Bulan 1

Minggu

ke

Bulan 2

Minggu

ke

Bulan 3

Minggu

ke

1. Pre research

(indefinite)

2. Siklus 1

Perencanaan X

Tindakan X X

Observasi X X X

Refleksi/Evaluasi X X X

3 Siklus 2

Perencanaan X

Tindakan X X

Observasi/Diagnosis X X X

Refleksi/Evaluasi X X X

4 Tabulasi Data dan

Analisis

X X X X X X X X X

7 Penyusunan Laporan X X

I. Daftar Pustaka

Bagian ini memuat semua sumber pustaka yang digunakan dalam

penelitian. Penulisan daftar pustaka disusun urut berdasarkan

abjad. Masing- masing referensi ditulis urut berdasarkan nama,

tahun, judul buku, kota penerbit, nama penerbit. Judul buku dicetak

miring.

Contoh:

Hopkins, David. 1993. A Teacher’s Guide to Classroom

Reasearch. Buckingham: Open University Press.

Nunan, David. 1998. Language Teaching Methodology. London:

Prentice Hall International.

Straus, Anselm & Corbin, Juliet. (2003). Dasar-dasar Penelitian

Kualitatif: Tatalangkah dan Teknik-teknik Teoritisasi Data


(Terjemahan oleh Muhammad Shodiq dan Imam

Muttaqien). Yogyakarta: Pustaka Pelajar Offset.

Suwandi, Sarwiji. (2004). “Pemantapan Peran Bahasa Kebangsaan

sebagai Alat Kohesi Nasional” dalam Katharina Endriati

Sukamto (Ed.). Menabur Benih Menuai Kasih. Jakarta:

Yayasan Obor Indonesia.

III. Penyusunan Rancangan Proposal PTK untuk Perbaikan

Pembelajaran

Rancangan proposal Penelitian Tindakan Kelas terdiri dari beberapa

tiga bagian utama yaitu introduction (Pendahuluan), theoritical review

(Kajian Pustaka), dan research method (metode penelitian).

Bagian Pendahuluan terdiri atas background of the study (latar

belakang masalah), problem statements (rumusan masalah), objective of

the study (tujuan penelitian), dan benefits of the study (manfaat

penelitian).

Bagian Kajian Teori (Theoritical review) berisi tentang teori-teori yang

mendukung topik atau judul penelitian. Berkaitan dengan judul di bawah

ini maka kajian teorinya terdiri atas review on speaking, review on audio-

lingual method, review on Youtube video, teaching speaking through

audio-lingual method, dan penelitian terkait sebelumnya.

Bagian Metodologi Penelitian terdiri atas setting, metode penelitian,

metode pengumpulan data, dan metode analisis data.

Masing-masing bagian tersebut bisa dilihat pada contoh di bawah ini:

Judul. Improving Students' Speaking Skill through Audio-lingual Method by

Using YouTube Videos (A Classroom Action Research at the Twelfth Grade

Students of SMA 2 Magetan in Academic Year 2010/2011)

Introduction ................................................................ ..............................

A. Background of the Study .......................................... .......................

B. Problem Statement ................................................... .......................


C. Objectives of the Study ........................................... ........................

D. Benefits of the Study ................................................ .......................

Theoretical Review ............ ................................... ..................................

A. Review on Speaking .................................................... ....................

1) The Nature of Speaking ................................. .............................

2) The Elements of Speaking ................................. .........................

3) Micro and Macro Skill of Speaking .................. ..........................

4) Teaching Speaking Skill .................................. ...........................

a. Problems and Solutions to Overcome Speaking Activity ..

b. Principles in Designing Speaking Techniques ...................

c. Types of Classroom Speaking Performance .......................

5) Testing Speaking ............................................... ..........................

a. The Types of Speaking Test ........................... ...................

b. The Scoring Rubric ....................... .....................................

B. Review on Audio-Lingual Method .............................. ....................

1) The Nature of Audio Lingual Method ................................. .......

2) The Characteristics of Audio-lingual Method .............................

3) The Advantages of Audio-lingual Method ..................................

C. Review on YouTube Videos ....................................... .....................

1) The Nature of Video .............. .....................................................

2) The Benefits of Video ..................................................................

D. Teaching Speaking through Audiolingual Method by Using Videos .

1) Teaching Speaking through Audio-lingual Method.....................

2) The Use of YouTube Video in Teaching Speaking through

Audio-lingual Method ...................................................... .........

E. Review on Related Research ........................................ ...................

1) Review on Related Research to the Use of the Audio-lingual

Method in Teaching Speaking ....................................................

2) Review on Related Research to the Use of the YouTube

Video in Teaching Speaking ....... .................................................

F. Rational ........................................................................ ....................

G. Research Hypothesis .................................................... ....................


Research Method ..................................................... .................................

A. The Context of the Study ............................................. ....................

B. The Method of The Research: Action Research .......... ....................

1) The Nature of Action Research ................................. ..................

2) Characteristics of Action Research .......................... ...................

3) The Models of Action Research ..................................................

4) The Procedure of Action Research .......................... ...................

C. The Technique of Collecting Data............................................. .......

D. The Technique of Analyzing Data ............................... ....................

IV. Output Workshop = Proposal PTK

Berdasarkan kerangka yang telah dipaparkan di atas, proposal penelitian

tindakan kelas dapat dikembangkan sebagai berikut:

Introduction

A. Background of the Study

Today, education is doing a basic innovation related to the school

curriculum. The innovation demands the use of media and the learning method.

The National Education Department has changed the previous curriculum-

Competence Based Curriculum – into the new one called Kurikulum Tingkat

Satuan Pendidikan (KTSP) and in English language it is called by School Level

Based Curriculum (SLBC). One of the English teaching aims in Senior High

School is to develop the students’ competence in communicating both oral and

written language to resolve their daily problems. The communicative competence

taught in learning English covers four skills: listening, speaking, reading, writing

(Permendiknas No.23, 2006).

In School Level Based Curriculum or Kurikulum Tingkat Satuan

Pendidikan (KTSP) 2006, students of the twelfth grade of SMA/MA are expected

to achieve the following competences in speaking. In standard competence, the

students can express meaning in a short functional text and a monologue

organized as narrative, explanation, and discussion in the daily life context. While

in basic competence, the students can express meaning in a short oral functional


text, formal and informal, by using accurate, fluent and acceptable oral language

in the context of daily life organized as narrative, explanation, and discussion.

Based on the standard of competence and basic competence stated by the

curriculum, it is assumed that the twelfth grade students of SMA are skilful in

speaking short functional texts, narrative, explanation, and discussion. Yet, in fact,

the students of class XII IPA 1 of SMA 2 Magetan in academic year 2011/2012

were not able to fulfill what the curriculum demands. That was what the

researcher found when she was conducting her pre-observation to students of the

twelfth grade (XII IPA 1) of SMA 2 Magetan. She found that the students were

great at answering some extracted questions, but when they had to use English in

an oral way spontaneously, they found themselves difficult to do so. It was

emphasized by the classroom teacher’s statement. He said “Kalau secara teori dia

itu bagus, tapi kalau suruh praktek gak bisa. Malah pada diem, akhirnya kelasnya

jadi sepi.” In other words, most of the students in the classroom are passive in

joining the teaching learning process especially in speaking, because they have

difficulties in using the language in real communication.

It was revealed through pre-research questionnaires distributed to the

students that they faced difficulties in speaking, there are: on which 32 of 39

students (91.4%) have difficulties in pronunciation, 32 of 39 students (91.4%)

have difficulties in vocabulary, and 34 of 39 students (87.18 %) have difficulties

in fluency.

Beside questionnaire and interview, the fact that the students lacked

speaking skill on narrative was also supported by the findings of pre test

conducted by the researcher on March 9th

, 2011 which showed that the students'

mean score on speaking was only 50.58. Meanwhile, the students' individual score

ranged from 33.0 as the lowest score until 76.0 as the highest score and only three

of 40 students passed the minimum score required by the school, namely 70.0.

Based on the pre test, it was found that the students faced several language

skills problems reflected on their performance in speaking. Those include: (1)

students not able to pronounce the distinctive sounds of a language clearly enough

so they cannot distinguish them, (2) students not able to put words together in

correct word order (cannot using proper language function), (3) students cannot

produce the sentences in grammatical forms, (4) students unable to deliver content


logically, and (5) students cannot produce fluent speech at different rates of

delivery.

In addition to these language skills problems, there were also several

classroom situation problems reflected in the situation of speaking class itself. The

classroom situation problems included: (1) the classroom situation is very noisy.

Most students do non-academic activities rather than focus on the lesson, (2) the

students are not active and creative, it can be seen when they are asked to do

exercise, most of them only wait for their friend who have finished to do the

exercise, and then they just copy it, (3) students tend to refuse when teacher asks

them to practice in front of class, the students keep silent, (4) students do not give

full attention to the teacher, and (5) the teaching learning process is boring, which

is shown by the students’ laying their head down on the table.

All these problems above might be well caused by several factors, namely:

(1) the teacher’s merely asking the students to complete exercise book fails to

boost students’ initiatives to speak, (2) the teacher seldom uses a media to support

teaching and learning activity, (3) the students do not like to speak, because they

lack of vocabularies.

Speaking indeed is not as simple as it seen. Speaking is the productive skill

in the oral mode. In other word, as Underwood (1997: 11) states: “speaking is

creative process; speakers are almost always in the position of formulating what

they are saying as a result of the behaviour of their listeners or as a result of added

thought of their own”. Speaking here means the individual’s ability in expressing

his or her ideas. It needs not only physical performance but also psychological

performance to have a qualified speaking that is speaking in communicative and

correct way. In order to develop this communication skill the students must be

active, by not only mastering the theory but also having enough practices. Ur

(1996: 120) also provides some characteristics of successful speaking activity:

1. Learners talk a lot. As much as possible of the period of time allotted to

the activity in fact occupied by learner talk. This may seem obvious, but

often most time is taken up with teacher talk or pauses.

2. Participation is even. Classroom discussion is not dominated by a minority

of talkative participants: all get a chance to speak, and contributors are

fairly evenly distributed.


3. Motivation is high. Learners are eager to speak: because they are interested

in the topic and have something new to say about it, or because they want

to contribute to achieving a task objective.

4. Language is of an acceptable level. Learners express themselves in

utterances that are relevant, easily comprehensible to each other, and of an

acceptable of language accuracy.

As solutions to overcome the problems above, the researcher proposes to

use “YouTube videos” through Audio-lingual method to help the students

improve their speaking skill. The videos used in this study were taken from

YouTube.com. It is a site that does not discriminate among its user (Langer, 2010:

74). YouTube videos are one of the audio visual media. They are easy to find out

because You Tube videos are a very popular web video sharing site that lets

anyone store short videos for private or public viewing. By using this media, the

students can compare their own voice with the pronunciation model. Besides,

there are some advantages to the teacher who uses YouTube videos in teaching

speaking. Harmer (2003: 290) states that video can enhance simulation, not only

because it can provide feedback when students can watch themselves and evaluate

their performance, but also because the presence of a video help to make media

more realistic. Furthermore, Stempleski and Tomalin (1990: 3) add that the

introduction of a moving picture component as a language teaching aid is a crucial

addition to the teacher’s resources. It will help students through motivation,

communication, non verbal aspects, and cross-cultural comparison.

a. Video presentation exploits students’ motivation in language learning

classroom. Children and adults feel their interest quicken when language is

experienced in a lively way though video.

b. Teachers have observed how a video sequenced used in class make students

more ready to communicate in the target language.

c. The American psychologist, Robert Merabian, has estimated that as much as

80 percent of our communications is non-verbal. Our gesture, expression,

posture, dress and surroundings are as eloquent as what we actually say video

allows us to see this in action and to freeze the moment to study the non-

verbal communication in detail.


d. Video offers cross-cultural comparison. Observing differences in cultural

behaviour is not suitable training for operating successfully in alien

community. It is also a rich resource for communication in the language

classroom.

In addition, to solve the students’ problems in speaking skill, as a good

English teacher, he or she should be able to understand and select the appropriate

language teaching approach or technique to his students. This is very important

because a language teaching approach or technique gives many influences for

everything that he or she does in his/ her classroom. This is in line with Brown

(1994: 74) who says that an approach or theory of language and language learning

takes great importance. The approach to language teaching methodology is the

theoretical rationale that underlines everything that teachers do in the classroom.

As Prabhu points out in Tudor (1996: 120):

What the teacher does in the classroom is not solely, or even primarily,

determined by the teaching method he or she intends to follow. There is a

complex of other forces at play, in varied forms and degrees.

The method variable, then, plays a very important role in determining what goes

on in the classroom.

One of the language teaching methods which can be implemented to solve

the senior high school students’ problems in speaking skill is Audio-lingual

Method. Its focus was on the learner’s ability to gain the communicative skill of

listening and speaking in target language. There are several reasons why Audio-

lingual Method can improve the students’ speaking skill. According to James and

Huckin (1997: 10), Audio-lingual method paid systematic attention to

pronunciation and intensive oral drilling of basic sentence patterns. Students were

taught grammatical points through examples and drills rather than through

analysis and memorization of rules. In addition, Nagaraj (1996:79) shows some

main features of the Audio-lingual method:

1. The Audio-lingual method treated each language skill separately:

listening, speaking, reading, writing.


2. This method focused primarily on the skill of listening and speaking,

in accordance with Moulton’s first slogan: Language is speech, not

writing.

3. The skill of writing and reading were not neglected, but the focus

throughout remained on listening and speaking.

4. Dialogues were the main feature of the audio-lingual syllabus, and

they were the chief means of presenting language items. They also

provided learners an opportunity to practice, mimic and memorize

bits of language.

5. Pattern drills were an essential part of his method and used as an

important technique for language teaching/ learning.

6. The language laboratory was introduced as an important teaching

aid. It gave learners an opportunity to mimic a model and memorize

language patterns.

7. Like a direct method, the audio-lingual method too tried to avoid the

use of the mother tongue, though perhaps not so rigidly.

Finally, considering the characteristics of Audio-lingual method, YouTube

videos, the students' speaking skill, and the situation of speaking class, the

researcher had a strong belief that implementing Audio-lingual method by using

YouTube videos can improve the students' speaking skill.

B. Problem Statement

Related to the background of the study above, the problems in this

research are formulated into the following:

a. Does implementing Audio-lingual Method by using YouTube videos improve

speaking skill of XII IPA 1 students at SMA 2 Magetan in 2011/2012?

b. How is the class situation when Audio-lingual Method by using YouTube

videos is implemented in speaking class?

C. Objectives of the Study

In general, the study aims at:


1. Identifying whether implementing Audio-lingual Method by using YouTube

videos improve speaking skill of XII IPA 1 students at SMA 2 Magetan in

2011/2012.

2. Describing the situation in the classroom when Audio-lingual Method by

using YouTube videos is implemented in speaking class.

D. Benefits of the Study

From the research findings, it is expected that there would be benefits

given to teacher, students, and other researchers. Those are:

a. For the students; the students can explore YouTube videos to practice

speaking outside class, and the study can enhance the students’ ability in

conducting speaking skill.

b. For the teacher; the teacher can use YouTube videos to refine his speaking

class by conducting collaborative action research through Audio-lingual

method, as well as he expected when this study was still lasting,

c. For other researchers; other researchers can use the findings of this study as a

basic for conducting further studies.

Literature Review

A. Review on Speaking

1. The Nature of Speaking

Speaking is often regarded as the most important skill to be mastered,

especially by one who learns language, speaking then can also be used as a tool to

measure if one knows a language so he will be referred as the speaker of the

language. Ur in his book (1996: 120) states:

“Of all the four skills (listening, speaking, reading, and writing), speaking

seems intuitively the most important: people who know a language are

referred to as ‘speakers’ of that language, as if speaking included all other

kinds of knowing, and many if not most foreign language learners are

primarily interested in learning to speak.”

The definition of speaking varies according to some experts. Nunan (1989:

26) believes that speaking a process consisting of short, often fragmentary


utterance in a range of pronunciation. In addition, Burkart (1998) states that

speaking is an activity that involves three areas of knowledge, the first is

mechanics which include pronunciation, grammar and vocabulary.

According to Syakur (1987: 5), speaking is a complex skill because at least

it is concerned with components of pronunciation, grammar, vocabulary and

fluency.

1. Pronunciation

Pronunciation is the student’s way to utter English well. Besides,

pronunciation is one of the difficult language components of a grammar made up

of the elements or principles to determine how sound vary and pattern in a

language.

2. Vocabulary

Vocabulary means the appropriate diction which is used in conversation.

Without having a sufficient vocabulary, one cannot communicate effectively or

express ideas in both oral and written form. Having limited vocabulary is also a

barrier that precludes learners from learning a language. Language teachers,

therefore, should process considerable knowledge on how to manage an

interesting classroom so that the learners can gain a great success in their

vocabulary learning.

3. Grammar

It concerns with how to arrange a correct sentences in conversation. It is in

line with explanation given by Lewis and Hill (1997:82) that it can develop the

ability to understand and respond quickly, and the ability to articulate. The utility

of grammar is also to learn the correct way to gain expertise in a language in oral

and written form.

4. Fluency

It can be defined as the ability to speak fluently and accurately suited with

professional necessity. Basically, being fluent means able to keep the language

coming. There may be mistakes, fillers and repetition, but there are no unusually

long pauses in the flow of talk. In interactive speaking activities, the instructors

are trying to get the students to communicate their own ideas, opinion and wishes.

The emphasis on fluency implies two things. First, an error correction policy

should reflect this emphasis. Particularly in speaking, it is important that the


instructors should encourage the risk taker. Second, the activities the instructor

present should reflect promote fluency.

From the definition above, it can be concluded that speaking is ability to

say something which involves the ability in using the word in the correct order,

correct pronunciation, right grammatical form, fluency and choice of words in

meaningful context (vocabulary) in the process of interpreting and negotiating

meaning in conveying message to establish and maintain communication.

2. The Elements of Speaking

Language is a tool used to communicate with others. One of the ways is by

speaking. In order to express their ideas in the spoken form, they should

understand some elements of speaking. Harmer (2003: 269-270) proposes four

elements for spoken production: (1) connected speech: effective speakers of

English need to be able not only to produce the individual phonemes (as in saying

I would have gone) but also the use fluent connected speech (as in I’d’ve gone);

(2) expressive devices: native speakers of English change the pitch and stress of

particular parts of utterance, very volume and speed, and shown by other physical

and non verbal (paralinguistic) means how they are feeling; (3) lexis and

grammar: spontaneous speech is marked by the use of a number of common

lexical phrase, especially in the performance of certain language functions; (4)

negotiation language: effective speaking benefits from the negotiatory language

we use to seek clarification and to show the structure of what e are saying.

3. Micro and Macro Skill of Speaking

Brown (1994: 257) mention some micro and macro skill of speaking, there

are:

a. Produce chunks of language of different lengths.

b. Orally produce differences among the English phoneme and

allophonic variants.

c. Produce English stress patterns, words in stressed and unstressed

positions, rhythmic structure, and intonational contours.

d. Produce reduced forms of words and phrases.

e. Use an adequate number of lexical units (words) in order to

accomplish pragmatics purposes.


f. Produce fluent speech at different rates of delivery.

g. Monitor your own oral production and use various strategic

devices-pauses, fillers, self-corrections, backtracking-to enhance

the clarity of the message.

h. Use grammatical word classes (noun, verbs, etc.), system (e.g.,

tense, agreement, pluralization), word order, patterns, rules, and

elliptical forms.

i. Produce speech in natural constituents-in appropriate phrases,

pause groups, breath groups, and sentence constituents.

j. Express a particular meaning in different grammatical forms.

k. Use cohesive devices in spoken discourse.

l. Appropriately accomplish communicative functions according to

situations, participants, and goals.

m. Use appropriate registers, implicature, pragmatic conventions, and

other sociolinguistic features in face-to-face conversations.

n. Convey links and connections between events and communicate

such relations as main idea, supporting idea, new information,

given information, generalization, and exemplification.

o. Use facial features, kinesics, “body language”, and other nonverbal

cues along with verbal language in order to convey meanings.

p. Develop and use a battery of speaking strategies, such as

emphasizing key words, rephrasing, providing a context for

interpreting the meaning of words, appealing for help, and

accurately assessing how well your interlocutor is understanding

you.

Micro and macro skills are the way the students organize the features of

language. Based on micro and macro skills above, the students have to: (1) orally

produce differences among English phonemes and stress patterns, (2) produce

reduce forms of words and phrases, (3) use grammatical word classes (nouns,

verbs, etc.), system (e.g., tense, agreement, pluralization), (4) produce fluent

speech based on content.


4. Teaching Speaking Skill

a. Problems and Solutions to Overcome Speaking Activities

Teaching speaking is not an easy job. There are many problems in

teaching speaking. In teaching speaking, teacher or lecturer should recognize the

difficulties and problems encountered by learners in following the speaking

activities. Ur (1996: 121) mentions that there are four common problems dealing

with speaking activities faced by learners, they are as follows:

1) Inhibition

Differs with other skill activities, in speaking activities, learners are often

inhibited about trying to say things in another language in the classroom

because of afraid of making mistakes, fearful of criticism or loosing face, shy,

etc.

2) Nothing to say

Sometimes learners cannot produce any utterances because of they have no

motive to express themselves beyond the guilty feeling that they should be

speaking.

3) Low or uneven participation

The tendency of domination of minority learners who are good in speaking in

the activities will make the others have little time or chance to participate.

4) Mother-tongue use

In a class where the learners share the same mother tongue, they tend to use it

since it is easier for them to do that.

Ur (1996: 121-122) also mentioned some ideas to overcome those

problems, here are the ideas:

1) Use group work

It is increases the sheer amount of learner talk going on in a limited period

and lowers the inhibitions of learners who are unwilling to speak in front of

the full class.

2) Base the activity on easy language

Generally, language used in a discussion is lower than the language used in

intensive language-learning activities, the language should be easily recalled


and produced by participants. This is useful to let them speak fluently with

minimum hesitations.

3) Make a careful choice of topic and task to stimulate interest

The clearer the purpose of the discussion, the more motivated participants

will be.

4) Give some instruction or training in discussion skills

If the task is based on group discussion then include instructions about

participation when introducing it.

5) Keep students speaking the target language

Teacher has to monitor how well the group teamwork is run. Teacher has to

be as close as possible to the group to keep the students talk speaking in the

target language.

b. Principles in Designing Speaking Techniques

Brown (1994: 268-270) mentions that there are some principles in

designing speaking techniques must be known by teachers and lecturers, they are

as follows:

1) Techniques should cover the spectrum of learner needs, from language-based

focus on accuracy to message-based focus on interaction, meaning, and

fluency.

Teachers can use many attractive techniques as jigsaw technique, games,

discussion. However, they have to make sure that the technique designed to

help learners perceive and use the building blocks of language. In the same

time, try to make any drilling activities as meaningful as possible, so it will

interest the learners.

2) Techniques should be intrinsically motivating.

Teachers have to try at all times to appeal the learners’ ultimate goals and

interest, to their need for knowledge, for status, for achieving competence,

autonomy, and for “being all that they can be”.

3) Techniques should encourage the use of authentic language in meaningful

contexts.


Teachers should provide authentic contexts and meaningful interaction in the

classroom.

4) Provide appropriate feedback and correction.

By giving appropriate feedback and correction, it will be very useful for the

learners’ development in learning language.

5) Capitalize on the natural link between speaking and listening.

Teachers should integrate the two skills since both can reinforce each other.

Skills in producing language are often initiated through comprehension.

6) Give students opportunities to initiate oral communication.

Teachers need to design conditions where the conditions are supporting the

learners to initiate oral communication, for example, asking questions, giving

directions, providing information. It is expected to be able to lead the students

to increase the oral communicative competence that includes the ability to

initiate conversation, to nominate topics, to ask questions, to control

conversation, and to change the subject.

7) Encourage the development of speaking strategies.

The concept of strategic competence is one that few beginning language

learners are aware of. Students can be aware of oral communicative purposes

by practicing such strategies as follows:

a) Asking for clarification (what?)

b) Asking someone to repeat something (Huh? Excuse me?)

c) Using fillers (Uh, I mean, Well) in order to gain time to process.

d) Using conversation maintenance cues (Uh huh, Right, Yeah, Okay, Hm)

e) Getting someone’s attention (Hey, Say, So)

f) Using paraphrases for structures one can’t produce

g) Appealing for assistance from the interlocutor (to get a word or phrase, for

example)

h) Using formulaic expression (at the survival stage) (How much does_cost?

How do you get to the_?)

i) Using mime and nonverbal expressions to convey meaning.


It can be concluded that the techniques should cover the language-based

focus on accuracy to message-based focus on interaction, meaning, and fluency

by drilling activities as meaningful as possible.

c. Types of Classroom Speaking Performance

Brown in his book entitled Teaching by Principles (1994: 266-268)

mentions that there are six types of classroom speaking performance, they are:

1) Imitative

In this type of speaking performance, learners spend their time to

initiate speech, for example, they are practicing an intonation contour, trying

to pinpoint a certain vowel sound, etc. intonation of this kind is carried out

not for the purpose of meaningful interaction, but for focusing on some

particular element of language form. A type that can be concluded in this type

and can be classified in the communicative language classroom is drilling.

Drills offer students an opportunity to listen and to repeat certain string a

language that may pose some linguistic difficulty – enter phonological or

grammatical.

Here are some guidelines for successful drills:

a) Keep them short (a few minutes of class hour only)

b) Keep them simple (preferably just one point at a time)

c) Keep them “snappy”

d) Make sure students know why they are doing the drill

e) Limit them to phonology and grammar points

f) Make sure they ultimately lead to communicative goals

g) Don’t overuse them

2) Intensive

This type is designed to practice some phonological or grammatical

aspect of language. Intensive speaking can be self-initiated or it can be even

from part of some pair work activity.

3) Responsive

This activity is short replies to the teacher or students initiated

questions or comments which are usually and do not extend into dialogue.


4) Transactional (dialogue)

Transactional is an extended form of responsive language.

Transactional dialogue is not just limited to give the short respond but it can

convey or exchange specific information.

5) Interpersonal (dialogue)

Interpersonal dialogue is designed for maintaining social relationships

than for the transmission of fact or information. This conversation involves

some or all the following factors:

a) A casual register

b) Colloquial language

c) Emotionally charge language

d) Slang

e) Ellipsis

f) Sarcasm

g) A covert “agenda”

6) Extensive (Monologue)

The form of monologues can be as oral reports, summaries, or

perhaps, short speeches. These monologues can be planned or impromptu.

This speech is designed for students at intermediate and advanced level.

5. Testing Speaking

a. The Types of Speaking Test

Thornbury (2005: 125-126) mentions the most commonly used spoken test

types are these:

1) Interviews: these are relatively easy to set up, especially if there is a room

apart from the classroom where learners can be interviewed.

2) Live monologues: the candidates prepare and present a short talk on a pre-

selected topic.

3) Recorded monologues: these are perhaps less stressful than a more public

performance and, for informal testing, they are also more practicable in a way

that live monologues are not.

4) Role-play: most students will be used to doing at least simple role-plays in

class, so the same format can be used for testing.


5) Collaborative task and discussions: these are similar to role-plays except that

the learners are not required to assume a role but simply to be themselves.

The kind of oral production that students are expected to carry out in the

classroom is live monologue. Students at intermediate to advanced levels are

called on to give extended monologues in the form of oral reports, or summaries.

b. The Scoring Rubric

Ur (1996: 135) provides five points as the scale for rating the accuracy and

five points as the scale for rating the fluency of English of second language

learners. The students are tested on fluency and accuracy, and may get a

maximum of five points on each of these two aspects, ten points in all. The scale

can be seen in the table 2.1 below:

Table 2.1. The Scale of Speaking Test

Accuracy Score

Little or no language produced 1

Poor vocabulary, mistakes in basic grammar, may

have very strong foreign accent 2

Adequate but not rich vocabulary, makes obvious

grammar mistakes, slight foreign accent 3

Good range of vocabulary, occasional grammar slips,

slight foreign accent 4

Wide vocabulary appropriately used, virtually no

grammar mistakes, native-like or slight foreign

accent

5

Fluency Score

Little or no communication 1

Very hesitant and brief utterances, sometimes

difficult to understand 2

Gets ideas across, but hesitantly and briefly 3

Effective communication in short turns 4


Easy and effective communication, uses long turns 5

B. Review on Audio-Lingual Method

1. The Nature of Audio-lingual Method

According to Mukalel (1998: 78), audio-lingual is the method of teaching

a foreign language with a view to developing in the learners the aural-oral abilities

to communicate through the language.

In addition Coady and Huckin (1997: 10) state that the audio-lingual

method paid systematic attention to pronunciation and intensive oral drilling of

basic sentence patterns. This opinion supported by Richards and Rodgers (2001:

67) state that in audio-lingual method, the language skills are introduce, and

focuses on accuracy through drill and practice in the basic structures and sentence

patterns of the target language.

Furthermore, according to Brown (1994: 48), method is an overall plan for

systematic presentation of language based upon a selected approach. It is a set of

prescriptions on what teachers and learners should do in the language classroom.

Prescriptions for the teacher include what material should be presented and when

it should be taught and how, and prescriptions for learners include what approach

they should take toward learning.

From the definition above, it can be concluded that audio-lingual method

is an overall plan for systematic presentation of language that paid systematic

attention to pronunciation through drill and practice to communicate through the

language.

2. The Characteristics of Audio-lingual Method

Brown (1994: 57) states the characteristics of the ALM may be summed

up in the following list (adapted from Prator and Celce-Murcia, 1979):

a. New material is presented in dialog form.

b. This is dependence on mimicry, memorization of set phrases, and

overlearning.

c. Structure are sequenced by means of contrastive analysis and taught one at a

time.

d. Structural patterns are taught using repetitive drills.


e. There is little or no grammatical explanation. Grammar is taught by inductive

analogy rather than deductive explanation.

f. Vocabulary is strictly limited and learned in context

g. There is much use of tapes, language labs, and visual aids.

h. Great importance is attached to pronunciation.

i. Very little use of the mother tongue by teachers is permitted.

j. Successful responses are immediately reinforced.

k. There is a great effort to get students to produce error-free utterances.

l. There is a tendency to manipulate language and disregard content.

3. The Advantages of Audio-lingual Method

According to Richards and Rodgers (2001: 57), the psychological

foundations of Audio-lingual influence a number of learning principles in the

following:

a. Foreign language learning is basically a process of mechanical habit

formation. Good habits are formed by giving correct responses rather than by

making mistakes. By memorizing dialogues and performing pattern drills the

chances of producing mistakes are minimized.

b. Language skills are learned more effectively if the items to be learned in the

target language are presented in spoken form before they are seen in written

form.

c. Analogy provides a better foundation for language learning than analysis.

Drills can enable learners to form correct analogies.

d. The meaning that the words of a language have for the native speaker can be

learned only in a linguistic and cultural context and not in isolation. Teaching

a language thus involves teaching aspects of the cultural system of the people

who speak the language. (River 1964: 19-22)

C. Review on YouTube Videos

There are many kinds of media which can be used in teaching learning

process. Audio-visual Medias are a great help in stimulating and facilitating the

learning of a foreign language. In this research, the researcher will use short video

got from internet that is called YouTube. YouTube videos are one of the audio

visual media. They can be used by the teacher and students based on the syllabus


they are following. YouTube is a video sharing website where users can upload,

view and share video clips (Shafei and Nejati: 92). Similar to

(en.wiktionary.org/wiki/YouTube), any website that allows users to upload

content, particularly YouTube itself; A small video that can be viewed online,

particularly one hosted on YouTube; To upload a video of something to the

internet, particularly to YouTube. It is understood that YouTube videos make a

powerful contribution; contribution to interest and motivation in teaching learning

process, a sense of the context of the language, and a specific reference point or

stimulus.

1. The Nature of Video

Video is a component of instruction in classroom. It can be aid in teaching

learning process. Cooper (1991: 11) states that video is a supercharged medium of

communication and a powerful vehicle of information. It is packed with message,

images, and ambiguity, and so represents a rich terrain to be worked and reworked

in the language learning. Similar to Heinich (1996: 198) state that video is media

format that employs a cathode-ray screen to present the picture portion of the

message. It is medium of communication which contain some information. The

information is in the form of picture, image, and action.

Videos can appear to shift time and space. Video, regardless of the type of

technology with which it is created, edited, and transmitted, offers a number of

significant instructional advantages. Using video in support of teaching and

learning offers some benefits involved in implementing video in the classroom.

The learners see video as a positive and powerful teaching tool. According to

Collie and Slater (1999: 4), for most learners, video is an entertaining and

motivating medium. The visual support not only provides valuable assistance in

overall comprehension-seeing the gesture and expression of the speakers and the

social context in which they are speaking can be so important-but learners are also

usually more interested in what people have to say when they can actually see

them. Addition McDonald, et al. (2003: 323) state the school that are equipped

with compressed video system can bring live, fully interactive instruction from

one location to the next or have distance guest speakers visit the classroom

without having to travel. It is important o make the students active whenever they

http://www.google.co.id/url?q=http://en.wiktionary.org/wiki/YouTube&sa=X&ei=coJPTe7BAoi4rAe_x4HbBg&ved=0CBwQpAMoAg&usg=AFQjCNFMp3k7mIT1XJ7R4Oru-TknBVCIqQ


watch video material. This active involvement forms part of the stage of any

lesson with video material.

2. The Benefits of Video

Video is extremely well suited to display the connections between

language and the real world in which communication is essential. McDonald

(2003: 309) states that video makes impossible experiences possible for their

viewers and provide stimulation through our dominant senses. It helps learners

make a sense of the abstract while providing sensory summaries of the material

presented.

As well as the advantages outlined, video helps students speak without

self-consciousness. They hear the sound of the language from the first lesson in

meaningful sequences with the appropriate intonation patterns and speak without

self-consciousness. Harmer (2003: 282) states that they are many reasons why

video can add a special, extra dimension to the learning experience:

a. Seeing language-in-use: one of the main advantages video is that students do

not just hear language, they see it too. This greatly aids comprehension, since

for example; general meaning and moods are often conveyed through

expression, gesture, and other visual clue. Thus, the students observe how

intonation can match facial expression.

b. Cross-cultural awareness: video uniquely allows students a look at

situations far beyond their classroom. It is great value in giving students a

chance to see such things as what kind of food people eat in other countries,

and what they wear.

c. The power creation: when the students use video cameras themselves they

are given the potential to create something memorable and enjoyable. The

task of video-making can provoke genuinely creative and communicative

uses of the language, with students finding themselves ‘doing new things in

English’.

d. Motivation; for all of the reasons so far mentioned, most students show an

increased level of interest when they have a chance to see language in use as

well as hear it, and when this is coupled with interesting tasks.


Furthermore, Kelty (1996: vi) add that video can benefit students in a

number of other ways.

a. It motivates students.

Video present language in a lively, entertaining way that arouses the students’

interest.

b. It presents language in context.

Video shows communication in vivid, realistic contexts.

c. It illustrates behaviour and relationships.

Video shows the differences between how people behave in informal

relationship involving friends and family, and how behave in more formal

relationships. The visual dimension of video also allows students to see how

people behave when they are happy, sad, angry, and so on.

d. It presents non-verbal aspects of communication.

Video allows learners to see body language-the gestures, facial expression,

and postures that enhance, modify, or otherwise color the messages conveyed

by a speaker’s words alone.

e. It provides cultural information.

Video shows how people live and how they are interact with people in their

own cultural environment.

f. It can be analyzed in close detail.

The technical features of video allow relevant parts of a segment to be

selected, isolated, and repeated. Visual elements, such as setting, clothing,

and body language, and sound elements, such as pronunciation, intonation,

and stress, can be selected and studied in detail.

g. It stimulates language use.

Video makes students ready to communicate in the target language. As a

follow-up to viewing, students can extend language items presented on the

video to areas of their own personal background, experience, and interests.

Through video, students can also see the gestures and facial expressions

which play an essential role in clarifying the part of the meaning which is

conveyed by intonation and tone voice. The picture, with accompanying voice,

has a greater sensory impact than lines on a printed page, or event than that of the

voice alone.


D. Teaching Speaking through Audio-lingual Method by Using Video

1. Teaching Speaking through Audio-lingual Method

The teaching of listening comprehension, pronunciation, grammar, and

vocabulary are all related to development of oral fluency. Reading and writing

skills may be taught, but they are dependent on prior oral skills. Richards and

Rodgers (2001: 58) state that language is primarily speech in audio-lingual theory,

but speaking skills are themselves dependent on the ability to accurately perceive

and produce the major phonological features of the target language, fluency in the

use of the key grammatical patterns in the language, and knowledge of sufficient

vocabulary to use with these patterns. In addition, Coady (1997: 10) states that the

audio-lingual method paid attention to pronunciation and intensive oral drilling of

basic sentence patterns.

From the statement above, it can be concluded that in the audio-lingual

method the dominant emphasis is placed on the fundamental skills, example

speaking. Audio-lingual tries to develop target language skills without reference

to the mother tongue.

2. The use of YouTube video in Teaching Speaking through Audio-lingual

Method

Tape recorder and audiovisual equipment often have central roles in an

audio-lingual course. Richards and Rodgers (2001: 63) state that if the teacher is

not a native speaker of the target language, the tape recorder provides accurate

models for dialogues and drills. A language laboratory may also be considered

essential.

In a typical audio-lingual lesson, the following procedures would be

observed:

a. Students first listen to a model dialogue (either read by the teacher or on tape)

containing the key structures that are the focus of the lesson. They repeat each

line of the dialogue, individually and in chorus. The teacher pays attention to

pronunciation, intonation, and fluency. Correction of mistakes of

pronunciation or grammar is direct and immediate. The dialogue is

memorized gradually, line by line. A line may be broken down into several

phrases if necessary. The dialogue is read aloud in chorus, one half saying


one speakers part and other half responding. The students do not consult their

book throughout this phase.

b. The dialogue is adapted to the students’ interest or situation, through

changing certain key words or phrases. This is acted out by the students.

c. Certain key structures from the dialogue are selected and used as the basis for

pattern drills of different kinds. These are first practiced in chorus and then

individually. Some grammatical explanation may be offered at this point, but

this is kept to an absolute minimum.

d. The students may refer to their textbook and follow-up reading, writing, or

vocabulary activities based o the dialogue may be introduce. At the beginning

level, writing is purely imitative and consists of little more than copying out

sentences that have been practiced. As proficiency increases, students may

write out variations of structural items they have practiced or write short

compositions on given topics with the help of framing questions, which will

guide their use of the language.

e. Follow-up activities may take place in the language laboratory, where further

dialogue and drill work is carried out.

In this research, the researcher lists the following procedures in teaching

speaking using audio-lingual method and video such as:

a. The modelling of all learning using YouTube video.

b. Teacher drills with pause the video, students repeat each line.

c. Teacher asks students to grammatical drilling, students changing certain key

word or phrase.

d. The students may refer to their textbook, and then retell the story orally.

E. Review on Related Research

1. Review on Related Research to the use of Audio-lingual Method in

Teaching Speaking

Hussin, Maarof, and D'Cruz (2001) write “Sustaining an Interest in

Learning English and Increasing the Motivation to Learn English: An Enrichment

Program” They state that often, English language teachers who subscribe to the

behaviourist approach to language teaching adopt the Audio-lingual Method

(ALM) or Direct Method which focus on forms and accuracy of the students’


output or performance. Thus, many teachers are found drilling the students with

continuous grammatical exercises especially at the primary school level. Despite

exposure to training in the communicative approach, may teachers still avoid

practicing the approach because the communicative component, i.e. oral

communication makes up only ten percent of the exam score on the English test.

In other words, many teachers are more interested in training students how to read

and write well in addition to teaching students to master the grammar component

of the language.

Often, we find students who become good test-takers, and yet they are not

able to speak and write competently when they graduate from high schools. What

is more important is that teachers realize that given an environment (in rural areas)

where the English language input is limited and non-conducive to learning the

target language, teachers need to find creative ways to teach the language and

increase the student's motivation to learn the language and to eventually

appreciate the language. Undoubtedly, possessing some knowledge about various

language teaching methodologies (e.g. ALM) is crucial, but it is more important

for teachers to know what the most appropriate approach to teaching the language

in that particular environment is and what activities are suitable for a given group

of learners.

Based on our general observation of language teaching in schools, at least

in the Maran District schools where we conducted our language teaching

workshops, teachers tended to ignore the importance of such factors as positive

self-concept, high self-esteem, positive attitude, clear understanding of the goals

for language learning, continuous active participation in the language learning

process, and the relevance of a conducive environment that could contribute to the

success of language learning. In most cases, teachers are worried about how to

drill the students to obtain high scores on the English paper in the national

examination. The problem for many English teachers, especially the non-

specialists, is how to encourage genuine interest among students to continue to

learn and use the English language once the examinations are over. The question

that needs to be addressed is how do teachers create a healthy balance between

preparing students for the standardized examinations and for life-long language

skills.


2. Review on Related Research to the use of YouTube Video in Teaching

Speaking

There are some studies conducted to improve speaking skill using video.

Suparno (2010) writes “ Optimizing the Use of ‘YouTube Videos’ to Improve

Students’ Speaking Ability (A Classroom Action Research in the Ninth Grade

Students of SMPN 1 Kerjo in the Academic Year of 2009/2010)” . The research

findings show YouTube video can improve: (1) the students’ speaking ability: (a)

the students could pronounce some English correctly; (b) they could produce

grammatical sentences; (c) they could use appropriate vocabularies; (d) they could

express their idea fluently; and (e) the content of their expression could be

understood; and (2) classroom situation. It shows that: (a) the students had

discussed the material given by the teacher; (b) during speaking class, most of the

students had eagerness to answer the question orally; (c) they knew what they had

to do when the teacher asked them; (d) they had courage to express their idea

freely; and (e) the English speaking class was more alive and interesting.

The research showed that there is improvement not only in the speaking

ability of the students involved in the study but also the quality of teaching-

learning process. It can be stated that the speaking class is more effective and

alive when the teacher optimize the use of YouTube videos as authentic material.

Therefore, it is recommended that the English teacher should be: (1) creative to

guide the students in exploring YouTube videos as authentic materials so that they

are able to understand them; (2) active to create an interesting atmosphere because

YouTube videos can build up the students’ interest and motivation; (3) active and

creative to apply YouTube videos as authentic materials in teaching speaking

because they will cover the four language skill in practice.

Sari (2007) writes “Improving Students’ Speaking Skill Using Video” (A

Collaborative Action Research with Vocational School Teacher at the Second

Grade of SMK Mikael Surakarta). The result of the study shows in the following

findings. First, the factors causing low ability in speaking class are: (1) students

get less time to practice their speaking skill; (2) teaching techniques used (song,

picture) are less attractive; (3) students do not have motivation in joining speaking

class. Second, students’ speaking significantly improves and they are able to

apply information routine in terms of giving justification. Third, the video which


are commercial breaks and documentary films make the students’ bad learning

attitude do not emerge.

The research findings prove that using video in teaching speaking is an

effective technique to improve students’ speaking proficiency and motivation to

join speaking activity. Through video, students are encouraged to practice the

skill. It attracts students’ attention and they become more enthusiastic in joining

the discussion. The students get learning attitude improvement during the

research. There are not any students who look out the window, or chat with

another students. The principal also allows students to have lesson in language

laboratory again sine there aren’t any students who do not pay attention to the

lesson and break the facilities such as microphone, wire, and head set. Using

video teaching speaking creates the teaching learning process more living than

before.

F. Rational

The students faced several language skills problems reflected on their

performance in speaking. It happens because they lack of pronunciation,

vocabularies, grammar, content, and fluency. Besides, their motivation is low.

They feel shy to make mistake to express their idea in English, the teacher has not

applied various method and media, so the teaching learning process is boring,

makes the students lay their head down on the table.

The students’ success in speaking English depends on the teacher’s role in

managing the class and using the teaching media and method in the classroom.

Since teaching speaking needs an appropriate material, the teacher must have a

good ability to choose the most suitable source to achieve the objectives.

Based on the theories underlying the study and the problem which is being

faced by the students, it can be said that YouTube video has many contributions to

improve the students’ interest and motivation in learning English especially in

speaking skill. Video provides a real good model of English pronunciation. This

helps students to check if they pronounce words correctly or not. In addition, to

solve the students’ problems in speaking skill, as a good English teacher, he or she

should be able to understand and select the appropriate language teaching

approach or technique to his students. Since speaking is an oral skill and students

are required to speak fluently and accurately, they need more repetition and


drilling. The suitable method for repetition and drilling is audio-lingual method.

Audio-lingual method paid systematic attention to pronunciation and intensive

oral drilling rather than through analysis and memorization of rule. From

explanation above, it is strongly believed that YouTube videos medium through

audio-lingual method will improve the students’ speaking skill because they can

learn it based on native speaker.

G. Research Hypotheses

Related to the previous descriptions of the theories and the basic

assumption above, the writer formulates the hypotheses as follows:

1. YouTube video can improve the students’ speaking skill through audio-

lingual method.

2. The teaching learning process will be fun when YouTube Videos are applied

in speaking class through audio-lingual method.

Research Method

A. The Context of the Study

The research will be conducted in SMAN 2 Magetan. It is located at Jalan

Tripandita No.2 Magetan, Telp (0351) 895317. The class chosen is the twelfth

grade. The total numbers of students are 40 students; consist of 13 male students

and 27 female students. The research will be held in two months from June to July

2011 in the Academic Year of 2011/2012.

B. The Method of The Research: Action Research

1. The Nature of Action Research

The implementation of the research in SMAN 2 Magetan will use action

research for the method. Burns (1994: 293) states that action research is the

application of fact finding to practical problem solving in a social situation with a

view to improving the quality of action within it, involving the collaboration and

co-operation of researchers, practitioners and laymen. Wallace (1998: 18) also

states:

“It is assumed that most language teachers wish to develop themselves

professionally on a continuing basis. They have access to a wide variety of

methods of doing this, one method is by reflecting on interesting and/or

problematic areas in a structured way. …we shall be looking at various


ways of structuring this process of reflection through the systematic

collection and analysis of data. This is what I have called as action

research.”

According to Carr and Kemmis in Burns (1999: 30), action research is

simply a form of self-reflective enquiry undertaken by participants in social

situations in order to improve the rationality and justice of their own practices,

their understanding of these practices and the situations in which the practices are

carried out. In similar page, Burns (1999: 30) provides Wallace’s statements for

the definition of action research, “it is done by systematically collecting data on

your everyday practice and analyzing it in order to some decisions about what the

future practice should be. This process is essentially what I mean by the term

action research.”

It can be summarized that action research is a systematic inquiry that

covers observations, analysis, and adjustment where the educators involve their

self in action to come into the goal of understanding teaching and learning process

in the classroom, and to bring about a better charge (or improvement) in

classroom practices.

2. Characteristics of Action Research

Burns (1999: 30) states some characteristics of action research taken from

some expert’s definition:

a. Action research is contextual, small-scale, and localized. It identifies and

investigates problems within a specific situation.

b. It is evaluating and reflective as it aims to bring about change and

improvement in practice.

c. It is participator as it provides for collaborative investigation by teams of

colleagues, practitioners, and researchers.

d. Changes in practice are based on the collection of information or data that

provides the impetus for changes.

Kemmis and McTaggart in Nunan (1992: 17) argue that the three defining

characteristics of action research are that it is carried out by practitioners (for our

purposes, classroom teacher) rather than outside researcher; secondly, that is

collaborative; and thirdly, that is aimed at changing things.


It can be concluded that action research has some characteristics, they are:

(1) being concerned with the identification and solution of problem in a specific

context, (2) collaboration as an important feature of research, (3) action research

must be concerned with change.

3. The Models of Action Research

According to Kemmis and Ms Taggart in Burns (1999: 32), action research

occurs through a dynamic and complementary process, which consists of four

essential ‘moments’: of planning, action, observation and reflection.

1. Identifying problems and planning the action.

2. Implementing the action and observing or monitoring the action.

3. Reflecting the result of the observation.

4. Revising the plan for the following step.

In addition, Koshy (2005: 4) stated that the authors maintain that action

research involves a spiral of self-reflective spiral of:

1. planning a change,

2. acting and observing the process and consequences of the change,

3. reflecting on these process and consequences and than replanning,

4. acting and observing

5. reflecting,

6. and so on...

Based on the explanation above, the model of the classroom action

research can be illustrated as follow:

Figure 3.1. The Model of Action Research


4. The Procedure of Action Research

In this research, the researcher will use six steps, they are: identifying the

problem, planning, implementing the action, observing, reflecting, revising the

plan.

1. Identifying the problem

The researcher identifies the problems first before planning the action by

observing, interviewing, distributing questioner, and using test. The problems

refer to the factors making the students difficult.

2. Planning

In this step, the researcher makes a lesson plan about a certain topic, material,

media, time, schedule, and instrument for observation.

3. Implementing the action

In this step, the researcher implements the activities written in the lesson plan.

4. Observing

In this step, the researcher records the important occurrences during the

teaching-learning process after the lesson. She is also helped by his

collaborator to observe students’ activities while teaching learning process.

Therefore, she can give some inputs or suggestions. She notes the excesses

and weaknesses of the implementation of lesson plan using YouTube videos

through Audio-lingual method.

5. Reflecting

The researcher analyzes the collected data, determines whether the action is

successful or unsuccessful. The result of this step will be the basic of the

future planning of activity or cycle and will answer the hypothesis that has

been proposed by the writer before the action carried out.

6. Revising the plan

If the result of the action shows that the plan was not effective, the writer can

revise the plan for the next meeting.

C. The Technique of Collecting Data

Burns (1999: 79) has categorized the methods of collecting action research

data into two broad groupings of observational and non-observational methods.


However, the researcher limits only to the type of methods that will be used for

her research appropriately. Here they are:

1. Observational Technique

Here are the techniques that will be used by the researcher:

a) Observation

Observation is very important in action research. It enables

researchers to document and reflect systematically upon classroom

interactions and events. It can be in the forms of closely watching and

noting classroom events, evident or interactions, either as a participant

in the classroom (participant observation) or as an observer of another

teacher’s classroom (non-participant observation). Observation

usually combined with field notes, recording and logs or journals.

b) Notes and Diaries/Journals

Notes or field notes are used to record any activities happening in the

classroom. Usually in the form of regular dated accounts of

teaching/learning plans, activities, and classroom occurrences,

included personal philosophies, feelings, reactions, reflections,

observations, explanations, interactions between participants.

c) Audio and Video Recording

Recording, audio or video recordings, providing objective records of

what occurred, which can be re-examined. Photograph or slides can

also be included.

d) Transcription

Written presentation of verbal recordings using conventions for

identifying speakers and indicating pauses, hesitation, overlaps, or any

necessary non-verbal information. It allows researchers to scan

particular classroom episodes relatively quickly without the need to

review the whole recording.

e) Photographs

This is a great way to enhance classroom analysis and to provide

visual stimuli, which can be integrated into reporting and presenting

the research to others. It also has another function as linking sounds

recording to action research moments, eliciting responses or


communicating complex messages, illustrating teaching techniques,

etc.

f) Layout and Maps

It can document how the classroom set-up changes over a period of

time in response to action research strategies and can reflect the range

of different spatial arrangements set up during the research. It will also

make the researchers easier to describe the situation and the condition

of the classroom activities and movements.

2. Non-observational Technique

Besides collecting the data by using observation technique, non-

observational technique can also be used to collect them. Burns (1999: 117)

mentions that non-observational tools usually in the essence of introspective, that

collect personal or individuals accounts of events, attitudes and beliefs. The data

may contribute to give a rise to issues that have been anticipated yet by the

researchers. Here are the tools:

a) Interviews

This technique is conducted in the beginning and the end of the

research to know the students’ view of the teaching-learning process.

It can be combined with audio recording or note taking to collect the

responses.

b) Questionnaires

Written sets of questions used to gain responses in non-face-to-face

situations; questions are usually focused on specific issues and may

invite either factual or attitudinal responses.

c) Documents

It is usually in the form of raw data or readily accessible source of

data in the institutional system. Here are some examples of

documents: student portfolios of written work, student records and

profiles, lesson plans, classroom materials or syllabus, or results of

examination.


d) Test

It offers an alternative form of data collection by using pre-test and

post-test.

D. The Technique of Analyzing Data

In this research there are two types of data that will be collected, namely

quantitative data and qualitative data. Quantitative data will be analyzed by using

mean statistical formula, while qualitative data will be analyzed by using

Descriptive Qualitative method.

1. Quantitative Data Analysis

The formula that will be used to analyze the data is:

n

xx

n

yy

In which:

x = mean of pre-test score

y = mean of post-test score

N = number of score

x = sum of pre-test score

y = sum of post-test score

2. Qualitative Data Analysis

The method that will be used to analyze qualitative data is Descriptive

Qualitative method. Descriptive Qualitative method identifies and provides

evidence to support the data collected by the researcher to make sense of the

human behaviour within the research context. According to Burns (1999: 22), the

aim of qualitative approaches is to offer descriptions, interpretations and

clarifications of naturalistic social contexts.

Qualitative-descriptive method is a necessary precursor to quantitative

research. The ultimate goal of Descriptive Qualitative research is to improve

practice. This presupposes a cause/effect relationship between behaviour and

outcome, focuses on the processes as well as the outcomes of the research.

and


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