THE EFFECTIVENESS OF VOA VIDEO LEARNING ENGLISH EDUCATION REPORT TO TEACH SPEAKING

THE EFFECTIVENESS OF VOA VIDEO LEARNING ENGLISH EDUCATION REPORT TO TEACH SPEAKING Alfin Nurfitri, Ikhsanudin, Endang Susilawati English Education Program Study Teacher Training and Education Faculty Tanjungpura University Email: alfinnurfitri@yahoo.com Abstract: The purpose of this research is to find out whether the use of VOA video Learning English Education Report as teaching materials is effective in teaching speaking and to find out how effective it is to teach speaking. This research was conducted in grade X students of SMAN 7 Pontianak. The research method is a pre-experimental. The population is 252 students in class X, and the sample is 38 students in MIA 4. The result of t-test computation is higher than t- table. It means, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. In other words, the study found that the use of VOA Video Learning English Education Report is effective as materials to teach speaking and it gives a strong effect on students speaking skill. In conclusion, VOA video Learning English Education Report as materials to teach speaking is highly effective to improve grade X students speaking skill in SMAN 7 Pontianak school year 2014/2015. Keywords: VOA Video, Learning English, Teaching Abstrak: Penelitian ini ditujukan untuk mengetahui keefektifan penggunaan video VOA Learning English Education Report sebagai materi ajar pada speaking, dan untuk mengetahui tingkat keefektifannya. Penelitian ini dilakukan pada siswa kelas X SMA Negeri 7 Pontianak. Metode penelitian yang digunakan adalah pre eksperimen. Populasinya berjumlah 252 siswa di kelas X, dan sampelnya adalah 38 siswa di kelas MIA 4. Hasil perhitungan dari t-test lebih besar daripada t-table. Artinya, hipotesis nol (Ho) ditolak, dan hipotesis alternatif (Ha) diterima. Dengan kata lain, penelitian ini menemukan bahwa penggunaan video VOA Learning English Education Report efektif sebagai materi ajar pada speaking dan juga memberikan efek yang tinggi pada kemampuan berbicara siswa. Kesimpulannya, video VOA Learning English Education Report sebagai bahan ajar pada speaking sangat efektif untuk meningkatkan kemampuan berbicara bahasa inggris pada siswa kelas X SMA Negeri 7 Pontianak tahun ajaran 2014/2015. Kata Kunci: Video VOA, Pembelajaran Bahasa Inggris, Pengajaran S peaking skill is mentioned in curriculum 2013 as the English skill which should be learnt by the students. It is because speaking is an important skill of English language in conducting communication. Meyer (2009:5) says, In linguistics, it is commonly noted that speech is primary and writing secondary. 1

Because of that, speaking is required in the curriculum and students should be competent in speaking. Meanwhile, to make students be competent in speaking, the teacher needs to bring good materials to the students. Hutchinson and Waters (1991:107) state, Materials are as the means to provide stimulus to learn. Good materials are needed in teaching learning process. It is because the output of the students depends on the input itself. Materials to teach speaking are different with the materials to teach other skills. Teachers cannot merely use books as the only materials to teach speaking. Additional materials are needed to support teaching learning process. Students cannot see the real model of speaking in the books. They cannot listen and see how to pronounce the words correctly, and they cannot see how to speak well. The good materials that is suitable to be used in the classroom to teach speaking is authentic materials. Harmer (1994) states that authentic materials has positive effects on learners, in that it: (1) helps learners to produce better language, (2) helps learners to acquire the language faster, and (3) makes learners more confident to deal with real life situations. Furthermore, (Philips and Shettlsworth, 1978; Clarke 1989; Peacock 1997, cited in Richards, 2001) regard authentic materials useful in language teaching, for the following reasons: (1) they expose learners to real language; (2) they are more related to learners' needs; and (3) they have a positive effect on learners' motivation. In curriculum 2013 students learn English with text as the materials. One of them is recount text. In the syllabus of the curriculum, there are two types of recount text that can be introduced to the students in teaching learning process. They are personal recount and factual recount. Generally, high schools in Pontianak use personal recount in the teaching learning process. One of them is SMAN 7 Pontianak. In SMAN 7 Pontianak students are not familiar with other types of recount text. Therefore, it is good to introduce students with the different type of recount text. It is factual recount. In order to show good example of the recount text to the students, the teacher should find good materials to teach this recount text because in this curriculum students are supposed to do monologue in recount text. In line with the situation above, the researcher applied video as materials to teach speaking, especially monologue. Video gives many advantages in education. In teaching speaking, video gives some particular advantages. Wang (2015:2) stated that authentic video materials can create more realistic language learning environment and stimulate EFL learners interest in English learning and enhance their comprehensive linguistic competence. Moreover, Cakir (2006:2) stated that video provides authentic language input where it is in lined with the previous discussion which is mentioned that the teacher should bring authentic and good materials in the classroom in order to help students improve their speaking skill. Based on those advantages of video, it is good to implement video in teaching speaking. In order to show good example of recount text to the students and make them be competent in speaking, the researcher chose VOA (Voice of America) Video Learning English Education Report as the authentic materials to teach speaking. VOA video Learning English that is used in this research is read at a 2

slower pace, about two-thirds the speed of Standard English and the length of these videos are not longer than 3 minutes. The researcher chose video from Education Report. It provides news which is appropriate to show the example of factual recount. It also provides English subtitles, so that the students can also read the news while listen to it. By using this video, the students can see and listen to the news. So they not only get the information, but also learn the way pronounce the words in that video. VOA Learning English is designed for millions of English learners worldwide. It shows that VOA Learning English can be used in Indonesia. It can be used as teaching materials to teach English in Indonesia. Yao and Zuo (2009:29) said that VOA Learning English offers instructional opportunities for extensive speaking and writing. It also arouses the learners enthusiasm for English learning with its interesting, informative, and detailed reports. Learners are highly motivated to learn from such relevant materials expressed by many words and expressions that meet their communicative needs. When the material is interesting, students are more likely to become engaged in the task and learn the content. Thus, VOA video is appropriate to teach English in Indonesia. METHODOLOGY In conducting the research, the researcher used a pre-experimental study, where pre-test and post test are used to investigate students speaking skill. The Research was conducted at SMAN 7 Pontianak, Kalimantan Barat, Indonesia. The population of the research was taken from grade X students in SMAN 7 Pontianak academic year 2014/2015. There are 8 classes of grade X students in the school and the total of the students is 252. X MIA 1 = 38 students X MIA 2 = 39 students X MIA 3 = 39 Students X MIA 4 = 38 students X IIS 1 = 35 students X IIS 2 = 36 students X IIS 3 = 36 students X IIS 4 = 37 students The sample is the students in X MIA 4. The researcher used cluster sampling. Due to the time constraints, the researcher took 10 students in this class to be evaluated in pre-test and post-test. Table 1 The Design of Pre-experimental Study Experimental O1 X O2 (Cohen, et al., 2007:282) 3

Technique of Data Collecting This research applied the measurement technique in collecting the data. Pretest and post-test were applied in this research to know the interval before and after the treatment. Both performances were measured. To measure the students score in both pre-test and post-test of speaking recount monologue, the scoring rubric introduced by Heaton, (1998:10) was applied. Tools of Data Collecting The tool of data collecting is oral speaking test. To have sufficient data, the oral performance in pre-test and post-test of students monologue speaking is recorded by using a digital camera. The aspects that can be measured in speaking are fluency, accuracy, comprehensibility, and content. Technique of Data Analysis Since it is a pre-experimental research and it aims to find out the effectiveness of the treatment, t-test computing is needed. t-test formula is shown as follows. t obtained = D S D (Ary, et al., 2010:177) There are some formulas needed to be included to support in t-test computing. a. The difference for each pair of scores In this step, the researcher intended to analyze the different range of students score. The difference of each pair of student s score was got by making the student s post-test score mines with his/her pre-test score. The formula was described as below: D = X 1 X 2 (Furlong, N.E, et al., 2000:336) b. The mean of difference score Next, the researcher came to the step where she wanted to see the students outcome quality as a whole which is shown in a certain score by calculating the mean of the students different scores. In order to find the mean of difference score is calculated with the formula below: D = D N (Furlong, N.E, et al., 2000:336) 4

c. The standard deviation of the difference scores Then, the researcher needed to find standard deviation from the students difference scores. The different score is counted through square roof variance which is described as below: S D = D2 ( D)2 n n 1 (Furlong, N.E, et al., 2000:336) d. The estimated standard error After that, the researcher intended to find the estimated standard error. It was proposed to indicate the uncertainty around the estimated of mean measurement of students score. The researcher used the standard error which is formulated as below: S D = S D n (Furlong, N.E, et al., 2000:336) This research also aims to find out how effective the treatment is to the achievement. In order to answer this question, the effect size formula is used. ES= t 1 N (Burns, 2000:170) The calculation is then categorized into the qualification of the effectiveness shown in the following table. Table 2 The Qualification of the Effectiveness Effect Size Qualification 0 0.20 weak effect 0.21 0.50 modest effect 0.51 1.00 moderate effect >1.00 strong effect (Cohen, et al., 2007:521) 5

e. The scoring rubric The researcher created the scoring rubric by considering of aspects of speaking. The scoring rubric is shown below. No. Name of Students Fluency (1-5) x (5) Accuracy (1-5) x (5) Table 3 Scoring rubric Comprehensibility (1-5) x (5) Content (1-5) x (5) Score (100) f. The Scorer In order to avoid the data manipulation, the researcher did not check the students test by herself. She asked an expert to be the scorer. The scorer is Tri Cahya Lestari, S.Pd. She graduated from English Department of Tanjungpura University in 2015. The reason in asking her as the scorer is because her TOEFL score is 590. It shows that she is good in English. This research needs a competent person in scoring the students test. The researcher asked her as a competent person because she is a smart student with 3.51 as her grade point average (GPA). Besides that, this person do not has relationship with the researcher to make it to be subjective. Regarding to all those reasons, this person is qualify to be the scorer. FINDINGS AND DISCUSSION Findings The data of the students achievement is listed and sorted out to make it easier to be analyzed. The data covers the students score in pre-test and post-test. The students score of pre-test and post-test and the interval score are shown on the table below. No Table 4 Students Individual Score in Pre-test and Post test Student s Name Code Pre-test (X 1 ) Post Test (X 2 ) D (X 2 -X 1 ) D 2 1 BRP 40 70 30 900 2 GND 65 75 10 100 3 JDS 55 75 20 400 4 KM 65 95 30 900 6

5 LW 75 100 25 625 6 MT 50 80 30 900 7 MAS 70 75 5 25 8 NAZ 70 100 30 900 9 RAS 70 75 5 25 10 VCPP 85 100 15 225 TOTAL 645 845 200 5000 a. The mean of difference (interval D) of pre-test and post-test From the table above, we can see that the total of the differences is 200, the computation is as follows: D = D N D = 200 10 D = 20.00 b. The standard deviation of the difference score S D = D2 ( D)2 n n 1 (200)2 5000 S D = 10 10 1 S D = 111.1 S D = 10.54 c. The estimated standard error S D = S D n S D = 10.54 10 S D = 3.33 d. The level of significance To find the level of significance the researcher use the t-test, the computation is as follows. t obtained = D S D t obtained = 20.00 3.33 t obtained = 6.00 7

The result of the t-test shows that t-obtained value is 6.00, which is higher than t- table value with the 9 degree of freedom which is 1.833 at the 0.05 level. It shows that the use of VOA video Learning English Education Report as materials to teach speaking is effective to improve students speaking skill in grade X students of SMAN 7 Pontianak academic year 2014/2015. Since the treatment is effective, the researcher continued to find out how effective it is by using effect size formula. ES= t 1 N ES= 6.00 1 10 ES= 6.00 x 0.31 ES= 1.86 From the detailed computation, the effect size of the treatment is 1.86 which is higher than 1.00. It is categorized as strong effect. Discussion Regarding to the findings in this research, the researcher found that the use of VOA video Learning English Education Report is effective to improve speaking skill in grade X students of SMAN 7 Pontianak academic year 2014/2015. It is based on the students achievement in post-test. The applying of the VOA video which is categorized as authentic materials gives improvement in students speaking skill. It is supported by the theory of Harmer (1994) which stated that authentic materials helps students to produce better language and it makes learners more confident to deal with real life situation. According to the findings, the students talked a lot, participated well, had high motivation in learning, and produced language which is acceptable. It is appropriate with Ur (1996:120) who said that there are four characteristics of successful teaching speaking monologue, they are indicated by learners talking a lot, participation is high, motivation is high, and the language is acceptable. It indicated that the teaching is successful supported by VOA video Learning English Education Report as the materials. The students in SMAN 7 Pontianak can achieve the improvement in speaking skill is not because of video, but it is because of the content of the video. It is VOA video Learning English Education Report as the materials. Video can be good for students learning if it is supported with suited materials as Smaldino, et al (2002:218) said that the use of video should be supported with materials best suited to the particular teaching needs. The use of VOA video Learning English Education Report is highly effective to improve speaking skill of the students because it also good in students motivation as (Philips and Shettlsworth, 1978; Clarke 1989; Peacock 1997, cited in Richards, 2001) stated that authentic materials has a positive effect on learners' motivation. 8

The researcher findings about VOA video Learning English Education Report as materials in teaching speaking is also lined by the proven of previous study with the title An Analysis on the Use of Video Materials in College English Teaching in China which is done by Wang (2015). The research also indicated the effectiveness of video materials in listening and speaking classroom. As the result, the researcher found that video materials can improve students comprehensive linguistic competence if teachers have clear goals in mind and plan the teaching process and strategies carefully. During learning process, it was found that all of students could listen and see the video clearly. Moreover, the students practiced their speaking actively with their friends. In conclusion, VOA video Learning English Education Report gave the new atmosphere of the teaching learning process to students because the students had more chances to see the way the natives pronounce the language, so that they can improve their speaking skill. CONCLUSION AND SUGGESTIONS Conclusion Referring to the discussion in this research, it can be concluded that the use of VOA video Learning English Education Report contributed a significant improvement of the students achievement in speaking skill, especially for grade X students of MIA 4 at SMAN 7 Pontianak in the academic year 2014/2015. It shows that VOA video Learning English Education Report as materials is highly effective to teach speaking in SMAN 7 Pontianak and schools which have similar situation and characteristics with this school. Suggestions According to the conclusions of this research the researcher also gave some suggestions to the participants who are potentially influenced in applying VOA video Learning English Education Report as materials to teach speaking according to this research. They are shown as follows: (1) for optimum advantage the teacher should prepare the teaching process carefully. The teacher also has to prepare the materials well. It means that the teacher should choose the video suited with the curriculum and syllabus; (2) in the teaching learning process the teacher should make sure all of students can listen and see the video clearly. It means the facilities in the classroom should be good to apply VOA video Learning English Education Report as the materials to teach speaking; and (3) it is strongly recommended for the students to brows the VOA videos by themselves out of classroom. They can watch the video at home and practice their speaking. it is because there are just some hours in school for English subject, and it is not enough to make students mastered English skill, especially speaking. REFERENCES Ary, Donald., Lucy Chesar Jacobs. (2010). Introduction to Research Education (8 th ed.). Wadsworth. Cengge. From: www.readingmatrix.com./articles.pdf. 9

Burns, R.B. (2000). Introduction to Research Methods. Australia. Pearson Education Australia. Cakir, Ismail. (2006). The Use of Video as an Audi-Visual Material in Foreign Language Teaching Classsroom. The Turkish Online Journal of Educational Technology. Available on http://www.tojet.net/articles/v5i4/549.pdf Cohen, et al. (2007). Research Methods in Education, 6 th edition. New York: Coutledge. Furlong, N.E., Lovelace, E.A., and Lovelace, K.L. (2000). Research Methods and Statistics an Integrated Approach. Fort Worth: Harcourt College Publisher. Harmer, J. (1998). The Practice of English Language Teaching. London: Longman. Heaton., JB. (1998). Writing English Language, new Edition. Longman Inc. New York. Hutchinson, Tom., Alan, Waters. (1991). English for Specific Purposes: A Learning-Centred Approach. Great Britain: Cambridge University Press. Meyer, Charles. F. (2009). Introducing English Linguistics. New York: Cambrigde University Press. Smaldino, Sharon.E. (2002). Instructional Media and Technologies for Learning, Seventh edition. USA: Pearson Education,Inc. Ur, Penny. (2009). A Course in Language Teaching. United Kingdom: Cambridge University Press. Wang, Zaogang. (2015). An Analysis on the Use of Video in College Teaching English in China. International Journal of English Language Teaching. Available on http://ijelt.sciedupress.com Yao, N., Zuo, M. (2009). Using VOA Special English to Improve Advance English Learners Productive Use of High Frequency Words. English Teaching Forum. Available on http://eric.ed.gov/?id=ej923457. 10