THE USE OF VIDEO IN TEACHING SPEAKING.

TABLE OF CONTENTS

Page

Approval

page...iii

Abstract ...iv

Declaration...v

Acknowledgements...vi

Preface...vii

Table of Contents...viii

List of Tables...xii

List of Charts...xiii

List of Appendices...xiv

CHAPTER I INTRODUCTION ... 1

1.1 Background of the research ... Error! Bookmark not defined. 1.2 Statements of the problems ... Error! Bookmark not defined. 1.3 The Scope f the Research ... 4

1.4 Aims of the Research ... 4

1.5 Hypothesis ... 4

1.6 Research Methods ... 4

1.7 Researh Procedure ... 5

1.7.1 Data Collection... 5

1.7.2 Population and Sample ... 7

1.7.3 Instrument ... 7

1.7.4Data Analysis ... 7

1.9 Organization of Paper ... 8

CHAPTER II THEORETICAL FOUNDATION ... 10

2.1 Speaking ... 10

2.1.1 Nature of Speaking ... 10

2.1.2 Characteristics of Good Speaking ... 11

2.2 Teaching Speaking ... 13

2.2.1Teaching Speaking in the Classroom ... 13

2.3 Retelling a Story ... 14

2.3.1 Definition of Retelling a Story ... 14

2.3.2 Generic Structure of Retelling Story ... 15

2.3.3 Language Features of Retelling Story ... 15

2.3.4 Teching Retelling Story ... 15

2.4 Video ... 17

2.4.1 Video as Audio Visual Media ... 17

2.4.2 Video as Teaching Aid ... 18

2.4.3 Video in Teaching Language ... 19

2.4.4 Video in Teaching Speaking ... 22

2.5 Related Studies ... 23

CHAPTER III RESEARCH METHODOLOGY ... 25

3.1 Research Design ... 25

3.2 Data Collection ... 27

3.2.1 Population and Sample ... 27

3.2.2 Research Instrument ... 27

3.2.2.1 Test ... Error! Bookmark not defined. 3.2.2.2 Questionnaire ... Error! Bookmark not defined. 3.3 Research Procedures ... 29

3.3.1 Organizing Teaching Procedures ... 29

3.3.2 Conducting the Treatment ... 30

3.3.3 Administering Pre-test and Post-test ... 32

3.3.4 Conducting Questionnaire ... 32

3.4 Data Analysis ... 33

3.4.1 Pre-test and Post-test data analysis ... 33

3.4.1.1 Normality of Distribution ... 33

3.4.1.2 Homogeneity of Variance ... 34

3.4.1.3 The Independent T-test ... 34

3.4.1.4 Analyzing Data on Questionnaire ... 34

CHAPTER IV FINDINGS AND DISCUSSION ... 36

4.1 Findings ... 36

4.1.1 Analysis of Pre-Test Scores ... 36

4.1.1.1 Normality of Distribution Test ... 37

4.1.1.2 Variance Homogeneity Test ... 38

4.1.1.3 The Independent T-Test on Pre-Test Analysis ... 39

4.1.2 Analysis of Post-Test Scores ... 40

4.1.2.1 Normality of Distribution Test ... 41

4.1.2.2 Variance Homogeneity Test ... 42

4.1.2.3 The Independent T-Test on Post-Test Analysis ... 43

4.1.3 Control Group Scores Analysis ... 44

4.1.4 Experiment Group Scores Analysis ... 45

4.1.5 Questionnaire Data Analysis ... 46

4.2 Discussion ... 52

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 58

5.2 Suggestions ... 59 References ... 60

LIST OF TABLES

Table 3.1 Speaking Scoring Paper 28

Table 3.2 Schedule of the Experiment 31

Table 3.3 Instruction of Pre-Test and Post-Test 32

Table 3.4 Questionnaire’s Points 33

Table 4.1 The Pre-test Score 37

Table 4.2 The Result of Normality Distribution Test on Pre-Test 38 Table 4.3 Test of Homogeneity of Variance on Pre-Test 39

Table 4.4 Independent sample Test on Pre-Test 40

Table 4.5 The Post-Test Scores 41

Table 4.6 The Result of Normality Distribution Test on Post-test 42 Table 4.7 Test of Homogeneity of Variance on Post-Test 43

Table 4.8 Independent Sample Test on Post-Test 44

Table 4.9 Paired Samples Test on Control Group 45

Table 4.10 Paired Samples Test on Experiment Group 46

Table 4.11 The Detail Scores of Pre-Test 52

LIST OF CHARTS

Table 4.1 Students’ Difficulties in Speaking 47

Table 4.2 Students’ Problems in Learning Speaking 48

Table 4.3 Students’ Language Skills Improvement 49

Table 4.4 Students’ Encouragement 50

LIST OF APPENDICES

Appendix 1 Archives of Letters

Appendix 2 Instrument #1 – Syllabus and Lesson Plan Appendix 3 Instrument #2 - Speaking Test

Appendix 4 Instrument #3 – Attachment sheets

Appendix 5 Instrument #4 – Transcript data and the explanation (pre-test and post-(pre-test)

Appendix 6 Instrument #5 – Questionnaire

CHAPTER I

INTRODUCTION

This chapter gives a general description of some fundamental reasons of the paper. This chapter consists of background of the research, the statement of the problems, the scope of the research, the aims of the research, the methodology of the research, participants, clarification of main terms, and the organization of the paper.

1.1 Background of the research

English is an important skill that has to be learnt in language learning (Brown: 2001). In Indonesia, improving speaking skill is not an easy matter, because English for Indonesians is foreign language. As a result, it is hard to have opportunities to speak English. In fact, some teachers still have problems with their speaking ability and still use bahasa Indonesa in the classroom. It is not an ideal situation for the learners in acquiring speaking, because Harmer (2002: 269) states that the ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language at the same time. In other words, when students want to acquire speaking ability, should try to practice and practice, because it is hard to acquire speaking ability if student only learn about the theories only without practice.

As an important skill, teaching speaking should be managed as effectively as possible by the teacher to keep the students motivated to practice speaking. Unfortunately, not all teachers realize the importance of teaching speaking.

Sometimes there are some teachers that only present their material and give the students assignment without giving any opportunities to the students to speak. The teachers who give a lesson in this way are not likely to motivate students to speak well. It can make students feel bored in the class and unable to become a good speaker.

In the process to be a good speaker, the students who practice this skill need some motivation and strategies. Murcia (1979:11) says that no matter what they are forced to do, they do not learn at all unless they want to do so. The statement means that students can be good learners in one subject only if they want to learn that subject. In this case, the teacher should be clever in arranging the teaching and learning procces to make the students understand the material, and as good teachers, they also should have a good concept in teaching speaking. Those things are used to keep students’ interest because when they are interested in the subject they will learn it well, and it could be easier to teach and also easier to understand.

Nowadays, genre based approach is widely used in all sectors of education (Nugroho and Hafrizon, 2009). Retelling story can be in a form of narrative which is included in genre based approach. Its purpose is to present a view of the world that entertains or informs the listener or the reader. (Emilia, 2011: 91). As a result, applying genre-based teaching method to teach retelling story by using the selected teaching aid is considered very helpful for students.

To help students in learning speaking, media is used as the selected teaching aid. Geriah & Ely (1980) state that media generally, is person, material

or event that make the circumstances that influence the student to obtain knowledge, skill and attitudes. By using media, students can be more excited when they are in learning process because sometimes students get bored when they are taught by conventional method. In other words, they need something new in their learning process. When the students feel bored, media can bring back their motivation to learn the material.

Video is one of media that can be used in teaching speaking. The use of interesting video can attract the students’ attention and motivation, therefore the students can get relaxed while learning and imitating how people speak in English. In line with that, Brown, Lewis & Harcleroad (1977:233) support that video can create a link between mind, sight and hearing. If this condition happens, students will be likely to focus on the material and will learn it in an optimum way. Nunan (2003:268) states that in studying other languages we need to purposely teach students the behavior that will help them be successful learners.

Based on the explanation above, this research was proposed with an intention to investigate: the effect of using video to students’ speaking ability and to find out the students’ responses to the use of video.

1.2 Statement of the Problems

In order to reach the aims of the research, research formulates the questions as follows:

1. Does the use of video affect students’ speaking ability? 2. What are the students’ responses to the use of video?

1.3 The Scope of the Research

The research is focused on investigating the effect of using video to students’ speaking ability and to find out the students’ responses to the use of video.

1.4 Aims of the Research

Associated with the research questions above, this research is proposed: 1. to analyze the use of video to students’ speaking ability; and

2. to find out the students’ responses to the use of video.

1.5 Hypothesis

The hypothesis proposed in this research is “the use of video affects to the students’ speaking ability”.

1.6 Research Methods

The research starts with the null hypothesis, the two groups are considered similar in the beginning of the experiment.

Notes:

H0 : There is no significant difference between the experiment and control class in the mean adjustment level.

x

1 : experiment class

x

2 : control class

Kranzler and Moursund (1999) proposed that the meaning of null hypothesis is there is no difference between experimental and control classes in the mean adjustment level. So that the null hypothesis in this research is “there is no difference between the two groups, experimental and control classes, in acquiring speaking”.

The analysis of the research uses t-test. It is primaryly proposed to determine whether the means of scores of the two groups are different to a statically-significant degree (Kranzlerand Moursund ch.7: 89.)

Notes : G stands for class, T1 stands for Pre-test and T2 stands for Post-test

This research also collects data by distributing questionnaire to the students in senior High School. This questionnaire is about the difficulties faced by the students in senior High School in learning speaking. The data gained from the questionnaire will be used as reference for the researcher about how video story affects their ability in speaking.

1.7 Research Procedure

The research uses some procedures as follow:

1.7.1 Data collection

1. Preparing the investigation

a. Observation on the spot of research. b. Preparing teaching instruments.

c. Preparing tests.

d. Preparing questionnaire. 2. Giving a pre-test

This test is given to both classes, experimental and control class, based on the syllabus to find out the score of the student before the experiment. The tests are in the form of oral test; the students are asked to tell story based on the topic which is stated on the question.

3. Treatment

Treatments are given to both of the classes use different media. In the experiment class, teacher use video as a media in teaching speaking. The lesson plans that used in the experiment class lead the activities to the use of video in teaching speaking. In the control class, teacher use audio tape in teaching speaking. The lesson plans that used in the control class lead the activities to the use of audio tape in teaching speaking.

4. Giving Post-test

This test is given to both classes after the treatment is given to experimental class. Post-test is also in the form of completion tests. The result of the post-test is compared with the result of the pre-test. From this result, the researcher is able to identify the effectiveness of video in teaching speaking. 5. Giving questionnaire.

Questionnaire is used to gain appropriate data based on the students’ responses toward the use of video as a media in learning speaking. The questionnaire is divided into five aspects, those are: students’ difficulties in

speaking, students’ problems in learning speaking, students’ language skills improvement, students’ encouragement, and the advantages of video.

1.7.2 Population and sample

The subjects of this research were students in one of senior high school in Bandung. The research focused on the first grade students. It was assumed that they have basic ability of simple sentence construction. Students in that school were chosen as the subject of the research. The reason for the selection of this school was that the school has properties that supported the researcher to conduct the research. Only one class was selected as experimental class and one more class as control class.

1.7.3 Instrument

This research was a quantitative experimental research. The sample was divided into two classes, experimental class and control class. Both classes were tested by pre-test and post-test. Before giving the post-test, video was given to the experimental class as the treatment. Besides, the control class was taught by audio tape as the treatment. Afterwards, the data which was taken from experimental class and control class were compared and analyzed to find out its significance.

1.7.4 Data analysis

The data analysis in this research was analyzed by several statistical processes. First, the experimental and the control groups’ scores in the pre-test and post test were analyzed by using t-test formula to investigate whether the two

groups are equivalent or not. Second, the scores of pre-test and post-test of each group were analyzed to investigate whether there was a significant improvement in students’ scores or not. Fourth, the students’ perceptions were analyzed based on the questionnaire. The last the research findings were interpreted.

1.8. Clarification of Terms

In this research, there are some terms that need to be clarified to avoid misinterpretation and unnecessary misunderstanding of the terms used in this paper. Some terms are clarified as follows:

 Video: story which is covered by audio visual media that could stimulate students’ motivation in learning speaking.

 Teaching: imparting of knowledge in this term retelling story by a teacher or other knowledgeable person.

 Speaking: the representation of language in oral form.

1.9. Organization of the Paper

The paper of this research was organized as follows: Chapter I Introduction

This chapter presents the background of the research, statements of the problem, the scope of the research, aims of the research, hypothesis, research method, research procedures, population and sample, clarification of the key terms and organization in researching the use of video in teaching speaking.

Chapter II Theoretical Foundation

This chapter presents the related theories from the experts and their researches in the terms of the use of video in teaching speaking, with related literature that writer uses in the research.

Chapter III Research Methodology

This section presents the methodology in conducting the research of using video in teaching speaking. It includes the preparation stages, procedures, instruments, method, and the result of the research.

Chapter IV Findings and Discussion

This chapter presents the writer’s interpretation about the result of the use of video in teaching speaking.

Chapter V Conclusion and Suggestions

This chapter presents the research conclusion and suggestions to other researchers who wish to conduct similar research of using video in teaching speaking.

CHAPTER III

RESEARCH METHODOLOGY

This chapter discussed the research methodology of this paper. This chapter consists of research design, data collection, research procedures, and data analysis.

3.1 Research Design

The research used a quasi-experimental design. The design was selected because it was commonly used in educational research. Besides that, quasi-experimental design also provides fruitful information for the advancement of research (Leedy & Ormrod, 2010 cited in Levy & Ellis, 2011).

This research was conducted based on quantitative method. The method was held in experimental research. The sample was divided into two classes; experimental class and control class. Both classes were tested by pre-test and post-test. Before giving the post-test, video story was given to the experimental class as the treatment. On the other hand, the control class was taught by using audio tape as a media in teaching speaking. Afterwards, the data which was taken from experimental class and control class would be compared and analyzed to find out its significance.

The experimental design in this research is described as follow:

Experimental O1 X1 O3

Notes:

O1 : Students’ speaking scores of experimental group in pre-test O2 : Students’ speaking scores of control group in pre-test O3 : Students’ speaking scores of experimental group in post-test O4 : Students’ speaking scores of control group in post-test X1 : Treatment using videos

The research used two classes which were divided into experimental group and control group. The treatment was only given in the experimental group. Before giving the treatment to the experimental group, both classes had administered pre-test. Last of all, post-test was given to find out students’ speaking ability after given treatment. This process was used to find out whether there is a difference or not between the experimental group which the teacher used video as media in teaching speaking and the control group which the teacher did not use video as media in teaching speaking.

In this research, the independent variable was the use of videos in teaching speaking. This was the treatment or manipulated variable in order to assess their possible effects on one or more other variables. The dependent variable is

students’ speaking scores. This was the variable that depends on what independent variable does to it (Fraenkel & Wallen, 1993: 32).

The research started with the null hypothesis, the two groups were considered similar in the beginning of the experiment.

Kranzler and Moursund (1999) proposed that the meaning of null hypothesis is there is no difference between experimental and control classes in the mean adjustment level. So that the null hypothesis in this research is there is no difference between the two groups, experimental and control classes, in

students’ speaking ability.

3.2 Data Collection

3.2.1 Population and Sample

The population in this research was one of senior high school in Bandung. The total population of first grade students in that school was 168 students which were divided into six classes.

The sample used two classes; each class consisted of 25 students. The first was class X-C that was taken as the experimental group and the second was class X-A that was taken as the control group. 25 students from X-C class gave video as a treatment and 25 students from X-A class gave audio tape as a treatment. So the fix number of the sample was 50 students.

3.2.2 Research Instrument

In the research, the instruments used to collect data were tests and administering questionnaire.

3.2.2.1 Test

Oral performance test was used to collect the data of students’ speaking scores. The most important thing in speaking class is that students are able to communicate with other in oral form (Jespersen cited in Murcia, 1979: 83). In line with that, oral performance test was chosen as the best way to test speaking ability. In the tests, students have to retell story that was told by the teacher. To

get students’ speaking scores, a scoring paper was developed based on the scoring guides proposed by Georgiou & Pavlou (2003). The adopted scoring paper consisted of three important aspects which are fluency, pronunciation, and discourse management. The research existed in table 3.1.

Table 3.1 Speaking scoring Paper

Focus Level √ Score Comments

Fluency

Frequent and long pauses cause difficulties in communicating.

15

Communicates even though there are some long pauses.

20

Communicates effectively without long pauses. 30

Pronunciation

Pronunciaion and/or inaccurate intonation makes comprehensio difficult.

15 Acceptable, easily comprehensible pronunciation

and intonation.

20 Very good pronnciation and intonation. 30

Discourse Management

Structure not correct and there are not connection from each structure

20 Struture correct and there are not connection from

each structure

30 Struture correct and there are connection from each

structure

40

Overall comments : Action Suggested : Teacher’s signature

3.2.2.2 Questionnaire

To find out the students’ responses of using video in teaching speaking, the questionnaire was used. The questionnaire consisted of several questions

related to the students’ feeling about learning speaking, their responses of using

video in learning speaking, and students’ view about the use of video. The

questionnaire was managed to the experimental group after the post-test. The

questions were about students’ responses to the use of video in teaching speaking.

3.3 Research Procedures

There were several procedures that were conducted in this research. The procedures were organizing the teaching procedures, conducting some treatments, administering pre-test and post-test, and conducting the questionnaire.

3.3.1 Organizing Teaching Procedure

In the research, the researcher functioned as a teacher in both experimental and control classes. Preparing the appropriate materials for teaching and learning process during the treatments for experimental group became the most important thing. Besides that, the researcher was organizing teaching procedures in experimental and control groups. The last, organizing the research instruments was needed for both of experimental and control groups.

In the experimental group, the teacher used video in teaching speaking as a media in teaching and learning activities, on the other hand, the control group used conventional speaking media in teaching and learning activities.

3.3.2 Conducting the treatment

In the research, experimental group was treated by using video story which consisted of monologue and dialogue in the video. The video provides related material based on curriculum and lesson plan. The videos were taken from youtube.com and the researcher focused on taking video that contain the stories of monkey and crocodile and the three little pigs. Nevertheless, control group was not treated by using video as media in teaching speaking, this group was taught by using conventional method, in this case using narrative text and using tape as media in teaching speaking.

The teacher used Freeze frame technique in using video as media to teach

the experimental class’ students. Refers to Harmer (2002:286-287), this technique makes the teachers can freeze the picture in the video any time, so they can ask students what they think will happen next or what the characters will say next.

The experiment was conducted in one of senior high school in Bandung. It consisted of two classes which were used for experiment and control group. Both of the classes were in the first grade in the school and those were chosen by the teacher in that school. The experiment was started from February 10, 2012 and ended in March 1, 2012. The lesson plan can be accessed in appendix 2 and the detail information of the schedule in the experiment of the use video in teaching speaking is showed in the table 3.2 below.

Table 3.2

Schedule of the Experiment

No Experiment Group Control Group

Date Material/The me

Date Material/Theme 1 February 10,

2012

Pre-test February 10, 2012

Pre-test

2 February 14, 2012 Video (Monkey & Crocodile) Pairing test February 13, 2012

Reading story by teacher (Monkey

& Crocodile) Pairing test

3 February 15, 2012

Video (Monkey & Crocodile)

Fill on the blank (Answer the questions) February 15, 2012 Listening the cassette (Monkey & Crocodile) Fill

on the blank (Answer the questions)

4 February 17, 2012 Video (Monkey & Crocodile) Guessing Pictures. February 17, 2012 Writing text (Monkey & Crocodile) Guessing Pictures.

5 February 21, 2012 Video (The three little pigs). Pairing test. February 20, 2012

Reading story by teacher (The three little pigs).

Pairing test.

6 February 22, 2012

Video (The three little pigs)

Fill on the blank (Answer the questions) February 23, 2012 Listening the cassette (The three little pigs) Fill on the blank (Answer the

questions)

7 February 24, 2012 Video (The three little pigs). Guessing Pictures February 24, 2012

Writing text (The three little pigs).

Guessing Pictures

8 February 29, 2012

Post-test March 1, 2012 Post-test

In the first condition, there were no differences between experimental and control groups. After that, the differences from the two groups only in the use of media.

PRE-TEST

Teacher’s Instruction:

Listen to my stories, and then you have to retell the story in front of the class!

(After that the tea her tell the stories a out “Monkey and Crocodile and The Three

Little Pigs ) POST- TEST

Teacher’s Instruction:

Listen to my stories, and then you have to retell the story in front of the class!

(After that the tea her tell the stories a out “Monkey and Crocodile and The Three

Little Pigs )

3.3.3 Administering pre-test and post-test

The pre-test and post-test were conducted in the form of oral performance test. The data gained from pre-test show the basic capability of students’ speaking ability before given the treatment. On the other hand, the data gained from post-test show the effect of using videos to the students’ speaking ability in experimental group. The assessment focused on three aspects, such as fluency, pronunciation, and discourse management. In the end, those data would be compared to find out the significance of using videos in improving students’ speaking ability.

The table 3.3 bellow is the instruction of pre-test and post-test in the research.

Table 3.3

Instruction of pre-test and post-test

3.3.4 Conducting Questionnaire

The last, the research conducted the questionnaires. The questionnaires and interview were conducted to find out experimental group’s responses toward

the use of video based on their point of view. The questionnaires and Interview were administered in the end of the treatment series.

The table 3.4 shows the points of questions that were given in the questionnaire.

Table 3.4

Questionnaire’s Points

No Points Question numbers

1 2 3 4 5

Stude ts’ diffi ulties i Speaki g.

Stude ts’ pro le s i lear i g speaki g.

Stude ts’ la guage skills Improvement.

Stude ts’ e ourage e t. The advantages of video.

1, 2, 3, 4, 5, 6, 7, 10. 8,9.

12, 14, 15, 19, 20, 21. 11, 13, 16, 17, 18, 23. 22, 24, 25.

3.4 Data Analysis

The analysis of data is conducted after assembling the required data such as pre-test, post-test, questionnaires and interview.

3.4.1 Pre-test and Post-test Data Analysis

The Pre-test and Post-test were statistically analyzed by using t-test. Before the test, tests of normality of distribution ad variance homogeneity were conducted. If the scores were normally distributed, t-test could be conducted.

3.4.1.1 Normality of Distribution

Analysis of normality of distribution was conducted to find out the scores of experimental and control group whether the scores were normally distributed or not. To analyze the normality of distribution, Kolmogrov-Smirnov formula was

used in SPSS for windows. If the Asymp. sig. is higher than the level of significance (0.05), the scores was normally distributed.

3.4.1.2 Homogeneity of Variance

The analysis of homogeneity of variance was conducted to find out the variance of the experimental and control group whether the scores were homogenous or not. To analyze homogeneity of variance, Levene Test formula was be used in SPSS for widows. If the probability is higher than level of significance (0.05), variance of the experimental and control group was homogenous.

3.4.1.3 The Independent T-test

The analysis of independent t-test was conducted to find out the means of experimental and control group whether there is significant difference or not. Independent sample test formula was be used in SPSS for windows. If the Asymp.

sig. is higher than the level of significance (0.05), means of the experiment and

control groups were significantly different.

3.4.1.4 Analyzing Data on Questionnaire

The data gained from questionnaire was analyzed and described by using

qualitative approach. The data were experimental students’ responses to the use of video in learning speaking. The formula of percentage was used to analyze the questionnaire. The data were interpreted based on the frequency of the students’ answer.

P = F x 100% N

Notes:

P : Percentage of response F : Frequency of answer N : number of students

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions which are taken from the findings and discussions in the previous chapter. This chapter also presents some suggestions for English teachers in future studies.

1.1 Conclusions

The purposes of this research are to find out the effectiveness of using video as a media in teaching speaking and to find out the students’ responses toward the use of video as a media in learning speaking. In this research, independent t-test was used to analyze the students speaking scores. It was used to compare the means between the experiment and the control class. The result found that the scores in post-test of the experimental and the control class in speaking of retelling story significantly improved. Nevertheless, the experimental class’ speaking score is higher than control class (13.377 > 4.896). As a result, there is a significant effect in using video as a media in teaching speaking.

Furthermore, the result of questionnaires revealed that most of the students gave positive response to the use of using video as a media in teaching speaking. The use of video improved their language skills and encouraged their confidence in retelling story. They also confirmed that there were some advantages of using video as media in learning speaking such as: finding new ideas, inspiring, and easily to remember the story. However, not all of the students gave positive

responses toward the questionnaires there were few students who gave negative responses to the use of video as a media in learning speaking. It is very important that the students will not be motivated in learning if the activities are not interesting. For this reason, it is highly suggested that the teacher should encourage the students with the appropriate way in order to increase students’ speaking ability.

5.2 Suggestion

After drawing some conclusions, there are several suggestions that may be useful for teachers and other researchers. First, it is important for the teachers to build an effective situation toward the use of video in teaching speaking. It is also suggested that the videos used in teaching speaking should have an interesting story consisted with a good quality of audio visual. As a result the students can enjoy watching the video. Second, video can be acquired from various sources, including movie, TV program, and the internet.

For researchers in similar field of study, it is suggested to investigate other language skills, such as reading, writing and listening. Beside that, studying other level of students by using video is required, such as junior high school and elementary school students. The purpose of studying other level is to gain information toward the use of video in teaching various skills in various levels.

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Quan, H. (2008). Learning English by Watching Videos Tips. Retrieve on January 29th, 2013 in http://depkhoe.net/english-study/english-video.html

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Syaifullah. (2008). Some Theories about English Teaching Media. Retrieve on

Januari 30, 2013 from

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Thibodeaux, W. (2011). Definition of Audio Visual Equipment. Retrieve on March 24, 2012 from http://www.ehow.com

Thornbury, Scott. (2006). How To Teach Speaking. England: Pearson Education Limited

Tilestone, D. Walker. (2004). What Every Teacher Should Know About Media

and Technology. United States of America: Corwin Press.

Tobing, R.L. (1993). Pengajaran Bahasa Asing Melalui Video. Retrieve on April

4, 2012 from

Wahyu, L.K. (2008). The effectiveness of using mind mapping in improving

students’ narrative writing ability. FPBS UPI Sarjana Degree:

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Wallace, T. et al. (2004). Teaching Listening, Speaking, and Writing. The

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_____. (n.d). using digital video in teaching materials. Retrieve on April 21, 2011 fromhttp://www.excelentgateway.org.uk

Moon, J. (2005).Children Learning English. Thailand: Macmillan Publishers Limited.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions which are taken from the findings and discussions in the previous chapter. This chapter also presents some suggestions for English teachers in future studies.

1.1 Conclusions

The purposes of this research are to find out the effectiveness of using video as a media in teaching speaking and to find out the students’ responses toward the use of video as a media in learning speaking. In this research, independent t-test was used to analyze the students speaking scores. It was used to compare the means between the experiment and the control class. The result found that the scores in post-test of the experimental and the control class in speaking of retelling story significantly improved. Nevertheless, the experimental class’ speaking score is higher than control class (13.377 > 4.896). As a result, there is a significant effect in using video as a media in teaching speaking.

Furthermore, the result of questionnaires revealed that most of the students gave positive response to the use of using video as a media in teaching speaking. The use of video improved their language skills and encouraged their confidence in retelling story. They also confirmed that there were some advantages of using video as media in learning speaking such as: finding new ideas, inspiring, and easily to remember the story. However, not all of the students gave positive

responses toward the questionnaires there were few students who gave negative responses to the use of video as a media in learning speaking. It is very important that the students will not be motivated in learning if the activities are not interesting. For this reason, it is highly suggested that the teacher should encourage the students with the appropriate way in order to increase students’ speaking ability.

5.2 Suggestion

After drawing some conclusions, there are several suggestions that may be useful for teachers and other researchers. First, it is important for the teachers to build an effective situation toward the use of video in teaching speaking. It is also suggested that the videos used in teaching speaking should have an interesting story consisted with a good quality of audio visual. As a result the students can enjoy watching the video. Second, video can be acquired from various sources, including movie, TV program, and the internet.

For researchers in similar field of study, it is suggested to investigate other language skills, such as reading, writing and listening. Beside that, studying other level of students by using video is required, such as junior high school and elementary school students. The purpose of studying other level is to gain information toward the use of video in teaching various skills in various levels.

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