THE EFFECT OF VIDEO YOUTUBE TOWARDS STUDENTS SPEAKING

SKILL OF THE TENTH GRADE AT SMAN 2 BANGKINANG KOTA

A THESIS

Intended to Fulfill One of Requirements for the Awards of Sarjana Degree in English
Language Teaching and Education Faculty

ALFI HASANAH
156310633

ENGLISH STUDY PROGRAM

FACULTY OF TEACHER TRAINING OF EDUCATION
UNIVERSITAS ISLAM RIAU
PEKANBARU
2020
 ACKNOWLEDGEMENT

Praise belong to Allah SWT the almighty, the Lord of universe, by His

guidance and blessing. Finally, the researcher can finish and complete this

academic requirement. Then the researcher delivers peace be upon to Prophet

Muhammad SAW (Allahummashaliallasayyidina Muhammad wa’alaalisayyidina

Muhammad).

In completing this paper, the researcher got a lot of valuable helps and sopports

from many people. Therefore, in this occasion, the researcher would like to

express her deepest and sincere gratitudes to:

1. Dr. Sri Amnah, S.Pd., M.Si, as the Dean of Education and Teacher Training

Faculty and all staffs of Universitas Islam Riau,

2. Dra. Hj. Tity Hastuti, M.Pd, as the Vice Dean of Education and Teacher

Training Faculty and all staffs of Universitas Islam Riau,

3. Muhammad Ilyas, S.Pd., M.Pd, as the head of English Study Program for her

guidance and help given to the researcher to complete this thesis,

4. Dra. Hj. Syofianis Ismail., M.Ed as the researcher’s head advisor. Gratefully

thank you for your suggestion, support, advice, guidance and kindness in

completing this thesis,

5. The English Study Program lectures who gave knowledge and information

through learning process in the class,

6. The researcher would like to give thanks all to her family speacially father and

mother who always gives support in the process of this thesis,

7. Give thanks to sister (Novi Yunita, S.Sos) and brother (Syahrul) which always

gives support too also in the form of material (money) hehehe,

8. The last one, the researcher would like to give thanks all my friends: Rahmad

Yuldra Afandi, Nurbaiti, Sherli, Tika and all my friends. I can not mention who

always given me support my thesis.

Finally the researcher really relizes that there are many to weeknesses on

this paper. Therefore, constructive critiques and suggestion are needed in order to

improve this thesis.

My Allah SWT Almight, the Lord of universe blesses you all. Aamiin.

Pekanbaru, 9th July 2020

The Resercher

Alfi Hasanah
 ABSTRACT

Alfi Hasanah, 2019: “The Effect of Video Youtube Towards Students

Speaking Skill of The Tenth Grade at SMAN 2 Bangkinang Kota.”

Keywords: Video Youtube, Speaking

The purpose of this research is to find out the effect students speaking at
SMAN 2 Bangkinang Kota. This research involved 40 students at SMAN 2
Bangkinang Kota. The independent variable of this research was video youtube
and the dependent variable was students speaking.
In this research, there was one instrument use, that was speaking test. The
data were analyzed using SPSS 24 version. The researcher discovered that the
effect video youtube on the coherent of students speaking at SMAN 2 Bangkinang
Kota was significant.
The result of the t-test also showed that the effect of Video Youtube pattern in
teaching speaking was significant on students speaking because the t-table was
higher than t-calculate, (2.021>-3.757). The mean score of the students also
showed that there was significant after applying video youtube. It was proved by
the students mean score. The post test mean score of the experimental class (84)
was higher than the post test mean score of the control class (80). Furthermore,
there was a significant difference in the achievement between experimental class
than the control class. So that, the researcher summarized than video youtube
made the students speaking more coherent and well organized. Moreover, there
were some difficulties in teaching speaking at SMAN 2 Bangkinang Kota can be
overcome by used Video Youtube in the teaching and learning process.
 TABLE OF CONTENT

DECLARATION .................................................................................. i

ACKNOWLEDGEMENT ................................................................... ii

ABSTRACT .......................................................................................... iv

TABLE OF CONTENTS ..................................................................... v

LIST OF TABLES ............................................................................... viii

LIST OF FIGURES ............................................................................. ix

LIST OF APENDICES ........................................................................ x

CHAPTER I : INTRODUCTION ...................................................... 1

1.1 Background of the Problem .................................... 1

1.2 Setting of the Problem............................................. 4

1.3 Limitation of the Problem ....................................... 6

1.4 Formultion of the Problem ...................................... 6

1.5 Objective of the Problem......................................... 6

1.6 Significance of the Research ................................... 7

1.7 Definition of the Key Terms ................................... 8

CHAPTER II : REVIEW OF RELATED LITERATURE............... 10

2.1 Relevance Theories ............................................... 10

2.1.1 The Defenition of Speaking .......................... 10

2.1.1 The Components of Speaking ....................... 11

2.1.3 The Types of Speaking ................................ 14
2.1.4 Teaching Speaking ............................................ 15
2.1.5 Principle of Teaching Speaking ........................... 16
 2.1.6 Speaking Processing ........................................... 17

2.2 Media............................................................................. 18

2.2.1 Defenition of Teaching Media .............................. 18

2.2.2 The Benefit of Using Instructional Media............ .... 19

2.3 YoutubeVideo................................................................ .... 21

2.3.1 Teaching Speaking Using Youtube Video ........... 23

2.3.2 The Advantages of Youtube Video ....................... 29

2.4 Past Studies ..................................................................... 32

2.5 Conceptual Framework................................................... 33

2.6 Hypothesis .................................................................. 35

CHAPTER III : RESEARCH METHODOLOGY ............................... 36

3.1 Research Design ...................................................... 36

3.2 Time and Place ........................................................ 37

3.3 The Population and Sample of the Research ........... 38

3.4 Instrument of the Research ....................................... 39

3.4.1 Variable X ......................................................... 40

3.4.2 Variable Y ..................................................... 40

3.5 Data Collecting Technique ....................................... 41

3.6 Data Analysis Technique .......................................... 44

CHAPTER IV : RESEARCH FINDING............................................... 47

4.1 Data Presentation .................................................... 47

4.2 The Increasing Student’s Means Score of Pre-Test

And Post-Test In Control and Experiment Class..... 50

4.3 Descriptive Statistic ................................................. 53

 4.4 Data Interpretation .................................................... 55

4.5 Hypothesis Testing ................................................... 55

CHAPTER V : CONCLUSION, SUGGESTION, IMPLICATION ... 56

5.1 Conclusion ............................................................... 56

5.2 Suggestion ................................................................ 56

5.3 Implication ............................................................... 57

REFERENCES.......................................................................................... 57

Apendix 1 Lesson Plan .............................................................................. 60

Apendix 2 Lesson Plan ............................................................................... 67

Apendix 3 Lesson Plan ............................................................................... 73

Apendix 4 Lesson Plan ............................................................................... 87

Apendix 5 Pre-Test ..................................................................................... 98

Apendix 6 Post-Test.................................................................................... 99

Apendix 7 The Total of Students in Pre-Test in Experimental Class

According to the Two Raters .................................................... 101

Apendix 8 The Total of Students in Pre-Test in Control Class

According to the Two Raters .................................................... 102

Apendix 9 The Total of Students in Post-Test in Experimental Class

According to the Two Raters .................................................... 103

Apendix 10 The Total of Students in Post-Test in Control Class

According to the Two Raters .................................................... 104

Apendix 11 Students Score at Pre-Test from the First Rater

Of Experiment Class ............................................................... 105

Apendix 12 Students Score at Pre-Test from the Second Rater

 Of Experiment Class ............................................................... 106

Apendix 13 Students Score at Pre-Test from the First Rater

Of Control Class...................................................................... 107

Apendix 14 Students Score at Pre-Test from the Second Rater

Of Control Class...................................................................... 108

Apendix 15 Students Score at Post-Test from the First Rater

Of Experiment Class ............................................................... 109

Apendix 16 Students Score at Post-Test from the Second Rater

Of Experiment Class ............................................................... 110

Apendix 17 Students Score at Post-Test from the First Rater

Of Control Class...................................................................... 111

Apendix 18 Students Score at Post-Test from the Second Rater

Of Control Class...................................................................... 112

Apendix 19 Spoken Text Pre-Test .............................................................. 113

Apendix 20 Spoken Text Post-Test ............................................................ 116

Apendix 21 Documentations....................................................................... 119

 LIST OF TABLE

Table 3.1 Research Design .............................................................................. 36

Table 3.2 The Sub Design of the Research ..................................................... 36
Table 3.3 The Time of the Research ............................................................... 37
Table 3.4 Number of Population ..................................................................... 38
Table 3.5 Sample of the Research ................................................................... 39
Table 3.6 Indicators of Variable ...................................................................... 40
Table 3.7 The Blue Print of Materials Experimental Group ........................... 42
Table 3.8 Scoring Rubric of Speaking Skill .................................................... 44
Table 4.1 Descriptive Statistic Pre-Test and Post-Test (E-C).......................... 53
Table 4.2 Independent Sample T-Test ............................................................. 54
 LIST OF FIGURES

Figure 1 Conceptual Framework ..................................................................... 34

Figure 4.1 Data Presentation of Pre-Test in (E) .............................................. 48
Figure 4.2 Data Presentation of Pre-Test in (C)............................................... 48
Figure 4.3 Data Presentation of Post-Test in (E) ............................................ 49
Figure 4.4 Data Presentation of Post-Test in (C) ............................................ 50
Figure 4.5 The Increasing Students Mean Score of Pre-Test
and Post-Test in Experiment and Control Class ............................. 51
Figure 4.6 The Component of Speaking Achieved by the Students ............... 52
 ACKNOWLEDGEMENT

Praise belong to Allah SWT the almighty, the Lord of universe, by His

guidance and blessing. Finally, the researcher can finish and complete this

academic requirement. Then the researcher delivers peace be upon to Prophet

Muhammad SAW (Allahummashaliallasayyidina Muhammad wa’alaalisayyidina

Muhammad).

In completing this paper, the researcher got a lot of valuable helps and sopports

from many people. Therefore, in this occasion, the researcher would like to

express her deepest and sincere gratitudes to:

1. Dr. Sri Amnah, S.Pd., M.Si, as the Dean of Education and Teacher Training

Faculty and all staffs of Universitas Islam Riau,

2. Dra. Hj. Tity Hastuti, M.Pd, as the Vice Dean of Education and Teacher

Training Faculty and all staffs of Universitas Islam Riau,

3. Muhammad Ilyas, S.Pd., M.Pd, as the head of English Study Program for her

guidance and help given to the researcher to complete this thesis,

4. Dra. Hj. Syofianis Ismail., M.Ed as the researcher’s head advisor. Gratefully

thank you for your suggestion, support, advice, guidance and kindness in

completing this thesis,

5. The English Study Program lectures who gave knowledge and information

through learning process in the class,

6. The researcher would like to give thanks all to her family speacially father and

mother who always gives support in the process of this thesis,

7. Give thanks to sister (Novi Yunita, S.Sos) and brother (Syahrul) which always

gives support too also in the form of material (money) hehehe,

8. The last one, the researcher would like to give thanks all my friends: Rahmad

Yuldra Afandi, Nurbaiti, Sherli, Tika and all my friends. I can not mention who

always given me support my thesis.

Finally the researcher really relizes that there are many to weeknesses on

this paper. Therefore, constructive critiques and suggestion are needed in order to

improve this thesis.

My Allah SWT Almight, the Lord of universe blesses you all. Aamiin.

Pekanbaru, 9th July 2020

The Resercher

Alfi Hasanah
 ABSTRACT

Alfi Hasanah, 2019: “The Effect of Video Youtube Towards Students

Speaking Skill of The Tenth Grade at SMAN 2 Bangkinang Kota.”

Keywords: Video Youtube, Speaking

The purpose of this research is to find out the effect students speaking at
SMAN 2 Bangkinang Kota. This research involved 40 students at SMAN 2
Bangkinang Kota. The independent variable of this research was video youtube
and the dependent variable was students speaking.
In this research, there was one instrument use, that was speaking test. The
data were analyzed using SPSS 24 version. The researcher discovered that the
effect video youtube on the coherent of students speaking at SMAN 2 Bangkinang
Kota was significant.
The result of the t-test also showed that the effect of Video Youtube pattern in
teaching speaking was significant on students speaking because the t-table was
higher than t-calculate, (2.021>-3.757). The mean score of the students also
showed that there was significant after applying video youtube. It was proved by
the students mean score. The post test mean score of the experimental class (84)
was higher than the post test mean score of the control class (80). Furthermore,
there was a significant difference in the achievement between experimental class
than the control class. So that, the researcher summarized than video youtube
made the students speaking more coherent and well organized. Moreover, there
were some difficulties in teaching speaking at SMAN 2 Bangkinang Kota can be
overcome by used Video Youtube in the teaching and learning process.
 TABLE OF CONTENT

DECLARATION .................................................................................. i

ACKNOWLEDGEMENT ................................................................... ii

ABSTRACT .......................................................................................... iv

TABLE OF CONTENTS ..................................................................... v

LIST OF TABLES ............................................................................... viii

LIST OF FIGURES ............................................................................. ix

LIST OF APENDICES ........................................................................ x

CHAPTER I : INTRODUCTION ...................................................... 1

1.1 Background of the Problem .................................... 1

1.2 Setting of the Problem............................................. 4

1.3 Limitation of the Problem ....................................... 6

1.4 Formultion of the Problem ...................................... 6

1.5 Objective of the Problem......................................... 6

1.6 Significance of the Research ................................... 7

1.7 Definition of the Key Terms ................................... 8

CHAPTER II : REVIEW OF RELATED LITERATURE............... 10

2.1 Relevance Theories ............................................... 10

2.1.1 The Defenition of Speaking .......................... 10

2.1.1 The Components of Speaking ....................... 11

2.1.3 The Types of Speaking ................................ 14
2.1.4 Teaching Speaking ............................................ 15
2.1.5 Principle of Teaching Speaking ........................... 16
 2.1.6 Speaking Processing ........................................... 17

2.2 Media............................................................................. 18

2.2.1 Defenition of Teaching Media .............................. 18

2.2.2 The Benefit of Using Instructional Media............ .... 19

2.3 YoutubeVideo................................................................ .... 21

2.3.1 Teaching Speaking Using Youtube Video ........... 23

2.3.2 The Advantages of Youtube Video ....................... 29

2.4 Past Studies ..................................................................... 32

2.5 Conceptual Framework................................................... 33

2.6 Hypothesis .................................................................. 35

CHAPTER III : RESEARCH METHODOLOGY ............................... 36

3.1 Research Design ...................................................... 36

3.2 Time and Place ........................................................ 37

3.3 The Population and Sample of the Research ........... 38

3.4 Instrument of the Research ....................................... 39

3.4.1 Variable X ......................................................... 40

3.4.2 Variable Y ..................................................... 40

3.5 Data Collecting Technique ....................................... 41

3.6 Data Analysis Technique .......................................... 44

CHAPTER IV : RESEARCH FINDING............................................... 47

4.1 Data Presentation .................................................... 47

4.2 The Increasing Student’s Means Score of Pre-Test

And Post-Test In Control and Experiment Class..... 50

4.3 Descriptive Statistic ................................................. 53

 4.4 Data Interpretation .................................................... 55

4.5 Hypothesis Testing ................................................... 55

CHAPTER V : CONCLUSION, SUGGESTION, IMPLICATION ... 56

5.1 Conclusion ............................................................... 56

5.2 Suggestion ................................................................ 56

5.3 Implication ............................................................... 57

REFERENCES.......................................................................................... 57

Apendix 1 Lesson Plan .............................................................................. 60

Apendix 2 Lesson Plan ............................................................................... 67

Apendix 3 Lesson Plan ............................................................................... 73

Apendix 4 Lesson Plan ............................................................................... 87

Apendix 5 Pre-Test ..................................................................................... 98

Apendix 6 Post-Test.................................................................................... 99

Apendix 7 The Total of Students in Pre-Test in Experimental Class

According to the Two Raters .................................................... 101

Apendix 8 The Total of Students in Pre-Test in Control Class

According to the Two Raters .................................................... 102

Apendix 9 The Total of Students in Post-Test in Experimental Class

According to the Two Raters .................................................... 103

Apendix 10 The Total of Students in Post-Test in Control Class

According to the Two Raters .................................................... 104

Apendix 11 Students Score at Pre-Test from the First Rater

Of Experiment Class ............................................................... 105

Apendix 12 Students Score at Pre-Test from the Second Rater

 Of Experiment Class ............................................................... 106

Apendix 13 Students Score at Pre-Test from the First Rater

Of Control Class...................................................................... 107

Apendix 14 Students Score at Pre-Test from the Second Rater

Of Control Class...................................................................... 108

Apendix 15 Students Score at Post-Test from the First Rater

Of Experiment Class ............................................................... 109

Apendix 16 Students Score at Post-Test from the Second Rater

Of Experiment Class ............................................................... 110

Apendix 17 Students Score at Post-Test from the First Rater

Of Control Class...................................................................... 111

Apendix 18 Students Score at Post-Test from the Second Rater

Of Control Class...................................................................... 112

Apendix 19 Spoken Text Pre-Test .............................................................. 113

Apendix 20 Spoken Text Post-Test ............................................................ 116

Apendix 21 Documentations....................................................................... 119

 LIST OF TABLE

Table 3.1 Research Design .............................................................................. 36

Table 3.2 The Sub Design of the Research ..................................................... 36
Table 3.3 The Time of the Research ............................................................... 37
Table 3.4 Number of Population ..................................................................... 38
Table 3.5 Sample of the Research ................................................................... 39
Table 3.6 Indicators of Variable ...................................................................... 40
Table 3.7 The Blue Print of Materials Experimental Group ........................... 42
Table 3.8 Scoring Rubric of Speaking Skill .................................................... 44
Table 4.1 Descriptive Statistic Pre-Test and Post-Test (E-C).......................... 53
Table 4.2 Independent Sample T-Test ............................................................. 54
 LIST OF FIGURES

Figure 1 Conceptual Framework ..................................................................... 34

Figure 4.1 Data Presentation of Pre-Test in (E) .............................................. 48
Figure 4.2 Data Presentation of Pre-Test in (C)............................................... 48
Figure 4.3 Data Presentation of Post-Test in (E) ............................................ 49
Figure 4.4 Data Presentation of Post-Test in (C) ............................................ 50
Figure 4.5 The Increasing Students Mean Score of Pre-Test
and Post-Test in Experiment and Control Class ............................. 51
Figure 4.6 The Component of Speaking Achieved by the Students ............... 52
 CHAPTER I

INTRODUCTION

1.1 Background of the Problem

Language is one of the important in communication. They can express their ideas,

express their thought, opinions and whatever exists in their minds. The language of

an area will be different with other area. Every country had its own national

languages as the unity language of all areas. Besides national language, there are

many languages in this world either as the first, second or foreign language. English

is used as an international language. English is a foreign language in our country and

it had an important role in the field of education.By using language everyone can

communicate with others people.

There are four skills in English learning, they are listening, speaking, reading and

writing. Those skills are important to be mastered without ignoring each other. Most

people, mastering speaking skill is the most important aspect of learning foreign

language, and success of mastering one language is measured of the ability to carry

out the conversation. So, Speaking is one of the important aspects in learning

language, because speaking is the important tool for communication. Without

speaking skill we can’t understand the meaning of each other.

In learning speaking skill, the students often find some problems. Based on my

own experience of teach English, the problem frequently found is that their native

language causes them difficult to use the foreign language. They are afraid if they are

1
making a mistake in one of conversation and lack of confident within themselves.

Other reason is because lack of motivation to practice the second language in daily

conversation. Moreover, the students’ speaking score is enough. Beside the reason

above, usually the students feel bored with the media in teaching learning, students

need a media that can attract their attention and provide comfort in learning speaking.

Speaking is one of the skills that is important in learning English. It is almost

needed in every teaching and learning process, to answer questions, to ask questions,

to conduct a discussion, to do a presentation etc. By speaking people can convey

information and ideas with others. To have a good speaking that have to be mastered

by English students, such as pronunciation, grammar, vocabulary, fluency,

comprehension. They will affect the quality of the students’ speaking skill. In

speaking skill, vocabulary is one of important components. When the students have

communication, they should pay attention on the words to make a tone in speaking.

Thus, the students should improve their vocabulary mastery to help them in running

communication effectively. In many cases, the students do not know what to say

because of limited vocabulary.

Having good speaking skill should also be supported by having good

pronunciation. If the students can not pronunce the words correctly, it will influence

the quality of communication. In this cases, the students should improve their English

pronunciation to have good speaking skill. In speaking skill, the students should pay

attention on grammar. Grammar is one of the speaking components that makes the

students use the correct sentence when they have communication with others. Thus,

2
wrong use in grammar influence the students’ communication process. In addition,

the students sholuld understand about what they say. It can make the listener

understand about what the speaker says. To have good speaking skill, the student

should speak fluently. Fluency can make students speak English well. Fluency refers

to express oral language freely without interruption. In learning process. The fluency

will influency the students skill in communication. This skill is not easy to be

mastered except they ptractice a lot to develop their fluency in English.

Media is one of the components of teaching by using media that relate to the

subject that is given by the teacher. Generally, there are three kinds of media, there

are visual media, audio media and audio visual media. In a row development of

technology information then development of media in educated more advance. For

the first means of visual tools that can be seen, the second tools are tools that can be

heard auditory, the third is tools that can be seen and be heard and the last is

dramatization (play a role or puppets game). Classification as described in the

foregoing description describes the characteristics or traits specific characteristics of

each medium differ from one another in accordance with the purpose and intent

classification.

YouTube video is one of audio visual media because we can watch the pictures

and hear the sounds. Many ways more modern and more effective to improve the

speaking English skill, one way in accordance with the technological development is

learning speaking English through YouTube. Learning English by using YouTube

will get a lot of benefits such as for learning will be much more fun, learn the proper

3
pronunciation of a word in a foreign language, by using YouTube video can be able

to make the material more quickly understandable and be able to get a YouTube

video with ease of learning the internet. So, learning speaking English by using

YouTube is an innovative learning system to be developed although this is not a

formal system but gives a nice effect in improving the English language.

The students were very difficult to speak English. The students cannot speak well

and fear of making mistake in pronunciation, selection of appropriate vocabulary and

use correct grammar. Most of the students feel uncomfortable, not confident or bored

learn because it uses simple media students are less interested and less challenged.

Based on the explanation above, the researcher was interested in doing a research

about speaking by using video youtube. The title of this research was “THE

EFFECT OF USING VIDEO YOUTUBE TOWARDS STUDENTS SPEAKING

SKILL OF THE TENTH GRADE AT SMAN 2 BANGKINANG KOTA.

1.2 Setting of the Problem

Refering to the background of the problem which is explained above, the

problems can be identified as follows :

The indicators are:

1) The comprehension of the student is less. For example : students cannot

distinguish between synonym and antonym sentences.

4
2) The first fear has to do with our ability to structure words in English, including

our understanding of grammar. Students are afraid to use English, afraid of

wrong sentence structures, afraid of losing words and afraid of not knowing what

to say.

3) The students did not fluent in their speaking, for example: the students made

incomplete dialogue. Fluency is the flow and efficiency used to express ideas,

especially when speaking. Some grammatical errors may appear here and there in

explanations, but must be delivered in an easy to understand way. In the

academic environment, this is one of the skills to focus on oral or debate

presentations. Most students are not fluent in English. To improve students'

fluency in English, practice speaking every day.

4) The vocabulary of the students was very limited that can influence their skill in

speaking, for example : the students did not know the word that the material

explained. The main problem in teaching vocabulary is how to identify

vocabulary to be taught at each level of learning that is in accordance with the

needs and level of ability of students. The general principle in choosing

vocabulary is to consider the factor frequency (frequency of use of the

vocabulary). Examples of high frequency only, books can mean books or can

also order. Therefore a teacher should also train to determine the meaning based

on the context. So students are less able to absorb learning through the material

presented if the vocabulary taught is not in accordance with the level of learning.

5
5) Students also made many mistakes in their pronunciations, for example: they

make mistakes in vowel. In the English sound system there are many ways of

pronunciation for each individual caused by various factors, such as the area of

origin, initial influences, and social environment. this causes the pronunciation of

the students to be difficult. Students difficult in pronunciation that depends on

the tongue and lips.

1.3 Limitation of the Problem

With regard to the identification of the problem, it is impossible for the

researcher to solve all problems influencing the quality of students’speaking teaching

and learning process. The researcher focused on the students mistake in

pronunciating by using video youtube.

1.4 Formulation of the Problem

Is there any significant effect of using video youtube towards students’ speaking

skill of the tenth grade at SMAN 2 Bangkinang Kota ?

1.5 Objectives of the Research

The reseacher carried out the research for an objective stated below:

To find out whether there is or no any significant effect of using video youtube

towards students’ speaking skill of the tenth grade at SMAN 2 Bangkinang Kota.

6
1.6 Significance of the Research

This result of the study expected can give contributions for teachers, students,

school, reader, and for researcher.

1. Teacher

The result of this research will give information for about her teaching showin

the class. So that problems the teacher and students face in the teaching learning

process can be minimized.

2. Students

For students, it can also be used to improve and develop their abilities in

speaking. Because it will give them a lot of new experiences in order that they

were more enjoy in speaking, especially use video.

3. Readers

This research could give knowledge and the result of the study is expected to

bea reference for next readers.

4. Researcher

The researcher got some knowledge and experiences in teaching learning,

especially in teaching speaking.It hopes that the result of the investigation was

useful input for the writer to improve the knowledge.

7
1.7 Defenition of the Key Terms

There are some clarification of the terms about the title:

1. Effect

Effect means change caused by something. (manser, 1995 : 134). However

in this research, the term of effect refers to the effect of Video media toward

students’ speaking skill of tenth grade at SMAN 2 Bangkinang Kota.

2. Video

According to Hornby (1995: 1327), Video is a device which, when linked to a

television, can record and show programmes, etc on videotape or videodisc. In

addition to these explanations, in general video media had uses in improving the

learning, namely: 1). Students are very enthusiastic and enthusiastic in

participating in learning. 2). Facilitate students in understanding learning

materials so as to enhance their knowledge. 3). They will dare to appear to retell

the stories that exist in the media, even though the language is very simple but

they have been able to memorize and remember the contents of the story.

3. Youtube

Prakoso ( 2009) states that YouTube is a web sharing videos that people can

share video to other people around the world.

4. Speaking Skill

Tarigan (1990:3-4) defines that speaking is a language skill that is

developed in child life, which is produced by listening skill, and at that period

speaking skill is learned. In this study speaking skill is taught by the teacher and

8
usually the teacher uses discussion or dialogue techniques as a first step in

teaching. In this speaking skill, one must really have mastered the pronunciation

well. Pronunciation is a rule in the pronunciation of words in English or the way

someone pronunces a word (Online Dictionary, 2016). And if the person is

already proficient in pronunciation, then when speaks English will be very clear

and sound professional in every word spoken.

Speaking skills are usually mastered after mastering Listening (listening)

skills (Heaton, 1988). Because in general, after someone listens it will create a

"language product" that is speaking (Setiawati, 2016).

The other most important thing to master the speaking skill is to master a lot of

vocabulary (Vocabulary). To master a lot of vocabulary requires practice as

much as possible and this is the main key to speaking skills. Practice, practice

and practice. Practice makes perfect, says an expression. Besides the skill to

master grammar (grammar) is also very important so that we are fluent in

English.

9
 CHAPTER II

LITERATURE REVIEW

2.1 Relevance Theories

2.1.1 The Definition of Speaking

Speaking activity when people use their voice to deliver their opinion,

suggestion, information even critic, but speaking is not just making sound. Birds,

animals, babies make sound and though it may be communication of sorts, it is not

speaking. Without speaking, people can not interact with the others, and they must

remain in almost total isolation from any kind of society. According to Indramawan

(2013) speaking is one of subject that the students learn. It is challenge for students to

communicate orally. Thus, the strayegy, method, or technique can affct the students

speaking skill. It is important component in daily life, because speaking can make the

people can intaeract to others.

In addition, according to Jansen (2015) speaking is an activity to interaction in

socialize. It is a communicative skill that the people use to share information, ideas or

opinion. Through speaking, the speakers can express what that they want to say.

Then, the listener can understand about the speakers say. Meanwhile, Mendes,et all

(2014) states speaking is an oral communication skill. All of the people in daily life

need to communicate. To communicate in another language which is not mother

tongue is challenge. Thus, it is difficult skill especially for students that learning

English.

10
 Furthermore, Miller (2003) says that speaking is a discipline skill. It usually

the people do everyday to think and say about something. Without speaking the

people can not through the life.

Based on Syafei (2013) says that speaking is an important skill. It is one of

four skills that should be mastered by students. All of skills will need each others.

Such as, the writting skill need the reading comprehension. Speaking skill need the

listening ability, so thaht why all of skills can not be separated.

From the explanation above, it can be described that speaking is very

important for English. It can be used for daily activity to communicate to others.

Further, it is process of people to think the idea then share the idea. It can make the

people socialized in sociaty because the people can deliver information to others. So,

speaking is part of communication and very important in daily life.

2.1.2 The Components of Speaking

The components of speaking skill according to Vanderkevent (1990) there are

three components in speaking:

a. The Speakers

Speakers are a people who produce the sound. They are useful as the tool to

expressopinion or feelings to the hearer. So if there are no speakers, the opinion or

the feelings or the feeling won’t be stated.

11
b. The Listeners

Listeners are people who receive or get the speaker’s opinion or feeling. If there

are no listeners, speakers will express their opinion by writing.

c. The Utterances

The utterances are words or sentences, which are produced by the speakers to state

the opinion. If there is no utterance, both of the speakers and the listeners will use

sign.

According to Harris (1974) there are five components of speaking skill concerned

with comprehension, grammar, vocabulary, pronunciation, fluency.

a) Comprehension

For oral communication, it certainly requires a subject to respond, to speech as

well as to initiate it.

b) Grammar

It is needed for students to arrange a correct sentence in conversation. The utility

of grammar is also to learn the correct way to gain expertise in a language in oral

and written form.

c) Vocabulary

Vocabulary means the appropriate diction which is used in communication.

Without havinga sufficient vocabulary, one cannot communicative effectively or

express their ideas both oral and written form. Having limited vocabulary is also a

barrier that precludes learnersfrom learning a language. Without grammar very

little can be conveyed, withoutvocabulary nothing can be conveyed. So, based on

12
 this explanation, the researcher concluded that without mastering vocabulary

sufficiently is English learners will not be able to speak English or write English

properly.

d) Pronunciation

Pronunciation is the way for students‟ to produce clearer language when they

speak. It deals with the phonological process that refers to the component of a

grammar made up of the elements and principles that determine how sounds vary

and pattern in a language.There are two features of pronunciation; phonemes and

supra segmental features. From the statement above, the researcher concluded that

pronunciation is the knowledge of studyingabout how the words in a particular

language are produced clearly when people speak. In speaking, pronunciation

plays a vital role in order to make the process of communicationeasy to

understand.

e) Fluency

Fluency is the ability to read, speak, or write easily, smoothly and expressively. In

otherwords, the speaker can read, understand and respond in a language clearly

and concisely while relating meaning and context. Fluency can be defined as the

ability to speak fluently and accurately. Fluency in speaking is the aim of many

language learners. Signs of fluencyinclude a reasonably fast speed of speaking and

only a small number of pauses and “ums”or “ers”. These signs indicate that the

speaker does not have spent a lot of time searching for the language items needed

to express the message.

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 From the ideas above, the researcher concluded that another important component

is fluency. Fluency means the capability of someone speaks fluently and accurately

with little using pauses like „ums‟ and „ers‟, and so on.

2.1.3 The Types of Speaking

Types of Speaking Performances Brown (2004: 271) describes six categories

of speaking skill area. Those six categories are as follows:

a. Imitative

This category includes the ability to practice an intonation and focusing on some

particular elements of language form. That is justimitating a word, phrase or

sentence. The important thing here is focusing on pronunciation. The teacher uses

drilling in the teaching learning process. The reason is by using drilling, students

get opportunity to listen and to orally repeat some words.

b. Intensive

This is the students’ speaking performance that is practicing some phonological

and grammatical aspects of language. It usually places students doing the task in

pairs (group work), for example, reading aloud that includes reading paragraph,

reading dialogue with partner in turn, reading information from chart, etc.

c. Responsive

Responsive performance includes interaction and test comprehension but at the

some what limited level of very short conversation, standard and small talk,

simple request and comments. This is a kind of short replies to teacher or student-

14
 initiated questions or comments, giving instructions and directions. Those replies

are usually sufficient and meaningful.

d. Transactional (dialogue)

It is carried out for the purpose ofconveying or exchanging specific information.

For example here is conversation which is done in pair work.

e. Interpersonal (dialogue)

It is carried out more for the purpose of maintaining social relationships than for

the transmission of facts and information. The forms of interpersonal speaking

performance are interview, role play, discussions, conversations and games.

f. Extensive (monologue)

Teacher gives students extended monologues in the form of oral reports,

summaries, and story telling and short speeches.

Based on idea above, there are six types of speaking. There are; imitative,

intensive, responsive, transactional, interpersonal, extensive. The types of speaking in

this research is extensive, because in this research the resercher asked the students to

story telling after the researcher showed the video.

2.1.4 Teaching Speaking

Speaking is important skill in learningEnglish as foreign language. Speaking is

process of delivering information or idea from the speaker to the listener. Scott and

Ytreberg (2010: 33) states that speaking help the students to express emotions,

explore the language, and communicate with their friends and teacher. By speaking,

15
the students was active in learning process because the students interact with their

friends or teacher directly. Speaking is crucial part in teaching and learning English

as foreign language. So, the teacher require to help the students to say the new

language accurately in teaching speaking. Teaching speaking is needed to help the

students in achieving communicative skill. Teaching speaking is process of transfer

knowledge about the aspects of speaking in increasing the students’ abilityto

communicate in learning process.The purpose ofteaching speaking is to improve

students’ communicative ability. Isnawati (2014: 37) states that the objective of

teaching speaking is the development of the ability to interact successfully in that

language. The students can express themselves, understand the aspects that related to

speaking and learn how to speak with appropriate way in communication in order to

the interlocutor can understands what the students said.It means that the teacher is

said success in teaching speaking if the students able to develop the language in

interaction with their friends and teacher.

2.1.5 Principle of Teaching Speaking

According to Anuradha et all (2014), following are the principles of teaching

speaking skills:

a. Encourage students to speak right from the first day. If not, as early as possible

and not to wait till she teaches them a stock of words, phrases or sentences.

b. Tolerate the students if some of them simply repeat what they say.

c. If a student gives one word answer to any question, bear it for the time being.

16
d. Let the learners speak actively with whatever English knowledge they have.

e. Propose structures/phrases/words and let the learners use it in different situation

and drill as much as possible.

f. Encourage back-chaining or tail-forwarding technique to make long sentences by

combining more than ten sentences.

g. Organize role play and pair-work as much as possible and supervise the learners to

correct the active ones and activate the passive ones.

h. Be well prepared in advance in terms of lesson planning, activities and tasks.

i. Let the learners commit errors and mistakes at the primary stage. Interruption and

correction hinder fluency and discourage the learner.

2.1.6 Speaking Processing

Harmer (2001: 271) says that there are some processes of speaking. They are

language processing, interacting with other, and information processing.

First, language processing: speakers need to be able to process language in their

own head and put it into coherent order so that it comes out in forms that are not only

comprehensible, but also convey the meaning that are intended. Language processing

involves the retrieval of words and phrases from memory and their assembly into

syntactically and propositionally appropriate sequences.

Second, interacting with other: most speaking involves interaction with one or

more participants. This means that effective speaking also involves a good deal of

17
listening, an understanding of how the other participants are feeling, and a knowledge

of how linguistically to take turns or allow others to do so.

The last is information processing: quite apart from our response to others’

feeling, we also need to be able to process the information they tell us the moment we

get it.

These mean that speaking is a process from our mind to produce language until

meaningful and can be used to make interaction or communicating with other people.

After that, the participant will give information and we can use the process of the

information.

2.2 Media

2.2.1. Definition of Teaching Media

Media is the plural of medium. Medium can be defined as an intermediary or an

introduction to the communication from the sender to the receiver (Heinchi et.al.

2002). Media is one of the communication component that is as a messenger of the

communicator to the communicant (Criticos, 1996). By definition it can be said that

the learning process is a process of communication. The word comes from the Latin

media which is the plural of medium restrictions on the media is very broad sense,

but we restrict the educational media have used the media as a means of learning

activities and material in teaching learning. According to Heinchi et.al (1982) suggest

the media term as an intermediary that transmits information between the source and

receiver. So, 16 television, film, radio, photograph, and the like is a medium of

18
communication. When the media was carrying a message or a message aimed

instructional information or the intent of teaching the media is called a media of

learning. Hamidjojo (1993) states impose limits as all forms of media intermediaries

used by humans to communicate or spread ideas or opinion it is up to the intended

recipient. Based on the description of some restrictions on the media following the

above mentioned general of the characteristics contained in the media: 1. Media

education had a physical sense that today is known as the hardware that is something

that the object can be seen and heard or touched by the sense. 2. Media education had

a non-physical sense, known as a software that is the content of the message

contained in the hardware which is the content to be conveyed to the students. 3.

Educational media can be used in bulk (Ex. TV, radio), large groups and small group

(Ex. Film, slide, video, OHP) or individual (Ex. Module, computer, radio

tape/cassette, video recorder), etc.

2.2.2 The Benefit of Using Instructional Media

Student’s knowledge acquisition as described by cone experience by Edgar Dale

that knowledge will be more abstract only if the message convey through the verbal

word. This allows the occurrence of verbal, which means students only know about

and understand the words without understanding the meaning contained in it. This

sort of thing will lead to misperceptions students therefore, students should have

more concrete experience that the message really can achieve the goals and

objectives.

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 Media generally have utility purpose:

a. Clarify the message that is not too verbalistic.

b. Overcome the limitations of space, time energy and power sense.

c. Excite learning more direct interaction between students with learning

resources.

d. Enable children to learn independently according to their talent and

capabilities of its visual auditory and kinesthetic.

e. Give the same stimuli, likening the experience and perceptions of the same

cause.

As function described above also have the value of learning media and the

following benefits:

a. Make the concept of the concept of abstract concept, the concept of perceived

concept is abstract and difficult to explain directly to the students can rent or

simplified through the use of instructional media.

b. Objects presenting that are too dangerous or difficult to come into the learning

environment for example the teacher explained by using an image or a television

program about animals wild like tigers, bears, lion or other animals such as

elephant and giraffes

c. Display the object that are too large or small. For example the teacher will convey

an idea of a ship, airplane, market and also temples.

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d. Shows the movement is too fast or slow by using the technique of slow motion in

the medium of film to show on trajectories, boom arrows or 18 show an explosion.

As well as movements were too slow as growth sprouts and blooms the flower.

2.3 YouTube Video

YouTube is a form of entertainment that enacts a story by sound and a sequence

of images giving the illusion of continuous movement. YouTube is one of media in

teaching language. It is very useful because it can make students more interested in

studying. Sometimes, the students feel bored of the situation in English class so, the

students need an entertainment and YouTube is one of the suitable media in modern

era.

YouTube is the biggest and popular site of online video in the world especially

internet. Currently YouTube users spread across the world of all ages, from children

to the level of adults. The users can upload videos, search, watch videos, and discuss

about videos and a lso share video clips for free. Every day there are millions of

people who access it. So YouTube is potential to be used as a medium of learning

English. Objectives utilizing YouTube as a medium of learning English is to create

the conditions and the learning environment interesting, fun, and interactive.

Instructional videos on YouTube can be used as an interactive learning in the

classroom and for students themselves through online presentation or offline. Usage

of YouTube as a medium of learning English can be used at any time without being

limited if space and time with the computer or media presentation requirements

21
connected with the internet. Therefore, students are expected to maximize YouTube

as learning as much as possible.

YouTube was founded by Chad Hurley, Steve Chen, and Jawed Karim. The

publishing of the Youtube site began in February 2005, and the Betanya version was

launched in May 2005. Youtube was officially released in December 2005 (Prakoso,

2009: 4). Using YouTube can be done by the people without registering. That means

that using YouTube is very easy. People can search and watch the video directly

without registering.

Prakoso (2009) says that YouTube is available for everyone in community.

The profession accounts that available in YouTube are:

a. Comedians: for comedians around the world,

b. Directors: for videographer, actor, director, or people who want to be a director

c. Teacher: for teacher or people who want to share their knowledge,

d. Musicians: for musician, singer, the owner of recording company, or people who

has job in music world,

e. Non-profit: for organization and non-profit activities,

f. Politicians: for politician campaigning,

g. Reporters: for reporter and journalist.

Therefore, YouTube is available for everyone who search and watch videos in

many differences profession.

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2.3.1 Teaching Speaking Using YouTube Videos

Internet can be used in teaching learning process as a media. It can be like that

because internet is easily to be used. Nowadays, the students not only use internet in

internet shop but also from their school directly or even in their home. Sanaky states

that the use of internet can do in teaching learning process in school because learner

can find internet shop or in their home easily (2009: 102).

According to Sanaky the use internet can do in teaching learning process more

effective (2000: 186). The teacher not only uses the book as the material but also he

or she can improve or make the material from internet. The use of internet will make

different with the teaching learning process as usual. Therefore the students will not

feel bored with teaching learning process.

Internet has characteristics for teaching learning process that are:

1. as media interpersonal and mass that can make communication oneto-one or one-

to-many,

2. having interactive character,

3. able to make a communication (Sanaky, 2000: 187).

For ELT (English Language Teaching), internet can use for everything such as

updating language skills, finding materials teaching, working on class project, and

activities (Teeler and Gray, 2000: 5). In other word, internet is very useful in teaching

learning process especially in teaching or learning foreign language. The teacher and

the learner can know about how to use the language in daily life. The teacher also can

find the material from the internet easily. For the students, internet is useful in their

23
school project. As the teaching learning process, teacher was able to find many

activities in the class.

Internet has several advantages as a source of teaching materials: (1) Scope:

Internet has unlimited information, but the people can make scope to make limitation

that suitable with the material; (2) Topically: Internet always has new publication

being added everyday; (3) Personalization: Internet helps the students to find the

topic that difficult to discuss in the class (Teeler and Gray, 2000: 35-36).

In teaching speaking, internet can use for the topic that will discuss in the class.

Teeler and gray state that web (internet) can provide a real impact for discussing topic

(2000: 74). The material that they search in the internet can make them discuss or

present with the friends.

One of the webs that can be used for the material in teaching learning process

especially in teaching speaking is YouTube. Juju says that YouTube is a popular site

that the user can find video about trailer film, accident, music concert, tutorial, etc.

(2009: 1). YouTube not only use the user of internet to share their video but also the

user can find video that they want. In learning language, it serves many films about

how to learn foreign language especially learning English language.

According to Prakoso, YouTube serves the user to find the type of video that

their search (2009). Kindarto also states that the user of internet can find video from

anywhere with different categories by using YouTube (2008). It means that the user

of internet can find every video that they search. The user even can find an animation

or film from YouTube site.

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 The video that can find in YouTube has several categories such as comedy

category, entertainment category, film and animation category, music category, news

and politics category, people and blog category, pets and animal category,science and

technology category, sport Category, travel and events category (Prakoso, 2009: 46-

49).

YouTube also has some education videos. The learners can learn not only in the

class but also from a film. Kindarto says that the education not only teaching learning

in the class but also can find from film. YouTube also serves about the film (2008:

84). Prakoso states that YouTube has about education and technology (2009: 49).

Meanwhile, Downes says that YouTube has very widely of videos about education

(2008: 2).

In Education category, the user will find some of video clip that contains of

educations. The user can find from making some juice until learning language

(Kindarto, 2008: 82). In other word, YouTube serve many films of education. The

learners will not find the video difficulty.

The use of videos has some aims as mentioned by Stempleski and Tomalin

(1990:3-4) that videos can be used to improve:

a. Motivation.

The students feel interest quicken when language shown in a lively way through

video. The use video in class gives the students experiencing in the real life.

b. Communication.

The use videos make the students more ready to communicate in the target language.

25
c. Non-verbal aspects of communication.

Video allows to see this in action and to freeze any moment to study the non-verbal

communication in detail.

d. Cross-cultural comparison.

Videos make the students know the differences in cultural behavior.

Besides of that, they also (1990:6-7) say some purposes the use of videos in

teaching learning process for: Active viewing that videos make the students active

when they watch video material, and introduce them the content of each sequence.

Vocabulary, they use for vocabulary development vocabulary review. Grammar, they

can be used for grammar presentation: activities for presenting particular grammatical

structures and grammar review: activities reinforcing grammatical structures. For

pronunciation, videos show in focusing on sounds, stress, and intonation. As for

listening/speaking skill, teacher can make YouTube videos as viewing

comprehension: focusing on the visual element, listening: focusing on what the

videos said, oral composition: activities on telling story orally, speaking: focusing on

structured presentation related to the subject discussion. It also can be used to

improve reading/writing skill such as reading: comprehension based on reading

material, note-taking, written composition: using on creative writing and/or

summarizing, and the last is testing.

Stempleski and Tomalin (1990: 4) say that the use of videos can be used in

every level of students. The videos can be used for supplementary material for

language reinforcement and practicing skill that suitable material.

26
 Therefore, in teaching speaking, YouTube can be used as viewing

comprehension. Students can learn by watching some video related the material. They

can watch the real life using video inside the class. After that, the students can telling

story based on the video. It also can be used for discussion related the video. Another

activity that can be used is the students can practice based on the video that they have

watched.

When using video in classroom, there are some techniques that can be used by

the teacher for its implementation. The following are some practical techniques for

video implementation in classroom as suggested by Cakir (2006) :

a. Active viewing. It is necessary for students to take an active part on the video since

this technique needs them to focuses their attention on the main idea of the video.

Before playing the video, the teacher should write some key questions on the

board related to the video, so the students get an overview about the content of the

video. The students may take a note during watching the video and after that they

should answer the questions orally. For detail comprehension, the students can be

given a cue sheet or viewing guide then let them watch and listen for specific

information needed.

b. Freeze Framing and Prediction. It means stopping the video at certain point so it

shows certain picture on the screen by pressing pause button. Then the students are

asked to predict about what action the character at the frozen picture on the screen

will probably do, how is his/her feeling, and what will probably happen, or any

other questions related to the picture. Freeze framing fires the imagination of the

27
 students by leading them predicting and deducing further information about the

characters.

c. Silent viewing. It means that the video is playing with the sound off and is only

using the moving picture. One way of doing this technique is the students are

asked to observe the behavior of the character and to use their deduction. Then

pause the video at certain point to stop the moving picture on the screen and get

students to guess what is happening and what the characters might be saying or ask

students what has happened up to that point. After that, the video segment is

replayed with the sound on, so that the students can compare their deduction with

what actually happens in the video.

d. Sound on and vision off activity. This technique is used by removing the visual

element of the video so that the students only can hear the dialogue but are unable

to see the action. Then the students can be asked to guess the setting, action,

characters, etc. from the soundtrack.

e. Repetition and role-play. When there are some difficult language points in the

video unit, a repetition can be a necessary way for communicative production

exercises. Through this technique, the teacher replays difficult point of the video

and asks the students to do repetition individually or in chorus. After the students

have clear understanding about that difficult point they can be asked to act out the

scene as much of the original version as they can remember before asking them to

improvise the scene to fit their views of the situation and the characters they are

playing.

28
f. Jigsaw viewing. To implement this technique, the teacher can instruct half of the

students to go out of the classroom for few minutes and the rest are watching the

video with sound off. Then the students switch places and the second group watch

the video with the pictures off. Finally, they come back to share their ideas about

what the video is about.

2.3.2 The Advantages of YouTube Video

YouTube video has several advantages for teaching and learning purposes.

According to Jalaluddin (2016) those advantages are as follow :

1. YouTube videos are very useful media which can be accessed outside and inside of

the classroom. It is because YouTube video is an online-based video which can be

accessed everywhere within area of internet connection. So, it offers a flexibility of

learning and enables the teacher to assign the students to explore more related videos

outside the classroom.

2. YouTube videos provide exposure to authentic English and offers authentic

examples of everyday English spoken by the people. It enables the students to have

access toward English which are spoken by the native speakers. Moreover, using

authentic material will make the students become more confident in facing real life

situation.

3. Using YouTube videos promote a learning style that is more autonomous and

students center. The students will actively engage in their learning and the role of the

teacher just as facilitator. Moreover, the easiness of accessing various videos in

29
YouTube gives the students opportunity to discover knowledge by themselves

without being spoon-fed by their teacher. In addition, video which combines both

pictures and audio make the students become easier to understand an abstract

concept.

4. Using YouTube video in the classroom greatly attracts students’ attentions, so it

makes classroom very interactive for language learning. It is since they find video is

interesting and challenging to watch as it shows them how people behave while using

the target language they are learning.

5. Using YouTube video allows the students to comment on any video especially

when they play it online. So, it even contributes to the other language skills

development of the students. So, looking at those advantages above, it is obvious that

by using YouTube video the students will have better exposure toward speaking

aspects like pronunciation, structure, vocabulary, and intonation which then resulting

at improvement on the other aspects of speaking namely comprehension and fluency.

The reason the researcher chose Youtube in helping the learning process included (1)

as a means of searching for information in the form of videos, and (2) as a means of

sharing information in the form of learning media in video format. The review was

presented as follows:

1. Information Search Facilities

Youtube as a means of information search is a step that helps educators and

students to access information in the form of learning videos. Some categories that

can be classified as learning videos that contain educational values are:

30
a) Motion picture video, video displayed in the form of static images arranged in such

a way as to become a combination of images, transitions, explanations and also audio

as background sound. Such videos are often uploaded to the Youtube site. In addition

to the production process that does not use a heavy application program also because

the concept is simple in accordance with learning needs in general. For example, on

the Yotube website you can see a collection of videos that contain introduction video

reviews almost complete details with audio and combined with photographs or

images that are complemented by transitions.

b) Video tutorials, this type of video usually teaches more about ways to make a

work. If in learning English, this kind of video usually provides information about

ways of making learning media based on certain applications containing English

learning materials. For example, a video tutorial for making flash presentation media.

2. Information Sharing Facilities.

Youtube is also a service that also serves as a means of sharing or various videos

with any video category. So that in addition to users can access various categories of

videos, users can also share videos of their work to the general public. That way the

work that has been created by the user will get appreciation from other users through

star polls available on the Youtube site.For learning history yourself, various works in

the form of videopun can also be educators or students to share by becoming a

member of Youtube first. The video works that you want to share can be in the form

of any English language learning videos, for example video results from group task

projects in schools that discuss a form of events, video reviews of problems faced by

31
students in English learning, video tutorials on how to make certain learning media,

other videos that can be used for learning English, or also videos that provide studies

on knowledge of learning English for the general public.

2.4 Past Studies

Recently, there are several studies have been conducted on the use of YouTube

videos especially for improving students’ speaking skill.

Yunita (2015) conducted a pre-experimental research about the effectiveness of

using video YouTube toward students’ speaking ability at the second grade of MTs

PSM Mirigambar Tulungagung. The result shows that the mean score of students’

speaking is 58.4375 before treatment was given and it becomes 67.8125 after the

students were given treatment in which it means that there is a significant difference

of students’ speaking ability by using video YouTube.

Muna (2011) also conducted an action research at the eleventh grade of SMK

Negeri 3 Surakarta (vocational high school). The result also shows that YouTube

Video can improve students’ speaking skill in aspects of fluency, vocabulary,

grammar, pronunciation, and students’ idea related to the content of the topic.

Besides, using YouTube video also causes an improvement of the class situation

become more conducive. More than that, a research that was done in higher education

also shows similar result.

32
2.5 Conceptual Framework

The study focuses on experimental research to prove whether there is a

significant effect of using video through youtube towards students' speaking skill in

introducing yourself and someone of the tenth grade at SMAN 2 Bangkinang Kota or

will be better using the traditional method. Speaking skill for the students is difficult,

the students also made many mistakes in their pronunciations, students find

difficulties how to made a good pronunciations in speaking skill . In fact, the students

just speak without knowing to pronunciation in speaking skill. If using through

youtube pattern is applied in teaching-learning speaking skill, the students were fun

with a different atmosphere in the classroom. It is suitable to apply using video

youtube through youtube pattern as a treatment for introducing yourself and someone.

In process on students speaking skill in the introducing yourself and someone, the

students have to comprehend what they speak. However, using video youtube is a

pattern giving a good pattern to build students' confident, active, enthusiast by

making a different atmosphere in the learning process actually on students speaking

skill in introducing yourself and someone.

33
 Problem in Speaking Skill

Quantitative Data

Experiment Class Control Class

Pre-test Pre-test

Treatment Use Video Youtube Non-Treatment

Post-test Post-test

Speaking

Pronunciation Grammar Vocabulary Fluency Comprehension

The Effect Using Video Youtube

Figure 1. Conceptual Framework

34
2.6 Hypothesis

There are two hypothesis:

1. Ha: there is significant effect of using video youtube towards students speaking

skill of the tenth grade at SMAN 2 Bangkinang Kota

2. Ho: there is no significant effect of using video youtube towards students

speaking skill of the tenth grade at SMAN 2 Bangkinang Kota

35
 CHAPTER III

RESEARCH METODHOLOGY

3.1 Research Design

The design of this research was an experimental research. According

Sugiyono (2007:75) in this experimental research, there was treatment. It consisted of

groups of pre-test and post-test design.

This research consisted of two variables: the independent variable symbolized by

“X” that was the use of video youtube and the dependent one as “Y” which referred

to students’ speaking skills.

Table 3.1 Research Design

Variable X Variable Y
Watching Video Youtube Students Speaking Skill

Table 3.2 The Sub Design of the Research

T1 : Pre-test T2 : Treatment T3 : Post-test

The teacher was given The teacher was given The teacher was given

speaking test to the taught the students about the test of introducing

students before they are the speaking by video yourself and someone

teach by using video youtube. after the students taught

youtube. by using video youtube.

36
3.2 Time and Place

The research was conducted at SMAN 2 Bangkinang Kota, which located at Jl.

Dr. A Rahman Saleh, Bangkinang Kota.

Table 3.3 The Time of the Research

No Meeting Date Theme/Topic Group

1. I 22 July 2019 Greeting,Parting Experiment Class

and Control Class

2. II 25 July 2019 Talking About Self Experiment Class

3. III 29 July 2019 Talking About Experiment Class

Friends

4. IV 01 August 2019 Talking About Jobs Experiment Class

5. V 05 August 2019 Talking About Experiment Class

Family Relationship

6. VI 08 August 2019 Greeting, Talking Experiment Class

About Self, family and Control Class

Relationships and

Jobs,Parting

37
3.3 Population and Sample Research

3.3.1 Population

According to Margono (2004 : 127) this technique is used when the population

is composed of individuals, but rather consists of individual groups or clusters. In this

research, the populations was tenth grade students of SMAN 2 Bangkinang Kota in

academic years 2019/2020.

Table 3.4 Number of Population

Classes Number of Students

X MIA 1 20

X MIA 2 20

X MIA 3 22

X MIA 4 25

X MIA 5 29

X IIS 1 31

X IIS 2 30

X IIS 3 30

X IIS 4 27

X IIS 5 29

TOTAL 263

38
3.3.2 Sample of Research

According to Gay (1987) stated that sampling is the process of selecting

individuals represent the large from which they will be selected. The researcher was

used purposive technique to get the sample. In this research, the writer take two

classes. There were X-1 and X-2. The writer took class X-1 for the experimental

group and class X-2 for the control group. The reason why the researcher choose this

class as a sample because according to teaching practice (PPL) at SMAN 2

Bangkinang Kota this class more cleaver and active than the other class.

Table 3.5 Sample of the Research

Classes Number of Students

X-1 : X MIA 1 (Experimental group) 20

X-2 : X MIA 2 (Control group) 20

Total 40

3.4 Instrumen of the Research

The instrument of this research was speaking test. The topics are taken from

the internet such as dialogue of introduction.

39
3.4.1 The Indicators of Variable X (using video youtube)

Independent variable (X) was variable that influences another variable to reach

the re search prospect. in this research, the independent variable is using video.

3.4.2 The Indicators of Variable Y (Speaking Skill)

Dependent variable (Y) was the result that expects through the implementation

of the independent variable. In this research, the dependent variable was speaking.

Table 3.6 Indicators of Variable

No. Variable Sub Varible Indicator

1. Using video 1. Greeting, Parting, 1.1 Students can introducing with

youtube (X) Talking about formal and informal.

self

2. Kinds of 1.2 Students are able to know

Pronouns kind of pronouns : Subjective

Pronouns,Objective

Pronouns,Possesive

Adjective,Possesive Pronoun.

2. Speaking (Y) 1. Greeting, Parting, 2.1 Students can introducing with

Talking about formal and informal

self

40
3.5 Data Collecting Technique

In order to get the data to support this study, the researcher uses the technique as

follows:

1. Observation

Observation use to observe directly the students which use Video Youtube in

speaking greeting, talking about self and to observe the influence of video on

students’ speaking skills. In the observation technique, the researcher had a list of

observational items to be an observer in the class during the teaching and learning

process by using video youtube.

2. Test

To find out the effect of using video youtube on students speaking skills of the

tenth grade at SMAN 2 Bangkinang Kota, the researcher administer the test to

assess students’ speaking skills, especially in talking about self. The test applies in

two stages. The first is pre-test done before doing the treatment. The second is

post-test done after doing the treatment.

In this researcher, the procedure of collecting data divided into two phases; first is

the control group. The researcher used two classes to assume to be equal and

homogenous statistically in order to conduct the research. Then, the research

explained into the classroom and give the same material, for length the of time, but

different treatment.

41
a. Pre-Test

The pre-test carries out to determine the early background ability of the students are

select as the sample. It is held to find out whether the experimental group and control

group at the same level before applying a new strategy for the experimental group.

The material is the test.

b. Treatment

The treatment is conduct for the experimental group only. The treatment using video

youtube. The treatment of teaching by using video youtube as follows:

Table 3.7 The Blueprint of Materials Experimental Group

No. Meetings Materials Group

1. I Pre-Test Experimental and Control

2. II Treatment 1 Experimental

3. III Treatment 2 Experimental

4. IV Treatment 3 Experimental

5. V Treatment 4 Experimental

6. VI Post-Test Experimental and Control

42
In treatment proces, the researcher did some procedure :

1. Treatment 1 : in this meeting, the teacher explains about using video youtube ,

then the teacher talking about her selfand gives an example how to introducing in

front of the class.

2. Treatment 2 : in this meeting, the teacher explains about using video youtube ,

then the teacher introducing with informal style (Jobs)

3. Treatment 3 : in this meeting, the teacher explains about using video youtube ,

then the teacher introducing with formal style (Family Relationships)

4. Treatment 4 : in this meeting, the teacher re-explains about using video youtube.

The teacher teach how to make a good speaking pronunciation, grammar,

vocabulary, fluency and comprehension (Pronouns).

c. Post-Test

After the researcher gives the treatment, the researcher gives the post test in order

to know there were the significance effect of students score after giving the treatment

by using video youtube. In a post-test, the researcher provided the five topics. After

that, the researcher made lottery based on the topics. One lottery consist of one topic.

Then, the students are asked to choose one lottery. The lottery that the students

choosed were the topic that the students told in front of the class.

43
3.6 Data Analysis Techniques

In analysis data, the researcher use score of pre-test and post-test of the students.

The scores is analyse by using statistical analysis test, varience, and homogeneity.

Homogeneity test use to find out wheter the two classes have homogenous variance

or not. After teaching speaking using video, the data analyse by statiscal analysis

version 24. To know the result whether it is statistically significant, it is statistically

significant, and it is analysis by using t-test.

Table 3.8 Scoring Rubric of Speaking Skill

Aspect Level Explanation

Pronunciation 4 Pronunciation was very clear and easy to understand

3 Pronunciation was good and did not interfere with

communication

2 Student was lightly unclear with pronunciation at

times, but generally is fair

1 Student was difficult to understand quite in speaking

unclear in pronunciation

Vocabulary 4 Rich, precise and impressive usage of vocabulary

words learned in and beyond of class

3 Student utilized the words learned in class, in an

accurate manner for the situation given

2 Student was able to use broad vocabulary but was

44
 lacking. Making him/her repetitive and cannot expand

on his/her ideas.

1 Student ha inadequate vocabulary words to express

his/her ideas properly, which hindered the student in

responding

Fluency 4 Speech in effortless and smooth with speed that comes

close to that of a their response

3 Speech is mostly smooth but with some hesitation and

unevennes caused primarily by rephrasing and groping

for words

2 Speech is slow and often hesitant and irregular.

Sentence may be left uncompleted, but the student is

able to continues.K

1 Speech is very slow. Stumbling, nervous, and

uncertain with response, except for short or memorize

expressions. Difficult for a listener to understand

Grammar 4 Student was able to express their ideas and responses

with ease in proper sentence structure and tenses

3 Student was able to express their ideas and responses

fairly well but makes mistakes with their tenses,

however is able to correct themselves

45
 2 Students was able to express their ideas and responses

adequately but often displayed inconsistencies with

their sentence structure and tenses

1 Student was difficult to understand and had a hard

time to communicating their ideas and responses

because of grammar mistakes

Comprehension 4 Student was able to comprehend and respond all of the

questions and the topics that were being discussed

with ease

3 Student was able to comprehend and respond to most

of the questions and topics that were being discussed

2 Student fairly grasped some of the questions and

topics that were being discussed

1 Student had difficulty understanding the questions and

topics that were being discussed

Larissa Olesova (2013:53)

The researcher focused on all aspect in student speaking skill, and the score that

was calculated in all of it. The data was analyzed by using some formulas and

statistical package sciences (SPSS) program by 24 versions for windows used. The

data was collecte and counting before and after the treatment test.

46
 CHAPTER IV

RESEARCH FINDINGS

This chapter presented the research findings dealing with data analyzed

interpreted, which have been taken from the given Pre-Test and Post-Test of two

class, Experimental Class and Control Class. The showed the students score increase

from the Pre-test to Post-test of the sample in order to find out whether there is a

significant effect towards students speaking skill by Video Youtube at SMAN 2

Bangkinang Kota.

4.1 Data Presentation

This research was conducted to know the effect of video youtube towards

students speaking skill of the tenth grade at SMAN 2 Bangkinang Kota. A set of the

test to find out the score of students achievement in speaking skill.

The research was classified into experimental research that is quantitative

research. Therefore the data of the research, there are result of Pre-test and Post test.

47
 Figure 4.1 Data Presentation of Pre-Test in Experiment Class

Mean Pre-Test Experiment

100
80 68
62
60 53

40 Mean Pre-Test Experiment

20
0
Highest Lowest Average

Before giving treatments, the researcher had given Pre-Test to the Experiment

class. It was done to know the skill of the students in speaking. The researcher

presented the students speaking on Pre-test as follow: The highest average score was

68 and lowest average score was 53.

Moreover, in experiment class the total score that 20 students was 1.240 the average

score they was 61,50 point( see apendix 7)

Figure 4.2 Data Presentation of Pre-Test in Control Class

Mean Pre-Test Control

100

80 70
63
58
60

40 Mean Pre-Test Control

20

0
Highest Lowest Average

48
 The students result in speaking skill particulary in pre-test of Control class as

follow: the highest average score was 70 and the lowest average score was 58.

Moreover, in Control class the total score that 20 students was 1.264 and the average

score was 63,20 point. ( see apendix 8)

Figure 4.3Data Presentation of Post- Test in Experiment Class

Mean Post-Test Experiment

100 93
84
78
80
60
40 Mean Post-Test Experiment

20
0
Highest Lowest Average

After giving the treatment the researcher conduct the Post-Test to know the

students score after giving treatment using Video Youtubee. The students result in

speaking skill, particulary in speaking in Post-Test of Control Class as follow: the

highest average score was 93 and the lowest average score was 78. Moreover,in

control class the total score that 20 students were 1.684 and the average score was

84,20 point. (see apendix 9)

49
 Figure 4.4 Data Presentation of Post-Test in Control Class

Mean Post-Test Control

100 85 80
80 70
60
40 Mean Post-Test Control

20
0
Highest Lowest Average

The students result of speaking skill, in post test of Control Class, as follow:

the highest average score was 85 and the lowest average score was 70. Moreover, in

control class the total score that 20 students was 1.604 and the average score was

80,20 point (see apendix 10)

4.2 The Increasing Students’ Means Score of Pre-Test And Post-Test In Control

And Experiment Class

Based on the calculation above, the researcher got the mean score of Pre-test

and Post-test in experiment and control class.Futhermore, the increase of the

students’ score between experiment and control class can be seen the diagram bellow.

50
 Figure 4.5 The Increasing Students Means Score of Pre-Test and Post-Test in

Experiment and Control Class

100 93
90 85
80
70 68
70
60
50 Control Class
40 Experiment Class
30 25
20 15
10
0
Pre-Test Post-Test Increasing

From the histogram above, it can be seen the mean score of pre-test in control

class was 70 and mean of post test was 85. While the mean score of pre-test in

experimental class was 68 and after the students was given the treatment using Video

Youtubethe mean of post-test experiment become 93. It can be summerized that

there was a significant effect of Video Youtube on students’ Speaking at SMAN 2

Bangkinang Kota.

51
 Figure 4.6 The Component of Speaking Achieved by the Students

Components of Speaking
0%

19% 20%
Pronounciation
Vocabulary
Fluency
20% 20% Grammar
Comprehension

21%

Based on the graphic pie. It shows that there was 20% mastered in Pronunciation,

20% mastered in Vocabulary, 21 % mastered in Fluency, 20% mastered in Grammar,

19% mastered in Comprehension.

From the data above,it can be conclude that students in SMAN 2 Bangkinang

Kota were mastered in component of speaking . it can be seen after treatment students

able to apply the components of speaking. So, that way every students’ was highest

score in speaking, on the other hand, for the next researchers should be mastered how

to improve students speaking based on components.

52
4.3 Descriptive Statistic

Table 4.1 Descriptive Statistic Pre-Test and Post-Test Experiment and Control

Class

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Pre Control 20 58 70 63,20 4,021
Post Control 20 75 85 80,20 2,628
Pre Experiment 20 53 68 61,50 4,894
Post Experiment 20 78 93 84,20 3,694
Valid N (listwise) 20

From the table above it concluded that mean of Pre-Test of control class is

63,20 and mean of Post-Test of control class is 80,20. From the data it can be

concluded that there is no difference in mean score both pre- test of control class and

post test of control class. Pre-Test of experiment class is 61,50 and mean of Post-Test

experiment class is 84,20. From the data it can be concluded that there is difference in

mean score both pre- test of experiment class and post test of experiment class.

53
 Table 4.2 Independent Sample T-Test

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Difference
Mean Std. Error
F Sig. t df Sig. (2-tailed) Difference Difference Lower Upper
Hasil Equal 1,151 0,290 -3,757 37 0,001 -3,884 1,034 -5,979 -1,790
variances
assumed
Equal -3,789 34,464 0,001 -3,884 1,025 -5,966 -1,802
variances
not
assumed

Based on output SPSS 24 version above, Independent Sample T-Test shows

levene’s test to know the same variance.

Ho = Variance Population Identic If Sig Fcalculate> 0,05, Ho is accepted

Ha= Varience Population not Identic If Sig Fcalculate< 0,05, Ha is accepted

Based on the data of SPSS above, it can be seen sig Fcalculate in Equality of

Variances is 0,290. It can be summarized that Ho is accepted because 0,290 > 0.05. In

brief, it means the varience population idetic.

On the other hand, from the data can be seen that tcalculate obtained -3.757 was

compered to table, df = 37. Because df = 37 was not found in ttable, so the researcher

took df = 40 to compared either at level 5% is 2.021. it can be concluded that ttable is

higher than tcalculate. In other word, it can be read 2.021>-3.757. Based on the score the

researcher concluded that Ho is rejected and Ha is accepted. So, there is significant

54
effect of video youtube on coherent of students’ speaking at SMAN 2 Bangkinang

Kota.

4.4 Data Interpretation

In this interpretation was focused on the result of the research and data analysis

which is the effect of video youtube on students speaking skill at SMAN 2

Bangkinang Kota.

It can be analyzed that the increasing of students speaking skill in the

experimental class which was taught by using Video Youtube. The mean score was

84,20. On the other hand the control class was 80,20 it can be concluded that video

youtube increase students score in speaking.

Moreover, the score of observed static (tc) is was greater than (tt ) in the

significant of 5% is 2,021. It means that the null hyphothesis was rejected and the

alternative hyphothesis was accepted.

4.5 Hypothesis Testing

From the calculation of the analysis by using SPSS version 24, it is found that t

table is 2,021 at the level significant 5% and tcalculate -3,757. It can be concluded

that t calculated obtained is higher than t table . In other word we can read 2.021 > -

3.757.Based on the score, the researcher concluded that Ho rejected and Ha is

accepted means that there is significant effect of Video Youtube on students’

speaking skill at SMAN 2 Bangkinang Kota.

55
 CHAPTER V

CONCLUSION, SUGGESTION,IMPLICATION

5.1 Conclusion

Based on the data and result presented in the previous chapter, the researcher

concludes that Video Youtube in teaching speaking skill can influence the students

speaking skill at SMAN 2 Bangkinang Kota. It can be seen from the mean score of

the exprerimental group was 79.15 and control group was 68,7 it means there was a

significant effect towards students speaking skill at SMAN 2 Bangkinang Kota.

5.3 Suggestion

From the explanation in the previous chapter, the researcher presents some

suggestions addressed to the teacher, students and readers or subsequent researchers.

a. Suggestions for English Teachers. First Speaking is one of the skills for

students, it would be better for the teacher if he conducts every meeting using

the right strategies for the progress of teaching speaking, so students are not

bored and tired. Second, Youtube Video is one of the media the best the

teacher uses in teaching speaking. Third, teachers are advised to provide clear

56
 information, so students can understand how to pronounce good and correct in

English.

b. Suggestions for students. First students must be more active in looking for

new vocabulary, then practice speaking. Second, students must understand

how to pronounce good and right through exposure from the teacher.

c. For other researcher, they can use this study as their reference to conduct other

researches on the same field. They are also expected to be able to cover the

shortcomings in this study and provide more detail information about this.

5.3 Implication

From the above conclusion, it is known that the Video Youtube giving the

influence towards students speaking skill at SMAN 2 Bangkinang Kota. It can be

seen from the data before giving the treatment students get low score, therefore, after

applied the treatments students speaking increased to better than before .

57
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