JudulSkripsi: Using Moral Storytelling Video to Increase Students' Speaking Skills (a pre-experimental design at SMPN Satu Atap Tompotanah). Judul Skripsi: USING MORAL STORY VIDEO TO INCREASE STUDENT SPEAKABILITY (a pre-experimental design at SMPN Satu Atap Tompotanah). This graduation research was aimed at finding out the speaking skills of students through moral story video.
The research design used a pre-experimental in which it used a pre-test and post-test comparison to determine the result of the research. The research variables are the dependent variable and the independent variable, the dependent variable is the interviewer using the Guttman scale, and the independent variable is the moral story video. To analyze the result of students' achievements in the pre-test and post-test about "the use of moral story video in increasing students' speaking ability".
The result of the data showed that there was a significant difference between pre-test and post-test. Which means that there was a significant difference between the students' speaking ability before and after the use of moral story video or it can be said that the use of moral story video increased the students' speaking ability at the Eight Grade of SMPN Satu Atap Tompotanah.
Background
Media in teaching also supports student interest, when the media is not interesting, causing the student to get bored and the material difficult to understand. The interdisciplinary media such as PowerPoint, photo and video educate teacher and students in the learning process. One of the interesting media is video. Using video is a good choice because video can make the learning process more interesting and convey to students.
History video is the one suitable for students because the content is exciting but still educated. Moral story video as a medium in learning with the reason that the moral story video contains a story and a specific story and has clear speech that can be used as a basis to stimulate speaking skills. Moral story video also tells students a good moral, which inspiration can then be applied in daily life. Moral story video is the good solution for students because students are able to get a moral message from the story, not only about knowledge, but they can learn about norms and good ethics.
These problems may be interesting to students and the use of media is not suitable for students' needs. Using moral story video to increase students' speaking ability” of grade eight in SMPN Satap Tompotanah.
Problem Statement
Objective of The Study
Significant of The Study
Scope of The Study
The author explains about research results from some experts, theoretical, conceptual frameworks and hypotheses about the research.
Previous Research Findings
The author can conclude that while students are learning visually, their brain will analyze the speaker such as imitation, stress and movement. Based on the statement above, Allessi said that video is powerful in learning process, teacher can use video in teaching and learning process to make students learn easily. Canning said videos as visual stimulus like the situation can guide students to generate prediction.
The writer can conclude that the use of video allows students to learn easily and to activate their auditory processing brain, which allows students to generate their prediction and understand the topic or story.
Theoretical of Definition 1. The Concept of Speaking
Teaching Media a. Definition of Media
It can help students understand the material and connect the test knowledge to the lesson they are learning. According to Geralch and Evy, cited in Kumara, a medium is any person, material, or event that establishes the condition that enables learners to acquire knowledge, skills, and attitudes. The distinguishing feature of distance education is the separation of the teaching team and students during the lesson.
A common use of media in an instructional situation is for additional support from the "live" instructor in the classroom. Media can be used effectively in formal education where a teacher is unavailable or working with other students. Based on the above explanation, it can be concluded that they play an important role in the teaching and learning process.
Media is not only useful for the teacher, but adds elements of reality and motivates students to bring real life stories to the classroom. Media as the way for the teacher to organize instruction around the topics. However teachers use media and increase students' speaking skills, technicians need to explain the materials to make the teaching and learning process more communicative.
The Concept of Video
The students can pay attention to the speaker's lips while watching and listening to the speaker's statements. These media can help students increase their speaking skills while watching video and the students understand words and expressions or mimic the speaker. The students can more easily pronounce the sentence after showing the video, the students can also pronounce the words with the true concept.
The teacher must ensure that the videos are appropriate for the instructional purpose and culturally appropriate for the students. For the teacher, it will be a great effort to prepare the students to understand what they are about to see. The teacher should ensure that the pace of the videos is appropriate for the skill level of the students.
In this research, the authors use video moral stories, and the purpose is for students to get a social lesson. On the other hand, a moral video in the form of animation is easier to understand and suitable for children, in this case students, because students like animation more than non-animation. A moral story is a story that has good content, a moral dealing with the principles of right and wrong behavior.
Teaching using a moral story video can help the teacher guide students in learning about morals in a fun situation. According to Wordpress (2014), a story can help students improve skills such as listening and speaking. As the teacher tells the story, the children will focus on listening to her intonation, pronunciation, etc.
In addition, children will easily remember vocabulary and learn sentence patterns through the context and pictures of the story. Writers use this medium to increase students' speaking ability, by watching the video in the teaching and learning process, students can be more interested and receive information about the story. The writers hope that by using a moral story, media students will improve their speaking skills and receive a good moral from the video they will watch.
Conceptual Framework
Conceptual Framewok
- Hypothesis
- Research Design
- Research Variables 1. Dependent Variable
- Population and Sample 1. Populations
- Research Instrument
- Procedure of Collecting Data
- Technique of Data Analysis
- Findings
- The Students’ Speaking Ability
- Hypothesis Testing
- Questioner
- Discussion
- The Improvement of the Students’ Speaking in term of Accuracy
- The Improvement of the Students’ Speaking Fluency
- The Significant Difference of T-test and T-table
H1 (Alternative Hypothesis) = There is significant difference between students' speaking performance before and after the application of the moral story video. There is no significant difference between students. speaking performance before and after the application of the moral story video. These are the students' score classification, the mean scores and standard deviation of pre-test and post-test, the t-test value and hypothesis testing.
The results of the students in the pre-test and post-test were observed based on the speaking components. The above table proves that the use of moral story video in the teaching and learning process can increase the students' speaking accuracy after receiving the standard pre-test and post-test score. The table above also shows that the students' speaking ability score in accuracy in the pre-test.
Therefore, the improvement of students' fluency increased significantly from the pre-exam to the post-exam. The above table proved that the use of video with a moral story in the teaching and learning process can increase the students' speaking fluency after taking the pre-exam and the post-exam score was achieved (22.5%). The above table also shows that the result of the students' speaking ability is fluent in the pre-test.
In other words, the use of moral story video can increase students' speaking ability. It is indicated by the students' performance in the pre-test and post-test, and also by the questioner used as a dependent variable. The use of moral story video increased students' speaking in terms of accuracy.
Students lack precision and find it difficult to compose what they are going to say in a speech. As a result, the students' average speaking accuracy score in the pretest was still fair. The explanation above showed that using a moral story video can increase students' accuracy.
Fluent mark such as hesitant repetition and self-correction. The use of moral story video in teaching and learning process made students' speech fluent. This means that the use of moral story video in teaching and learning speaking skills can improve students' speaking skills.
CONCLUSION
Suggestion
The students have to make English as daily conversation in their activities, even if they only speak a little, don't forget to remember a lot of vocabulary. So it is strongly recommended to use for teaching English speakers in the classroom. The teachers should be creative in teaching English especially speaking skills because to master English more technique or method to improve it 6.
Based on the study about the use of moral story video is effective to make students active to speak English in class, the researcher will be able to find more research about the use of moral story video in schools other, such as school or high school with the largest population. Using Self-Talking Strategy (STS) to improve students' speaking skills in the first grade of SMAN 1 Libureng. Improving students' speaking skills through the use of video clips of eighth grade students of SMP IT ABU BAKAR Yogyakarta.
DATA ANALYSIS 1
- tandard Deviation of the Pre-Test
- Percentage of Accuracy P =
- Percentage of Fluency P =
- T-Table Value
- Percentage of Respondent Responses Yes
- Percentage of Respondent Responses No P =
DOCUMENTATION
LCD 3. Laptop
One student acts as a storyteller in his group and tells the story to the class. The errors in the speech do not change the message so that the message can be easily understood.
