3 Students could understand the material easily through the video watching
activity. 4
Students got more opportunities to practice the target language in a real situation through the use of classroom English and communicative
speaking activities. 5
Students’ motivation and interest in learning English increased since the classroom activities were more varied and interesting.
6 Since the researcher drilled the students with correct pronunciation of the
words, most of the students could pronounce words and use intonation correctly.
7 Since they were familiar with speaking English, the students could speak
confidently in the classroom. 8
There was an improvement on the students’ grammatical competence. Considering all the findings above, the researcher and the collaborators
then agreed to end the research in this cycle. The next plan was about to conduct a post-test.
C. General Findings
After the researcher helped by the collaborators successfully implemented the use of videos to improve the speaking skills of the students of SMA Angkasa
Adisutjipto Yogyakarta, the researcher then inferred general findings. Those findings could be inferred from the observations and the interviews with all the
participants of the research, the English teacher and all the students of class XI Science of SMA Angkasa Adisutjipto.
ɒefore the implementation of the actions, the students’ speaking skills were assessed through the pre-test on 27
th
August 2013. In the pre-test, the researcher asked the students to perform a dialogue of asking and giving opinions.
Meanwhile, the post-test was carried out after the implementation of the actions on 27
th
September 2013. In the post-test, the students had to perform a dialogue in a role-play, consist of the expressions of asking and giving opinions and also the
expressions of giving advice. The table below shows the comparison between the pre-test and the post-test results in general.
Table 9: Comparison between the Pre-Test and the Post-Test Results
Score Pre-Test
Post-Test Total Mean
6.77 15.25
The table above showed the improvement on the students’ scores which increased significantly. It indicated that there was a successful improvement on
the students’ speaking skills during the action which was implemented by the researcher.
Meanwhile, the result of the students’ speaking performances during the
implementation of the Cycle I was also presented again to support the findings that the use of videos could improve the students’ speaking skills. It can be seen
from this following table. The mean score was scaled from 0-25 with the details as follows.
1 The score from 20 to 25 means the students were completely fluent in
speaking English. They made no mistakes in grammar and pronunciation. They had rich vocabularies and could comprehend the conversation very
well. 2
The score from 15-20 means the students were fluent in speaking English. They just made a few mistake in grammar and pronunciation. They had
good vocabularies mastery and could comprehend the conversation well. 3
The score from 10-15 means the students were not really fluent in speaking English. They made some mistakes in grammar and
pronunciation. They had limited vocabularies and could not comprehend the conversation well.
4 The score from 5-10 means the students were not fluent in speaking
English. They made many mistakes in grammar and pronunciation. They had limited vocabulary and could not comprehend the conversation well.
5 The score from 0-5 means the students had worst ability on each aspect of
the speaking skill.
Table 10:
The Mean Scores of the Students’ Performance In the Pre-Test, Cycle 1-Test, and the Post-Test
Score Pre-Test
Cycle I Test Post-Test
Total Mean
6.77 11.32
15.25
From the table above, it could be seen that the mean scores of the students’
speaking ability in the pre-test, the Cycle I test post-test 1, and the post-test
