PAPER
LECTURER :
Yasyir Fahmi M., M.Pd.
ARRANGED BY :
KASIHANI (3061512024)
MUHAMMAD AHSANI TAQWIM(3061512026)
CLASS : C/21
COURSES : INFORMATION TECHNOLOGY
ENGLISH EDUCATION MAJORS
SEMESTER IV
SEKOLAH TINGGI KEGURUAN
DAN ILMU PENDIDIKAN
PERSATUAN GURU REPUBLIK
INDONESIA
(STKIP PGRI)
BANJARMASIN
2017
FOREWORD
Praise
the presence of God Almighty for all His grace so that this paper can be
arranged to completion. Not forgetting we also say much thanks for the help of
those who have contributed by contributing both the material and the mind.
And hope we hope this paper can increase knowledge and experience for the readers, For the future can improve the form and add the contents of the paper for the better.
Due to our limited knowledge and experience, we believe there are still many shortcomings in this paper, therefore we are looking forward to constructive suggestions and criticism from readers for the perfection of this paper.
BARABAI, April 21, 2017
Compilers
And hope we hope this paper can increase knowledge and experience for the readers, For the future can improve the form and add the contents of the paper for the better.
Due to our limited knowledge and experience, we believe there are still many shortcomings in this paper, therefore we are looking forward to constructive suggestions and criticism from readers for the perfection of this paper.
BARABAI, April 21, 2017
Compilers
CHAPTER I
A. Teaching Speaking Using Narrative Videos for Junior High School Students
Susi Kurniati
Junior High
School I at Bandar Lampung, Lampung
Language is a way to make other
people understand what we try to convey. As the international language, English
is used by many people around the world. We can follow the technology and the
knowledge improvement by using it.
One
of the difficulties that teachers usually face in teaching speaking is
preparing and choosing appropriate teaching and learning materials for their
students. In this case, teaching speaking using videos is one of the innovative
teaching techniques. Choosing and playing narrative videos in the teaching and
learning process will attract the students. So, using narrative videos is an
interesting way for the students. By using videos, the students can learn and
absorb the language directly. In addition, after they watch the story, they
will have eagerness to try or imitate the conversation which they have seen
before. According to Cameron (2001:4), a child is an active learner and
thinker, constructing his or her own knowledge when working with objects or
ideas.
Teachers need media that can be used
as a tool to motivate the students. The media should be able to present
material in an interactive and innovative way and bring the relaxed atmosphere
in the classroom. Videos can be used to attract the students’ attention so that
they will give more attention. In addition, video can bring them in a
subconscious condition so that they will be able to imitate the expressions in
the stories confidently. This is then performed in the way they use the
language to speak.
Narrative
story is an interesting and amazing story for students. The story usually uses
simple words with correct grammatical sentences. The story will bring the moral
value and ethics. Students can be asked to use their imagination and to perform
action from the characters. This material will not make students bored. Because
of so many appeals, the students will find it easy to catch the story and the
setting of the story. They will try hard to retell the story in their own
words.
In
conducting the teaching and learning process, there are some steps to make the
narrative videos as a good teaching and learning material. First, determine the
story of the narrative videos. Not all types of the narrative story can be used
though. Two recommended types of story are folk tales and fables.
B. SPEAKING SKILL
Speaking
is a fundamental part in our daily life activity. Everyone produces thousands
of words per day; someone can understand the other mind from their utterance.
Speaking is a skill. In other words, someone must have knowledge to build and
organize what she or he wants to say word by word in the form of good sentences
spontaneously. We cannot deny that students’ ability in speaking English is
still low in Indonesia, even for those who have graduated from secondary schools.
Harmer (2001) states that the ability to speak fluently not only presupposes
knowledge of language features, but also needs the skilled competence to
process information and language on the spot. Teachers need some ways in order
to make the students speak. They should be able to use interactive, innovative
and attractive ways to help the students speak up. It needs creativity in
preparing and conducting the teaching and learning activities.
C. TEACHING SPEAKING USING NARRATIVE VIDEOS
Using technology
as the methodology in teaching does not mean to replace the teacher as the
conductor and facilitator of the teaching and learning process. Video is only
one of the media used in the teaching and learning process, and it has
limitation. How well video can be used effectively depends on the teacher as
the facilitator. Using video as the aid in teaching potentially has the effect
which could be positive or negative, depending on the teacher as the user. When
the teacher prepares the use of instructional media well, she or he will be
able to use the media well. For this purpose, it is also necessary for the
teacher to prepare the supplementary materials.
Methodologically
speaking, watching video film should be different from passive television
viewing. So, the teacher should encourage the students to watch the film
actively, by using the supplementary materials, such as worksheets prepared by
the teacher or the films relevant to the materials. The students should be
involved to participate in the video-based activities; if possible, the
students are assigned to work on some projects that are performed in the target
language, by recording their own activities in the form of conversations,
interviewing, telling stories, of reporting. Shortly, the role of the learner
is not to be a passive viewer but an active member in the triangle components
of the videos, the teacher, and the students
D. THE ADVANTAGES OF TEACHING SPEAKING USING VIDEOS
In
teaching speaking, we need to stimulate the students and grow their eagerness to
speak up. Language is an imitating process, so the students need a true sample
of English expressions from the native speakers. However, inviting native
speakers to English classrooms may not be easy dealing with financial and
practical reasons. Therefore, by using video, the students feel the atmosphere
of how the native speakers speak up and have the interaction.
The
teachers should be able to operate the video relevant to the learning goal, and
implement the correct way to stimulate, encourage and build up the students’
utterances. Well-prepared teaching media and material of the video are
important to avoid the bias of using video by using supplementary material such
as the worksheets and questions. The students become active not only by
watching the video but also by achieving the learning goals. So, the point from
using video in the classroom is not only to attract and motivate the students
but also to give authentic model of spoken English to the students.
E. TEACHING PROCEDURE
Teaching
speaking using narrative using video has some key word to prepare. The first is
selecting the video. The second is to prepare the teaching and learning
scenario or teaching procedure. The third is to prepare the supplementary
material and the last is conclusion.
Select
the video. There are three sets of criteria that must be considered by the
teachers. The points are as follows (Berk, 2009):
a. The
students’ characteristics. This is related to salient socio-demographic characteristics: age or grade level, gender,
ethnicity and language dominance.
b. The
offensiveness of the video. This concerns the possible offensiveness of the
video according the categories mentioned previously, plus content irrelevant to
the reason for showing the video, clear standards for “acceptable’ content
should be delineated. The video is being used to facilitate learning, not
impede it. A student who is offended by a video clip will withdraw, turn off,
and get angry, which are emotions hardly conducive to learning. What is
interpreted as offensive is a very personal decision by each student based on
her or his own values, beliefs and principles.
c. The
video structure. Finally, the structure of the video must be appropriate for
instructional use. The following guidelines are suggested when creating video:
1. Length
– as short as possible to make the point.
2. Context
– authentic everyday language use.
3. Action
/ visual cues – action should relate directly to purpose, eliminate anything
extraneous, and
4. Number
of characters – limit number to only those few needed to make the point, too
many can be confusing and distracting.
From
these criteria, the writer decides to limit the video narrative genre.
Considering the students’ need, the writer suggests folk tale and fable videos.
These genres are chosen because they not only consist of attractive stories and
moral values, but they are also built in simple plot, setting and language.
Having finished with the type of video, the writer prepares the teaching and
learning process. In teaching speaking using narrative videos, the process is
divided into three steps: Pre-activities, whilst-activities, and
post-activities.
In
the Pre-activities, the teacher asks the students some questions related to the
previous lesson to remind them of what they have learned. Some pictures like
character in a story are shown and some questions related to the topic are
asked to stimulate the students’ curiosity. After the students respond, they
are brought to the topic activity.
In
the whilst-activities, the activities are divided into 4 parts, each of which
are almost integrated to each other. Those are:
Exploring the
Story Matter (ESM). This is the way that the teacher
teaches the narrative video. At first, the teacher explains about the
activities for the day, mentions the film title and gives questions for the
activities. The questions can be about place, time and character of the story
or who, what, why, when and where the story happened). Divide the class, and
distributes the worksheet. After all aspects have been in conducive situation,
the teacher plays the video in a silent way. After that the teacher asks the
students to discuss in groups about what they have got. They can write the key
words for reminders only, and try to speak up. After that the teacher plays
again the whole film with sound and no picture. The students try to remember
what they have got before, and try to catch the story. Then the students
discuss in their group what they have got, and share it up. Finally, the
teacher plays on the whole video both in sound and picture.
Talk – Out the
Story (TOS). As long as the video is on, the
students should pay attention to the video, trying to catch as much as they can
reach and answer the teacher’s questions. The students are asked to find the
answers of the questions, and share them to other students. They are also asked
to find out new vocabulary or new sentences based on the story. The teacher
should let the students talk in crowded and messy structure, but then make them
better. The teacher should give the rules and cues to help students build good
utterances.
String
Up the Story (SUS). After the students find the good sentences and utterances
to pronounce, the teacher divides the video to be parts as many as the number
of the groups. The teacher plays part I for first group, part 2 for second
group, and so on. The members of each group will build a sentence to tell the
story, until the class got whole of the story.
In
the Post – activities, the students are involved in the last part, which is Re
– edify My Story (ReMS). The teacher asks the students to build their own word
story based on the video. They retell the story briefly, feel confident and
comfortable, far from being in under – pressure situation, because they have
understood what they would like to convey. They can make the story shorter or
longer than the one in the video. Actually, they have known the entire story,
and they will build their own word story by mentioning one character they like
most briefly. They can perform the activities in front of the class, and give
feedback and correction at the end of the lesson.
CHAPTER II
A. Using Video-based Tasks for Teaching Writing Process Analysis Essay
Bambang
Yudi Cahyono
State
University of Malang, East Java
Titik
Rahayu
State
University of Malang, East Java
An essay is one
of the types of academic writing that needs to be learned by English as a
Foreign Language (EFL) Learners. An essay is defined as “a group of paragraphs
that develops a central idea(Smalley, Ruetten, & Kozyrev, 2001: 105). An
essay is written due to the need to develop ideas which are more extensive that
those written in a single paragraph. However, an essay is not merely a list of
paragraphs written one after another. To write a good essay, the group of the
paragraphs needs to be structured into three major parts: introduction,
developmental paragraphs, and conclusion (Smalley et al., 2001). The
introductory paragraph introduces the topic of the essay. The developmental
paragraphs elaborate the thesis statement into subtopics depending on the types
of the development (e.g., by giving examples for exemplification essay, by
showing categories for classification essay, or by explaining the process for
process analysis essay). The concluding paragraph ends the essay by
representing the thesis statement or summarizing the aspects of the thesis.
In the academic
year 2014/205 we collaborated in the teaching of Essay Writing course in the
department. As prescribed in the Catalogue of the English Department (Faculty
of Letters, 2014), we taught the students how to write essays of the five types
of development. We started with the teaching of how to write an essay of
exemplification and then followed by the teaching of how to write essays of
comparison and contrast, and then an essay of classification. Then we gave the
students a task to write an essay of any of the three types of essay that had
been taught. We called this task “the first task” for the present study. The
results showed that the lowest score was 60, while the highest score was 90. We
found that the mean score counted from the essays of 51 students was 74.61 (see
Appendix I for the list of the scores of the first test. “We thought that the
students’ mean score was not satisfactory yet. Therefore, we chose the teaching
of writing process analysis essays as the focus of our investigation. With the
increasing role of technology, we included the use of video in the teaching of
this type of essay. It is hoped that the induction of technology in the
teaching of writing with process analysis development will help students earn
higher scores in their process analysis essays.
In
the context of English language teaching (ELT), the use of video is not
something new. In the late 1980s to 1990s a lot of experiments in education
were done by using video. For example, Maggie (1988) reported that video can be
used to involve learners in the learning process. However, Maggie emphasized
that video cannot completely replace the role of the teachers. She also
suggested teachers to guide the students in the learning process by using
video. In line with Maggie, Stoller (1990) stated that video could be helpful
for the teaching and learning process. However, she recommended teachers to be
active in facilitating students’ learning based on the materials presented in
the video. Furthermore, she reminded teachers not to ask the students merely to
view the video without any interactive process of understanding materials or
without follow-up activities.
Bouman (1991) recommended teachers
to use video in a number of steps, namely anticipating, viewing, exploiting,
reviewing, and consolidating. In the anticipating step, the teachers are
required to activate the students’ prior knowledge related to the content of
the video. In the viewing step, the video can be played in various ways, for
example by using the sound or without sound and by playing part by part. In the
exploiting step, the content of the video can be discussed by exploring the
linguistic features or functions presented in the video. The reviewing step is
aimed to reinforce the learners’ understanding of the content of the video and
the linguistic aspects of the video materials. The follow-up step is meant to
develop the learners’ communicative ability and to stimulate the learners’
creativity. A more extensive review of the use of video in ELT in the late
1980s to 1990s can be seen in Cahyono
(1997). It should be noted that the discussion about video in those decades
referred to video presented in the forms of video cassette recording (VCR) in
the form of rolling celluloid tapes. To present video-based materials in the
classroom required a video player. Then, video materials were also presented in
the form of video compact disc (VCD). These two kinds of video presentation
facilities have been left behind.
Nowadays,
video materials are presented through the use of multimedia facilities
supported by portable computer (laptop). With the advanced development of
information and communication technology (ICT), especially the internet, video
materials can be played directly (online) by visiting video-based websites,
such as YouTube. The ease of getting video materials nowadays goes hand in hand
with the ease in producing them. Video recording can be done by using laptop,
tab, digital camera, or smart phones. Thus, using available video materials in
the classroom and producing video materials for the classroom are activities
which are no longer hard to do.
|
Figure I. The Structure
of Process Analysis (Inman & Gardner, 1979: 173)
Inman and Gardner (1979) stated that the
order in the structure of process analysis essay may change depending on the
nature of the process. Meanwhile, Smalley et al. (2001) maintain that the
writing of process analysis essay should be conduced within the basic structure
of text, containing introduction, developmental paragraphs, and conclusion. In
line with Inman and Gardner, Smalley et al. (2001: 224-225) suggest learners to
write the steps chronologically. They added that the writing of the process
should be conducted completely.
The
process analysis essays that the students should write were of directional
type. Therefore, the videos that they would produce should provide directions
on how to do or make something. Then, aim of this chapter is to find out
whether the use of video-based tasks could improve the students’ ability in
writing process analysis essays. In the Indonesia context of ELT, an earlier
study relevant to the present research was reported by Jupri (2012). His
finding showed that the use of video recipe could improve junior high school
students’ ability in writing procedure text. However, unlike Jupri’s research
which was based on videos of recipe available from the Internet, the present
research required the students to produce their own videos.
B. METHOD
This
study was action research conducted after a period of teaching Eassy Writing
course.
We
need to collect the students’ process analysis essays in order that we could
assess their essays to find out if they had completed essay writing task
succesfully (refocusing/fine-tuning).
We
decided to use task which were based on documented process of film-making of
how to make something, do something, and help oneself. The task were assigned
to two classes of students, Class A with 25 students and Class B with 26
students. There were five teaching sessions (Meetings 1-4).
In
Meeting 1, a theory on writing a process analysis essay was introduced by using
smalley et al.’s (2001 : 212-237) book as source. The students learned how to
plan and organize the process analysis essay, Then, the students were devided
into some groups, each consisted of 2 to 6 students. There were 8 groups from
Class A and 7 groups from Class B. Two videos that were accessed online from
youTube were shoen to the students. They were “How to Become a Rap Singer” and
“How to Be a Ninja”. The two videos were chosen because of their clear steps in
the process and attractiveness because of their humorous elements. Then, the
students were asked to think of the topic that they would like to work on for
their groups.
In Meeting 2, each group of the
students was asked to report the results of group discussion and to write the
outline of the topics based on the stages of the process. Then, they were asked
to do the task and document the process of producing the end product related to
the topics that they have chosen (this was conducted outside the classroom).
In Meeting 3, the students were
asked to show and tell what they have documented dealing with the topic of the
process analysis essay. Each group took turn presenting their documented videos
of the productions of the topics for their process analysis essays. After all
of the groups presented their videos, they were asked to write the process
analysis essays individually beyond the classroom seassions based on what their
groups presented.
In Meeting 4, the students were
asked to show the draft they have writen especially the introductory paragraph
and one or two of the developmental paragraphs. Then, they learned about the
importance of coherence in the process analysis essay from the source of
materials (i.e., Smalley et al., 2001). The students were also asked to submit
their essays in the next meeting.
The submitted essays were identified
to know the types of process analysis essays that the students have written.
Then, the eassys were rated to know that the students succesfully improved
their writing ability especially in writing process analysis essays. To rate
the essays, we used scoring rubric called “ESL Composition Profile” created by
Hartfiel et al. (1985). The scoring rubric has five components which are
content, organization, vocabulary, language use, and mechanics (e.g.,
capitalization and punctuations). The weighting of the components are as
follows: content (30%), organization (20%), vocabulary (20%), language use
(25%), and mechanics (5%).Before rating all of the essays, we had pratice
sessions for scoring some of the students’ essays by using the scuring rubric.
Then, we discussed the results, starting from the overall scores to the scores
of each components. The scores from each of us which are far different from
each other were discussed and adjustments were made to get scores which we
agreed upon. After some points of agreement were made, one of us (the first
author) rated the process analysis essays of the students from Class A, while
the other (the second author) rated the essays of those from Class B.
The maximum score of an essays from
the total scores of the components is 100. In order to interpret the scores, we
use the scoring scale of state University of Malang, the University where the
students were studying when the data were taken. The scoring scale stretches
from 0 to 100 (Universitas Negeri Malang, 2015: Article 74, Verse 8).
C. RESULTS
From
the submitted process analysis essays, we found that all of the students (51)
had submitted their essays. further identification of the essays resulted in
the grouping of the essays based on the topic. The list of the topics for the
process analysis essays are shown in Appendix 2. From the analysis of the
topics of the essays, it was found out that the topics of the students’ process
analysis essays were of theree types: how to make something, how to do
something, and how to help one-self (see Table 1).
Table 1. The types of
the Students’ Process Analysis Essays
|
No Types of Process Analysis Essay Number of
Essays
|
|
1 How to make something
11
2 How to do something
26
3 How to help oneself 14
|
|
Total
51
|
The
data resulted from the second task were in the from of list of the scores of
the students from the two classes. The list of the scores of the process
analysis essays is shown in Appendix 3. From the scores of the students’
process analysis essays, it was revealed that the highest score was 96, the
lowest score was 65, and the mean score was 87. Thus, compared to the mean
score of the students’ first task, the mean score of the process analysis
essays in the second task increased from 74.61 to 87, resulting in the gain
(improvement) of 12.39. from the list of scores of the first and second task,
the distribution of the students’ scores is shown in Table 2.
It is apparent from Table 2 that all
of the students’ scores in the second task were above the passing grade. More
importantly, the majority of the students (74.50%) achieved the highest score
score level and the rest of the students’ score were above the passing grade
(which is C).
Table 2. Distribution
of the Students’ Scores from the first and Second Task
|
||||||||||||||||
|
85-100 A* 10 19.60 38 74.50
80-84 A- 6 11.76 9 17.65
75-79 B+ 15 29.41 3 5.88
70-74 B 6 11.76 - -
65-69 B- 12 23.53 1 1.96
60-64 C+ 2 3.92 - -
55-59 C** - - -
40-54 C*** -
- -
|
||||||||||||||||
|
|
Notes:
*very good; ** pasing grade; *** fail
The
improvement of the number of the students who reached high scores is
graphically shown in figure 2.
 |
D. DISCUSSION
The results of
the data analysis heve shown that the teaching of process analysis essays by
using video-based tasks have improved the students’ ability in writing essays
in two wasy. First, the mean scores of the students have improved from 74.61 in
the first essay writing task. Second, the number of students who gained the
highest level of score (A) improve from only 10 students (19.60%) in the first
essay writing task to 38 students (74.50%) in the second essay writing task.The
improvement of the students’ scores and the increas of the number of the
students in achieving the high score level was made possible by introductiun of
the video in the process of writing the process analysis essays. In the process
of producing the videos, the the students were likely to be able to learn the
steps in the process of making something, doing something, or helping one-self.
As a result, they found it easier to write the cronologically. This task suits
the students’ characteristics in this era wich is familiar with technology.
Jupri’s (2012)
study supported the findings of the present research. In Jupri’s study, the
students who were taught by using video recipe were able to improve their
ability in writing procedure text. In the preliminary study, the students’ mean
score of writing was 81 while in the second writing the students’ mean score
was 89, resultingin the gain of 8 points. The result of Jupri’s study indicated
that the junior high school students involved in the students felt happy,
learned actively, and motivated in writing the procedure texts. The interesting
nature of video and its production might affect the students’ effort in writing
their process analysis essays.
Earlier acounts
on the use of video for english language teaching provided a strong basis for
the findings of the present study. In line with what Maggie (1988) stated, it
was evident that involvement of the learners in the learning process
(especially in producing the videos and write essays based on the video
materials). However, unlike Maggie who emphasized that video cannot completely
replace the rule of the teachers, in the present study, the students could work
more independently in producing and presenting their videos. Thus, like what
Stoller (1990) and Cahyono (1997) stated, the use of video in the present study
helped students in the teaching and learning process and, especially, in
preparing and writing their process analysis essay.
CLOSING
CONCLUSION
Video is one of
the technology improvements which can be used as the aid of the teaching and
learning process. It provides beautiful pictures, colors, and sound which make
the students feel that they are in the real interaction with the native
speakers of English. That is why, it is important bring some amazing stories
from various parts of the world and present the stories in the classroom. By
viewing and understanding the stories, the students can build up their
competence in speaking as well as increase their vocabulary mastery. In
addition, they feel more comfortable to speak up because they have understood
what they want to say. Teaching speaking using narrative videos will build a
relax atmosphere and create attractive learning. The students will be
encouraged to innovate with their own words in retelling the stories based on
their points of view. Before the teacher uses the video as the medium, they
should consider the kinds of video, the level of the students and the
activities that will be given to them.
This
chapter has presented the result of action research on the development of EFL
learners’ ability in writing process analysis essays by using video-based
tasks. The results of the studyshowed that the video-based task improved the
undergraduate students’ ability in writing process analysis essays. The
improvement of the students scores was made possible by the implementation of
the steps in the video-based tasks. The steps include:
(1) introducing
theoretical basis of process analysis essay;
(2) viding the students into some
groups;
(3) showing model videos of process
analysis;
(4) asking the students in groups
to determine topics for their process analysis essay;
(5) asking the students to produce
video recording of the topics (outside the classroom sessions); (6) asking the
stuudents to present their videos of the production of the topics for their
process analysis essays;
(7) asking the students to write
the process analysis essay individually beyond the classroom sessions based on
what their group has presented; and asking the students to submit their essays.
Reflecting upon the success in the application of video-based tasks, we rrecommed
English teachers to consider applying a video-based in teaching the students
how to write process analysis essays at tertiary level of education and in
teaching procedure texts at secondary schools.
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