Population and Sample - REVIEW OF RELATED LITERATURE

CHAPTER II REVIEW OF RELATED LITERATURE

B. Population and Sample

The population of this research was the eleventh grade students of SMA 7 Selayar in academic year 2019/2020. The number of population was 94 students consisting of three classes.

2. Sample

Sample was a part of population. In this case, the data obtained from population by using purposive sampling technique in one class. The total of sample in this research consisted of 30 students.

C. Research Variables and Indicator a. Research Variables

There were two variables that the researcher used in order to conduct the research, there were independent variable and dependent variable.

Independent variable in this research was the use of YouTube video material through asking and answer questions. Meanwhile, dependent variable in this research was improving students speaking skill.

b. Research Indicators

The indicator of this research was the effectiveness of using youtube video in speaking skill especially in vocabulary and pronunciation through asking and answer questions.

D. Research Instrument

Instrument was one of the significant steps in conducting in this research.

The instrument of this research was used a oral test. The main instrument used

of this research was speaking test. The test consisting into pre-test and post- test. In the pre-test, students were given a picture about procedure text and after that students speak up orally in front of the class. In the post-test, students were given three pictures and students must choosing one of three pictures had selected and then speak up orally in front of the class. The process of the test was recorded.

E. Technique of Data Collection

There are some steps to collect the data by the researcher : 1. Pre-test

a. The researcher came to the class and asked the students attention b. The researcher explained the purpose of the research

c. The researcher explained the procedure of the test that has given to the students.

d. The researcher asked the students to present in front of class orally.

Pre-test gave toward the students before they got a treatment. The pre-test was oral test to know the students’ prior knowledge of speaking accuracy in vocabulary and pronunciation. Students needed to finish the pre-test around 80 minutes.

2. Treatment

After conducting a pre-test, the researcher gave a treatment to students. It took for six meetings and spent 80 minutes in each meeting.

Some steps of treatment are :

a. The researcher gave some motivation and explained how important to learn english before starting the material.

b. The researcher gave some explanation about the learning process c. The researcher asked the students to introduce themselves

d. The researcher asked students to open the Youtube’s application to show the video about procedure text that predetermined.

e. After showing the video to the students, the researcher provided feedback toward the students and gave opportunities to ask question about what the students just saw, so there was more interaction about material through asking and answer questions

f. The researcher asked the students to discuss with their friends to make simple conversation about procedure text then each pair work and perform in front of class

g. When a pair work performing, other students wrote information that they got from the other pair work appear

h. The researcher gave feedback on vocabulary and pronunciation that they heard during the conversation process

3. Post-Test

The test given after giving treatment in experimental research. The post-test has given toward the students after they taught by using YouTube video in speaking learning. The form of post-test was oral test. Steps in giving a posttest are :

a. The researcher explained the procedure of the test that has given toward the students.

b. The researcher asked the students to present in front of class orally.

F. Technique of Data Analysis

The data collected from the oral test were analyzed quantitavely.

The steps were list as follow : in this research anaylize trough quantitave.

Meanwhile, to get speaking score, the researcher will use scoring scale, which included accuracy (vocabulary) and fluency (pronunciation) of the students’ speaking.

1. Classifying the students’ scores into six levels Table 3.1: The Assessment of Vocabulary

Classification Score Criteria

Excellent 6

Vocabulary apparently as accurate and extensive as that of an educated native speaker

Very Good 5

Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situations

Professional vocabulary adequate to discuss special interests; general

Good 4 vocabulary permits discussion of eny non- technical subject with some circumlocutions

Fair 3

Choice of wors sometimes inaccurate, limitations of vocabulary prevent discussion of some common professional and social topics

Poor 2 Vocabulary limited to basic personal and survival areas (time, food transportation, family, etc)

Very Poor 1 Vocabulary inadequate for even the simplest conversation

(Heaton, 1988:99) Table 3.2 the Assessment of Pronunciation

Classification Score Criteria

Excellent 6

Pronunciation is only very slightly influenced by the mother tongue, two or three grammatical and lexical error.

Very Good 5

Pronunciation is slightly influenced by the mother tongue. A few minor

grammatical and lexical errors but most

utterance is correct.

Good 4

Pronunciation is still moderately influence by the mother tongue but no serious phonological errors. A few grammatical and lexical errors nut one or two major errors causing confusion

Fair 3

Pronunciation influenced by mother tongue but only a few serious phonological errors. Several

grammatical and lexical errors, some of which cause confusing.

Poor 2

Pronunciation seriously influenced by the mother tongue with errors causing a breakdown in communication many basic grammatical and lexical errors.

Very Poor 1

Serious pronunciation errors as well as many basic grammatical and lexical erorors. Noevidenced of having

mastered any of the language skills and areas practiced in the course.

(Heaton 1988: 99)

2. Scoring the result of the students’ speaking skill Table 3.3 Classifying the score of the student

Score Classification

9.6 – 10 Excellent

8.6 – 9.5 Very Good

7.6 – 8.5 Good

6.6 – 7.5 Fairly Good

5.6 – 6.5 Fair

3.6 – 5.5 Poor

0 – 3.5 Very poor

(Depdikbud, 2004) The researcher analyzed the data from pre-test and post-test score.

To analyze the achievment, the researcher used the following formulas : 1. Scoring The Students’ percentage speaking of Pre-test and Post-test

P = x 100%

2. Calculating The Mean Score by using the following formula

The calculating of the students’ speaking skill by using the following formula:

∑

Where:

X = Mean score

∑ = The sum of all score

N = The number of students

3. Finding the development of the speaking skill, the researcher used the percentage techniques as follows :

P = x100 Where:

P = Percentage of the students X1 = The mean score of pre-test X2 = The mean score post-test

4. Finding out the significant different between the pre-test and post-test Formula:

t = ^̅

√^{∑ (∑}⁾ ( )

(Gay, 2006) Where:

T = The of significance differences D = The mean of the difference score

^D = The sum of D scores

 _D2 = The sequare of



^D^scores

N = The total number of samples

5. The criteria for the hypothesis testing as follows:

Table 3.4 Hypothesis Testing Comparison Hyphotesis

H0 H1

t-test < t-table Accepted Rejected t-test > t-table Rejected Accepted

The table above mean (1) the t-test value was smaller than t-table value, the null hyphotesis is accepted, while the alternative hypothesis is rejected and (2) the t-test value is equal to greater that t-table value, the null hyphotesis was rejected while the alternative hypothesis was accepted.

CHAPTER IV

FINDINGS AND DISCUSSION.

A. The Findings

After conduct ing the research, the researcher obtained two kinds of data; the score pre-test and the score of post-test. Pre-test was given before the treatment and post-test was given after the treatment.

1. The Improvement of the Students’ Vocabulary in Speaking

The improvement of the students’ speaking vocabulary in speaking can be see though the mean score of indicator in pre-test and post-test. The improvement of the students’ speaking vocabulary in speaking at the eleventh grade students of SMA Negeri 7 Selayar can be seen clearly in the following table:

Table 4.1 The Improvement of the Students’ Vocabulary

Indicators Mean Score

The Improvement (%) Pre-test Post-test

Vocabulary 3.43 4.46 30.02

Table 4.1 above showed that the score of vocabulary was improved (30.02%) from the mean score 3.43 in pre-test to be 4.46 in post-test. In applying Youtube video as a media in teaching and learning process, the data were collected through the test and showed that the students’ vocabulary in

speaking got improvement. Based on these result, it can be concluded that the use of Youtube video as a media in teaching and learning process was affective in improve the students’ vocabulary in speaking.

Even though the result of post-test can not be classified as good, but it had improved from poor level to the fairly good level and can be clasified as enough. To see clearly the improvement of the students’ vocabulary, the following chart was presented:

Grafic 4.1 : The Improvement of the students’ vocabulary

Table 4.1 above showed that the score of vocabulary was improved (30.02%) from the mean score 3.43 in pre-test to be 4.46 in post-test. Grafic 4.1 showed that the score had improvement. Based on the data above, it can be concluded that the used of Youtube video was effective in improving the students’ vocabulary in speaking skill through asking and answer questions.

3.43

4.46

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

Pre-Test Post-Test

Post-Test Pre-Test

2. The Improvement of the Students’ Pronunciation in Speaking

The improvement of the students’ pronunciation in speaking skill at the eleventh grade of SMA 7 Selayar can be seen clearly in the following table:

Table 4.2 The Improvement of the Students’ Pronunciation

Indicator

Mean Score

The Improvement (%) Pre-test Post-test

Pronunciation 3.06 3.9 27.45

Table 4.2 above showed that the score of pronunciation was improved (27.45%) from the mean score 3.06 in pre-test to be 3.9 in post- test. In applying Youtube video as a media in teaching and learning process, the data were collected through the test and showed that the students’ pronunciation in speaking got improvement same with vocabulary. Based on these result, it can be concluded that the use of Youtube video as a media in teaching and learning process was affective in improve the students’ pronunciation in speaking.

To see clearly the improvement of the students’ pronunciation, the following chart was presented

Grafic 4.2 : The Improvement of the students’ Pronunciation

The data on grafic 4.2 showed that the improving of pronunciation was (27.45%) from the mean score from the mean score 3.06 in pre-test to be 3.9 in post-test. Figure 4.2 showed that score had improvement. Based on the data above, it can be concluded that the used of Youtube video was effective in improving students’ pronunciation in speaking through asking and answer questions.

Based on the data and explanation above, there was the improvement of the students’ speaking skill in using Youtube video as a media. The improving of the students’ speaking skill in term of vocabulary and pronunciation can be seen clearly in the following table:

3.06

3.9

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

Pre-Test Post-Test

Post-Test Pre-Test

Table 4.3 The Improvement of the Students’ Speaking skill

NO Variables Mean Score The Improvement Pre-Test Post-Test (%)

1 Vocabulary 3.43 4.46 30.02

2 Pronunciation 3.06 3.9 27.45

3 Final Score 5.43 7.01 29.09

4 Total 8.49 15.37 86.56

5 Average 3.97 5.12 28.85

Table 4.3 showed that the score of speaking skill was improved (28.85%) from the mean score 3.97 in pre-test to be 5.12 in post-test. The final score of the students speaking test was also improved (29.09%) from the mean score 5.43 in pre-test to be 7.01 in post-test. In applying Youtube video as a media, the data were collected through the test and showed that the students’ vocabulary and pronunciation got significant improvement.

Based on these results, it can be concluded that the use of Youtube video was affective in improving students’ speaking skill through asking and answer questions

To see clearly the improvement of the students’ speaking skill, the following chart was presented:

Grafic 4.3 Improvement of the students’ speaking skill by using Youtube video

The data on grafic 4.3 showed that the improving of vocabulary was (30.02%), the, the improving of pronunciation was (27.45%), the improving of final score was (29.09%) and mean score was (28.85%).

Figure 4.3 showed that the score had improvement. Based on the data above, it can be concluded that the Youtube video was effective in improving the students’ speaking skill in term vocabulary and pronunciation through asking and answer questions.

3. Test Significance

In order to know whether or not the mean score is significantly different from the result of the pre-test and the post-test at the level of

significance 0.05 with the degree of freedom ( df ) = N-1 Where N= Number of students (30). To saw the difference, look a table below :

30.02

27.45 29.09 28.85

0 5 10 15 20 25 30 35

Mean Final Score Pronunciation Vocabulary

Table 4.4 : T-Test Student Achievement

NO Variable t-test t=table Test of Significant 1 Vocabulary 14.93 2.045 Significant 2 Pronunciation 7.86 2.045 Significant 3 Final Score 15.64 2.045 Significant

Table 4.4 showed the siginificant difference between T-test and T-table.

That t-test value was greater that t-table (t-test>t-table). Vocabulary was greater than t-table (14.93>2.045), the test value of pronunciation was greater than t-table (7.86>2.045) and final score of students speaking skill was (15.64>2.045). it means that there was significant difference between the students’ speaking skill before and after using Youtube video. it is also that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.

B. Discussion

In this part, the discussion deals with the interpretation of finding derived from the result of findings about the observation result of the student speaking skill in terms of vocabulary and pronunciation in teaching and learning process by using Youtube video as a media. it was indicated by the stduents achievement in pre-test and post-test.

In the treatment process, the researcher made teaching and learning process by using Youtube video. Before giving treatment, the students were lazy and bored in teaching and learning process. So that the studentss can not improve their speaking achievement

Based on the finding, the result of score in post-test was greater than pre-test in terms of vocabulary and pronunciation. In pre-test, the researcher found the most of students did not know how to expressed their opinion or argument about the topic. Their pronunciation was not good and still shy to ferformed in fornt of their friends. After giving the treatment, their skill was significance improved.

1. The Improvement of the Students’ Vocabulary in Speaking

Based on the finding in applying Youtube video as a media in the class, the data were collected through the test as explained in the previous finding section showed that the students’ vocabulary in speaking was significantly improvement. The data on table 4.1 showed that the score of vocabulary was improved (30.02%) from the mean score 3.43 in pre-test to be 4.46 in post- test. Based on the pre-test result, there were 17 (56.66%) got poor score, 13 (43.33%) got fairly good score and none of them got very poor, fair, good, very good and excellent score. The data present that more than a half or around 56.66% of the students got poor score in their pre-test. In pre-test, the students mean score was low because they did not know what to said although they had arranged in their paper in indonesia, they use much time to did their tests to thought whar words they want to said and most of them were shy and affraid to spoke english especially they were shy if their friends laughed their ferformanced. While in the post-test, the data showed that there were 14 (46.66%) got fairly good, and 16 (53.33%) got good score and none of them clasified into very poor, poor, very good and excellent score. After

giving a treatment, the students’ achievement improved. The reason was in speaking practice students had knew what they want to said to expressed their opinion or argument about the topic.

2. The Improvement of the Students’ Pronunciation in Speaking

In pre-test, the students mean score was low because they always making mistake to pronounced the words when they presented their task in font of class. They did not pronounced the words as well and also most of them were shy and affraid to spoke english especially they were shy if their friends laughed their ferformanced. While in the post-test, the data showed that there were 7 (23.33%) got poor score, 19 (63.33%) got fairly good, and 4 (13.33) got good score and none of them clasified into very poor, fair, very good and excellent score. The data presented that the problem of the students were still making mistake in pronounced the words. After giving a treatment, the students’ achievement improved. The reason was in speaking practice

students had knew hot to pronounced the words and they more careful to pronounced their words about the topic.

After calculating the score, the researcher found that the students’

speaking skill was improved (28.85%) from the mean score 3.97 in pre-test to be 5.12 in post-test. It was supported by the mean score post-test of students’

speaking skill was higher than pre-test.

The score of the students’ post-test was higher than the mean score of the students’ pre-test. Therefore, Youtube Video was affective in improving students’ speaking skill in term vocabulary and pronunciation through asking and answer questions. Almurashi (2016) also states that youtube can be a good material to incorporate english lesson, improve their ferformance, play a vital role in helping pupils understand their english lesson and can also advance their understanding of english. In addition, Albahlal (2019) states that YouTube videos helps students guess the meaning of unfamiliar words and improve their speaking skill and also lower the students axiety, help students learner faster, and retain the students’ attention during the calss

Based on the result of each test, scores of post-test were greater than those pre-test. The description oh the data collected through oral test was explained in the previous section showed that the students’ speaking skill improved and the improvement was 28.85%. the mean score of the students in the pre-test was 3.97 and supported by improvement of the mean score of post-test was 5.12 which was classified as fairly good clasification. In other word, the mean score in pre-test less than pos-test.

Besides that, the value of t-test was greater than t-table (15.64>2.045).

The hyphotesis test showed that H0 was rejected and H1 was accepted. It indicated that there was significant improvement of students in speaking skill after the treatment.

Therefore, the researcher concluded that Youtube video was effective in improving students’ speaking skill through asking and answer questions.

From the discussion above, it can be concluded that the students’ speaking skill at eleventh grade students of SMA Negeri 7 Selayar can be improved in speaking skill by using youtube video though asking and answer questions.

Dalam dokumen effectiveness of using youtube video in improving students (Halaman 35-44)