CHAPTER II

REVIEW OF RELATED LITERATURE

A. Review of Related Theory

1. The Nature of Speaking

a. The Definition of Speaking

Speaking is the capability of someone to communicate orally

with the others both individually and in group. The one who is skilled in

speaking can be identified from his capability in using the oral language

fluently, clearly and attractively so that the listeners become convinced

to what the speakers saying. In speaking, the speakers are supposed to

have not only the knowledge of language features, but also processing

information. As stated by Harmer, “the ability to speak fluently

presupposes not only knowledge of language features, but also the

ability to process information and language on the spot.1 As we know,

the ability in speaking English is knowledge to process information and

spot of the language occur.

Moreover, speaking only could be done if there are two or more

people involved. Both speaker and listener can not be separated; they

are involved actively in an interaction. The speaker creates the language

by using pitch, stress, and intonation that can be understood by the

1
Jeremy Harmer, The Practice and English Language Teaching. 3rd edition. (United
Kingdom: Pearson Education Limited, 2001),p. 269

13
 14

listeners, while the listeners are trying to listen carefully in order to be

able to understand what the speaker expresses.

In addition, spoken language is difficult for language learners

because effective oral communication requires the ability to use the

language appropriately in social interactions. Diversity in interaction

involves not only verbal communication but also linguistic elements of

speech such as pitch, stress, and intonation. In addition, non linguistic

elements such as gestures and body language, facial expression may

accompany speech or convey message directly without any accompanying

speec.2 It shows that, in communication students use facial expression,

gesture, and body language to convey message directly.

The aims of teaching speaking English are to make students able to

express themselves in English, and master basic interactive skills such as

expressing greetings, feelings, thanks, and apologies. Another aim is to

express needs, such as request for information and service. In other words,

students have to learn how to speak and to get an opportunity to speak in

the language classroom. The last, the students will improve their speaking

ability indirectly.

In conclusion, Speaking is the capability of someone to

communicate orally with the others both individually and in group. The

speaking can do by the speaker with thery are ability and creates. As we

know As we know, the ability in speaking English is knowledge to

2
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching,…, p.
204
 15

process information and spot of the language occur there is balance

with the Harmer stated , “the ability to speak fluently presupposes not

only knowledge of language features, but also the ability to process

information and language on the spot.3

b. Principles for Teaching Speaking

In teaching speaking, the language teacher also needs to know

some principles in teaching speaking to the students. According to Nunan,

there are five principles for teaching speaking, such as:

1) Be aware of the differences between second language and foreign

language learning context

In teaching speaking, the teacher needs to consider whether

the target language is foreign or second language for the students. If

the target language is as a foreign language for the students, it means

that the language is not communicated by the society where the

students live. The students do not have enough opportunities to use

the target language outside the classroom; they can only practice the

target language in the classroom. Whereas, if the target language is as

a second language for the students, the students can have good

opportunities to communicate the target language outside the

classroom, because it is communicated by the society where the

students live.

2) Give students practice with both fluency and accuracy

3
Jeremy Harmer, The Practice and English Language Teaching. 3rd edition. (United
Kingdom: Pearson Education Limited, 2001),p. 269
 16

In this occasion, the teacher should provide the students to

practice many times and realize that making mistakes is a natural part

of learning a new language. Moreover, the teacher also must give the

students opportunity to develop both fluency and accuracy in

speaking.

3) Provide opportunities for students to talk by using group work or pair

work, and limiting teacher talk

By applying pair work or group work, it will increase the

students’ opportunities to speak in the target language during learning

process. The teacher will not speak a lot in the classroom, because the

students will replace teacher’s position in speaking that is usually

filled by the teacher.

4) Plan speaking tasks that involve negotiation for meaning

Teacher can check students’ understanding about what he or

she said by looking at students’ interaction. The teacher may ask the

students to repeat or explain about what they have already had during

conversation to know whether they understand about the conversation

or not.

5) Design classroom activities that involve guidance and practice in both

transactional and interactional speaking

In interactional speaking, the students’ purpose in speaking is to

have the social relationship with others. Meanwhile in transactional

speaking, it involves the communication to get something done. Here,

 17

the students need to be able to speak the target language in both

transactional and interactional settings.4

Thus, by looking at the principles in teaching speaking above,

the students will know what they should do in speaking class in order

to improve their speaking skill. Besides, the teacher will also know the

effective way in teaching speaking for the students.

In conclusion, as a teacher have to know the principles of teaching

speaking. According to Nunan about the principles of teaching

speaking there are five principles that have writed in the eksplaination

before. It can give a new knowladge and can practiced in teaching

speaking.

c. The Speaking Test

Test is a method of measuring a person’s ability, knowledge,

or performance in a given domain. It helped the teachers or the

educators in finalizing the result. In this study, the ability of the

students’ ability was measured by giving the speaking test. Speaking

test can be a source of beneficial backwash.5 It means that, if

speaking tested, it can encourage the teaching of speaking in the

classroom. There are several types of speaking test according to

Thornburry6

4
David Nunan. Practical English Language Teaching. (New York: McGraw- Hill, 2003).
p. 54
5
K. Kitaom S., &K. Kenji, Testing speaking. (Document Resume ERIC.1996)
6
Thornbury,S.How to teach speaking.(London: Longman.2005)
 18

1. Interview

In this test, the students are called out one by one for

their interviews. Interview is relatively easy to set up, but

difficult to eliminate the effects of the interviewers questioning

style.

2. Live Monologue

The students prepare and present the short talk with the

topics that has been selected. This kind of test is easy to handle

and the other students can take a job as the audiences. If they

want to ask, they can ask to the presenter. This will help the

students to speak spontaneously and interactively.

3. Recorded Monologue

Recorded monologue is more stressful than live

monologue. This test ismore practicable because the students

can record themselves aboutevery things they like. The

assignment of the recorded test can be done after the recording.

4. Role Play

In this kind of test, the students do the simple role play in

the classroom. It is enjoyable, but hard to control. The teacher

can use the same format in rating the students’ speaking ability.
 19

5. Collaborative task and discussion

This kind of test is same with role play, the students can

act freely without instruction. In this test, the learners’

interactive skills can be observed in circumstances that close

approximate real-life language use.

From the five kinds of the speaking test, the researcher

selected the live monologue test. Because it is easy to rate the

students performances. The students talk alone in front of the

class. So, the teacher can listen the students’ speaking

performances clearly.

Besides, Kitao and Kenji suggested that testing speaking

can use visual material, such as; pictures, maps, diagram, and the

other types of visual materials that can be used to test the

students’ speaking ability.7 The material should be selectively

selected by the teacher, because it will help the teacher/tester to

control the vocabulary and grammatical. In this test, the students

are given the series of picture which tell the story and are

required to put together in coherent narrative. Rating the test is

challenging. However, Thornburrysuggested two main ways;

holistic scoring and analytic scoring. Holistic scoring is giving

the single score on the basis on all of impression. This way has

7
Opcit
 20

advantage of being quicker and probably adequate for informal

testing of progress. Analytic scoring is giving the separate scores

from different aspects of the task.8 This way takes longer, but

compels the tester to take a variety of factors into account and if

these factors are well chosen, is probably both fairer and more

reliable

d. The Criteria of Speaking Skill Assessment

The student’s speaking performance can be tested based on

some aspects, they are grammar, vocabulary, comprehension, fluency

and pronunciation. The test consist of task which require the

productions of oral interaction.

There are many factors which are needed in evaluating

students’ speaking performance. According to Higgs and Clifford in

Richards and Renandya, there are five factors to evaluate students’

speaking performance such as presented in the table below.9

Table 2: Scoring and Measuring Guidance for Speaking Test

NO. FACTOR DESCRIPTOR SCORE
1 Accent/ Pronunciation is frequently unintelligible. 1
Pronunciation Frequent gross errors and a very heavy accent 2
make understanding difficult, require frequent
repetition.
‘foreign accent’ requires concentrated listening 3
and mispronunciations lead to occasional
misunderstanding and apparent errors in grammar
or vocabulary.

8
Opcit
9
Jack C. Richards, and Willy A. Renandya. Methodology in Language Teaching: An
Anthology of Current Practice. (New York: Cambridge University Press, 2002). P. 222
 21

Marked ‘foreign accent’ and occasional 4

mispronunciation that do not interfere with
understanding.
No conpicious mispronunciation, but would not be 5
taken for a native speaker.
Native pronunciation with no trace of ‘foreign 6
accent’.
2 Grammar Grammar almost entirely inappropiate or 1
inaccurate, except in stock phrases.
Constant errors showing control of very few 2
conversational microskills or major patterns, and
frequently preventing communication.
Frequent errors showing inappropiate use of some 3
conversational microskills or some major patterns
uncontrolled, and causing occasional irritation and
misunderstanding.
Occasional errors showing imperfect control of 4
some conversation microskills or some patterns,
but no weakness that causes misunderstanding.
Few errors, with no patterns of failure. 5
No more than two errors during conversation. 6
3 Vocabulary Vocabulary limited to minimum courtesy 1
requirements.
Vocabulary limited to basic personal areas and 2
very familiar topics (autobiographic information,
personal experiences, etc.)

Choice of words sometimes inaccurate, limitations 3

of vocabulary prevent discussion of some common
familiar topics.
Vocabulary adequate to discuss special interest 4
and any nontechnical subject with some
circumlocutions.
Vocabulary broad, precise, and adequate to cope
with complex practical problems and varied topics
of general
interest (current events, as well as work, family, 5
time, food, transportation).
Vocabulary apparently as accurate and extensive 6
as that of educated native speakers.
4 Fluency Speech is so halting and fragmentary that conversation 1
is virtually impossible.
Speech is very slow and uneven, except for short or 2
routine sentences; frequently punctuated by silence or
long pauses.
 22

Speech is frequently hesitant and jerky; sentences may 3

be left uncompleted.
Speech is occasionally hesitant, with some unevenness 4
caused by rephrasing and grouping of words.
Speech is effortless and smooth, but perceptibly 5
nonnative in speed and evenness.
Speech on all general topics as effortless and smooth as 6
native speakers.
5 Comprehension Understanding is too little to respond to conversation 1
initiations or topic nominations.
Understanding is only slow, very simple speech on 2
topics of general interest; requires constant repetition
and rephrasing.
Understanding is careful, somewhat simplified speech 3
directed to him or her, with considerable repetition and
rephrasing.
Understanding is quite well normal educated speech 4
directed to him or her, with considerable repetition and
rephrasing.
Understanding is everything in normal educated 5
conversation, except for very colloquial or low
frequency items or exceptionally rapid or slurred
speech.
Understanding is everything in informal and colloquial 6
speech to be expected of an educated native speaker.
MAXIMAL SCORE 30

Students’ Speaking Test Score : Achieving Score x 100

Maximum Score

Based on the table above, these are assessed directly by the

teacher, by reference to the degree of skill criteria for the particular level

at which the candidate has entered. There are a set of criteria

performances in making the degree of skill that help the teacher in

testing speaking skill.

 23

2. The Nature of Video Dubbing Activities

b. Definition of Video Dubbing Activities

Video dubbing is replacing original sound with dubber own

voice. Mira misa said “Dubbing, in filmmaking, is the process of

adding new dialogue or other sounds to the sound track of a motion

picture that has already been shot. Dubbing is most familiar to

audiences as a means of translating foreign-language films into the

audience’s language. When a foreign language is dubbed, the

translation of the original dialogue is carefully matched to the lip

movements of the actors in the film.10

Yudhosulistyo said that there are some brief explanations of

video dubbing history. In the book explained that dubbing is known

as a sound replacement( audio) process in video viewing, where the

original voice of an actor in a particular language is replaced by a

voice in the local language.

Dubbing is then regarded as a process of filling the voice of a

foreign televition show on televition. There are like a india movie,

china, hongkong, korea, japan, thailand,philipines,malaysia and also

cartoon. With the aim of being readily accepted by listeners.11

10
Mira misa. Video Dubbing vs Subtitling.
11
Nikodemusoul. Kesalahan-kesalahan Terbesar Konsep Dubbing Diindonesia(pontianak:
gramedia)p.1
 24

In conclusion, video dubbing is replacing a source sound of

video with a sound in the target language. However, in case to

improve students speaking ability, the video dubbing that is used is a

video that has a local language as a source sound and it has to be

dubbed into English language.

c. The Advantages of Video Dubbing Activities

In video dubbing activity, students get some advantages, as

stated by Burston, that dubbing of muted video clips offers an

excellent opportunity to develop the skills of foreign language

learners at all linguistic levels. In addition to its motivational value,

soundtrack dubbing provides a rich source of activities in all

12
language skill areas: listening, reading, writing, speaking. It means

that video dubbing beside can develop skills like, reading , listening,

writng, and speaking in foreign language and it also increases the

motivation of the learners.

d. Procedure of Video Dubbing activities in speaking

According to Jack Burston, there are 10 step of teaching

using video dubbing13 ;

1. Starting off a project with the showing of the muted video clip

requires students to pay close attention to visual details,

12
Jack Burston, Video Dubbing Projects in the Foreign Language Curriculum (Cyprus :
University of Cyprus,2005), p.1
13
Jack Burston, Video Dubbing Projects in the Foreign Language Curriculum (Cyprus :
University of Cyprus,2005), p.81
 25

especially paralinguistic features such as facial expressions and

body gestures. Learning to tune into such contextual clues is an

important part of listening comprehension. As soon as students

are able to give simple descriptions— a stage typically reached

after a few weeks of classes, it is possible to use the muted

video clip as the stimulus for a description exercise.

2. Working together in the target language, the whole class can

be called upon to make sense of the scenario. Who are the

participants? Are they men, women, children? Are they young

or old? Are they students or workers? Where is the action

taking place? Inside, outside? Is it in a park, a restaurant, a

classroom, doctorʼs office? What are the participants doing?

Studying, eating, talking, watching television, and so on, and

so forth? A discovery session like the one described here can

easily take up an entire class hour. It really should not be

rushed since its purpose is to provide students with task-based

practice using vocabulary and grammatical structures they

have been learning. It is also a prime occasion to teach new

material relevant to the video-dubbing task.

3. In a follow-up session, students can be shown the target video

clip with its soundtrack as a listening comprehension and

pronunciation exercise. Were their guesses correct about what

is going on in the sequence? What are the participants actually

 26

doing and saying? Unless the video clip has been specifically

selected to strictly conform to the course syllabus, which is not

at all a requirement, its soundtrack will almost certainly

contain unfamiliar linguistic material. Even when a video clip

is taken chapter and verse from the textbook, if the speech

delivery is at all natural, most students find listening

comprehension a challenge.

4. learners have to be able to identify recognizable chunks in the

stream of speech. To help students do this with the soundtrack

of the video clip, it is useful to ask them to try to repeat what

they have heard. Usually different students will recognize

different chunks, though they may not make the connection to

their meaning. These bits and pieces can be written on the

board and, if need be, resolved with the assistance of the

instructor. Once an utterance has been understood, it is good

practice to have students repeat it themselves. Such

pronunciation practice is also essential preparation for the

eventual dubbing activity. It is to be noted that most, if not all,

of these listening comprehension and pronunciation activities

can be undertaken in the target language.

5. Once students understand the video soundtrack and have

confirmed or modified their original guesses about what is

happening, they can be given a written transcript of it for

 27

reading practice. It is this transcript which will then serve as a

prompt to help them learn their dialogue parts.

6. When a muted video clip is used for the creation of entirely

original scenarios, the procedure followed for its first showing

is by nature different from that used when an existing

soundtrack is being dubbed. In the former case, the studentsʼ

task is to use the visual stimulus to hatch a plot of their own.

7. Working in small groups (three or four persons at most),

students are free to use their imaginations to create their own

storyline. Unlike the first viewing of a simple dubbing project,

which is essentially an undertaking by a whole class, students

working in groups need to be able to gather around a common

computer so as to control themselves the playing of the video.

The linguistic challenge here, needless to say, is to have as

much as possible of the ensuing group discussion take place in

the target language. In their excitement to express themselves,

to bounce ideas off each other, students are almost certain to

revert to their native language.

8. An essential follow-up task is to have students write up a

detailed scenario in the L2 for submission to the instructor and

oral presentation in class. Preparation for such activities

requires students to collaborate outside of the classroom,

 28

which can be accomplished through the kind of discussion

forum

9. The last preparatory phase of a creative video-dubbing project

is to have students write up their dialogues. This is one of the

most demanding parts of the project for students because it

must not only be linguistically correct, but also contextually

appropriate and synchronized with the video. On-going

consultation with the instructor, drafting, and redrafting are

essential to success. Once students have the scripts of their

dialogues in order, in practical terms they are at the same stage

of project development as those doing a straight dubbing

exercise from an existing script.

10. Students need to seriously rehearse the delivery of their scripts.

Because video dubbing can be done as often as necessary to

get it right, students involved in such projects can reasonably

be held to a much higher standard than is possible in a

traditional role play. The goal should be to come as close to a

native speaker proficiency as possible. Phonetic accuracy,

stress placement, intonation, rhythm, timing as well as

paralinguistic voice features (surprise, sadness, joy,

impatience, frustration, etc.) need to be well practiced. In this

regard, those dubbing from an existing soundtrack have the

advantage of a readily accessible model to follow. Students

 29

who create their own scenarios need to rely on the coaching of

their instructor for guidance. Ultimately, while group members

have to rehearse together, a great deal of practice can in fact be

done independently. This is of particular importance since

class time is a precious commodity, and the logistics of

organizing group work out of class is always problematic. The

more students can do on their own out of class, the easier it is

for everyone.

B. Review of the Related Studies

To support this research, these are some relevant studies

conducted by another researcher. First, the research which was

conducted by Chu and Chong in 2017 with title “ Using Video

Dubbing Activities in Primary Chinese Classroom For Creative

Writing” the reaseach was conducted in a primary 2 Chinese

classroom with 19 children who have arrived to Hong Kong less than 6

months earlier. They speak different Chinese dialects and know very

little traditional written Chinese. They have to immerse into Hong

Kong society where Chinese language is composed of spoken

Cantonese and written Modern Chinese; which is also within the

mainstream curriculum of most local schools. The newly arrived

children in the school would have school-based learning materials and

lesson designs catering for their special needs. In this case study,

promising learning behaviors were observed during the trial lessons

 30

and desirable learning outputs were noted in their worksheets of

creative writing. Students were highly motivated and showed a high

level of engagement in the learning process. The narrative writing

showed their good effort in learning how to write in traditional

Chinese. In spite of their new arrival to Hong Kong, it showed how the

students improved in learning Chinese under a new school context.

Another relevant study was conducted by Mandasari in 2014

with title “Improving students’s Speaking Skill Through Video

Dubbing” the research was conducted in tenth grade SMA N kebak

rakmat Karangayar.. She used Class Action Research with Quantitave

approach. She stated that Video Dubbing can be used to improve

students’s speaking skill. She also stated that the students are active

and enthusiat in learning process especially during the dubbing

process.

In doing the same research, the researcher will conduct a

research to the second grade of science at SMAN 3 Bukittinggi. The

similarity of this research with the previous researchers is that there are

two class of students involved in the research. On the other hand, the

difference between this research and the researches done above is to

know the effect of video dubbing towards students’ speaking skill at

the second grade students of science at SMAN 3 Bukittinggi.

 31

C. Conceptual Frame Work

Learning speaking is often bored because teacher more active

than students. Thus, the teacher needs an interesting activity dealing

with the situation. One of the activities that can be used is Video

Dubbing. This research was intended to see the effect of video dubbing

in speaking skill in second grade of the science in SMAN 3

Bukittinggi. The conceptual of this research is illustrated at the

following figure

Video Speaking
Dubbing

Procedures of Video Dubbing:

The indicator of speaking

Pre- video dubbing

a. Grammar
1. Show the student muted videos b. Vocabulary
2. Ask them about the what, when, where, c. Comprehension
who about the video (let them guess) d. Fluency
3. Students are shown the video with its e. Pronunciation
soundtrack as litening and pronunciation
exercise
4. Let the student look to their sheet and
check their guesses
5. Ask the student to repeat what they heard
6. Ask them to write what they heard in the
board
7. After they understood what is going on in
the video the teacher give them the
video’s transcript
Scenario creation
1. Divide the students into 5 groups
2. Give them the muted video, each group
get one muted video
3. The student have to create their own plot
and dialogue
4. Let them practice
Video Dubbing
1. Let them record the audio that they have
practiced
2. Submit it to the teacher
3. And the teacher combine it with the
muted video using movie maker
Show the thier dubbed videos in front of
the class
 32

The scheme above shows pair work is a activity which can help the

teachers in teaching speaking class. According to Andrinne, there are four

steps in implementing pair work activities.14 First, Decide the purpose of

the partner work to be done before assign the pairs. If language

development is one of the main purpose of the pairing, make sure one of

the partners can provide a strong English model. Before assigning the

pairs, the teacher should tell the students the goal of pair work activities in

speaking, in order the students could follow the activities seriously from

the beginning until the end.

D. Hypothesis

A working hypothesis is a provisionally accepted hypothesis proposed

for further research.15 According to this fact, the hypothesis of this research

will be formulated as follow:

1. Ha : There is a significant effect of using video dubbing as teaching media

towards students’ speaking skill

H0 : There is no significant effect of using video dubbing as teaching media

towards students’ speaking skill

2. Ha : There are any significant differences of students who are taught by

video dubbing and students who are not taught by Video dubbing

14
Andrinne L. Herrell. Fifty Strategies for Teaching English Language Learners, (new
jersey : pearson education, 2000) p. 146
15
, Ray Hilborn&Mangel,. The ecological detective: confronting models with data.
(Princeton University Press. 1997) p. 24
 33

H0 : There is no significant difference of students who are taught by video

dubbing and students who are not taught video dubbing

3. Ha : Students’ s speaking skill taught by video dubbing is better than

students who are not taught by video dubbing

H0 : Students’ s speaking skill taught by video dubbing is better than

students who are not taught by video dubbing