




































1 

 

 ELT FORUM 2 (1) (2013) 

  

English Language Teaching Forum 
 

http://journal.unnes.ac.id/sju/index.php/elt 

 

 

USING DIGITAL DISCUSSION THROUGH COMMENTING BLOG TO 

IMPROVE STUDENTS’ ABILITY IN WRITING ANALYTICAL 

EXPOSITION TEXT  

 

Widya Arum Wicaksani  

 

Department of English, Faculty Language and Arts, Semarang State University, Indonesia 

 

Info Artikel 

________________ 
SejarahArtikel: 

DiterimaJanuari 2013 

DisetujuiFebruari 2013 

DipublikasikanJuni 2013 

________________ 
Keywords: 

Video, Nursery Rhymes, 

Speaking, Young Learners, 

Experimental 

____________________ 

Abstract 
___________________________________________________________________

 
The aim of the study is to find out whether using video-typed nursery rhymes can enhance 

speaking ability of young learners of grade four of Elementary School. The subject of the study 

were 19 students of class four Al-Khawaritzmi of SD Islam Bilingual An-Nissa Semarang. The 

research applied was experimental research and the research design was one group pretest-posttest. 

In the research, the students were taught using video-typed nursery rhymes. The result of this 

research was found by comparing the result of pretest and posttest. The researcher used t-test to find 

out the significance enhancement. Based on the result of the study, there were some enhancement 

in students’ speaking ability after they were given the treatment using video-typed nursery rhymes. 

After getting the treatment, the students were able to absorb the lesson better by being taught using 

video-typed nursery rhymes than using the usual way of teaching. The colorful video and the 

cheerful melody of the nursery rhymes gave some fun and happy atmosphere inside the classroom. 

The students understood easily for they enjoyed the lesson. The conclusion taken from the study is 

that the video-typed nursery rhymes can enhance the students’ speaking ability and suitable for 

teaching speaking. 

 

 

 

 

 

© 2013UniversitasNegeri Semarang 

 
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KampusSekaran, Gunungpati, Semarang, 50229 

 E-mail: arumsani666@yahoo.com 

 

 

 

 

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Widya Arum Wicaksani / Journal of English Language Teaching 2 (1) (2013) 

2 

 

INTRODUCTION 

 

Speaking and listening has become a 

profile component of English within the national 

curriculum; it becomes as important as reading 

and writing (Wray, 1994: 7). Therefore, in few 

years, there has been an increasing interest in the 

spoken language of young learners. They started 

to learn how to communicate properly in 

English. The speaking ability becomes very 

important because it is useful for international 

communication. In the speaking activities, the 

ability to express feeling and opinion in an oral 

form is really needed. 

In Indonesia, English has been taught 

since elementary school. In elementary school, 

the students should master four abilities of 

English. They are listening, speaking, reading 

and writing. Among those abilities, the most 

essential one is speaking. It is because the 

students use the language mostly in spoken. 

Bailey (2003:42) stated that speaking ability is 

more difficult than the other abilities. The 

speaking ability is different to the reading and 

writing abilities because speaking happens in 

real time. People prefer to speak right away 

everything they need to tell than write it down in 

a paper and read it to the others. Besides, when 

people speak, they definitely cannot revise 

everything that they have spoken, as they can if 

they are writing. Since people use spoken more 

intensely than written, they mostly convey their 

message to the others orally. That is why they 

should pay more attention to their speaking 

ability. 

Teaching speaking for young learners is 

an uneasy task for the teachers. They need any 

appropriate and interesting media to deliver the 

materials so that the students do not get bored 

easily and understand the material well. There 

are some kinds of media which can be used in 

teaching. According to Gerlach and Elly 

(1980:297) the media to teach are classified in 

the six general categories, they are: 

1. Picture 

Picture consists of photographs or any 

objects or events, which may be larger or smaller 

that the object or event represents it. 

2. Audio recording 

Recording is made on magnetic tape, disc, 

motion picture, and soundtrack. There are 

reproductions of actual event or soundtrack. 

3. Motion picture 

A motion picture is a moving image in 

color or black and white produced from live 

action or from graphic representation. 

4. Television 

This category includes all types of Audio 

Video Electronic distribution system, which 

eventually appear on TV monitor. 

5. Real things, simulation, and model. 

This category includes people, events, 

objects, and demonstration real things as 

constructed with their media, are not substituted 

for the actual objects or events. 

Teaching speaking using media can help 

the teachers in delivering their lesson. Colorful 

pictures can be a good option for, as we know, 

elementary school students are interested in 

colorful picture, but the colorful moving picture 

will be more interested for the students and will 

catch their attention. 

One of the media which has moving 

picture is video. Video is about the display of 

photographic-style images, generally of real-

world scenes and objects (Symes, 2001: 17). 

Even though video is generally about real-world 

scenes and object, there are also many videos of 

animation scenes and object, video-typed 

nursery rhymes. Nursery rhymes itself are short 

tales, poems or songs made up of trivial or 

nonsensical musical verse. The origins of 

nursery rhymes can be traced to children‟s 

lullabies intended to help a child fall asleep 

(Opie & Opie taken from Dunst, 2011: 1). 

Nursery rhymes are trivial, poetical, and 

musical. Some of them do not make sense. 

However, many of them have simple but 

meaningful lyrics, not to mention, a good moral 

value for children. Contrary to songs, nursery 

rhymes have simple and easy lyrics. They can 

enjoy singing without having troubles in 

memorizing the lyric. The melody and easy lyric 

can build up children‟s enthusiasm. 

Since young learners like to sing and are 

interested in colorful pictures, video-typed 



 

Widya Arum Wicaksani / Journal of English Language Teaching 2 (1) (2013) 

3 

 

nursery rhymes can be applied in teaching 

speaking. It goes without saying that young 

learners get bored easily if the teacher teaches 

young learners only by “teaching” and reading 

the material, their concentration will not be 

lasting long. By using video of nursery rhymes, 

the teachers will not only “teaching” the 

students, but also “playing” with them. They 

watch the video together, sing the nursery 

rhymes together, and do the activities (including 

performance) together. As long as the students 

do fun activities in learning English, they will 

pay attention to the activities. They will not feel 

burdened in learning the material. 

 

THE STUDY 

 

This study was one group pretest-posttest. 

It was done in SD Islam Bilingual An-Nissa 

Semarang from May, 3rd until May, 11th 2012 in 

five meetings. The subject of this study was 

fourth grade students of SD Islam Bilingual An-

Nissa in the academic year 2011/2012. The aim 

of this study was to determine whether video-

typed nursery rhymes can enhance students‟ 

speaking ability. There were two video-typed 

nursery rhymes which were used in this study, 

they are “Where Is Thumbkin” and “Good 

Morning”. In this study, the students watched 

the video together. Then, they memorized the 

lyric of the nursery rhymes. By memorizing and 

practice the video over and over again, they will 

be more fluent in speaking the words in the 

nursery rhymes. After memorizing, they sing the 

nursery rhymes on the video together. Some of 

the students are asked to sing in front of the class 

one by one. Then, the students should make 

groups of pair and each pair make a simple 

conversation about greetings. 

 

METHOD 

 

This study was a kind of experimental 

study which concerned with the use of video-

typed nursery rhymes to enhance students‟ 

speaking ability of young learners of grade four. 

This study tried to solve the problems faced by 

the students in speaking, especially in „greetings‟ 

section. This experimental study used video-

typed nursery rhymes in mastering „greetings‟ 

section. 

First, the students were observed to find 

out the problems in „greetings‟ section they 

faced. Then the students were given the pretest 

to measure their mastery in speaking „greetings‟. 

The pretest used „Question and Answer‟ test 

design (Brown, 2004: 159)They were asked five 

questions related to „greetings‟. Then, the 

students were given the treatment. The 

treatment was done in three meetings. The 

video-typed nursery rhymes was applied in the 

treatment. After that, on the fifth meeting, the 

student were done the posttest. The posttest used 

„Discussions and Conversations‟ test design 

(Brown, 2004: 175). The students were asked to 

pairing. Each pair was asked to make a simple 

conversation and they should perform the 

conversation in front of the class. 

The students‟ achievements before and 

after getting the treatment were analyzed based 

on Harris (1969: 84). There were five aspects 

which were analyzed, they are pronunciation, 

grammar, vocabulary, fluency, and 

comprehension. Every aspect had 5 maximum 

score, and the total of all the aspects were 25. 

Even though Harris‟ rubric assessment was used, 

some modifications were made in it, especially 

in scoring number 5 and 4 in each aspect. The 

modifications were made because Harris‟s rubric 

assessment is unsuitable for Indonesian young 

learners. The rubric is most likely made for 

assessing advanced students. In some of the 

assessments made by Harris, it seems there are 

some possibilities that the students can speak as 

good as native speakers. In the scoring number 5 

in pronunciation aspect, for example, it is stated 

that the students have few traces of foreign 

language. In addition, in vocabulary and fluency 

aspects, the students are able to use the 

vocabulary and speech as fluent as native 

speakers. In the scoring number 4 in 

pronunciation aspect, for example, it is stated 

that the students‟ pronunciation is always 

intelligible, and in comprehension aspect, the 

students understand nearly everything at normal 

speed.  But in reality, young learners cannot 



 

Widya Arum Wicaksani / Journal of English Language Teaching 2 (1) (2013) 

4 

 

pronounce every English word intelligibly all the 

time. There are still many words which are 

difficult to pronounce by them. Moreover, they 

would find some difficulties in understanding 

English at normal speed; the speed that the 

native speaker uses. 

Through the explanation above, the rubric 

is difficult to achieve by Indonesian young 

learners, especially for the 8-10 year children. 

There are many Indonesian young learners who 

are able to learn how to speak English in a 

proper way, but it is nearly impossible for them 

to speak as good as native speakers. They cannot 

speak using native accent and speak as fast as 

native speakers. Therefore, the rubric was 

modified so that it would fit to assess young 

learners‟ speech. 

Here is the rubric assessment of speaking 

which has been modivied. 

 

Table 1. Rubric Assessment Based On David P. Harris 

Components Assessments Score 

P
ro

n
u

n
ci

a
ti

o
n

 

The pronunciation is clear and quite understandable for 

elementary students 
5 

There are some pronunciation problems, but still quite 

understandable 
4 

Pronunciation problem necessitate listening and occasionally lead 

a misunderstanding 
3 

Very hard to understand because of pronunciation problem. Must 

frequently be asked to repeat 
2 

Pronunciation problem so severe as to make speech virtually un-

intelligible 
1 

G
ra

m
m

a
r 

Errors in grammar are quite rare 5 

There are few grammatical errors but still intelligible 4 

Makes frequent errors grammar and word order occasionally 

obscure meaning 
3 

Grammar and word order errors make comprehension difficult. 

Must often rephrase sentences or restrict him to basic patterns 
2 

Errors in grammar and word order so severe as to make speech 

virtually unintelligible 
1 

V
o

ca
b

u
la

ry
 

Almost all vocabularies used are in a proper use 5 

Frequently use inappropriate terms or must replace ideas but still 

intelligible 
4 

Frequently uses the wrong word, conversation somewhat limited 

because of inadequate vocabulary 
3 

Misuse up words and very limited vocabulary make 

comprehension quite difficult 
2 

Vocabulary limitation so extreme as to make conversation 

virtually impossible 
1 

F
lu

e
n

cy
 

Able to use the language fluently, rare skip, and the speed of 

speech are at the normal rate 
5 

Speed of speech seem to be slightly affected by language problem 4 

Speed and fluency are rather strongly affected by language 

problem 
3 

Usually hesitant often forced into silent by language limitation 2 

Speech is so halting and fragmentary as to make conversation 1 



 

Widya Arum Wicaksani / Journal of English Language Teaching 2 (1) (2013) 

5 

 

virtually impossible 

C
o

m
p

re
h

e
n

si
o

n
 

Understand most of what is said at average speed 5 

Understand what is said at average speed, but occasional 

repetition may be necessary 
4 

Understand what is said is at slower than average speed repetition 3 

Has great difficulty following what is said. Can comprehend only, 

“social conversation” spoken slowly and with frequent repetition. 
2 

Cannot be said to understand even simple conversational English 1 

 

 

Then, the percentage analysis was used to 

find the percentage of students‟ mastery. Here is 

the formula of the percentage analysis: 

  
 

 
      

(Arikunto, 2009: 236) 

In which: 

P : percentage of student‟s mastery 

n : number of scores obtained by the 

student 

N : total score 

To find out the significance of students‟ 

enhancement in speaking, the t-test was used. 

Here is the formula of  the t-test: 

  
  

√
∑   

      

 

(Arikunto, 2010: 349) 

In which: 

Md : mean of the difference 

between pretest and posttest (posttest – pretest) 

Xd : deviation of each subject (d – 

Md) 

∑     : Total number of quadrate 

deviation 

N : number of students 

This study succeeded if there is 

significance enhancement. Students‟ 

enhancement in speaking is significant if t-value 

is bigger than t-table (t-count < t-table). The t-

table is determined by looking at t distribution 

table based on the d.b. (N – 1) and α = 5%. 

 

FINDINGS AND DISSCUSSIONS 

 

Before doing the research, the the 

activities that would be done were arranged. The 

topic which was going to be used in the research 

was determined. The research instruments, 

including the questions for the pretest and 

posttest, lesson plan, and research assessment, 

were also arranged. Based on the arrangement, it 

was decided that there were five meetings in this 

research; the first meeting was pretest, the 

second, third, and fourth meetings were 

treatments, and the fifth meeting was posttest. 

The total time allotment was 10x35 minutes.  

 

The first meeting, the pretest, was 

conducted on May, 3rd 2012. There were 19 

students who followed the pretest. The students 

were asked to come to the teacher‟s desk one by 

one. There they were asked five questions 

related to the topic. The score was made  based 

on the students‟ answers. 

The result of the pretest can be seen in the 

table below: 

  



 

Widya Arum Wicaksani / Journal of English Language Teaching 2 (1) (2013) 

6 

 

Table 2. Pretest Score 

NO CODE SCORE 

1 R-01 36 

2 R-02 32 

3 R-03 20 

4 R-04 72 

5 R-05 20 

6 R-06 28 

7 R-07 40 

8 R-08 52 

9 R-09 72 

10 R-10 36 

11 R-11 32 

12 R-12 56 

13 R-13 60 

14 R-14 60 

15 R-15 36 

16 R-16 36 

17 R-17 20 

18 R-18 28 

19 R-19 44 

 

Based on the table, there were 5 students 

who got 20-30, 7 students who got 31-40, 1 

student who got 41-50, 4 students who got 51-

60, and 2 students who got 71-80. The lowest 

score was 20 and the highest score was 72. There 

were only 2 students (10.5%) who could achieve 

score more than 60. The result showed that the 

students‟ speaking ability still low. 

The second meeting was the first day of 

the treatment. It was conducted on May, 4th 

2012. In this meeting, the video-typed nursery 

rhyme entitled “Where Is Thumbkin” was 

showed. Then the students were given a sheet of 

lyric. The students were asked to memorize the 

lyric in 10 minutes. After the students finished 

memorizing, the video was showed again. This 

time, the students were asked to sing together. 

Then they were told that there were some 

expressions of greetings in the lyric of “Where Is 

Thumbkin” and they were asked to mention the 

expressions if they found them. 

The third meeting  was the second day of 

the treatment. It was conducted on May, 7th 

2012. In this meeting, the expressions of 

greetings were shown through a powerpoint 

presentation. The students were asked to take a 

note and memorize the expressions. After they 

finished taking a note and memorizing the 

expressions, The powerpoint presentation was 

closed and the students were also asked to close 

their book. The students should mention the 

expressions and they answered one by one. 

Then, they were shown one more video-typed 

nursery rhyme entitled “Good Morning Song”. 

“Good Morning Song” has more greetings‟ 

vocabularies but also more difficulties than 

“Where Is Thumbkin”. The students were given 

a sheet of lyric. The students were asked to 

memorize the lyric in 15 minutes. After the 

students finished memorizing, the video was 

shown again. 

The fourth meeting was the third day of 

the treatment. It was conducted on May, 10th 

2012. In this meeting, some students were asked 

to come forward and sing “Good Morning 

Song” together; the other students pay attention. 

There were some expressions of greetings in the 

lyric of “Good Morning Song”, they were asked 

to mention the expressions. After that, another 

powerpoint presentation about conversations of 



 

Widya Arum Wicaksani / Journal of English Language Teaching 2 (1) (2013) 

7 

 

greetings was shown. There were some 

examples of conversation in the powerpoint 

presentation. Then, the student ahould make 

groups of pair. After given the example how to 

do the conversation, the students tried to 

practice with their pairs. After that, each pair 

should make a simple conversation of greeting, 

but they were not allowed to use words “good 

morning”, “how are you”, and “I am fine, thank 

you”. 

The fourth meeting, the posttest, was 

conducted on May, 11th 2012. In this meeting, 

the students came forward with their pair and do 

the conversation in front of the class. The score 

was made based on the students‟ conversation. 

The result of the posttest can be seen in 

the table below: 

 

Table 3. Posttest Score 

NO CODE SCORE 

1 R-01 68 

2 R-02 52 

3 R-03 44 

4 R-04 72 

5 R-05 44 

6 R-06 64 

7 R-07 68 

8 R-08 56 

9 R-09 84 

10 R-10 68 

11 R-11 48 

12 R-12 76 

13 R-13 72 

14 R-14 72 

15 R-15 60 

16 R-16 52 

17 R-17 36 

18 R-18 44 

19 R-19 52 

 

Based on the table, there were 1 student 

who got 31-40, 4 students who got 41-50, 5 

students who got 51-60, 4 students who got 61-

70, 4 students who got 71-80, and 1 student who 

got 81-90. The lowest score was 36 and the 

highest score was 84. There were 9 students 

(47.4%) who could achieve score more than 60. 

The result showed that there were some 

enhancements in students‟ speaking ability. 

The comparison between the students‟ 

pretest and posttest score can be seen in the 

diagram below: 



 

Widya Arum Wicaksani / Journal of English Language Teaching 2 (1) (2013) 

8 

 

 

Image 1. Comparison between the Students‟ Pretest and Posttest Score 

 

The diagram showed how much the 

students enhanced their speaking ability after 

they were taught using video-typed nursery 

rhymes. 

Because there were five aspects which 

were assessed, the enhancements of those 

aspects were also being analyzed. The 

enhancement of speaking aspects can be seen in 

the comparison between the pretest and posttest 

aspects‟ result below. 

  

0

10

20

30

40

50

60

70

80

90

R
-0

1

R
-0

2

R
-0

3

R
-0

4

R
-0

5

R
-0

6

R
-0

7

R
-0

8

R
-0

9

R
-1

0

R
-1

1

R
-1

2

R
-1

3

R
-1

4

R
-1

5

R
-1

6

R
-1

7

R
-1

8

R
-1

9

Pretest

Posttest



 

Widya Arum Wicaksani / Journal of English Language Teaching 2 (1) (2013) 

9 

 

Table 4. Pretest Aspects‟ Result 

NO CODE 
ASPECT (%) 

P G F C V 

1 R-01 40 40 20 40 40 

2 R-02 20 40 20 40 40 

3 R-03 20 20 20 20 20 

4 R-04 60 80 60 80 80 

5 R-05 20 20 20 20 20 

6 R-06 20 20 20 40 40 

7 R-07 40 40 20 40 60 

8 R-08 40 40 60 60 60 

9 R-09 80 60 60 80 80 

10 R-10 20 40 20 40 60 

11 R-11 20 40 20 40 40 

12 R-12 60 60 40 60 60 

13 R-13 40 80 40 80 60 

14 R-14 60 40 60 80 60 

15 R-15 20 40 40 40 40 

16 R-16 40 20 20 40 60 

17 R-17 20 20 20 20 20 

18 R-18 20 40 20 20 40 

19 R-19 40 40 40 40 60 

MEAN 35.79 41.05 32.63 
46.3

2 

49.4

7 

 

 

Table 5. Posttest Aspects‟ Result 

NO CODE 
ASPECT (%) 

P G F C V 

1 R-01 60 60 60 80 80 

2 R-02 40 40 40 60 80 

3 R-03 40 40 40 40 60 

4 R-04 80 60 80 60 80 

5 R-05 40 40 40 40 60 

6 R-06 80 60 60 40 80 

7 R-07 60 60 60 80 80 

8 R-08 60 60 40 60 60 

9 R-09 80 80 80 80 100 

10 R-10 60 60 60 80 80 

11 R-11 60 40 40 40 60 

12 R-12 80 80 80 80 60 

13 R-13 80 60 100 40 80 

14 R-14 60 80 60 80 80 

15 R-15 60 60 40 60 80 

16 R-16 60 40 40 40 80 

17 R-17 40 40 40 20 40 



 

Widya Arum Wicaksani / Journal of English Language Teaching 2 (1) (2013) 

10 

 

18 R-18 40 40 40 40 60 

19 R-19 40 60 40 60 60 

MEAN 58.95 55.79 54.74 56.84 71.58 

 

Based on the mean of the pretest and 

posttest aspects‟ result, the mean of the posttest 

aspects‟ result was higher that the pretest. The 

pronunciation aspect enhanced 23.16%, the 

grammar aspect enhanced 14.74%, the fluency 

aspect enhanced 22.11%, the comprehension 

aspect enhanced 10.52%, and the vocabulary 

aspect enhanced 22.11%. 

The comparison between the mean of the 

pretest and posttest can be seen clearly in the 

diagram below. 

 

 

 

Image 4.2 Comparison between the Mean of the Pretest and Posttest 

 

 

The diagram showed that there were any 

enhancements in every aspect. It is proven that 

using video-typed nursery rhymes can enhance 

students‟ speaking aspects. 

After analyzing the pretest and the 

posttest, the significance of students‟ 

enhancement in speaking was analyzed using 

the t-test. The purpose of the t-test was to find 

out whether the enhancement of students‟ 

speaking ability was significant. 

The formula of t-test is as follows: 

  
  

√
∑   

      

 

In which: 

Md  : 18.53 

∑x2d  : 1670.74 

N (N – 1) : 342 

The result of the t-test (t-value) was 8.38. 

Based on the t distribution table, the t-table of 19 

students is 1.73. The condition to state that the 

research is significant is by comparing the t-

value and the t-table. The t-value must be higher 

than t-table. From the definition above, it was 

concluded that the enhancement of the study 

was significant; the t-value (8.38) was higher 

than the t-table (1.73). 

Mastering the speaking ability is not an 

easy task for the teachers and students. The 

teachers should use proper media in teaching 

speaking so that the students understand easily. 

This research used video-typed nursery rhymes 

as the media to teach speaking. The purpose of 

using this media was to find out whether the 

media could enhance students‟ speaking ability. 

0

10

20

30

40

50

60

70

80

Pretest

Posttest



 

Widya Arum Wicaksani / Journal of English Language Teaching 2 (1) (2013) 

11 

 

When the fourth grader students of An-Nissa 

Islamic Bilingual School were taught by using 

this media, they found it was enjoyable. They 

felt a new atmosphere in learning speaking. 

They did not only sit and take notes, but they 

could express themselves by singing the nursery 

rhymes freely. The colorful appearance of the 

video also made the students interested in 

learning the lesson. The happy and cheerful 

atmosphere stimulated the students to increase 

their curiosity to participate in the activities. 

Moreover, there were also group work 

and performance. The function of group work 

was to habituate the students to work together in 

solving the problem. They could discuss and 

decide how to make a good conversation 

together. Beside the group work, the students 

also performed by singing together in front of the 

class. The performance could increase their 

confidence before doing the real performance in 

the posttest activity. 

The use of video-typed nursery rhymes 

were also enhance the five aspects which are 

assessed. The students‟ pronunciation aspect 

enhanced because they imitated the speaker 

when they were singing the nursery rhymes. 

They could remember how to pronounce the 

words because they had sung the nursery rhymes 

many times.  

The grammar aspect enhanced because 

there were utterances that they have learnt in the 

video. The utterances found in the nursery 

rhymes became examples for the students to 

make utterances on their own. 

The fluency aspect was assessed through 

the way the students speak. They were called 

fluent if they could speak in English without any 

meaningful skip. The fluency aspect enhanced 

because the students have listened to the nursery 

rhymes many times and they already knew how 

to speak fluently. 

The comprehension aspect enhanced after 

the students understand the meaning of the 

nursery rhymes. Through the video-typed 

nursery rhymes, they understand how to greet 

people, how to answer the greeting, and how to 

make the conversation of greetings. 

The vocabulary aspect enhanced because 

the students memorized the nursery rhymes‟ 

lyrics. By memorizing the lyrics, they have 

memorized the vocabulary as well. The students 

could create the conversation because they have 

known the vocabularies of greetings. 

The enhancement of each aspect is a 

proven that using video-typed nursery rhymes as 

the media in teaching speaking can enhance the 

students‟ speaking ability. 

 

CONCLUSION 

 

Based on the discussions before, there are 

some conclusions of this study, they are as 

follow: 

First, video-typed nursery rhymes were 

implemented well in the treatment. The students 

were able to absorb the lesson better by being 

taught using video-typed nursery rhymes than 

using the usual way of teaching. Video-typed 

nursery rhymes helped the students to speak up; 

even the shy students could speak. The colorful 

video and the cheerful melody of the nursery 

rhymes gave some fun and happy atmosphere 

inside the classroom. The students understood 

easily for they enjoyed the lesson; they did not 

feel they are forced to learn. 

Second, video-typed nursery rhymes was 

successfully enhance the students‟ speaking 

ability, especially in „greetings‟ section. The 

enhancement was significant since the t-value 

(8.38) was higher than the t-table (1.73). The 

pronunciation aspect enhanced 23.16%, the 

grammar aspect enhanced 14.74%, the fluency 

aspect enhanced 22.11%, the comprehension 

aspect enhanced 10.52%, and the vocabulary 

aspect enhanced 22.11%. It can be concluded 

that vide-typed nursery rhymes can be a proper 

media in teaching speaking. 

 

REFERENCES 

 

Bailey, Kathleen M. 2003. Practical English 

Language Teaching. New York: Mc Graw Hill. 

Brown, H. D. 2004. Language Assessment 

(Principles and Classroom Practices). New York: Pearson 

Education, Inc. 



 

Widya Arum Wicaksani / Journal of English Language Teaching 2 (1) (2013) 

12 

 

Dunst, Carl J. 2011. Development of Nursery 

Rhymes Knowledge in Preschool Children. 

CELLpapers. 6/1: 1-7. 

Gerlach, V.S and Elly D.P. 1980. Teaching 

Media, a Systematic Approach. New Jersey: Prentice 

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