80 on the students’
pronunciation and
grammar Teachers did not have ideas
in creating different activities in the class
Teacher had the idea of using the audio - video media to
improve the
students’ motivation and
Involvement in the teaching and learning of English.
Teacher used variation in the audio - video media to
improve the
students’ motivation and
involvement in
the teaching and learning of
English. The
students had
less motivation to learn English
Some students had already been motivated during the
teaching and learning process. They
were confident
to express their ideas. Although
some students were still shy and reluctant when they were
asked to express their idea Most of the students were
confident and enthusiastic to perform their result in
front of the class without being asked by I.
The students were shy to express their ideas in English
Some students
began to
express their ideas in English. Some
of them
spoke in
English when they wanted to do something or when they
wanted to ask something. The students were familiar
with my expression such as greeting, instructing and
ending the class and they responded
to my
expression. So, they could imitate their teacher’s talk.
They were not shy to speak in English
They were not active in the class
Some students began to be active in the classroom, they
wanted to ask something that they didn’t understand.
Most of
students were
active in the class because the
teacher maximized
giving rewards. They were active when they worked
in pair. They paid little attention to
the teacher’s explanation Some students began to pay
attention to
the teacher’s
explanation because
the explanation
was presented
interestingly. Most
of the
students always paid attention to
the teacher’s explanation because they wanted to be
the best in the class.
C. The Result of Speaking Test
The implementation of the audio and video media and its accompanying actions were successful in improving the students’ speaking skills in two cycles. That
finding could be inferred from the observations of the teaching and learning process,
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the interviews with the students and the collaborator. Besides, it was also supported by the result of pre-test and post-test of the students’ speaking skills. The topic of the
test was Invitation in the form of making dialogue. In this speaking test, the students were asked to make and perform a simple dialogue in front of the class. The topic was
written in the handout, and then the students were asked to choose one of the topic provided. They should make a simple descriptive text and perform the result in front
of the class To assess the students’ speaking skills in the pretest and post-test, I and English teacher used a rubric which involved four aspects of speaking, such as
fluency, accuracy, pronunciation and intonation. The students’ speaking scores in the pre-test could be seen in Appendix. Meanwhile, the summary of the result of the pre-
test could be seen in Table above:
Table 5.1: The Result of the Students’ Speaking Skills in the Pre-test and Post-test
Indicators Pre-test
Post-test
Grammar 2.3
3.6 Vocabulary
2.7 3.9
Comprehension 2.5
3.9 Fluency
2.1 3.2
Pronunciation 2.5
3.9 From the table above, it could be seen that each indicator used to measure the
students’ speaking skill was improved. The improvement of students’ English speaking skill can be seen in the following chart.
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Table 5.2: The Result of the Students’ Speaking Skills in the Pre-test and Post-test
D. DISCUSSIONS
Speaking has an important part in human life. People use their speaking skill in order to communicate with others. Speaking is one of four language skills that
important to be completed. The ability to speak effectively cannot be separated from the role of language in communication. Language is a communication tool used to
understand and express information, ideas, feelings, and as a tool to develop knowledge and culture.
In our country, Indonesia, English is a foreign language. It is a compulsory subject taught in junior and senior high schools aimed at preparing the students to be
able to communicate and access knowledge in English in the communication context
0.5 1
1.5 2
2.5 3
3.5 4
Pre-Test Post-Test
Grammar Vocabulary
Comprehension Fluency
Pronunciation
