THE INFLUENCE OF USING VIDEO YOUTUBE

CHANNEL “ENGLISH SPEAKING COURSE” TOWARDS

STUDENTS SPEAKING SKILL AT THE EIGHTH GRADE OF
MTS HASANUDDIN IN THE ACADEMIC YEAR OF 2022/2023

A PROPOSAL

Submitted in Partial Fulfillment of the Requirements for the

Bachelor Degree S1-Degree

By:

Sugiarti Nabilah

181140215

Study Program : English Education

Advisor : M. Ridho Kholid, S.S, M.Pd
Co-Advisor : Dian Reftyawati, M.Pd

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY
LAMPUNG 2022

1
 ABSTRACT

This study aims to improve students’speaking skill through the use of

video YouTube channel “English speaking course” as a media to
provide to the teacher an effective way to gets the students speaking
ability improved and developed. The objective of this research was to
know if using video YouTube channel “English speaking course” is
influence for teaching speaking at the second semester of eighth grade
of MTs Hasanuddin Bandar Lampung in the academic year of
2022/2023.
This research was conducted using a quasi-experimental design. The
population in this research was the eighth grade of MTs Hasanuddin
Bandar Lampung. The samples used were two classes for the
experimental class and control class, 8.a and 8.b which consist of 26
students for each class. In collecting the data, the researcher used an
instrument in the form of an oral test. After giving the pre-test and
post-test, the researcher analyzed the normality and homogeneous
distribution data using Microsoft Excel and SPSS to calculate the
independent sample t-test.
Based on the result obtained for the sig. (P-value) of the experimental
class was 0.56 for Kolmogorov-Smirnov and 0.100 for Shapiro-Wilk.
It can be concluded that the data from experimental and control class
were normally distributed. Based on the data analysis calculated using
SPSS, it was obtained that Sig. (2-tailed) of the equal variance was
0.000 and a = 0.05. Ha is accepted if Sig. ˂ a = 005 and H0 is accepted
if Sig ˃ a = 005. It means that, Sig 0.000 ˂ a = 0.05. So, Ha accepted.
Based on these results, it can be concluded that using video YouTube
as a media is influence for teaching speaking at the eighth grade of
MTs Hasanuddin Bandar Lampung in the academic year of
2022/2023. The researcher suggests the teacher to this media in
teaching speaking, because it would be effective for them.
Keywords: Video YouTube channel, Quasi-Experimental Design,
Speaking Skill

ii
 MOTTO

‫اَل ِء َربِّ ُك َما تُ َك ِّذبَا ِن‬ ِّ َ ‫فَبِأ‬

ٓ َ ‫ى َء‬
”So which of the favors of your Lord would you deny?”

(Q.S AR-RAHMAN: 13)1

1
Quran surah ar-rahman (Q.S 13) http://akucintaiislami.blogspot.com/2018/05/teks-
bacaan-surah-ar-rahman-dan-artinya.html
iv
 DEDICATION

From deep in my heart, this thesis is dedicated to everyone who cares

and loves me. I would like to dedicate this thesis to:

1. Allah SWT always gives me hope that I cannot even imagine

finishing this thesis.
2. My prophet Muhammad SAW who bring us from the
darkness into the bright era then I have the strength to finish
this thesis with spirits.
3. My beloved parents, Mr. Sugarna and Mrs. Rohamah always
love me and keeps on praying every time for my life and
success. Thanks for all the motivation and support. I love
them so much.
4. My beloved sister and brothers Julia Nanda , Dede Irawan,
and Deden Sampurna that is always gives me love and support
for finishing this thesis.
5. My beloved lecturers and advisors who are always patient in
giving direction in working on this thesis.
6. My beloved friends, Resti dwijayanti, azzahra sefta sholeha,
Diana putri meirinda, Umi lutfiah, Riris puspita sari, Siti nur
afianti, Najah musyrofah that is always supporting me and
giving me the motivation to be patient, calm, and keep
enjoying completing this thesis.
7. All of the part of English Education E Class 18 who always
help me when I need your help and thank you for having me
guys.
8. My almamater UIN Raden Intan Lampung.

v
 CURRICULUM VITAE

The researcher name is Sugiarti Nabilah. She was born on March, 19th
2000 in Bandar Lampung. She is the fifth child of the couple Mr.
Sugarna and Mrs. Rohamah. She has two sisters named Juliananda
and Arista and three Brothers Dede Irawan, Surya Dinata, and Deden
Sampurna.

She accomplished her formal education at Kinder Garden Bina Balita

and Elementary School at SDN 2 Kupang Teba until she finished.
After that, she continued her school at Mts Al-Hasyimiyah and
finished in 2015. After that, she continued her school at SMA 10
Bandar Lampung and finished in 2018.

Stepping to higher education, in 2018, she was accepted to one of the

state universities of Bandar Lampung namely the State Islamic
University of Raden Intan Lampung (UIN Raden Intan Lampung) for
study in the English Department of Tarbiyah and Teacher Training
Faculty through SPAN-PTKIN.

Researcher

SUGIARTI NABILAH

vi
 ACKNOWLEDGMENT

First, all praise is due to Allah, the most merciful, the most
beneficent for blessing and mercy are given to the researcher during
his study and in completing this graduating paper successfully. Then,
peace and salutation always be with our prophet Muhammad SAW
who has guided us from the darkness to the lightness. This thesis
entitled, “The Influence of Using Video YouTube Channel
“English Speaking Course” Towards Students Speaking Skill At
The Eighth Grade of MTs Hasanuddin Bandar Lampung in the
Academic Year of 2022/2023”, this research is going to focus on the
influence of using video YouTube channel towards the students’
speaking skill.

This thesis is presented to the English Study Program of UIN

Raden Intan Lampung. The primary aim of writing this thesis is to
fulfil a part of students’ ask in partial fulfilment of the requirement to
obtain S1-degree. However, this thesis would not have been
completed without the aid, support, guidance, help, advice, and
encouragement of countless people.

Therefore the researcher would like to express the deepest sense

of gratitude to :

1. Prof. Dr. Hj. Nirva Diana, M. Pd. The Dean of Tarbiyah and
Teacher Training Faculty, UIN Raden Intan Lampung with all
staff, who have given an opportunity and forbearance to the
researcher when on going the study until the end of this thesis
completion.
2. M. Ridho Kholid, S.S, M.Pd Head of English study program
at UIN Raden Intan Lampung, which is also the Advisor for
my thesis has provided an opportunity for the researcher to
grow and learn until finally completes this thesis.
3. Yulan Pispita Rini, S.S, M.A As the secretary of English
study program at UIN Raden Intan Lampung, that has
patiently guided me until completion of this thesis.

vii
 4. Dian Reftyawati, M. Pd. the CO-Advisor, has guided with and
directed the researcher for the completion of this thesis as
well.
5. Janim, S Pd, as the principal of MTs Hasanuddin Bandar
Lampung and all the teachers and staff who have helped the
researcher in collecting data.
6. Elviyati, S. Pd. as the English teacher at MTs Hasanuddin
Bandar Lampung has given guidance and spirit in conducting
this research.
7. All lecturers of the English Department of UIN Raden Intan
Lampung, have taught the researcher since the first year of her
study.
8. My Parents and My big families always support me.
9. My Best Friends from English Education F Class 18 to be my
partner since 2018 till now.

Finally, nothing is perfect either this thesis. Any corrections,

comments, and suggestions for the goodness of this thesis are always
open-heartedly welcome. Furthermore, this thesis is expected that can
be useful for other researchers particulary and the reader generally,
especially for those who are involved in the English teaching
profession.

Bandar Lampung

The reseracher

viii
 TABLES OF CONTENTS

COVER
ABSTRACT ...................................................................................ii
DECLARATION ..........................................................................iii
MOTTO..........................................................................................iv
DEDICATION ...............................................................................v
CURRICULUM VITAE ...............................................................vi
ACKNOWLEDGMENT ...............................................................vii
TABLE OF CONTENTS ..............................................................ix
LIST OF TABLES ........................................................................xii
LIST OF FIGURES ......................................................................xii
LIST OF APPENDICES ...............................................................xiii
CHAPTER I ...................................................................................1

A. Title affirmation .................................................................1

B. Background of the problem .................................................2
C. Identification of the problem ..............................................5
D. Limitation of the problem ....................................................6
E. Formulation of the problem ................................................6
F. Objective of the problem ....................................................6
G. Significance of the problem .................................................6
H. Scope of the research ..........................................................7
I. Relevant previous research .................................................7
J. Methodology of The research .............................................9
K. Systematic discussion ..........................................................13

CHAPTER II .................................................................................15

A. Review of related theories ...................................................15

1. Speaking ........................................................................15
a. Concept of speaking ......................................................15
b. Speaking skills...............................................................16
c. Types of speaking..........................................................17
d. Functions of speaking ...................................................18
e. Measurement of speaking skill ......................................19
2. YouTube .......................................................................13
a. Concept of YouTube ....................................................20
ix
 b. Teaching speaking by using YouTube ..........................22
c. Procedure teaching speaking by using YouTube ..........22
d. How to use YouTube ....................................................23
e. Advantages of using YouTube ......................................24
3. Picture ...........................................................................25
4. Procedure teaching speaking by using picture ..............25
5. Techniques in teaching speaking ..................................26
6. Role playing technique .................................................27
B. Concept of framework .......................................................28
C. Hypothesis .........................................................................29

CHAPTER III ................................................................................30

A. Time and place of the research ..........................................30

B. Research design .................................................................30
C. Population, sample, and data collecting technique ............31
D. Operational definition of variable .....................................32
E. Instrument of the research .................................................33
F. Validity and reliability test .................................................34
1. Validity test ..................................................................34
2. Reliability test ..............................................................35
G. Fulfillment of the assumption ...........................................35
1. Normality test .............................................................35
2. Homogeneity test .........................................................35
H. Hypothesis testing .............................................................36
I. Scoring the students speaking of pre-test and post-test ......36

CHAPTER IV ...............................................................................38

A. Data description .................................................................38

1. Analysis of the treatment for the experimental class ..38
2. Analysis of the treatment for the control class.............40
B. Result of the research ........................................................42
1. Result of pre-test ..........................................................42
2. Result of post-test ........................................................44
C. Data analysis .....................................................................45
1. Result of normality test ................................................45
2. Result of homogeneity test ..........................................46
x
 3. Result of hypothesis test ..............................................47
D. Discussion .........................................................................49

CHAPTER V .................................................................................53

A. Conclusion .........................................................................53
B. Suggestion ..........................................................................53

REFERENCES .............................................................................55

xi
 LIST OF TABLES
Page

Table 1 Criteria for Evaluating Speaking Ability ..................... 11

Table 2 Non-Equivalent group design ....................................... 31
Table 3 The Total number of Student........................................ 31
Table 4 The Result of Normality Test ....................................... 46
Table 5 The Result of Homogeneity Test.................................. 47
Table 6 The Result of Independent Sample Test....................... 48

xii
 LIST OF APPENDICES
Page

Appendix 1 analysis of the interview with the teacher .................. 40

Appendix 2 the result of the interview in preliminary research from
students ........................................................................................... 41
Appendix 3 the result of the interview in preliminary research from
students ........................................................................................... 42
Appendix 4 Lesson Plan of control and experimental class .......... 43
Appendix 5 syllabus ...................................................................... 71
Appendix 6 instrument of pre-test ................................................. 83
Appendix 7 instrument of post-test .............................................. 84
Appendix 8 Expert Validation Form for Speaking Test ................ 85
Appendix 9 Reliability ................................................................. 86
Appendix 10 students’ score pre-test in experimental class .......... 87
Appendix 11 students’ score post-test in experimental class ........ 88
Appendix 12 students’ score pre-test control class ....................... 89
Appendix 13 students’ score post-test in control class .................. 90
Appendix 14 Test of Normality..................................................... 91
Appendix 15 Test of Homogeneity .............................................. 91
Appendix 16 Independent sample test........................................... 92
Appendix 17 Documentation Research ......................................... 93

xiii
 CHAPTER I
INTRODUCTION

A. Title Affirmation
In this study, the researcher was examine the effect of
using video YouTube on students speaking skills, focusing on
speaking ability in accordance with that English material at
school. Especially junior high school students. The focus of
this research is the students of class eighth grade of MTs
Hasanuddin Bandar Lampung.
As an initial stage to understand this thesis proposal
and to avoid misunderstandings in the interpretation of the
title. Therefore, the researcher needs to explain and emphasize
some words related to the title of the thesis. Meanwhile, the
title of the thesis in question is The Influence of using Video
YouTube Channel “English Speaking Course” Towards
Students Speaking Skill at The Eighth Grade of MTs
Hasanuddin in The Academic Year 2022/2023. The following
is an explanation of the meaning of the terms contained in the
title of the proposal:
1. The influence
The influence is a power that exists or grows
from something such as a person or thing that helps
shape a person’s character, belief, or action.
According to the Cambridge dictionary the influence
is influencing or changing how someone or something
develops. Behaves, or thinks. In this case, the
influence is more inclined to something that can bring
changes to students towards a more positive direction.
So in this study what is meant by influence is
something in the form of strength that can affect
students speaking skills, from the video YouTube
learning media.
2. Video YouTube
YouTube is one of the video cast that teachers
can use in their teaching. YouTube was and still is the
1
 2

most used website ever, since the spread of the

internet in the 1990s.in this context, the use of videos
in the English language classroom has long been the
focus on many research projects.2 A video is a series
of moving pictures that mix the elements of audio and
visual. The aspect of audio is the sound of that allows
students to be in a position to obtain learning message
through the feel of listening to, while the visible
component is transferring photos that can be viewed
through visualization. It means that use the video in
learning will be very fun for students and they do not
feel bored during the learning process.

3. Speaking skills
Speaking is a skill one of the language skill
that must be master by the students to be able to
communicate effectively. Maryam and Reza defined
that speaking is one of the language skill should be
taught and practice in the language class to enable
students to speak or communicate in the target
language.3 It means that speaking is one of the
language skills that must be taught, it is important for
students if they want to speak fluently. Therefore,
speaking is one of four skills which is essential in our
daily life, even as a main skill in communication
among human.

B. Background of the Problem

Language is a group of sounds with specific that
means and organized by grammatical rules.4 Language is very

2
Seher Balbay, Selcan Kilis, Students Preceptions of the use of a YouTube Channel
specifically designed for an Academic Speaking Skills Course, Eurasian Journal of
Applied Linguistics 3 (2), 235-251, 2017
3
Maryam, B., and Reza, O, “Technology in Teaching Speaking Skill”, Acme
International Journal of Multidisciplinary Research, Vol. 2, Issue 4, ( 2014)
4
Bambang Setiyadi, Teaching English as a Foreign Language , ( Yogyakarta:
GrahaIlmu, 2006), p.10
 3

essential in our life. People need language to express their

idea, feeling etc. due the fact language is a tool for
communication. Therefore language is taught and learnt by
way of human beings in the world. It means, language is a
cause to communicate there are express and directly on
arranged. Without language, it is impossible for everybody to
make interaction with each other. In learning process,
especially English, speaking is one of important skill.
In English there are many skill that might be known
such as listening, reading, writing, and speaking. Those skills
are actually connected with each other. Brown states that there
are relations among four capacities in English skills such as
reading ability connected with listening, speaking and writing
ability.5 In this case, the researcher focused on speaking,
because in fact the students speaking skill is low. The students
still find trouble in speaking English because they are afraid in
making mistake students also very hard to memorize
vocabulary and they get bored of the media used by way of
the teacher in teaching speaking.
Speaking is one of the most important skills and there
are many definitions of speaking that have been proposed by
some experts in language learning. Based on Marleni speaking
is an important skill in expressing idea in communication.6 It
can be said that speaking can express their feeling and ideas
directly. Spoken language is extremely different from written
one in the way that it deals with vocabulary, pronunciation,
grammar and fluency.7 In fact students have problems
communicating actively and spontaneously in English even

5
H. Daugles Brown, teaching by principles in Interactives Approache to the Language
Pedagogies, (2nd Ed), (Sa Frasisco: California, 2000) p.232
6
Marleni, Lusi. Using Movies to Improve the Students Speaking Skill at the Third
Semester of Early Childhood Education Departement of STKIP Pahlawan Tuanku
Tambusai. Journal STKIP. (2016)
7
Ahmad Nur Syafiq, Amalia Rahmawati, Anwari, and Tyas Oktaviana, “Increasing
Speaking Skill through YouTube Video as English Learning Material during Online
Learning in Pandemic Covid-19”, Journal of English Language Studies, (February
2021), pp. 50-55
 4

though they have enough vocabulary to specific their ideas

and feelings, they still do not know how to say them.
Furthermore, speaking in English is more difficult than
reading, writing, and listening because when we speak, we
cannot edit or revise what we want to say, as we can do in
writing. Moreover, pronunciation is necessary in the way how
to pronounce a word correctly and how the interlocutor can
understand what the speaker purpose. Because when
mispronouncing the word will affect its meaning.
Based on the preliminary research at the eighth grade
of MTs Hasanuddin Bandar Lampung, the researcher found
that the students are still struggling in learn English especially
in speaking. Based on interview with English teacher
Mrs.Elviyati, S.Pd, she said that students’ speaking skill of
eighth grade are still low. The students are challenging in
memorize, lack of vocabulary, some students felt that English
was not interesting, their pronouncing and grammatical ability
are still low.8
There are some problems that occur when students
learn to speak English in school. Students said they haven't
mastered much vocabulary, and they're very difficult to speak
English. Sometimes students don't want to speak English
because they're embarrassed, afraid of making mistakes in
speaking and some students are not sure what they are talking
about. In the opinion of students, the teacher used a less
interesting media and Monotonous in teaching speaking
.Students also said that the lack of practice in using English so
that, a lack of knowledge about speaking English. In this
pandemic, many students complain because they learn only
through mobile phones, so they cannot learn directly from
teachers and learning becomes ineffective.9
Sayuri had encountered these problems. In his
research students face problems in English dealing

8
Elviyati, S.Pd, interviewed to English Teacher of MTs Hasanuddin Bandar Lampung,
on February 22th 2022.
9
Students in eighth grade, MTs Hasanuddin Bandar Lampung, March 1 2022
 5

pronunciation, fluency, grammar, and vocabulary. Students

also face other problems that are obtained than students’
personal information, namely lack of self-confidence, fear of
making mistakes, embarrassment of others, nervousness,
staying in English, never practicing, and there is nothing to
say.10 Those problems mention above also happened in junior
high school especially in MTs Hassanuddin Bandar Lampung.
On the basis of preliminary research data, researchers
found some problems and some difficulties in teaching
speaking. Following the objectives and conditions mentioned
above, it is very urgent and important for the speech class
teacher to make every effort to turn some of these situation
into positive states. There are many types of media that can be
used in teaching mastery of speaking. To solve this problem,
the researcher will use the YouTube application to help
students learn speaking. The researcher used YouTube as a
strategy in teaching and learning speaking. YouTube was
selected in this research because this web page contributes a
lot of teaching and learning process. It provides a lot of video
content which can be utilized for classroom use. In this
research the researcher choose YouTube channel from
“English speaking course”. Khalid defined YouTube as a
video partnership web page where users can upload, share and
view video.11 From the explanation above that YouTube is
one of the webs that can be accessed by everyone, on
YouTube there are several videos that can be watched and
everyone can share their videos in YouTube.

C. Identification of the Problem

Accordance with the background of the problem, the
specific problems in this study are:

10
Sayuri, “English Speaking Problems of EFL Learner of Mulawarman University”,
Indonesian Journal of EFL and Linguistics, Vol. 1 No. 1, 2016
11
Riswandi, D. Use of YouTube-Based Videos to Improve Students Speaking Skill,
Proceeding The 2nd International Conference On Teacher Training and Education,
(2016), p. 269
 6

1. Students very difficult to memorize vocabulary

2. Sudents very afraid in making mistakes in speaking.
3. Students got bored of the media used by the teacher
4. Students pronouncing and grammatical ability are still
low
5. Teacher used a less interesting media in teaching
speaking.

D. Limitation of the Problem

Refer to the background and the identification of the
problem above, in this research the researcher focused on the
influence of using video YouTube channel “English speaking
course” towards students speaking skill at the eighth grade of
MTs Hasanuddin in the academic year 2022/2023.

E. Formulation of the Problem

In reference to the background above, the problem
that come up in this research formulated as follows : Is there
any significant influence of using video YouTube channel “
English speaking course” towards students speaking skill
focus on daily activity topic at the eighth grade students‟ of
MTs Hasanuddin Bandar Lampung?

F. Objective of the Research

The objective of the research was known whether
there is significant influence of using video YouTube channel
“English speaking course” towards students‟ speaking skill.

G. Significance of the research

The researcher expects that there are some uses of the
research as follows:
1. Theoretically
For theoretically contributions, the results of the
research was expected to support the previous studies and
give information about influence by using video YouTube
channel “ English speaking course” towards students
speaking skill.
 7

2. Practically
a. Teacher
The teacher was got an effective media to be used
improve students speaking skill, especially with the
use of video YouTube channel “English speaking
course” media.
b. Students
By using YouTube channel video media, the students
was known their strength and weakness in speaking
and will encourage them to improve their speaking
skill.

H. Scope of the Research

1. Subject of the research
The subject of research is the students at the second
semester of eighth grade students of MTs Hasanuddin
Bandar Lampung.
2. The Object of the research
The object of the research were the students speaking
ability and the influence of using YouTube channel
video.
3. Time of the research
The research was conducted at the second semester of
eighth grade in the academic year of 2022/2023.
4. Place of the research
The research was conducted at MTs Hasanuddin
Bandar Lampung in scope of the study, the writer
would limit this study only focuses on influence of
using video youtube channel toward students
speaking skill at the eighth grade MTs Hasanuddin
Bandar Lampung.

I. Relevant Previous Research

There are some previous research about using video
YouTube channel towards students speaking skill. This media
is very influential toward students speaking skill and it can
give significant influence in English speaking skill.
 8

The first study was conducted by Yunita, entitled

“The Effectiveness of Using Video Youtube toward Students
Speaking ability at the second Grade of MTs PSM
Mirigambar, Tulungagung”.The population in this research is
all students of MTs PSM Mirigambar, Sumbergempol,
Tulungagung in academic year 2014-2015, in which total of
class VII until IX were three class. The sample was the second
grade of class A. The result of this research was there was any
significant differences score of the students’ achievement in
speaking ability before and after being taught by applying
video YouTube. The mean of total score of students’ speaking
ability before being taught by applying video YouTube was
only 58.43, and after being taught by applying video YouTube
was 67.81.video YouTube media surely showed the
effectiveness in teaching speaking ability because it can help
the students to improve their speaking ability. The difference
between this study and Yunita study is that focus on the
effectiveness of using video YouTube toward students
speaking ability, while this study focus on influence of using
video YouTube toward student speaking skill. The similarity
between this study and Yunita study is in the matter of object,
the range of eight grade students, the media, and the same
subject which is speaking skill.12
The second study was conducted by Intan Alfi
entitled Improving The Students Speaking Skills Through
Communicative Games for The Grade VIII students of MTs N
Ngemplak. This study aimed to improve students speaking
skills by using the communicative games “lifeboat debate”,
role-play, and “lie detector” within the eighth grade range.
The difference between this study and Intan study is the used
of CAR while this study used experimental, and the media
which is Intan study used communicative games while this
study used video youtube in teaching students speaking skill.

12
LiaSelfiaYunita, “The Effectiveness of Using Video YouTube Toward Students
Speaking Ability at the second Grade of MTs PSM Mirigambar, Tulungagung”,
(Thesis, State Islamic Institute of Tulungagung, 2015)
 9

The similarity between this study and Intan study is in a

matter of object which is eight grade and the focus on students
speaking skill.13
The third study was conducted by Dewi, in Dewi
thesis “improving students speaking skill by using video clip
at second grade of MAN 1 Bandar Lampung. The result
showed that there was significant improvement of the students
speaking skill. This indicates that video clip can improve
students speaking skills. The difference between this study
and Dewi study is in a matter of object, which is MAN 1
Bandar Lampung, while object of this research MTs
Hasanuddin Bandar Lampung. The similarity between this
study and Dewi study is the subject of the study, and the focus
on students speaking skill.14
Based on previous study, it can be concluded that
there are a significant different of this research. The difference
in the previous study above were the subject of the research.
The similarity in this research were the use of video as
learning media for speaking skill.

J. Methodology of the Research

1. Research Design
In this research, the researcher use
quantitative research as the methodology of the
research. Quantitative research design is a research
approach that require to use numbers, ranging from
data collection, interpretation of the data and the
appearance of the result.15 It can be said that
quantitative research is a method that more emphasis
on aspect measurements objectively against social

13
Intan Alfi, “Improving Students Speaking Skills Through Communicative Games
for The Grade VIII Students of MTs N Ngemplak” 2015
14
Fadila Sukma Dewi, Improving Students Speaking Skill by Using Video
Clip at Second grade of MAN 1 Bandar Lampung 2017
15
Suharsimi Arikunto, prosedur penelitian pendekatan praktik (Jakarta: Rienka
Cipta,2006), p.12
 10

phenomena by collecting the data and numbers, also

population and sample.
The researcher used quantitative research
because intends to know how the students skill in
speaking by using video YouTube channel which was
conducted in the eighth grade of MTs Hasanuddin
Bandar Lampung.
2. Subject of the research
The subject of this research is the influence of
MTs Hasanuddin eighth grade students using video
YouTube channel. The research data was
documented.
3. Research Instrument
The researcher employed the speaking test as
a tool in this study, and it was used in both the pre-test
and post-test. The pre-test aims to determine the
students speaking skill before treatment. While, the
post-test aims to determine if the students speaking
skill influence after treatment.
4. Data Collecting Technique
In collecting data the following steps are used were:
1 Pre-test
Pre-test was known the students speaking
skills before being treatment. Procedure of
pre-test:
1) The teacher notifies that she will hold
a pretest
2) The teacher provides topics for each
students
3) The teacher delivered the test-taking
technique
4) The teacher conveys the time to test
5) The teacher allows students to work
on the pre-test explanation text post-
test
2 Post-test
 11

After the treatment, the students give post-test

by the teacher. The test will the direct test
which measure. Procedure of post-test:
1) The teacher informs the students that
a post-test will be held
2) The teacher provides topics for each
student
3) The teacher conveys the time to test
5. Data source
The source of the data used in this study is the
eighth grade students of MTs Hasanuddin Bandar
Lampung. The researcher focused on influence
students speaking skills by using video YouTube as
the media.
6. Scoring speaking procedure
There are five criteria of speaking scales.
They are grammar, vocabulary, comprehension,
fluency, pronunciation. In this research, the researcher
was used the oral English rating sheet that reposed by
Harris.16 Table show the fifth criteria of the rating
sheet score. It can be seen on the table below:

Table 1
Criteria for Evaluating Students Speaking Ability

No Criteria Rating Comment

score
1 Pronunciation 5 Has few traces foreign accent
4 Always intelligible, though one is
conscious of a definite accent
3 Pronunciation problem necessitate
concentrated listening and
occasionally lead to
misunderstanding.

16
David, P. Harris, Testing English as a second Language,, ( New York: Mc.Grew-
Hill,2004),p.81
 12

2 Very hard to understand because of

pronunciation problem, must
frequently be asked to repeat.
1 Pronunciation problems so server as
to make speech virtually
unintelligible.
2 Grammar 5 Make few (if any) noticeable errors
of grammar or word order
4 Occasionally makes grammatical
and/or word order errors which do
not, however, obscure meaning
3 Makes frequent errors of grammar
and word order which occasionally
obscure meaning.
2 Grammar and word order errors
make comprehension difficult.
Must often rephrase sentence and or
restrict his self to basic pattern.
1 Errors in grammar and word order
so server are to make speech
virtually unintelligible.
3 Vocabulary 5 Use of vocabulary and idioms is
virtually that of a native speaker.
4 Sometimes use in appropriate terms
and or must rephrase ideas because
of lexical inadequacies
3 Frequently use the wrong words
conversation somewhat limited
because of lexical inadequacies
2 Misuse of words and very limited
vocabulary make comprehension
quiet difficult
1 Vocabulary limitations so extreme
as to make conversation virtually
impossible
 13

4 Fluency 5 Speech as fluent and effortless as

that of a native speaker
4 Speeds of speech seem to be
slightly affected by language
problems
3 Speed and fluency are father
strongly affected by language
problems
2 Usually hasitant often forced into
silence by language limitation
1 Speech is so halting and
fragmentary as to make
conversation virtually impossible
5 Comprehension 5 Appears to understand everything
without difficulty
4 Understand nearly everything at
normal speed, although occasional
repetition may be necessary
3 Understand most of what is said at
slower than normal speed with
repetition
2 Has great difficulty following what
is said can comprehend only “
social comprehension” spoken
slowly and with frequent repetition
1 Cannot be said to understand even
simple conversation English
Source: David, P. Harris, Testing English as a second Language, New
York, Rov.Ed,Mc. Grew-Hill, 2004, p.81

K. Systematic discussion
The systematic discussion that steps in the research process
are as follows:
Chapter I, contains the presentation of the data behind
this research which is carried out related to the effect of the
video YouTube on students speaking skills. This chapter
 14

contains confirmation of the title, the background of the

problem, problem identification, problem formulation
problem objectives, research benefits, relevant previous
research studies, and systematic discussion.
Chapter II, contains previous literature and theoretical
frameworks that are relevant and related to the video
YouTube and students speaking skills. This chapter contains
the theory used and the framework of thinking.
Chapter III, in detail the research methods used in the
research and their relationships type of research, time and
place of research, population, samples, data collecting
technique, research instruments, validity and reliability test,
and the hypothetical test.
Chapter IV, finding and discussion, explains data
analysis, research findings, and discussion.
Chapter V, closing there are conclusions and suggesti
 CHAPTER II

REVIEW OF LITERATURE

A. Review of Related Theories

This chapter presents a review of related literature, conceptual
framework, and hypothesis. It covers speaking, YouTube,
teaching speaking and teaching speaking by using YouTube.

1. Speaking
a. Concept of speaking
Brown states speaking is not a single skill, rather
speaking is an interactive process of contraction meaning that
involves producing, receiving, and sharing information. In
other words, speaking is an ability to make the students can
convey and express their ideas orally. There are five aspects
of speaking in language learning discussed in this study such
as grammar, vocabulary, comprehension, fluency, and
pronunciation.17It can be inferred that speaking requires the
students not only to know how to produce a specific point of
languages such as grammar, vocabulary and pronunciation but
also to understand when, why, and ways to produce language.

Speaking is a major component in language and

teaching. Speaking is the act of expressing one’s thoughts
aloud via one’s voice or speech. They are expected to be able
to speak English accurately, fluently, and acceptable in daily
life.18 Therefore, speaking is necessary to organize the
discourse so that the interlocutor knows what the speaker
says. Meanwhile, Lwin, et.al state that speaking is the main
aspect and mainly appears from verbal intelligence and
linguistic intelligence.19Cameron define speaking as making

17
H. Douglas Brown, Teaching By Principle: An Interactive Approach to Language
Pedagogy,(New York:Longman,2001)
18
Lynne Cameron, teaching languages to young learners,(Cambridge: Cambridge
University Press,2001), p.41
19
May Lwin, et.al, how to multiply your child’s intelligence, (Jakarta: PT Indeks,
2008),p.11
15
 16

people understand a speaker’s feeling and ideas by

communicating using language.20
From the definition above it can be inferred that speaking is
productive skill or spoken language that occur when two
people are communicating each other to saying and delivering
message and information.

b. Speaking skills
Harris states that in teaching speaking there are several
skills that are considered important to be taught to students in
order to be able to communicate well in English they are
pronunciation, grammar, vocabulary, fluency, and
comprehension.
1. Pronunciation
Pronunciation is tactic of how to pronounce a word.
According to Hornby pronunciation is the way which a
language is spoken, the way in which is pronounced, the
way a person speaks the words of the language.
2. Grammar
Mastering grammar will help students in speaking English
because they will know how to arrange words in a
sentence, what tense to be used, and how to use
appropriate utterances. Based on Ur grammar is the way
words are put together to make a correct sentence. Proper
grammar keeps to communication from being
misunderstood while expressing thoughts and ideas.
3. Vocabulary
Vocabulary is a very important aspect of learning a
language. Based on Richards and Renandya vocabulary is
one of the language components and the list of words that
have been used by people to communicate. A language
learner cannot communicate or express his or her ideas
either in spoken or written form if he or she does not

20
Lynne Cameron, Teaching Language to Young Learners, Cambridge (Cambridge:
Cambridge University Press, 2001) 40
 17

master vocabulary. Vocabulary is mostly known as the

core of communication.
4. Fluency
Fluency is the goal for many language learners. Fluency
can be determined as the ability to speak with reasonably
fast speed and with a small number of pauses and “ums”
or “ers”. The conditions indicate that the speakers does
not need to spend a lot of time searching for the language
items needed to express the message.
5. Comprehension
Comprehension is the ability to understand something. To
conduct a good communication orally, speakers must
understand what others say. An oral communication
certainly requires a subject to respond to speech like wise
to imitate it.21

c. Types of speaking
In teaching and learning speaking, Brown classifies the
type of oral language into two parts, monologue and dialogue.
a) Monologue
Monologue is when one speaker uses spoken
language, as in speeches, lectures, reading, news
broadcast, the hearer must process long stretches of
speech without interrupting the stream of speech will
go on whether or not the hearer comprehends.22 It
means that monologue is a speech in which a
character expresses his thoughts and feelings to the
other characters or the audience.
b) Dialogue
Dialogue is divided in two parts interpersonal and
transactional. Dialogue involves two or more speakers
and can be subdivided into exchanges that promote

21
H. Douglas. B., Testing English as a Second Language. New York: McGraw-Hill
Book Company (1969)
22
H. Douglas Brown, Teaching By Principle: An Interactive Approach toLanguage
Pedagogy,(New York:Longman,2001),p.251
 18

social relationship (interpersonal) and those for which

the purpose is to convey proportional or factual
information (transactional). Transactional dialogue,
which is carried out for the purpose of conveying or
exchanging specific information is an extended form
of responsive language.23 It means that dialogue is the
communication between two or more speaker.

d. Functions of speaking
Brown and Yule made a useful distinction between
the interactional functions of speaking, which it serves to
establish and maintain social relations and the transactional
functions, which focus on the exchange of information. These
are the function of speaking.24
1) Talk as interaction
Talk as interaction refers to what we normally mean
by “conversation” and describes interaction that
serves a primarily social function. When people meet,
they exchange greetings, engage in small talk, recount
recent experiences, and so on because they wish to be
friendly and to establish a comfortable zone of
interaction with others. The focus is more on the
speaker and how they wish to present themselves to
each other than on the message. Such exchange may
be either casual or more formal, depending on the
circumstances, and their nature has been well
described by Brown ad Yule.
2) Talk as transaction
Talk as transaction refers to situations where the focus
is on what is said or done. The message and making
oneself understood clearly and accurately is the
central focus, rather than the participants and how
they interact socially with each other.

23
ibid
24
Jack C. Richards, teaching Listening and Speaking From Theory to
Practice,(Cambridge:Cambridge University Press,2008),p.21
 19

3) Talk as performance
The third type of talk can be distinguished has been
called talk as performance. This refers to public talk,
that transmits information before an audience, such as
classroom presentations, public announcements, and
speeches. Talk as performance tends to be in the form
of monologue rather than dialogue, often follows a
recognizable format (e.g. a speech of welcome), and
is closer to written language than conversational
language.

e. Measurement of speaking skill

To determine how students' speaking abilities have
improved after treatment with particular issue sticks, their
speaking ability was tested using a speaking assessment
devised by Arthur Hughes in collaboration with FSI (foreign
service instate). There are five components with a rating of 1-
6 and a weighting point ranging from lowest to highest. The
speaking component of the assessment is composed of many
components derived from students' abilities, including
pronunciation, grammar, vocabulary, fluency, and
understanding.

A. Pronunciation
1. Pronunciation is frequently unintelligible.
2. Frequent gross errors and a hefty accent make
understanding difficult and require frequent
repetition.
3. Foreign accents require concentrated listening, and
mispronunciations lead to occasional
misunderstanding and apparent errors in grammar
or vocabulary.
4. Marked foreign accent and occasional
mispronunciations which do not interfere with
understanding
5. Prominent mispronunciations but would not be
 20

taken for a native speaker.

6. Native pronunciation, with no trace of foreign
accent.
B. Fluency
1. Speech is so halting and fragmentary that
conversation is virtually impossible.
2. Speech is prolonged and uneven except for shots or
routine sentences.
3. Speech is frequently hesitant and jerky; sentences
may be left uncompleted.
4. Speech is occasionally hesitant, with some
unevenness caused by rephrasing and grouping
words.
5. Speech is effortless and smooth but perceptively
non-native in speed and evenness.
6. Speech on all professional and general topics is as
effortless and smooth as a native speaker’s. 25
From the definition above the speaking component of
the assessment is composed of many components
derived from students’ abilities including
pronunciation, grammar, vocabulary, fluency, and
understanding.
2. YouTube
a. Concept of YouTube
In this era technology has become a significant aspect
in everyday life especially English language teaching and
learning. Video, audio, power point presentation are common
technologies used in the teaching and learning process.
Recently, social media become more popular, people now
days especially for students are interested in social media,
they use a smartphone to access social media every day.
YouTube is one of the most famous social media now days.

25
Arthur Hughes, Testing for Language Teachers (Cambridge: Cambridge University
Press, 2003), 131–132, https://doi.org/10.2307/327632.
 21

YouTube is website that share various kinds of video like

video clips, TV clips, music videos movie trailers, and other
content namely video blogging, short original videos, and
educational videos.26YouTube was launched in 2005 as a
place where individuals could record and share their own
videos without cost.27They also can make account and upload
their video on YouTube and they can give a like and comment
in each video. This website is now owned by Google and is
viewed daily by millions of individuals across the world.
Much of the content on YouTube is for entertainment
purpose, there exists an enormity of educational content.
According to Watkins and Wilkins using YouTube
both inside and outside the classroom can enhance
conversation and pronunciation skills of the students. Beside,
YouTube also promotes authentic vocabulary development.
Further they stated that using YouTube in the classroom lets
the students having exposure toward authentic English and
autonomy in learning (student-centred).28 It means that using
YouTube can improve students speaking skill in terms of
pronunciation, grammar, vocabulary, comprehension, and
fluency. It makes both teacher and Students can easily get
desired videos for the purpose of learning and teaching. The
teacher can decide to use or assign the students to watch a
certain video which is suitable with the topic and objectives of
the lesson. Therefore it can be stated that YouTube is an
online source that provides various videos that need to be
selected before utilizing it for teaching and learning purpose
in the classroom.
The researcher conclude that YouTube is media that
can provide the user, which is students in this context, to
practice their English speaking skills with their friends or even

26
Jalaluddin, M., Using YouTube to Enhance Speaking Skills in ESL Classroom,
English Education Journal (EEJ), 7(2), (2016)
27
Terantino, J.M. (2011) Emerging Technologies YouTube for Foreign languages:
you have to see this video. Language Learning and Technology, 15(1), 10-16.
28
Watkins, J., & Wilkins, M. Using YouTube in the EFL Classroom. Language
Education in Asia, 2(1), 113-119 (2011)
 22

people to practice their spoken English regularly. YouTube

also can be used in teaching speaking as the media practicing
students speaking skills and level system to determine how
often they practicing their speaking in YouTube. The
researcher finds many advantages and disadvantages of
YouTube of teaching speaking in the class that happen during
the process of teaching.
b. Teaching speaking by using YouTube
Teaching speaking by using video was chosen
because Harmer states that video as teaching aid has several
benefits, such as students can see the language being used, not
only that but also the expression and gesture.29 Therefore,
should be a clear purpose for every video that teachers show,
for example, modeling communicative interactions in English,
working at language forms, developing listening
comprehension, or generating discussion.
c. Procedure Teaching speaking by using YouTube
The use of video can be integrated into role playing in
speaking classroom. The video chosen YouTube channel
English speaking course. The students are asked to take an
acting based on video presented. This research was guided
students in speaking through the following stages:
1) Firstly, video presented is discussed on theme, title,
point of view, actors and their characters, setting, and
plot.
2) Choosing video based on the material related to the
syllabus.
3) The students make in pairs
4) The students choose the topics themselves.
5) Then, every pairs directly to dialog about their topic
6) Role playing performance can take in a short time,
about three to five minutes.

29
Harmer, J. (1984). The Practice of English Language Teaching: Longman
Handbook for Language Teaching: 3rd Edition Completely revise and Update,
(England Longman:2001),p.48
 23

7) the teacher clarifies/ conclusion30

d. How to Use YouTube

There are several steps in using the YouTube application
I. How to Create YouTube Account
1. Open YouTube
2. click login in the upper right corner
3. click create account
4. create a Google account to sign up YouTube
5. Google account can already be used as a
YouTube account
II. How to Create a YouTube Channel
1. Login to YouTube
2. Click on the profile photo in the upper right
corner
3. select create channel
4. Name the channel .YouTube
5. Channel successfully created.
6. Manage channel
III. How to Upload Video to YouTube
1. Sign in to your YouTube account.
2. On your YouTube channel dashboard in the top
right corner click the "Create" icon
3. Then select "Upload Video"
4. Select the video file you want to upload.
5. Once uploaded, save the video in Drafts.

IV. How to Search for Videos on YouTube Channel

1. Enter the YouTube homepage on your PC or
smartphone
2. Find the Channel you want to watch.
3. Select the search logo that is on the homepage of
the YouTube channel.

30
Arianti et al., A Media for Teaching Speaking Using YouTube Video, Advances in
Engineering Research. (2018)
 24

4. Write down the Keyword of the video you want

to search for.
5. Channel Search will show all videos that match
the Keyword you wrote.

e. Advantages of using YouTube

The use of YouTube also contain advantages. There is
some advantages to using YouTube in the teaching
and learning process they are:
1) YouTube is not only a source to learn but it also
inspires the students
2) YouTube is provides an opportunity for students to
present what they learned by making a video and
sharing it with the class
3) It provides exposure to authentic English
4) YouTube video can increased students interest in
learning process
5) Students are able to use YouTube video both inside
and outside the classroom
6) YouTube helps students to improve their speaking
skill
f. Disadvantages of using YouTube
1) YouTube can easily distract the students and get them
off the topic easily
2) No control over using it
3) The kind of language level used in the videos can be
confounding for the students
4) Some YouTube video can be inappropriate for the
students
5) Teachers or parents cannot control students all the
time.
6) There is no way to block the inappropriate content on
YouTube when you are using it in the classroom
 25

3. Picture
Picture is one of visual aids, pictures are used
to support and help the teacher to attract the students’
interest because it is considered as a part of visual
aids that has many functions in a teaching process.
Pictures give real description of an objects which are
portable and can be used anytime and help an
understanding on objects which are difficult to be
observed.
Sudjana states that picture is a visual media in
graphic form. Graphic media id defined as a medium
that combines facts and ideas clearly and strongly
through a combination of expressing words and
images.31 Futhemore, picture is effective visual tool
because it can be visualize something that was
explained more concrete and realistic. Picture can
play an important role in motivating students,
contextualizing the language they are using.

4. Procedure Teaching speaking by using picture

Teaching speaking by using picture as media,
which is more popular in teaching and learning
process. There are some steps to use the picture.
1. The teacher gives a picture according to the topic
or material of the lesson
2. The teacher asked to the students to check the
picture that corresponding
3. The students make in pairs
4. Then, every pairs make dialoge based on the
topic or material
5. Role playing performance can take in short time
6. The teacher clarifies/conclusion

31
Nana Sudjana, media pengajaran (Bandung: Sinaar Baru
Algensindo,2005)p.68
 26

5. Techniques in Teaching Speaking

There are many techniques for teaching speaking. The
following aresome of the techniques for teaching speaking
which can be implemented by the teacher:
a. Game
Game is one of the activities which can help
to create dynamic, motivating classes. The reason is
that real learning takes place when the students, in a
relaxed atmosphere, participate in activities that
require them to use what they have been drilled on.
b. Problem solving
Materials that focus on problem solving offer
further opportunities for the students to work in pairs
or small groups, to share information and opinions on
topics, which are meaningful to them.
c. Discussion
Discussion may be composed for three to five
students. If such group work is used regularly and
introduced with a careful explanation of its purpose,
the class was accepted it as a natural activity.
d. Song
Using songs in English for a foreign language
classroom, especially speaking one can be both
enjoyable and educational. The song usually provides
a peaceful and happy mood for the listener. Songs can
also be used as a useful aid in the learning of
vocabulary, pronunciation, structures, and sentence
pattern.32

e. Role playing
One of the techniques suggested for
developing speaking skills is role playing, that is
creating a dramatic situation in a classroom, or a part,

32
Lia Rusdiningsih, A study on Techniques in Teaching Speaking to the Second
Years Students of SMPN 1bTranggil ( Surakarta: Universitas Muhammadiyah, 2012),
p.3
 27

simply acting out dialogues, but also in part re-

labeling objects and people in the room to prepare for
imaginative role playing.
From the several techniques for teaching
speaking above ,the researcher used the role playing
technique to teach students speaking, because students
in the school that were studied want to fun and
interesting learning techniques, therefore the
researcher fells that teaching speaking by using role
playing is the right learning technique for students to
help increase their interest in learning speaking.

6. Role playing technique

Harmer explains that there are many techniques to
develop speaking skill, one of them is role playing. In role
playing technique, we have many social contexts and a lot of
interactional roles, while teacher produces topics to the
students such as feeling and thinking of a given role. Thus, the
teacher can explain to the student for instant “you are steph:
you go to dentist and tell him what happened last week”. 33
The use of role playing in speaking activities based on video
presented can encourage the students to speak, give them a
chance to communicate, even with the limited language that
they can produce it. According to David there are manifold
benefits when role playing is used in teaching a foreign
language. It has the potential to function as a catalyser of a
learning process. There are some aspects that give valuable
insights showing the potential of the use of role playing in
learning a foreign language such as meaningful situation,
reinforcement of the language, enjoyable learning, and also
deeper experience of learning.34

33
Harmer, J. (1984). The Practice of Eglish Language Teaching: Longman Handbook
for Language Teaching. USA: Longman Inc.
34
Schejbal, David. Teaching Language Skill through Drama. Brno. Masaryk
University Brno. (2006)
 28

B. Concept of Framework

The concept frame work of this research is described as

follow:

The diagram above shows the framework of this study. It starts

with the researcher was analyze students speaking ability by
giving the pre-test. From that test, the researcher collection of
data and analyze students speaking ability. After given the test,
the researcher given treatment used of video YouTube during.
Since given treatment, the researcher given post-test to find out
the development of students speaking after used of video
YouTube.
 29

B. Hypothesis
Based on the frame of theories above, the researcher
formulated the hypothesis as follows:
There is a significant influence of using video YouTube
channel “English speaking course” toward students speaking
skill at the eighth grade of MTs Hasanuddin in the academic
year of2022/2023.
 55

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