CHAPTER 1

INTRODUCTION

A. Background of study
Speaking is the one of the important parts in English skills that should be
mastered by students besides reading, writing and listening. The function of
speaking skill are to express an idea, someone feeling, thought, and it express
spontaneously by orally. Speaking is one of the language art of talk as
communication interaction with someone, and it is very difficult to master it.
Speaking skill is have a closely relationship with listening skill, in speaking act,
the students must be listening and then speak up, because speaking is not only
remembering and memorizing the sentences in written but speaking is
spontaneous to show the students idea by orally.
According to Chaney (1998:3), “speaking is the process of building
and sharing meaning through the use of verbal and nonverbal symbols in a
variety of contexts. Speaking is a crucial part of second language learning and
teaching.” It means students should be able to communicate with the others to
get or to share information and/or to express what they feel.
The goal of communicative competence is to make the students to
speak up. Because speaking is very difficult to master, so it is very important
to introduce English as a second language to the students since they in
kinergarden. In teaching speaking skill, teacher is giving instruction to their
students in order to communication. “Speaking is not merely speaking but it is
more than talking, therefore, language leaners should be able to use their
thought and sensitiv”, (Oxford Advanced Leaner’s Dictionary, 2003:414 &
443). “The classroom activity that is suitable used in teaching speaking has to
make students to talk to each other in pairs or groups. They should more
active to stimulate discussion and information trading transaction. Such
activities may include role playing, games, problem-solving, songs, and
discussion”, (Fauziati, 2002:127).

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 B. Focus of the study

Based on the background of the study above, this study is limited to find out
The effect of song video technique in speaking ability. The subject of the study
is IPS 1 at SMA Islam Nusantara.

C. Statement of the problem

Based on the background above, the problem can be formulated as

follows: “how is the effect of song video technique in speaking ability?’’

D. Purpose of study

This study is aimed at finding out the role of using song video technique in
speaking ability for IPS 1 at SMA Islam Nusantara.

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 CHAPTER II

LITERATURE REVIEW

This chapter covers some theories as the basis of the discussion. It is

aimed at gaining more understandings about the topic of the research study. The
discussions in this chapter are some relevant theories of the study, conceptual
framework focusing on the problems and solutions of improving students’
speaking skills through pictures, and also the figure of the framework

2.1. The Definition of Song

Songs are compositions of tone or sound in the order, combination, and
temporal relationships (usually accompanied by musical instruments) to
produce musical compositions that have unity and continuity (containing
rhythm). And the range of rhythmic notes or sounds is also called a song.
Songs can be sung solo, together (duet), threes (trio) or in rollicking
(koir). The words in the song are usually in rhythmic poetry, but some are
religious or free prose. Songs can be categorized in many types, depending on
the size used.
Currently, the most heard song genres are pop, rock, EDM, hip-hop.
There is also a country music that is developing and famous in the American
region, blues, soul, jazz and some folk music genres such as bluegrass and
keroncong which are known in Indonesia today and Latino music from Latin
America and K-Pop music from South Korea which are now very famous in
this world.
Over time and the progress of the development of world music makes
people more creative in producing songs. At this time, the song is changing in
terms of lyrics and music. Lyrics that used to have the theme of love,
friendship, and life can now be transformed into freedom, promiscuity, and
even contain elements of sex and explicit content. Therefore parental advisory
is needed nowadays in the era of very rapid development of song production.

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 Not only occurs in changes in lyrics, the music that is used to accompany the
song also changes. Because of that change, there was a cross genre or mixing
one genre with another genre that was finally put together into a song. The cross
genres that we usually hear are pop-rock, pop-electro, country-pop, or pop-folk.

2.2. Songs as Learning Media

Songs are "rhythmic sounds (in conversation, singing, reading and so
on); singing, variety of singing "(KBBI, 2003: 624) and based on the above
understanding the song has two elements namely lyrics and music.Lyrics are the
composition of words of a song (KBBI, 2003: 678) while music (Meliyani,
2009: 20) is a language that expresses feelings for
people who hear it.
2.2.1. Music as a Listening Learning Tool
It seems reasonable that music can facilitate the ability to learn
language, especially listening because the rhythm of music and sentence
patterns have similar forms. Besides music not only in the form of artistic
expression but some of them, such as classical music, have a mathematical
balance. According to Jason Heimowitz of the University of Chicago,
classical music has a very strong effect on intellectual formation and
children's creativity. Other benefits gained from listening to classical music
are improving verbal, emotional and spatial skills, improving
concentration, inspiring creative thinking processes, perfecting movements
and coordinating movements and building positive atmosphere and
motivation.
One reference that can be used to explain the relationship between
music and listening skills is the study conducted by Hurwitz, Wolff,
Bortnick and Kokas (1975) started from a group of children with the same
average grade on the intelligence test then placed in the same class with the
same teacher with class conditions and learning atmosphere that are
identical with the exception of the addition of music instructions to some

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 group members. The results of the experiment showed that all children who
received music lessons scored higher than other group members on the
reading test. After 30 years the results of the study still considered accurate
and relevant.

2.3. Definition of Speaking Skill

arigan (1990:3-4) defines that speaking is a language skill that is
developed in child life, which is produced by listening skill, and at that period
speaking skill is learned.
Based on Competence Based Curriculum speaking is one of the four
basic competences that the students should gain well. It has an important role in
communication. Speaking can find in spoken cycle especially in Joint
Construction of Text stage (Departmen Pendidikan Nasional, 2004). In carrying
out speaking, students face some difficulties one of them is about language its
self. In fact, most of students get difficulties to speak even though they have a
lot of vocabularies and have written them well. The problems are afraid for
students to make mistakes.
Speaking is the productive skill. It could not be separated from listening.
When we speak we produce the text and it should be meaningful. In the nature
of communication, we can find the speaker, the listener, the message and the
feedback. Speaking could not be separated from pronunciation as it encourages
learners to learn the English sounds.
Harmer, (in Tarigan, 1990: 12) writes that when teaching speaking or
producing skill, we can apply three major stages, those are:
a. Introducing new language
b. Practice
c. Communicative activity.

Speaking has been regarded as merely implementation and variation,

outside the domain of language and linguistic proper. Linguistic theory has
mostly developed in abstraction from context of use and source of diversity.

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 Therefore, Clark and Clark said that speaking is fundamentally an instrument
act. Speakers talk in order to have some effect on their listener. It is the result of
teaching learning process. Students’ skill in conversation is core aspect in
teaching speaking, it becomes vitally aspect in language teaching learning
success if language function as a system for expression meaning and the
successful in speaking is measured through someone ability to carry out a
conversation in the language. We confess that there are many proponent factors
that influence teaching speaking success and there are many obstacle factors
why it is not running well.

According to Ladouse (1991) speaking is described as the activity as the

ability to express oneself in the situation, or the activity to report acts, or
situation in precise words or the ability to converse or to express a sequence of
ideas fluently. Furthermore, Tarigan  (1990: 8) said that “Berbicara adalah cara
untuk berkomunikasi yang berpengaruh hidup kita sehari-hari”. It means that
speaking as the way of communication influences our individual life strongly.

From the explanation above, the researcher concludes that speaking is

what we say to what we see, feel and think. When we feel something, we want
someone can hear us. So, in this process we can call it is an interaction between
two sides.

When someone speak to other person, there will be a relationship. The

relationship itself is communication. Furthermore, Wilson (1983:5) defines
speaking as development of the relationship between speaker and listener. In
addition speaking determining which logical linguistic, psychological a physical
rules should be applied in a given communicate situation”. It means that the
main objective of speaking is for communication. In order to express effectively,
the speaker should know exactly what he/she wants to speak or to communicate,
he/she has to be able to evaluate the effects of his/her communication to his/her

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 listener, he/she has to understand any principle that based his speaking either in
general or in individual.

Based on the statements above the researcher infers that if someone

speaks, he/she should understand what is he/she about. In this section, the writer
should develop ideas or build some topics to be talked and to make other
responds to what speakers says.

Stern (in Risnadedi, 2001: 56-57) said watch a small child’s speech
development. First he listens, then he speaks, understanding always produces
speaking. Therefore this must be the right order of presenting the skills in a
foreign language. In this learning of language included speaking, there is an
activity of speaker or learner and it has to have an effect to build speaker’s or
learner’s desires and express how his/her feeling and acting out his/her attitudes
through speaking. Thus the learning of speaking can not be separated from
language.

On the other hand, speaking can be called as oral communication and

speaking is one of skills in English learning. This become one important subject
that teacher should given. That is why the teachers have big challenge to enable
their students to master English well, especially speaking English in class or out
of the class.

Wallace (1978:98) stated that oral practice (speaking) becomes

meaningful to students when they have to pay attention  what they are saying.
Thus, the students can learn better on how to require the ability to converse or to
express their ideas fluently with precise vocabularies and good or acceptable
pronunciation.

Speaking ability is the students’ ability in expressing their ideas orally

which is represented by the scores of speaking. Speaking is only an oral trail of
abilities that it got from structure and vocabulary, Freeman (in Risnadedi, 2001:

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 56-57) stated that speaking ability more complex and difficult than people
assume, and speaking study like study other cases in study of language,
naturalize many case to language teachers.

2.4. Speaking is Productive Skill

Speaking is the productive skill. It cannot be separated from listening.
When we speak we produce the text and it should be meaningful. In the nature
of communication, we can find the speaker, the listener, the message and the
feedback.
Speaking cannot be separated from pronunciation as it encourages
learners to learn the English sound.

2.5. Assessing Speaking

Assessment is an ongoing process that encompasses a much wider
domain. Whenever a student responds to a question, offers a comment, or tries
out a new word or structure, the teacher subconsciously makes an assessment of
students’ performance. Written work-from a jotted down phrase to a formal
essay is performance that ultimately is assessed by self, teacher and possibly
other students (Brown, 2003:4).
Brown (2003:141) states as with all effective tests, designing appropriate
assessment tasks in speaking begins with the specification of objective or
criteria. Those objectives may be classified in term of several types of speaking
performance:
a)  Imitative
At one end of a continuum of types of speaking
performance is the ability to simply parrot back (imitate) a word
or phrase or possibly a sentence. While this is purely phonetic
level of oral production, a number of prosodic, lexical and

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 grammatical properties of language may be conclude in the
criterion performance.
b) Intensive
A second type of speaking frequently employed in
assessment contexts is the production of short stretches of oral
language designed to demonstrate competence in a narrow band
of grammatical, phrasal, lexical of phonological relationship
(such as prosodic element-intonation, stress, rhythm, juncture).
Examples of extensive assessment tasks include directed response
tasks, reading aloud, sentence and dialogue completion limited
picture-cued task including simple sequences and relationship up
to the simple sentence level.
c) Responsive
Responsive assessment tasks included interaction and test
comprehension but at the somewhat limited level of very short
conversations, standard greetings and a small talk, simple request
and comments and the like.

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 CHAPTER III

METHODOLOGY

This chapter presents the methods used in this research. They consist of type
of the research, research setting, subjects of the research, type of data, instruments
and data collection techniques, techniques of data analysis, validity and reliability,
and the research procedure. Each and all of them will be presented below.

3.1. Type of the Research

The research conducted was Action Research. According to Burns
(2010), action research is a self-reflective, systematic and critical approach to
enquiry by participants who are at the same time members of the research
community. The aim is to identify problematic situations or issues considered
by the participants to be worthy of investigation in order to bring about
critically informed changes in practice. Action research is underpinned by
democratic principles in that ownership of change is invested in those who
conduct the research. In other words, the central idea of Action Research is to
solve the problematic situation and to bring about changes and better
improvements in practice. In this research study, the researcher directly
participated in the research in order to solve the problems existed in the
teaching and learning process of speaking and to bring improvements to the
students’ speaking skills of grade VIII students of SMP Negeri 2 Godean
through pictures.

3.2. Setting of the Research

The research took place in SMA Islam Nusantara. SMA Islam Nusantara
is located in Mayjen Haryono, Dinoyo, Lowokwaru, Malang,. The school has
12 classes and each class consists of 30 to 36 students who come from the low to
middle-class economic backgrounds. The total number of the students are 398.
Grade IPS 1 consists of 128 students, grade IPS 2 consists of 129 students,

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 3.3. Subjects of the Research
The research study involved students of IPS 1 class as the subjects of the
research. The class consisted of 32 students (16 male students and 16 female
students). They were about 16 - 18 years old.

3.4. Types of Data

The data of this research were qualitative and quantitative data. The
qualitative data were in the forms of the descriptions of the process during the
actions written in field notes, observation checklists, interview transcripts, and
the students’ speaking performances. On the other hand, the quantitative data
were from the scores of the students’ speaking performances and the result of
the questionnaires.

3.5. Techniques and Instruments of Data Collection

The data of this research was obtained through several techniques, such
as interviews, observations, tests, questionnaires, and documentation.

The instruments used in this research study were in the forms of

interview guidelines, observation sheets and checklists, speaking rubrics, and
questionnaires. The researcher also used a photo-video camera to document the
teaching and learning process.

The procedures of the data collection techniques are presented bellow.

a) Interview
The researcher conducted interviews to gain the information
related to the teaching and learning process. To obtain the data, she
used interview guidelines to interview the English teacher, the
collaborator, and the students. The data was in the forms of interview
transcripts.

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 The interviews were done in reconnaisance and reflection step. In
reconnaisance, she interviewed the English teacher related to the
teaching and learning process and the problems faced. Besides, she
also interviewed the students to know about their opinions and also
their difficulties during the teaching and learning process of speaking.
Later on, the interviews were conducted in reflection step of each
cycle of the research. They were aimed to reflect on the results of the
actions. The interviews were addressed to get the opinions and
suggestions from the English teacher, the students, and the
collaborator.

b) Observation
To gather the information about the teaching and learning
process, the researcher conducted classroom observations.
Observation sheets and checklists were used to collect the data. The
research team put marks on the activities which had been done. The
technique was conducted in reconnaisance and also during the action
and observation steps of the research.

c) Test
Speaking tests were also done to obtain the information about the
students’ speaking skills before and after the implementation of
pictures in the teaching and learning process of speaking. The tests
were done twice, in the forms of pre-test ad post-test. The researcher
used speaking rubrics to collect the scores of the students’ speaking
performances. Furthermore, the results were used to see whether there
were improvements after the actions or not.

d) Questionnaires

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 In this technique, the researcher distributed questionnaires to the
students to get the supportive data about their opinions toward their
interests, feelings, responses about the teaching and learning process
and the implementation of the media, and their abilities in speaking
English as well. The questionnaires were distributed in the reflection
step of each cycles.

e) Documentation
Besides using those main instruments, the researcher also used a
supplementary instrument. They were to support the research to get
more complete data. To document the teaching and learning process,
she used a photo-video camera in the reconnaissance and in the action
and observation steps of the research. The data was in the forms of
photographs and videos.

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 REFERENCES

Brown, H. Douglas. 2001. Language Assessment Principle and Classroom Practice. New York:
Longman. 
Departemen Pendidikan Nasional. 2006. Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta:
Departemen Pendidikan Nasional.
Risnadedi, (2001), “Developing Students` Speaking Ability”. Journal of  SMP Negeri 17 Pekan
Baru. (7). 56-58.
Tarigan, H. Guntur. 2008. Berbicara: Sebagai Suatu Keterampilan Berbahasa. Bandung:
Angkasa. 
Wallace, D’Arcy-Adrian. 1978. Junior Comprehension 1. England: Longman. 
Wilson, S. 1983. Living English Structure. London: Longman. 

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