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THE EFFECT OF TED TALKS VIDEO TOWARDS STUDENTS’ SPEAKING ABILITY

AT ENGLISH STUDY PROGRAM OF FKIP UIR

Article · April 2018

DOI: 10.25299/perspektif.2018.vol9(1).1423

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 THE EFFECT OF TED TALKS VIDEO TOWARDS STUDENTS’ SPEAKING
ABILITY AT ENGLISH STUDY PROGRAM OF FKIP UIR

(Pengaruh Video TED TALKS Terhadap Kemampuan Berbicara Mahasiswa

Pendidikan Bahasa Inggris FKIP UIR)

Oleh: Betty Sailun, Andi Idayani*)

*)Dosen Prodi Pendidikan Bahasa Inggris Universitas Islam Riau

ABSTRACT
In University level, speaking is one of important skill that used be mastered by the
English Students, because it is necessary for them to improve their ability to
communicate orally by presenting their ideas in real life. Hence, TED is a series of
informative, educational, inspiring and sometimes jaw-dropping talks that present
„Ideas Worth Spreading‟. There is an emphasis on informing, educating and
opening people‟s eyes to new ideas, making them perfect for the classroom.
Therefore, the students will have the opportunity to develop their spoken language
competence. In relation to this, the researcher was interested in conducting a study
which was focused on the effect of TED Talks Video toward students‟ speaking
ability at the third semester of English Study Program FKIP UIR. The researchers
used experimental research and also used speaking test for pre-test and post-test in
both of experiment class and control class as a collecting data of research. Based on
the result, it can be seen that the value of t-obs was higher than that of t-table
(3,217>2.056). In addition, the value of probability significance (2-tailed) column
shows 0.002<0.05. Based on the analysis, those two criteria of rejection are
fulfilled. Therefore, it can be concluded that the null hypothesis was rejected and
alternative hyphotesis was accepted. Consequently, it could be seen that there was a
significant mean difference between the experimental and the control groups. In
summary, there was a significant effect of TED Talks video toward students‟
speaking ability at English Study Program FKIP UIR

Keywords: Speaking Ability, Ted Talks, experiment research.

INTRODUCTION English classes. It can be used in ESL

Role of technology cannot be classroom for developing various skills
ignored in English classrooms. such as listening, speaking,
Technological advancement provides pronunciation and vocabulary etc.
new opportunities for teachers to apply YouTube is a website that shares
online resources to traditional different kind of videos i.e., video clips,
classrooms. It makes both learning and TV clips, music videos, movie trailers,
teaching interesting and meaningful. If and other content such as video
students and the teachers have adequate blogging, short original videos and
access to the internet, there is a vast educational videos. The site allows users
number of audio-visual resources to upload, view, rate, share and comment
available online that can be used in a on videos.
multiple ways in English classes. TED is a series of informative,
YouTube is regarded one of the most educational, inspiring and sometimes
effective ways to achieve success in jaw-dropping talks that present „Ideas
Perspektif Pendidikan dan Keguruan, Vol IX, No. 1, April2018 ISSN 1411-3570
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Worth Spreading‟. There is an emphasis The significance of this study can

on informing, educating and opening be viewed from both theoretical and
people‟s eyes to new ideas, making them practical aspects, as describe below:
perfect for the classroom. In past few 1. Theoretically, it is expected that this
years, TED videos have got a research can be used as emphasis to
momentum when it comes to speaking determine a media to increase the
and presentation skills improvement. students‟ speaking ability after
Some of the TED presentations have learning TED Talks video.
become widely popular and have 2. Practically, this research is expected
received millions of views. Additionally, to give positive input to the English
Most of our students lack confidence teacher in teaching speaking. Based
while speaking and we can motivate that on this research, the English
factor by showing select presentations teachers are able to choose various
from the TED Talks video. They can be kind of video from TED Talks. In
asked to imitate their favourite addition, this research can also give
presenters at the initial level and go on contribution to government
speaking. So, the students will have the regarding the technology that is
opportunity to develop their spoken obviously rarely conducted for
language competence. There will be a teachers.
great variety of resources, spontaneous
feedback, exposure to real interaction, 1.1. The Importance of Speaking Skill
addresses to different needs, through The primary aim of learning any
which students will access using TED language is communication. In this
talks video to practice listening and respect, speaking makes a major element
speaking skills. in the performance of any verbal
In relation to this, the researcher interaction since the production of
interested in conducting a study which words, phrases, and utterance would
focused on the effect of TED Talks logically convey meanings, views, and
Video toward students‟ speaking ability intentions. In particular, speaking, in a
at English Study Program FKIP UIR. foreign language, is deemed to be a
The formulation of problem in this central skill that EFL teachers and
research as follow: Is there any learners seek to develop.
significant effect of TED Talks video In parallel, speaking in the
toward students‟ speaking ability at English language is a vital skill that
English Study Program FKIP UIR? benefits the speaker in and outside the
The purpose of the research is to classroom because of being as a lingua-
find out is there any significant effect of franca adopted in international affairs.
TED Talks video toward students‟ Furthermore, among the four
speaking ability at English Study language skills, speaking has long been
Program FKIP UIR. Then, Describing, cited as the most significant ability EFL
analyzing and explaining the learners are supposed to master. In
effectiveness of TED Talks video in support of this, Ur (1996) and
raising students‟ speaking ability. Khamkhien (2010) put forward that
Furthermore, it aims to increase speaking is the productive skill that
teachers‟ awareness about the positive comprises a notable role in learning the
use of TED Talks video to motivate language; especially, because it, on the
students and increase their oral one hand, identifies the learners‟
performance. mistakes while using the language, and,

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on the other hand, includes all the other students should know and able to do.
skills of knowing that language. Secondly, to prepare students for success
In short, speaking, one of the in a technology centered world of work.
language skills is responsible for the Finally, to prepare students to manage
speech production. In this sense, it has and use information so they can be
been over emphasized as a central ability productive lifelong learners and
that promotes the overall success of responsible citizens.
communication among interlocutors. According to Egan (1999),
technology gives learners a chance to
1.2.Advantages of Technology in engage in self-directed actions,
Language Teaching opportunities for self-paced interactions,
The advantages for using privacy, and a safe environment in which
technology in language teaching are errors get corrected and specific
numerous. The most important feedback is given. According to
advantage is to strengthen affective Anderson et al. (2005) technology can
factors, motivation, interest and attitude, provide our eyes with a static image or a
to promote cognitive skills, discovery dynamic video image. It can present us
learning, problem solving, and provide with an audio sound. And both can be
authentic materials for study. combined in video recording and
According to Maggioli (2007), playback.
technology allows students to vary the In brief, for the sake of
amount of time they spend, the help they improving the quality of the students‟
request, and allows the path they take learning and therefore facilitating the
through a learning activity. As well, it pedagogical actions, teachers use
enables the teacher to tailor instruction technology to expose students to real
specifically to individual learners. He English, increase communication among
added other important advantages like to them, motivate them, and make them
provide individualized interaction, help eager to learn. It also helps teachers to
learners develop learning strategies that better prepare the lesson and increase the
will benefit them beyond the language degree of learners‟ involvement.
classroom, and provide authentic
material in a quick, accessible way. 1.3.Using Audio-Visual Aids
Madhavaiah et al. (2013) stated Audio- visual aids are different
that there are five advantages; to types of tools that appeal to the sense of
cultivate students‟ interest in study, to learning and vision and are used in
promote students‟ communication classroom for presentation of abstract
capacity, to widen students‟ knowledge information. According to Webster‟s
to gain an insightful understanding to Encyclopeadia Unabridged Dictionary of
western culture, to improve teaching the English Language, (as cited in
effectiveness, and to improve interaction Ashaver and Igyuve, 2013) defines
between teacher and student. audio-visual aids as „training or
Bena and James (2001 as cited in educational materials directed at both the
Zaidiyeen, 2010) claim that there are senses of hearing and the sense of sight,
three reasons for investing in films, recording, photographs, etc used
technology. Firstly, to increase students‟ in classroom instructions, library
ability and interest in applying authentic collections or the likes‟. (Eze,E.U. 2013)
settings, what district and states have (as cited in Ashaver and Igyuve, 2013,
identified as learning and tasks that also states that the human being learns

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more easily and faster by audio-visual story.After watching, encourage students

processes than by verbal explanations to share the words they've collected and
alone. His ability to arrive at abstract to tell each other why these words were
concept through perceptual experience is the ones they recorded.
however a phenomenon not clearly 3. Debate
explained and perhaps not explicable. While browsing TED, look for a
video which the community has marked
1.4.The Use of TED Talks Video as persuasive.Show the video and ask
“TED is a nonprofit devoted to your students what the main points
spreading ideas, usually in the form of discussed in the video were.Ask them to
short, powerful talks. TED began in choose sides on these - to take an
1984 as a conference where Technology, opposing view from others in the
Entertainment and Design converged, classroom and to debate it.
and today covers almost all topics —
from science to business to global issues 4. Post-speech interview
— in more than 100 languages. In the Ask students to pretend that they
fall of 2012, TED Talks celebrated its are journalists at a TED talk. Watch one
one billionth video view. As TED Talks of videos marked as informative and get
continue to be watched around the them to write down questions while-
world, with an average of 17 new page watching and post-viewing. xGet one
views a second. student to pretend to be the TED
According to Pell (2015) outline speaker, and encourage him/her to sit in
how students could use TED to improve the center of the classroom (aim to pick
their English at home and how teachers a student who's most likely to know
can use them in class. about the ESP subject matter) and then
get the other students to read out and ask
1. Prediction their questions.
Using the search bar function
on TED, choose an interesting video 5a. Critique Presentation Style
(possibly related to the industry your Give students a piece of paper
students are currently working in) and and divide it to 2 parts:+ / -
then tell your students that they are Tell students to analyze a 3- 6 minute
going to watch a video. Ask them what speech: to think about the presenter's
they think the speaker will be discussing style of delivery and ask them to write
and why they think this. Do they have pluses and minuses, things like: she
any pre-formed opinions on the subject spoke too quickly; she flaps her hands
matter?After watching, get them to talk about; she loves her subject material;
about whether or not the video met their she used good slides.
expectations.
5b. Compare body-language
2. Vocabulary Collection Choose two very short videos on
Give students a piece of paper similar subjects less than 4 minutes (or
with the numbers 1 - 10 written on use the first few minutes of a longer
it.While watching, any video you have video) and turn these on without using
chosen, ask them to write ten words they sound.Ask your students to pay attention
found most interesting/ or ten words to the speakers' body language and facial
they didn't understand/ or ten words expressions while giving their talks and
which they think would summarize the to compare these. How many times do

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they move around the stage? How do discuss in groups whether or not they
they stand, where do they keep their think the idea has merit; if they have
hands? Who looks more convinced and already heard of something similar or if
thus convincing?After this discussion, they disagree with its potentiality.
play the videos again with sound, do
they still think the same way?What role 9. In his/her shoes.
does body language play in the Review the videos marked
audience's reception of the content of a as courageous and try to choose a video
talk? outside the scope of your students'
normal interests and responsibilities.
6. Wh-questions Encourage a group discussion on
Write on the board/flipchart the whether or not, they could have done
wh-questions. Show the video you have what was shown in the presentation; how
(or one of your students') chosen and tell they may have done things differently;
them they shouldn't write anything down who they know in their own lives/ read
while they're watching. After the video about who has done something like this?
is finished, ask students to sit in groups
and discuss what they watched, who was 10. Rank my TED video!
the presenter, why did she make this Encourage students to find a
speech, how effective was it: encourage TED video based on something they are
them to ask each other questions and personally interested in. It doesn't need
share opinions. to be about work, it can be a poem/song
- it can be about glowing underwater
7. Critical Thinking- Who's the target fish! Whatever they like and while they
audience? watch -possibly as homework (using the
interactive transcripts in their own
Take one of the videos marked as language if they need to) they can take
most-emailed and watch it with your brief notes about the subject matter.
students. Show or tell them that out of In the next lesson, get students to
the thousands of videos on the site, this share with each other what they watched.
was one of the most-shared with others Encourage them to "rank" each person's
via email and social networks.Ask them suggestion in order of interest and at the
to think about what sort of people found end of the session, as a group watch the
this video so interesting they sent it on to one that sounded the most fascinating.
family members/ friends/ co-workers/
members of their online communities. 1.5.Teaching English TED Talks
Was the speech designed to go viral? As a teacher, we should prepare
Will they send it on too?Why or why our students before watching TED Talks
not? Get them to practice writing a "FB to help them get the most out of the
status update or a Tweet" summarizing speech. Here are some ways to teach
the video in less that 140 characters! English with TED talks:

8. Will this idea fly? 1. Ask preliminary questions: Before

Choose a video marked watching, expose basic questions to
as ingenious, in a subject matter your your students about what they think
students have expressed a clear interest the TED talk conference is about,
in or is connected to their work.Watch based on the title, as well as
the video with them and then ask them to presenting additional keywords

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related to the subject they are about going to conduct research of all elements
to explore. in the research, the researcher is
2. Discuss after the first viewing: considered as population research. The
After the first time through, see how study is also called population study.
close your students‟ predictions The population of this research was
from the pre-viewing questions were English students at the third semester of
to the actual ideas in the video. English Study Program FKIP UIR.
Identify if they heard any of the In the research, sample is taken
presented keywords. from the population that has been
decided. Arikunto (1997) states that
According to Patel (2014) said that there sample is part of population that
are five more ways you can use TED investigated. Sample research is the
talks for your speaking class: research that focuses on generalizing the
result of sample research. The sampling
1. Ask your students to deliver talks on technique used in this research is random
same topic as they have seen on sampling. The sample of this research is
TED. the students who study in Speaking for
2. Ask them to work in groups and Formal Setting subject in academic year
evaluate one or two TED talks and 2016/2017. There are 56 students who
note down what they found good become the sample which divided into
about it. two classes. There were 28 students in
3. Ask them to compare two or three Class 4A as experiment class and 28
presenters and prepare a list of their students in Class 4B as control class.
presentation qualities.
2.1.Research Procedure:
4. Make them note down key points
1. Preparation. Show the learners a
from select presentations. This will
picture of two people conversing in
improve their listening skills and
a familiar casual setting. (The
teach them to „focus‟ important
setting will be determined by a prior
points in their speeches.
needs assessment.) Ask them to
5. Give them tasks to prepare a list of
brainstorm what the people might be
resources for a talk they have seen.
discussing (i.e., what topics,
This will help them search and
vocabulary, typical phrases).
organize contents for their talks
2. Presentation. Present several video
clips of small talk in casual
2.METHOD OF THE RESEARCH
situations. Have learners complete a
Ary et al (2006) states
worksheet in which they describe or
“Experimental research design is to
list the topics discussed, the context
enable researcher to estimate the effect
in which the speech is occurring,
of an experimental treatment”.
and any phrases that seem to typify
Experimental research can be done in the
small talk. Follow up with a
laboratory, in the class and in the field.
discussion of the kinds of topics that
In this study, the experimental research
are appropriate for small talk, the
is done in the class with taking students
factors in the specific situations that
as population.
affect topic selection (e.g.,
Population is all of subject in
relationships of participants,
such research. According to Arikunto
physical setting), and typical phrases
(1997), population is the entire of
research subject. If the researcher is

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used in small talk. Chart this background ability of students in

information. speaking. Secondly, the treatment done
3. Practice. Give learners specific three meetings in experimental group.
information about the participants The last, Post-test administered after
and the setting of a scenario where treatments in order to know the students
small talk will take place. In pairs, speaking ability after having the
have them list topics that might be treatment by using TED Talks video.
discussed by the participants and
simple phrases they might use. 2.3.Data Analysis Techniques
Learners then engage in improvised In this research, the technique of
dialogues based on these simple collecting the data divided into two
phrases. ways: pre-test and post-test. The data
4. Evaluation. Give pairs a teacher- analyzed by using statistic that is a t-test
prepared dialogue based on their and calculate by using SPSS 2.4 version.
scenario from. Ask them to compare After get T-test (t0) we find
their improvised dialogues with the theDegree of Freedom (df or db). Based
prepared dialogue, analyzing the on the value of Degree of Freedom, we
similarities, differences, and reasons can find the value of t-table, with the
for both. significance 5%. This indicates that the
5. Extension. Have learners go alternative hypothesis was acceptedand
individually or in small groups into null hypothesis was rejected.
various contexts in the community In other words, if the value of t-
(work, school, church, bus stop) and calculate was smaller than the value of t-
record the conversations they hear. table, this indicate that the null
Ask them to report their findings hypothesis was accepted and alternative
back to the class, and then have the hypothesis was rejected.
class discuss these findings. Criteria:
tobs< ttable Hohypothesis = accepted
2.2.Data Collection Techniques tobs> ttable Ho hypothesis= rejected
In this research, the researcher (Sudijono, 2009)
collected the data which need to suport
this reasearch by showing the TED talks
videos to the students in the 3. RESEARCH FINDINGS
experimental and control group. It 3.1 Data Presentation
conducted pre-test and post-test. The test
used to know the students‟ speaking 1. Pre-Test
ability. The data decribes about the result
Firstly, Pre-test administered to of pre-test which explored the ability of
the students before treatments. The students‟ on speaking performance in
purpose is to know the earely both control class and experiment class.

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Table 1. Descriptive Statistics

N Minimu Maxim Mean Std.
m um Deviation
Control Class 28 45,00 80,00 59,46 9,65510
43
Experiment 28 45,00 80,00 60,35 11,54128
Class 71
Valid N 28
(listwise)
Based on table 1 it can be seen 2. Post-Test
that the mean score of pre-test in The results of the post-test were
experiment class was higher than the statistically analyzed by using
pre-test in control class which about 0,9 Independent Sample t-test formula to
point differences in both. Therefore, it investigate whether the mean difference
seems that the students‟ speaking between the experimental class and the
performance was average to good. In control class was significant or not. It
addition, there was not really was used to know whether or not there
significantly different between both of was an effect of applyingTED TALKS
groups. The mean score of the video on students‟ speaking
experimental group was 60,35 and the performance. The following table
mean score of the control group was describes the result of research.
59,46.

Table 2. Group Statistics

Post- Kelompok N Mean Std. Std. Error
Test Deviation Mean
Nil Control Group 28 60,00 9,428 1,782
ai Experiment 28 68,04 9,264 1,751
Group

Table 3. Independent Samples Test for Post-Test

Levene's t-test for Equality of Means
Test for
Equality
of
Variance
s
F Si t df Sig Mean Std. 95%
g. . Differ Error Confidence
(2- ence Differ Interval of
tail ence the
ed) Difference
Low Up
er per

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N Equal ,03 ,8 - 54 ,00 -8,036 2,498 - -

il varian 4 5 3,2 2 13,0 3,0
ai ces 5 17 44 28
assum
ed
Equal - 53, ,00 -8,036 2,498 - -
varian 3,2 983 2 13,0 3,0
ces not 17 44 28
assum
ed

From the table 2, it can be seen video toward students‟ speaking ability
that there were 28 students in both at English Study Program FKIP UIR.
experimental class and control class. The 4. CONCLUSION
mean score of the experimental group Based on the result of this study,
was 68,04 and the mean score of the it could be concluded that TED Talks
control group was 60,00. Then, the table video can be used as a media for
3 showed that the confidence interval of students in order to develop their
difference used was 95%. It was used speaking ability especially in term of
because the value of alpha (p) was 0.05 pronunciation, vocabulary, fluency,
which means that the deviation of grammar and content. It supported by
normal distribution was 5%. The showing the result of pre-test and post-
analysis of independent sample t-test test in experiment class. In addition, it
output was divided into two steps. First showed that the result of pre-test and
step was analyzing two variances post-test indicated that there is a
whether they were equal or not (F-test). significant increase of the students
Secondly, analyzing the two groups speaking performance. Following that,
whether their mean scores were the same this study also provides meaningful
or not (T-test). information for both language teachers
First, the null hypothesis (H0) and students which is necessary to use
was rejected if t-obs was higher than t- media in the process of learning English.
table (t-obs>t-table). Second, the null This study suggests the
hypothesis was rejected if the probability implementation of TED Talks video for
was less than 0.05 (sig. 2 tailed<0.05).In higher education in speaking
table 3 above, we could see that the classroom.Then, this video gives
value of t-obs was higher than that of t- concrete and useful input related to the
table (3,217>2.056). In addition, the native or non-native speakers
value of probability significance (2- performance in using English. The result
tailed) column shows 0.002<0.05. Based of this study also finds that the
on the analysis, those two criteria of implementation of TED Talks can
rejection are fulfilled. Therefore, it can develop students‟ motivation in speaking
be concluded that the null hypothesis and also challenging. However, it can
was rejected and alternative hyphotesis attract the students‟ attention and
was accepted. Consequently, it could be influence the students to be actively
seen that there was a significant mean involved in doing the activities. Thus,
difference between the experimental and further research involving greater
the control groups. In summary, there respondents is required to find better
was a significant effect of TED Talks understanding on the implementation of

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TED Talks video in speaking classroom. English.

Further, it is suggested for future https://www.ieltsadvantage.com/
researchers to conduct a further research 2015/04/26/ted-talks-english-
dealing with the implementation of TED students/
Talksvideo on the other English Patel, Tarun. (2014). Five more ways
language skills. you can use TED talks for your
speaking class.
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