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THE USE OF VIDEO BLOGGING AS MEDIA TO IMPROVESTUDENTS’ SPEAKING SKILLS

( A Classroom Action Research at the Eleventh Grade of MAN Salatiga inAcademic Year of 2018/2019)

A RADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the requirementsfor the degree of Sarjana Pendidikan (S.Pd.) in English Education Department of

Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

Written By :

MUHAMMAD MUHSIN

113-14-113

ENGLISH EDUCATION DEPARTMENT

OF TEACHER TRAINING AND EDUCATION FACULTY

A STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

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MOTTO

“Wherever you are, do not forget these three things: Adjust to your around, pray

together, and come back to Allah all times.”

-KH. M. Ali Shoddiq Umman-

“Invite Allah whenever and wherever you are”

-Nuruddin Zuhri-

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DEDICATION

This graduating paper is dedicated to:

1. My lord Allah SWT.

2. My beloved parents Nuruddin Zuhri and Umi Tafrikhah (Alm.), thanks for

the pray, dedication, motivation, and everything I cannot mention.

3. My brother Muhammad Ihsan, My sister Nafi’atul Ummah, my brother-in-

law Aziz Ahmad, and my beloved nephew Zayin Binafi’atil Izzah.

4. My all teachers who has taught me.

5. My partner in Rumah Literasi Pojok Buku: Ginanjar Risqi Kurniawan,

Lutfi Bahrul Fawaid, Abdurrizal, Minawati Albisanah, Rifqi Saputro Aji,

Septiyas, and Rizky Ernawati.

6. My partner in Joesin Translation Imam Jauhari.

7. My all Salatiga volunteers of literacy.

8. My TBI Family, especially people in housing Adib, Fauzi, Rino, Dika,

Nasirun, Bima, Lukman, Firdaus, Septiyas, Willy, Rokhim, Aldo, Afnan,

and all guys I cannot mention one by one.

9. All my students whenever I taught them.

10. My Friends in CEC IAIN Salatiga.

11. My KKN Family Ngleses.

12. All my friends. Thanks for the chance to know you all, and you.

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ACKNOWLEDGEMENT

In the name of Allah, the Most Gracious and the Most Merciful. All

praises due to Allah SWT who always blesses and helps the researcher, so the

researcher can finish the graduating paper as one of the requirement for Sarjana

Pendidikan in English Education Department of Teacher Training and Education

Faculty of State Institute for Islamic Studies (IAIN) Salatiga. Bless and Mercy

also be given to Muhammad SAW for his guidance that leads the researcher to be

truth.

However this paper will not be finished without guidance, support, advice,

help, and encouragement from individual and institution. Hence, the researcher

would like to express special thanks to:

1. Dr. H. Rahmat Hariyadi, M.Pd. the Rector of State Institute for Islamic

Studies (IAIN) Salatiga

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

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

4. Hammam, Ph.D. as the Counselor who has given the countless hours of

reading and revising this graduating paper, thank you so much for your

guidance

5. All lecturers, especially the lecturers of English Education Department of

State Institute for Islamic Studies (IAIN) Salatiga

6. All staff and officials of State Institute for Islamic Studies (IAIN) Salatiga

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7. My big family, who always supports me.

8. All members of Rumah Literasi Pojok Buku and Joesin Translation who

always give love and support.

9. All of English Education Department members who always give me

motivation.

10. All of my friends and others who cannot mentioned one by one, thank

you so much for any help, pray, support, guidance and advice which are

given to the researcher.

Salatiga, September 13rd 2018

The researcher,

Muhammad Muhsin113-14-113

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ABSTRACT

Muhsin, Muhammad. 2018. The Use of Video Blogging as Media to ImproveStudents’ Speaking Skill(A Classroom Action Research of the Eleventh GradeBahasaof MAN Salatiga in the Academic Year of 2018/2019). A GraduatingPaper.Teacher Training and Education Faculty.English EducationDepartment.State Institute for Islamic Studies Salatiga. Counselor: Hammam,Ph.D.

Key Words: Video Blogging, Media, Speaking.

The researcher conducted the study to improve the students’ speaking skills

through video blogging as media. This study answers two questions;how isthe

implementationof video blogging as media in improving the students’ speaking

skills and whether any improvement after implementing video blogging as media

in the students’ speaking skills. The research design of this study was Classroom

Action Research. It was included two cycles. Each cycle consisted of planning,

acting, observing, and reflecting. From the study, the researcher could conclude

that the implementation of the study improved gradually from cycle 1 and cycle 2.

The improvement of the study was showed from each cycle. The passing grade

was 72, and the target of the passing grade was 85%. The result of the post-test

from cycle 1 and cycle 2 were improved. The result of the post-test from cycle 1

and cycle 2 were 56.75% and 86.75% from students. The students passed the

passing grade in cycle 2. The passing grade of cycle 2 was over the target, so the

researcher stopped the study. Thus, video blogging as media proved that it could

improve the students’ speaking skills.

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TABLE OF CONTENTS

TITLE.……………………………………………………………………………..i

DECLARATION………………………………………………………………….ii

ATTENTIVE COUNSELOR NOTE..………………………………………...….iii

CERTIFICATION PAGE.......................................................................................iv

MOTTO................................................................................................................... v

DEDICATION....................................................................................................... vi

ACKNOWLEDGEMENT.................................................................................... vii

ABSTRACT........................................................................................................... ix

TABLE OF CONTENTS........................................................................................ x

LIST OF FIGURE............................................................................................... xiii

LIST OF TABLES............................................................................................... xiv

LIST OF APPENDICES...................................................................................... xvi

CHAPTER I: INTRODUCTION

A. Background of the Research….......................................................................... 1

B. Statements of the Problem…............................................................................. 6

C. Objective of the Research.................................................................................. 6

D. Benefits of the Research.................................................................................... 7

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E. Limitation of Study……………………………………………………. 8

F. Definiton of Key Words………………………………….……………. 8

G. Hypothesis…………………………………………………………….. 10

H. Research Method……………………………………………………… 11

I. Technique of Data Analysis…………………………………………..... 13

J. Outline of Research Paper........................................................................ 15

CHAPTER II: LITERATURE REVIEW

A. Theoretical Framework………………………………………………...17

1. Concepts of Speaking ……………………………………………...17

2. Concepts of Video Blogging as Media …………………………….36

3. Concepts of Video Blogging in the Speaking Class ………………44

B. Review of Existing Research ………………………………………….49

CHAPTER III: RESEARCH METHODOLOGY

A. Time Allocation........................................................................................ 50

B. Data Collection Technique........................................................................50

C. Cycle of CAR ……………………………………………………………53

D. Evaluation Criteria ……………………………………………………..61

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CHAPTER IV: FINDINGS AND DISCUSSIONS

A. Implementation of Video Blogging Use as Media at the Eleventh Grade

Bahasa of MAN

Salatiga…………………………................................................................ 68

1. Cycle 1.................................................................................................. 68

2. Cycle 2.................................................................................................. 79

B. Improvement of Video Blogging of the Students’ Speaking Skills at the

Eleventh Grade Bahasa MAN Salatiga……………………………………86

1. Cycle 1………………………………………………………………...86

2. Cycle 2………………………………………………………………...94

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions....................................................................................................102

B. Suggestions.....................................................................................................104

REFERENCES

APPENDIXES

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LISTS OF FIGURE

Figure 3.1 the ‘moment’ of Action Research………………………………..60

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LISTS OF TABLE

Table 3.1 Research Schedule …………………………………………… 57

Table 3.2 Teacher’s Field Note Checklist ……………………………… 59

Table 3.3 Students’ Field Note Checklist ………………………………. 60

Table 3.4 Speaking Rubric ……………………………………………... 68

Table 4.1 the Teachers’ Field Note Checklist ………………………….. 82

Table 4.2 the Students’ Field Note Checklist …………………………... 83

Table 4.3 the Teacher’s Field Note Checklist ………………………….. 90

Table 4.4 the Students’ Field Note Checklists …………………………. 91

Table 4.5 Pre-test Score in Cycle 1 …………………………………….. 93

Table 4.6 Grade of Pre-test Passing Grade in Cycle 1 …………………. 94

Table 4.7 Post test in cycle 1 …………………………………………... 95

Table 4.8 Grade of Post Test in Cycle 1 ………………………………. 96

Table 4.9 Difference Square Pre-test and Post-test in Cycle 1 ………… 96

Tabel 4.10 Wilcoxon Test in Cycle 1 …………………………………. 99

Table 4.11Pre-test Score in Cycle 2 ………………………………….. 100

Table 4.12 Grade of Pretest in Cycle 2 ………………………………. 101

Table 4.13 Post-test Score in Cycle 2 ………………………………... 102

Table 4.14 The Grade of Post-test in Cycle 2 ……………………….. 103

Table 4.15 Difference Square of Pre-test and Post-test in Cycle 2 ……103

Table 4.16 Wilcoxon Test in Cycle 2 ………………………………… 106

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LISTS OF APPENDIX

1. Curriculum Vitae

2. Note of Counselor

3. Research Permission Letter

4. Official Statement Letter of MAN Salatiga

5. SKK

6. Consultation Sheet

7. Lesson Plan

8. Field Note Checklist

9. Students’ Attendance List

10. Sheet of Pre-test and Post-test

11. Learning Material

12. Material Task

13. Rubric of Speaking Skill

14. Table Score of Pre-test and Post-test

15. Documentation

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CHAPTER I

INTRODUCTION

A. Background of the Research

The essence of learning a language is to transmit and to receive

information. The information which is transmitted may turn into variety,

even oral language and written one. Based on its source, the meaning of

language information is formed in either audio or visual. It has the same

perspective pointed by Richards and Schmidt (2002:283) that language is

the system of human communication which consists of the structured

arrangement of sounds (or their written representation) into larger units,

e.g. morphemes, words, sentences, utterances. Language, the

communication aids, functions to mediate the meaning toward between

informant and receiver. “Language is a system of arbitrary

conventionalized vocal, written, or gestural symbols that enable members

of given community to communicate intelligibly with one another (Brown,

2000:5).” From those, the similar variable of language proposed is that

language includes not only vocal form, but also other forms.

Factually, a written language is frequently used more than oral

language in the language class. In the primary language acquiring process,

the language is more absorbed on the stream of listening-speaking. The

English foreign language students unconsciously use the imitating

technique before facing the writing symbol. Yet, English as a discipline is

commonly considered as analyzed subject. The students get more the

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exposure of writing, grammar, and vocabulary in the class. In addition, the

teacher gives the less space for students to expose the real essence of

language-speaking. It is undeniable from the fact that the teacher directs

the students to complete the written exam for the final step of learning.

Consequently, many students are expert at analyzing the text, but they get

frustrated to speak in English. It is caused by the speaking activity is

obstructed by the systematic study of linguistic unit.

In contrary, some teachers actually have applied bilingual

approach, English and Indonesia, to either stimulate the receptive skill of

students’ or giving sample of English speaking practice. The teachers in

MAN Salatiga do the same. Moreover, the teachers motivate the students

to speak up in the class even out of the class. An English teacher of MAN

said as the researcher observed. “Kami menerapkan perluasan latihan. Di

luar kelas, para murid dianjurkan berbicara karena berbicara itu

termasuk hal yang musti dikuasai.” The school implements the exercise

extend. Outside of class, they (the students) have to speak because

speaking is a skill. The students are suggested speaking out of the class.

This aims to give them more space to practice. The students are

encouraged to pay attention of speaking into the small part of utterance. ”

From the students’ side, they still get the difficulty to use English. This

case cannot be measured from the teacher side. Precisely, the problem

comes from the students. The students are able to receive the essence of

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what the teachers say, but they cannot reflect to produce the feedback.

This matter shows that the students need the inner stimulation.

In language learning, successful language learning should acquire

four skills; speaking, listening, reading, as well as writing. In this research,

the writer will focus on the speaking skill because speaking is the most

frequented activity used for language learner. If the speaking practice is

correlated to the learning, the students encounter the new perception that

speakingskills are not merely subject. It is the object of learning (Brown,

2000: 7). By stimulating speaking chance, the students get their

engagement of more practice.

Speaking is the process of turning the idea into the sound. Every

single sound represents its meaning. Speaking probably goes the following

steps after listening to the information. Speaking is the combination

between background of knowledge and the structural language rules. In

common case, some speakers disable to speak caused by the restriction of

vocabulary. In other contrary, the speakers may disable caused by no idea

in the mind to deliver. In this case, speaking does not only mean the sound

but also meaningful sound. In practice, the students get difficulty in

speaking practice. In this case, the writer is desired to state the basic

reason of it. The students in the common language class are absorbed in

studying the grammatical unit. Bygate (1987: 3) states that one of the basic

problems in English foreign language teaching is to prepare the students to

be able to use the language.

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In the language class, as the researcher observes the students of XI-

Bahasa MAN Salatiga, the speaking skill often encounters some obstacles.

Speaking skills tend to get the students frustrated because of some reasons.

Firstly, the students acquire less vocabulary. Secondly, the students are not

quite confident to speak in English because of getting frightened in

uttering. Thirdly, the students may only get the source in the class- teacher

center. Fourthly, the students have less motivation of English study. It is

similar to Wicaksono (2017: 21) who states that the common problem of

speaking includes the accuracy, fluency, appropriateness, grammar,

pronunciation, vocabulary. However, the most basic matter to function

them is engagement, bravery, and motivation.

To direct students to the speaking learning purpose, video blogging

is considerably proper to be the one of many alternative ways to transform

the old media like textbook into the attractive on being closer to the

students’ background. Video blogging as teaching-learning media takes a

role as a ventilation of interaction between the students and the teachers.

As the transition of learning style nowadays, the students are closer to

Smartphone than a reading paper. It is undeniable that Smartphone

becomes the students’ daily partner. It can be identified from their

tendency to do online communication, status posts, even a video blogging

in Indonesian language. That shows their acceptance toward Smartphone.

Looking at the technology development, it reasonably has

influenced the educational system including its substance; teaching-

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learning. This fact supports media to play the role based in its terms.

Media is educational aids which are used as the transmitter in learning

process to increase the effectiveness and efficiency in obtaining learning

purpose (Sanaky, 2013: 5). Speaking is not the instant process which can

be done in short time in the class. The teacher should be able to give the

motivation to the students to create their own awareness of speaking.

Referring the video can be recorded by Smartphone it serves the more

space for student to practice more.

Video blogging is a form of blogging which the medium is video.

Suk, Sub, & Jin-il in Pratiwi & Triprihatmini (2018: 34) state that the

video is a technology of electronically capturing, recording, processing,

transmitting, and reconstructing a sequence of still image representing

scenes in motion. Vlogging user delivers the information in front of

camera to the virtual audience. The information can be various, such news,

daily activity, hobby, and more based on Vlogger’s interest. Vlogging is

more attractive than written blogging because it combines among audio,

vision, and text.

Video blogging, as the media of language learning, can be the trial

for improving the students’ speaking skills. This awareness reflects on the

tendency of the language class that the students are not accustomed to

speaking in English. Video blogging may help the students to listen the

correct pronunciation, new vocabulary. Based on the content, the students

can choose the topic based their interest. From there, the students will feel

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comfort to the activity. Video blogging may also the way for the students

to practice their speaking. The can record their speaking and identify how

far they have acquired better English. Such what Septi & Triprihatmini

(2018: 33), the students may observe videos as an audiovisual stimulus for

language production and practice. In essence, how the video blogging

pulls the students’ perception of English use should be researched.

The writer would like to confirm whether their respond toward

vlogging use in the class is in high or low level. From this case, hopefully,

vlogging is able to increase the students’ speaking skill. Therefore, the

writer conducts a research paper by the title “The Use of Video Blogging

as Media to Improve Students’ Speaking Skills.” ( A Classroom Action

Research at the Eleventh Grade of MAN Salatiga in the Academic Year of

2018/2019)

B. Statements of the Problem

Based on the background of study, the researcher formulates the

statements of problem such below:

1. How is the implementation of video blogging as media to improve the

students’ speaking skills?

2. Is there any improvement after implementing video blogging as media

in the students’ speaking skills?

C. Objective of the Research

Referring to the problem above, the objectives of the study are:

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1. To describe what the implementation of video blogging as media to

improve the students’ speaking skills are.

2. To describe whether any improvement after implementing video

blogging as media in the students’ speaking skills.

D. Benefits of the Research

By this research, the researcher expects that this research is able to

give the advantage, either theoretically or practically, for the students,

teachers, and researcher.

1. Theoretically

Video blogging as media enables to be more acceptable and exciting

way to increase speaking skills in the learning process.

2. Practically

a. For Students

The result of the research enables the students to get stimulated

with more exciting media called video blogging. By watching and

practice with full of joy, the students are hopefully increasing self

capability of speaking English correctly and fluently.

b. For Teachers

The result of this research, toward teachers, is hopefully giving the

new perspectives that stimulating media for speaking skills should

pay attention and involve the sides of cognitive, affective, and self

engagement.

c. For Researchers

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The result of this research is hopefully able to be the reference for

another researcher in strengthening and increasing the students’

speaking skill toward media which is interesting and useful.

E. Limitation of Study

The researcher will use video blogging as learning media. The

material is restricted and linked to the students in the eleventh grade

bahasa of MAN Salatiga in the academic year 2018/2019. The researcher

would like to give more emphasize on video blogging to engage the

students’ perception toward media and how students’ progress of speaking

on it. To make this use go more effective, the material is chosen based on

the syllabus which is relevant towards the lesson plan; giving opinion and

suggestion.

F. Definition of Keyword

1. Use

Use is to do something with a machine, a method, an object, etc for

a particular purpose. The use term can be considered as the function of

media in teaching-learning activity in the language class to give an

ease for teacher to deliver the material. In this case, the destination of

teacher’s direction goes on the track of lesson plan. To get the purpose,

the teacher optimize the function of stuff to bring the students acquire

the goal of learning.

2. Video Blogging

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Video is a technology of electronically capturing, recording,

processing, transmitting, and reconstructing a sequence if still image

representing scenes in motion (Juk, Sub, Jil-in in Pratiwi &

Triprihatmini, 2018:34). Vlogging typically features a single person

speaking to a camera about range of topics, including personal topics

or those relating to the wider world (Lee, 2017: 28). From the

limitation mentioned, vlogging is the activity to speak up through

technology in video form to deliver the information to perceived

virtual audience.

3. Media

Media is educational aids which are used as the transmitter in

learning process to increase the effectiveness and efficiency in

obtaining learning purpose (Sanaky, 2013: 5). Media is a stuff which

possesses the function to transmit a message and stimulate the mind,

emotion, anxiety of students’ so that it pushes the process of learning

in them (Asnawir and Usman, 2002:11).

The media needs implementing with consideration of inter-

transaction of information between the teacher and the students in the

class. The media, based on this case, is the aids to help the teachers to

deliver the information to the students easily so that the students

achieve the goal of learning.

4. Perception

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Perception is the process where people interpreted something based

on their own experience as the result of stimuli in producing

information (Savitri & Khoriyah, 2017: 240). Perception is

interconnection the information provided to be associated to the

people’s background of knowledge and experience.

5. Speaking Skills

Speaking is a productive oral skill. It consists of producing the

systematic verbal utterance to convey meaning (Nunan, 2003).

Speaking can stated as the production of abstract idea into the

meaningful sound. And the skills refer to the capability to do

something. In this case, the researcher restricts the scope till the

capability of the students to use language in oral form.

G. Hypothesis

A hypothesis is a logical supposition, a reasonable guess, an

educated conjecture; it provides a tentative explanation for a

phenomenon under investigation (Leedy and Ormrod, 2001).

Suryabrata (1995: 69) said that hypothesis is answer for the problem of

research and must be tested again empirically. Hypothesis raise up the

probability or try explaining based on association, temporal conclusion,

theories, common speculation (Hadi, 1980: 7). So on the basis of the

problem of the study, the researcher draws the hypothesis of the

research. It can be stated as follow:

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“By using video blogging in speaking class, it will improve the

speaking achievement of the eleventh grade students of MAN Salatiga.”

The hypothesis is taken from the outline from background of case,

theory of media in engaging speaking skills, and the language use. The

existence of audio visual instrument in giving information online to the

students influences them to imitate how lips move, pronunciation,

intonations, diction selection, and real world simulation so that students

have more chances to do the same via video blogging.

H. Research Method

1. Type of Research

In this study the researcher used Classroom Action Research

(CAR). Pelton (2010:6) says, “Action is best seen as a way you

approach your work in the classroom and the school setting.”

Classroom Action Research is a type of a classroom research

carried out by the teacher in order to solve problems or to find

answer toward context specific issues. CAR also aims to develop

the new creativities and new approaches and to figure out the

problem by implementing direct practice (Suryabrata, 1995: 35). It

means that before implementing the Classroom Action Research

(CAR), the researcher or the teacher needs to identify any

problems found in the classroom before implementing CAR.

According to Arikunto (2006:16) there were four steps to do

classroom action research. They are planning, acting, observing

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and reflecting. The researcher chooses CAR because the researcher

finds the problems in language learning; speaking output or

language use in oral form. The students need more stimulation in

engaging speaking opportunity so that this problem reasonably

should be solved by using strategy through classroom action

research. This concern refers to the characteristic of CAR which is

relevant, flexible, and adaptive to the actual situation (Suryabrata,

1995:35).

2. Research Subject

The research subject in this observation is the students of the

eleventh grade bahasa of MAN Salatiga in academic year of

2018/2019.

3. Technique of collecting data

a. Observation

According to Kothari (2004: 96) has argue that the

observation method is the most commonly used method

especially in studies relating to behavioral sciences. The target

is focused on the process even learning action result.

Observation is done at once when learning-teaching is on

running. From this action, the data mean will be interpreted

into the improvement planned (Basrowi & Suwandi, 2008:

137).

b. Test

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Before conducting the cycle 1 and cycle 2 the researcher

will give the pre-test for each cycle. It purposes to know the

speaking ability of the students before they get treatment in

each cycle. This test aims to appear the indication of data as the

clue from evaluated target such capability, behavior, and skills

(Basrowi & Suwandi, 2008: 160).

c. Documentation

In this study, the researcher will use photos, videos and

recordings as the documents of the study. It aims to get the

valid data or real appearance which is appeared by evaluated

target.

I. Technique of Data Analysis

After collecting the data, the next step of this study is analyzing the

data. In analyzing data, the researcher uses two techniques of

qualitative and quantitative:

1. Qualitative Data

According to Kothari (2004: 3), qualitative research is

especially important in the behavioral sciences where the aim is

to discover the underlying motives of human behavior. The

qualitative data include documentation and interview, and it

will be analyzed by the researcher.

2. Quantitative Data

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According to Kothari (2004: 3), quantitative research is

based on the measurement of quantity or amount. According to

Sudijono (2010: 86), to calculate the mean of pre-test and post-

test, the researcher will use the following formula:

a. Mean of Pre-test and Post-test

M =

Explanation:

M = Mean of the students’ score

∑X = Sum of the students’ score

N = Total number of the students

According to Sudijono (2010: 305-307), to calculate t-test,

the researcher will use the following formula:

b. Calculated Mean of Difference

MD =

Explanation:

MD = Mean of difference

∑D = Total of difference between pre- and post-

test

c. Standard Deviation Calculation

)2

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Explanation:

SDD = Standard deviation

D = Difference between pre- and post-test

N = Number of the students

d. Wilcoxon Test

The basic consideration to make decision in Wilcoxon

Test

1) If the value of Asymp.Sig.(2-tailed) < 0,05 so H0 is

acceptable.

2) If the value of Asymp.Sig.(2-tailed) > 0,05 so H0 is

rejected.

J. Outline of Research Paper

This research is divided into five chapters. In chapter I, the

researcher will discuss about introduction consisting of background of

research, the statements of problem, objective of the study, benefits of the

research, limitation of study, definition of keyword, hypothesis, research

method, technique of data analysis, and the outline of research paper.

Chapter II is review related literature. In this chapter the researcher

will present some related theories which consist of the general concept of

speaking, including the definition of speaking, type of speaking, speaking

skill production, importance of speaking, the element of speaking,

speaking performances. Then, the concept of video blogging as media

includes the definition video blogging, categories of video blogging,

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definition of media, function of media, urgency of video blogging as

media. At last, the concept of video blogging in the speaking class

includes how video blogging affects the students’ perception, rationale

between video blogging and speaking action, and the implementation of

video blogging in the speaking class.

Chapter III deals with the report of the research implementation

per-cycle.

Chapter IV is to discuss findings and discussion. They include the

implementation of video blogging as media in the eleventh grade bahasa

students of MAN Salatiga and improvement of video blogging in the

eleventh grade bahasa students of MAN Salatiga.

Chapter V is closure, including conclusion and suggestion.

The last part Bibliography and Appendix

CHAPTER II

LITERATURE REVIEW

K. Theoretical Framework

1. Concepts of Speaking

a. Definition of Speaking

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Discussing the definition of speaking cannot refer to

only sound production. Every creature enables to sound, but

oral language will get lost its function as if assumption only

gets on this point of view; no differences between human and

animal. Speaking is bordered by some supporting branch units

and influences which capable to make a language utterance in

sound forms. Dealing speaking naturally refers to how people

use the language in concrete. The existence of language course

evidences that language is scientifically able to be analyzed.

Then, the linguistic unit such grammar, vocabulary,

pronunciation, and other linguistics unit appear to support this

argument of course. It rises up the assumption that speaking

skills in the language course should be analyzed theoretically

and practically.

For foreign language learners, they will encourage the

speaking as the knowledge and skill. In this case, there is

analogy showing this argument. The driver of car wants to

drive a new car. He knows what control is, where it is, the

order of its operation. This is what we call as the knowledge.

Unlike with the skill, the driver has to handle the control so that

the car moves smoothly on the road and gets safety. It is what

we call as the skill. In speaking case, the language learners

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have to know how to use diction orders, proper words based on

transactional circumstance. The explanation is to choose the

correct form, to structure the sequence based on the formal

rule, to sound like native speakers, and to create the fit

meaning. It is how the skill works on. (Bygate, 1987: 4).

Different assumption reveals that the good speaking is

they are able to speak with the long sentences in a single

utterance. For foreign language learners, there are some stages

which they should step on to gain the speaking skills. They are

Study, activate, and engagement. No absolute sequence among

three of them. In some conditions, the speaker probably states

only a single even limited portion of word to deliver

information. Then, some people need to arrange the longer

sequence of sentence. This stuff is similar to what Harmer

points out (1998: 25) that the final of speaking activity is

mixing somebody’s linguistic interest, emotion, how the

language is constructed, and language use (Use exercise).

Speaking does not tend to amount of utterance words, but the

word uses based on the demanding situation and the listener

social status. The same point of view is stated that the speaking

skills are the process of delivering speech meaning to listeners

to share information. (Savitri & Khoiriyah, 2017: 241).

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Hidayati (2015: 24) reveals that speaking is the doing

interaction to other people with conversation, speech, and other

body language, gesture, eye contact and another style to convey

the message. What she points out adds the supporting

instrument to make sure that speaking is not about a sound

only. It is the meaningful sound with the signal. In addition, the

meaning of interaction is not about what you say, but how you

say it what you convey with body language, gestures, and other

non-verbal messages (Brown, 2000).

Basically, the core of speaking is communicating. In the

communication, speaking encompasses some supporting

aspects so that the meaning of communication is able be well

accepted. In essence, as mentioned by some experts, defining

the speaking has not been dealt. In other contrary, its

framework referring to the point of view of some experts,

speaking is the process of idea production into oral form to be

implemented as a verbal communicating media which follow

the grammatical rule, dictions, vocabulary, pronunciation, even

gesture based on the demanding circumstance. For the foreign

language learners, they are supposed to acquire the speaking as

a skill so that what they say is acceptable and comprehensive.

So, maximizing the speaking outline, the language is able to

20

touch the highest function which is interacting and sharing

meaning.

b. Types of Speaking

The purpose of teaching speaking is to get students

speak more active; student centered. The performance of the

speaking in the class cannot be seen all students have the same

background of skill. However, the class conductor, the teacher,

is supposed to divide the student speaking types so that the

students are able to show their speaking skill based on their

capability. Brown (2000: 271) has identified elements of the

language form in the class such below:

1) Imitative

In this stage, speaking has restricted

opportunity to expand the idea. The speaking

performance here shows the term ‘tape recorder’.

The students only concern to the utterance

stimulation sounds like. Students should pay

attention to certain vowels and intonations; next

they should imitate correctly (Derakhshan, Khalili,

& Bahesti, 2016: 178). In this stage, the students

play the role of reflecting the voice. Grammatical

structures are ignored here.

21

For giving the reality description, the teacher

commonly directs this stage to beginning students.

The aim of imitating sound is to give the students

distinguish gap of mother language and target

language. For example, the teachers teach

vocabulary and desire to give the students the way

to pronounce it. The teachers say ‘public

transportation’, and the students will pronounce

after loudly.

2) Intensive

Intensive speaking is bit beyond the

imitative stage. The students start involving

language elements. It means the speaking

performance is designed referring to phonological

and grammatical aspects. The students know where

they should put subject; before a verb or after it,

how to put auxiliary verb, how to pronounce

consonant word in English, even more. They realize

the structure of language in minimum scope.

The sequence of implementing intensive

speaking is commonly coming after analyzing the

language features. In the same assumption, the

students may get the instruction to analyze the

22

language expression they repeat as habitual spoken

language in the end. It means they work on the

unconscious utterance first, then identifying the

language feature.

3) Responsive

Responsive stage has the same concept from

the imitative instruction. The difference is the

reflection gets appeared by the students. In this

stage, the students do not duplicate the sound like,

but they focus on giving responds toward the

received questions. The form of the question is quite

narrow speaking. It is caused by the question

requires the simple answer to respond. The students

expand the idea in smaller area of information

production.

The reality in the class, the responsive

speaking exists in habitual answer. For example, the

students answer the question of greeting expression,

excusing expression, asking for understanding, and

other habitual questions. Responsive speaking

requires the stimuli. It tends to the principle of

23

paired communication elements; question-answer

and speakers-listeners.

4) Transactional (Dialogue)

This stage is used to convey the message and

exchange the information. In addition, it elaborates

a concept or manifests the purpose of something. It

is the expansion of the responsive stage where the

students not only answer with the narrow answer

but also be involved in conversation. In practice, the

teachers ask for the purpose of the essay, dialogue,

video, picture, or any information. The students

have the time to make sure the information gotten to

be delivers as the reflection.

5) Inter-personal (dialogue)

Inter-personal stage takes the higher position

in speaking performance. The students get more the

speaking chance and insert some kinds of

expression like slang words, collocation, sarcasm,

and other expression. In this case, the students are

not only exchanging the information but also

maintaining the social relation. It has more implicit

meaning and various expression of speaking. No

wonder, in case, many language practitioners do

24

approach to improve the students’ speaking with

more vary expressions. For example topic

managements, idioms (Muhsin: 2018), even proper

tenses. This kind of speaking is bit tricky. It has

many inserted language expressions.

6) Extensive

The extensive stage gives more space for

students to express their knowledge of language.

The students should acquire the language features to

transform it into monologue such report, summary,

short story. They start formulating the simple

sentence into the longer sentences. The content of

speaking they deliver probably depends on the

storage of vocabulary they acquire, so in this section

the students should add more reading and source to

make the informative speaking.

The extensive speaking has been attached in

the curriculum of local education. It takes the

highest place of students’ activity in the class

(KEMENDIKBUD: 2017). The teachers direct the

students to have more active speaking activity after

going through the third basic competency of 2013

revised curriculum.

25

c. Speaking Skill Production

In language uses, there is a difference between

expressing the written language and oral language. The way of

people express the idea relating with how they construct the

language and communicate it. It is obviously different to see

the fact that language style of written language is contrast from

the way to arrange the idea in written forms. That distinguishes

the oral language production and the written one is on the time

pressure (Bygate, 1987: 17-19). Further, when people speak

they have limited time decide which word will be used.

To deal with speaking, it has more time space to plan,

organize, and produce the message in order to understandable.

The language style utterance also does not follow the complex

syntax. It is necessary to state that the listeners should go

straight on the topic and know the purpose of message spoken

by the speakers.

Bygate (1987) explains the production of oral language as

follows:

1) Facilitation

The speaking production normally can be

confirmed as the activity of producing the meaningful

sound when the speakers insert some elements in it.

Outside of it, the speakers actually do some spoken

26

production which include in speaking skill discourse. In

this way, the speakers have four ways to facilitate the

production. They are simplifying structure, ellipsis,

using formulaic expression, the use of fillers and

hesitation of devices.

Simplifying structure involves parataxis.

Parataxis tends to create the new sentence which is

related to the previous sentences. Normally, the

speakers tend to insert the coordinating conjunction like

and, or, or but. Perhaps, they omit all conjunction. The

blending sentence, here, is called parataxis. Hypotaxis

finally appears to take a side of parataxis. Hypotaxis

tends to use sub-coordinating conjunction. It usually

functions to make the complex sentence. Unfortunately,

in this kind of production the speakers rarely use

hypotaxis because of the complex meaning and

structure.

Secondly, facilitating production has ellipsis.

Ellipsis is able to be used in facilitating production as

the time keeps in short. The function of ellipsis is to

omit some parts of sentence like syntax abbreviation.

For example, ‘where?’ or ‘why is it not brought out?’.

The listeners should have the same conceptual

27

framework of idea to keep on the track of catching the

message delivered by the speakers through ellipsis.

Another way to facilitate the production is by

using idiomatic expression, phrases, even collocations.

Actually, the uses of such these expressions can be

placed in routine drilling. This process gives the ease

for the speakers to use it actively. The do not have to

give more pressure on thinking diction selection in

every single utterance. The expression gives the pack of

language combination to make speaking go smoothly

and fluently in conversation. The drilling deals with the

repetition. By these expressions, the speakers

potentially load storage more autonomous utterances.

The last way what Bygate explains in

facilitating production is time-creative device. It means

that the speakers have limited time to plan what

sequence of sentence after completing the last sentence.

In this time, it will be appearing the term of ‘filler,

pauses, and hesitations. For example, hmmm, well, you

see. In some cases the speakers repeat the last sentence

to revise it by the proper ones.

2) Compensation

28

As has been known that the planning time to

speak is quite short, so no wonder as if the speakers

correct, look for, even replace the previous words which

are not correct. This is really reasonable in the spoken

language because of awareness that what has been said

will be vanished at once. Unlike the written language,

the correction in the speaking is suggested in order to

make clear what actually speakers want to convey is.

Next, how the time pressure in speaking

influence the fact that the core of entire verbal

transaction is in the speakers’ memory. It is reasonably

confirmed to see that the speakers repeat the formula of

sentence sequences, phrases, even what they have said

in the previous utterance. In this case, it aims to give

more comprehension to the listeners and make sure that

the meaning of utterance keeps in the same with the

idea in the speakers’ mind.

d. Importance of speaking

Speaking skills have taken a part as the priority in

acquiring language. Why it can be assumed so can be seen

from the frequency of discourse debating the relevant speaking

skill approaches. Even so, the approaches toward speaking

29

have been arguing. Starting from topic management,

questioning strategy, and turn taking have recently trimmed the

approaches of gaining the speaking skill.

Jones (1996: 12) in Richards (19) comments relating to

how the speaking and listening position we tend to get

something done, exploring ideas, working out some aspects of

the world, or simply being together. In writing, we may be

creating the record, committing events or moments to paper.

The scope of speaking uses is wider the written language. The

scope of speaking accelerates the part of people life. In writing,

it commonly appears in a formal situation or institutional

condition.

As interacting human, people are not able to deny to

making social relation. The way to implement in proper portion

goes by existing either verbal signal or non-verbal signal. It

aims to get the transactional target to have exchanging of

information. People are shaped by the habit. In the habit and

the large chance to have a social relation, so they are supposed

to have language. No matter what, the speaking is necessary as

the indeed discipline. This matter goes on the same track cited

Wardhaugh (1985: 74) which is attached in Richards (2008)

that the spoken language accompanies the human habitual

activity. To do those all, it will be appearing the phase when

30

the verbal signal is needed. The habitual conversation serves

the assumption that the spoken language is supposed to be

acquired by everyone who needs social interaction.

Having seen the role of speaking as the necessity,

Brown and Yule (1983) make a useful distinction of speaking.

The useful line is an interactional function of speaking which

focuses on maintaining social relation and transactional

function, which focuses on exchanging information. By both

functions, it is clear to confirm how the foreign language

learners see the urgency of speaking so that they are able to

produce oral language called speaking for performance.

e. Elements of Speaking

Speaking as the production skill does not merely consist

the sound but including the features of language. There are two

essential elements which are able to be in speaking; accuracy

and fluency (Derakhshan, Khalili, & Beheshti, 2016: 178). It

has the same perspective pointed out by Bygate (1987) that in

speaking skills we have two basic elements: production skills

and interaction skills.

Basically, both elements enable to branch into some

smaller units. The production skill is in the outer position, and

the transactional skill refers to inner cluster. Production skill

deals with pronunciation, grammar, and vocabulary. They are

31

the conventional components and rules which should exist in

the language. Meanwhile, the transactional production deals

with fluency and comprehension. These both units refer to the

grade of capability of language which is able to be acquired by

everyone to be more comprehensive to the listeners.

If we show the more explanation regarding this matter,

the speaking elements will conclude some units as follows:

1) Vocabulary

Vocabulary is the lexical items in the

language. It stands on its own meaning, and it can

show more meaning as it combines to another

vocabulary. Teaching vocabulary is commonly

targeted to the beginner language students.

However, the most important thing of the language

is the orientation of the word in it. It is reasonable

why the teachers direct the students to have more

vocabulary, so they can expand the idea into

complex exposure. Some language researcher

emphasizes the fact that people will say nothing

without vocabularies.

2) Grammar

Grammar is the unit which deals with how

the word is arranged. Every language has its own

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grammatical rules. English could be different from

Indonesia in some grammatical aspect. The English

grammar put the adjective before the noun to make

noun phrase. In other contrary, the Indonesian

grammar takes it behind the noun. Further, the

plural in English requires the addition /–s/, /-es/,

even irregular forms. Indonesian grammar sets the

role to repeat the word to show plurality. The last

clear distinguish how each language sets its own

rule is when the English grammar recognizes the

gender pronoun, Indonesian grammar ignores it. It

is clear to understand the grammar in oral

production skill to have more comprehension of

language.

3) Pronunciation

The way of certain sounds or sound is

produced. Unlike articulation, which refers to the

actual production of speech sounds in the mouth,

pronunciation stresses more the way sounds are

perceived by the hearer (Richards & Schmidt, 2002:

429). The example of pronunciation can be

identified from the sentence Maria slices an apple

with knife. The work way of pronunciation when the

33

hearers understand than the letter –k in knife is not

sounded. It is what we call pronunciation.

4) Fluency

Fluency is the quality of speech to look

normal and natural. It includes rhythm, pauses,

intonation, stress, and use of interjection and

interruptions. Richards and Schmidt (2002: 204)

breaks down the term of fluency as the quality of

speech as follows:

a) The ability to produce the written or spoken

language with ease.

b) The ability to speak with a good but not

necessarily perfect command of intonation,

vocabulary, and grammar.

c) The ability to communicate ideas effectively.

d) The ability to produce continuous speech

without causing comprehension difficulties or

breakdown of communication.

5) Comprehension

Comprehension id defined as the

identification of the intended meaning of written or

spoken communication. It stresses in the meaning of

communication which contain the background of

34

knowledge, the context, and the purpose of

speakers’ and listeners’.

f. Speaking Performances

In the class, there are some activities which are able to

be identified to see how the students do some process of oral

language acquisition. Harmer (1998: 91) gives broadly three

steps of speaking performance which can be indicator for

students. Speaking performance stages are study, activate, and

engagement. It is necessary in the language teaching-learning

to be aware what process of speaking looks like. Some facts

show that the students get more frustrated in the speaking class

when they are directed to have more speaking with full of

grammatical rule. In spite of having less conventional grammar

rule, the students will be afraid to speak up because they realize

the quality of their speaking has not reached above average of

correct rule. In this way, the teacher should understand to insert

three stage of speaking performance in the class to keep them

in track of learning anxiety.

Study occurs when the conventional rule of language is

involved in the speaking. The students keep aware on the

language unit inserted in their speaking. This kind of

performance demands the high quality of language. The

teachers often give the instruction the students to be careful

35

with what they say, how grammar works, how vowel or

diphthong works in English rule. This performance has the

advantage. It can push the students to have the standardized

speaking quality. In other contrary, the students potentially get

frustrated as they do not have any background of knowledge in

language unit. However, the awareness of the students

regarding this stage should be by the side of high speaking

frequency. They less frequency faces the language feature in

the spoken performance will produce a fear.

Activate is the performance when the students speak by

drilling instruction. Some students’ obstacle is having less

frequency of practice. In other sides, the spoken language is not

for momentum like written language. It has almost every single

time in social transaction. It is no wonder the approach of

speaking introduce the term extend learning. It explains that the

students will have more practice out of the class. In this

performance, the teachers aim the students to have critical

thinking and mindset in the target language.

Engagement is the phase where the students start

putting the interest, emotion, and focus on the speaking

activities. Engagement involves motivation and convenient.

These inner stimulations is actually try to be gained by the

36

teacher. The effect of these performances will make the

students more active, aware, and do some self-initiate. They do

not wait for the teachers’ instruction to get material, but they

will look for or practice by themselves to improve. The role of

the teachers here is giving feedback and assessment.

No absolute sequence for the speaking performances in

the class. This consideration is basically led to the fact that

each student has the vary capability in the oral language

production. These three steps can be arranged in the lesson plan

based on the material and the type of students in the class.

2. Concepts of Video Blogging as Media

a. Definition of Video Blogging (Vlogging)

Maulidah (2017) reveals the definition of video

blogging which is familiar with vlogging as the video

component that provides a series of online broadcasts which is

allowing everyone to create and post contents. In the same way

it is considered as the video collections that serve both as an

audio visual life documentary and as a vehicle for

communication. Video blogging mixes the web blogging and

visual video.

Watkins (2012) explains that vlog is the portmanteau of

word video and blog. It refers to how people share the

information, opinion, even the public diary which form in

37

video in limited presence of spoken transaction to the

unplanned audience. Video is a technology of electronically

capturing, recording, processing, transmitting, and

reconstructing a sequence if still image representing scenes in

motion (Juk, Sub, Jil-in in Pratiwi & Triprihatmini, 2018 : 34).

Lee (2017) describes vlogging typically features a

single person speaking to a camera about range of topics,

including personal topics or those relating to the wider world.

It can be defined the outline of video blogging as the

media which is used by the vlogger to express the information,

opinion, idea, even public diary through video with purpose to

be seen by unplanned audience in wider world.

There are some perspectives to define what video

blogging is. From the explanation above, there are some

variable should be paid attention. Firstly, it is the form. Video

blogging is the combination of the visual and audio visual with

the object of informant in it. Secondly, the content of video

blogging may be vary depends on what information the vlogger

(Video blogging user) would like to deliver. It is commonly

private and casual. Thirdly, the audience is unplanned because

the video will be posted in the platform like Youtube or any

other video platform device. Here, it could be define that video

blogging is the activity of people to share information by doing

38

speaking in front of camera to unplanned audience in the wider

world.

b. Categories of Video Blogging

The main concept of video blogging, which refers to the

definition, is to share the information through video with

particular content which involve the informant in it. Lee (2017)

points out a distinction relating to the categories of video

blogging. They are:

1) Solo Vlog

Solo Vlog is one of vogging feature which stresses

on person expressing idea in front of camera. Usually, the

content delivered shape in form comment (Deddy

Corbuzier), tutorial (Kathleen Lights and Skinnyfabs),

summary (Agung Hapsah), or personal diary (Lydia Elise

Millen). There are many solo vlogger over the world.

Anyway, the main point of solo vlog is to put self to be an

object of visual.

2) Collaborative Vlog

Collaborative vlog means the main vlogger

(Account owner) invites some participant to be involved in

video. Commonly, the vloggers are making conversation

dealing to the particular topic. It seems like reality show on

TV. Basically, the vlogging owner invites the participant

39

who has the correlation with the topic being discussed. For

example, nowaday, Indonesia gets large amount of Youtube

channel. Some of famous account cooperates with another

vlogger to catch larger audience. It is a good practice for

having transactional conversation.

3) Gaming Video

Gaming video appears since game reaches the large

costumers. The vloggers will comment the game play and

set the footage to show their reaction toward it. However,

this kind of video blog has some unique expression, like

interjection, collocation, and exclamation.

4) Live video

Live video has the same with the live on TV. The

vloggers set the video to be accessed online by audience.

Usually, what the vloggers say depends on the question or

request of audience. The vloggers, in this case, commonly

come from the artist or somebody with many fans.

c. The Definition of Media

Patel & Jain (2008:57) has the consideration that the

teaching is not static, but it is dynamic. The teacher should see

the objective so that the skill could be developed well. Here,

the teacher should select the proper teaching aids according the

objective. If we link their assumption into the class which

40

consists of two base elements, we are able to the position of the

teaching aids are in the middle of both elements; students and

teacher. Arsyad (2009:3) states that teaching aids can be media.

It is the tool to deliver the message of learning.

Asnawir & Usman (2002:11) define media as

something which transmit the message and enable to stimulate

mindset, feeling, and anxiety of students’ so that they can push

the process of learning on themselves. Sanaky (2013:4) points

out that media are supporting educational aids which enable to

take a position as the mediator in learning process to enhance

the effectiveness and efficiency in gaining the teaching-

learning purpose. Then, Chan et al (2011:2) states media is

something on which information may be stored. It refers to the

tendency of the teacher should pack the information in a place

which can be received by the students.

From the definition stated above, it could be taken

the assumption that media is the educational aids which contain

the instructional material, objective information, and message

which are able to pull the students mindset, feeling, emotion,

and anxiety to get the optimal teaching-learning purposes with

more effectiveness and efficiency.

d. The Function of Media

41

The teaching-learning process is the informative

communication between the teacher and students. In inter-

communication, miss-communication often appears so that the

information is not maximally effective. It is caused by the

tendency of verbalism, students’ unpreparedness, less

motivation, and anxiety. It is necessary to have the existence of

integrated media as informative stimuli provider and

congruence of information reception (Asnawir & Usman,

2002:13).

In the class, the teachers are the leader to direct

where the class will go. They should comprehend the need in

teaching-learning process. It has been cited by Asnawir &

Usman (2002:137) that the need of teaching-learning is the gap

between what students have and what is expected. Further, the

language class is not as simple as that. Its purpose is to have

students acquire the language. We take an example, to acquire

reading and writing proficiency, the input must be written, that

is, it must be texts, article, or any written forms. In speaking,

the input must be audio form. Here, the teacher needs some

provider to show them all (Chan et al, 2011:26).

From here, we can cluster the characteristic of media

as (a) supplements of oral teaching, (b) as motivators, (c)

prevent discipline and monotony, (d) make learning permanent,

42

(e) save time and energy, (f) and provide direct experience

(Patel & Jain, 2008:63). This characteristic is the representation

of symbol used by the teacher to deliver the message to the

learners (verbal and non-verbal), and the students interpret it

(Sanaky, 2013:15).

If we relate the conflict occurring in the class, the

students and the teacher’s role, the process of delivering

message, and the theory of inter-communication, it can be

formulated that the position of media in the class is as follows

(Baidawi, 2016:56):

(a) Media can attract the students’

interest and motivation

(b) Media can make subject clearer

and more meaningful so that it is understood easily

(c) Media can make teaching various.

e. Urgency of Video Blogging as

Media

The existence of video blogging nowadays potentially

influences people’s perspective to point out the creation to the

wider world. In this case, the creation forming information can

be dragged in the class. Before, video blogging may take a part

to the middle between the students and the teachers. In the

43

educational term, the middle part of them both is usually called

as media.

Media is the aids in the class to transmit the teachers’

material to be more comprehensible to understand (Baidawi,

2016:56). Basically, media bridge the information to the

successful learning-teaching. Many language classes have

implemented the uses of media like realia, printed text, audio,

pictures, even multimedia to bring students to the successful

learning. Some teacher with old teaching method performs

boring thing in the class. Consequently, the students are not

interested in learning activity in the class. The learning

achievement cannot be maximal.

Media forms into vary, starting from realia, printed

text, picture, audio, even multimedia. It undeniable to see the

development of technology in the recent years influences

human life. The behavior, perspective, habitual thought are

moving to some transition. Including the learning style, the

appropriateness of media with the students’ motivation is prior,

considering the students need to explore the material in the

class without any boredom. Factually, the students in the young

age are familiar with the cell phone. The apps provided serves

creative features to apply. Here, computer based learning which

connect to the internet places in the significant scope to the

44

students’ intake perception. How many students texting in a

day perhaps is not compared with how many word they should

write down under teachers’ instruction. They do not realize that

what they have written in chatting is more than they write in

the paper. The madia platform changes students.

Looking at the criteria of video blogging, the teachers

can use it and get some advantages at once in the language

class. Firstly, the teachers enable to give the students

stimulation to have the longer talk-time. Secondly, the teachers

can implement extend learninf to the students so that they can

practice to speak up out of the class. Thirdly, the students will

be motivated to cause the behavior of autonomous learning

which makes the students independent in processing

information. Fourthly, the teachers give more space for the

students to activate; student-center. It seems that video

blogging is quite relevant to be used in the oral language class.

3. Concepts of Video Blogging in the

Speaking Class

a. Implementation of Video Blogging

in the Speaking Class

The students can access the model of video blogging

in the internet. They are actually familiar with it. The role of

teachers here is directing students to look for the proper video

45

blogging which is relevant to the learning purpose. There are

some principles which can be used by the teachers relating to

the use of video blogging in the speaking class.

Firstly, the students are exposed to the video blogging

with the native vlogger, recommended in the same age.

Factually, the old media use model exposes the target language

from the teachers. Unluckily, the teachers are not native

speakers. In spite of listening to the teachers’ speaking,

students are supposed to learn how pronunciation, grammar,

even vocabulary work (Production skill).

Secondly, the topic of vide blogging use should

relevant to the students’ life. This matter is done to avoid the

gap between reality and students’ disorientation. For example,

the students who do not understand the topic of policy will not

be able to proceed the communication even respond the video

blogging talking about policy. A theme is the first element in

engaging students’ motivation and attention.

Thirdly, the teachers can compare the main video

blogging and the different one. The teachers can show English

vlog and Indonesian vlog. This activity is given to make

students understand which one they should learn to practice.

Fourthly, the teachers can give extend learning with

video blogging. The students do some instructed activity

46

outside of class. This kind of instruction is to assess the

students how they improve their speaking skill with making

video blog.

L. Review of Existing Research

Anik Hidayati (2015) conducted the research entitled “THE USE

OF SPEECH THROUGH VIDEO RECORDING TO REPRESENT

THE STUDENTS’ SPEAKING SKILLS(The Study Of Fourth

Semester Students Of English Department at IAIN Salatiga in The

Academic Years 2014/ 2015)” She emphasized on the video as media to

improve the speaking skills. Her research is qualitative-quantitative

research. She concluded the research into two main conclusions in this

section. Firstly, to respond to the first question of how speech through

video recording represent the students’ speaking skills in the Interpreting

subject, the researcher found that speech through video recording as one

kind of assessment in the Interpreting subject do represent the students‟

speaking skill. The results show that 80.95% students achieved scores

ranging from “Very good” to “Enough”. This means more that 80%

students are able to show their speaking skills using speech through video

recording. Thus, it can be concluded, then, that the use of speech through

video recording represents the speaking skills of the fourth semester

students of English department at IAIN Salatiga in the academic year of

2014/2015. The results of the percentage are found from the calculating of

47

students score as the results of documenting this finding is supported

qualitively using the result of observation and interview. From the

observation and interview (see appendix), the students feel an

improvement for the speaking skill when the assignment is conduction via

speech through video recording.

Secondly, to answer the second question in chapter I, what is the

dominant aspect of speaking skills found in the speech through video

recording?, the researcher has demonstrated in chapter IV that the speech

through video recording is comprehension (total score 64). Implicitly, it

can be concluded that using an assessment speech through video

recording, the students relatively had good understanding and

comprehension of what they were talking to in the speech.

Reka Darmawan (2016) wrote the paper entitle “THE

DEVELOPMENT OF VLOGGING AS LEARNING MEDIA TO

IMPROVE STUDENTS’ LEARNING ENTHUSIASM IN CLASS XII

ON MYOB MANUFACTURE (DEBT CARD) MATERIAL SMK N 2

PURWOREJO ACADEMIC YEAR 2015/2016”. He explained

vlogging media could improve the enthusiasm of learning with the

conclusion:

(a) Media development learning material on Vlogging Myob Debt Card

manufacturing company for students of SMK class XII are used as

media of instruction and innovative as an alternative for students

accounting for the lesser material shaped like reading the text as a

48

whole. Development through the four stages of pictorial Vlogging IE

(1) The step of analysis, (2) The step of design, (3) the step of

development , (4) The step of implementation, (5) The step of

evaluation.

(b) The feasibility of Vlogging, developed on the basis of an assessment

by experts of the material obtained an average score of material aspects

4.15 are included in the category Good. The assessment by media

expert gained an average of 4.87 reviewed aspects of media included

in Good category. Assessment of the feasibility of a trial based on

Vlogging the students of vocational high school earns an average score

of 3.8 reviewed aspects of the material and the media included in the

Excellent category.

(c) To test the effectiveness of dealing with increasing student learning

Enthusiasm after using media Vlogging experience increased 9.24%

from before the use of the media the Vlogging his score 76.95% to

86.19% after using media Vlogging accounting. This is an Excellent

category.

Sarah Lee (2017) researched the object entitled “STYLE-

SHIFTING IN VLOGGING: AN ACOUSTIC ANALYSIS OF

YOUTUBE VOICE”. She pointed out that the way of speaking

underwent the different style based on the context of vlogging. She

concluded her paper that style-shifting in one YouTube vlogger by

49

demonstrating significant changes in his vowel quality between different

YouTube recording contexts that differ in level of spontaneity: a solo vlog,

a collaborative vlog, a gaming video, and a live video. While Phil Lester

did not show consistent vocalic shifts between his Northern English

variety and RP/SSBE, several individual vowel productions in the less

scripted contexts mirrored ongoing linguistic changes in London accents,

such as TRAP lowering. His FOOT and STRUT vowels also showed

greater merging in this context, indicating a greater use of a well-known

Northern English feature. TRAP and BATH displayed high variability in

F2 in the live context, indicating the instability of this contrast in his

speech. Overall, the evidence presented suggests that Lester style-shifts

based on the context of the video—not because of audience design or a

speaker designed performing register, but because of increased attention

paid to speech in more scripted contexts.

By the research above, the researcher is interested in using the video blogging in

the speaking class to measure whether students enable to be engaged after being

provoked by video blogging. The assumption is based on those three reviewed

literature. The researcher takes the conceptual theory of (a) video blogging is

relevant to the students’ speaking action, (b) video blogging pulls the students’

enthusiasm and perception in the language class, and (c) video blogging

influences the way of students to speak up creatively.

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CHAPTER III

RESEARCH METODOLOGY

A. Time Allocation

The researcher divides the time allocation as follows:

Table 3.1 Research Schedule

No Activity Time Allocation

1 Proposing the research proposal 26th of July 2018

2 Preparing cycle 1 and 2 August 2018

3 Conducting pre-test cycle 1 9th of August 2018

4 Treatment cycle 1 10th August 2018

5 Post-test cycle 1 11st August 2018

6 Pre-test cycle 2 16th August 2018

7 Treatment cycle 2 18th August 2018

8 Post-test cycle 2 18th August 2018

9 Reporting graduation research July-September 2018

B. Data Collection Technique

To support in data collection, it will be great for the researcher to

do some data collection techniques. It could be a test, observation,

documents, and interview. In this case, the researcher will focus on the test

as the main method to collect data in CAR.

1. Test

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Test the researcher uses is to assess the students’ speaking

skills. The researcher point out some purposes to conduct the test

such what Louma (2004) said. The purpose of the test is to

construct-related information that the score must deliver. The

researcher needs some activity of students to be manages into some

scores.

a) Pre-test

Pre-test is used to examine the students’ recent condition.

The implementation is done before the students get treatment in

each cycle. The researcher will get some scores to guide the

students’ development in speaking skills before exploring

video blogging media and after then. The researcher will make

some conversations regarding to some issues and ask the

students to answer. As the settled conversation is occurring, the

researcher will take a record.

b) Post-test

Unlike pre-test, post-test is used after the students have

gotten some treatments in each cycle by using media. In post-

test, the students will have some activities to do oral production

while using video blogging proposed in this research. From

here, the researcher will take the students’ speaking

performance into data.

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2. Observation

Observation is literally a method of data collection that

employs the sense of vision as its main source (Snape & Topping,

2010: 19). In collecting data, the researcher will do observation

because of some reasons. It aims reminding that observation can be

a tool to collect data based on the reality around. It is based on the

categorization of observation cited by Sarantakos in Rodrigues

(2010). The observation has been categorized as naïve (e.g. in

everyday life) or scientific (planned), participant or non-

participant, structured or unstructured, natural or laboratory, open

or hidden, active or passive, and direct or indirect observation.

In this study, the researcher says that the position is to be

the observer non-participant in scientific behavior appeared by the

students. What it looks for is the scientific phenomenon in the class

during the research. It concludes the behavior of students’ and

teachers. In this case, the researcher will not interrupt any progress

in the class to step on the principle of non-participant. It means that

the position of the researcher sets on the observatory. Therefore, it

is necessary to make some field notes between them both to

support the observation. The field notes are broken down into some

units linking to the lesson plan and conventional curriculum of the

eleventh grade. (KEMENDIKBUD, 2017)

Table 3.2 Teacher’s Field Note Checklist

53

No Activity of teachers

1 Greeting the students before the lesson begins

2 Praying before beginning the lesson.

3 Checking the attendance of students.

4 Reminding the previous material.

5 Preparing and delivering the material.

6 Giving the students chance to ask for some questions.

7 Explaining the question.

8 Guiding the students activity

9 Giving feedback after the lesson

10 Motivating the students

Table 3.3 Students’ Field Note Checklist

No Students’ activity

1 Replying the greeting before the lesson begins.

2 Praying before the lesson begins

3 Paying attention to delivered material

4 Raising some questions

5 Working in group

6 Doing instruction given by the teacher.

7 Giving conclusion in the end of class.

3. Documentation

In this study, the documentations used by the researcher are

photo, recordings, and video. It aims to make the authentic

evidence of the progress running during the research.

54

C. Cycle of CAR

Carr & Kemmis (2004:186) state that action research, in earlier

edition of the planner, we called “a spiral of cycles of self-reflection” or

“the self-reflective spiral” over-simplified the process, and, we now think,

gave too much significance to the individual steps of planning, acting,

observing, reflecting, and re-planning on their reiteration.

Figure 3.1 The ‘moments’ of Action Research.

RECONSTRUCTIVE

CONSTRUCTIVE

DISCOURSE 4 Reflect 1 Plan

Among participants

PRACTICE 3 Observe 2 Act

In the social context

What the researcher will do is relating to the number of cycle, it

will be dealt between the researcher and the teachers. The compromising

lesson plan fits between what the teacher should do and objective of the

research. The relevance among them is the useful way to obtain the

objective advantage of real classroom research (Nunan, 1989 in Brumfit

and Mitchell, 1989: 17). Having dealt, the researcher will break the cycle

down into some steps.

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1. Cycle 1

a. planning

To plan, the researcher plans some actions to be done. The

activities are described as follows:

1) Preparing syllabus material of giving opinion, lesson plan,

rubric, material, and media.

2) Preparing the students attendance list, and the students scoring

list.

3) Preparing the teacher’s and the students’ field note checklist.

4) Preparing media of learning in the class.

5) Preparing pre-test and post-test.

6) Preparing the mobile phone to record the speaking.

7) Preparing the camera to take the pictures and videos.

The circumstance of the classroom can be described as video

blogging media, power point, and whiteboard as the educational

tools. The topic is giving opinion. Therefore, the research provides

all supporting aids to achieve the purposed result.

b. acting

In acting stage, the teacher does the planning which is

presented as follows:

1) Presenting presentation of giving opinion by Power Point.

2) Showing the material by video blogging media

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3) Giving opportunity for the students to give question dealing

with the delivered materials giving opinion.

4) Giving opportunity for the students to work in pairs.

5) Explaining the way to make some oral practice of giving

opinion by the teachers’ instruction.

6) Giving the guidance as the students do some oral practice

which is recorded.

7) Giving feedback, reinforcement, and motivation for the

students

c. Observing

The observer would like to see how the teacher teaches the

students. It becomes the duty for researcher to observe the

students’ progress, starting from pre-test till post-test. During

progress, the researcher will score the students’ activity. To make

this balance, the researcher will observe the teacher and the

students by field note checklist. It is organized as follows:

The teachers’ field note checklists are structured as follows:

1) Greeting the students before the lesson is started.

2) Praying before beginning the lesson.

3) Checking the attendance of students.

4) Reminding the previous material.

5) Preparing and delivering the material.

57

6) Giving the students chance to ask for some questions.

7) Explaining the question.

8) Guiding the students activity and relate it to the use of video

blogging

9) Giving feedback after the lesson

10) Motivating the students

The field note checklists of the students’ are listed below:

1) St

udents’ activity

2) Re

plying the greeting before the lesson begins.

3) Pr

aying before the lesson begins

4) Pa

ying attention to delivered material

5) Ra

ising some questions

6) Working in group

7) Doing instruction given by the teacher to make some oral

practice with video blogging.

8) Giving conclusion in the end of class.

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d. Reflecting

Having done the cycle, the researcher will calculate and

valuate the score of students. The standard score will be referred to

passing grade (KKM). If the students get passed the passing grade,

the researcher will step on the following cycle. In other hands, the

students get under the passing grade, the researcher will revise the

lesson plan to make the progress run well.

2. Cycle 2

In cycle 2 the order of research steps is similar to the cycle 1. The

differences lead to the given topic. The teacher adds suggestion to be

by the side of giving opinion.

a. Planning

In the planning of cycle 2, the researcher plans some activities

such below:

1) Preparing syllabus material of giving opinion and

suggestion, lesson plan, rubric, material, and media.

2) Preparing the students attendance list, and the students

scoring list.

3) Preparing the teacher’s and the students’ field note

checklist.

4) Preparing tools of learning in the class.

5) Preparing pre-test and post-test.

6) Preparing the mobile phone to record the speaking.

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7) Preparing the camera to take the pictures and videos

b. Acting

In acting stage, there are activities purposed being

organized such follows:

1) Presenting presentation of giving opinion and suggestion by

Power Point.

2) Giving opportunity for the students to give question dealing

with the delivered materials giving opinion and suggestion.

3) Giving opportunity for the students to work in pairs.

4) Explaining the way to make some oral practice of giving

opinion by the teachers’ instruction.

5) Giving the guidance as the students do some oral practice to

make video blogging of giving opinion and suggestion.

6) Giving feedback, reinforcement, and motivation for the

students

c. Observing

In cycle 2, the researcher will observe the activities of the

teacher and students. It is purposed to get some authentic data as

the guideline of classroom progress. This activity will be assisted

by field note of either the teacher or the students.

The teacher’s field note is organized as follows:

1) Greeting the students before the lesson is started.

2) Praying before beginning the lesson.

60

3) Checking the attendance of students.

4) Reminding the previous material.

5) Preparing and delivering the material.

6) Giving the students chance to ask for some questions.

7) Explaining the question.

8) Guiding the students activity and relate it to the use of video

blogging

9) Giving feedback after the lesson

10) Motivating the students

The students’ field notes are organized as below:

1) Replying the greeting before the lesson begins.

2) Praying before the lesson begins

3) Paying attention to delivered material

4) Raising some questions

5) Working in group

6) Doing instruction given by the teacher to make some oral

practice with video blogging.

7) Giving conclusion in the end of class.

d. Reflecting

After three previous steps, the researcher will get data and

make the reflection. The researcher will evaluate how the teacher

teaches students by using video blogging as media. From the data,

it is expected to get result where 80% students get passed. If the

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students’ result does not reach 80%, the researcher will do the

following cycle.

D. Evaluation Criteria

The way the researcher does to get data is using speaking rubric to

turn the students’ activity into data number.

Table 3.4 Speaking Rubric

No Criteria Rating

Scores

Description

1 Pronunciation 5 Has few traces of foreign language

4 Always intelligible, thought one is

conscious of a definite accent

3 Pronunciation problem necessities

concentrated listening and

occasionally lead to

misunderstanding.

2 Very hard to understand because of

pronunciation problem, most

frequently be asked to repeat. Very

hard to understand because of

pronunciation problem, most

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frequently be asked to repeat.

1 Pronunciation problem to serve as to

make speech virtually unintelligible

2 Grammar 5 Make few (if any) noticeable errors

of grammar and word order.

4 Occasionally makes grammatical

and or word orders errors that do

not, however obscure meaning.

3 Make frequent errors of grammar

and word order, which occasionally

obscure meaning

2 Grammar and word order errors

make comprehension difficult, must

often rephrases sentence.

1 Errors in grammar and word order,

so, severe as to make speech

virtually unintelligible.

3 Vocabulary 5 Use of vocabulary and idioms is

virtually that of native speaker.

4 Sometimes uses inappropriate terms

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and must rephrases ideas because of

lexical and equities

3 Frequently uses the wrong words

conversation somewhat limited

because of inadequate vocabulary

2 Misuse of words and very limited

vocabulary makes comprehension

quite difficult.

1 Vocabulary limitation so extreme as

to make conversation virtually

impossible.

4 Fluency 5 Speech as fluent and efforts less as

that of native speaker

4 Speed of speech seems to be slightly

affected by language problem

3 Speed and fluency are rather

strongly affected by language

problem

2 Usually hesitant, often forced into

silence by language limitation.

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1 Speech is so halting and fragmentary

as to make conversation virtually

impossible.

5 Comprehension 5 Appears to understand everything

without difficulty

4 Understand nearly everything at

normal speed although occasionally

repetition may be necessary

3 Understand most of what is said at

slower than normal speed without

repetition

2 Has great difficulty following what

is said. Can comprehend only “social

conversation” spoken slowly and

with frequent repetitions.

1 Cannot be said to understand even

simple conversation.

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CHAPTER IV

FINDINGS AND DISCUSSIONS

A. Implementation of Video Blogging Use as Media at the Eleventh

Grade Bahasa of MAN Salatiga.

1. Cycle 1

a. Planning

In the planning stage of cycle 1, the activities the researcher

did was to prepare syllabus of giving opinion and suggestion,

lesson plan, speaking rubric, and media. Then, the teacher’s and

the students’ field note is settled up. Then, the researcher planned

to make the pre-test and the post-test. For making some recordings,

the researcher used mobile phone.

To achieve the purpose of the research, the researcher

settled up the preparation as fit as the syllabus through lesson plan.

The material discussed ‘giving opinion’ in the first meeting. Media

formed in Power Point to give simple guideline for the teacher in

pulling the students’ attention. In this case, the additional media

such white board and video was essential. The priority of this

research was to implement media in language learning. Therefore,

66

video blogging here was related to the material. The cycle 1

exposed the expressions of giving opinion.

b. Implementation of Action

Based on the truth happening in the classroom, the teacher

had done some actions as follows:

8) Presenting presentation of giving opinion by Power Point.

9) Showing the material by video blogging media

10) Giving opportunity for the students to give question dealing with

the delivered materials giving opinion.

11) Giving opportunity for the students to work in pairs.

12) Explaining the way to make some oral practice of giving opinion

by the teachers’ instruction.

13) Giving the guidance as the students do some oral practice which is

recorded.

14) Giving feedback, reinforcement, and motivation for the students

The cycle 1 was started on the ninth of August 2018. It was

divided into three parts. The first part was pre-test. It was

conducted on the ninth of August 2018. In the pre-test of cycle 1,

the students were faced with some issues. They had to give

opinion. Each student got the single issue of three. The issues

included ‘what do you think about the smoking students?’, ‘What

do you thing about bullying in the school?’, and ‘What is in your

mind regarding to have the relationship in the school?’.

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The students showed vary reaction in speaking performance

of pre-test. There were some facts which could be mentioned and

expanded. Firstly, from 37 students, all of them could receive the

question well. They understood the purpose of the question. They

gave the attention toward conversation. It was the good fact.

Secondly, some students get difficulty to say a word in English.

They were shy to say directly. It could be seen from their eye-

contact. From 37 students, 8 students answered by repeating the

question. They did imitative speaking (Brown, 2000). As the

question formed ‘what do you think about smoking students?’, so

they commonly answered, ‘Smoking students…’. They got pauses

for a while then got blank. Another expression appeared was,

‘Having relationship is bad.’ They enabled to make only a single

sentence. ‘hmm…smoking students…’. They tried to ask some

friend to ask the word in English. ‘nganu,,,, tidak baik apa artinya?

(Ngg,,, how to say a word of ‘bad’). As their friend did not

answer, they stopped and said enough.

Then, only 3 students could answer the question well. In

this case, they could pronounce the word correctly, use the proper

words, enlarging the idea, and insert some expressions of language

feature.They did ellipsis and idiomatic expression in the speaking

production (Bygate: 1987). The researcher will take the example of

question ‘would you like to give your point of view relating to

68

having relationship in the school?’. She quickly responded,

‘Having relationship,,, I think having relationship in the school is

not good for students, because we must focus on study. If we have

boyfriend or girlfriend, we will focus with him. Seeing him in the

school makes us not focus. And the luck, I am single (while

laughing)’. Based on the fact, the researcher observed that they

were able to make the transactional speaking (Brown: 2000). The

underline was they arranged the idea based on the main vocabulary

they remembered the most. In the example mentioned, the student

used more of ‘focus’.

The following explanation, the remained students showed

the same speaking performances. They spoke slowly and took the

long pause to look for the proper diction. As the researcher’s

identification, they potentially performed the good speaking if they

drive away the shyness.

Thirdly, most of students got mispronounced particular

words. The way they spoke seemed like speaking in the mother

language. The common word they mispronounced was ‘think,

because, and make’. They pronounced /tiŋ/ from the correct /Ɵiŋk/,

/bikos/ from /bI’kɒz/, and /mԑk/ from /meIk/ (Bull: 2008).

Fouthly, almost all students made the long pause and fillers

when they tried to speak up. The most frequented fillers were

‘aaaa…’, ‘mmm,,,’. In addition, they also get frustrated to find the

69

propped word by stating ‘nganu,,,’. They also combined the

sentence with mixing code. For example, ‘smoking is merusak

body’. The last, some of them looked afraid of making mistake in

structuring correct grammar. They used the modal auxiliary in their

speaking followed by to infinitive. For example, ‘We must to keep

the body’. In addition, most of them did not pay attention on

grammar. They focused on phrasing their word to represent the

ides. For example, ‘Smoking student,,,I think,,,

not,,,not,,,not,,,good.”

The second part, the action placed on the teacher activity in

delivering material and the students’ activity in the classroom. The

treatment of this action was held on the tenth of August 2018. The

teacher came into the class at 1 o’clock. At that time, the English

subject was scheduled as the last lesson of the day. As the teacher

came in, the teacher prepared the laptop, audio, and the screen.

Having been prepared, the teacher greeted the students by saying,

‘good afternoon, class’. All students had sat on their chair, then

replied the greeting ‘good afternoon.’ As the beginning, the teacher

asked for the students’ condition, and they responded by saying,

‘I’m fine’. Then, the teacher asked the leader of the class to lead the

pray. It is followed by checking the attendance of students.

Then, the teacher played the video to stimulate students’

reaction. It was the trailer of ‘Dilan 1990’ with duration two

70

minutes and twelve seconds. The students got crowded as the video

was playing. Having finished, the teacher asked the students’

comment regarding with the trailer, ‘what do you thing about this

movie?’. The class kept in silence for about five seconds. Nobody

answered. They looked shy. Then the teacher repeated the

question. A student on the left front chair raised his hand and

answered, ‘That movie is good.’ Then, another student on the

second line of left class side followed, ‘I see that movie. It is so

good.’

The teacher then gave the apperception of the material after

two answers. The teacher explained that what they had just said

was the kind of giving opinion. At that time, the teacher changed

the display of movie into the material written ‘giving opinion’. The

teacher then asked for the students what the opinion was, and of

the students said ‘opinion is ide’. The class was getting laughed

hearing the answer. The teacher then gave a feedback by

explaining the term of opinion, the expression, generic structure,

and respond.

The teacher then gave another example of giving opinion.

There were two main issues pointed in the lesson. They were

having relationship in the school and bullying in the school. The

students wrote down the expression on their book. The teachers

asked the students to read the expression loudly.

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The teacher then asked students whether they use Youtube

or not. All students say yes. Then, the teacher asked what they

watched on that platform. Some of them said music, sport, and

tutorial. The students said whether they watched video blogging or

not. The students got less crowded. Based on the interview, the

students do not know what the video blogging was. Exactly, They

had less identification toward the video whether it included video

blogging or not.

Then, the class moved the expression into exposure of

video blogging. The students got crowded after seeing the video

blogging. Video blogging were discussing having relationship in

the school. It seemed almost all students giving attention toward

the video.

The teacher gave the students the opportunity to ask for

some questions. A student on the second behind chair of the left

side of classroom asked what the difference between the word

‘should’ and ‘could’. The teacher then tried to give another student

to answer. Factually, nobody gave feedback. Then, teacher

explained that the difference of should and could was in the

function. ‘could’ was functioned to show the capability in doing

something, and ‘should’ was functioned to show the suggestion.

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In data collection, the teacher instructed the students to

make the example based on the given issue ‘smoking students’.

The students were directed to make the simple dialogue which

consisted of asking opinion and giving opinion. They had seven

minutes to make it. Seven minute ran, the students were directed to

practice their statement in group while recording their conversation

by mobile phone. As they were doing the task, the teacher walked

around to check them all.

In the last part of the class, the teacher gave feedback

toward their practice and asked the students whether they had

understood the lesson or not. All students bowing head signaling

the understanding. Then, the teacher pointed a student to recall

what they had just learnt. He said explained shortly, ‘opinion is the

expression to give idea to the issue. It can be agreement or

disagreement.’

At last, the teacher gave the motivation that kind of video

blogging could help them speak confidently and naturally. The

teacher related the video blogging could be a friend of them when

they had no friend to talk with. The eyes of camera were the eyes

of their friends. Then, the teacher concluded the lesson and

instructed the leader to pray for closure, followed by the excuse of

the teacher.

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In the third part, action was conducted on the eleventh of

August 2018. It was post-test. The teacher had the task for the

students to make the simple transactional conversation which

discussed the issue of smoking student while recording their

speaking with the mobile phone. In the post-test, the students

looked well prepared. They arranged the sentence with the correct

grammar and proper dictions. Based on the recordings, they

showed different performance of speaking. They decreased the

filler. And the significant appearance, they were more confidence

in speaking.

The researcher wrote an example of their practice:

A: ‘What do you think about smoking student?’

B: ‘ I think it’s bad because smoking not health and spend

much money. I think we should keep distance between we

and the smokers. So the smoker will not reach us. I think

the smoking is dangerous for other people… I think the

nicotine in the cigarette make the smoker more addictive.’

c. Observing

The researcher observed the behavioral actions during the

class was running. As the teaching-learning occurred, the

researcher identified the condition by giving checklist of the

teacher’ and the students’ field note. These are the field note

checklists result in cycle 1:

74

Table 4.1 the Teachers’ Field Note Checklist

No Activity of teachers Yes No

1 Greeting the students before the lesson begins

2 Praying before beginning the lesson.

3 Checking the attendance of students.

4 Reminding the previous material.

5 Preparing and delivering the material.

6 Giving the students chance to ask for somequestions.

7 Explaining the question.

8 Guiding the students activity

9 Giving feedback after the lesson

10 Motivating the students

In the cycle 1, the teacher forgot reminding the students

relating to the previous material. The teacher directly splayed the

video after the pray.

Table 4.2 the Students’ Field Note Checklist

No Students’ activity Yes No

1 Replying the greeting before the lessonbegins.

2 Praying before the lesson begins

3 Paying attention to delivered material

4 Raising some questions

5 Working in group

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6 Doing instruction given by the teacher.

7 Giving conclusion in the end of class.

It was the good result where the students did all field note

checklists during the class.

d. Reflecting

In the cycle 1, the researcher described the research

progress during in the classroom. There were some significant

overviews toward students’ speaking skill. There were speaking

performances during pre-test to post-test, the students’ perception

toward teaching media, and the classroom circumstance.

In the pre-test, the student got some sudden questioned to

deliver the opinion toward the issue. In this case, it was clear that

the students were not accustomed to speaking spontaneously. It

was evidenced by fillers, pauses, the frustration to get the proper

diction, eye contact, and the difficulty to conceptualize the idea on

the particular issue. From total students, the students who passed

the passing grade 72 reached only 3%. But, in the post-test the

students got the percentage 54%. The significant difference

appeared from the students’ motivation to speak with their close

friend. When they were directed to make the practice with the

partner, they felt comfortable. Also, they could practice naturally

like they were talking outside of class. It afflicted the assumption

that the students in the eleventh grade bahasa would speak up if

76

they prepare the concept and made the conversation with their

friends.

The students’ perception toward media could be seen from

their respond as the teacher played the trailer of Dilan. Then, they

paid for attention toward the video blogging exposed by the

teacher. It gave them more comforts because the topic given was

relevance to them. And in video blogging, they could learn how to

speak naturally. It was evidenced by some intonation, articulation,

and the language feature they used as they practiced the

conversation on recording.

The last, the students actually needed the space for practice

in non-formal zone. When the teacher asked for the students to

answer the teacher, they were afraid of speaking up. It was caused

by their friends would listen to. In other contrary, when the teacher

directed them to make a conversation in partner. They started

making a noise to have some discussion. It evidenced that to

stimulate them speaking more, the students needed giving the

smaller group. It also indicated the extend learning purposed by the

teacher where the students got some practice outside of class.

In sum, cycle 1 only reached 54 % from estimated

percentage 80%. Therefore, the researcher conducted the following

cycle.

2. Cycle 2

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a. Planning

In the planning stage, the researcher prepared some

activities like the syllabus of giving opinion and suggestion, lesson

plan, speaking rubric, and media. Then, the teacher’s and the

students’ field note was designed. As mentioned above, the

researcher planned making the pre-test and post-test. For making

some recordings, the researcher used mobile phone and camera.

The design of lesson plan was fairly similar to the cycle 1.

The difference, the cycle two added the expression of giving

suggestion and the instruction to produce a speaking activity;

making video blogging.

b. Implementation of the Action

In the acting stage, the teacher had done the activities as broken

down:

1) Presenting presentation of giving opinion and suggestion by

Power Point.

2) Giving opportunity for the students to give question dealing

with the delivered materials giving opinion and suggestion.

3) Giving opportunity for the students to work in pairs.

4) Explaining the way to make some oral practice of giving

opinion and suggestion by the teachers’ instruction.

5) Giving the guidance as the students do some oral practice

which is recorded.

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6) Giving feedback, reinforcement, and motivation for the

students.

The cycle 2 was conducted on the sixteenth of August

2018. It was also divided into three parts; pre-test, treatment, and

post-test. Pre-test was conducted on the eleventh grade of August

2018. In the pre-test, the students had to deliver their opinion

toward the given issue ‘canteen of school may not sell junk food’.

The way of pre-test was similar to cycle 1 where the

students had to speak up spontaneously. This mechanism was

aimed to make sure the prediction of the fact that there was a

distinct speaking performance between sudden question and

prepared question. Factually, the students behaved the same

performance in sudden. They got blank as they chose the diction,

lengthened the filler and pauses, frustrated to deliver the idea. They

got some mistakes in stating arguments.

The students slightly enabled to use the word ‘should’ and

‘I think’. But, they disabled to lengthen the sentence. Some of

students did not get the point of the question because of the word

‘junk food’. The word sounded unfamiliar for them. Some of them

whisper to their friend to ask what the meaning of junk food was.

Because of limit diction, they could not enlarge the idea well.

Some of them merely stated the word they commonly used. ‘I am

79

disagree. Junk food is not good.’ It was the common expression

they pointed out to figure out the restricted diction.

Another mistake the students in the cycle 2 was the

grammar of putting the auxiliary before the verb. Most of them

said ‘I am disagree’. However, the correct one was I disagree

because the auxiliary could not be put before the bare verb (Azar

1989). Then, mispronunciation also trimmed their speaking

performance. They mispronounced the word student. They stated

/stᴧdən/ from /’stju:dnt/ (Bull 2008). Then, the students inserted

fillers ‘mmm…’ or ‘eee…’ and long pauses while looking at the

ceiling. They also did many compensation on speaking

performances by repeating the last word to continue to the

following sentence.

The second part in acting stage was conducted on the

eighteenth of August 2018. The teacher came into the class and

greeted the students. The students replied the greeting in slow

voice. It was caused by they had just done sport subject. The

teacher repeated the greeting, and the students slightly answered in

the louder voice. The teacher asked for the leader to lead the pray.

The teacher started the lesson by giving apperception

toward the previous material. When the teacher asked for the

students to mention the expressions of opinion, they answered in

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compact. ‘I think,,, what is in my mind,,, I assume,,, I consider..’.

After that, the teacher started delivering material that in giving

opinion should be followed by the suggestion. The teacher also

added that opinion had the general point of view and private point

of view. The general point of view meant we agree the issue, in

other hand the private point of view meant that ewe had different

idea toward the issue. In delivering material, the teacher explained

the term of giving suggestion, the expression, and the language

features. The teacher raised the issue ‘having relationship in the

school.’ The teacher then gave the example ‘I disagree that

students have the relationship in the school. The students should

study not steady’.

The teacher then asked for the students to find out another

expression of giving suggestion. At that time, the students did not

answer directly. Then, the teacher pointed the students in front

chair of the right side of class to answer. She answered, ‘we should

focus study.’ Another student answered by being pointed by the

teacher, ‘we should not damage the rule’.

Then the teacher instructed the students to make a video

blogging either in individual or partner. It was aimed to give the

space for the students to establish the comfort zone. The instruction

was the students had to make the video blogging with the minimal

duration a minute. They issue was ‘The canteen of school may not

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sell junk food.’ The teacher gave fifteen minutes to make the video.

As the students make the video, they might go outside to find the

comfort space to make video blogging.

After all finished, the teacher asked them to comeback in

the class, then asking whether they feel the activity or not. The

students said it was really exciting. Then, the teacher asked for the

students to recall the recent material. A student gave the review of

the material. The teacher asked for the students to submit the

recordings, asked for the chief to pray together, and closed the

class by greeting.

The third part was post test. It was conducted on the

eighteenth of August 2018. In the cycle 2, post-test is the project of

making video bog with the issue ‘canteen of school may not sell

junk food’. The students showed the motivation in making video.

Some of them got out to the canteen, on the second floor, in the

class, even on the stairs. There was an improvement. The students

really prepared what they were going to say in front of camera.

They did the activity like a vlogger. Apparently, based on the

appearance, they got their world to express their idea in English.

c. Observing

The researcher observed the circumstance occurring during

the class. The way to analyze it was to use field not of both teacher

82

and students. The researcher had provided some unit indicator and

gave the checklist on it as the teacher or students did the units.

Table 4.3 the Teacher’s Field Note Checklist

No Activity of teachers Yes No

1 Greeting the students before the lesson begins

2 Praying before beginning the lesson.

3 Checking the attendance of students.

4 Reminding the previous material.

5 Preparing and delivering the material.

6 Giving the students chance to ask for somequestions

7 Explaining the question.

8 Guiding the students activity

9 Giving feedback after the lesson

10 Motivating the students

The teacher in the cycle two did not show the video

blogging because the projector was suddenly got off. Then, the

teacher replaced the way to expose the video blogging by making

the replica of video blogging. The teacher also got time-limit

before giving feedback and asked students to make conclusion.

Table 4.4 the Students’ Field Note Checklists

No Students’ activity Yes No

1 Replying the greeting before the lessonbegins.

2 Praying before the lesson begins

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3 Paying attention to delivered material

4 Raising some questions

5 Working in group

6 Doing instruction given by the teacher.

7 Giving conclusion in the end of class.

The students were not commanded to make any conclusion

after the class before the time was up. The students spent the

remained time to make video blogging, and they returned the class

fairly five minutes before rung bell.

d. Reflecting

The cycle had been done. The teacher changed the lesson

plan. The teacher tended to give the student maximal practice of

speaking by making video blogging. The issue also had been

changed. The difference between the students’ respond in cycle 1

and cycle 2 was that the students had more engage in making it. It

could be seen from the preparation they made. Starting from

making outline, making face expression, and making the action,

they did with high motivation and well preparation. Because of this

fact, the teacher got the time up. They students were excited and

expected in good video blogging. It lengthened over five minutes

from estimated fifteen minutes. From here, the clear appearance

was coming from the students’ confidence. Therefore, it was

reasonable in case they got development of speaking. In the cycle

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2, the students who passed the passing grade reached 86%. By this

result, the researcher did not continue to the third cycle.

B. Improvement of Video Blogging of the Students’ Speaking Skill at the

Eleventh Grade Bahasa MAN Salatiga.

The researcher collected data from the cycle 1 up to cycle 2 from the

students. They consisted of 37 students. In this case, the researcher would

like to point out the analysis of data.

1. Cycle 1

In cycle 1, the researcher calculated the pre-test, post-test, mean,

standard deviation, and hypothesis Wilcoxon test.

a. Pre-test

The score was taken from the rubric which consisted on

pronunciation (P), Grammar (G), Vocabulary (V), Fluency (F), and

Comprehension (C). It had been attached in the table score. The

researcher calculated the total and average score.

Table 4.5 Pre-test Score in Cycle 1

No Name P G V F C Total Score

1 A M F 2 1 2 2 2 9 64

2 ANH 3 2 3 4 3 15 60

3 ANM 2 3 3 3 3 14 56

4 AN 2 2 2 2 2 10 40

5 AKA 3 2 3 4 3 15 60

6 AMK 2 2 2 2 2 10 40

7 ACS 2 3 2 2 2 11 44

85

8 AO 3 3 4 4 3 17 68

9 DK 2 2 2 2 2 10 40

10 DAW 4 3 4 4 4 19 76

11 EMS 2 3 2 2 3 12 48

12 ERP 3 4 4 3 3 17 68

13 FY 4 3 4 4 4 19 76

14 HMQ 2 2 2 2 2 10 40

15 IRN 3 3 4 3 3 16 64

16 ISYA 3 3 4 3 3 16 64

17 IAR 2 3 3 2 3 13 52

18 MRAS 2 2 2 2 2 10 40

19 MBS 3 3 4 3 3 16 64

20 MLH 3 4 4 3 3 17 68

21 MM 3 2 2 2 2 11 44

22 MRAF 3 4 4 4 4 19 76

23 MSP 2 2 3 2 2 11 44

24 NSS 3 2 3 2 3 13 52

25 NS 3 3 2 3 2 13 52

26 RA 3 3 4 3 2 15 60

27 RNP 4 4 4 4 4 20 80

28 RC 2 3 3 3 2 13 52

29 RIM 4 3 4 3 4 18 72

30 SOF 2 3 3 2 3 13 52

31 S 2 2 3 3 3 13 52

32 SWL 2 2 2 2 2 10 40

33 SAH 3 3 3 3 3 15 60

34 T 3 3 4 3 3 16 64

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35 UA 2 3 3 3 3 14 56

36 VRS 3 3 3 3 3 15 60

37 WSP 3 3 2 3 3 14 56

From the table above, the researcher got the data of each

student’s total and average score in pre-test cycle 1. Here, the

researcher calculated the percentage of students who passed the

passing grade.

Table 4.6 Grade of Pre-test Passing Grade in Cycle 1

Criteria Grade Percentage

>72 4 10.8 %

72 1 2.7 %

<72 32 86.5 %

Total 37 100 %

The table pointed out that the students who passed the

passing grade were 13.5%, from the target percentage (85%). The

description 4 students got more than the passing grade (72), and a

student got 72. In the other words, percentage had not reached the

target.

b. Post-Test

The post-test score was taken from the rubrics;

pronunciation, grammar, vocabulary, fluency, and comprehension.

87

The researcher calculated each student’s total and average score

like below.

Table 4.7 Post Test in Cycle 1

No Name P G V F C Total Score

1 AMF 3 3 3 4 3 16 64

2 ANH 3 4 4 3 4 18 72

3 ANM 4 3 4 4 4 19 76

4 AN 3 2 3 3 3 14 56

5 AKA 4 4 4 3 4 19 76

6 AMK 4 3 3 4 4 18 72

7 ACS 3 3 4 4 4 18 72

8 AO 3 3 4 3 4 17 68

9 DK 3 4 3 4 4 18 72

10 DAW 4 4 5 4 5 22 88

11 EMS 4 3 4 4 4 19 76

12 ERP 4 3 3 4 4 18 72

13 FY 4 4 5 4 4 21 84

14 HMQ 3 4 3 4 4 18 72

15 IRN 4 4 3 3 4 18 72

16 ISYA 3 3 4 3 4 17 68

17 IAR 3 3 3 3 3 15 60

18 MRAS 3 3 3 3 4 16 64

19 MBS 3 3 4 3 4 17 68

20 MLH 4 4 3 4 4 19 68

21 MM 3 3 3 3 3 15 60

22 MRAF 5 4 4 4 5 22 88

88

23 MSP 3 3 4 3 4 17 68

24 NSS 3 3 3 3 3 15 60

25 NS 3 3 3 3 3 15 60

26 RA 3 3 4 3 4 17 68

27 RNP 4 4 5 5 5 23 92

28 RC 3 3 3 3 3 15 60

29 RIM 4 4 4 4 4 20 80

30 SOF 3 3 4 4 4 18 72

31 S 3 4 4 4 4 19 72

32 SWL 3 3 4 3 3 16 64

33 SAH 3 4 4 4 4 19 76

34 T 3 3 4 4 4 18 72

35 UA 4 3 3 3 3 16 64

36 VRS 3 4 3 4 4 18 72

37 WSP 4 4 3 3 4 18 72

From the data above, the researcher could calculate the

percentage of students who passed and missed the passing grade.

Table 4.8 Grade of Post Test in Cycle 1

Criteria Grade Percentage

>72 9 24.32 %

72 12 32.43 %

<72 16 43.24 %

Total 37 100 %

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The data showed the improvement from pre-test to post-

test. The significance was 10.8% (pre-test) into 24.32% (post-test),

and 2.7% (pre-test) into 32.42% (post-test). Here, it could be

considered that the students who passed the passing grade in post-

test in cycle 2 reached 56.75%. It had not reached the target

percentage 85%.

c. Calculation of Mean

Table 4.9 Difference Square Pre-test and Post-test in Cycle 1

No Name Pre Test 1(X1)

Post Test 1(X2)

Difference(D)

D2

1 AMF 36 64 -28 7842 ANH 60 72 -12 1443 ANM 56 76 -20 4004 AN 40 56 -16 2565 AKA 60 76 -16 2566 AMK 40 72 -32 10247 ACS 44 72 -28 7848 AO 68 68 0 09 DK 40 72 -32 102410 DAW 76 88 -12 14411 EMS 48 76 -28 78412 ERP 68 72 -4 1613 FY 76 84 -8 6414 HMQ 40 72 -32 102415 IRN 64 72 -8 6416 ISYA 64 68 -4 1617 IAR 52 60 -8 6418 MRAS 40 64 -24 57619 MBS 64 68 -4 1620 MLH 68 68 0 021 MM 44 60 -16 25622 MRAF 76 88 -12 14423 MSP 44 68 -24 576

90

24 NSS 52 60 -8 6425 NS 52 60 -8 6426 RA 60 68 -8 6427 RNP 80 92 -12 14428 RC 52 60 -8 6429 RIM 72 80 -8 6430 SOF 52 72 -20 40031 S 52 72 -20 40032 SWL 40 64 -24 57633 SAH 60 76 -16 25634 T 64 72 -8 6435 UA 56 64 -8 6436 VRS 60 72 -12 14437 WSP 56 72 -16 256TOTAL ∑X1 ∑X2 ∑D ∑D2

N= 37 2076 2620 -544 11040

e. Mean of Pre-test

M =

M =

M = 56.10

f. Mean of Post-test

M =

M =

M = 70.81

Mean of pre-test in cycle one was 56.10, and mean

of post-test was 70.81. The post-test is higher than pre-

test. it could be assumed that there was an improvement

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toward students’ speaking skill by using video blogging

as media.

g. Mean of Difference

MD =

MD =

MD = -14.7

h. Standard Deviation

SDD = )2

SDD = )2

SDD =

SDD =

SDD = 9.07

i. Wilcoxon Test

To see the impact of this action toward a learning

result, Wilcoxon was done based on the result of pre-

test and post-test in the eleventh grade bahasa MAN

Salatiga. Table 4.10 explained the result of Wilcoxon

test.

Tabel 4.10 Wilcoxon Test in Cycle 1

Test Statisticsb

X2 - X1

92

Z -5.179a

Asymp. Sig. (2-tailed)

.000

a. Based on negative ranks.

b. Wilcoxon Signed RanksTest

From table 4.10, it showed that the value of

Z table 5.179, with value α 0.000. It was tested by

the trusty range 0.05, so it was got the result α is

smaller than 0.05. It showed the learning result

competency of using video blogging is higher than

non-media usage. It could be concluded that H0

acceptable. It meant the difference of average

between pre-test and post-test was existed.2. Cycle 2

In this cycle, the researcher would like to calculate pre-test, pos-

test, mean, standard deviation, and Wilcoxon Test.

a. Pre-test

In pre-test the researcher got data from rubrics;

pronunciation (P), grammar (G), vocabulary (V), fluency (F), and

Comprehension (C). From this pre-test, the researcher looked for

total and average score.

Table 4.11Pre-test Score in Cycle 2

No Name P G V F C Total Score

1 AMF 2 2 3 2 3 12 48

2 ANH 3 3 3 3 4 16 64

3 ANM 3 3 3 4 3 16 64

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4 AN 2 2 3 3 3 13 52

5 AKA 3 3 3 4 3 16 64

6 AMK 2 3 3 2 3 13 52

7 ACS 2 3 2 3 2 12 48

8 AO 3 3 4 4 4 18 72

9 DK 2 2 3 3 3 13 52

10 DAW 4 3 4 4 5 20 80

11 EMS 2 3 3 3 3 14 56

12 ERP 3 4 4 3 4 18 72

13 FY 4 4 4 4 4 20 80

14 HMQ 3 2 3 3 3 14 56

15 IRN 3 3 4 4 4 18 72

16 ISYA 3 4 3 3 3 16 64

17 IAR 3 3 3 3 3 15 60

18 MRAS 3 3 3 2 3 14 56

19 MBS 3 3 4 4 3 17 68

20 MLH 4 4 4 3 3 18 72

21 MM 3 2 3 3 2 13 52

22 MRAF 4 4 4 4 4 20 80

23 MSP 2 2 3 3 3 10 52

24 NSS 3 3 3 2 3 11 56

25 NS 3 3 3 3 2 14 56

26 RA 3 3 4 3 3 16 64

27 RNP 4 4 4 4 4 20 80

28 RC 3 2 3 3 3 15 56

29 RIM 4 3 4 4 4 19 76

30 SOF 3 3 3 2 3 11 56

94

31 S 3 2 3 3 3 11 56

32 SWL 3 2 3 3 2 13 52

33 SAH 3 3 4 3 3 17 64

34 T 4 3 4 3 4 18 72

35 UA 3 3 3 3 3 15 60

36 VRS 4 3 3 3 3 16 64

37 WSP 3 3 3 3 3 15 60

Based on the data above, the researcher could take the

percentage the students’ score who passed the passing grade such

below:

Table 4.12 Grade of Pretest in Cycle 2

Criteria Grade Percentage

>72 5 13.5%

72 5 13.5%

<72 27 73%

Total 37 100 %

It was a bit higher improvement of pre-test cycle 2 than

pre-test cycle 1. Here, the percentage of students who got passed

the passing grade touched 27%. However, it had not reached the

target of 85%.

b. Post-test

In post-test, the rubrics used were the same. Here, the

students were taken data such table below.

95

Table 4.13 Post-test Score in Cycle 2

No Name P G V F C Total Score

1 AMF 3 3 4 4 4 18 72

2 ANH 4 4 4 3 4 15 76

3 ANM 4 3 4 5 4 20 80

4 AN 4 3 3 4 4 18 72

5 AKA 4 4 4 4 4 20 80

6 AMK 3 3 4 4 4 18 72

7 ACS 3 3 4 4 4 18 72

8 AO 4 4 5 4 5 22 88

9 DK 3 4 3 4 4 18 72

10 DAW 3 4 4 4 4 19 76

11 EMS 4 3 4 4 4 19 76

12 ERP 4 3 4 3 4 18 72

13 FY 4 4 5 5 4 22 88

14 HMQ 3 4 4 4 4 19 76

15 IRN 3 3 4 4 4 18 72

16 ISYA 3 4 4 4 4 19 76

17 IAR 3 3 4 3 4 17 68

18 MRAS 3 4 3 3 3 16 64

19 MBS 3 4 4 5 4 20 80

20 MLH 4 3 4 4 5 20 80

21 MM 4 3 4 4 4 19 76

22 MRAF 5 4 5 5 5 24 96

23 MSP 3 4 4 4 4 19 76

24 NSS 4 3 3 4 4 18 72

96

25 NS 3 3 4 4 4 18 72

26 RA 3 4 4 4 3 18 72

27 RNP 5 4 5 5 5 24 96

28 RC 4 3 4 3 4 18 72

29 RIM 4 3 4 4 3 18 72

30 SOF 3 3 4 4 4 18 72

31 S 3 4 3 3 3 16 64

32 SWL 3 4 4 3 3 17 68

33 SAH 4 3 4 3 4 18 72

34 T 4 4 3 4 3 18 72

35 UA 3 4 4 3 4 18 72

36 VRS 3 3 4 3 4 17 68

37 WSP 4 3 4 4 4 19 76

The data was taken to get the percentage of students who

get passed the passing grade. It would be explained below.

Table 4.14 The Grade of Post-test in Cycle 2

Criteria Grade Percentage

>72 16 43.24%

72 16 43.24%

<72 5 13.51 %

Total 37 100 %

The percentage of post-test in cycle two showed the

students who get passed the passing grade were 86.5%. It had been

97

over the target. It meant that the following cycle was not necessary

to be implemented.

c. Calculation of Mean

The researcher would like to calculate the individual

students’ average score of pre-test and post-test in cycle 2.

Table 4.15 Difference Square of Pre-test and Post-test in Cycle

2

No NamePre Test2 (Y1)

PostTest 2(Y2)

Difference(D) D2

1 AMF 48 72 -24 5762 ANH 64 76 -12 1443 ANM 64 80 -16 2564 AN 52 72 -20 4005 AKA 64 80 -16 2566 AMK 52 72 -20 4007 ACS 48 72 -24 5768 AO 72 88 -16 2569 DK 52 72 -20 400

10 DAW 80 76 4 1611 EMS 56 76 -20 40012 ERP 72 72 0 013 FY 80 88 -8 6414 HMQ 56 76 -20 40015 IRN 72 72 0 016 ISYA 64 76 -12 14417 IAR 60 68 -8 6418 MRAS 56 64 -8 6419 MBS 68 80 -12 14420 MLH 72 80 -8 6421 MM 52 76 -24 57622 MRAF 80 96 -16 25623 MSP 52 76 -24 57624 NSS 56 72 -16 256

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25 NS 56 72 -16 25626 RA 64 72 -8 6427 RNP 80 96 -16 25628 RC 56 72 -16 25629 RIM 76 72 4 1630 SOF 56 72 -16 25631 S 56 64 -8 6432 SWL 52 68 -16 25633 SAH 64 72 -8 6434 T 72 72 0 035 UA 60 72 -12 14436 VRS 64 68 -4 1637 WSP 60 76 -16 256

TOTAL ∑X1 ∑X2 ∑D ∑D2

N= 37 2308 2780

-472 8192

1) Mean of pre-test

M =

M=

M= 62.37

2) Mean of Post-test

M =

M =

M= 75.13

Mean of pre-test was 62.37, and post-test was 75.13. The

mean of post-testD was higher than pre-test. It could be

concluded that there was the improvement on the students’

speaking skill through video blogging as media.

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3) Mean of Difference

MD =

MD =

MD= -12.75

4) Standard Deviation

SDD = )2

SDD = )2

SDD = 157.48

SDD =

SDD = 8.0

5) Wilcoxon Test

Table 4.16 Wilcoxon Test in Cycle 2

Test Statisticsb

Y2 - Y1

Z -5.047a

Asymp. Sig. (2-tailed)

.000

a. Based on negative ranks.

b. Wilcoxon Signed RanksTest

From the table 4.16, it showed that the value of table is

5.057 with the value of α 0.000. If it was examined by trusty

100

grade 0.05, so the result of α was smaller than 0.05 which

showed the competency of learning style using video blogging

is higher than using non-media. It could be concluded that H0 is

acceptable. It meant that the average difference between pre-

test and post-test was existed.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

1. Implementation of Video Blogging as Media in the Eleventh Grade

Bahasa MAN Salatiga

The researcher got closer to the fact that the use of video blogging

as media in the speaking class was successful. It could be

considered from the reaction of students as they got the sudden

question (pre-test cycle 1), then audio recording (post-test cycle 1),

task direction (pre-test cycle 2), and video blogging in the post-test

cycle 2.

The researcher mentioned the chronology of students’

reaction. Each student actually had the motivation in learning.

Unfortunately, they had less practice in speaking English, got

afraid of being laughed by friends, and less knowledge of native

speakers’ way in practice. By video blogging, the significance

reaction from the students was the fluency, comprehension,

confidence, and well preparation. It could be seen from how they

looked for to be submitted to the teacher. In Addition, the

researcher also got the fact that the students cooperate with their

friends to make the video. It evidenced that the students would get

confident in front of particular people.

102

In essence, the implementation of video blogging gave

more talk time for students and became the good room for students

in practicing speaking with more confidence. All of this

observation had been done in each cycle.

2. Improvement of the Students’ Speaking Skills Through Video

Blogging

The researcher was brave to state the conclusion of

successful video blogging use in the speaking class based on the

gotten data. The cycle 1 and cycle 2 had provided the process of

students’ speaking development. Then, the researcher got the data

from the observation and students’ reaction

In the cycle 1, mean pre-test showed 56.10, and the post-

test showed 70.81. Pre-test was lower than post-test. Mean of

difference raise -14.7. Based on Wilcoxon test, the data got Z table

5.179 with value α 0.000. It was tested by the trusty range 0.05, so

it was got the result α is smaller than 0.05. It identified that there

was an improvement from pre-test to post-test. Based on the

passing grade 72, 37 students got 56.75% from estimated

percentage 80%. Therefore, the study did cycle 2.

In the following cycle, pre-test and post-test got the same

case. There was an improvement, starting from mean of pre-test

(62.37) and post-test (75.13). Then, mean of difference was -12.75.

From Wilcoxon test, it showed that the value of table is 5.057 with

103

the value of α 0.000. If it was examined by trusty grade 0.05, so the

result of α was smaller than 0.05. At last, the percentage of cycle 2

reached 86.75%. It meant that the students had been clear to obtain

the expected target.

B. Suggestion

1. For Teacher

The teacher should give the students more space to speak up in the

class with some considerations. Firstly, identify the character of

students whether they are shy or confident enough. Secondly, the

teacher should give more material which deals with the students’

knowledge background. It aims to engage students’ motivation in

learning. The teacher could assign the students to explore more

resource of English in internet.

Based on the observation, the teacher was good to implement

extensive learning approach. It gives more space for students to

express their language capability. In question-answer stream, the

teacher had better give the task for students to be more active by

assigning them to discuss material with their fit partner. However, the

most often obstacle appeared is that students were not confident to

speak up in sudden and in front of many people.

2. For Students

The students should realize that speaking skill is not instant

skill acquisition. They have to practice regularly. Therefore, they

104

are not supposed to think that speaking English only occurs in the

class. They can start by small group to make simple conversation

either inside or outside of class.

The students are supposed to maximize the technology to

make all simpler. They have the Hand Phone, so they can use it to

serve the material, examples of lesson. Social media is not

restricted for daily life, but it also functions as the educational tool.

If they are not ready to speak up in front of people, they can start it

by making their own world in virtual.

3. For Researcher

For the following research, the researcher expects there will be an

innovative way to make video blogging more suitable for students. In

other word, the researcher says that video blogging could be

implemented in their daily habit, like opening the channel in social

media platform. In other word, the researcher does the trial to make a

competition of video blog that gives more engagement to the students.

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CURRICULUM VITAE

Name : Muhammad Muhsin

Place/Date of Birth : February 15th 1995

Gender : Male

Religion : Islam

Address : St. Raden Rahmat 15 RT/RW 02/01 Kalibening Salatiga

Phone Number : 082199612547

E-mail Address : mmuhsin26@gmail.com

Formal Education

2001-2007 : MI Asas Islam Kalibening Salatiga

2007-2010 : Islamic Junior High School (MTs N) Salatiga

2010-2013 : Islamic Senior High School (SMA) Sunan Gunung JatiTulungagung

2014- Now : English Education Department of Teacher Training andEducational Faculty of State Institute for Islamic Studies(IAIN) Salatiga

Non-formal Education

2013 : Basic English Course (BEC) Pare Kediri

2016 – Now : Rumah Literasi Pojok Buku

Organization Experience

2015-2017 : Communicative English Club (Member)

2015-now : Joesin Translation Management (CEO)

2015-now : Rijalul Anshor (Member)

2016-now : Rumah Literasi Pojok Buku (Founder)

2017-2018 : Pengelolaan TBM Salatiga (Chief)

Job Experience

2015 :English Tutor Freelancer

2015-now :Teacher at Ponpes Ittihadul Asna Klumpit Salatiga.

2016-now : Writer

2016-now : Dubber

2016-now : Translator

2017-now :Youtuber Joesin Translation

2017-now : Seminar Speaker

2017-now :Volunteer of Literacy

2018 : Public Speaking Trainer at SD An-Nida Salatiga

RPP KURIKULUM 2013 REVISI(Rencana Pelaksanaan Pembelajaran)

Nama Sekolah : MAN SalatigaMata Pelajaran : Bhs InggrisKelas / Semester: XI/ 1Materi Pokok : Opinion & Suggestion ExpressionsPertemuan ke : 1 dan 2Alokasi Waktu : 4 x 45 menit

A. KOMPETENSI INTI

3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmupengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasankemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebabfenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidangkajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkanmasalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkaitdengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuaikaidah keilmuan.

B. KOMPETENSI DASAR

3.2 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksitransaksional lisan dan tulis yang melibatkan tindakan memberi dan memintasaran dan informasi terkait pendapat dan saran, sesuai dengan kontekspenggunaannya.

4.2 Menyusun teks interaksi transaksional, lisan dan tulis, pendek dan sederhana,yang melibatkan tindakan memberi dan meminta saran dan informasi terkaitpendapat, dengan memerhatikan fungsi sosial, struktur teks, dan unsurkebahasaan yang benar dan sesuai konteks.

C. INDIKATOR PENCAPAIAN KOMPETENSI

3.1.1 Mengidentifikasi fungsi sosial pada ungkapan menyatakan saran danpendapat beserta responnya.

3.1.2 Menirukan pelafalan secara terbimbing (K1).3.1.3 Menemukan informasi teks lisan dan tulis penggunaan ungkapan

menyatakan saran pendapat beserta responnya (K1).3.1.4 Menemukan berbagai macam teks lisan dan tulis ungkapan menyatakan

saran dan pendapat beserta responnya dalam konteks yang berbeda (K2).

3.1.5 Menganalisis teks lisan dan tulis struktur teks dan unsur kebahasaanungkapan menyatakan saran dan pendapat beserta responnya (K3).

(Penerapan)4.1.1 Menyusun teks lisan dan tulis ungkapan menyatakan saran dan

pendapat beserta responnya sesuai dengan konteksnya(P4)4.1.2 Mempraktekkan dialog/monolog untuk mengucapkan ungkapan

menyatakan saran dan pendapat beserta responnya (P4).

D. TUJUAN PEMBELAJARAN

Kegiatan diskusi dan belajar kelompok dalam pembelajaran eksponen diharapkansiswa terlibat aktif dan bertanggung jawab dalam menyampaikan pendapat,menjawab pertanyaan, memberi saran dan kritik, serta dapat:

3.1.1 Siswa dapat mengidentifikasi fungsi sosial pada ungkapan menyatakanpendapat dan pikiran beserta responnya.3.1.2 Siswa dapat menirukan pelafalan secara terbimbing.3.1.3 Siswa dapat menemukan informasi teks lisan dan tulis penggunaan ungkapan

menyatakan pendapat dan pikiran beserta responnya.3.1.4 Siswa dapat menemukan berbagai macam teks lisan dan tulis ungkapan

menyatakan pendapat dan pikiran beserta responnya dalam konteks yangberbeda.

3.1.5 Siswa dapat menganalisis teks lisan dan tulis struktur teks dan unsurkebahasaan ungkapan menyatakan pendapat dan pikiran beserta responnya.

(Penerapan)

4.1.1 Siswa dapat menyusun teks lisan dan tulis ungkapan menyatakan pendapatdan pikiran beserta responnya.

4.1.2 Siswa dapat mempraktekkan dialog untuk mengucapkan ungkapanmenyatakan pendapat dan pikiran beserta responnya sesuai dengankonteksnya.

E. MATERI PELAJARAN

Teks lisan dan tulis menyatakan saran dan pendapat beserta responnya.(Terlampir)

Fungsi Sosial : Menjalin hubungan interpersonal dengan guru, teman, dan orang

lain. Membiasakan menggunakan ungkapan menyatakan saran dan

pendapat beserta responnya. Menunjukkan perilaku peduli dan santun terhadap orang lain.

Unsur Kebahasaan

Kata, ungkapan, dan tata bahasa dalam bentuk dialog. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi Ucapan, tekanan kata, intonasi, dan struktur kebahasaan dalam bentuk

dialog. Keteladanan tentang perilaku yang terpuji dan solutif.

F. PENDEKATAN DAN MODEL PEMBELAJARAN

1. Pendekatan dalam pembelajaran ini menggunakan Scientificappoach/pendekatan ilmiah dengan langkah-langkah sebagai berikut:mengamati, menanya, menalar, mencoba, dan membuat jejaring.

2. Model pembelajaran yang dipergunakan adalah: Discovery Learning,menggunakan proyek/kegiatan sebagai media.

G. MEDIALaptop, LCD, Video/gambar, Loud Speaker, White Board, Board Marker, PowerPoint Presentation.

H. SUMBER BELAJAR- Buku Bahasa Inggris kelas XI kurikulum 2013 Kementerian Pendidikan dan

Kebudayaan Republik Indonesia 2014.- CD/Audio/VCD- Youtube

- www.dailyenglish.com- http://americanenglish.state.gov/files/ae/resource_files- http://learnenglish.britishcouncil.org/en/

I. LANGKAH-LANGKAH PEMBELAJARAN

Pertemuan -1

KEGIATAN DESKRIPSI KEGIATANALOKASIWAKTU

Pendahuluan

1. Guru membuka pelajaran dengan mengucap salam perkenalandan berdoa.

2. Guru memeriksa kehadiran peserta didik sebagai sikap disiplin.

3. Guru memberikan mind building yang terkait dengan materidiajarkan agar siswa mampu mengikuti arah pembelajaran.

7 menit

Inti

Mengamati

- Siswa melihat video yang berhubungan dengan materi,kemudian siswa diberikan kesempatan menyiapkan tanggapan

13 menit

pendapat tentang video yang diputar. (Stimulasi)

- Siswa diberikan pertanyaan yang berkaitan dengan ungkapanmenyatakan pendapat dan saran beserta responnya untukmenarik ketertarikan siswa terhadap materi yang akanberlangsung. (Stimulasi)

- Guru membantu siswa menunjukkan beragam ekspresi tentangmenunjukkan pendapat dan saran beserta contoh-contohnya.(Stimulasi)

- Siswa membaca dan menirukan contoh-contoh yang diberikanoleh guru. (Stimulasi)

Menanya (questioning)

Dengan bimbingan guru, siswa bertanya kepada teman atau gurutentang materi yang mereka dapatkan berdasar pengamatan yangtelah mereka lakukan, serta kosa kata atau phrase yang sulit dalamungkapan menyatakan pendapat dan saran beserta responnya.

- Siswa bertanya dengan dibimbing oleh guru, mempertanyakanstruktur teks, informasi rinci dan informasi tertentu dariungkapan menyatakan pendapat dan saran beserta responnya(Problem statement).

- Dengan bantuan guru, siswa diarahkan untuk bertanya danmenuju pada perbedaan personal point of view dan generalpoint of view. (Problem statement)

- Guru menampilkan video blogging agar siswa mampubertanya bagaimana cara pengucapan pendapat dan saranyang baik dan benar.

Mengeksplorasi

Siswa mengumpulkan informasi tentang ungkapan menyatakanpendapat dan pikiran beserta responnya yang telah didapat darikegiatan sebelumnya; pengalaman sekitar, video, buku. Siswaberpasangan menemukan struktur teks, informasi rinci, dan informasitertentu serta fungsi sosial dari ungkapan menyatakan pendapat dansaran beserta responnya yang dibaca/didengar/pengalaman. (Datacollection)

- Guru memberikan gambaran siswa untuk mencaricontoh lain perihal ungkapan pendapat dan saransecara pair atau individu sesuai tema yang sudahdisediakan Data collection).

- Guru menunjuk beberapa siswa untukmengucapkannya dengan pengucapan yang benar.

25 menit

7 menit

7 Menit

7 menit

(Data processing).

Mengasosiasi

- Siswa memperoleh balikan (feedback) dari guru danteman tentang hasil analisis yang disampaikandalam kerja mandiri dan atau kelompok(Verification).

Mengkomunikasikan

- Murid menampilkan hasil pekerjaan denganmengucapkannya di depan teman-temannya.(Generalization)

- Guru dan murid memberikan feedback terkait hasilkerja siswa. (Generalization)

17 menit

Penutup

- Guru bertanya kepada siswa terkait materi ungkapanpendapat dan saran yang baru saja mereka dapatkan.Apakah mereka paham atau tidak?

- Guru memberikan tugas kepada siswa untuk mencari satuissue dan opininya terhadap isu tersebut.

- Guru menutup pertemuan dengan doa.

7 menit

Pertemuan -2

KEGIATAN DESKRIPSI KEGIATANALOKASIWAKTU

Pendahuluana. Guru membuka pelajaran dengan mengucap salam perkenalan danberdoa.

b. Guru memeriksa kehadiran peserta didik sebagai sikap disiplin.

7 menit

Inti

Mengamati

Siswa diberikan game untuk menjadi dua bagian. Satu kelompokagreement dan agreement. Guru akan memberikan issue danmemberikan siswa kesempatan menjawab sesuai kelas opininya(Stimulasi)

Menanya (questioning)

Dengan bimbingan guru, siswa bertanya kepada teman atau gurutentang materi yang mereka dapatkan berdasar pengamatan yangtelah mereka lakukan, serta kosa kata atau phrase yang sulit dalam

20 menit

ungkapan menyatakan pendapat dan dan saran beserta responnya.

- Guru menampilkan video blogging tentang giving opinionexpression dan saran serta menuntun siswa untukmenanyakan tentang Brittish accent and American accent.(Problem statement)

Mengeksplorasi

Siswa mengumpulkan informasi tentang ungkapan menyatakanpendapat dan pikiran beserta responnya yang telah didapat darikegiatan sebelumnya; pengalaman sekitar, video, buku. Siswaberpasangan menemukan struktur teks, informasi rinci, dan informasitertentu serta fungsi sosial dari ungkapan menyatakan pendapat dansaran beserta responnya yang dibaca/didengar/pengalaman. (Datacollection)

- Guru meminta siswa untuk mempersiapkan dirimempesiapkan sebuah monologue opini vloggingdalam kerja pair atau individu. (Data processing)

Mengasosiasi

- Siswa memperoleh balikan (feedback) dari guru danteman tentang hasil analisis yang disampaikandalam kerja mandiri dan atau kelompok(Verification).

Mengkomunikasikan

- Murid melakukan aktivitas video blogging sesuaidengan topik yang telah ditentukan(Generalization)

- Guru dan murid memberikan feedback terkait hasilkerja siswa. (Generalization)

10 menit

15 menit

5 menit

20 menit

6 menit

Penutup

- Guru menanyakan materi dan aktifitas yang baru sajadiberikan apakah murid merasa antusias terhadapkegiatan dan paham?

- Guru menutup pertemuan dengan doa.

7 menit

Lampiran

A. Materi Pertemuan -1

Opinion Expressions

1. Definition of Opinion

Opinion is the idea about something or someone to be discussed. It

has two perspectives in giving opinion between agreement and

disagreement. There some ways to show the signal of giving opinion such

as follows:

a. When you are questioned

- “What do you think about smoking for the students”

- “What is in your mind when you see the issue TV program quality? Is

it educating for students or not?”

- “Would you like to give me your point of view about having

relationship in the school?”

- “Is there any idea of yours regarding to bullying in the school?”

- I’m hungry. Should we go to canteen?

When you are questioned by the question such above, it demands

your idea toward the issue. There are some ways to express your opinion

by the signals below:

- I think that smoking for the students is not good anyway. I have some

reasons. You know that cigarette is not cheap. Students have to buy. It

means they just waste the money. Then cigarette is not good for health.

There is no advantage to consume it. What they get is only temporal

satisfaction.

- In my experience TV programs now seldom shows the educating

movie. The movie-strip and reality show fulfill the schedule of

broadcasting. They tend to show the love story and conflict. News only

shows policy and crimes. Cartoon has no space. I don’t like watching

TV unless sport shows.

- I don’t think relationship in the school is lawful. Relationship in the

school will disturb the focus on study. Some people assume that

having relationship is reasonable and giving the motivation. It is

insane. Having relationship appears the unnecessary conflict that is not

supposed to be undergone by the students.

- I strongly disagree about bullying. We are going to school has the

intention to study. We need to have safety and convenient in it.

Bullying causes traumatic depression. Fatally, it is able to make some

unexpected tragedy like suicide.

- In my mind you should bring your food from house to economize

money.

b. Expression of giving opinion

There are some expressions you can use to point out the opinion:

I think…

In my mind…

Personally, what I see is…

As far as I’m concerned…

I’m not pretty sure, but I feel…

All things considered …

I consider…

I may say that…

What I mean is…

I assume…

c. Disagreement and Agreement

When you are encountered with the topic and you have to deliver

the opinion, you may start your idea in agreement or disagreement.

Probably, your friends will have the different opinion with you. Here,

there will be such a cross-opinion. There are some ways of expressing

giving opinion.

Agreement Disagreement

I deal with you that… It’s not justified to say so that…

I state… Sorry, but I think…

We are in the same way to say

that…

I have the different point of view…

That’s what I’m thinking that… I argue…

No doubt with it that… I doubt with it.

I agree… I don’t agree with you

I totally agree… It will be better to see this…

Those are the expressions to give the opinion.

2. Elements of Opinion Expressions

a. Common questions to ask for suggesting opinion are:

- Should + S + Verb? = It’s Sunday. Should we go outside?

The answer is putting ‘should’ after signal of opinion expressions

Opinion phrase + S + should + Verb. I think we should stay home

only. It is rain.

Common questions to ask for the agreement or disagreement opinions

are:

- What do you think about + object? = What do you think about young

marriage?

The answer is to put informative after signal of opinion expression

Opinion phrase + information. I totally disagree about young marriage

because youth naturally are not ready physically and mentally.

Subject Verb Object

I Believe That Indonesia is safe country.

I Assume That TV provides more uneducated

programs.

We Agree With what you are saying.

I Think You should take a bath now.

I Don’t agree With your perspective.

We Doubt Your opinion is nonsense

I Reckon This could be right considering the

reasons you have provided.

Nb:

In expressing opinion, we usually use the mental verb such : Believe,

assume, think, doubt, and so on.

3. Example of giving opinion and responds

Conversation 1 Conversation 2

Pablo : Have you ever watched Harry

Potter movie? I watched it last

night. What do you think

Daniel : I like playing tag because I

consider that it is so much fun.

about it?

Daniel : Yes, I have. I like Harry

Potter movies because I think

that the magic seems so real.

Pablo : I don’t agree with you.

Harry Potter movies are just

overrated.

Daniel :I assume that you are not

naturally interested in fantasy

movie.

Pablo : I doubt with your saying. I

like watching movie a lot, but

Harry Potter doesn’t impress

me.

Pablo : Sorry, but I think playing tag

cause people end up fighting.

Daniel : I do not agree with you.

Playing tag is just a game. As

long as we consider it as a play.

Fighting will not happen.

Pablo : I doubt with you on this

because I often see some

people play and end up

fighting.

Conversation 3 Conversation 4

Pablo : what is in my mind,

government should provide means of

sustenance for under privileged people

instead of building tall towers.

Daniel : I state that teenagers are

supposed to practice entrepreneurship

since either junior high school or

elementary school. It will guarantee

Daniel : I agree with what you are

saying but have you ever thought that

building tall towers provides work for

unemployed people?

their future.

Pablo : I am sorry, but in my

perspective teenagers should focus on

study at school. Practicing entrepreneur

just decrease their focus on schooling.

B. Instrumen Penilaian pertemuan -1

Choose one of three topics, Make the respond of these issues, and

record it!

1. “What do you think about smoking for the students?”

2. “Would you like to give me your point of view about having

relationship in the school?”

3. “Is there any idea of yours regarding to bullying in the school?”

C. Materi Pertemuan -2

Suggestion and Opinion Expression

1. Other Expressions to Give the Opinion and Responds

Statement Agree Disagree

- Smoking should

be banned in

public space.

- Children below 16

I totally agree that

smoking should be

banned in public

I am sorry but I tend

to disagree with you

on this.

should be given

right to drive a

car.

- Woman should

not work.

- Harry Potter series

is much better

than Twilight

series

- Online gaming

should be banned.

space

I agree more with

you.

I think so. Women

should stay at home

and take care of their

children

Yes. I agree. Harry

Potter series has much

better and well

developed story line.

Absolutely right, it

should be as it

distracts the students

from studying.

I think it would be

wrong to allow

children below age

of 16 to drive

I am afraid I have to

disagree with you on

this

It is not justified to

say because both

have different plots.

I don’t agree with

you. It is a venue for

students to develop

their skill.

There are two types of point of view. They are personal point of

view and general point of view. General point of view means we agree

toward people in common point of view. Personal point of view means we

have own point of view toward the issue.

2. What is Suggestion?

Suggest means to present a suggestion that is to introduce orpropose an idea or a plan for consideration. Suggestions are abstractand can be form of solution, advice, plan, and idea.

Example:

Why don’t we grab something to eat?

The common expression to ask suggestion is

3. Generic Structures which are Used in Expressing Suggestion

Expressing Suggestion

What if…. We learn together (S + V)

Let’s….. Go to the library (V +Complement)

I think…. You should have a rest. (S + V)

Whydon’t…

You entrust it to Marijan?

How about Sending it via e-mail? (V-ing)

If I were I would buy a coffee. (S + Modal)

What should I do?

Do you have Any suggestion forme?

What do you suggest?

you,…..

I suggestthat……..

You chew a gum. (Clause)

Youcould….

buy shoes or T-shirt. (V1)

You hadbetter

Choose the primary one (V1)

There are two ways to respond the suggestion and offer, they areaccepting and declining respond.

a. Accepting respond means to give agreement of the suggestion and offer.Example: Yeah, that’s good idea.

Thank you so much.I pleasantly accept it.I agree.Let’s do that/it.

b. Declining respond means to have opposite of idea.Example No, thank you.

You don’t need to do that. I can do by myself.

Nb:

1. Sentence arrangement of “I suggest that………………..” or anothersentences which have the same pattern will be followed by a clause. In aclause, all subjects are followed by bare verb (v1).

Ex: I suggest that you come over my house tonight.

I suggest that she come over my house tonight.

2. Another way to express this pattern is to omit subject in clause and replaceit by gerung (v-ing).

Ex: I suggest that you come over my house.

I suggest coming over my house.

3. The word “should” has the same usage with had better, ought to.

D. Intrumen Penilaian Pertemuan -2

Make a video blog based on the issue given! You can make in personal or

in partner.

“Canteen of school may not sell junkfood because it is not good for health.

Give your suggestion!”