IMPROVING STUDENTS SPEAKING SKILL THROUGH PODCAST:

A CLASSROOM ACTION RESEARCH OF NINTH GRADE AT SMA N 1 TENGARAN

A Research Proposal

Submitted as a Partial Fulfillment of Requirement for Getting Bachelor Degree od

Education in Department of English Education in English Department

Proposed by:

Octa Wibawa Mukti

A320170169

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

 CHAPTER I

INTRODUCTION

A. Background of the study

Speaking is widely known as an ability to share thoughts, ideas, and

intentions to the other people by using a language in oral form. According to
Shiamaa (2006, p. 30), speaking represents an interactive process which involves
of producing and processing or receiving information to serve both interactional
and transactional. In addition, Nunan (2003, p. 48) mentions that speaking is a
productive skill which consists of systematic verbal utterances that carry out a
meaning. This means that speaking plays an important role in communication.

In most of non-native countries, for example, China, Vietnam, and

Indonesia, most students may find speaking English in a good level of functional is
difficult. This is an evidence when we observed and interviewed teachers at Senior
High School 11 of Banda Aceh, Indonesia. Teachers at this school argue that the
students face some difficulties in expressing ideas, choosing correct structures,
lack of producing appropriate vocabulary and producing correct pronunciation.
These problems occured because the students have less exposure to speaking
activity.

There were some problems found at SMA N 1 Tengaran in the context of

the English teaching and learning speaking, especially at grade XI. For example,
the speaking class was seldom conducted there, it was just conducted in two or
three times in a month. It made the students become unfamiliar with speaking in
English. The students then also had a problem with pronounciation which is the
most important aspect in speaking. The last problem is fluency. The students
couldn’t speak fluently and still stuck whenever they try to speak

To overcome those problems, it is important for the teacher to find a new

strategy in the speaking teaching to help the students to be more active in the
learning process. There are many kinds of strategies in teaching speaking. One of
them is using podcasts. The term ‘podcast’ was first coined in 2004, and it is
defined as an internet audio publishing. The audio recording is designed to be
downloaded and listened to on a portable MP3 player of any type, or on a personal
computer. Different from other audios, podcasts are delivered online automatically
via website. Those offers language teachers and students a wide range of
possibilities of extra speaking practices both inside and outside of the classroom.

What possibly could help students to perform appropriately in speaking is by

introducing an alternative media, the podcast. According to Jordan (2007), the
term podcast is a combination between the words pod (i.e., from the brand name
iPod) and broadcast. The podcast is an audio/video file that is uploaded to the
website where the website users can download it through the internet freely. This
can be listened on any devices that support MP3/MP4 files such as on a computer,
smartphone, and MP3 Player. The podcast gives chances for teachers to support
students in developing speaking skill. The idea of using podcast media is based on
some following statements from many experts in literature. Podcast is believed not
just accelerating speaking skill but also it stimulates the other language area for
instances pronunciation, grammar, vocabulary, and learning activities

Using podcasts is a good way to develop students’ speaking skill. Podcasts

are created by former MTV VJ Adam Curry. Those are a term that was devised as
a way to describe the technology used to push audio content from websites down
to consumers of that content, who typically listen to it on their iPod or other audio
players that support MP3 at their convenience. It is available on the Website
broadly into two types: “radio podcasts” and “independent podcasts.” Radio
podcasts are an existing radio program produced by BBC (British Broadcasting
Corporation) and RTHK (Radio Television Hong Kong). Independent podcasts are
a Web-based podcast produced by individuals and organizations. Those are the
type of podcasts which has huge potential for ELT because this can fulfill the
needs of different learners. Those can be created by learners themselves, and of
free and user-friendly sound recording and editing software such as Audacity, and
to MP3 players and increasingly the iPod becoming an electronic gadget owned by
every teenager. Students are expected to be more interested in having speaking
class by using podcast. They are also expected to have more opportunities to
practice speaking, which in turn will make them attend the speaking class.
 In addition, by using the podcast, teachers have a new method of teaching to
stay connect with their students outside of the classroom and to enhance learning
beyond of the school schedule (Bongey, Cizadlo, & Kalnback, 2006, p. 350-367).
These researchers believe that Podcast supports students in developing speaking
skill. Students can also play it on their devices anywhere and at any time as they
pleased.

As described above, for the sake of making effective speaking skills, the
students are required to produce good fluency and appropriate pronunciation in
speaking. It would be the basis of using podcast media. Therefore, the question of
this research is: “Is there any significant improvement on students’ speaking skill
by using podcast media?”

The researchers expect this study would contribute to filling the gap in the
body of literature and also teachers especially for those who teach English at
senior high school. It also could contribute to all students to improve their
speaking ability, particularly in fluency and pronunciation.

B. Formulation of the study

Based on the research background above, this research can be formulated in

the following question:

1. How can the use of podcasts improve students’ speaking skill in grade XI in SMA
N 1 Tengaran?
2. What is the advantages and disadvantages of using podcast to improve speaking
ability?
C. Objective of the study

The objective of this study is to improve the students’ speaking skill in grade XI at
SMA N 1 Tengaran by using podcasts

D. Significance of the study

 This research is expected to give some benefits:

1. To other researchers, the result of this research study can be a reference for
conducting other research related to this research study.
2. To the English Language Education Department, the result of this research study
can encourage other students of the English Language Education to conduct
similar research.
3. To the English teachers, this research can give additional knowledge and
experience on how to improve the students’ speaking skill.
4. For the students, it can be a possitive effort to improve their speaking skill.

li
 CHAPTER II
THEORITICAL REVIEW AND ACTION HYPOTHESIS

1. Theoritical Review

A. Speaking

1. The Definition of Speaking

Speaking skill, as the writer writes in the previous chapter is one of the
basic language skills that has important role rather thanother skills due to its
significant and its use for communication. So that, the writer will explain about the
nature of speaking itself in order that gives the obvious information about what
speaking is.

In the point of view of Jones, speaking is a form of communication, so it is

important that what you say is conveyed in the most effective way. How you say
something can be as important as what you say in getting meaning across”. Based
on that opinion, speaking is realized as communication, therefore, speakers are
required to be able to express what they want to say as effectively as possible in
order to convey the message.

Meanwhile,Donough and Shaw state, “There are some reasons for

speaking involved expressing ideas and opinions: expressing a wish or a desire to
do something; negotiating and/or solving a particular problem; or establishing and
maintaining social relationships and friendships. Besides, fluency, accuracy, and
confidence are important goal in speaking”.Therefore, as a language skill,speaking
becomes an important component to master by the student as the main tool
of verbal communication because it is a way to express ideas and opinions
directly what we have in our minds.

Based on the previous definitions above, it can be synthesized that

speaking is the process of using the urge of speech to pronounce vocal symbols in
order to share the information, knowledge, idea, and opinion to the other person.
Moreover, speaking cannot be dissociated from listening aspect, because speaking
involves speaker and listener.

2. The Elements of Speaking

Speaking is a complex skill requiring the simultaneous use of a number of

different abilities, which often develop at the different rates. Either four or five
components are generally recognized in analyzing the speech process.

a. Pronunciation

As stated by Harmer, if students want to be able to speak fluently in

English, they need to be able pronounce phonemes correctly, use appropriate
stress and intonation patterns and speak in connected speech. The speaker must be
able to articulate the words, and create the physical sounds that carry meaning. At
the level of word pronunciation, second language learners regularly have problems
distinguishing between sounds in the new language that do not exist in languages
they already know.

b. Grammar

It is obvious that in order be able to speak foreign language, it is necessary

to know a certain amount of grammar and vocabulary. Grammar is the sounds and
the sound patterns, the basic units of meaning, such as words, and the rules to
combine them to form new sentences. Therefore grammar is very important in
speaking because if the speaker does not mastering grammar structure, he cannot
speak English well.

c. Vocabulary

As we know, vocabulary is a basic element in language. Vocabulary is

single words, set phrases, variable phrases, phrasal verbs, and idioms. It is clear
that limited vocabulary mastery makes conversation virtually impossible.
 d. Fluency

In simple terms, fluency is the ability to talk freely without too much
stopping or hesitating. Meanwhile, according to Gower et-al, fluency can be
thought of as „the ability to keep going when speaking spontaneously‟. When
speaking fluently students should be able to get the message across with whatever
resources and abilities they have got, regardless of grammatical and other
mistakes.

e. Comprehension

The last speaking element is comprehension. Comprehension is discussed

by both speakers because comprehension can make people getting the information
they want. Comprehension is defined as the ability to understand something by a
reasonable comprehension of the subject or as the knowledge of what a situation is
really like.

3. Points to Consider about Speaking

Speaking is a form of communication, so it is important that you say

is conveyed in the most effective way. How you say something can be as
important as what you say in getting your meaning across. Jones stated that
there are some points to consider about speaking. They are:

a. Clarity

The words you speak must be clear if listeners are to understand

what you say. This means speaking your words distinctly and separately, not
running them together, and slurring them.

b. Variety
 Speech has its own rhythms and tunes. The voice usually rises, for
instance, to indicate a question. Some words in a sentence require more emphasis
than others if the meaning is to be clear. Unimportant words tend to be spoken
more quickly than important ones. Consider things like pitch, emphasis, speed,
variations in volume, pauses

c. Audience and tone

The way you speak and the tone you use will be affected by the audience to
whom you are speaking In short, in speaking, speakers must consider the three
points above so that they can convey meaning as effectively as possible.

4. Types of Speaking Activities

The most important feature of speaking activity is to provide an opportunity

for the students to get individual meanings across and utilize every area of
knowledge they have. According to Riddel, there are the various kinds of activities
that can be implemented by teachers in order to stimulate students to speak. Those
activities are ranking, balloon debate,debates, describing visuals, role-plays,
students‟ talks, and discussion. In this study, the writer chooses role play as a
technique to improve the students‟ speaking skill because it can work with any
levels. With lower levels, give them a realistic context (especially if in an English-
speaking country) like shopping, and a realistic role (i.e. the customer, not the shop
assistant).
A. Teaching Speaking

1. What is teaching speaking?

What is meant by teaching speaking according to Hayriye Kayi in

Activities to Promote Speaking in a Second Language (http//:
iteslj.org/Technique/Kayi-TeachingSpeaking.html) is to teach English language
learners to:

a. Produce the English speech sounds and sound patterns.

b. Use word and sentence stress, intonation patterns and the rhythm of the second
language

c. Select appropriate words and sentences according to the proper social setting,
audience, situation and subject matter.

d. Organize their thoughts in a meaningful and logical sequence.

e. Use language as a means of expressing values and judgments.

f. Use the language quickly and confidently with few unnatural pauses, which is
called as fluency.
In those meanings of teaching speaking above, the teacher must pay attention
of some important aspects include producing sentences, intonation, rhythm and
stress. Those sound productions must be meaningful because it must be produced
logically from thoughts.
2. The Goal of Teaching Speaking

The goal of teaching speaking skills is communicative efficiency. It means

learners should be able to make themselves understood, using their current
proficiency to the fullest. They should try to avoid confusion in the message due to
faulty pronunciation, grammar, or vocabulary, and to observe the social and
cultural rules that apply in each communication situation.

3. Types of Classroom Speaking Performance

Brown offered six similar categories apply to the kinds of oral production
that students are expected to carry out in the classroom:

a. Imitative

A very limited portion of classroom speaking time may legitimately be

spent generating “human tape recorder” speech, where, for example, learners
practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of
this kind is carried out not for the purpose of meaningful interaction, but for
focusing on some particular element of language form.

b. Intensive

Intensive speaking goes one step beyond imitative to include any speaking
performance that is designed to practice some phonological or grammatical aspect
of language. Intensive speaking can be self- initiated or it can even form part of
some pair activity, where learners are “going over” certain forms of language.
c. Responsive

A good deal of student speech in the classroom is responsive; short replies to

teacher or student-initiated questions or comments. d. Transactional (dialogue)

d. Transactional (dialogue)

Transactional language, carried out for the purpose of conveying or

exchanging specific information, is an extended form of responsive language.

e. Interpersonal (dialogue)

Interpersonal dialogue carried out more for the purpose of maintaining

social relationships than for the transmission of facts and information.

f. Extensive (monologue)

Finally, students at intermediate to advanced levels are called on to give

extended monologues in the form of oral reports,summaries,or perhaps short
speeches. Here the register is more formal and deliberative. These monologues can
be planned

Each category above can be implemented based on the students‟ level and
students‟ ability. Here are the summary purpose of each element: imitative for
focusing on some particular element of language form, intensive to practice some
phonological or grammatical aspect of language, responsive can stimulate
students‟ in speaking, transactional to invite students to engage in a conversation,
 interpersonal to learn how such features as the relationship in the conversation, and
extensive is to practice in the form of oral reports, summaries, or perhaps in short
speeches.

4. The Roles of the Teacher during Speaking Activities

During speaking activities, teachers need to play number of different roles.

They can be prompter, participant, even feedback provider as viewed by Harmer as
follow:

a. Promptr

When students sometimes get lost in speaking, teacher can leave them to
struggle out of situations on their own, and indeed sometimes, this may best
option. However, teacher may be able to help students and the activity to progress
by offering discrete suggestions.

b. Participant

Teachers should be good animators when asking students to produce

language. This can be achieved by setting up an activity clearly and with
enthusiasm. At other times, teachers may want to participate in discussions or role
play themselves.

c. Feedback Provider

When students are in the middle of speaking task, over-correction may

inhibit them and take the communicativeness out of the activity. On the other
hand, helpful and gentle

A. Podcasts in the Teaching of English

1. What is podcast?

A podcasts is an audio file made available on internet. It is a combination of

two words broadcasting (the term used for the transmission of television and radio
 and iPod (a well known portable media MP3 player developed by Apple computer
Inc.) (Anna: 2010). Podcasts has been compared to radio broadcasting because it
usually has a single producer (or group of people producing it) and the audio
transmission is sent to lots of listeners. What’s different about podcasts is that,
unlike radio, the person listening doesn’t have to listen to it at the time of
broadcasting. Instead of a radio transmitter, a podcasts is stored on the web as a
digital sound file and this sound file can then be transferred to any computer or
digital device, such as an iPod or MP3 player. The listeners can then choose when
they listen.

Podcasts do not differ fundamentally from texts spoken on cassettes or

CDs. Teachers have always recorded programmers from the radio or the internet
onto a cassette or a CD. With podcasts it is just easier. You subscribe to a podcasts
and each time an update (a new installment or a new programmed) is available it is
automatically downloaded to your computer. If you think it is suitable you can
keep it, or you just delete it. So you do not have to be at home or program your
recorder, it is all done automatically.

A podcasts may be used just to provide motivated students with additional

language input. However, if you wish to use them in class you need to spend time
on selecting suitable ones and develop tasks and activities to guide your students in
the listening process. These often involve activities to mobilize the students’ prior
knowledge of the subject of the podcasts (pre-listening activity), some while-
listening activities and some post-listening activities. For the while-listening
activities some true-false questions the students can check while listening also help
them to concentrate on the text. In the post-listening stage you can focus on
specific vocabulary items and, if available, hand out the transcript.

2. The Advantages of Podcasts

Podcasts are part of innovative online learning and can serve a number of
purposes: to enhance the range and register of English language listening practice
material available for the students to use in a variety of ways; to provide increased
 connectivity between different elements of the course; to increase the scope for
discussion activity, etc. The podcasts online have given the language teacher a
wealth of materials for teaching speaking skills. The added advantage of a
podcasts is that it can be downloaded by your students and listened to for
homework. Just provide the link for download and the worksheet or
comprehension questions, and assign. Pick an interesting podcasts, and it'll be one
assignment your students will be looking forward to.

Constantine in her journal (2007) covers the subject of podcasts on several

levels and deals with the questions of the advantages of podcasts, selection of the
most beneficial ones, and discusses how to maximize learning from them. The
advantages of podcasts are: 1) learners can benefit from global listening, even if
they only listen from three to five minutes a day; 2) students will be exposed to the
new language; 3) the intermediate learner has a need for authentic texts and to be
exposed to a variety of voices. Podcasts is not just intended for listening. Often
there is a transcript provided along with worksheets. A number of websites interact
with the students and ask them to write in with questions or comments.

2. Rational

Podcast could help students understanding every aspects of speaking.

Because speaking is the main activity in podcast,students are expected to be able
to understand how to speak english correctly and students could overcome all the
weaknesses in speaking english after listening to a podcast. Therefore,it can be
understood that using podcast could improve students speaking skill

3. Action Hypothesis
The use of podcast in teaching speaking can improve student speaking skill
effectively
 CHAPTER III

RESEARCH METHOD

A. Place and time of the research

This research will be conducted at SMA N 1 Tengaran in a period of approximately

one month. SMA N 1 Tengaran has a strategic location and reachable from
Salatiga,Tengaran and surroundings. Beside that, SMA N 1 Tengaran is the second largest in
Semarang Regency and already accredited of grade A

B. Population and sample

The Population of this research is the students of ninth grade at SMAN 1
Tengaran that consist of 160 students divided into four class. Therefore for the
sample i take 20 students from class XI A and XI B that i pick randomly. They
come from middle class family. In general,all of them are included in students who
are enthusiastic in learning. The position of the researcher in this study is as an
observer and examiner

C. Research method
This research was action research. It aimed to find and implement some actions to
improve the speaking skills of grade XI, students of SMA N 1 Tengaran. The
research procedure was adapted from a model proposed by Kemmis and Mc
Taggart in Burns (1999:32) that action research occurs through a dynamic and
complementary process, which consists of four essential steps: planning, action,
observation, and reflection. The researcher and the other research team members
collaboratively found obstacles and weaknesses of the listening learning process,
identified some problems, and planned and implemented the proposed actions.
After that, the researcher and other research team members made evaluation,
reflection and discussion related to the actions implemented