BY
NISTI RAMADHANI SIN. 11614203161
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1444 H/2023 M
THE EFFECT OF YOUTUBE VIDEOS TOWARD STUDENTS’
SPEAKING SKILL AT THE ELEVENTH GRADE OF ISLAMIC SENIOR HIGH SCHOOL YASMI DURI
BY
NISTI RAMADHANI SIN. 11614203161
Thesis
Submitted as partial fulfillment of the Requirements for Bachelor Degree of English Education
(S.Pd.)
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H/2023 M
iii
giving the writer His guidance, mercy, blessing, and health to complete this academic requirement. Shalawat and salam are forever for a noble character, the prophet Muhammad SAW., who has brought the human beings from the darkness to the lightness and from the bad character to the good one..
The researcher is truly grateful for the unconditional love, pray, support, and care of beloved parents, the heroes of my life, Marnis and Liberti. They provide all the best they have. Thank you for everything you’ve done for me.
They are the greatest parents in the world. Please keep being by my side and stay healthy.
This thesis is written and intended to submit in partial of the requirements for the Undergraduate degree in the Department of English Education, Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau.
In this occasion the writer would like to express his genuine gratitudes to:
1. Prof. Dr. Hairunas, M.Ag., the Rector of State Islamic University of Sultan Syarif Kasim Riau, Prof. Dr. Hj. Helmiati, M.Ag., as Vice of Rector I, Dr. H.
Mas’ud Zein, M.Pd., as Vice of Rector II, Prof. Edi Erwan, S.pt., M.Sc., Ph.D., as Vice of Rector III and all staffs. Thanks for the kindness and encouragement.
2. Dr. H. Kadar, M.Ag., the Dean of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau. Dr. Zarkasih, M.Ag., the Vice of Dean I. Dr. Zubaidah Amir MZ., M.Pd., the Vice of Dean II. Dr.
Amirah Diniaty, M.Pd., Kons., the Vice of Dean III and all staffs. Thanks for kindness and encouragement.
3. Dr. Faurina Anastasya, S.S., M. Hum., the Head of English Education Department for her guidance and help given to writer to complete this thesis.
4. Dr. Nur Aisyah Zulkifli, S.Pd., M.Pd, the Secretary of English Education Department for her guidance and help given to writer to complete this thesis.
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5. Mr. Rizky Gushendra, M.Ed., The researcher’s academic thesis supervisor and Mrs. Nurdiana, M.Pd. The researcher’s academic supervisor that has been so nice caring, and patient. Thank you very much for the motivation, correction, advice, suggestion and guidance to accomplish the thesis.
6. All lecturers of English Education Department who gave the researcher valuable knowledge during the researcher studied in this campus.
7. H. Husen Madhusen, S.Pd the Headmaster of MA Yasmi Duri who has given the researcher permission to conduct a research at his school, and also to Mrs.
Annisa Tul Ulatifah, S.Pd, the English teacher in MA Yasmi Duri, who has helped, and for all of staffs instilling the data for the research.
8. My dearest mother Liberti and dearest father Marnis, who always prayed, encouraged, motivated, and sincere loved during the writing of this thesis.
Thank you for the endless love and supports.
9. The researcher’s older Sister, Marliana Aprida Khairunnisa, who always entertained, reminded, and strengthened the researcher to finish this thesis.
10. The researcher’s partner Muhammad Rivan who always helps, supports, motivates, accompanies, and sincere prays to finish this thesis as soon as possible.
11. The researcher’s dearest close friend Fivi Arnianti, who has given spirit, motivated, accompanied, sincere prayer, and always fought together to get S.Pd.
12. The researcher’s best friends, Fauziah, Anggun, Opal, Afif. who supports, Inspires and motivates the researcher to finish this thesis.
13. The researcher’s dearest students class X, XI and XII MA Yasmi Duri, who also helps the researcher to complete all of the requirements for this thesis.
14. And last, for all of the people who can not be mentioned one by one that has contributed in finishing my study.
Finally, the researcher realizes that this thesis is still far from being perfect. Therefore, constructive comments, critiques and suggestion are
vi ABSTRACT
Nisti Ramadhani, (2023): The Effect of Youtube Videos Toward Students’
Speaking Skill at The Eleventh Grade of Islamic Senior High School Yasmi Duri
This study proposes to examine whether there is a significant difference toward students’ speaking skill before and after using Youtube videos at the eleventh grade of Islamic Senior High School Yasmi Duri. In this research, the researcher used pre-experimental research design, which were selected into one group pre-test and post-test as the sample that consisted of 15 students. The technique of collecting the data was test, which were given pre-test and post-test before and after the treatment. The test used in order to find out the students’
speaking skill at the eleventh grade of Islamic Senior High School Yasmi Duri.
The technique of data analysis was Paired sample T-Test by using SPSS 22.
Based on the data analysis, the researcher concludes that there is a significant difference between students’ speaking skill before and after using Youtube videos at the Eleventh Grade of Islamic Senior High School Yasmi Duri. From this data analysis, if the value of sig. (2- tailed) is less than .05 so Ha will be accepted. The result of the data, if the value of sig. (2-tailed) is .000, it means that Ha is accepted and Ho is rejected.
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Aliyah Yasmi Duri
Penelitian ini bertujuan untuk menemukan apakah ada pengaruh yang signifikan terhadap kemampuan berbicara siswa dalam penggunaan Youtube atau tidak pada Madrasah Aliyah Yasmi Duri. Pada penelitian ini, peneliti mengambil desain pre-eksperimen. Peneliti menggunakan satu kelas sebagai sampel yang terdiri dari 15 siswa. Sebelum memberikan perlakuan, siswa diberikan pre-test dan post-test yang diberikan setelah perlakuan. Teknik pengumpulan data adalah test. Test digunakan untuk mengetahui kemampuan berbicara siswa kelas sebelas Madrasah Aliyah Yasmi Duri. Teknik analisa data menggunakan rumus Paired Sample T-Test dengan menggunakan SPSS 22. Berdasarkan analisa data, peneliti menyimpulkan bahwa ada perbedaan yang signifikan antara kemampuan berbicara siswa yang diajarkan sebelum penggunaan dan setalah diajarkan dengan menggunakan video Youtube pada siswa kelas sebelas Madrasah Aliyah Yasmi Duri. Dalam analisis data ini, jika hasil data sig. (2-tailed) dibawah .05 maka Ha diterima. Hasil data sig. (2-tailed) pada penelitian ini adalah .000 maka Ha diterima dan Ho ditolak.
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صّخلم
( ،يناضمر يتسين ٢٠٢٣
رشع يداحلا لصفلا ذيملات ملاك ةراهم ةيقرتل بويتوي ميلعت ويديف مادختسا :) يرود ةيملاسلإا ةيوناثلا يمسي ةسردم يف
ةراهم ىلع بويتوي ميلعت ويديف مادختسلا ماه يرثأت كانه ناك اذإ ام ةفرعم لىإ فدهي ثحبلا اذه
.يرود ةيملاسلإا ةيوناثلا يمسي ةسردم في ذيملاتلا ملاك هبش ميمصت ثحابلا تمدختسا ،ثحبلا اذه فيو
هيفو ثحبلل ةنيع ادحاو لاصف تلعجو .ةبرتج ٤١
ءارجلإا لبق يلبقلا رابتخلااب ةثحابلا تماقو .اذيملت
ملاك ةراهم ةفرعلم رابتخلاا مادختسا تمو .رابتخا تانايبلا عملج ةمدختسم ةينقتو .ءارجلإا دعب يدعبلا رابتخلاابو لحا لصفلا ذيملات ةةيي تانايبلا ليلحتل ةمدختسم ةينقتو .يرود ةيملاسلإا ةيوناثلا يمسي ةسردم في ررع يدا
رابتخا - ةيعامتجلاا مولعلل ةيئاصحلإا ةمزلحا جمانرب ةدعاسبم ةنترقلما تانيعلل ت ٢٢
،تانايبلا ليلتح ىلع ءانبو .
عي نأ لبق ذيملاتلا ملاك ةراهم في اماه اقرف كانه نأ ةثحابلا تجتنتسا دعبو بويتوي ميلعت ويديف مادختساب اومل
ةميق تناك اذإ ،تانايبلا ليلتح فيو .هب اوملعي نأ
sig (2-tailed)
نم رةيأ ...٠
ةلوبقم ةليدبلا ةيضرفلاف
يدالحا لصفلا ذيملات ملاك ةراهم ةيقرت ىلع بويتوي ميلعت ويديف مادختسا يرثأت ىدمو .ةدودرم ةيئدبلما ةيضرفلاو ةسردم في ررع يرود ةيملاسلإا ةيوناثلا يمسي
...٤ ةيربك ةئف في نوكي يرثأتلا اذهو
.
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ACKNOWLEDGMENT... iii
ABSTRACT ... vi
ABSTRAK ... vii
ص ّخلم ... viii
LIST OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF FIGURES ... xii
LIST OF APPENDICES... xv
CHAPTER I INTRODUCTION ... 1
A. Background of the Research ... 1
B. Problem of the Research ... 3
1. The Identification of the Problem ... 3
2. The Limitation of the Problem ... 4
3. The Formulation of the Problem ... 5
C. The Objectives and Significance of the Research ... 5
1. The Objectives of the Research... 5
2. The Significance of the Research ... 5
D. Definition of the Term ... 6
CHAPTER II REVIEW OF RELATED LITERATURE ... 7
A. The Theoretical Framework ... 7
1. Speaking ... 7
a. Speaking Skill ... 7
2. Youtube Videos ... 9
1. The Nature of YouTube Videos ... 9
2. Teaching Speaking Skill by Using YouTube Videos . 10 3. The Advantages and Disadvantages of YouTube Videos ... 12
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3. The Difference Between Students’ Speaking Skill Before and
After Being Taught by Using Youtube Videos ... 14
B. The Relevant Research ... 15
C. The Operational Concept ... 17
D. Assumption and Hypothesis ... 19
CHAPTER III THE RESEARCH METHOD ... 20
A. Research Design ... 20
B. Time and Location of the Research... 21
C. The Subject and Object of the Research ... 21
D. The Population and Sample of the Research ... 22
E. Technique of Collecting Data ... 22
F. Techniques of Data Analysis... 28
CHAPTER IV DATA PRESENTATION AND DATA ANALYSIS ... 30
A. The Description of Research Procedure ... 30
B. The Data Presentation ... 30
C. The Data Analysis ... 37
CHAPTER V CONCLUSION AND SUGGESTION ... 44
A. Conclusion ... 44
B. Suggestion ... 45
REFERENCES APPENDICES
CURRICULUM VITAE
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Table III.2 : Population of the Research ... 22
Table III.3 : Components of Speaking Ability ... 24
Table III.4 : The Specification of the Test ... 26
Table IV. 1 : Pre-Test Score of Two Raters ... 31
Table IV.2 : The Distribution of Frequency of students’ Pre-test Score ... 32
Table IV.3 : Post-Test Score of Two Raters... 34
Table IV.4 : The Distribution of Frequency of students’ Post-test Score... 35
Table IV.5 : Students’ Pre-test Scores ... 38
Table IV.6 : Students’ Post-test Scores ... 39
Table IV.7 :The Differences of Mean of the Students’ Pre-test and Post-test Score ... 40
Table IV.8 : Mean, Standard deviation and Standard Error Mean .. 41
Table IV. 9 : Paired Samples Test ... 41
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LIST OF FIGURES
Figure IV.1 : The Statistic of Students’ Pre-test Score ... 33 Figure IV.2 : The Statistic of Students’ Post-test Score ... 36
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Appendix 2 Speaking Performance Scores from Two Raters Appendix 3 Recommendation Letters
Appendix 4 Documentation
1 CHAPTER I INTRODUCTION
A. Background of The Study
Speaking is one of the activities and language skills in English, which cannot produce without mastering some language components such as fluency, grammar, vocabulary, pronunciation and others. By mastering the components of speaking, speakers can produce a good spoken language. However, students who are passive in English, they cannot communicate in English because of some factors such as lack of vocabulary, poor confidence, worry to make a mistake and others.
Based on the researcher observation, the researcher found that most of the students at the eleventh grade of Islamic Senior High School Duri, have difficulties in speaking skill, especially in presenting self-introduction. Presenting self-introduction is part of descriptive text, where the descriptive text consist of two components. The first component is generic structure, it consist of identification and description. And the second component is language feature.
Based on the 2013 curriculum competency standard that used by Islamic Senior High School Duri, to reach the passing grade (75), the students are required to be able to analyze the generic structure and language features of descriptive text sufficiently.
Therefore, from the observation above, the researcher found that there were some students from the eleventh grade who had not achieved the passing grade of
75 for speaking. The student could not identify and describe the people or objects around them. They are also lack of vocabulary, often make mistakes in pronunciation and grammar, and also not speaking fluently and hard to understand even a simple conversation. The researcher found that from 32 students, only 4 students have good score, 10 of them have medium score and the rest 17 students have poor score.
To solve this problem, the teacher needs to implement a media in teaching speaking which can help and motivate the students to speak English. The teaching media is Youtube videos.
YouTube videos is a technology that can help students in teaching their speaking skills. YouTube as a learning media in the character area that exists in 21st century skills can be seen by having the aim of improving the English communication of student. In learning English, YouTube is likely to contribute a huge amount of advantages in improving the students’ ability in English, as mentioned by Bastos & Ramos (2009) in their research result that asserted that the students are interested in the process of teaching and learning using video, which consists of sound, graphics and animation, which is more interesting than textbooks, worksheets, slides, projectors and films. This kind of video is important to enhance teaching speaking. Student can know the variety of language in the world and can improve their speaking through authentic material (Jalaluddin, 2016).
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Because of the reasons, Youtube videos has been applied in Islamic Senior High School Yasmi Duri. Youtube videos is a good media for helping the students produce the language orally.
The purpose of this study is to investigate the effect of using YouTube videos towards students' speaking skill. Researcher hopes that the results of this study can become a new learning media for teaching speaking. Therefore, the researcher chooses Eleventh Grade Of Islamic Senior High School Yasmi Duri as the subject of the study to conduct a research.
B. The Problem of the Research 1. Identification of the problem
Based on the background above, the eleventh grade students of Islamic Senior High School Yasmi Duri have some struggles in understanding the materials, got low score (under 75) in speaking, students cannot introduce themselves correctly, they cannot identify and describe people or things around them. They also lack of interest to learn English, 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.
Therefore teachers need to develop learning methods used in class to increase students' interest in learning in class. Effective media is also needed in order to add variety in carrying out the teaching and learning process. Because the media used in the teaching and learning process is the most important part that influences student motivation and interest in learning. With the increasing
understanding of students in learning English, this made students more confident to speak English with their friends or even speaking English in front of the class.
2. Limitation of the Problem
Based on the identification of the problem, the researcher discovered there were some problems in this research, it is important for the researcher to limit the problems in order to pay more attention to the specific problem.
So, it’s clearly show that the researcher focused on the effect of Youtube videos towards student’s speaking skill at the Eleventh Grade of Islamic Senior High School Yasmi Duri.
3. Formulation of the Problem
Based on the limitation of the problems stated above, thus, the problems of this research can be stated in the following research questions:
1) How is the students’ speaking skill before being taught by using Youtube videos at the Eleventh Grade of Islamic Senior High School Yasmi Duri?
2) How is the students’ speaking skill after being taught by using Youtube videos at the Eleventh Grade of Islamic Senior High School Yasmi Duri?
3) Is there any significant difference between students’ speaking skill before and after being taught by using Youtube videos at the Eleventh Grade of Islamic Senior High School Yasmi Duri?
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C. Objectives and Significance of the Problem 1. Objectives of the Research
1) To describe how students’ speaking skill before being taught by using Youtube videos at the Eleventh Grade of Islamic Senior High School Yasmi Duri, is.
2) To describe how students’ speaking skill after being taught by using Youtube videos at the Eleventh Grade of Islamic Senior High School Yasmi Duri, is.
3) To examine whether there is a significance difference on students’
speaking skill before and after using Youtube videos at the Eleventh Grade of Islamic Senior High School Yasmi Duri.
2. Significance of the Research
The researcher hoped this research can give contribution to the English teaching and learning. It has two major significances i.e.: practical and theoretical significances. Theoretically, this study aims to analyze the effect of Youtube videos toward students’ speaking skill. The results of this research can be used as solutions to find out the appropriate method to improve students’ speaking skill.
Practically, the result of this research can be used as a reference in developing the students’ speaking skill by using Youtube videos. The teacher can use this new technique in teaching to developed the students’ speaking skill. This research also can be used to be the additional information for other researcher who wants to conduct further research on the related field.
D. Definition of the Terms 1. Youtube Videos
YouTube videos is one of the significant internet-based resources for language learning. YouTube videos make a particularly powerful contribution for both the content and the process of language learning;
especially contribute to interest and motivation, a sense of the context of the language, and a specific reference point or stimulus.
2. Speaking Skill
speaking skill is a productive skill that is part of our daily life and it is difficult to assess reliably. The skill of speaking involves both receptive and productive participation. Receptive aspect of speaking is the skill which is conventionally referred to as listening. While productive aspect of speaking referred to as saying. Receptive and productive participation usually happen in conversation. In other words, speaking is interactive and requires the ability to cooperate in the management of speaking turns.
7 CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework 1. Speaking
a. Speaking Skill
According to Zuhriyah (2017), speaking is the way of people to express something and for communicating to other people orally. Speaking is the first way to interact with others in the social community because in daily activities people cannot be separated from interaction and communication.
Harmer (2007) states that speaking is the ability to speak fluently and presupposes not only knowledge of language features, but also the ability to process information and language on the spot. It means the speaker must be able to produce the language automatically without having time to revise first.
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. Based on Chaney (1998) speaking is a part of building and sharing the meaning of communication by the people verbal or non-verbal symbols. Through speaking, the speakers can express what they want to say. Then, the listener can understand about the speakers say.
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Meanwhile Leong and Ahmadi (2017) state that speaking not only just saying words trough mouth (utterance) but it means conveying message through the words. By speaking the people can convey information and ideas, express opinion and feeling, share experiences, and mention social relationship by communicating with others.
Based on several explanation above the researcher conclude that speaking is the most important thing that must be mastered to communicate with other people so that we can express our idea and listener can understand what we say.
Speaking skill is one of four important language basic skills along with writing, it is very significant skill of language production that enables to communicate with others effectively (Alonso 2014). Meanwhile Bygate (1997) says that speaking skill, is a skill which deserves attention every bit as much as literary skills, in both first and second language. It is the skill which the students are frequently judged. It indicates that as one of the language skills, speaking should get the attention from teachers and learners because it plays the important role in our society.
Scott and Ytreberg (1991) suggest that speaking skill is a skill that teachers should teach their students. This is one of the most crucial aspects of teaching English. Students can speak and convey feelings, communicate intents and responses, explore languages, and students will have fun while learning English.
From the explanation above, the researcher conclude that speaking skill is one of the most important language skill that must be mastered, cause it aims to
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produce words to convey ideas with spontaneous communication or sharing some information with other.
Similarly to Brown (2004) there are five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, fluency.
Comprehension is defined as the ability to understand something by a reasonable comprehension of the subject or as the knowledge of what a situation is really like.
Grammar is the students ability to manipulated structure to distinguish appropriate grammatical from inappropriate ones. Vocabulary means the appropriate diction which is used in communication. Pronunciation is the way for students to produce clearer language when they speak. And fluency is the ability to talk freely without too much stopping or hesitating. This components involves in speaking skill. The researcher takes them as indicators to conduct this research.
2. Youtube Videos
a. The Nature of Youtube Videos
According to Jalaluddin (2016) YouTube videos is a website that shares various kinds of video like video clips, tv clips, music videos, movie trailers, and other content namely video blogging, short original videos, and educational videos.
YouTube videos has turned as social media when the videos are shared and when comments and other forms of interaction occur on the site. DeWitt (2013) states that YouTube generates knowledge, mainly; it offers multimedia
forms of education, the abilities of learners to recall and comprehend improve better when they have a full experience, that is when they see, hear, and do.
Heriyanto (2015) also stated that YouTube videos are limited in lengths, this makes them suitable for the constricted classrooms time. It means that YouTube can be one of the teaching media that can be used in the classroom.
According to Prakoso (2009), YouTube serves the user to find the type of video that their search. Kindarto (2008) also states that the user of internet can find video from anywhere with different categories by using YouTube. 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.
So the researcher conclude that there are many things that we can cover in the word of YouTube itself. YouTube media provides many ways to be able to develop and learn from content uploaded by someone. Many kinds of content that can be used as a foundation to improve learning and specifically improve our English language.
b. Teaching Speaking Skill by using Youtube Videos
YouTube videos can be used in some different learning situations. This statement is also supported by Wagner (2007) who demonstrated that authentic materials such as YouTube videos are always the best way to improve students’ pronunciation and intonation. YouTube videos can be a resolution for the language learners who have problems in speaking. This can
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be justified that students, in YouTube videos-based classes, are given opportunities to speak freely and share opinions and comments with their instructors and friends (Brown, 2003).
In teaching speaking, Youtube videos can be used for the topic that will be discussed in the class. Teeler and gray (2000) state that Youtube videos can provide a real impact for discussing topic. The material that they search in Youtube can make them discuss or present with the friends.
Albahlal (2019) states that YouTube videos helps students guess the meaning of unfamiliar words and improve their speaking skill and also lower the students anxiety, help students learner faster, and retain the students’
attention during the class. In addition, Almurashi (2016) also states that youtube can be a good material to incorporate english lesson, improve their performance, play a vital role in helping pupils understand their english lesson and can also advance their understanding of english. It is believed, then that the use of Yotube videos activity in the students’ speaking class will give a positive contribution to their speaking skill.
Refering to Berk (2009), the following are several procedures of using Youtube videos modified to improve students’ speaking skill :
1. The teacher picks some videos on Youtube about self introduction.
2. The teacher introduces the video briefly to reinforce a purpose
3. The teacher plays the video and asks the students to watch the video carefully.
4. While watching the video, students respond to the video by answering the question "how about you?" from the teacher.
5. After watching the video, the teacher asks the students about what expression have been used in the video..
6. The teacher asks students what information about the introduction they get based on the video they have watched.
7. The teacher asks the students to introduce themselves alternately.
8. The teacher corrects if the students make mistakes.
From all the statements above, the researcher conclude that with several steps, using Youtube videos as a media in teaching speaking is effective and it can increase the students’ interest in learning English, and it also helps students to improve their speaking skill.
c. The Advantages and Disadvantages of Youtube Videos 1. Advantages of Youtube Videos
According to Jalaluddin (2016) YouTube video are very usefull media which can be accessed outside and inside of the classroom. It is because YouTube video is an online-based which can be accessed everywhere within area of internet connection. So, offers a flexibility of learning and enable the teacher to assign the students to explore more related videos outside the classroom.
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According to Taloko (2014) utilizing YouTube if used appropriated a video can be a powerful educational tool that helps in motivating students. YouTube is being highly used by educators in different parts of the world to teach students and provide instructional videos. It also brings many positive impact for both teacher and student in the classrooms as a teaching and learning process.
From the explanation above, the researcher conclude that Youtube videos have some advantages in improving students’
speaking skill. Youtube videos is easy to access, both teacher and students can access Youtube videos everywhere, it is also can increase the students’ motivation to learn English.
2. Disadvantages of Youtube Videos
Bonk (2008) reveals a few pitfalls regarding the technical side of showing a YouTube video. Sometimes, the videos on YouTube takedown without prior notice and restrictions on playing a video in a specific location. Thus, teachers should download these videos for offline playing. Besides, educators should know the policies of using YouTube like copyright and online content protocols because these are complicated, confusing, and hard to understand as they differ from one school board to another
And According to Brunner (2013) Using YouTube also has some disadvantages. Those are poor sound quality, speakers’ unclear pronunciation and dialect. On the one hand, YouTube videos sometimes do not provide good videos either from the dialogues to the pictures taken. Thus, the videos have to be selected in order to find the appropriate one for education learning
Therefore, the researcher conclude that some disadvantages of using Youtube videos in learning are that Youtube videos is difficult, confusing and hard to understand for students who is new to technology. It is also have some poor quality videos and need to be selected to use.
3. The Difference Between Students’ Speaking Skill Before and After Being Taught by Using Youtube Videos.
In the previous study, it found that YouTube generates knowledge, mainly; it offers multimedia forms of education, the abilities of learners to recall and comprehend improve better when they have a full experience, that is when they see, hear, and do. The comprehension level of a subject is higher than 75% when they see, hear, and produce materials during instruction, whereas it is 20% for learners who only understand during preparation, and 40% only is among those who see and hear (Lindstrom, 1994).As explained
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above, YouTube video is an alternative tool to be used in language teaching which provides audio-visual information.
Another study by Subramaniam et al. (2013) showed that students understand the learning materials better with the use of YouTube videos.
Students also enjoyed their learning process and admitted that they became creative in thinking while YouTube was used in the classroom. Regarding to this research result, Chang (2014) also discovered that YouTube video-text increased students’ listening comprehension.
The conclusion all from previous researchers is that with the use of YouTube in the learning process is watching videos on YouTube played by teachers and then writing important things can make it easier for students in the learning process, especially improving students' speaking.
B. Relevant Research
Recently, there are several studies have been conducted on the Effect of YouTube videos toward 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.
Meanwhile, Riswandi (2016) conducted an action research about the use of YouTube-based videos to improve students’ speaking skill at the seventh-grade students of one of Junior High Schools in Surakarta. The result shows that there was an improvement in the students' speaking ability in aspects of fluency, vocabulary pronunciation, grammar, and content.
Gunada (2017) conducted study that present the theoritical perspective underlying youtube video as an IT-Based media to improve students’ speaking skill.
The result of his study show that youtube video can be an interesting media which gives the students better exposure toward and a promising solution to improve students’ English speaking skill. To collect the data, the researcher obtained from several sources such as journal article, conference precedings, conference papers and thesis.
Qomar (2016) conducted an action research at Muhammadiyah University of Metro for the third semester in the academic year of 2015/2016 shows that YouTube can improve students’ speaking ability which includes pronunciation, grammar, word choice, maintaining conversation, and organization of the ideas. It was proved by the result of the test in which the mean score increases from pre-test to test in cycle 3. (pre-test=60; cycle 1=70; cycle 2=78; and cycle 3=80). Considering those previous studies, it can be said that it is obvious that YouTube video is a media which contributes to the improvement of students’ speaking ability, so it is suggested for the teachers to integrate it in speaking class.
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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.
C. Operational Concept
Operational concept is the concept used to clarify the theories used in this research in order to avoid misunderstanding and misinterpretation. It is necessary to explain briefly the variable used in the research. As mention by Syafi’i (2016) the variables investigated should be clearly and operationally defined into simple words, therefore they can be easily measured and evaluated through the ways of treatments and assessment applied by the researcher. There are two variables, variable X and Y. Variable X is Youtube videos and variable Y is speaking ability.
1. Youtube Videos (Variable X)
In this research, variable X is using Youtube videos. The following are several procedures of using Youtube videos modified to improve students’
speaking skill :
1. The teacher picks some videos on Youtube about self introduction.
2. The teacher introduces the video briefly to reinforce a purpose
3. The teacher plays the video and asks the students to watch the video carefully.
4. While watching the video, students respond to the video by answering the question "how about you?" from the teacher.
5. After watching the video, the teacher asks the students about what expression have been used in the video.
6. The teacher asks students what information about the introduction they get based on the video they have watched.
7. The teacher asks the students to introduce themselves alternately.
8. The teacher corrects if the students make mistakes.
2. Speaking Skill (Variable Y).
The students’ skill in speaking as a dependent variable symbolized by “Y”.
There are some indicators to assess students’ speaking skill:
a. Pronunciation b. Grammar c. Vocabulary.
d. Fluency.
e. Comprehension.
19
D. Assumption and Hypothesis 1) Assumption
In this research, the researcher assumes that there is a significant difference on students’ speaking skill between before and after using Youtube videos at the eleventh grade of Islamic Senior High School Yasmi Duri.
2) Hypothesis
Based on the assumption above, the hypothesis of this research can be formulated as follows:
Ho : There is no significant difference on students’ speaking skill between before and after using Youtube videos at the eleventh grade of Islamic Senior High School Yasmi Duri.
Ha : There is a significant difference on students’ speaking skill between before and after using Youtube videos at the eleventh grade of Islamic Senior High School Yasmi Duri.
20 CHAPTER III
METHOD OF THE RESEARCH
A. Research Design
In this research, the researcher used Pre-experimental research design. The researcher used One-Group Pretest-Posttest. According to Ary (2010) “There are three steps that usually involves in one-group pre-test post-test design, (1) administering a pretest measuring the dependent variable; (2) applying the experimental treatment X to the subjects; (3) administering a post test, again measuring the dependent variable. Differences attributed to application of the experimental treatment are then evaluated by comparing the pretest and posttest score”. Based on the explanation above, it can be concluded that this research was conducted in one group and there was pre-test, treatment and post-test.
This research was conducted in one class with pre-test and post-test. The researcher carried out this research at the eleventh grade of Islamic Senior High School Yasmi Duri. There are two classes of eleventh grade students, and the researcher chose the science class. In the beginning the researcher gave the pre-test in order to know the students’ speaking skill before the treatment. Creswell (2012) state that pre-test provides a measure of some attributes or characteristics that you asses in an experiment before they receive the treatment. After that, the researcher used the treatment in teaching speaking. The last, the researcher given the post-test to measure
21
the students’ speaking skill in using the treatment. A post-test is a measure on some attributes or characteristics that is assessed for participants in an experiment after a treatment (Creswell, 2012).
Table III.1
One Group Pretest and Posttest Design
Pre-tes Treatment Post-test
01 X 02
Where :
01 : Pre-test (Pra Treatment)
X : Treatment
02 : Post-test (Pasca Treatment)
B. Time and Location of The Research
This research was conducted from August until November 2022. This research took place in Islamic Senior High School Yasmi Duri which is located in Jendral Sudirman street no.34 Simp. Padang.
C. Subject and Object of the Research
The subject of this research is the eleventh grade of Islamic Senior High School Yasmi Duri, and the object of this research is the effect of Youtube videos toward students speaking skill.
D. Population and Sample 1. Population of the Research
According to Creswell (2012) “population is a group of individuals who have the same characteristic”. The population of this research is eleventh grade of Islamic Senior High School Yasmi Duri consisting of 2 classes and contains 34 students. The specification of the population can be seen as follows:
Table III.2
Population of the Research
No CLASS TOTAL OF STUDENTS
1 XI Social 19
2 XI Science 15
Total 2 Classes 34
2. Sample of the Research
Sample is a part of population. In this research, the sample was obtained from population by using purposive sampling technique in one class. According to Sugiyono (2011) Purposive sampling is a data collection technique with certain considerations. Therefore, the researcher chose the science class because their interest in English lesson was higher than the social class (based on the interview with the teacher). The total of sample in this research consisted of 15 students from XI Science.
E. Technique of Collecting Data
In this research, the researcher used test to collect the data (pre-test and post- test). Brown (2003) mention that test means a method of measuring of a person’s
23
ability, knowledge or performance in given domain. The type of the test is oral presentation test to measure students’ speaking skill. In this research, the researcher will use some technique in collecting the data as follows:
1. Test
In this research, the researcher used a test to measure the students’
speaking skill. The test divided into two tests, they are pre-test and post-test in order to get the data required in this research, the researcher used the procedures that can be seen in the following:
a. Pre-test
The pre-test is carried out in order to know the ability of the students before giving the treatment in which the students introduce themselves in front of the class. Then, the researcher asked the students to record themselves with the same material for assessment in the pre-test.
Creswell (2012) states that a pre-test provides a measure of some attributes or characteristics that you asses in an experiment before they receive the treatment.
b. Treatment
The treatment conducted after the pre-test. The researcher taught the students how to introduce themselves correctly by showing them Youtube videos, with an infocus in front of the class.
c. Post-test
A post-test is a measure on some attributes or characteristics that is assessed for participants in an experiment after a treatment (Creswell, 2012).
After showing them the Youtube videos, the researcher asked them again to record themselves for assessment in post-test. The researcher gave the recordings to two raters to assess students’ speaking skill. The researcher used several components based on the assessment system on the lesson plan (based on curriculum 13) carried out by the English teacher in assessing students' speaking skills at MA Yasmi Duri, they are: vocabulary, grammar, fluency, pronunciation, and comprehension. The researcher used this components in assessing the students’ speaking skill. They have typical scale where each component has a set of qualities (level) to be rated and a series of possible rating. It can be seen as follows :
Table III. 3
Components of Speaking Skill a. Fluency
Score Requirement
5 Has complete fluency in the language such that his speech is fully
accepted byeducated native speakers 4
Able to use the language fluently on all levels normally pertinent to professional needs. Can participate in any conversation within the range of this experience with a high degree of fluency
3 Can discuss the particular interest of competence with reasonable
ease. Rarely has to grope for words 2
Can handle with confidence but not with facility most social situations, including introductions and casual conversations about current events, as well as work, family and autobiographical information
1 No specific fluency description refer to other four language areas
for an implied level of fluency)
25
b. Vocabulary
Score Requirement
5
Speech on all levels is fully accepted by educated native speakers in all its features including breadth of vocabulary and idioms, colloquialisms, and pertinentcultural references
4
Can understand and participate in any conversation within the range of his experience with a high degree of precision of vocabulary
3
Able to speak the language with sufficient vocabulary to participate effectively in most formal and informal conversations on practical, social and professional topics. Vocabulary is broad enough that be rarely has to grope for a word
2 Has speaking vocabulary sufficient to express him simply with
some circumlocutions
1 Speaking vocabulary inadequate to express anything but the most
elementary needs c. Grammar
Score Requirement
5 Equivalent to that of an educated native speaker
4 Able to use the language accurately on all levels normally
pertinent to professional needs. Errors in grammar are quite rare 3
Control of grammar is good, able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations on practical, social, and professional topics.
2 Can usually handle elementary constructions quite accurately but
does not have thorough or confident control of the grammar 1
Errors in grammar are frequent, but the speaker can be understood by a native speaker used to dealing with foreigners attempting to speak his language
d. Comprehension
Score Requirement
5 Appears to understand everything without difficulty
4 Understand nearly everything at normal speed although
occasionally repetition may be necessary
3 Understand most of what is said at slower than normal speed
without repetition.
2 Has great difficulty following what is said. Can comprehend only
“social conversation” spoken slowly and with frequent repetitions 1
Within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech, repetition, or paraphrase.
e. Pronunciation
Score Requirement
5 Equivalent to and fully accepted by educated native speakers
4 Errors in pronunciation are quite rare
3 Errors never interfere with understanding and rarely disturb the native speaker. An accent may be obviously foreign..
2 An accent is intelligible though often quite faulty
1
Errors in pronunciation are frequent but can be understood by a native speaker used to dealing with foreigners attempting to speak his language
The speaking result evaluated by concerning five components and each component have score and level. Each component have 20 for the highest score, so each component will be multiplied by 4 and total of all components is 100. The components and specification of the test is as follows:
Table III. 4
The Specification of the Test
No Speaking Skill Highest Score
1 Fluency 20
2 Pronunciation 20
3 Grammar 20
4 Vocabulary 20
5 Comprehension 20
Total 100
27
2. Validity
In this research, the oral test gave to the students in order to find out their speaking ability. Content validity used in constructing the instrument of the test. According to Cohen et.al (2008) To demonstrate this form of validity the instrument must show that it fairly and comprehensively covers the domain or items that it purports to cover. The purpose of conducting the test is to find out students’ speaking skill, thus the students have to speak English within 1-2 minutes based on the topic to be discussed. The lesson plan and the syllabus of the school is the guidance in assessing the score of the pre-test and post-test, and also the treatment held for 2 meetings.
3. Reliability
According to Brown (2003), reliability is has be done with accuracy measurement. The supporting idea above, Cohen et al. (2008) state that Reliability is essentially a synonym for consistency and replicability over time, over instruments and over groups of respondents. It is concerned with precision and accuracy. In this research, the researcher used inter-rater reliability to find out reliability of the test. In this research, there were two raters who take the score of students’ speaking ability. The inter-rater reliability is a measure of reliability used to assess the degree to which different judges or raters agree in their assessment decision.
F. Technique of Data Analysis
In analyzing the data, the researcher used Paired- Sample T-Test. Pallant (2010) state that a paired-sample t-test is used when you have only one group people and you collect data from them on two different occasions or under two different conditions. Pre-test and Post-test experimental design are an example of the type of situation where the technique is appropriate
.
The procedure for calculating eta squared is provided below:The formula for eta squared is as follows:
Eta squared (Ƞ2) =
According to Cohen (2001) The guidelines for interpreting this value are:
.01= small effect .06= moderate effect .14 = large effect
The interpretation of output from paired-samples t-test. There are two steps involved in interpreting the results:
1. Ha is accepted if the value in the sig. (2-tailed) If the value is less than 0.05 (e.g. .04, .01, .001), it means that there is a significant difference between students’ speaking skill before and after using Youtube videos at the eleventh grade of Islamic Senior High School Yasmi Duri.
29
2. Ho is accepted if the value is above 0.05(e.g. 0.06, 0.10). It means that there is no significant difference between students’ speaking skill before and after using Youtube videos at the eleventh grade of Islamic Senior High School Yasmi Duri.
44 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research was conducted to find out whether there is a significant difference of students’ speaking skill between before and after being taught by using Youtube videos and to know how large the magnitude significance of the using of Youtube videos at the eleventh grade students of Islamic Senior High School Yasmi Duri. Based on the data analysis in previous chapter, it showed that the results of students’ speaking skill taught by using Youtube videos was better than before using the method. By referring to the data analysis in chapter IV, the researcher explains the conclusion as follows:
1. The students’ speaking skill before being taught by using Youtube videos at the eleventh grade students of Islamic Senior High School Yasmi Duri is less with the mean score is 71.80
2. The students’ speaking skill after being taught by using Youtube videos at the eleventh grade students of Islamic Senior High School Yasmi Duri is sufficient with the mean score is 79.17
3. There is a significant difference on students’ speaking skill before and after being taught by using Youtube videos at the eleventh grade students of Islamic Senior High School Yasmi Duri.
45
B. Suggestion
1. Suggestion for the English Teacher
The English teacher at Islamic Senior High School Yasmi Duri should use the effective method in teaching speaking. The researcher suggests the teachers to use Youtube in teaching speaking because it can improve students’
speaking ability. Youtube also can be a good material to incorporate english lesson, improve their performance, play a vital role in helping students understand their english lesson and can also advance their understanding of English. English teachers should habituate the communication with the students, whether in the classroom or on every opportunity they could afford.
Students must be accustomed to speak English to achieve their predicate on their speaking ability.
2. Suggestion for students
It is suggested for students to improve their speaking skill through practice in every chance, it will improve their courage to speak and also accept the challenge to follow some English events or competition to measure the speaking skill. YouTube videos is a suitable media for students to increase their English. YouTube can also increase students’ motivation in learning English. Therefore, students become more enthusiastic and improve their English speaking skills
3. Suggestion for School
Idealy, the school can provide more suitable media and environment for learning in order to support the suitable technique such as Youtube, especially in English subject. Using learning media such as Youtube videos are also not a difficult thing to do. Apart from adding variety to the teaching and learning process, YouTube can also focus students' attention during the learning process.
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Appendix 1
English Lesson Plan of MA Yasmi Duri
Mata Pelajaran : Bahasa Inggris Kelas/Semester : Xl /1 (satu)
Materi Pokok : Memaparkan dan Menanyakan Jati Diri Alokasi Waktu : 2 x 45 menit
A. Kompetensi Inti
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar dan Indikator Pencapaian
3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait jati diri dan hubungan keluarga, sesuai dengan konteks penggunaanya. (Perhatikan unsur kebahasaan pronoun : subjective, objective, possessive)
Indikator :
Menyatakan ungkapan yang digunakan untuk memaparkan jati diri dan orang lain.
Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan teks pemaparan jati diri dan orang lain.
4.1 Menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait jati diri dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Indikator :
Membuat teks tulis sederhana untuk memaparkan, menanyakan, dan merespon pemaparan jati diri.
Mendemonstrasikan pemaparan jati diri dan orang lain dalam situasi formal dan informal.
Membuat short conversation untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dan memperkenalkan orang lain.
C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat :
1. Menyatakan ungkapan yang digunakan untuk memaparkan jati diri dan orang lain.
2. Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan teks pemaparan jati diri dan orang lain.
3. Membuat teks tulis sederhana untuk memaparkan, menanyakan, dan merespon pemaparan jati diri.
4. Mendemonstrasikan pemaparan jati diri dan orang lain dalam situasi formal dan informal.
5. Membuat short conversation untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dan memperkenalkan orang lain.
D. Materi Pembelajaran
• Hello!
• My name is Dwi. D – w – i
• I am a student.
• I go to SMA 1 Kreatif.
• I was born in Duri on 21st September 2001.
• I live at Jl. Ahmad Yani No. 15.
• I like singing, bicycling, and listening to music.
• My parents’ name are Mr. Baharudin and Mrs. Siti.
• I have one brother and one sister. They are Dandi and Dinda.
• I am in Xl IPS 5.
