Ratna Dewi, S.S., M.Hum and the second advisor Firman, S.Pd., M.Pd, who advised their guide. The biggest thanks also to MA Assalam Timbuseng, especially to the head of MA Assalam Timbuseng and the English teacher, who gave a chance and help to do this research, and the students of X A in the academic year 2020/2021 as the sample of the research that participated in the process of collecting the data. Radifan Harfat, Risaldy, Andi Riswandi who gave experiences, help, support and the wonderful moments.
The biggest thanks goes to Nadir Amir and his family, who waited for her graduation with experience, help, support and patience. Cina (some members), Greatness Class, Caddi Squad and Posko Tegang Baper (P2K) who gave experience, help, support and wonderful moments of university life.
Background of the Research
Some magazines are researching the use of YouTube to improve students' speaking skills in the classroom. Muna's first study (2011) titled Utilizing YouTube Videos to Enhances Students' Speaking Skill used YouTube for English learning. The researcher used YouTube content as media material and then asked students about the material in front of the class.
And then the students tell a story about what they have seen on YouTube to recognize the students' speaking ability. The researcher used YouTube to improve students' speaking skills by having students watch the YouTube video played by the teacher and then write the important thing.
Problem Statement of the Research
Objective of the Research
Significance of the Research 1. Theoretical benefit
The researcher hopes that the result can be useful to readers, especially in teaching and learning English, especially in speaking skills. This research is expected to be the way to improve their speaking skills with storytelling and YouTube. It is expected that this research will be useful as a reference for the researcher in English learning about the social media, especially YouTube, as a medium in the learning process to improve fluency.
Scope of the Research
Some Pertinent Ideas 1. Concept of Speaking
Advantages
It can be a source of motivation for students and they can stay in class for a longer time. Using YouTube in classrooms attracts a lot of students' attention and makes the classroom very interactive for language learning. YouTube provides an opportunity for students to comment on videos and ask questions about videos.
YouTube also provides an opportunity for students to demonstrate what they have learned by recording a video and sharing it with the class. If a student finds a particular video on YouTube that is interesting and useful in learning English, they can easily find more similar videos related to it.
Disadvantages
Concept of Storytelling a. Definition of Storytelling
Based on the scope of this research that makes some of the inherent elements of the story to a scope, that is the structure of a story. In this part it is also used to create atmosphere so that the student is persuaded to follow the story. In other words, the narrative text tells who the character was/where, where it happened, when it happened.
The complication makes their story more interesting because the character is prevented from achieving his or her needs. It tells what the story told or retells the character and contains the message of moral value to the readers.
Conceptual Framework
The result of the differences between pre-treatment and post-treatment will give a significant or non-significant research result.
Hypothesis
RESEARCH METHOD RESEARCH METHOD
Population and Sample
- Population
- Sample
- Dependent Variable
The subject of this research was tenth grade students of the Senior High School in Takalar in Academics 2019/2020. The population of this research is the 10th grade students of MA Assalam Timbuseng Takalar, which consisted of 2 classes, 1 science class and 1 social class. The data were obtained from populations using purposive sampling technique in one class because there is no ability to speak English.
It was carried out at the students of the 10th Grade MA Assalam Timbuseng Takalar consists of 27 students. Dependent variable in this research is the result of the test on students' ability to speak with told the structure of the story (structural text).
Instrument of the Research
Procedure of Collecting Data
- Pre-test
- Post-test
Technique of Data Analysis
- Students’ Speaking Ability in Terms of Structure of the Story (Structure Text)
- Students’ Speaking Ability in Terms of Fluency
- Hypothesis Testing
They are divided into story structure (text structure), students' speaking ability and hypothesis testing. Students' speaking skills are good at structuring students describe the structure of a YouTube story. Average score of students' speaking ability according to story structure (text structure).
The average score refers to the structure of the student's speaking ability when telling a story on YouTube. The percentage of improvement of students' results in terms of story structure (text structure) after treatment with YouTube and the Storytelling technique is 60.3%. Frequency and percentage of students' speaking ability according to story structure (text structure).
Frequency refers to the structure of the student's fluency when telling a story on YouTube to know the student's percentage categories. The average score refers to the fluency of the student's speaking skills when telling a story on YouTube. Frequency refers to the structure of the student's fluency when telling a story on YouTube to know the student's percentage categories.
The researcher used the T-test analysis at the level of. a) Paired sample test of students' story structure. The paired samples t test shows the significant differences between the students' pre-test and post-test structure mean score on YouTube storytelling. The paired samples t test shows the significant differences between the mean pre-test and post-test students' fluency score in telling the story through YouTube.
Discussion
- Students’ Speaking Ability in Terms of Structure of the Story (Structure Text) in Telling Story
- Students’ Speaking Ability in Terms of the Fluency in Speaking
From this research that refers to previous research on the text structure of students when speaking. It can be said to improve students' speaking skills, as shown by research by Muna (2011) in the journal Utilizing YouTube Videos to Enhances Students' Speaking Skill. However, through the use of YouTube videos, they knew how to create the content based on the material.
The researcher believes that using YouTube can help students' interest in speaking activities because it supports that every student can use YouTube on their smart phone making it easier for them to do their daily exercises. It reflects that students can improve after giving the YouTube story treatment, it reflects that the students can improve their fluency score after they are given the treatment to tell a YouTube story. From this it can be concluded that there is a significant difference between the result obtained in the pre-test and the post-test.
YouTube videos were very helpful for students to express their ideas and improve students' speaking fluency. Based on the findings and discussion in the previous chapter, the researcher concludes that this research is that the use of YouTube Storytelling is effective to improve students' speaking ability in terms of story structure (structure text). This shows that students' structure text score between pre-test and post-test is significantly different.
So it can be concluded that the effect of using Storytelling through YouTube to improve students' speaking ability in tenth grade by MA Assalam Timbuseng is significant. It indicates that the students' fluency scores between pre-test and post-test are significantly different. So it can be concluded that the effect of using Storytelling through YouTube to improve students' speaking ability in tenth grade of MA AssalamTimbuseng is significant.
Suggestion
Improving students' speaking ability through mobile social networking (Pre-experimental research in the tenth grade of SMA Negeri 8 Makassar). YouTube, Language learning and teaching techniques. English-speaking Journal of Global Higher Education. Effective use of YouTube videos for teaching English in the classroom as supplementary material. Retrieved from http://www.eajournals.org/wp-content/uploads/The- Effective-Use-of-Youtube-Videos-for-Teaching-English-Language-in-.
Hawaii Pacific University TESOL Working Paper Series 9. The Role of Educational YouTube Videos in Improving EFL Learners' Speaking Skills. The case of second-year LMD English students at Biskra University. Speaking skill (classroom action in XI grade students of SMK Negeri 3 Surakarta, academic year. Retrieved from http://english.fkip.uns.ac.id/index.php/research/7-research-mahasiswa/236- utilizing- youtube-videos-to-enhance-students-speaking-skill-a-classroom- action-research-at-the-xi-grade-students-of-smk-negeri-3-surakarta-academic-year-20102011.
Semarang.(Diambil dari https://www.coursehero.com/file/p1p3h4j/Contoh- Rubrik-Pejuangan-Format-Pedindingan-Retelling-Story-Menggunakan-. Pengembangan Pembelajaran Statistika Berbasis Aplikasi Software SPSS Praktikum dengan Bantuan Multimedia untuk Memudahkan Pemahaman Siswa tentang Statistika Diperoleh dari https://www.researchgate.net/publication/325529550_Development_Lessons_Statistika_Based_Practicum_Application_Software_SPSS_with_Multimedia_Assistance_to_Make_Permudah_Studencience_Students
An analysis of the generic structure of narrative text written by the tenth year students of SMA Yasiha Gubug. (Retrieved from https://www.researchgate.net/publication/322205527_AN_ANALYSIS_OF_. The Effectiveness of a Task-Based Instructional Program in Developing English Language Speaking Skills of. The kingdom was ruled by a king named His Majesty Prabu.Prabu was a kind and wise king.
The results of the pre test
Read the story below and retell of the story!
Seeing that the ant was in trouble, the pigeon quickly plucked a leaf from a tree and immediately dropped it into the water near the struggling ant. Not long after, a hunter was nearby, who threw his net at the pigeon, hoping to catch it this way. The hunter felt the pain and dropped his net, and the pigeon quickly flew away from this net.
Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di
- Tujuan Pembelajaran
- Materi Pembelajaran
- Pengertian Narrative Text
- Tujuan Narrative Text
- Struktur Narrative text 1. Orientation/Orientasi
- Complication/Komplikasi
- Resolution/Resolusi
- Re-orientation/Re-orientasi
- Metode Pembelajaran 1. Pendekatan : Scientific
- Alat dan Bahan : Whiteboard, board marker, laptop, benda-benda sekitar
- Langkah-langkah Kegiatan Pembelajaran Pertemuan 1
- Kegiatan Pendahuluan
- Kegiatan Inti Mengamati
Now I will make you the thousandth temple.” He pointed his finger at Loro Jonggrang and said some mantras. The story came from the life of the tree at the edge of the river. On the other hand, this tree was also well nourished by the water of the river.
Due to the strong wind, the oak tree, a huge and strong tree, fell to the ground. The king doesn't want anyone else to eat it, so he ordered me to guard it,” the deer mouse pointed at the buffalo droppings. But first let me run far away, so that the king will not resent me,” said Mousedeer.
But now you will be my lunch.” Mouse Deer looked around and saw a wasp nest in a tree. The King doesn't want anyone else to hit it," Muishert pointed to the wasp's nest. Long ago there lived a young orphan farmer in the northern part of the island of Sumatra.
Average score of pre-test and post-test in terms of structure of the story (structural text).
Frequencies Variables
Structure of the Story (structure text) a. Pre-test
Fluency b. Pre Test
T-test Pairs
DOCUMENTATION
