SKRIPSI PTK IMPROVING STUDENTS SPEAKING SKILL USING VIDEO CHAPTER I INTRODUCTION

A. Background of the Study From the 1999 syllabus of vocational school, it can be seen that the school started to teach their students not only English for specific purpose but also general English. The syllabus is designed to fulfill the needs of the students. Graduating from vocational school, most of the students wish to implement the skill they have learned. They have to meet certain requirements in order to get work. One of the requirements is having sufficient skill in foreign language especially English. Learning English means learning language components and language skills. Grammar, vocabulary, pronunciation, and spelling are examples of language components. Meanwhile, language skill covers listening, writing, reading, and speaking. Among the four skills, speaking is often considered as the most difficult skill to be learned by the students. Brown and Yule (1983) state that learning to talk in the foreign language is often considered being one of the most difficult aspects of language learning for the teacher to help the students with. Helping the students develop the speaking skill not merely so that they can pass examination but also for more general use when they want to use the English in the outside world. They may need for further study, work or leisure, so that they will not be among the many people who unable to express his idea in English after having studied it for some years. The teachers, therefore, are challenged to develop various teaching techniques. The variety of teaching techniques will help learners to get higher motivation to learn English. William and Burden (1997:111) say that motivation is the most powerful influences on learning. In this research, teaching speaking using video is introduced. Video as an audio visual aids is beneficial for the teacher and students in English Language Teaching. Video can be used as an aid to teach the four skills namely reading, listening, speaking and writing. Rice (1993) says that video has so much to offer. Furthermore, Heimei (1997) states that students love video because video presentation is interesting, challenging, and stimulating to watch. It also brings how people behave in culture whose language they are learning into the classroom. It enables students to have authentic experience in controlled environment. It is also contextualizing language naturally by showing real life into the classroom. Based on the phenomenon above, it is necessary to conduct a classroom action research. This research is originated with Kurt Lewin, an American psychologist, who introduced it in educational research in the mid 1940s. Although the research is classified as either quantitative or qualitative research, the method applied in this research is qualitative methods. It allows us to describe what is happening and to understand the effects of some educational intervention. The principal foundations conducting this research are to solve the identified problem and to understand the effects of some interventions. These two principals are aimed to make improvement and to see change. Mills (2006:6) says that the goals of conducting action research are to gain insight, to develop reflective practice, to effect positive changes in the school environment (and on educational practices in general), and to improve student outcomes and the lives of those involved. Thats why a collaboration classroom action research with a vocational school teacher to improve speaking skill of the

second grade students of SMK X is conducted in this research. B. Identification of the Problem There are some problems that can be identified dealing with the students speaking skill. They are as follows: 1. How do the students practice the speaking skill? 2. How far do the students develop their speaking skill? 3. Do the techniques in teaching speaking used by the teacher improve students speaking skill? 4. Have the teacher tried new technique in teaching speaking in order to improve students speaking skill? 5. Will the students get improvement in speaking if the teacher uses video? C. Limitation of the Problem To limit the research, it is necessary to focus the problem discussed in the research. The problems are limited into: 1. The speaking improved in the research covers information routines especially giving justification 2. The videos used are only commercial breaks and a short documentary film 3. Improvement seen from the students motivation in speaking activity D. Formulation of the Problem The problem of this research can thus be formulated in the two questions bellow: 1. What factors causing the low speaking proficiency of the students? 2. Does and to what extent video improve students speaking proficiency? 3. Does and to what extent video increase students motivation in speaking class? E. The Objectives of the Research The objectives of this research will be the answers to the questions stated in the formulation of the problem. The objectives of this research, therefore, can be stated as follow: 1. To find out factors causing low ability in the speaking class 2. To identify the effectiveness of videos in the speaking class in improving the students speaking proficiency 3. To describe the effectiveness of videos in increasing students motivation in the speaking class F. The Benefits of the Research The result of the research hopefully will be very beneficial for: 1. The students at SMK X Through video, they are expected to have good development in speaking skill. By having video, they will feel happy to learn English since they are put in an enjoyable situation. 2. The teachers of SMK X It is expected that the research can give inspiration to the teachers of SMK X to have had efforts in developing various teaching techniques. It also expected that the teacher will conduct the same research with her colleagues to get some improvements in the teaching learning process since being a

self-reflective teacher is important for teacher professionalism development. 3. The principal It is expected that the principal promotes this research to the teachers and facilitate them to do the research. As a place to gain knowledge and education, school having good facilities that support TL process is not enough. There should be effort to teacher professional development. School regulator should provide the effort for the sake of students, teacher, and school committee itself. 4. The other researchers This study is one of the ways in improving students speaking skill. It is expected that the findings will be used as starting points to conduct another research. There are many others techniques to make TL process more effective. SKRIPSI PTK IMPROVING STUDENTS READING ABILITY USING RECIPROCAL TEACHING

CHAPTER I INTRODUCTION

A. Background of the Study Curriculum of MAN X as mentioned in Model KTSP Madrasah Aliyah (2007: 49) intends to obtain the achievement of Competence Standard in students' reading ability: (1) to understand the meaning in transactional and interpersonal conversation formally and sustainably; (2) to understand the meaning in the short functional and monologue text in the form of the narrative, spoof, and hortatory; (3) to express the meaning in the transactional and interpersonal conversation text formally and sustainably; (4) to express the meaning in the short functional and monologue text in the form of narrative, spoof, and hortatory accurately, fluently and acceptably; (5) to understand the written monologue text in the form of narrative accurately, fluently and acceptably in the daily life context and to access the science; and (6) to express the meaning in the written monologue text/essay in the form of narrative in the daily life context. The target of the achievement in English competence is hoped more than 65 as kriteria ketuntasan minimal (KKM). However, there are some problems faced by the students of MAN X in reading competence as follows: (1) they get difficulties in finding main idea of the text; (2) they get difficulties to deduce the meaning; (3) they get difficulties to retell the text; (4) they have difficulties to state the generic structure of text; and (5) most students have difficulties to interpret the text. In accordance with the result of pre-test, the researcher finds the score of the students' reading achievement.. There are 40 students in the class, 5 students get the score > 75, 6 students get 65 - 75, and 29 others get < 60 in daily test. So, the result of the students' English test is less than 30% achieving KKM. In addition to the indicator to the reading competence, it can also be seen that the real situations in reading class are as follows: (1) the students show their reluctance; (2) they have low motivation; (3)

they always chat to others; (4) they do not care about the reading activity; and (5) mostly they cannot finish their tasks completely. From the real situation in reading class above, there are some indicators such as: (1) some students cannot find main idea in each paragraph; (2) some students have a difficulty to comprehend the text; (3) it is difficult for students to find the generic structure of the text; and (4) most of students get low value in reading test. There are some causes why the problems emerge as follows: (1) teaching reading is not enjoyable; (2) the teacher uses a conventional method in teaching reading; (3) during the teaching learning process, the teacher transfers information (monotonous approach); (4) the teacher never lets students express their own opinion freely; and (5) the teacher is dominant in teaching reading process. Weistein and Meyer (1986) cited in Arends (1997: 243) state that "good teaching includes teaching students how to learn, how to remember, and how to motivate themselves". The writer believes what they state will make students more creative and interested in reading the material. The better reading text given to the students must be motivating, interesting and meaningful for the students. It can stimulate them to enjoy and learn better. In real situation, the researcher does not find the ideal reading teaching in MAN X because most English teachers still teach using grammar translation method in reading comprehension. Therefore, it is very important to provide an alternative technique to improve students' reading ability. To improve the students' reading comprehension, the researcher uses reciprocal technique in teaching reading as an implementation for improving the students' reading ability. Reciprocal teaching is a very powerful strategy for improving reading comprehension. Teachers need to explicitly teach and model the four basic strategies: predicting, questioning, clarifying, and summarizing (Palinscar, 1984: 117). Predicting is something most children are familiar with and use regularly to activate background knowledge and to confirm their hypothesis. Questioning is the strategy in which students generate questions about what they are reading. Clarifying supports students in monitoring their own comprehension-it gets them to think about what is confusing to them as they read. Summarizing is recalling and arranging information and constructing overall understanding.. It is important that students understand that skilled readers employ the reciprocal teaching strategies every time they read something, and that this is a great habit to develop as a way to improve their comprehension skills. This can be accomplished with short pieces of fiction or nonfiction; the entire class can brainstorm examples of the various types of comprehension strategies. Small groups can then choose 3-4 questions from each category to answer and share with the entire class. According to Alverman and Phelps (1998: 42) in their book, Content Reading and Literacy: Succeeding in Today's Diverse Classroom, reciprocal teaching has two major features: (1) instruction and practice of the four comprehension strategiespredicting, question generating, clarifying, and summarizing; and (2) a special kind of cognitive apprenticeship where students gradually learn to assume the role of teacher in helping their peers construct meaning from text. According to Rosenshine and Meister (1994: 79), there are four important instructional practices embedded in reciprocal teaching: (1) Direct teaching of strategies, rather than reliance solely on teacher questioning; (2) Student practice of reading strategies with real reading, not with worksheets or contrived exercises; (3) Scaffolding of instruction; students as cognitive apprentices; and (4) Peer support for learning.

Reciprocal teaching involves a high degree of social interaction and collaboration, as students gradually learn to assume the role of teacher in helping their peers construct meaning from text. The National Education Department has applied the CBC 2004 and KTSP 2004 revised in 2006, the purpose is developing the communicative competence; especially reading comprehension. The reciprocal teaching is expected to be able to help the students comprehend the text easier. Hence, the researcher will observe the use of reciprocal teaching to activate the second year students of MAN X to comprehend and understand such text. In doing the research, it is important to establish the target that wanted to be reached. The target of this research is that the students can improve their understanding of the text. Based on the target above, the researcher finally wishes that: 1) 100% of the students can understand in comprehending the text in terms of: a) finding the main idea; b) getting the content of the text; and c) raising the reading score. 2) 80% of the students can study more active to interact in the classroom and have higher motivation to study. To gain the target of the research, the researcher will train the students to comprehend the text and help them to find main idea, supporting idea, explicit information, and master vocabulary. When the students are able to comprehend the text, it is expected that they can reach the understanding of the text. B. Statement of the Problem From the background of the study, the researcher has the research questions that should be answered: 1. Does and to what extent reciprocal teaching improve students' reading ability? 2. How is the situation when reciprocal teaching is implemented in the reading class? C. The Objective of the Study This research aims to improve the students' reading ability with a reciprocal technique. In details, the research has the objectives as follows: 1. To identify whether and to what extent reciprocal teaching can improve students' reading ability. 2. To describe the situation when reciprocal teaching is implemented in reading class. D. The Benefits of the Study The result of the study can give the following benefits: 1. For the students: The students can apply reciprocal teaching strategies in their study club to improve their reading ability. It helps them become better learner and help them to evaluate and have responsibility for their own learning. 2. For the teachers: This study can give a contribution to other teachers to innovate learning strategy, especially utilizing reciprocal teaching, so that they can increase both teaching-learning quality and the students' learning achievement. 3. For the institution of education: The institution can conduct this study for other subject material especially by reciprocal teaching. It

means for developing and increasing the students' learning achievement and learning performance. At last, the improvement of learning achievement can give a good effect to increase a credibility of the institution. 4. For other researcher: The result of the study can be used as a reference for starting point to conduct further study about teaching and learning English, especially by applying reciprocal teaching strategy in every classroom activity. For the reason, it can be seen from some researches that the application Reciprocal Teaching technique shows the improvement of students' achievement and motivation in learning English. SKRIPSI THE EFFECTIVENESS OF SKIMMING AND SCANNING TECHNIQUES IN IMPROVING STUDENTS READING ABILITY CHAPTER I INTRODUCTION

The chapter gives a brief description of the whole content of the research, including background, statements of the problem, aims of the study, scope of the study, significance of the study, hypothesis, and research methodology. 1.1 Background Reading is considered as an important aspect for students because of its valuable benefit in developing knowledge. Reading is also the most important skill for EFL learners especially in academic context because students need to comprehend and deal with all reading aspects and difficulties. In general, the essence of reading is made up of recognizing or identifying, interpreting, and responding the components of a written message (Oliver and Boyd 1986).It means that individuals, in this case the students, have to understand and interpret the meaning of words or symbols in a text to achieve their own goals or interests. In getting the entire components of information and acquiring the meaning in a written message, many students come across several difficulties because they have to go through a certain process of puzzlesolving (Brown, 2001 : 299). Other difficulties also can be encountered by students from teachers, curriculum, government policy, textbooks, techniques, etc (Bond et al, 1994). In Indonesian traditional classrooms, which practice English as a foreign language, teachers insist that students understand every word in a text to get the general idea for the purpose of looking for required information, and this prompts the students to think for if they do not understand each and every word they are somehow not completing the task (Ismini, 2000). This phenomenon reveals the practice of a conventional teaching reading strategies and the writer assumes that those kinds of situations will not help the students to overcome the difficulties they encounter and will not improve their reading abilities. In addition, Wiryodijoyo (1989) stated that the national examination in English subject put a large emphasis on reading aspect, and this situation will assure students who cannot read or comprehend the text and answered the question in the examination to face tremendous difficulties and overwhelm the students.

A study on reading and its strategies conducted by Amanda (2007) found that students apply several strategies such as making prediction of the words that they do not know, search for words in the dictionary, and many others to help overcome the obstacle in their reading task. This shows the implementation of a conventional reading techniques and the lack of reading strategies from the students in overcoming their reading task. Particular reading techniques are needed not only to overcome student difficulties, but also to improve their reading abilities. Those techniques are skimming and scanning. Scanning is the technique for quickly finding specific information in a text while ignoring its broader meaning, it searches for keywords or ideas in a written text (Brown, 2001 : 308). Meanwhile, skimming is a technique in looking over a text to get a quick idea of the gist of a text (Harmer, 2001). By encouraging the students to glance their eyes and take a short look at a text and searching for specific piece of information, it will help them get the general understanding and detail information of the text itself (Harmer, 2001). Based on that explanation, therefore, skimming and scanning techniques are required in helping students in comprehending a text, getting detailed information and other reading tasks. Skimming and scanning techniques are also intended to help students in overcome the senior high school curriculum task in Indonesia, which is to understand the meaning of short functional text and simple essay in the form of report, narrative and analytical exposition in the context of everyday situation and also to access knowledge (KTSP, 2005). Hence, the present study is intended to investigate the effectiveness of skimming and scanning techniques in improving students' reading abilities and it is expected that this research will contribute to the practice of reading teaching in the future. 1.2 Statements of the problem This study is conducted to answer these following questions : 1. How is the students' mastery of reading comprehension before learning the skimming and scanning techniques ? 2. How is the students' mastery of reading comprehension after learning the skimming and scanning techniques ? 3. Do skimming and scanning techniques effective in teaching reading ? 1.3 Aims of The Study Based on the questions formulated above, the aims of the study are : 1. To find out the students' mastery of reading comprehension before learning the skimming and scanning techniques ? 2. To find out the students' mastery of reading comprehension after learning the skimming and scanning techniques ? 3. To find out the effectiveness of skimming and scanning techniques in teaching reading. 1.4 The scope of the study According to Surakhman (1975, cited in Setiawan 2006), the scope of the study is necessary since it can simplify the subject for the researcher and solve the problem, such as time, dexterity, cost and energy

that emerge from the research planning. Based on that, this study focuses on the use of skimming and scanning techniques in improving the students' reading abilities and the subjects are the second grade students of UPI Laboratory High School. 1.5 The significance of the study This study is expected to : 1. Contribute to the EFL teaching methodology where skimming and scanning techniques is used as an alternative technique in teaching and learning reading. 2. Enhance students and teacher knowledge related to reading skills. 3. Develop students and teachers creativity in the teaching learning process of reading. 1.6 Hypothesis In this research, the writer uses the null hypothesis which is : Ho : There is no effectiveness in using skimming and scanning techniques in improving students reading ability. 1.7 Organization of The Paper The research paper will be organized as following : Chapter I Introduction This chapter consists of an introduction which provides the information on the background of the study, the scope of the study, statement of the problem significance of the study, research technique that comprises population, sample, instrument, and procedure, clarification of terms, and organization of the paper. Chapter II Theoretical Foundation This section focuses on the theoretical foundations that are relevant to the present study, with skimming and scanning techniques as the main issue. Chapter III Research Methodology This part comprises the methodology of the research includes the formulation of the problems, aims of the present study, data collection, scope of the study, analytical frameworks and data analysis. Chapter IV Findings and Discussions This chapter provides the results of the research and discussion of the research findings. Chapter V Conclusions and Suggestions This chapter presents all the conclusion of the study and also provides for implications and suggestions for further researchers and related institutions.

(KODE PTK-0053) : SKRIPSI PTK IMPROVING STUDENTS READING COMPREHENSION ON NARRATIVE TEXT USING NARRATIVE VIDEO (MATA PELAJARAN : BAHASA INGGRIS) (SMA KELAS X)

CHAPTER I INTRODUCTION

A. Background of the Study As an International language, English is very important in our daily life. Most electronic tools use English in their instructions, such as computer, rice cooker, washing machine, et cetera. It is very dangerous if those tools are used without its instruction being read. If someone wants to communicate with people from other countries, he should master English well. It is because English is the language used in international communication. So, it is very important for people to learn English. Nowadays, English is one of the subjects that is taught since in the elementary school until university and examined in the national examination to determine the students' graduation. The provision that English is examined in the final examination is stated in Peraturan Menteri Pendidikan Nasional Tahun XXXX pasal 7 ayat 1, 2, dan 3 as follow: (1) Mata pelajaran UN SMA/MA Program IP A, meliputi: Bahasa Indonesia, Bahasa Inggris, Matematika, Fisika, Kimia, dan Biologi. (2) Mata pelajaran UN SMA/MA Program IPS, meliputi: Bahasa Indonesia, Bahasa Inggris, Matematika, Ekonomi, Sosiologi, dan Geografi (3) Mata pelajaran UN SMA/MA Program Bahasa, meliputi: Bahasa Indonesia, Bahasa Inggris, Matematika, Bahasa Asing lain yang diambil, Sejarah Budaya/Antropologi, dan Sastra Indonesia. There are four main skills in English: those are reading, listening, speaking, and writing. Reading and listening are called receptive skill, in which people need the ability to receive written or spoken language when they do it. While speaking and writing are called productive skill because when people do it, they need the ability to produce written or spoken language (Harmer, 1998: 44). Reading, which belongs to receptive skill, can be defined as a process whereby one looks at and understands what has been written (Williams, 1999: 2). It means that, when someone reads, he looks at something written and tries to get the meaning to understand it. Reading can also be described as a mental or cognitive process which involves a reader in trying to follow and respond to a message from a writer, who is in distant space and time (Davies, 1995: 1). It means that reading activity connects the reader and the writer although they are in different time and place; for example reading an ancient book, reading personal letter, et cetera. The reason for teaching reading to the students is because it belongs to the basic language skills in English, just as important as speaking, listening, and writing. Besides, reading is closely related with other subjects. Most of the materials given by the teacher (in English or other subjects) are presented in written form, for example in handbook, handout, et cetera. It means that to understand the materials, the students must have the ability to look at and get the meaning of written text, that is called reading skill. Because of that, reading is very important to be taught to the students. According to the researcher's observation, the students' reading skill of SMAN X was still low. They still had difficulties in understanding the text. The texts which were taught in the first grade of Senior High

School were descriptive, news item, and narrative. Based on the observation in the classroom and the interview with the teacher and the students, the researcher found that they had difficulties in narrative text. They had difficulties in understanding the characteristics of the text including the social function, generic structure, and language feature. The generic structure includes finding detail information and determining the parts of the text. While, the language feature includes vocabulary, finding references, and understanding the tenses. The students' difficulties in reading were caused by some factors that might come from the students and the teacher. Most of the students admitted that they often felt bored when they had to read a text, especially a long and uninteresting topic text. In the class, some students were sometimes seemed to lean over their head on the table and talk each other. They just paid attention to the teacher when they did exercises but if the time given to do it was too long, they began to be noisy again. When they read a long text, they were not so interested because they often did not understand the meaning of the words used in the text. It was difficult for them to understand the content of the text. However, they were reluctant to bring the dictionary. They just waited until the teacher explained it for them or asked them about the difficult words. Besides, there were some problems that came from the teacher. Actually, the teacher's way in explaining the materials was clear enough but she was too rivet on the textbook. She usually taught using conventional way by staying in class and doing the exercises on the handbook. She used various techniques and media in teaching rarely. So, the students felt that English lesson was boring. All of those factors made the students to have low motivation in learning English, especially reading. To improve the students' motivation in learning, the teacher must use interesting teaching strategy. Sudiardjo and Siregar, in their article entitled "Media Pembelajaran Sebagai Pilihan dalam Strategi Pembelajaran" define learning strategy as: "...suatu kondisi yang diciptakan oleh instruktur dengan sengaja (seperti metode, sarana, prasarana, materi, media dan sebagainya), agar siswa difasilitasi (dipermudah) dalam mencapai tujuan pembelajaran yang ditetapkan" (Prawiradilaga and Siregar 2004: 4). If the teacher can make the condition that stimulates the students to learn, it will make easier for them to receive the material, so the goal of the teaching will be achieved. As stated in the teaching strategy's definition above, media is one of the ways to facilitate the students to learn. Related to the use of media in teaching, Arsyad states that "Media pembelajaran secara umum adalah komponen sumber belajar atau wahana fisik yang mengandung materi instruksional di lingkungan siswa yang dapat merangsang siswa untuk belajar " (2005: 4). Teaching media is a concrete thing that can be used by the teacher to convey the material, for example picture, cassette, video, tape recorder, television, computer, internet, et cetera. Media can be used as AVA (Audio Visual Aids) to give concrete experiences to the students, so the teacher's explanation will not be abstract. It can also be used as communication tools to connect the students with the material, so they can receive the material easier (Prawiradilaga and Siregar, 2004: 6). Related to video, Sadiman states that the message presented in the video can be a fact or fictitious, can be informative, educative, or instructive (1993: 76). Video can catch the students' attention easily. It is informative, it means that much information from many experts in this world can be recorded in video tape, so it can be received by the students everywhere they are. Video is also educative and instructive; it means that the message of the video can give concrete experiences to the students, so they can apply it in their daily life. By video, the teacher can prepare the difficult demonstrations before, so she/he is

able to concern on his presentation. The teacher can also present the dangerous object that cannot be brought into the class (Sadiman, dkk, 1993: 76-77). Based on the benefits of video in learning, it is expected that through video, the students can be interested and motivated in learning English, especially reading. In this case, the researcher intends to use narrative video because this research is focused on reading narrative text. The writer hopes that by using narrative video, it will give the visualization to the students about the contents of the narrative text, so they can understand it easier. Based on the problems and the proposed solution above, the writer is interested in conducting an action research entitled "Improving Students' Reading Comprehension on Narrative Text Using Narrative Video (An Action Research at Tenth-Year of SMAN X in Academic Year XXXX/XXXX)". B. Problem Formulation Considering the background of the study above, the writer can formulate the problems as follows: 1. Can the use of narrative video improve the students' comprehension on narrative texts of tenth year students of SMAN X? 2. What happens when narrative video is applied in teaching narrative for reading? C. Objective of the Study Based on the problem formulations above, the objectives of this research are: 1. To know whether the use of narrative video can improve the students' narrative text mastery of the tenth year of SMAN X. 2. To describe what happen when narrative video is applied in teaching narrative reading. D. Benefit of the Study If this research gives positive result, it is expected that the result is able to give some benefits for students, teachers, and other researchers. 1. For the students, it is expected that this technique will help them improve their reading skill. The students will be able to: - Understand the vocabularies used in the text by looking at its context - Understand the main idea of the text by skimming - Understand the detail information of the text by scanning - Understand the goal, the parts, and the language features of narrative text 2. For the teachers, it is expected that the result of this research will give them a reference in their teaching so they can apply video in improving the students' reading skill. 3. For other researcher, it is expected that the result of this research will help them in finding references or resources for further research.