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drilling. The suitable method for repetition and drilling is audio-lingual method. Audio-lingual method paid systematic attention to pronunciation and intensive
oral drilling rather than through analysis and memorization of rule. From explanation above, it is strongly believed that YouTube videos medium through
audio- lingual method will improve the students’ speaking skill because they can
learn it based on native speaker. G.
Research Hypotheses
Related to the previous descriptions of the theories and the basic assumption above, the writer formulates the hypotheses as follows:
1. YouTube video can improve the students’ speaking skill through audio-
lingual method. 2.
The teaching learning process will be fun when YouTube Videos are applied in speaking class through audio-lingual method.
Research Method A.
The Context of the Study
The research will be conducted in SMAN 2 Magetan. It is located at Jalan Tripandita No.2 Magetan, Telp 0351 895317. The class chosen is the twelfth
grade. The total numbers of students are 40 students; consist of 13 male students and 27 female students. The research will be held in two months from June to July
2011 in the Academic Year of 20112012.
B. The Method of The Research: Action Research
1. The Nature of Action Research
The implementation of the research in SMAN 2 Magetan will use action research for the method. Burns 1994: 293 states that action research is the
application of fact finding to practical problem solving in a social situation with a view to improving the quality of action within it, involving the collaboration and
co-operation of researchers, practitioners and laymen. Wallace 1998: 18 also states:
“It is assumed that most language teachers wish to develop themselves professionally on a continuing basis. They have access to a wide variety of
methods of doing this, one method is by reflecting on interesting andor problemat
ic areas in a structured way. …we shall be looking at various
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ways of structuring this process of reflection through the systematic collection and analysis of data. This is what I have called as action
research.” According to Carr and Kemmis in Burns 1999: 30, action research is
simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices,
their understanding of these practices and the situations in which the practices are carried out. In similar page, Burns 1999: 30 provides Wallace’s statements for
the definition of action research, “it is done by systematically collecting data on
your everyday practice and analyzing it in order to some decisions about what the future practice should be. This process is essentially what I mean by the term
action research.” It can be summarized that action research is a systematic inquiry that
covers observations, analysis, and adjustment where the educators involve their self in action to come into the goal of understanding teaching and learning process
in the classroom, and to bring about a better charge or improvement in classroom practices.
2. Characteristics of Action Research
Burns 1999: 30 states some characteristics of action research taken from some expert’s definition:
a. Action research is contextual, small-scale, and localized. It identifies and
investigates problems within a specific situation. b.
It is evaluating and reflective as it aims to bring about change and improvement in practice.
c. It is participator as it provides for collaborative investigation by teams of
colleagues, practitioners, and researchers. d.
Changes in practice are based on the collection of information or data that provides the impetus for changes.
Kemmis and McTaggart in Nunan 1992: 17 argue that the three defining characteristics of action research are that it is carried out by practitioners for our
purposes, classroom teacher rather than outside researcher; secondly, that is collaborative; and thirdly, that is aimed at changing things.
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It can be concluded that action research has some characteristics, they are: 1 being concerned with the identification and solution of problem in a specific
context, 2 collaboration as an important feature of research, 3 action research must be concerned with change.
3. The Models of Action Research
According to Kemmis and Ms Taggart in Burns 1999: 32, action research occurs through a dynamic and complementary process, which consists of four
essential ‘moments’: of planning, action, observation and reflection. 1.
Identifying problems and planning the action. 2.
Implementing the action and observing or monitoring the action. 3.
Reflecting the result of the observation. 4.
Revising the plan for the following step. In addition, Koshy 2005: 4 stated that the authors maintain that action
research involves a spiral of self-reflective spiral of: 1.
planning a change, 2.
acting and observing the process and consequences of the change, 3.
reflecting on these process and consequences and than replanning, 4.
acting and observing 5.
reflecting, 6.
and so on... Based on the explanation above, the model of the classroom action
research can be illustrated as follow:
Figure 3.1. The Model of Action Research
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4. The Procedure of Action Research
In this research, the researcher will use six steps, they are: identifying the problem, planning, implementing the action, observing, reflecting, revising the
plan. 1.
Identifying the problem The researcher identifies the problems first before planning the action by
observing, interviewing, distributing questioner, and using test. The problems refer to the factors making the students difficult.
2. Planning
In this step, the researcher makes a lesson plan about a certain topic, material, media, time, schedule, and instrument for observation.
3. Implementing the action
In this step, the researcher implements the activities written in the lesson plan. 4.
Observing In this step, the researcher records the important occurrences during the
teaching-learning process after the lesson. She is also helped by his collaborator to observe students’ activities while teaching learning process.
Therefore, she can give some inputs or suggestions. She notes the excesses and weaknesses of the implementation of lesson plan using YouTube videos
through Audio-lingual method. 5.
Reflecting The researcher analyzes the collected data, determines whether the action is
successful or unsuccessful. The result of this step will be the basic of the future planning of activity or cycle and will answer the hypothesis that has
been proposed by the writer before the action carried out. 6.
Revising the plan If the result of the action shows that the plan was not effective, the writer can
revise the plan for the next meeting.
C. The Technique of Collecting Data
