The document provides an overview of speaking and media as they relate to teaching English as a second language. It defines speaking and identifies it as an important skill that requires practice. It discusses different types of speaking including imitative, intensive, responsive, transactional, interpersonal and extensive. It also outlines techniques for teaching speaking such as games, discussions, role plays and simulations. The document defines media and identifies three main types: audio, visual and audiovisual. It provides examples of different media such as video, television and audiotapes. Finally, it discusses using video in language teaching and identifies motivations such as seeing language in use and cross-cultural awareness.

1. CHAPTER II
REVIEW OF RELATED LITERATURE
A. General Concept of Speaking
1. Definition of Speaking
In Oxford Learner’s Pocket Dictionary, Speaking is say things or express
opinions, feeling, ideas, etc.1
While in another words Glenn Fulcher said that
speaking is the verbal use of language to communicate with other.2
Speaking is a skill which deserves attention every bit as much as literary
skills, in both first and second language. To most people, mastering the speaking
skill is the single most important aspect of learning a second or foreign language,
and success is measured in terms of the ability to carry out a conversation in the
language.3
Speaking is so much a part of daily life that people take it for granted. The
average person produces tens of thousands of words a day, although some people,
like auctioneers or politicians-may produce even more than that. So natural and
integral is speaking that people forget how they once struggled to achieve this
ability-until, that is, they have to learn how to do it all over again in a foreign
language.4
Speaking skill could be a talent, whereas a good skill needs practice and
knowledge, people often performs the way shape of their cloth. Nonetheless they
forgot to main their utterances to be well performed.
Speaking in a second language has often been viewed as the most
demanding of the four skills. When attempting to speak, learners must their
thoughts and encode those ideas in the vocabulary and syntactic structures of the
target language.
Depending on the formality an importance of the speech situation (and
their own personal linguistic propensities), the learners may also attempt to
monitor their output. In conversation and other interactive speech events, the
1 Oxford, Oxford Pocket Learner’s Dictionary, (New York: Oxford University Press, 2003), p. 414.
2 Glenn Fulcher, Testing Second Language Speaking, ( Britain: Pearson Education ltd, 2003), p. 23.
3 David Nunan, Guralnik, Language Teaching Methodology a Textbook for Teachers, (NY: Phoenix Ltd, 1995), p.
593.
4 Scott Thornbury, How to Teach Speaking, (Longman, Pearson Education ltd, 2005), p.1.

2. speakers must attend to the feedback from their interlocutors and observe the rules
of discourse used in target culture. Phonological consideration add of the task,
especially for adult learners, as spoken strive to achieve “good” pronunciation.
The speed of such interaction is also an issue because there may not be adequate
time for processing either outgoing speech or incoming messages at the typical
rate of native speaker interaction. All of these factors combine to make speaking
in a second or foreign language a formidable tasks for language learners. Yet for
many people, speaking is seen as the most important skill. The desire to
communicate with others, often face to face and in real time, drives people to
attempt to speak fluently and correctly. There is a dynamic tension caused by the
competing needs for fluency and accuracy during natural speech.5
People can define speaking as the way to carry out our feeling through
words, conversation with other. Speaking also used to communicate as by talking,
to make a request, to give opinion, to make a speech. It means that they always
use it in their daily life, because without speaking they will be a dumb and never
know everybody’s means.
2. Teaching Speaking
In oxford Pocket Learner’s Dictionary, the definition of teaching is giving lessons
to (a person) : give a person (knowledge, skill, etc)6
. While speaking means to make use
of words in produce the sounds to conveying message.
Therefore teaching speaking is giving instruction to a person in order to
communicate with the other persons.
Teaching and learning process of English in Senior High School is based
curriculum. The latest approach stressed that students learn language not as a
knowledge but students learn language as the tool of their communication.
The basic language assumptions are:
a. Language as means of communication is used to express meaning grammatically.
b. Learning a foreign language is how to communicate using that language itself as
a target language, written or orally. They are supported by the elements of the
target language.
5 Jack C. Richards, New Ways in Teaching Speaking, (USA: Pantagraph Printing, Bloomington, Illinois, 1994), p. 1.
6 Oxford, Oxford Pocket Learner’s Dictionary, (New York: Oxford University Press), p.443.

3. Teaching speaking in second or other languages, the teacher must mastery
the grammar and enriches some vocabulary and the teacher must be able to
make sentences which he or she pronounce properly and hey presto.7
3. The Roles of the Teacher in Speaking Class
Speaking is a means to communicate with other people, it can be done in
monologues and dialogues. So speaking needs roles that can control human’s
speaking. If there is no roles in speaking, the process of communication will find
a lot of problem. The problem that can appear by the teacher in speaking class is
so complicated, such as the students who are mostly unconfident to speaking in
front of class. It is so difficult for the teacher to make them speak, the students not
only unconfident to speak up but also they are poor in vocabulary in their minds.
So the teacher has important role in encouraging students to speak.
The role of the teacher in the classroom can affect the success of teaching
and learning process. According to Jeremy Harmer, in his book, said that the aim
of all the teacher roles is to facilitate the students’ progress in some way.8
Teacher should play such different roles in teaching speaking. Harmers states the
roles as follow:
a. Prompter: Students sometimes get lost for words, cannot utter next, or in some
other way lose the fluency the teacher expects of them. The teacher can ignore
them to struggle out of situation on their own, and indeed sometimes this may be
best option. However, teacher may be able to see the activity progress by offering
discrete suggestion.9
b. Participant: Teacher should be a good animators when asking students to produce
language. Sometimes this can be achieved by setting up an activity clearly and
with enthusiasm. At other times, however teachers may want to participate in
discussion or role play themselves. That way they can prompt covertly. Introduce
new information to help the activity along, ensure continuing students’
engagement, and generally maintain creative atmosphere. However in such
7 Scott Thornbury, How to Teach Speaking, (Longman, Pearson Education Limited ), p. 1.
8 Jeremy Harmer, The Practice English Language Teaching, (Great Britain: Pearson Education Limited, 2001), 3rd
Ed, p. 271
9 Jeremy Harmer, The Practice English Language Teaching. p.276.

4. circumstances they have to careful that they do not participate too much, thus
dominating the speaking and drawing all the attention to them.10
c. Feedback provider: When students are in the middle of a speaking activity, over-
correction may inhibit them and take the communicativeness out of the activity.
On the other hand, helpful and gentle correction may get students out of the
mistakes or errors they have made.11
4. Basic Types of Speaking
According to Brown, there are some basic types of speaking to get a good
speaking performance that can be applied and carried out by students in their
classroom. And those are :12
a. Imitative is ability imitate a word or phrase or a sentence. The criterion
performance in this case included phonetic level of oral production, a
number of prosodic, lexical, and grammatical properties language.
b. Intensive is the production of short stretches of oral language designed to
demonstrate competence in grammatical, phrase, lexical, phonological
relationships (such as prosodic elements-intonation, stress, rhythm,
juncture).
c. Responsive is interactions and test comprehension. Usually short
conversation, standard greetings and small talk, simple request and
comment also included.
10 Jeremy Harmer, The Practice English Language Teaching. p.276.
11 Jeremy Harmer, The Practice English Language Teaching. p. 276.
12H. Douglas Brown, Language Assessment :Principles and Classroom Practice, (New York : Pearson Education
2004), p. 141-142

5. d. Interactive includes multiple exchanged or multiple participants and can
use the two forms of transactional language to convoy specific information
or interpersonal exchanges, oral production can become pragmatically
complex which are used colloquial language, ellipsis, slang, humor, and
other sociolinguistic conventions.
e. Extensive (monologue) oral production tasks include speeches, oral
presentation, and storytelling, during which the opportunity for oral
interaction from listeners is either highly limited (perhaps to non verbal
responses) or ruled out altogether. Language style is frequently more
deliberative (planning is involved) and formal for extensive tasks, but we
cannot rule out certain informal monologues such as casually delivered
speech (for example, my vacation in the beach, recounting the plot of a
novel or movie)
In other book, Brown said that there are six types of speaking
performance. They are imitative, intensive, responsive, transactional,
interpersonal, and extensive.
Transactional-Dialogues conducted for the purpose of information
exchange, such as information-gathering interviews, role-plays, or
debates.13
Interpersonal dialogue carried out more for the purpose of
maintaining social relationships than for the transmission of facts
and information. These conversation are a little trickier for learners
because they can involve some or all of the following factors: a
casual register, colloquial language, emotionally charged language,
slang, ellipsis, sarcasm and a covert “agenda”.14
5. Techniques of Teaching Speaking
Teaching speaking is started at introducing students how the native speaker
usually uses English in communicating. And ask them to imitate the new language
(English) as the natives do. It is continued then to guide students to a point where
they can begin to judge whether their sound productions are correct or not. At this
point, teacher is no longer primarily to correct, but he or she supposed to
13 H. Douglas Brown, Teaching by Principles, (New York Pearson Education, 2001), p. 271.
14 H. Douglas Brown, Teaching by Principles. p. 271.

6. encourage students to practice speaking the target language. Finally the students
are required to be used to practice and do oral drill.
According to Jeremy Harmer in The Practice of English Language Teaching,
there are some activities conducted in teaching speaking:15
1) Acting from a script
We can ask our students to act out the scenes from plays and /or their
course books, sometimes filming the result students will often act out
dialogues they have written themselves. This frequently involves them in
coming out to the front of class.
2) Communication games
Games which are designed to provoke communication between students
frequently depend on an information gap so that one student has to talk to
a partner in order to solve a puzzle, draw a picture (describe and draw),
put things in the right order (describe and arrange), or find similarities and
differences between pictures.
3) Discussion
One of the best ways of encouraging discussion is to provide activities
which force students to reach a decision, often as a result choosing
between specific alternatives. The ‘buzz group can be one way in creating
discussion. Here students have a chance for quick discussion in small
groups before any of them are asked to speak in public. Because they have
a chance to think of ideas and the language to express them before being
asked to talk in front of the class, the stress level of that eventual whole-
class performance is reduced.
4) Prepared talks
A popular activity is the prepared talk where a student( or students) makes
a presentation on a topic of their own choice. Such talks are not designed
for informal spontaneous conversation; because they are prepared, they are
more ‘writing-like’ than this. However, if possible, students should speak
from notes rather than from a script.
5) Questionnaires
15 Jeremy Harmer, The Practiced English Language Teaching. p. 271-274.

7. Questionnaires are useful because, by being pre-planned, they ensure that
both questioner and respondent have something to say each other.
Depending upon how tightly designed they are, they may well encourage
the natural use of certain repetitive language patterns-and thus be situated
in the middle of our communication continuum.
Students can design questionnaires on any topic that is appropriate. As
they do so the teacher can act as a resource, helping them in the design
process. The results obtained from questionnaires can then form the basis
for written work, discussions, or prepared talks.
6) Simulation and role-play
Many students derive great benefit from simulation and role-play. Students
‘stimulate’ a real-life encounter (such as a business meeting, an encounter
in an aero plane cabin, or an interview) as if they were doing so in the real
world, either as themselves in that meeting or aero plane, or taking on the
role of a character different from themselves or with thoughts and feelings
they do not necessarily share. Simulation and role play can be used to
encourage general oral fluency, or to train students for specific situations
especially where they are studying English for Specific Purpose.
B. General Concept of Media
1. Definition of media
Based on Oxford Learner’s Pocket Dictionary, medium (plural media) is “
Something which is used for a particular person”.16
In other source, the word
media is derived from the Latin medius
2. Types of media
According to Listyaninng Sumardiyani and Zulfa Sakhiyya in their book, said
that there are mainly there major categories of media. They are audio, visual and
audio visual.17
16 Oxford , Oxford Learner’s Pocket Dictionary, (Oxford: Oxford University Press), 3rd
Ed, p. 268.
17 Listyaning Sumardiyani and Zulfa Sakhiyya, Speaking for Instructional Purpose: Handbook, (Semarang: IKIP
PGRI Press), p. 48.

8. a. Audio media
Audio media is media that uses sound and voices to transfer
message.
There are several good reasons for using audio media:
 Audio media can allow learners to listen ideas and opinions in the voices
of experts and other who lend authority and authenticity (radio,
audiotape, audio conference).
 Audio media can allow learners to talk to experts and to other learners
anywhere there is a telephone (audio conference).
 Audio media can provide source material, such as a conversation, for the
learner to analyze or react to (audiotape).
 Audio media can talk the learner through a task, such as an experiment,
when it would be disruptive to keep consulting written notes (audiotape).
 Audio media can provide sounds of important past events or sounds from
settings that learners cannot expect to visit (radio, audiotape).
b. Visual media
Visual media is media that can captivate visual sense, actually the
eyes.
The form of visual media are : picture, moving picture or animation, flash
card, etc.
c. Audio-visual media
Audio-visual media is a media that would captivate visual sense
eyes and uses also sound and voice. For example : Movie, video,
television, etc.
Those media can be used in teaching according to the materials
and students level and interest. The question of what media attributes are
necessary from a given learning situation becomes the basis of media
selection.
Advertisement video is a kind of audio-visual media that used to
teach students of eleventh grade in speaking of advertisement material.

9. Teacher uses this media in order to gives students new ways in how to be
a good advertiser. Why researcher chooses these media?
There are six principles when we want to use a media in teaching learning
process, they are:18
1. The content of media must have significant relation with the
lesson.
2. The use of media contributes to the teaching and learning process
significantly. This aspect will be seen in the result of this project.
3. The cost or money spent is in accordance with the educational
result derived from its use.
4. In choosing an audio visual media, a teacher should take into
account the environment or school where teacher teaches. This
school, have a Language Laboratory and computer Laboratory.
5. A teacher should thing weather the media has been tasted to
certain students and consider if the tested are similar to the
students whom he/she teaches.
6. There are data providing that the students learnt accurately
through the use of media.
3. Video
One of audio-visual media is video. The use of videotapes has been a common
feature in language teaching for many years. Recently, it is rare for a publisher book
That produce a course book without a video component added in, and generally teachers
enliven their classes with off-air material or tapes for language learning.
1. The reasons why teacher use video in teaching and learning process
There are some reasons why video can add a special, extra dimension to the
learning experience:
 Seeing language-in-use: one of the main advantages of video is that
students do not just hear the language, they see it too.
18 Azhar Arsyad, Media Pembelajaran, ( JKT: PT Raja Grafindo Persada, 2003), p. 72

10.  Cross-Cultural Awareness: video uniquely allows students a look at
situation far beyond their classroom
 The power of creation : when students use video cameras themselves they
are given the potential to create something memorable and enjoyable.
 Motivation : for all reason so far mentioned, most students show an
increased level of interest when they have a chance to see language in use
as well as hear it, and when this coupled with interesting tasks.19
C. General Concept of Text
1. Definition of Text
In general, text is an article we often read. We know that human beings are
different from other creatures. We live in a world of words. When these words are
put together to communicate a meaning, a piece of text is created. They will think
to express their expression their expression. We can say that human need to
express their own in many ways that can be understood by others. Human can use
a text as one of the ways their own.
“A text is creating any stretch of language which is held together
cohesively through meaning”.20
It means that when we use language to write, we
are creating and constructing a text. When we read, we are interpreting texts.
Moreover, when we talk and listen, we are also creating and interpreting texts.
Halliday and Hasan said that a text is a social exchange of meanings.21
The
meaning of a sentence may have different meaning according to the context. For
example, I am buying a drink for everybody here, and the mean of that sentence is
one drink for all or one drink for each. Therefore, if we are a teacher, we must be
able to develop students’ abilities to exchange the meanings in different points of
sentence.
2. Types of Text
There are two main categories of text. They are literary and factual. Within
these are various text types. Each text types has a common way of using language.
a. Literary text
19 Jeremy Harmer, The Practice of English Language Teaching, p. 282.
20 Susan Feez and Helen Joyce, Text-Based Syllabus Design, (Sydney: Macquarie University, 2002), p. 4.
21 M. A. K. Halliday, & Ruqaiya Hasan, Language, Context, and Text: Aspect of Language in Social –Semiotic
Perspective, (Hongkong: Oxford University Press, 1984), p. 11.

11. Literary text is a text that appeals to our emotions and
imaginations. Literary text can make laugh or cry, think about our own
life or consider our beliefs. Literary text includes aboriginal dreaming
stories, movie scripts, limericks, fairy tales, novel, song lyrics, mimes and
soap operas. Media text such as films, videos, television shows and CDs
can fall in this category.
There are three main text types in this category : recount, poetic and
dramatic.22
b. Factual text
Factual text is a text that presents information or ideas and aim to
show tell or persuade the audience. This text includes advertisements,
announcements, internet website, current affairs show, debates, recipes,
reports and instruction. The main text types in this category are recount,
response explanation, discussion, information report, exposition and
procedure.23
D. Kinds of Short Functional Texts
Curriculum KBK dan KTSP 2006 for English subject adopt ‘genre’ concept’ that
substitute old concept that learned text based on theme that called ‘Thematic Approach’.
This old concept limits students skill in comprehend and write a text because the
texts usually monotonous and not develop. This new curriculum appears based on
‘Stage Literacy’ concept ( Kewicaraan dan keaksaraan) that is stated by Wells
(1987). Actually we can divide literacy stage into four stage:
1. Performative : in this stage the students only mastery read, write, and speak with
symbol simple language .
2. Functional in this stage students can their daily need, like communication in their
daily life context.
3. Informational : in this stage students can access knowledge and information from
other country with their language.
22 Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Macmillan Education Australia 1997).
p. 1.
23 Mark Anderson and Kathy Anderson, Text Types in English, p. 1.

12. 4. Epistemic : students are expected can transformed/ share their knowledge.
Therefore, literacy become focus in learning English so that kinds of texts
that is recommended is kinds of text that support achieve literacy stage academic.
One of the kinds of texts that can support in teaching and learning English is
Short Functional Text. Short Functional Text is a short text that has social function
to inform something.24
We call short Functional Text because the text is short and
has specific information. Each short functional text has specific language features.
In English revolution book, is written that there are kinds of short functional
texts:25
1. Announcement
Announcement is something that said, written or printed to make known
what has happened or (more often) what will happen26
2. Advertisement
Advertisement is a notice or display that is used to persuade people to buy
some products.27
3. Invitation28
Invitation is the message or note used in inviting. The function of
invitation is to ask someone to go a place or to do something.
4. Brochure
A brochure or pamphlet is a leaflet advertisement. Brochures may
advertise locations, events, hotels, products, services, etc. They are usually
succinct in language and eye-catching in design, and usually using a
headlines.29
24 http://I’m A Dreamer Short Functional Text.html, retrieved on 19 July 2012
25 Alexander Mongot Jaya & Rohmadi AF, English Revolution, (Jepara: Mawas Press, 2008), p. 64
26 Bachtiar Bima M & Cicik Kurniawati, Let’s Talk, (Bandung: Pakar Raya Pustaka, 2005), p. 94
27 http://e-englishlab.blogspot.com/2011/01/short-functional-text-advertisement.html, retrieved on 31
March 2012
28 http://I’m A Dreamer Short Functional Text.html, retrieved on 19 July 2012

13. 5. Job vacancy
Job vacancy is focused on helping job seekers at all stages of their
working life.30
6. Banner
A banner is a flag or other piece of cloth bearing a symbol, logo, slogan or
other message.31
7. Poster
A poster is any large piece of printed paper designed to be attached to a
wall or vertical surface.32
8. Letter of Application
Letter of Application is a document sent with your resume to provide
additional information on your skills and experience.33
E. Advertisement
Advertisement is a notice or display that is used to persuade people to buy some products.34
Advertisements can be found in TV, Internet, radio, news paper, magazine or along the road. In
dialogue advertisements, the researcher mostly uses the simple present tense.
The purpose of advertisement is to persuade people to buy some products.
1. Language that usually used to make an advertisement :35
a. Simple
29 http://hidaeliska.wordpress.com/2010/06/27/short-functional-text/, retrieved on 31 March 2012
30 http://www.jobvacancies.org/, retrieved on 03 September 2012
31 http://en.wikipedia.org/wiki/Banner, retrieved on 03 September 2012
32 http://hidaeliska.wordpress.com/2010/06/27/short-functional-text/, retrieved on 31 March 2012
33http://jobsearch.about.com/od/jobsearchglossary/g/letterofapplication.htm, retrieved on 03
September 2012
34 http://e-englishlab.blogspot.com/2011/01/short-functional-text-advertisement.html, retrieved on 31
March 2012
35 http://inibapakbudi.blogspot.com/2011/02/short-functional-text.html, retrieved on 10 Mei 2012

14. b. Clear
c. Using positive expression
d. Persuasive
2. Content of advertisement:
a. Objective and honest
b. Brief and clear
c. Not allude group or other producer
Example of good advertisement:
You C 1000 mg health drink Vitamin Lemon and Vitamin Orange Healthy Inside,
Fresh Outside
3. Every advertisement has a message to persuade public in order to buy and use certain
product.
Example of advertisement with the key words:
You C 1000 mg health drink Vitamin Lemon and Vitamin Orange “Healthy Inside, Fresh
Outside”. Healthy Inside, Fresh Outside is the message.
4. Language Focus
Language feature of advertisements using simple present tense. The present tense
indicates that an action is present, now, relative, to the speaker or writer. Generally, it is
used to describe actions that are factual or habitual things that occur in the present but
that are not necessarily happening right now. The some patterns of simple present tense
are:36
a. Verbal sentence
(+) I, You, They, We + V1 + O
He, She, It + V1 + s/es + V1 + O
(-) I, You, They, We + don’t + V1 + O
He, She, It + doesn’t + V1 + O
(?) Do + I, you, they, we + V1 + O
36 Alexander Mongot Jaya & Rohmadi AF, English Revolution, p. 149

15. Does + he, she, it + V1 + O?
Example : (+) We go to school every day.
(-) We don’t go to school every day.
(?) We don’t go to school every day.
b. Nominal Sentence
(+) S + is / am / are + adjective/noun/adverb.
(-) S + is / am / are + not + adjective/noun/adverb.
(?) Is / Am / Are + S + adjective/noun/adverb.
Example :
(+) I am a teacher.
(-) I am not a teacher.
(?) Am I a teacher?
F. Advertisement Video in Language Learning
1. General Concept of Advertisement Video
Advertisement video is a kind of audiovisual media. This audiovisual media can
use to teach speaking English. In this activity, students must become an advertiser to
promote certain product in front of class. Every student gets one product and must
advertise it. The purposes of this activity are to train students skill in communication
become an advertiser.
This method is to make students easier to express their ideas in practicing to be an
advertiser and make learner process more enjoyable.
Videos are one of the audio-visual aids that can be used in teaching speaking. It
makes learning process more interesting and students will not bore. It also can be used in
creating situation for speaking classes more clearly. Videos as aids are clearly in
dispensable for language teacher since they can be used in so many ways. The teacher
can teach vocabulary easily through videos it means students can find any difficulty
words from the videos, then they will share with their teacher. Video can also teach
pronunciation it means students can learn how to pronounce words correctly through
videos.

16. 2. Types of video
According to Jeremy Harmer, there are three basic types of video which can readily
be used in class.37
a. Off air programmes : programmes recorded from a television channel should be
engaging for our students, and of sensible length. We have to consider their
comprehensibility too. Apart from overall language level, some off-air video is
also extremely difficult for students to understand, especially where particularly
marked accents are used or where there is a high preponderance of slang or
regional vernacular.
b. Real-world video: there is no reason why we and our students should and use
separately published videotape material such as feature films, exercise ‘manuals’,
wildlife documentaries or comedy provided that provided that there are no
copyright restrictions for doing this.
c. Language learning videos : many publishers now produce free-standing language
learning videos-or videos to accompany course books. Frequently they have
accompanying workbooks.
The main advantage of specially made videos is that they have been designed
with students at a particular level in mind. They are thus likely to be
comprehensible, designed to appeal to students’ topic interest, and multi-use since
they can not only be used for language study, but also for a number of other
activities as well.
3. Advertisement video to teach speaking of advertisement
The functions of advertisement video are to practice to advertise the certain product
with good pronunciation, use appropriate words, and fluently with good expression. By
listen and watch video advertisements students can try to be good advertiser like the
models in the advertisements video who are become the advertisers.
a. The benefits of using advertisements video
Videos are all right for children up to teenager.
There are many benefits of advertisement video in a teaching process, they
are:
1. Learning becomes more interactive
2. Students more enthusiastic in learning speaking
37 Jeremy Harmer, The Practice of English Language Teaching, p. 284.

17. 3. The quality of learning can be improved
4. Each student has proportionally more chance to speak and therefore to be involved in
language use.
5. The positive attitude of students toward what they are learning and process it self can be
enhanced.
b. The weakness of using advertisement video
1. Teacher needs an extra time to prepare some videos
2. Teacher should give directions clearly before video is played in order to
avoid noisy class during video is playing.
c. The procedures of advertisement video
Study is doing something, imitating, and observing. Study can be maximum if
students more of using the five senses, they can more attractive to express
something with their five senses. Advertisements video is an audio-visual media is
very suitable to students in Senior High School. If the students are given
interesting language learning video, they used their five senses more maximum,
because they used eyes to saw the video, used ears to listen the dialogue or
monologue from the video, used mouth to communicate become advertiser. So,
the researcher hopes with using advertisement video, students more active in
class. There are steps of application advertisements video in teaching speaking of
advertisements:
1. The teacher prepares advertisements video by records someone to
advertise the product and also download some advertisement video from
the internet
2. Teacher give some product to the students and ask them to examined the
product
3. The teacher divides students in group
4. The teacher asks all member of groups to write the difficulties words that
related to the product. (necessary limitation of the time
5. Then every group discuss and practice make dialogue to advertise certain
product by their groups.
6. After that, every group perform in front of class to advertise certain
product.

18. 7. Clarification/ conclusion/ teacher reflection
This is example of strategy or method that can used as individual or
collaboration with the other strategy based on the necessity.
The researcher hopes advertisement video success to teach speaking of
advertisements. So, the researcher must prepares the procedures o give
regulations to the students, so that students can be understood with the
researcher hope. There are preparation and procedures that in teaching by
using advertisement video.
1. Preparation
If want this media can more comfortable to teach speaking
of advertisement, the researcher must prepare material that used to
teach speaking of advertisement before give this media to students.
And there are some preparations : The researcher make
advertisement video by recording someone to become an advertiser
that advertise Casablanca perfume. There is additional
advertisement video from the internet. It is You C 1000 Vitamin
lemon and Vitamin orange. The researcher chooses this
advertisement because in this advertisement use English and has
been advertised by Miss Universe 2008, Dayana Mendoza so that
the students will easy to listen pronunciation.
2. Procedures:
There are some procedures of advertisement video to teach
speaking of advertisement, the procedure are :
a. Teacher’s preparation ; first, teacher should prepare the material.
b. 1) Explaining the advertisement content briefly
2) Explaining some important parts that must be noticed while watching
advertisement video.
c. Presentation; after preparing audience, advertisement video is played.
d. Continuation activity ; this activity can be write some words related
advertisement.

19. e. Teacher gives chance to the students in order to choose their partner maximally
four persons every groups.
f. Teacher provides some product to be advertised by every group like: Oreo orange
flavor, Puteri Body Splash Bouquet, Say candy, Casablanca perfume and You C
1000 mg Vitamin Orange and Vitamin Lemon.
g. Students work with their team in order to make good performance.
h. Teacher asks every group to perform in front of the class.
d. The Transcript of advertisement video of Casablanca perfume and You C 1000 mg
Vitamin Lemon and Vitamin Orange.
a. The transcript of Casablanca advertisement
Lia: Hi sis, you look so beautiful? Where are you going?
Ani: I want to go to party.
Lia: Why you don’t invite me?
Ani: Sorry, because I will go to with my boy friend
Lia: It doesn’t matter, wait..wait your smell is so strong, what perfume did you use?
Ani: I use this one,,,
Lia: I think,, you will better to try Casablanca
Ani: Casablanca?? Ok, let me try! Hmmmm…. It smells is so soft and fragrance.
Do you wanna go to party and do lot of activities?? Just shake and spray Casablanca
make perfect your appearance.
b. The transcript of You C 1000 Vitamin Orange and Vitamin Lemon.
I believe health is wealth…
What is look well from the outside starts from the inside
I drink You C 1000 Vitamin Lemon and Vitamin Orange with 1000 mg
vitamin to keep my immune system healthy. You C Vitamin Lemon and
Vitamin Orange .
Healthy inside, Fresh Outside

20. These are preparations and procedures of advertisement video to
teach speaking of advertisement. Although this method can make class
noisy, the researcher hopes this technique make students more active
and not shy to speaking in front of the class. And the researcher hope
advertisement video can be successful in Senior High School and useful
to the students.
G. PREVIOUS RESEARCH
There are three previous research related to this study. First research with the title
The Effectiveness of Teaching English Verb by Using Cartoon Film was done by Margono
(053411284), Faculty of Tarbiyah, Walisongo State Institute For Islamic Studies
Semarang, 2011. This study was done with second grade students of SMP Negeri 18
Semarang in the Academic Year of 2010-2011. He did this study because he wants to
deliver English Verb material by new media that can make students easier to understand
with material. The result of the research shows that the experimental class (the students
who are taught using cartoon film as a medium has the mean mark 74,23. Meanwhile the
control class (the students who are taught using non cartoon film to facilitate students
understanding in English Verb is more better than conventional teaching.
The similarities between his research and the writer’s are on the research
approach. The first difference is on the data participants and grade. In his research
observed second grade Junior High School and the writer will observe the eleventh grade
students of SMAN 1 Pegandon Kendal. The second difference is on the method of
collecting data, whereas his research uses written test, while the writer will use spoken
test and documentation.
Second researcher is The Use of Role Play to Improve Student’s Speaking Skill in
Transactional and Interpersonal. (An Experimental Research at the Eight Grade Students
of MTs Negeri Kendal In the Academic Year of 2009-2010) was done by Isni Ainiyatil

21. Mardliyah (63411059), Tarbiyah Faculty, Walisongo State Institute For Islamic Studies
Semarang.
She did this study because she wanted to increase students’ speaking skill in
Transactional and Interpersonal.
Besides that she wanted to know the effectiveness of the use of Role Play technique in
improving students speaking skill.
The result of this study, it shows that Role Play was effective technique in
improving students speaking skill.
The similarity between her research and the writer’s is on the research approach
and skill. The differences are on the data participants, that she observed eight grade of
MTs and the writer will observe eleventh grade students of SMA N 1 Pegandon.
The last researcher is The Use of Strip Stories to Teach Writing Recount Text (An
Experimental study at MTs Negeri Margoyoso Pati Grade VIII in The Academic Year of
2008/2009), was done by Ninik Kholifah (3104337), Tarbiyah Faculty, Walisongo State
Institute For Islamic Studies Semarang.
The result of this study, there was a significant difference between writing skill
improvement of students taught by strip stories and taught by lecturing conventional
learning in writing recount text.
The similarity between her research and the writer’s is on the research approach.
The difference is on the data participants and grade. In his research observed eight grade
MTs Negeri Margoyoso Pati and the writer will observe the eleventh grade students of
SMA N 1 Pegandon Kendal. Besides that, the skill is also different. In her research
focused in writing skill, while the writer’s speaking skill.
H. Hypotheses
Based on the result of those literature review and previous research, the writer
trusts there is a significant difference of grade in speaking test achieved by the students

22. who have been taught using advertisement video from those who have been taught
without using advertisement video.