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
increased significantly. The table showed that the mean score of the Cycle I-test increased 4.55 from the pre-test. It increased again for about 3.93 in the post-test.
So, there were 8.48 increased points from the pre-test. From those two tables above, it can be concluded that the use of videos
was proven to improve the students’ speaking skills.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
The researcher had conducted an action research in XI Science class of SMA Angkasa Adisutjipto from 30
th
August until 24
th
September 2013. The aim of this research was to improve the student
s’ speaking skills through the use of videos.
The researcher decided to improve the students’ speaking skills because
the English teacher of this school just focused on teaching reading and writing skills. Whereas, the students need a good ability to speak in English in order to
face the globalization era. As we know, the globalization era needs the people who have a good ability in English both in written or spoken form.
The action of the research was implemented in 2 cycles. Each cycle consists of three meetings. In every meeting, the researcher used videos as the
main media to teach the material to the students. By using the videos, the researcher could show the students how the way native speaker speaks in English
in a correct grammar and pronunciation. In addition, the researcher could also show the students how to speak fluently and appropriately in English. Moreover,
videos could increase the students ’ vocabulary in English. For the motivation of
the students itself, videos could attract the students’ attention and motivation to learn the material better than if they only learned the material from the books.
In formulating the result of the research, the researcher gained two kinds of data in this research; qualitative and quantitative data. The qualitative data was
summarized as follows. From the observations and interviews during the implementation, the
researcher found that the use of videos could improve the students’ speaking skills
both in comprehending the materials and performances. Since they were familiar with the input text in the form of videos, they found that it was easier to learn the
material by using videos. Moreover, since the researcher always asked them to be active to speak in English and create enjoyable communicative speaking activities
supported by classroom English in every meeting, the students could be more active in speaking English and improve their speaking abilities.
Those qualitative data was supported by the quantitative data. The quantitative data was gained to make the data became more valid. The quantitative
data was in the form of students’ scores. The students’ score indicated the improvement of the students speaking skills. The scores were gained from the pre
test, the first post test after the implementation of Cycle I, and the second post test after the implementation of Cycle II. The mean scores increased from 6.77 in the
pre test to 11.32 in the first post test to 15.25 in the second post test. Based on the qualitative and quantitative data above, the researcher
concluded that the use of videos as the main media in the teaching and learning process could improve the students of XI Science class of SMA Angkasa
ɑdisutjipto’s speaking skills.
B. Implications
There were some implications due to the result of this research. The implications of the actions were described as follow.
1. The use of various media could make the students more enthusiastic to
learn the materials. This implies that the English teachers need to use various media such as videos instead of using the textbook only to teach
the students. 2.
The use of videos could improve the students’ speaking skills. Videos could help the students to learn the material easier by providing
appropriate models of English and presenting real context of communication for the students. This implies that the English teachers
could use the videos as the main media to teach. 3.
By using videos and applying classroom English supported by communicative speaking activities, the students got more opportunities to
practice the target language in a real-life situation. This implies that using videos supported by the interesting speaking activities could engage the
students’ willingness to speak and improve the students’ ability to speak in English.
4. The use of videos could increase the students’ vocabulary and improve the
students’ ability in grammar since they got many new words from the videos and learned how to arrange the words correctly as the native
speakers in the videos.
