TITLE: Effectiveness of using YouTube video to improve students' speaking skill by asking and answering questions. The effectiveness of using YouTube video to improve students' speaking skill by asking and answering questions at the eleventh grade of SMA Negeri 7 Selayar.
INTRODUCTION
Research Problem
Meanwhile, to get speaking score, the researcher will use scoring scale, which includes accuracy (vocabulary) and fluency (pronunciation) of the students' speaking. Scoring of the result of the students' speaking skills Table 3.3 Classification of the score of the student. The improvement of the students' speaking vocabulary in speaking can be seen by the average score of indicator in pre-test and post-test.
In the application of YouTube video as media in the teaching and learning process, the data was collected through the test and showed that the students' vocabulary is in. Based on these results, it can be concluded that the use of Youtube video as media in teaching and learning process was affective in improving students' speaking vocabulary. Based on the above data, it can be concluded that the use of YouTube video has been effective in improving students' vocabulary in speaking skills through questions and answers.
Based on these results, it can be concluded that using YouTube video as a media in the teaching and learning process has had an effect on improving students' pronunciation in speaking. Based on the data and explanation above, there was an improvement in students' speaking skills when using YouTube video as media. Based on the above data, it can be concluded that the YouTube video was effective in improving students' speaking skills in vocabulary and pronunciation by asking and answering questions.
The score of the students' post-test was higher than the average score of the students' pre-test. Based on the result and the discussion of the findings before, the researcher concludes that youtube video was affective in improving the students' speaking skill in terms of vocabulary and pronunciation. It can be concluded that the students' vocabulary and pronunciation in speaking at the eleventh grade SMA Negeri 7 Selayar improved after applying YouTube video by asking and answering questions.
In other words, the use of Youtube Video was affective in improving students' speaking skills by asking and answering questions.
Objectives of the Research
Significances of the Research
Scope of the Research
P = Percentage of students X1 = The average score of the pre-test X2 = The average score of the post-test. By applying YouTube video as media in the teaching and learning process, the data was collected through the test and it was found that the students' pronunciation in speaking improved in the same way as the vocabulary. When applying YouTube video as a medium, the data was collected through the test and it was found that the students' vocabulary and pronunciation improved significantly.
From the above discussion it can be concluded that the speaking skills of eleventh grade students of SMA Negeri 7 Selayar can be improved in speaking skills by using YouTube video by asking and answering questions.
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
- Concept of Speaking
- Asking and Answer Questions Strategies
- Media
- YouTube Video
Conceptual Framework
The pre-test was an oral test to know the students' prior knowledge of speaking accuracy in vocabulary and pronunciation. The post-test was given to the students after teaching using YouTube video in learning to speak.
Hypothesis of the Research
Research Design
The research used an experimental research that used pre-experimental method with one-group pre-test - post-test design. Ary et al said that experimental research is to enable researcher to estimate the effect of an experimental research. Independent variable was a material design taken from YouTube and dependent variable was students' proficiency in speaking a procedural text.
The purpose of this study was to know the effectiveness of using YouTube video to improve students' speaking skills in question and answer. The effectiveness was found after giving a treatment to students who were taught before and after using YouTube video. Figure 3.1 Research design.
Population and Sample
Research Variable and Indicator
Research Instrument
In the pre-test, the students were given a picture about the procedure text and then the students speak orally in front of the class. In the post-test, students were given three pictures and the students had to choose one of the three pictures they had selected and then speak orally in front of the class.
Technique of Data Collection
The researcher gave a motivation and explained how important it is to learn English before starting the material. The researcher asked the students to open the Youtube application to display the video related to the text of the procedure that was predetermined. After showing the video to the students, the researcher gave feedback to the students and gave them opportunities to ask questions about what the students just saw, so there was more interaction about the material through questions and answers.
The researcher asked the students to discuss with their friends to make a simple conversation about procedural text, after which each pair worked and performed in front of the class. When a pair of work performs, other students wrote information that they got from the other pair's work is displayed. The researcher provided feedback on vocabulary and pronunciation that they heard during the interview process.
Technique of Data Analysis
The choice of words is sometimes imprecise, the limited vocabulary makes it impossible to discuss some general professional and social topics. The pronunciation is only slightly affected by the mother tongue, two or three grammatical and lexical errors. Pronunciation is influenced by the mother tongue, but only a few serious phonological errors. grammatical and lexical errors, some of which cause confusion.
Pronunciation is seriously affected by the mother tongue with errors that cause communication disorders, many basic grammatical and lexical errors. Serious pronunciation errors and many basic grammatical and lexical errors. have mastered any of the language skills and areas covered in the course. In determining the development of speaking skill, the researcher used percentage techniques as follows.
The above table means that (1) the t-test value was less than the t-table value, the null hypothesis is accepted, while the alternative hypothesis is rejected and (2) the t-test value is equal to greater than that t-table value, was the null hypothesis was rejected while the alternative hypothesis was accepted.
FINDINGS AND DISCUSSION
Discussion
Based on the findings of applying YouTube video as classroom media, the data was collected through the test. As explained in the previous part of the findings, it was found that the students' vocabulary in speaking had improved significantly. Based on the findings of applying YouTube video as classroom media, the data was collected through the test. As explained in the previous part of the findings, it was found that the students' pronunciation when speaking had improved significantly. Therefore, YouTube Video was effective in improving students' speaking skills in terms of vocabulary and pronunciation by asking and answering questions.
The description of the data collected through the oral test explained in the previous section showed that the students' speaking ability improved and the improvement was 28.85%. Therefore, the researcher concluded that the Youtube video was effective in improving students' speaking skills through question and answer. It has been proven that the achievement of students' vocabulary in the posttest was greater than in the pretest (4.46 > 3.43) and the improvement of students' vocabulary in speaking was (30.02%).
While the students' pronunciation achievement in the post-test was also higher than in the pre-test (3.90>3.06), the improvement was (27.45%). Improving students' speaking ability through classroom discussion technique in second grade students of SMP Unismuh Makassar. Improving students' speaking skills using conversational and unsolved topic method (excerpt) in the second grade of SMA Muhammadiyah 7 Makassar.
CONCLUSION AND SUGGESTION
Suggestion
Successful teaching does not only depend on the curriculum, but it is more important how the teacher presents the lesson and uses different media to conduct the lesson more comfortably and in accordance with the lesson using YouTube video materials. Therefore; it is suggested that the teacher uses youtube video materials in English lessons. Students are expected to be more active and creative in enriching their ideas in speaking.
For the next researcher, he can use the result of this research as a reference and use this medium in another classroom in teaching English material. The Effective Use of YouTube Videos for Teaching English in Classrooms as Supplemental Materials. The Role of Educational YouTube Videos in Improving EFL Learners' Speaking Skills A Case Study of LMD Second Year English Language Students at Biskra University.
Keterampilan Berbicara (Aksi Kelas Siswa XI SMK Negeri 3 Surakarta Tahun Pelajaran 2010/2011). Efektivitas penggunaan video untuk mengajar berbicara (Pada siswa kelas VIII SMP 1 Manisrenggo). Pengembangan pembelajaran statistika secara langsung pada aplikasi software SPSS dengan bantuan multimedia untuk memudahkan pemahaman siswa tentang statistika.
Lesson Plan
Teks prosedur adalah (1) teks yang menjelaskan cara kerja sesuatu atau cara penggunaan instruksi/panduan pengguna. Menghubungkan materi/tema/kegiatan yang akan dilakukan dengan pengalaman siswa dengan materi/tema/kegiatan sebelumnya. Ajukan pertanyaan terkait dengan pelajaran yang akan diajarkan. manfaat mempelajari pelajaran yang dapat diambil.
Siswa diberi kesempatan untuk mengungkapkan pertanyaan/kesulitan memahami materi yang ditampilkan melalui video YouTube, melalui tanya jawab. Guru meminta siswa memutar video tutorial di YouTube berjudul “Panas Membuat Secangkir Teh” yang telah didefinisikan sebelumnya. https://youtu.be/MV2zpq9P2zo. Guru meminta siswa untuk memahami teks contoh prosedur yang ditunjukkan oleh setiap siswa melalui tanya jawab.
Siswa menambahkan catatan tentang ciri-ciri kebahasaan yang digunakan dalam teks prosedur. hanya berdasarkan 2 pilihan gambar preset. Jawablah pertanyaan di bawah ini berdasarkan video Youtube di atas 1. apa tujuan dari teks prosedur. Menghubungkan materi/tema/kegiatan yang akan dilakukan dengan pengalaman siswa dengan materi/tema/kegiatan sebelumnya.
Pre-Test Worksheet
Post-test Worksheet
Findings in Chapter IV
Research Documentation
