THE EFFECT OF USING AUDIO VISUAL MEDIA ON STUDENTS`

SPEAKING SKILLS AT SMA N 1 KABANGKA

THESIS

Submitted in Partial Fulfillment of the Requirements for Getting the

Degree of Sarjana Pendidikan at English Language Education Department

By:
NISMA
A1M220015

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
HALU OLEO UNIVERSITY
KENDARI
2024
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 ABSTRACT

THE EFFECT OF USING AUDIO VISUL MEDIA ON STUDENTS’ SPEAKING

SKILLS AT SMAN 1 KABANGKA

NISMA
A1M220015

This study aims to find out whether there is a significant effect of applying audio- visual
media on students' Speaking skills of first grade students at SMAN 1 Kabangka or not.
Population of this research is the entire first grade class in academic year 2023/2024 of SMAN
1 Kabangka. The total numbers of the population are 136 students where class X.D as
experimental class and X.E as control class were chosen as the sample of this study used
purposive sampling technique. This study applied quasi-experimental design which concerned
on two groups; they are control group and experimental group. These two groups received a
different treatment. The implementation of audio-visual media was applied on experimental
class. The data which analyzed in this study was quantitative data; it gained from the pre-test
and post-test result of the two classes which analyzed using descriptive statistic and inferential
analysis (Independent sample t-test). The result shows that the gain of the mean score of
experimental class 1.46 is higher than the gain score of control class 0.9. It shows that teaching
speaking by Audio visual media in the experimental class has a better effect in enhancing
students' speaking skills. Then the result of hypothesis testing showed that the value of Sig. (2-
tailed) is 0.006 which smaller than (<0.05). Hence, it can be concluded that Ho is rejected and
H1 is accepted which means that there is significant effect of Audio visual method on students'
speaking achievement at teen grade of SMAN 1 Kabangka.

Keywords: Audio visual, Speaking, Speaking skills, learning media

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 ACKNOWLEDGEMENT

The Researcher would like to say Alhamdulillahirrabil „alamin to Allah Subhanahu

Wata‟ala, the almighty, who has given the writer blessing in every single step of her life,
longevity, and healt so that this thesis is possibly to carry out. Peace and blessing for our
Prophet Muhammad Sallallahu „Alaihi Wasallam, Her family and Her companion.

The Researcher express special thanks and appreciation to supervisor. Dr. Tambunan,
M.S., and co-supervisor Drs. Alimin, M.Hum., who have given their time in giving ideas,
suggestions, and recommendations to researcher so this thesis can be accomplished properly.
Thanks for all guidance given.

Deep thanks given to the all of researcher‟s examiner, Dr. La Ode Nggawu, S.pd.,
M.Si., as a chief of examiner, Yulius Tandi Sapan, S.S., M.Hum., as a secretary and Dr.
Aderlaepe, S.S, M.Hum, Nurul Atma, S.Pd., M.Pd., Yuatih Yasin, S.Pd., M.Pd as the member
of examiner who have given their suggestion and ideas to researcher in finishing this thesis.

Then, deep thanks also given to both of her parents, La Saransi and Wa Ati, and her
sister’s and brother’s, Santo S.T., Karnia Sari Amd, Keb., Isan Yusuf S.T., Surawati Amd.
Keb., Sarmin S.ITP., La Damai S.T., Desti and my niece and nephews, Zayan Sani Alfarizqi,
Muh. Syaqil Mubarak, Nindya Sani Alfarizqi who have been constantly praying for this thesis
can be accomplished well. The researcher deeply greatful to all of them for their pray, financial,
mental support and motivation given to the researcher.

The researcher also would like to express greatest thanks and appreciate to the following
people:

1. Prof. Dr. Muhammad Zamrun F, S.Si., M.Si., M.Sc., as the Rector of Halu Oleo
University.
2. Dr. Damhuri, S.Pd., M.P., the Dean of Teacher Training and Education Faculty of Halu
Oleo University

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 3. Dr. Aderlaepe, S.S., M.Hum., as a Chief of English Language Education Department
4. Desy Liliani Husain, S.Pd., M.Hum., as a secretary of English Language Education
Department of Halu Oleo University.
5. All Of Lecturers at English Education Department of Teacher Training and Education
Faculty of Halu Oleo University
6. Sudarto Djuku, S.Pd., the Head Master of SMA Negeri 1 Kabangka
7. All the students and the teacher Risman, S.Pd., as the English Teacher of XD and XE
of SMA Negeri 1 Kabangka for their Particiption during study.
8. Her beloved siblings, Made Wiranti Medita,S.Pd., Wa Cili, S.Pd., Risniyanti, S.Pd.,
Arni Mulyasari, S.Pd., and Suharmin Meilani, S.Pd. Thank for praying, help,
motivation, support, and advice.
9. For her special friend Elis S.T thanks for your time, helps, motivation, inspiration, and
support when the writer undergoing low spirit to write this thesis, all of you can gave
the writer spirit and all of you can make joke which can be made laugh.
10. For her best friends Febi Febrian S. Farm., Alfaina, Chikita Indah Citra Dewi, S.P., and
Gisri Maya Sari S.KM., Thanks for your motivation, inspiration helps, support, advice,
and time.
11. All of her friends in English Department especially in academic 2020 (CLEON’2020)
thank you for all your helps, supports, and friendship.
12. All of people who help and support during her study that cannot mention one by one in
this paper.

Finally, the researcher realizes that this thesis is not perfect as it has no mistakes. This thesis
is still far said to be a “perfect thesis”. So in this case, the researcher really need suggestions,
recommendations, and critique in completing the shortcomings of this thesis.

Kendari, 03 July 2024

Nisma

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 TABLE OF CONTAINTS

COVER ..................................................................................................
APROVAL SHEET .............................................................................. ii
ACKNOWLEDGEMENT .................................................................... iii
ABSTRACT .......................................................................................... v
TABLE OF CONTAINTS .................................................................... vi
LIST OF TABLE .................................................................................. vii
LIST OF APPENDIX .......................................................................... viii
CHAPTER 1 .......................................................................................... 1
INTRODUCTION................................................................................. 1
1.1 Background .................................................................................................. 1
1.2 Research Question ....................................................................................... 4
1.3 The Objective of The Research ................................................................... 4
1.4 Hypothesis of The Research ........................................................................ 4
1.5 Scope of The Study ...................................................................................... 4
1.6 Significance of The Study .............................................................................. 4
1.7 Definition of Terms ..................................................................................... 5
CHAPTER II ......................................................................................... 6
LITERATURE REVIEW .................................................................... 6
2.1 Speaking Skills ............................................................................................ 6
2.1.1 Concept of speaking ........................................................................... 6
2.1.2 Aspects of speaking skills .................................................................. 6
2.1.3 Principle of teaching speaking .......................................................... 7
2.1.4 Function of speaking .......................................................................... 8
2.2 Media In Teaching Process .......................................................................... 8
2.3 Audio Visual Media ..................................................................................... 10
2.3.1 Concept audio visual media ................................................................ 10
2.3.2 Types of audio visual media ............................................................... 12
2.3.3 Using video in English classes ........................................................... 13

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 2.4 Using Video in English Classes ................................................................... 14
2.4.1 Learning outcomes trough video ........................................................ 15
2.4.2 Disadvantages of using video in English classis ................................ 16
2.5 Previous Study ............................................................................................. 16
CHAPTER III ....................................................................................... 18
RESEARCH METHOD ....................................................................... 18
3.1 Research Design .......................................................................................... 18
3.2 Population and Sample of the study ............................................................ 19
3.3 Techniques of Data collection ..................................................................... 20
3.4 Teaching Procedure Using Audio Visual ....................................................... 21
3.5 Instrument of the Study .............................................................................. 22
3.6 Technique of Data Analysis .......................................................................... 22
CHAPTER IV........................................................................................ 28
FINDINGS AND DISCUSSION .................................................................... 28
4.1 Finding ......................................................................................................... 28
4.1.1 Descriptive Analysis of Pre-Test ........................................................ 28
4.1.2 Descriptive Analysis of Post-Test ...................................................... 34
4.1.3 Hypothesis Testing ............................................................................. 41
4.2 Discussion .................................................................................................... 44
CHAPTER V ......................................................................................... 50
CONCLUSION AND RECOMMENDATION ........................................ 50
5.1 Conclusion ................................................................................................... 50
5.2 Recommendation ......................................................................................... 51
REFRENCES ...................................................................................... 52
APPENDIX ........................................................................................... 54

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 LIST OF TABLE

Table 3.1 Population At Class X Of SMA Negeri 1 Kabangka................................. 19

Table 3.2 Schedule Of Conducting The Treatment ................................................... 20
Table 3.3 Band Score Of Accuracy And Fluency...................................................... 24
Table 3.4 Inter Rater Agreement .............................................................................. 26
Table 4.1 Students Score On Speaking Skill On Pre-Test In Experimental
Class .......................................................................................................... 28
Table 4.2 Students Score On Pre-Test In Experimental Class................................... 29
Table 4.3 Distribution Of Students Pre-Test Score In Experimental Class ............... 29
Table 4.4 Students Score On Speaking Skill On Pre-Test In Control Class.............. 31
Table 4.5 Students Score On Pre-Test In Control Class ............................................ 31
Table 4.6 Distribution Of Students Pre-Test Score In Control Class ........................ 32
Table 4.7 Students Score On Speaking Skill On Post-Test In Experimental
Class ......................................................................................................... 34
Table 4.8 Students Score On Post-Test In Experimental Class ................................. 35
Table 4.9 Distribution Of Students Post-Test Score In Experimental Class ............. 35
Table 4.10 Students Score On Speaking Skill On Post-Test In Control Class .......... 36
Table 4.11 Students Score On Post-Test In Control Class ........................................ 37
Table 4.12 Distribution Of Students Post-Test Score In Control Class ..................... 38
Table 4.13 Students Gain Score From Pre-Test To Post Test In Experimental
Class ........................................................................................................ 39
Table 4.14 Students Gain Score From Pre-Test To Post Test In Control Class ........ 40
Table 4.15 Mean Score On Two Aspects Of Speaking Skills In Pre-Test And
Post-Test In Experimental Class ............................................................. 40
Table 4.16 Mean Score On Two Aspects Of Speaking Skills In Pre-Test And
Post-Test In Control Class ...................................................................... 41
Table 4.17 Normality Test ......................................................................................... 42
Table 4.18 Independent Sample T Test ..................................................................... 43

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 LIST OF APPENDIX

APPENDIX 1 Instrument .......................................................................................... 55

APPENDIX 2 Teaching Material .............................................................................. 56
APPENDIX 3 Modul Ajar Experiment Class ............................................................ 62
APPENDIX 4 Modul Ajar Control Ajar .................................................................... 74
APPENDIX 5 Descriptive Of Students Score In Experiment Class And Control
Class ................................................................................................... 85
APPENDIX 6 Inter Rater Agreement ....................................................................... 86
APPENDIX 7 Overall Mean Score Of Two Criteria On Pre-Test Experiment
Class ................................................................................................... 87
APPENDIX 8 Overall Mean Score Of Two Criteria On Post-Test Experiment
Class ................................................................................................... 88
APPENDIX 9 Overall Mean Score Of Two Criteria On Pre-Test Control
Class ................................................................................................... 89
APPENDIX 10 Overall Mean Score Of Two Criteria On Post-Test Control
Class ................................................................................................... 90
APPENDIX 11 Descriptive On Students Score On Two Speaking Criteria In Experiment
Class And Control Class ......................................................................... 91
APPENDIX 12 Normality Test ................................................................................ 92
APPENDIX 13 Independent Sample T-Tets ............................................................. 93
APPENDIX 14 Transcript Experiment Class ............................................................ 94
APPENDIX 15 Transcript Control Class .................................................................. 96
APPENDIX 16 Research Documentation ................................................................. 98

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 CHAPTER 1
INTRODUCTION

1.1 Background

Speaking is a fundamental language skill that humans learn first in their lives, before
acquiring other language skills. From birth to adulthood, humans develop the ability to
communicate, express thoughts, ideas, and feelings. They also learn how to comprehend
information and convey it to others. Speaking skills are crucial in human life, especially in
educational settings such as classrooms where teaching and learning take place. In the
learning process, students are expected to speak proficiently. They should be capable of
expressing their ideas and appropriately responding to questions or asking questions
themselves.
According to Crystal (2003), English holds a significant position worldwide as a
global language. Numerous countries give the language special importance, indicating its
global status. This is further supported by the notion that a language can be considered global
if other nations prioritize it, even if the language lacks a substantial number of native
speakers. Considering this, it becomes evident that English rightfully holds its global
language status. This is due to its extensive usage as both a second language and a foreign
language in various countries.
According to Bueno, Madrid, and Mclaren (2006: 321), speaking is a challenging
skill for language learners. It is considered the most important skill among the four language
skills in English. Even after years of learning the language, learners find it difficult to speak
fluently in real-time situations. There are various reasons for this difficulty. Richard (2008)
also highlighted the significance of speaking as an English skill needed by students. He
pointed out that a significant number of language learners worldwide study English
specifically to develop proficiency in speaking. This demonstrates that mastering the ability
to speak English is a desired capability for students. It is a reasonable goal since it enhances
their confidence in facing the challenges of the modern world, where English has a strong
influence, particularly in employment opportunities.
According to Harmer (2007), simply desiring students to be proficient in
speakingEnglish is insufficient, as extra effort is required to achieve this goal. Teachers face
numerous challenges and problems in motivating students to speak English, such as students'

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fear of embarrassment when expressing their opinions and ideas in front of others and the
fear of being mocked by their peers for making mistakes. This has been confirmed by
interviews conducted with English teachers at SMA N 1 Kabangka, where students admitted
to avoiding speaking English due to their fear of being wrong and ridiculed by their friends.
Despite having ideas in their minds, they refrain from voicing them out of fear of criticism.
Silberman (2006) affirms that this fear and hesitation among students will ultimately
hinder their English speaking skills. Therefore, a solution must be found to address this
problem. One possible approach that teachers can take is to employ teaching strategies that
encourage active student participation in the classroom. This may involve designing lectures
in a way that involves student input and occasionally replacing lectures with alternative
methods of information delivery. In light of this, material illustration in audio-visual form
appears to be a promising strategy to help students overcome their fear and speak English
without inhibition.
To sum up, there are multiple benefits to teaching speaking skills in the classroom.
Firstly, it gives students the opportunity to practice and improve their speaking abilities.
Secondly, it allows students to interact and gauge their understanding of the language being
used, while also receiving feedback from their teacher. Lastly, it encourages students to freely
express themselves and discuss their ideas. According to Harmer (2007), speaking plays a
significant role in verbal communication and fosters continuous interaction between teachers
and students during the learning process.
With this in mind, the current study aims to incorporate audio-visual aids in teaching
speaking skills at SMA N 1 Kabangka. Specifically, it involves group exercises led by the
teacher to practice descriptive text. The focus of the study is on speaking skills, and student
assessments will consider four key aspects: accuracy, fluency, vocabulary, and
Pronunciation.
According to Reddy (2008:26), audio-visual education encompasses the utilization of
interactive tools like film projectors, radio, television, graphics, posters, models, and field
trips. Bavaro (1989), referenced by Mutar (2009), contends that audio-visual materials
(AVM) play a crucial role in technical English as a Foreign Language (EFL) learning,
motivating learners through engagement. Technical AVMs, such as computers, videos,
overhead projectors, and industrial instruments, effectively convey information through
visual and auditory stimuli, stimulating both the mind and emotions (Bavaro, 1989).

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 Numerous studies have explored the impact of audio-visual materials on students'
reading and listening skills, yielding positive outcomes. Consequently, audio-visual aids not
only enhance reading skills but also contribute to improved speaking abilities. According to
Madhuri (2013), the use of AVM tools significantly enhances students' speaking skills
compared to other teaching methods. AVM can be defined as materials and devices
employing sound and visuals to facilitate learning by engaging multiple sensory channels.
Riri (2011) asserts that audio-visual materials are essential tools for improving speaking
skills, providing more significant benefits compared to other methods. Various types of
audio-visual materials, such as filmstrips, tape recorders, cartoons, flipcharts, slide
projectors, video compact discs, multimedia, radios, maps, graphs, models, posters, pictures,
and flashcards, effectively support the teaching of speaking skills. Audio-visual materials
offer several advantages in language instruction. They make the learning process more
effective and conceptual, capture students' attention, enhance teaching energy, alleviate
overcrowded classrooms, and provide a realistic approach to teaching speaking skills
(Charles and Robert, 1998; Umar, 2014).
Using audio-visual aids helps overcome problems in English proficiency by boosting
students' confidence and encouraging them to speak without fear. This approach enables
students to learn good conversation without worrying about mispronunciation or being
laughed at by their peers when speaking in front of the class. Moreover, this technique is
straightforward for both teachers and students to implement. Teachers can pair students up
to practice, and through guidance and redirection, students become actively involved in
speaking English.
The purpose of this research is to explore the use of audio-visual aids in attracting
students' attention to improve their speaking skills. This study investigates the effectiveness
of audio-visual aids as a new learning medium for second-grade students in SMA N 1
Kabangka.
According to the given explanation, the researcher aims to investigate “The Effect of
Using Audio Visual Media on Students Speaking Skills at SMA N 1 Kabangka”. The
objective is to provide teachers with further insights into teaching English, particularly when
it comes to speaking skills.

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1.2 Research Question

Based on the background that has been described above, the problem formulation in this
study is:
“Is there any significant effect of using audio visual media on students` speaking skills
at SMA N 1 Kabangka?”

1.3 The Objective of The Research

The objective of this study is to findout whether or not Using audio visual media has
significant effect on students` speaking skills at SMA Negeri 1 Kabangka

1.4 Hypothesis of The Research

The researcher formulates the hypothesis as follow:
H1: There is significant effect of using audio visual media on students` speaking skills at
SMAN 1 Kabangka
H0: There is no significant effect of using audio visual media on students` speaking skills at
SMAN 1 Kabangka

1.5 Scope of The Study

Brown(2001), stated that speaking have several key elements of speaking skills these
include fluency, accuracy, pronunciation, and vocabulary. This research was focused on
assessing the fluency and accuracy of students' speaking skills. Brown (2001) emphasizes
that the development of fluency and accuracy is a significant objective in teaching
communicative language. To achievethis, audio visual materials will be utilized as a medium
for teaching speaking skillsin the classroom of XD SMA Negeri 1 Kabangka.

1.6 Significance of The Study

Researcher hope that the results of this study can increase the reader's knowledge of
theory and practice.
1. Theoretically, this research provides benefits for everyone who teaches English,
especially high school teachers
2. Practically this research is useful for teachers and everyone, especially for someone who
is committed to teaching English to students. This research contributes to further research
on video evaluation for English learning media in Indonesia, especially for high school
(SMA) students. At the very least, this research will help future researcher in conducting
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 their research for the same purpose as researcher, so that they get specific input for their
research.

1.7 Definition of Terms

To ensure clear understanding of this research, the following terms are defined as follows:
1. Speaking skills refer to the ability to communicate effectively through conversation and
other forms of spoken language. This includes both interactive conversations and
unidirectional forms of spoken language, such as lectures or speeches, which often involve
student participation. (Brown, 2001).
2. Setiadarma (2006) defines audio-visual learning media as technology utilizing mechanical
and electronic devices to produce or deliver material through audio and visual messages.
The main features of audio-visual media include linearity, dynamic visualization,
predetermined usage by its designer/manufacturer, physical representation of real or
abstract ideas, adherence to behavioral and cognitive psychological principles, and
orientation toward teachers with low levels of student interactive engagement.

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 CHAPTER II
LITERATURE REVIEW
In this chapter, the author will discuss several theories related to the problems
mentioned above. What will be discussed are (1) speaking, (2) aspects of speaking, (3)
principle of teaching speaking, (4) function of speaking, (5), (6) media in teaching process
(7) audio visual media, (8) advantages of audio-visual media, (9) audio visual media in
teaching speaking and (10) the previous study
2.1 Speaking Skills
2.1.1 Concept of Speaking
The main language will be expressed in spoken form, but many languages globally
only exist orally without writing. On the one hand, among the many languages that have their
own writing systems, the spoken form of language is the preferred language compared to
written language. This is because a person's language acquisition occurs through the process
of listening to sounds, words, phrases and sentences in a person's environment before finally
being able to actively speak (Anuradha, Raman & Hemamalini 2014). Thus, listening and
speaking abilities are basic skills that must be strengthened to ensure the strength of language
development at the next stage.
In the case of a child's primary language, natural environmental exposure will
facilitate the child to have the opportunity to hear and also speak more widely. This is also
supported by formal education which will introduce supporting skills, namely reading and
writing. However, in a language learning environment, in this case a communication class,
the environment around them consists of several mother tongues, so teaching strategies are
needed and the need for significant learner adaptation. Therefore, in the process of changing
the paradigm of learning and teaching strategies, there is a need for a learning focus that
refers to an oral-oriented approach, teacher training and refers to an appropriate curriculum
(Suchdeva 2011).
Speaking is a journey and interactive process that involves the production and
reception as well as the processing of information obtained by a person (Brown, 1994; Burns
& Joyce, 1997). Furthermore, a person's speaking ability will be greatly influenced by the
situation and environment in which the speaker is located, shared experiences, the
environment and the purpose of communication. However, sometimes spontaneous and
dynamic, speech is always unpredictable, this is because there are language patterns that arise

6
in certain situations, for example language patterns in refusing invitations or asking for time
off work which in this case are identified and studied (Burns & Joyce, 1997).
In addition, speaking ability not only involves knowledge of grammar, pronunciation,
and vocabulary, but also understanding the context of when, why, and understanding how to
use language. Thus, speaking ability has its own structure, skills and rules that are different
from written language. A skilled speaker can combine various skills and knowledge to
communicate effectively as supported by Burns & Joyce (1997), Carter & McCarthy (1995),
and Cohen (1996).
2.1.2 Aspects of Speaking Skills
Experts have identified several key elements of speaking skills. As stated by Brown
(2001), these include fluency, accuracy, pronunciation, and vocabulary
2.1.2.1 Fluency
Fluency, referring to Harris (1995), Brown (2001), and Richards (2006), is the ability
to speak a language quickly and easily, which is characterized by speaking speed and
minimal pauses, in this case functioning as an indicator. The abilities that a person must have
in communicating so that they will be labeled as a fluent speaker are demonstrated by natural
language structures and natural conversational speed. So, basically fluency is a manifestation
of the skill to be able to maintain a continuous flow of conversation spontaneously and
effectively with correct grammatical structures.
2.1.2.2 Accuracy
Accuracy, in this case as stated by Brown (2001), is mastery of language elements such
as grammar, phonology and morphology in order to become a proficient speaker and
appropriate to the context of expressions and sentences. To achieve accuracy in speaking,
someone also needs to ensure that words match their expressions. In short, accuracy is
characterized by whether or not a person is able to produce accurate sentences with the right
grammar and vocabulary in the interaction process.
2.1.2.3 Vocabulary
Mastery of vocabulary is important in the process of mastering a foreign language. In
this case, the significance lies in the process of forming understanding in various aspects of
learning, namely listening, speaking and writing. Willis (1990) stated that grammar makes
communication less effective, but the absence of vocabulary makes communication non-
existent, whether oral or written communication. So, basically, conversation will depend
entirely on your ability to master vocabulary.
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2.1.2.4 Pronunciation
Pronunciation helps to articulate language with very correct emphasis, rhythm and
intonation. Adequate pronunciation skills serve as the entrance to a civilized society. Apart
from that, the causes behind English as a foreign language (EFL) student having inaccurate
pronunciation are due to neglected aspects of pronunciation in the curriculum, lack of teacher
ability to speak professionally, as well as inadequate audio-visual resources, as well as
exposure to the environment and conditions in the classroom. master certain sounds in a
foreign language (Sachdeva, 2011).
2.1.3 Principle of Teaching Speaking
Nunan (2003) stated that in the communicative language teaching model, teachers
help students communicate in real life. There are two principles for teaching speaking:
1. Given students practice with both fluency and accuracy.
Providing opportunities for students to improve their fluency and accuracy, in this case
accuracy means using the target language correctly and fluency is using the language quickly
and confidently. In this case, teachers should not only emphasize one aspect of speaking, but
should receive training in accuracy and fluency.
2. The use group work or pair work.
In order to improve speaking skills, it is necessary to provide opportunities for the
students involved. In this case, it is necessary to increase student participation by utilizing
pair work or group activities as an effective method to strengthen students' duration of using
the target language in learning. By facilitating interactions where students exchange
information with their friends, it is hoped that their speaking skills can improve significantly.
2.1.4 Function of Speaking
Brown (2004) says that there are five basic types of speaking or oral production. They
are:
1. Imitative: This aspect refers to the involvement of students' ability to imitate or practice
the intonation patterns and pronunciation of native speakers, which focuses on special
emphasis on pronunciation skills.
2. Intensive: This aspect refers to students' proficiency in the use of phonological and
grammatical components.
3. Responsive: This aspect refers to students' understanding of short conversations, small
talk, and even comments.
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4. Interactive: This aspect refers to two types of information exchange, namely the exchange
of certain information or interpersonal exchange which aims to maintain social relations.
5. Extensive (Monologue): This aspect refers to an extensive form of communication
including speeches, oral presentations and descriptions. In this form of communication,
the opportunity for listener interaction is very limited, which will only be in the form of
nonverbal responses or even none at all.

2.2 Media In Teaching Process

One of the most important resources for teaching English is media. English is taught
using a variety of instructional tools, including charts, audio cassettes, slide projectors, and
illustrations. These are all employed to facilitate students' understanding of the material and
support teachers in presenting it to the class. Furthermore, educational media serves as a
medium and a means of imparting knowledge that can assist educators in raising students'
learning outcomes. Many scholars create innovative learning resources that are tailored to
the current era as technology advances. Along with subject-specific materials and
instructional aids, every teacher should incorporate instructional media into their lessons.
Teachers can present the information more clearly with the aid of teaching media.
Additionally, it increases the efficiency and appeal of learning variations for younger
students. The speaking product will be determined in part by the utilization of instructional
media. The use of suitable instructional media should encourage and stimulate pupils while
they talk.
According to Eichoiz and Rogers (1994), instructors' perceptions of media may contain
psychological elements. Aquino (1994) discovered notable distinctions in personality traits
between individuals who embrace and reject new media. Some teachers seemed to view
media as threatening and possibly even human, according to observations made by other
experts. Romiszowski (1998) divided the media's functions into two categories. In the first
case, media are utilised as teaching tools; in this case, media are only utilized to improve or
enrich the teacher's delivery. When utilized in this manner, the media are essentially one-
way transmitters that are unable to decipher any messages that the student may convey.
Second, media are employed as educational tools. They support the individualized delivery
of training in both traditional and non-traditional settings. Morris (1962) asserts that the
purpose of technology-based media is to support educators by increasing their efficacy in the
classroom. Educational media serve as both routes for learning and tools for teaching. They

9
accomplish this by improving communication clarity, technique diversity, and persuasive
appeal. The quality of our educational endeavor will be primarily determined by these media,
with the exception of the teacher.

2.3 Audio Visual Media

2.3.1 Concept Audio Visual Media
Mayer (2001) characterized multimedia as a blend of diverse digital media text,
sound, images, and video merged to create interactive applications or presentations,
effectively conveying messages and information to the audience. Additionally, multimedia
harnesses human capacities for processing visual information and listening, as highlighted
by Ivers and Baron (2002). They underscore that multimedia offers various approaches to
understanding topics, serving as a platform for students' ideas and fostering communication
for organizing and evaluating information. Moreover, multimedia shapes the dynamics
between teachers and students, empowering students with information.
In the context of audio-visual education, Reddy (2008:26) underscores the
involvement of interactive tools such as film projectors, radio, television, graphics, posters,
models, and field trips. Madhuri (2013) further asserts that audio-visual-multimedia (AVM)
tools can notably enhance students' speaking skills more effectively than other methods. The
AVM device itself refers to stimulating material that aids in both sound and vision,
facilitating learning by activating various sensory channels.
Bavaro (1989), cited in Mutar (2009), emphasized the significance of Audio-Visual
Media (AVM) in English as a Foreign Language (EFL) learning. AVM, encompassing tools
like computers, video, overhead projectors, and industrial instruments, possesses the
capability to effectively communicate information and concepts, stimulating thoughts and
emotions through visual and auditory channels.
Educational technology, as a teaching approach utilizing various technological tools
such as television, radio, film, overhead projector, video, computer, and tape recorder, can
be optimally employed in education. These tools, known as props and/or audio-visual
teaching tools in traditional methodology, are referred to as hardware and software in
educational technology (Nasution, 2005).
Considering technological advancements, Arsyad (2005) categorizes learning media
into four groups: (1) printed media, (2) audiovisual technology media, (3) computer
technology-based media, and (4) printed and computer combined media. Audiovisual

10
media, being easily understood by students across various platforms, plays a crucial role in
facilitating the teaching and learning process, fostering motivation, and aiding
comprehension of abstract concepts (Hardjito, 2004).
According to Hamdani (2011), audio-visual media combines both auditory and visual
elements, simplifying the understanding of abstract concepts by transforming them into
concrete experiences. This medium not only enhances content delivery to students but also
has the potential to complement or even replace the traditional role of teachers in presenting
learning materials (Haryoko, 2009).
In the evolving learning paradigm, teachers are transitioning from being learning
centers to facilitators, emphasizing student-centered approaches (Haryoko, 2009). Pribadi
(2004) underscores the extensive use of audiovisual media in teaching experiences that
cannot be directly observed, highlighting its ability to realistically depict parts of an object.
Teachers are encouraged to be creative and innovative in utilizing and creating
learning media, adapting to the tools provided by schools in line with the demands of the
time (Arsyad, 2005). Active teacher involvement in the learning process with audio-visual
materials can yield numerous benefits, ultimately contributing to a more effective
educational experience.
Audio Visual Media is a medium that engages both hearing and sight simultaneously.
According to Djamarah (2010), audio-visual media incorporates sound and images, offering
a superior ability as it encompasses both audio and visual elements. Raharja (2000) asserts
that audio-visual media, as a modern instructional medium, aligns with the era's scientific
and technological progress, incorporating both visible and audible elements.
Setiadarma (2006) defines audio-visual learning media as technology utilizing
mechanical and electronic devices to produce or deliver material through audio and visual
messages. The main features of audio-visual media include linearity, dynamic visualization,
predetermined usage by its designer/manufacturer, physical representation of real or
abstract ideas, adherence to behavioral and cognitive psychological principles, and
orientation toward teachers with low levels of student interactive engagement.
According to Haryoko (2009), the effectiveness of conceptually learning lies in
creating an atmosphere that leaves a memorable impact, influencing student learning
outcomes. Additionally, the effectiveness of learning through visual media is evident in
students' enjoyment when engaging with pictorial or moving text, as visual symbols can
evoke emotions and shape attitudes. Hamalik (1989) emphasizes that learning media in the
11
 educational process sparks new desires and interests, motivates learning activities, and has
a psychological impact on students, ultimately contributing to the effectiveness of the
learning process and aligning with curriculum demands.
2.3.2 Types Of Audio Visual Media
Audio-visual media capable of displaying both moving images and sound, has found
widespread applications in entertainment as well as educational settings. This medium has
the ability to depict events or objects similar to real-life situations.
The term "video" originates from the Latin language, where "video-vidi-visum"
means "to see" or have a vision. In KBBI, video is defined as the part emitting images on a
television set or image recording live for television broadcast. In essence, video serves as a
telecommunication tool that engages the sense of sight (eyes) with live images (motion).
Video falls into two categories: pure audio-visual media, equipped with both sound and
image components in a single unit, including motion film, television, and video; and impure
audio-visual media, such as slides, opaque projectors, overhead projectors, and visual
equipment.
Television, an electronic device akin to live image projection with both image and
sound components, shares similarities with film. Television, often in rectangular or cube-
shaped forms of varying sizes and models, can simultaneously display images and sound.
As noted by Hamalik (1989), television serves as a potential learning medium, provided it
contains specific information or teaching materials. Exceptions exist, such as using
television as a visual aid to explain components and operations, making it a valuable
learning device in certain contexts (Susilana & Riyana, 2009).
2.3.3 Advantages of Audio-Visual Media
Reddy (2008:27-28) outlined twelve benefits of audio-visual aids as follows:
1. Engaging multiple senses enhances student involvement.
2. Students experience increased autonomy and freedom.
3. Concentration and focus of students are heightened.
4. Students have opportunities to interact and manipulate various objects and materials.
5. There is a boost in student motivation.
6. Direct experiences allow students to witness and actively participate in
demonstrations.
7. The presented material is relatively straightforward and easy to comprehend.

12
 8. Reducing redundant words and phrases contributes to clearer and more precise
learning.
9. Opportunities arise to instill a scientific attitude and practice scientific methods.
10. Students are prompted to ask more questions and are motivated to pursue further
research.
11. Enhancing the effectiveness of teaching and simplifying the learning process.
12. Audio-Visual Media (AVM) assists teachers in delivering effective instruction while
increasing student interest.
2.3.3 Audio Visual Media In Teaching Speaking
Edgar Dale (1946), as referenced in Hasebrook (1998), highlighted the ease of
understanding visual information, including photographs, video, and demonstrations.
Additionally, Cakir (2006) noted the rapid growth in the use of videos for English language
teaching, aligning with the increased emphasis on communicative approaches.
Subartha (2012) further supported this perspective, emphasizing the significant role
of films in education. video, appealing not only to visual and auditory senses but also
emotions, lay the groundwork for shaping appropriate attitudes and behavior. They possess
the capacity to engage students in diverse ways and effectively capture their attention.
Moreover, Cakir (2006: 69) delineated teaching procedures associated with audiovisual
media (AVM).
1. Active viewing can help increase student engagement and satisfaction as well as the
ability to focus their attention on the main ideas presented in the video.
2. Freeze-framing involves pausing the screen to analyse a character's body language, facial
expressions, emotions, and reactions to gain further insight.
3. Silent viewing separates the auditory and visual elements, allowing students to focus only
on the visual elements.
4. The sound on and screen off activity hides the visuals when playing a video segment so
that students only hear the dialogue without any visual context.
5. Repetition and role play are essential for practicing difficult language points and
facilitating communication practice in video units.
6. Dubbing activities encourage students to improve language skills sufficiently to fill in
missing lines in video episodes without audio.
7. Follow-up activities after the video presentation are essential for long-term oral practice.

13
8. Discussions foster communication between students and encourage further
communication practice.
2.4 Using Video in English Classes
Since the technology allowed, teacher uses different types of media and video for
different skills achievements in English. Video is a good source of input because students
can see characters and situations; also video is very interesting and can increase student
motivation (Chang, Lei & Tseny, 2011). When students watch videos, it is more interesting
and motivating for them, in comparison to learning just by using text. In addition, videos
expose students with "real communication" as well as cultural context. When student watch
a video, this gives the opportunity for them to be familiar with behaviors of a native English
speakers in the different situations, and also helping them to be more acquainted with the
culture of native people. This could against cross-cultural problems when leaners travel to
the foreign countries. The majority of instructor prefer to use short videos in their classes
instead of long videos because they are more accessible and easier to fit within the limited
time of classes and they can focus on specific tasks or situations.
Many scholars have studied the effects of using videos in English classes and they
concluded that videos can provide a good environment for students to improve their English
skills. According to Murphy and Hasting (2006), Shahani, et al., (2014), videos can facilitate
the leaming of English. Results of the research show that students appreciate using videos in
classes, and they believe videos are interesting and useful tools (Williams, 2014; Ismaili,
2014). According to McNulty and Lazarevic (2012) "the quality of being able to hear and
see synchronous communication, communicators gestures, gazes, paralinguistic clues, facial
expression, and lip movements are very important." These factors reinforce understanding
and learning. Generally, videos could help students to improve their skills by providing
different kinds of input for them.
As Krashen (1983) found that students need to receive comprehensible input in order
to learn language. Thus, students need to have good language skills like listening to use
comprehensible input effectively. Long (1983) has reviewed the studies in which
comprehensible input was not available during acquisition; in their cases acquisition was
delayed. For example, children of deaf parents who can hear have a delay because they have
a back of comprehensible input. However, they could improve and reach to the level of other
children after receiving comprehensible input from others like their friends and their teachers.
Therefore receiving comprehensible input plays an important role in improving learners

14
skills. They need to understand the input, listening skill are essential skills in getting the
message of speakers Adults spend more than 40 percent of their communication time
listening, in contrast with 31,9 percent speaking. 15 percent reading and 11 percent writing
(Rankin, 1926), thus listening can be effective tool in increasing the knowledge of a person.
Videos are used as perfect material in teaching skills because videos can be made to
provide the chosen situations and can be matched with the level of students in the classes.
The results of the majority of these studies show that videos can play important roles in
improving the listening skills of EFL learners. Thus, the effects of videos in developing skills
have been proven by many studies.

2.4.1 Learning Outcomes trough Video

What is the learning value of video in the classroom? According to Berk (2009) here
are 20 potential outcomes to ponder:
1. Grab students' attention;
2. Focus students' concentration;
3. Generate interest in class;
4. Create a sense of anticipation;
5. Energize or relax students for learning exercise;6Dnw on students imagination:
7. Improve attitudes toward content and learning.
8. Build a connection with other students and instructor,
9. Increase memory of content:
10. Increase understanding
11. Foster creativity:
12. Stimulate the flow of ideas:
13. Foster deeper learning;
14. Provide an opportunity for freedom of expression,
15. Serve as a vehicle for collaboration:
16. Inspire and motivate students;
17. Make learning fun;
18. Set an appropriate mood or tone;
19. Decrease anxiety and tension on scary topics; and
20. Create memorable visual images.

15
2.4.2 Disadvantages of Using Video in English Classes
Disadvantages of using video as audio visual media: first, students might pay more
attention to the image than the audio. Second, teachers have to be sure that students can see
and hear the video clearly, so teachers have to use a good speaker and a good projector. If
students cannot watch and hear clearly, they will get difficult to catch the information from
the video, while catching the information from video is the most important thing in this study.
Third, using video as audio visual media can take a considerable amount of time to prepare.
So, teacher have to prepare the materials and tools as soon as possible, and if it possible
before another teacher in previous hour leave the class. And the last is the teacher may be
difficult to choose or find a video which is excatly related to the material to be taught.
2.5 Previous Study
This section explains previous research in the context of the research conducted. The
first is Feli Kurniawan (2016). The author conducted preliminary experimental research on
the topic "The Use of Audiovisual Media in Teaching Speaking" using a one-group pretest-
posttest design without contrast instructions. The results showed that writers improved their
pronunciation the most when using the AVM method. After teaching students using the
AVM method, their speaking skills improved. The results showed that 92% of responses
were positive regarding the use of the AVM method for teaching speaking, indicating that
students gave positive responses to the use of AVM.
Second, A four-part approach, including planning, implementation, observation and
reflection, is implemented by Misrawi Yadi in 2022. In our research on ``Introducing audio
visual media as a medium to improve speaking ability,'' we considered these four elements
as a cycle. The author's research shows that using appropriate language rules can improve
your application's English skills. By using audiovisual materials, students quickly imitate
the speaker's language style, including conversation, pronunciation, accent, imitation,
gestures, intonation, and the use of words and sentences in communication. These results are
in accordance with previous research which shows that reading, listening, watching and
practicing can facilitate the learning and remembering process.
Third, using an experimental design, Lamhot Martua Situmeang and Juandi
Nababan (2021) studied "The Influence of Audiovisual Media in Improving Students'
Language Proficiency at Swastha Bahar Batu Middle School in Class 8 for the 2020/2021
Academic Year." We conducted research with the theme. The author found that the average
score of the experimental group (60.10) exceeded the score of the control group (50.93). The
16
calculation results show that the Tobs value (3.19) is greater than the table value (2.000), or
Tobs > Table = 3.19 > 2.000(0.05). Students who receive learning using audiovisual media
techniques have better performance than students who do not receive this learning. The T
test results show that Tcount (3.19 > 2.000) is greater than Ttable. In other words, Mr. Ho
concluded that audio visual media technology has a significant influence on students'
language skills in invitations.
Based on various previous studies mentioned above, researcher used a quasi-
experimental research design to find out whether the application of models or media in
learning can help improve student learning performance. Furthermore, this research did not
find any researchers who used educational media such as music videos to support the
language teaching process.
Therefore, researcher are keen on implementing a quasi-experimental research
design to investigate the impact of incorporating audio visual media on the speaking skills
of students at SMAN 1 Kabangka.

17
 CHAPTER III
RESEARCH METHOD
In research method the effect of using audio visual media on students' speaking skills, in
the following chapters consist of research design, research variables, population and sample,
procedure of data collection, , technique of data analysis, Teaching Procedure, Instrument of
the study, Technique of data analysis,

3.1 Research Design

This study used a quasi-experimental design consisting of an experimental class and a
control class. In line with Arikunto's definition (2002, p. 272), experimental research is a test
that aims to see the influence of the variables studied. The choice of experimental design for
this research was driven by the aim to evaluate the impact of integrating audio-visual media
into English language learning, particularly with a focus on students' speaking abilities and
motivation. This approach involves comparing outcomes with and without a particular
treatment.
In the experimental class, researcher taught students using audio-visual media, while in
the control class, non-audio-visual media was used for learning. The main objective is to
determine the effect of audio-visual media on the speaking abilities of students at SMA N 1
Kabangka. The research design was prepared to assess the effect of audio-visual media on
students' speaking abilities, and the design illustration is described as follows:
Class Pre-test Treatment Post-test
Experimental X1 T X2
Control Y1 - Y2

X1 represents the pre-test conducted in the experimental class, while X2 denotes the
post-test for the experimental class following the treatment (T) involving audio visual media.
Similarly, Y1 represents the pre-test administered to the control class, and Y2 corresponds
to the post-test for the control class.
Adopted from (Ary, et al 1979:260).

18
3.2 Population and Sample of the study
3.2.1 Population
The population in research includes all the subjects studied, which functions as a
comprehensive unit of analysis. As explained by Kamaluddin, et.al (2022) in their book
"Research Methodology in Education", population is a complete set of objects, units or
individuals intended to be studied, which represents the entire area or generalization
determined by the researcher.
For this research, the population was the whole class X students of SMA N 1 Kabangka
in the 2023 academic year. The following table provides a detailed description of the number
of class
Table 1 3.1 Population at class X of SMA Negeri 1 Kabangka

X.A X.B X.C X.D X.E

27 28 27 27 27
Total 136

The table above show the student`s in SMA N 1 Kabangka for class X consist of 5
classes such X.A to X.E classes for consist of 136 students.
3.2.2 Sample

A sample constitutes a subset of the population selected for examination in research.

According to Kamaluddin, et.al (2022) in their book "Research Methodology in Education,"
a sample is a segment of the population chosen for observation and study in limited numbers,
acting as a representative cross-section of the entire population.
In this research used purposive sampling technique to determine the sample.
Purposive sampling is a sampling method used by selecting subjects based on certain criteria
needed in this research. Kamaluddin, et.al (2022) in their book entitled "Research
Methodology in Education" can be said that the main determinant of purposive sampling is
the consideration of researcher after looking at the situation and characteristics of the
population. This study took 27 students of class X.E as the control class and 27 students of
class X.D as the experimental class. Based on the considerations of the 27 students of class
X.E and 27 students of class X.D, they are representatives for this research.

19
3.3 Techniques of Data collection
3.3.1 Pre-Test
First, in this research students would be given a pre-test. The pre-test was carried out
on February 22, 2024 to find out students' scores before being given treatment to determine
the level of participants' speaking abilities about the material that will be presented. Apart
from that, this pre-test also serves to determine the participants' initial abilities. In this
activity, the researcher assigned students to describe friends, place or vaforite things in pairs
regarding descriptive text material (person, place and thing) and achievements in front of the
class. With 10 minutes, 5 minutes for practice, and 5 minutes for performing in front of the
class.
3.3.2 Treatment
Following the administration of the pre-test, the researcher provided treatment to the
experimental class (class X.D) using audio-visual media for enhancing speaking skills, while
the control class (class X.E) received conventional teaching. Both classes served as samples
in this study. The treatment and control sessions were conducted over three meetings, as
outlined below:
Table 2 3.2 Schedule Of Conducting The Treatment

Meeting Date Topic Time allocation

1st meeting 22th February 2024 Descriptive text 4x45 minutes
(Experimental and (Person)
Control Class)

2nd meeting 29th February 2024 Descriptive text 4x45 minutes

(Experimental and (Place)
Control Class)

3rd meeting 05th March 2024 Descriptive text 4x45 minutes

(Experimental and (Thing)
Control Class)

20
3.3.3 Post-Test
In this research students would be given a post-test. The pre-test was carried out
on march, 05 2024 to find out students' scores after being given treatment to determine
the level of participants' speaking abilities about the material that will be presented. Apart
from that, this post-test also functions to determine students' final skills. In this activity,
the researcher assigned students to describe friends, vaforite places or objects in pairs
regarding descriptive text material (person, place and thing) and achievements in front of
the class. With 10 minutes, 5 minutes for practice, and 5 minutes for performing in front
of the class.
3.4 Teaching Procedure Using Audio Visual
Each teacher needs to decide on the procedures necessary to run the class smoothly
and then teach the teaching procedures to students. For greater clarity, the researcher wrote
down teaching procedures using audio-visual media. According to Yoga and Pusparini
(2015), the steps for teaching using audio-visual media are as follows.
1. The researcher opened the lesson by saying hello, stating attendance, and asking
students about the lesson at the last meeting
2. The researcher are informed about the competencies that will be achieved after
delivering the learning.
3. The researcher explained descriptive text material about people, places and objects
using audio-visual media.
4. The researcher invited students to ask questions about descriptive text material about
people, places and objects using audio-visual media that they do not yet understand.
5. The researcher checked the accuracy and fluency of students' understanding of the
text created by asking several questions about the content of the text.
6. The researcher explains the material shown in the video to students about what must
be understood in the video. (for example: general structure descriptive text).
7. The researcher gives students a topic to describe the text that has been announced at
each meeting.
8. The researcher divide students into pairs consisting of 2 students who teach speaking
practice.
9. The researcher record students to practice describing texts about people, places and
objects and express them in pairs in front of the class.
21
 10. The researcher asked students to prepare to describe the text that would be read for 5
minutes, except for 30 minutes for the 3rd meeting in front of the class.
11. The researcher asked representatives of each group to clarify the results of their
discussion in front of the class.
12. The researcher provided feedback on students' speaking skills.
13. The researcher closed the class.

3.5 Instrument of the study

The research instrument is an oral test in the form of a pre-test and post-test. The pre-
test is given at the first meeting to determine students' speaking achievements before
receiving treatment. Then, the researcher gave a post-test at the last meeting to determine the
students' speaking achievements after receiving the treatment. The researcher used an oral
test and then the researcher took a video of the student's performance in front of the class to
obtain accuracy and fluency in achieving good speaking in the pre-test and post-test sessions
with several descriptive text topics (people, places and objects) for 3 minutes for each
student, whereas in the treatment the researcher only gave 2 minutes for each student. After
that, the researcher invited students to be creative by following video material about
descriptive texts that had been watched during the previous treatment. The speaking ability
score uses the rubric score proposed by Ur (1996) for fluency and accuracy.
The procedure for assessing achievement regarding pre-test and post-test is as follows:
1. The raters are given a rubric score for fluency and accuracy
2. The raters were provided using video
3. The raters watched the student's performance in a video and gives an assessment.

3.6 Technique of data analysis

The students‟ result that were pre-test and post-test would be analyzed by using
SPSS.16.. Statistical measures such as mean, mode, range, standard deviation, maximum
score, and minimum score was analyzed by using frequency statistics. Additionally,
inferential statistics was employed to determine whether the received hypotheses are
accepted or rejected. The analysis was facilitated through the use of the Statistical Package
for Social Science (SPSS) software, and parametric testing will involve the application of the
independent sample t test.

22
 1. If sig. (2-tailed) > 0.05 then it means that H0 is accepted and it can be conclude there
is no any significant effect of using audio visual media on students’ speaking skills
at SMA Negeri 1 Kabangka.
2. If Sig. (2-tailed) < 0.05 it means H0 hypothesis is rejected. It can be conclude, there
is a significant effect of the use of audio-visual media on students' speaking skills at
SMA N 1 Kabangka.
Following the outcome of hypothesis testing, the examination of the effect size of
speaking skills is conducted as outlined below

("#$% '( )'*++#*+,"#$%- '( ).##+#*+)

The effect size = 0+$%%1$. 2#34$+4'%

The criteria of determining of effect size based on the cohen‟s criteria (cohen: 2007):

Size Interpretation

0-0.20 Weak effect

0.21-0.50 Modest effect

0.51-1.00 Moderate effect

³1.00 Strong effect

(adopted from Cohen, 2007:52)

3.6.1 Scoring Technique
The researcher band score which is suggested by Penny Ur (1991) to evaluate
students speaking performance. Scoring criteria can be seen in the table below:

23
 Table 3 3.3 Band Score of Accuracy and Fluency

Accuracy Fluency

Minimal or no verbal expression. 1 Limited or no communication... 1

Limited vocabulary, basic grammar 2 Utters brief and hesitant 2

errors, possibly a pronounced expressions, occasionally
foreign accent. challenging to comprehend

Moderate vocabulary, noticeable 3 Conveys ideas with hesitation and 3

grammar mistakes, slight foreign brevity
accent.
Extensive vocabulary, occasional 4 Communicates effectively in 4
grammar errors, slight foreign concise turns.
accent.
Broad vocabulary, occasional 5 Communicates easily and 5
grammar lapses, slight foreign effectively, employing extended
accent. turns.
TOTAL SCORE OUT OF 10

The criteria of students‟ speaking accuracy and fluency score according to the band are
as follows:

a. 5 is classified as very good

b. 4 is classified as good
c. 3 is classified as moderate
d. 2 is classified as poor
e. 1 is classified as very poor

(Adopted from Ur 1991:135)

In this research, the raters have count up the score of students‟ accuracy and fluency. It will
divided by two to get the lowest score after added up the scores of both raters.

$556.$578(96#%57
Students‟ score = :

24
 The scores of both raters were obtained. It was calculated and divided by two in order to
find out the total score. The formula is:

*5'.# .$+#. ;8*5'.# .$+#. :

Total Score = :

(Depdikbud in Zaskia, 2016)

3.6.2 Inter Raters Agreement

According to Tama, 2017 and in alignment with Hughes (2008), this research
employs two evaluators to consistently and effectively assess students' scores. The
evaluator for this resesrch is Mr. Risman S.pd, an English teacher at SMA N 1 Kabangka,
along with the researcher. The criteria proposed by Penny Ur (1991) are recommended
for the evaluation of students' scores by these evaluators. To ensure a uniform
perspective in assessing students' speaking skills, certain procedures will be
implemented, as outlined below:The researcher gave the table score of speaking to the
both raters. The researcher discuss with the first rater about how to asses students‟
speaking skills

1. After the first raters and the researcher has gotten some perception, the researcher
gave the table score of speaking fluency and accuracy based on Penny Ur (1991)
to the second raters.
2. The researcher discuss again about how to assessing students‟ speaking skills
with the second raters until get the some perception. In addition, the researcher
will inform to the second rater that the researcher already has same perception
with the first raters.
3. The two raters discuss about the score scales in order to find out the inter- rater
agreement.

In addition to find out inter rater agreement, the researcher used rater-agreement
measurement by IIC. According to Landis and Koch (1977) the categorization of interclass
correlation coefficient can be seen at the table bellow:

25
 Table 4 3.4 Inter Rater Agreement

The value of agreement Strength of agreement

K< 0.00 Poor agreement
0.00 < K < 0.20 Slight
0.21 < K < 0.40 Fair
0.41< K < 0.60 Moderate
0.61 < K < 0.80 Substansial and
0.80 < K < 1.00 Almost perfect agreement

(Koo and Li, 1977)

Additionally, to ascertain the level of agreement between the two evaluators, the
researcher will utilize the intraclass coefficient correlation, computed through SPSS 26.0.
the result of two raters can be seen at the following table:

Case Processing Summary

N %
Cases Valid 15 100,0
Excluded 0 ,0
a

Total 15 100,0
a. Listwise deletion based on all
variables in the procedure.

Reliability Statistics
Cronbach's N of
Alpha Items
,610 2

26
 Intraclass Correlation Coefficient
95% Confidence Interval F Test with True Value 0
Intraclass Lower Upper
b
Correlation Bound Bound Value df1 df2 Sig
a
Single Measures ,438 -,075 ,768 2,562 14 14 ,045
c
Average ,610 -,163 ,869 2,562 14 14 ,045
Measures
Two-way mixed effects model where people effects are random and measures effects are fixed.
a. The estimator is the same, whether the interaction effect is present or not.
b. Type C intraclass correlation coefficients using a consistency definition. The between-measure
variance is excluded from the denominator variance.
c. This estimate is computed assuming the interaction effect is absent, because it is not estimable
otherwise.

Based on the results above, it is known that the Average Measure value of the two
raters is 0.610, which is in the substantial agreement category because the value is >0.60.
With the Single Measure value for each rater it is 0.438.

27
 CHAPTER IV
FINDINGS AND DISCUSSION

This chapter focuses on presenting the research finding on the basis of the result of
data analysis. It presents the solution of the research question and provides discussion based
on related theories to clarify the findings

4.1 Finding

4.1.1 Descriptive Analysis of Pre-Test

There are two kinds of analysis, descriptive analysis of pre-test in

experimental class and descriptive analysis in control class. Students score on oral
descriptive to pre-test is measured by using band score from Penny Ur.

4.1.1.1 Descriptive Analysis of pre-test in experimental class

In this section, the researcher provides the description of the students' score
on pre-test in experimental class. The result of the students pre-test can be seen from
the table below:

Table 4.1 Students’ Score On Speaking Skill On Pre-Test In Experimental Class

Students Accuracy Fluency TOTAL TOTAL
SCORE
R.1 R.2 R.1 R.2 R.1 R.2 (total
(accuracy (accuracy R.1 +
+fluency/2) +fluency/2) total
R.2/2)
S1 2 2 2 2 2 2 2
S2 3 2 3 2 2.5 2.5 2.5
S3 2 1 1 1 1.5 1 1.25
S4 2 2 2 2 2 2 2
S5 3 2 2 1 2.5 1.5 2
S6 1 2 3 1 2 1,5 1.75
S7 1 2 2 1 1.5 1,5 1,5
S8 3 2 2 1 2.5 1,5 2
S9 3 2 2 2 2.5 2 2.25
S10 2 1 2 2 2 1,5 1.75
S11 3 2 2 3 2.5 2,5 2.5
S12 2 2 2 2 2 2 2
S13 2 2 1 2 1.5 2 1.25
S14 2 2 1 2 2 1,5 1.25
S15 3 3 2 2 2.5 2,5 2.5
TOTAL 34 29 31 26 27.5 27 28.5

28
 Table 4.2 Students` Score On Pre-Test In Experimental Class

No Students` score Frequency Percentage (%)

1 1.25 3 20
2 1.50 1 6.7
3 1.75 2 13.3
4 2.00 5 33.3
5 2.25 1 6.7
6 2.50 3 20
Total 15 100
Mean 1.9000
Standard Deviation .44118
Minimum 1.25
Maximum 2.50

The table above shows the pre-test results of students in the experimental class. The
data above shows the number of students registered for the pre-test was 15 students. From
the table above it can be seen that the maximum student pre-test score is 2.50. Meanwhile,
the minimum student pre-test score is 1.25. These two values indicate that student scores are
divided into two criteria. The criteria for these two scores are spread across the criteria of
bad and very bad. In addition, most of the students' pre-test scores were in very poor criteria.
The average student score is 1.9000. This shows that the students' pre-test scores are
categorized as very bad. In solving students' problems in speaking achievement, researcher
tried to apply audio visual media methods as a support in developing students' speaking
achievement. The application of audio visual will see whether students' understanding can
improve or not. The table below presents the pre-test distribution of students in the
experimental class.
Table 4.3 Distribution of Students` Pre-Test Score in Experimental Class
No Composition category Interval score Frequency Percentage (%)

1 Very good 5 0 0

2 Good 4 0 0

3 Moderate 3 0 0

4 Poor 2 6 40%

5 Very poor 1 9 60%

Total 15 100%

29
 The table above explains the pre-test sales behavior in the experimental class. As can
be seen from the table, it can be concluded that there were no students who obtained very
good (5), good (4) and quite good (3) scores on the pre-test. Apart from that, the majority of
students got very bad criteria, namely there were 6 students who fell into the poor criteria (2)
and 9 students who fell into the very poor criteria (1).
After analyzing the data, it can be concluded that most of the students’ pre-test scores
in the experimental class were in the ‘very bad’ category. Therefore, students’ understanding
must be developed by using audio visual media in teaching English in experimental class.

Chart 4.1 distribution of students’ score pre-test in experimental class

40% poor

60% verypoor

The chart above shows the distribution of students’ score on pre-test in experimental
class. Based on the chart above, the researcher finds that the highest percentage of students
score on pre-test is 60% which classified as very poor criteria. Meanwhile, there are 40%
students which categorized as poor criteria. In contrast, there is no students get moderate,
good and very good criteria. It indicates the majority of students’ have problem on speaking
English Hence, in solving students` 0roblem, the researcher applies audio visual media in
teaching speaking in order to enhance students` speaking skill.

30
4.1.1.2 Descriptive Analysis of pre-test in control class

The description below is the result of students` pre-test in control class. The result of
the students` score could be seen in the following table:

Table 4.4 Students’ Score on Speaking skill on Pre-test in control class

Students Accuracy Fluency TOTAL TOTAL

SCORE
R.1 R.2 R.1 R.2 R.1 R.2 (total
(accuracy (accuracy R.1 +
+fluency/2) +fluency/2) total
R.2/2)
S1 2 1 1 1 1.5 1 1.25
S2 2 2 2 2 2 2 2
S3 2 2 3 2 2.5 2 2.25
S4 1 2 2 1 1.5 1.5 1.5
S5 3 2 2 1 2.5 1.5 2
S6 2 1 1 1 1.5 1 1.25
S7 1 2 2 1 1.5 1.5 1.5
S8 1 2 2 2 1.5 2 1.25
S9 2 3 2 2 2 2.5 2.25
S10 1 1 2 1 1.5 1 1.25
S11 2 1 2 1 2 1 1.5
S12 2 1 2 2 2 1.5 1.75
S13 2 2 1 2 1.5 2 1.75
S14 2 1 1 2 1.5 1.5 1.5
S15 3 2 1 2 2 2 2
TOTAL 28 25 26 23 27 24 22.25

Table 4.5 Students` Score On Pre-Test In control Class

No Students` score Frequency Percentage (%)
1 1.25 4 26.7
2 1.50 4 26.7
3 1.75 2 13.3
4 2.00 3 20
5 2.25 2 13.3
Total 15 100
Mean 1.6667
Standard Deviation .36187
Minimum 1.25
Maximum 2.25

31
 The table above shows the pre-test results of students in the control class. The data
above shows that the number of students registered for the pre-test was 15 students. From
the table above, it can be seen that the maximum student pre-test score is 2.25. Meanwhile,
the minimum students’ score pree-test is 1.25. These two values indicate that student scores
are divided into two criteria. The criteria for these two scores are spread across the criteria
of poor and very poor. In addition, most of the students' pre-test scores were in very poor
criteria. The average score of students is 1.6667. This shows that the students' pre-test scores
are in the very poor category. The distribution of students` pre-test score in control class can
be seen in the following table:
Table 4.6 Distribution of Students` Pre-Test Score in Experimental Class
No Composition category Interval score Frequency Percentage (%)

1 Very good 5 0 0

2 Good 4 0 0

3 Moderate 3 0 0

4 Poor 2 5 30%

5 Very poor 1 10 70%

Total 15 100%

The table above explains the pre-test sales behavior in the control class. As can be
seen from the table, it can be concluded that there were no students who obtained very good
(5), good (4) and moderate (3) scores on the pre-test. Apart from that, the majority of students
got very poor criteria, namely there were 5 students who fell into the poor criteria (2) and 10
students’ who fell into the very poor criteria (1).
After analyzing the data, it can be concluded that most of the students’ pre-test scores
in the control class were in the ‘very poor’ category. Hence, students’ understanding should
be developed by using audio visual media in teaching English in experimental class.

32
 Chart 4.2 distribution of students’ score pre-test in control class

30%
poor
very poor

70%

The chart above shows the distribution of student scores on the pre-test in the control
class. Based on the graph above, researcher found that the highest percentage of students'
pre-test scores was 70%, which is classified as very poor criteria. Meanwhile, there are 30%
of students who fall into the poor criteria. On the other hand, there were no students who
obtained moderate, good and very good criteria.

Chart 4.3 Distributions Of Students’ Score On Pre-Test In Experimental Class

And Control Class
70
70 60
60
50 40
40 30
30
20
10 0 0 0 0 0 0
0
very good good moderate poor very poor

experimental control

The graph shows the distributions of the students' score on pre-test in experimental
class and control class. As can be seen from the table above. the researcher finds that the
students' score of the pre-test of the experimental class is more than the students' score of the
33
pre-test of the control class. The majority of the students' score on pre-test in experimental
class and control class is classified as very poor criteria (1).

4.1.2 Descriptive Analysis of Post-test

There are two kinds of analysis will be explained which consists of descriptive
analysis on post-test in experimental class and descriptive analysis on post-test in control
class. The result of students' oral descriptive in post-test is assessed by band score from Penny
Ur.
4.1.2.1 Descriptive Analysis of Post-Test in Experimental Class
In this section the descriptive analysis of students' speaking achievement was
conducted after the treatment in the experimental class. The result of students' post-test is
measured by using band score from Penny Ur which involves accuracy and fluency. The
detail can be seen in the following table:
Table 4.7 Students’ Score on Speaking skill on Post-test in experimental class

Students Accuracy Fluency TOTAL TOTAL

SCORE
R.1 R.2 R.1 R.2 R.1 R.2 (total
(accuracy (accuracy R.1 +
+fluency/2) +fluency/2) total
R.2/2)
S1 4 3 4 3 3.5 3.5 3.5
S2 5 4 3 4 4 4 4
S3 3 3 3 3 3 3 3
S4 5 5 5 5 5 5 5
S5 4 3 3 4 3.5 3.5 3.5
S6 4 3 3 3 3.5 3 3.25
S7 3 3 3 3 3 3 3
S8 2 3 3 3 2.5 3 4
S9 3 3 3 3 3 3 3
S10 2 4 2 3 2 3.5 2.25
S11 4 4 4 4 4 4 4
S12 3 3 3 3 3 3 3
S13 3 3 3 3 3 3 3
S14 2 3 3 3 2.5 3 2.75
S15 5 3 2 3 3.5 3 3.25
TOTAL 52 50 44 50 45.5 50.5 50.5

34
 Table 5 4.8 Students` Score On Post-Test In Experimental Class

No Students` score Frequency Percentage (%)

1 2.25 1 6.7
2 2.75 1 6.7
3 3.00 5 33.3
4 3.25 2 13.3
5 3.50 2 13.3
6 4.00 3 20
7 5.00 1 6.7
Total 15 100
Mean 3.3667
Standard Deviation .66726
Minimum 2.25
Maximum 5.00

The table above shows the results of the post-test scores of students in the
experimental class. As seen from the table above, the maximum score is 5.00 and the
minimum score is 2.25. Both scores show a significant increase in students' speaking
achievement. Apart from that, the students' post-test scores showed that the majority of
students had good criteria. The average score of the data above is 3.3667 which is classified
as medium. After investigating the data, audio visual as a media and method in teaching
speaking skills can develop students' speaking skills. Detailed distribution of student post-
tests is described below:
Table 6 4.9 Distribution of Students` Post-Test Score in Experimental Class

No Composition category Interval score Frequency Percentage (%)

1 Very good 5 1 7%

2 Good 4 3 20%

3 Moderate 3 9 60%

4 Poor 2 2 13%

5 Very poor 1 0 0

Total 15 100%

The table above shows the distribution of students' post-test in the experimental class.
From the table above the researcher found that 0% of students were classified as very bad
criteria (1). Meanwhile, 20% of students got a score of (4) with god criteria, 60% of students
35
got a score of (3) with moderate criteria, and 33% of students got a score of (2) with poor
criteria, there were even 7% of students who had the highest score in the category very good
criteria (5) . These results indicate that there is a big influence of the audio-visual method in
teaching English on students' speaking achievement.
Chart 4.4 distribution of students’ score post-test in experimental class

13% 7% very good

20% good
moderate
poor
60% very poor

The chart above shows the post-test distribution of students in the experimental class.
As can be seen in the graph above, most of the experimental class students obtained a score
of 3-3.50 which is considered moderate. Moreover, there are still 13% of students who get a
score of 2.25-2.75 which is classified as poor criteria. However, there are 20% of students
who get a score of 4.00 which is classified as good and there are 7% of students who get a
score of 5.00 which is classified as very good.
4.1.2.2 Descriptive Analysis of Post-Test in control Class
In this section the descriptive analysis of students' speaking achievement was
conducted and the result of students' post-test is measured by using band score from Penny
Ur which involves accuracy and fluency. The detail can be seen in the following table:
Table 4.10 Students’ Score on Speaking skill on Post-test in control class
Students Accuracy Fluency TOTAL TOTAL
SCORE
R.1 R.2 R.1 R.2 R.1 R.2 (total
(accuracy (accuracy R.1 +
+fluency/2) +fluency/2) total
R.2/2)
S1 3 2 3 3 3 2.5 2.75
S2 3 2 3 2 2.5 2.5 2.5
S3 3 2 4 3 3 2.5 2.75
S4 2 2 2 1 2 1.5 1.75
S5 2 2 2 2 2 2 2
S6 3 2 2 2 2.5 2 2.25
36
 S7 3 3 3 3 3 3 3
S8 3 3 2 2 2.5 2.5 2.5
S9 3 3 3 3 3 3 3
S10 2 3 3 3 2.5 3 2.75
S11 3 2 3 2 2.5 2.5 2.5
S12 3 3 4 3 3.5 3 3.25
S13 3 3 3 3 3 3 3
S14 2 2 2 2 2 2 2
S15 3 3 2 3 2.5 2.5 2.5
TOTAL 41 37 41 37 39.5 31.5 38.5

Table 7 4.11 Students` Score On Post-Test In Control Class

No Students` score Frequency Percentage (%)
1 1.75 1 6.7
2 2.00 2 13.3
3 2.25 1 6.7
4 2.50 4 26.6
5 2.75 3 20
6 3.00 3 20
7 3.25 1 6.7
Total 15 100
Mean 2.5667
Standard Deviation .42748
Minimum 1.75
Maximum 3.25

The table above shows the post-test results of students in the control class. Judging
from the table, the maximum score is 3.25. Meanwhile, the minimum post-test score for
students is 1.75. By looking at these two scores, it can be concluded that the post-test scores
of students in the control class were in the poor criteria and the majority of students had poor
criteria. This means that the post-test scores of students in the experimental class are higher
than the post-test scores of students in the control class. Furthermore, the average score of
2.5667 is considered poor. Therefore, this shows that without the application of audio-visual
media it does not really affect students' speaking achievement. Details of the distribution of
student post-test scores are presented below:

37
 Table 4.12 Distribution of Students` Post-Test Score in Control Class
No Composition category Interval score Frequency Percentage (%)

1 Very good 5 0 0

2 Good 4 0 0

3 Moderate 3 4 26%

4 Poor 2 10 67%

5 Very poor 1 1 7%

Total 15 100%

The table above shows the distribution of students' post-test scores in the control
class. Based on the table, it shows that there are no students in the very good and good
categories (0%). while there was one student with moderate criteria (26%), then there were
ten students with poor criteria (67%). Meanwhile, there is still one student who falls into the
very poor criteria category with a score of 1.75. Thus it can be concluded that the majority
of students' post-test scores in the control class were in the poor criteria (2.00 -2.75). This
shows that teaching without audio-visual media methods cannot show a significant
improvement in students' speaking skills.
Chart 4.4 Distribution of Students’ score post-test in Control Class

7%
26%
moderate
poor
very poor

67%

38
 The chart above shows the post-test distribution of students in the control class. It can
be seen in the graph above that most of the control class students, namely 26% of students,
are classified as moderate. Moreover, there are still 67% of students who get a score of 2-
2.75 which is classified as poor criteria. However, and there were still 7% of students who
got a score of 1.75 which was classified as very poor.
Chart 4.5 Distribution of Students’ Score post-test in Experimental Class and
Control Class

67
70 60
60
50
40 26
30 20
20 13
7 7
10 0 0 0
0
very good good moderate poor very poor

experiment control

The graph shows the distribution of students' post-test scores in the experimental class
and control class. As seen from the table above, the researcher found that the post-test scores
of students in the experimental class were higher than the post-test scores of students in the
control class. The majority of students' post-test scores in the experimental class were
classified as medium criteria (3). In contrast, the post-test scores of students in the control
class were in the poor criteria (2). In connection with these results, students in the
experimental class were more affected than students in the advanced class which means that
the use of audio visuals in teaching speaking in the experimental class can develop students'
speaking skills than in the control class without audio visual media.
Table 4.13 Students’ Gain Score From Pre-Test To Post Test In Experimental Class

Students’ Score Post Test Pre-Test Gain Score

Mean 3.3667 1.9000 1.4667
Std. Deviation .66726 .44118 .22608
Minimum 2.25 1.25 1
Maximum 5.00 2.50 2.50

39
 Table 4.14 Students’ Gain Score From Pre-Test To Post Test In Control Class

Students’ Score Post Test Pre-Test Gain Score

Mean 2.5667 1.6667 .9
Std. Deviation .42748 .36187 .06597
Minimum 1.75 1.25 .50
Maximum 3.25 2.25 1

It can be seen from the two tables above that the average student scores in the
experimental class and the average scores in the control class show significant differences,
especially the average post-test scores of students in the two classes. The total average of the
experimental class in the pre-test (1.9000) and post-test (3.3667) obtained a gain value of
1.4667, while the average score of students in the control class was lower than the
experimental class, these results show that the application of audio visual media to the
speaking achievement of students taught in the experimental class has shown significant
achievement compared to the control class. In short, the total post-test average of students in
the experimental class was higher than the total post-test average of students in the control
class. This fact shows that teaching speaking using audio-visual media in the experimental
class has a better effect in improving students' speaking achievement.
Table 8 4.15 Mean Score On Two Aspects Of Speaking Skills In Pre-Test And Post-
Test In Experimental Class

No Aspect in Mean score of experimental class Gain score

speaking Pre-test Post-test
1 Accuracy 2.1000 3.4000 1.3
2 Fluency 1.8333 3.2333 1.4

The table shows the average scores on two aspects of speaking performance in terms
of accuracy and fluency in the pre-test and post-test in the experimental class. From the table
above, it can be seen that the average pre-test accuracy score is 2.1000 and the average post-
test score is 3.4000, while the average pre-test fluency score is 1.8333 and the average post-
test score amounting to 3.2333. . From the table above, the researcher reveals that the highest
score obtained from both aspects is accuracy. The accuracy aspect shows a significant
increase from pre-test to post-test. Meanwhile, the fluency aspect obtained a score of 1.4,
40
which means this aspect also shows a significant difference between the pre-test and post-
test. These findings show that the teaching of speaking skills in two aspects of speaking
performance in the experimental class has shown significant achievements, which means that
the application of Audio-visual media in the teaching and learning process can achieve more
progress in speaking. This increase did not only occur in the experimental class but also
occurred in the control class. Details of two aspects of improving speaking performance are
presented below:
Table 4.16 mean score on two aspects of speaking skills in pre-test and post-test in
control class

No Aspect in Mean score of experimental class Gain score

speaking Pre-test Post-test
1 Accuracy 1.7667 2.6000 .8333
2 Fluency 1.6333 2.6000 .9667

The table above shows the average scores on two aspects of speaking performance in
terms of accuracy and fluency in the pre-test and post-test in the control class. From the table
above, it can be seen that the average pre-test accuracy score is 1.7667 and the average post-
test score is 2.6000, while the average pre-test fluency score is 1.6333 and the average post-
test score amounting to 2.6000. From the table above, the researcher reveals that the highest
score obtained from both aspects is accuracy. The accuracy aspect shows a significant
increase from pre-test to post-test. Meanwhile, the score for the fluency aspect is 0.9667,
which means that this aspect also shows a difference between the pre-test and post-test,
although it is not significant. These findings indicate that teaching speaking skills in two
aspects of speaking performance in the control class has shown developmental achievements.
This means that the teaching and learning process without audio visual media can develop
students even though it is not significant. In contrast, the achievements in the experimental
class were quite different.
4.1.2 Hypothesis Testing
In this study, the researcher uses independent sample t-test in order to know
significance different between two groups after conducting a treatment. In the other word,
the statistical analysis is conducted to test whether there is a significance difference between
two groups namely, experimental group and control group which can be seen from the gain
score between pre-test and post-test from both classes. But, before conducting the hypothesis

41
testing, the researcher should measure the normality. It is tested using Shapiro-Wilk and
calculated by using computation SPSS 16 for Windows. Besides, the purpose of the test
normality test is to know the sample comes from population that distributed normal. The
result of normality test and independent sample t-test are presented below:
Table 4.17 Normality Test

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
pretest_experiment .190 15 .152 .899 15 .093
al
postetst_experimen .173 15 .200* .936 15 .333
tal
pretest_cont .205 15 .091 .887 15 .061
postets_cont .185 15 .176 .954 15 .587
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

Table 4.13 shows the normality of pre-test and post-test in both classes. The normality
results of the pre-test experimental class was 0.093, post-test for the experimental class was
0.33, the pre-test for the control class was 0.061, and the post-test for the control class was
0.587. The above value is higher than 0.05 (Pvalue = 0.05). It can be concluded that all data
is normally distributed. This means that the scores of both classes can be accepted for analysis
through parametric statistical tests in the form of Independent sample t-test in SPSS 16 for
Windows.
Based on the results of the normality distribution of class scores before and after the
test, calculations using the independent sample t-test can be carried out to determine whether
there is a significant influence of the Audio visual media on students' speaking achievement
or not. This effect was determined by analyzing the significant differences between the
control class and the experimental class in the independent t-test table. The results can be
seen in the table as follows:

42
 Table 4.18 Independent Sample T test

Independent Samples Test

Levene's Test for 95% confidence interval of
Equality of difference
Variances t-test for Equality of Means
Sig. Mean
(2- Differen Std. Error Lower Upper
F Sig. t df tailed) ce difference
gai Equal .147 .704 2.944 28 .006 .60000 .20383 .18247 1.01753
n variances
assumed
Equal 2.944 26.569 .007 .60000 .20382 .18145 1.01855
variances not
assumed

The table shows the independent sample t test explaining that sig. (2-tailed) is 0.006
which is less than (<0.05). Therefore, it can be concluded that HO is rejected and H1 is
accepted, which means that there is any significant effect of Audio-visual media on students’
speaking achievement in the tenth grade of SMAN 1 Kabangka.
4.1.3 Effect Size
The effect size of using audio visual on students’ speaking skills can be calculated by
using effect size formula as follow:

<#,<5
The effect size (D) = 02

Where:
D : Effect Size
Ye : Mean Score of post test
Yc : Mean Score of pre-test
SD : Standard Deviation

43
The criteria of determining of effect size based on the cohen‟s criteria (cohen: 2007):
Size Interpretation

0-0.20 Weak effect

0.21-0.50 Modest effect

0.51-1.00 Moderate effect

³1.00 Strong effect

(adopted from Cohen, 2007:52)

=.=?,;.@A
The effect size (D) A.BB

;.B?
The effect size (D) A.BB

D = 3.31

So the effect size of this research in the experimental class is 3.31, which is included
in the strong effect size according to the criteria (Cohen: 2007).

4.2 Discussion
After carrying out the treatment, the results showed a significant difference in
students' speaking achievement before and after the treatment. Data analysis shows that there
is a significant difference between the experimental class pre-test average score of 1.90 and
the post-test average score of 3.36 with an increase in score of 1.3 points. Meanwhile, the
average pre-test score for the control class was 1.66 and the average post test score was 2.56
with an increase in value of 0.9. This shows that the students' scores in the experimental class
were higher than the scores in the control class, which also proves that audio visuals have an
influence on students' speaking achievement.
Apart from that, after consulting the hypothesis test using the Independent Sample t
Test, statistical data shows a sig (2 tailed) value of 0.006. and l< 0.05. So, Sig. is < l or Ho
is rejected and HI is accepted. Thus, it can be said that audio-visual media has been proven
44
to provide a significant increase in students' speaking achievement with a large effect size of
3.31. Furthermore, the effect of audio-visual media was categorized as 'large effect size'
according to Cohen's effect size.
In the pre-test and post-test, the researcher gave a brief explanation about descriptive
text. The form is an oral test and face to face with the researcher. In addition, this research
focuses on students' speaking skills in terms of accuracy and fluency as a measure of students'
abilities. After that, at the next meeting, the researcher started teaching in the experimental
and control classes. These two classes receive different treatment. The experimental class
was taught using audio-visual media for touching and learning. Meanwhile, the control class
was taught using conventional learning strategies
In the treatment section, the researcher explained material about descriptive text and
generic structure. At the first treatment appointment. The researcher explains descriptive text
which explains about (person) and general structure through video as an audio-visual aid. In
the second treatment meeting, the researcher explained descriptive text about (place) and its
linguistic structure using video as an audio-visual aid. Meanwhile, at the last meeting, the
researcher explained descriptive text about (thing) and concluded all the material from the
first to the last meeting via video as an audio-visual aid. After the researcher explained the
material, the researcher gave the students the task of making a descriptive text about (person,
place, and thing) after that the students made a video about the descriptive text.

45
 Picture 4.1 Students’ Video Practice About Descriptive text

Students can see examples from the videos provided and create their own descriptive
text and try to explain it orally. Researcher correct their mistakes and remind them of words
if they forget them. After each student finished with his or her oral explanation, the researcher
provided a final video and noted any aspects that hindered communication.
Picture 4.2 Students’ Speaking Performance

46
 In the final treatment meeting, researcher provided feedback to students regarding
their pronunciation, grammar, and vocabulary and asked them to repeat the assignment and
use what they had learned in different contexts in real-life communication. During treatment,
researcher prefer to use mixed language in communicating and delivering material, so that
students can easily understand it. The treatment is of course carried out using the audio visual
media as emphasized by Feuerstein (1990) that mediated learning has an important role in
student learning motivation. Learning materials using audio-visuals can trigger students to
realize their potential as involved and independent thinkers. (Mandia Mentis, Marlin Dunn-
Bernstein, 2007)
After conducting research, researcher analyzed data about students' speaking
performance, especially in descriptive text material by assessing aspects of accuracy and
fluency. This is evidence from research conducted by researcher that there is a significant
influence of the audio-visual method on students' speaking achievement. Descriptively, the
analysis has provided evidence of poor students in the pre-test and post-test of both classes.
Then the researcher also tested the hypothesis using the Independent Sample t Test to prove
that there was an influence exerted by the audio visual media as a learning medium on
students' speaking achievement.
Related to the findings of this research, students' grades in the experimental class
increased due to the use of video as an audio-visual medium in the teaching and learning
process which has several benefits. This aims to attract students' attention, help students
master lessons and understand how to speak in real life situations, increase student
motivation, and involve students in a topic. As stated by Berk (2009:2), the most significant
potential learning outcomes are as follows: videos attract pupils’ attention, focus pupils’
concentration, generate interest in class, energise or relax pupils for learning exercises,
improve attitudes toward learning, increase understanding, foster creativity, stimulate the
flow of ideas, provide an opportunity for freedom of expression, serve as a vehicle for
collaboration, inspire and motivate pupils, make learning fun, and decrease anxiety and
tension on scary topics. (Lialikhova, 2014)
Then, the average post-test score of students who were taught using audio visual
media was higher than the control class who were not taught using audio visual media. In
addition to the benefits of using audio visual methods, improvements in students' speaking
performance may be due to several factors. The contributing factors are the quality of the
training, and an interesting topic.
47
 The first factor is the quality of the practice, when students practice speaking orally,
they get a lot of ideas from the video. Students gain a lot of vocabulary when they watch
videos even though the material about descriptive text is not easy to master, but from the
video they can easily understand how to describe people, places and objects correctly without
having to memorize the notes given by the teacher. . One of the advantages of using audio
visuals in learning is that students who are usually noisy in the teaching and learning process
become more focused on learning because they are interested in what they are watching, and
it helps them understand learning because they see live examples. practiced in the video, and
of course this is also very helpful for teachers in the teaching process.
In contrast with the control class, the students in control class always practice with
notes given by teacher. Students understood the lesson well but they don't really know what
to tell because they have no idea except what they have heard from teacher or limited
vocabulary that caused by limited media in learning. Especially with their very crowded class
which makes them difficult to think and it's hard to focus on the teacher's explanation.
According to Harmer (2001:108) one major advantage of video is that learners not only can
listen the language but also they can see it, in order to support comprehension, videos contain
visual clues such as gestures and expressions which allow students to go beyond of what they
listen, and also to interpret the video in a deeper way. (Metzler, 2018). Because of learners
can see the language in use from natural context, they can make connections between words
and images which help them to analyze their own use of the language or even to learn new
language.
The second factor is interesting topic. As Zhang in Alvionita (2014) stated that
teachers' enthusiastic can facilitating student interest, curiosity, intrinsic motivation to learn,
as a result they become more passionate and intrinsically motivated to master the lesson.
(Johnson, 2017) The researcher believes that in teaching English language should be
delivered with interesting subject. The combination of pictures and sound in the video are
very interesting and related to the learning material. This is sopposed by Hamalik in
Hardianto (2005) stated that applying medus in the role process of teaching and learning can
growth enthusiasm and new interest, increase students motivation in the process teaching and
learning and even bring psychology outcomes for the students. (Devi et al., 2019). Sabiti
(2007) the students can get better learning result when the media integrated in learning
process, and the media can facilitate learning process commonly and it is more attractive than

48
traditional teaching. Media can improve student's interest, understanding and memory.
(Hasanah Lubis et al., 2023).

Picture 4.3 Learning Activity With Audio Visual Media

Therefore, by using video as an audio-visual medium in the teaching and learning

process in class, students will be more interested in the lesson and provide good achievements
without being confused about what they want to say when asked to practice in front of the
class. Meanwhile, classes that were not taught using audio visual media also experienced an
increase, but naturally and not as badly as classes taught using audio visual media.
Based on the explanation above, it can be said that the use of audio visual methods
significantly influences students' speaking achievement as evidenced by the increase in
students' average scores from the pre-test to the experimental post-test. This is supported by
the results of hypothesis testing which shows Sig. (2-tailed) 0.007 which is less than (>0.05).
Therefore, the researcher concluded that there was a significant influence of audio visual
media on the speaking achievement of students in grade ten at SMAN 1 Kabangka.

49
 CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter presents conclusions about the influence of audio-visual media on
students' speaking skills and recommendations for English teachers and further researcher
related to their field of study.
5.1 Conclusion
After conducting research, researcher analyzed data about students' speaking
performance, especially in descriptive text material with the specific topic "descriptive text
person, place and thing" by assessing aspects of accuracy and fluency. The results showed
significant differences in students' speaking achievements before and after treatment. After
the audio-visual media treatment was carried out in the experimental class, it can be
concluded that there was an increase in students' accuracy as seen from the increase in
vocabulary, grammar and pronunciation. In terms of vocabulary, it can be seen that students
have increased in using the correct glossary in sentences, which means students are quite able
to choose words that are suitable in situations that suit the right person. Their speech is clear
and unambiguous which reflects their competence in using the language. In terms of
grammar, it can be seen that students have improved in applying simple present tense rules
correctly and not inverted as before the treatment. They understand where to use to be (I, am,
is are), understand where to use the first verb and understand whether or not to use do and
does. In terms of pronunciation, it can be seen that students have improved in how to
pronounce words with the right word stress, link words well and can communicate with good
pronunciation and cotton. This means that the person you are talking to can easily understand
what they are saying.
On the other hand, there is also an increase in student fluency. This can make students
no longer hesitate to speak. Students have no idea in their minds about what they want to
communicate, and they say it with whatever words and language feel most natural. This is
because video as an audio-visual tool not only increases students' motivation but also their
self-confidence.
Related to the findings of this research, students' grades in the experimental class
increased due to the use of video as an audio-visual medium in the teaching and learning
process which has several benefits. This aims to attract students' attention, help students
master lessons and understand how to speak in real life situations. increasing student
motivation, and involving students in a topic. Meanwhile, classes that were not taught using
50
audio-visual media also experienced an increase, but naturally and not as badly as classes
that were taught using audio-visual media.
Based on the explanation above, it can be said that the use of audio-visual media has
a significant effect on students' speaking achievement as evidenced by the increase in
students' average scores in the pre-test to post-test experiments. This supports the results of
hypothesis testing which shows that there is an influence that audio-visual media as a learning
medium has on students' speaking achievement. Therefore, the researcher concluded that
there was a significant influence of audio visual media on the speaking achievement of class
X students at SMAN 1 Kabangka.

5.2 Recommendation
Referring to what was found in this research, the researcher suggests several
recommendations for English teachers and future researcher, namely as follows:
1. This research only focuses on two criteria of speaking, namely accuracy and
fluency. Further researcher can try to use vlogs, slide films or video clips as
learning media in improving students' speaking skills in terms of appropriateness
of students' speaking ability.
2. For the topic of teaching in this research, the researcher used descriptive text
material (person, place and thing) to teach speaking in the treatment section.
Further researcher who are interested in using audio-visual as a teaching media
are advised to use other interesting topic to use in teaching speaks like a procedure
text or giving the directions.
3. This research uses a quasi-experimental design, further researcher can try other
designs such as action research or true experimental designs.

51
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Brown, H. D. (2001). Teaching by principles: an interactive approach pedagogy New York:
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Johnson, D. (2017). The Role of Teachers in Motivating Students To Learn Davion
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Kurniawan, F. (2016). The Use Of Audio Visual Media In Teaching Speaking. English
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Kayi, H. (2006). Teaching Speaking Activities to Promote Speaking in a Second Language
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King, J. (2002). Using DVD Factor Films In The EFL Classrom. The Weekly Colum
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Koo, T. K., & Li, M. Y. (2016) A guideline of selecting and reporting intraclass. correlation
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APENDIX

54
Appendix 1 Instrument

Oral test for pre-test and post-test

Topic: Descriptive Text (person, place, and noun)

Instruction should be:

• First, the researcher display regulates the classroom situation.

• Second, the researcher asked students to work individually
• Third, the researcher brainstorms with students about descriptive texts about people,
places and things
• Fourth, make pairs of groups with your classmates
• Fifth, the researcher gives 3 minutes to discuss which descriptive sentences will be
displayed, which can be people, places or objects
• Sixth, students describe descriptive sentences that have been discussed with their
partners in front of the class
• Finally, teacher and researcher provide assessments using a fluency and accuracy
assessment scheme (Adopted from Penny Ur in (1991).

55
Appendix 2 Teaching Material

1. Learning Content

• Descriptive Text Definition

A descriptive text is a type of writing that depicts how a person or thing appears. Its primary
aim is to illustrate and uncover specific details about a particular person, place, or thing.

• Objectives of Descriptive Text

1. To delineate a person, thing, or place distinctly.

2. To portray specific aspects of a person, thing, or place.

Structure of Descriptive Text

• Identification: This section introduces and pinpoints the specific object (place, people,
expression) intended for description. It provides a general overview of the village to be
described.

• Description: This part furnishes detailed information or characteristics about the intended
objects within the village.

• Linguistic Features of Descriptive Text

1. Typically commences with adverbs of time like: I am going..., will, tell.

2. Incorporates adjectives forming noun phrases.

3. Utilizes attribute verbs, such as be (am, is, are).

4. Adopts the simple present tense.

5. Concentrates on a singular topic.

56
 § Example descriptive text

• Example describing place

Borobudur Temple

Features a design with six square floors and three circular floors, forming tiers
resembling stairs that need to be climbed sequentially to reach the pinnacle. Access to the
upper levels is facilitated by a central stairwell with several stairs leading to each story. On
every floor, numerous relief panels and Buddha statues are strategically placed. According

57
 to available data, there are a total of 504 statues and 2,672 panels. The central dome at the
temple's top is adorned with seventy-two Buddha sculptures, each seated within a
perforated stupa. This detailed description encapsulates the unique characteristics of
Borobudur Temple.

• Description of Structural Features of the Text

Identification: My focus will be on detailing Borobudur Temple.

Description: Borobudur stands as a significant historical structure in Indonesia.

• Linguistic Features

Utilization of the simple present tense: is

Utilization of the verb: employ, positioned

The use of noun: floor, stupa, Borobudur, the temple.

• Opening:

a. Well guys, i am going to tell you...

b. I will describe to you about...

c. Well. I'll tell you some information...

• Closing:

a. Well, I think that's all to describe about... Thank you

58
 § Example descriptive text

• Example describing person

My Friend

Sarah is one of my friends. I consider myself lucky to have Sarah as a friend. She is truly
remarkable. She exudes happiness and delight to everyone around her with her infectious
laugh and radiant smile. Her golden-brown hair, which is wavy and drapes elegantly over her
shoulders, beautifully frames her face. People feel immediately at comfortable around Sarah
because of her cozy and reassuring demeanor. Sarah is genuinely concerned for everyone.
She is consistently there to provide a sympathetic ear and assistance when required. She's a
reliable confidante because of her genuine concern and sensitivity for others.

• Description of Text Structure Characteristics

Identification: I will describe my friend

Description: Sarah is one of my friends

59
 • Language Future

Adjective Usage : Beautiful, perceptive, fortunate, joyful

Simple Present Tense Employment : Represents

Verb Usage : Chuckle, experience

Noun Usage : Companion

• Opening:

a. Well guys, i am going to tell you...

b. I will describe to you about...

c. Well. I'll tell you some information...

• Closing:

a. Well, I think that's all to describe about... Thank you

§ Example descriptive text

60
 • Example describing expression

My Favorite Shoes
I always fall in love with basketball shoes. It is not because I like to play basketball, I
just feel comfort and confidence with it. I finally got one from my father when we were
in Solo three years ago. At that moment, when I came to the store with my father, I tried
a couple of shoes, and when I put them on, I knew right away that these were my favorite
shoes. The color of my favorite shoes is black. There are two gray stripes on the outer
side of the shoes. The color of the sole is white with some circular pattern painted in black
on the bottom of it.
• Generic structure of Descriptive text
dentification: I will describe my shoes
Description: my favorite shoes is black

• Language Future

The using of adjective: like

The using of Noun: shoes, my favorite, my father

The using of verb: is, got, came, put,
• Opening:

a. Well guys, i am going to tell you...

b. I will describe to you about...

c. Well. I'll tell you some information...

• Closing:

a. Well, I believe that covers everything to elaborate on... Appreciate it

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Appendix 3 Modul Ajar Experimental Class

Mata Pelajaran : Bahasa Inggris

Fase : E (Kelas X)
Alokasi waktu : 3 x 90 menit
Materi : Deskirtif Teks
Semester : Genap
Penyusun : Nisma

A. Capaian Pembelajaran FASE E (SMA KELAS 10)

Pada akhir Fase E, siswa menggunakan teks bahasa Inggris lisan, tertulis, dan visual untuk
berkomunikasi sesuai dengan situasi, tujuan, dan audiens/pembaca. Berbagai jenis teks
seperti narasi, deskripsi, prosedur, eksposisi, recount, laporan, dan teks otentik menjadi
panduan utama dalam pembelajaran bahasa Inggris pada fase ini. Siswa menggunakan
bahasa Inggris untuk menyatakan keinginan/perasaan dan terlibat dalam diskusi tentang
topik yang relevan dengan kehidupan sehari-hari atau masalah sesuai dengan usia mereka.
Mereka membaca teks tertulis untuk mempelajari atau mendapatkan informasi. Kemampuan
membuat inferensi dalam memahami informasi dalam bahasa Inggris mulai berkembang.
Peserta didik menghasilkan teks tertulis dan visual yang lebih bervariasi, dengan kesadaran
akan tujuan dan audiens yang dituju.

B.Hasil Pembelajaran
Mendengar-Berbicara (Menyimak-Berbicara) Membaca-Melihat (Membaca-Memirsa)
Menulis-Mempresentasikan (Menulis-Mempresentasikan)

C. Profil Siswa Pancasila :

● Berpikir Kritis: Mengidentifikasi gagasan utama dan informasi implisit dari teks deskriptif
● Kreativitas : Memilih atau menentukan teks deskriptif yang akan ditulis
● Keanekaragaman Global: Mengidentifikasi contoh teks deskriptif tentang orang, tempat,
dan ekspresi

62
D. Sarana dan Prasarana
● Ponsel pintar/Laptop
● Koneksi internet
● Buku/modul
● Lembar Kerja (LKPD)
● Proyektor

E.Model Pembelajaran
Discovery Learning

F. Tujuan Pembelajaran
Tujuan pembelajaran bertujuan agar siswa mampu:
1. Mengidentifikasi konteks, gagasan pokok, dan informasi rinci dari teks deskriptif
lisan dan tulis yang disajikan dalam bentuk multimodal dalam lingkup minat remaja.
2. Menjelaskan ciri-ciri, pengorganisasian, dan pengembangan gagasan secara
sederhana dari teks deskriptif lisan dan tulis dalam bentuk multimodal dalam lingkup
minat remaja.
3. Menganalisis makna tersurat dalam teks deskriptif lisan dan tulis berbentuk
multimodal dalam lingkup minat remaja.
4. Menguraikan ide dan pendapat dengan alasan sederhana mengenai teks deskriptif
multimodal dalam lingkup minat remaja.
5. Menunjukkan komunikasi yang efektif dalam menyampaikan ide dan pendapat
secara sederhana dalam berbagai diskusi, kegiatan kolaboratif, dan presentasi untuk
berbagai tujuan.
6. Melaksanakan penggunaan kosakata dan tata bahasa yang tepat dan sederhana ketika
menulis atau berbicara dalam berbagai konteks.
7. Merancang berbagai teks dan tulisan deskriptif melalui proses penulisan, dengan
mempertimbangkan tujuan penulisan dan minat pembaca dalam lingkup minat
remaja.
8. Menghasilkan teks dan tulisan deskriptif dengan topik atlet berprestasi dengan
konteks dan tujuan penulisan.

63
G. Pertanyaan Pemantik (pertanyaan penting)
1. Pengamatan apa yang dapat kamu lakukan dari gambar atau video tersebut?
2. Siapakah individu yang digambarkan?
3. Lokasi apa yang ditampilkan?
4. Bagaimana cara Anda mengartikulasikan emosi yang digambarkan dalam video?
5. Apa yang membawa Anda pada penafsiran Anda?

H. Kata Kunci
1. Deskripsi tempat, orang, dan ekspresi
2. Mengidentifikasi, menjelaskan, menganalisis, mengelaborasi, mendemonstrasikan,
merancang, dan memproduksi.
3. Pengayaan bagi siswa yang berprestasi : YA
4. Alternatif penjelasan, metode, atau kegiatan bagi siswa yang kesulitan memahami
konsep: YA

I. Penilaian
1. Penilaian individu
2. Penilaian kelompok
3. Keduanya

Jenis penilaian:
• Performance (presentasi, role-playing, proyek, pameran karya, dll.) Penilaian - Formatif -
Menguji kemampuan siswa untuk memeriksa pemahaman
• Uraian Rapat Penugasan : Formulir
• Tertulis (tes objektif, esai)

J. Kegiatan Pembelajaran Pokok

Pengaturan siswa:
❏ Individu
❏ Berpasangan
❏ Grup (5 orang)

64
Metode:
❏ Diskusi
❏ Presentasi

K. Materi Pembelajaran
• Definisi Teks Deskriptif
Teks deskriptif adalah teks yang menyatakan tentang seseorang atau sesuatu. Tujuannya
adalah untuk mendeskripsikan dan mengungkap orang, tempat, atau benda tertentu.
• Tujuan Teks Deskriptif
1. Untuk mendeskripsikan orang, benda atau tempat secara spesifik.
2. Untuk menggambarkan orang, benda atau tempat tertentu
Struktur Generik Teks Deskriptif
• Identifikasi: Identifikasi memperkenalkan dan mengidentifikasi objek tertentu (tempat,
orang, ekspresi) yang ingin dideskripsikan. Hal ini bertujuan untuk memberikan gambaran
umum tentang desa yang ingin kita uraikan.
• Deskripsi: Deskripsi menggambarkan objek yang dimaksud dengan menggunakan rincian
deskriptif atau informasi tentang desa.
• Ciri Kebahasaan Teks Deskriptif
1. Biasanya diawali dengan kata keterangan waktu seperti: I am going..., will, tell.
2. Menggunakan kata sifat yang membentuk frase kata benda
3. Kata kerja yang digunakan adalah kata kerja atributif, seperti be (am, is, are)
4. Tense yang digunakan adalah simple present tense
5. Hanya fokus pada satu topik tersebut

L. Media, Alat dan Bahan

1. Sumber Belajar :
• Internet
• Lingkungan Sekitar dan Sumber lain yang relevan
2. Media
• LCD Proyektor, laptop serta tayangan slide PowerPoint (ppt), video pembelajaran, dan
gambar
• Papan tulis, penghapus, spidol dan alat tulis sekolah

65
M. Bahan Ajar
Teks deskriptif adalah komposisi tertulis yang menjelaskan dan menggambarkan seseorang,
tempat, atau benda. Ini menggabungkan penggunaan kata sifat dan kata keterangan dengan
tujuan memberikan gambaran rinci tentang seseorang, tempat, atau benda. Struktur biasanya
melibatkan identifikasi subjek dan deskripsi selanjutnya.
Elemen Linguistik:
• Kosa kata dan istilah yang berkaitan dengan atlet berprestasi
• Kata keterangan yang berkaitan dengan kualitas, seperti cukup, sangat, sangat, dll.
• Kalimat deklaratif dan interogatif dalam tense yang benar
• Kata benda tunggal dan jamak digunakan secara tepat, dengan atau tanpa a, the, this, that,
my, their, dan sebagainya.
• Frasa verbal yang berhubungan dengan gambar/foto/tabel/grafik dalam bentuk tense yang
sesuai
• Pengucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

N. Persiapan Pelajaran
• Penyiapan bahan/isi pengajaran
• Persiapan alat dan bahan
• Penyusunan rubrik penilaian
• Penyiapan alat penilaian
• Pembuatan catatan untuk manajemen waktu

O.Langkah Pembelajaran:
Pertemuan 1
Tujuan Pembelajaran:
Mengenali situasi, ide utama, dan informasi terperinci dari teks deskriptif lisan yang
disajikan melalui media audiovisual dengan fokus pada mendeskripsikan suatu orang atau
tokoh.
Bagian Kegiatan Pembelajaran
Pendahuluan • Guru memulai pelajaran dengan menyapa dan berdoa.
• Memeriksa kesiapan peserta didik, termasuk absensi, kerapihan
berpakaian, penempatan, dan posisi duduk mereka.

66
 • Mengatur susunan tempat d
• uduk peserta didik dan menciptakan suasana kelas yang
menyenangkan. Memberikan motivasi kepada peserta didik untuk
menjaga semangat selama proses pembelajaran.
• Menyampaikan tujuan pembelajaran yang ingin dicapai.
• Menyiapkan dengan segera peralatan yang akan digunakan selama
pembelajaran.
Inti • Guru memutar video materi descriptive teks tentang (person)
dengan menggunakan LCD, kemudian siswa menonton dan
memahami isi video.
https://youtu.be/xCyU4ZPhiHo?si=NdS6_I8FgL0bJD5d
• Setelah menonton materi entang descriptive teks (person) guru
kemabli menjelaskan materi yang ditampilkan divvideo tersebut.
Setelah itu siswa membuat kelompok 2-3 orang setiap kelompok.
• Siswa berdiskusii dengan kelompoknya tentang isi video tentang
tokoh-tokoh terkenal.
• Siswa berdiskusi dengan kelompoknya untuk Menyusun teks
descriptive tentang (person) dengan melihat gambar tokoh-tokoh
terkenal yang ditampilkan dalam video.
• Siswa mencatat kalimat-kalimat yang diperoleh setelah menonton
video yang ditampilkan tentang tokoh terkenal, kemudian siswa
membuat kalimat descriptive berdasarkan gambar yang dilihat
dalam video Bersama dengan teman kelompoknya.
• Siswa menampilkan hasil diskusi mengenai teks deskriptif yang
telah disusun. Dengan mendeskripsikan hasil diskusinya didepan
kelas bersama teman kelompoknya.
• Guru mengoreksi ketepatan dan kecepatan serta pengucapan siswa
kemudian memperbaiki dengan mengulang Kembali pengucapan
kata yang salah sampai tepat
Penutup • Guru merangkum materi yang telah disampaikan selama satu sesi
pembelajaran.

67
 • Melakukan sesi tanya jawab untuk mengevaluasi pemahaman
peserta didik terhadap materi yang telah dipelajari.
• Guru mengevaluasi pencapaian hasil belajar peserta didik terkait
materi yang telah diajarkan.
• Menyimpulkan pembelajaran dengan melakukan doa.
• Menutup sesi pembelajaran.

Pertemuan kedua
Tujuan Pembelajaran:
Mengenali ciri khas, urutan penyusunan, dan perkembangan ide secara sederhana dalam teks
deskripsi lisan melalui media visual dan audio mengenai mendeskripsikan orang (person)
Bagian Kegiatan Pembelajaran
Pendahuluan • Pembelajaran dimulai dengan guru menyapa dan berdoa, sambil
memeriksa kesiapan peserta didik, termasuk kehadiran, kerapihan
berpakaian, posisi, dan tempat duduk mereka.
• Penataan tempat duduk peserta didik dilakukan oleh guru untuk
menciptakan suasana kelas yang menyenangkan, mendukung
kelancaran proses pembelajaran.
• Guru memberikan motivasi kepada peserta didik untuk menjaga
semangat selama proses pembelajaran.• Menyampaikan tujuan
pembelajaran yang ingin dicapai kepada peserta didik.
• Guru menyiapkan peralatan yang akan digunakan dalam proses
pembelajaran.
Inti • Guru memutar video materi descriptive teks tentang (place)
dengan menggunakan LCD, kemudian siswa menonton dan
memahami isi video.
https://youtu.be/mBGUBGx8m2M?si=BV22aNReUAYpI4oT

• Setelah menonton materi entang descriptive teks (person) guru

kemabli menjelaskan materi yang ditampilkan divvideo tersebut.
Setelah itu siswa membuat kelompok 2-3 orang setiap kelompok.

68
 • Siswa berdiskusii dengan kelompoknya tentang isi video tentang
tempat wisata terkenal.
• Siswa berdiskusi dengan kelompoknya untuk Menyusun teks
descriptive tentang (place) dengan melihat gambar tempat wisata
terkenal yang ditampilkan dalam video.
• Siswa mencatat kalimat-kalimat yang diperoleh setelah menonton
video yang ditampilkan tentang tempat wisata terkenal, kemudian
siswa membuat kalimat descriptive berdasarkan gambar yang
dilihat dalam video bersama dengan teman kelompoknya.
• Siswa menampilkan hasil diskusi mengenai teks deskriptif tentang
(place) yang telah disusun. Dengan mendeskripsikan hasil
diskusinya didepan kelas bersama teman kelompoknya.
• Guru mengoreksi ketepatan dan kecepatan serta pengucapan siswa
kemudian memperbaiki dengan mengulang Kembali pengucapan
kata yang salah sampai tepat
Penutup • Guru membuat garis besar atau ringkasan materi yang disajikan
dalam satu pelajaran.
• Mengajari siswa tentang materi yang telah dipelajari untuk
memahami hasil yang telah dicapai selama proses pembelajaran;
• Guru menilai hasil belajar sehubungan dengan materi yang telah
disampaikan kepada siswa;
• Memantau proses pembelajaran

Pertemuan Ke-3
Tujuan pembelajaran adalah untuk mengidentifikasi ciri-ciri, jangkauan penerapan, dan
pengembangan respons yang jelas dan ringkas terhadap teks tertulis dalam media audiovisual
untuk menggambarkan benda.
Bagian Kegiatan pembelajaran
Pendahuluan • Guru memulai kelas dengan sapaan hangat dan jabat tangan erat,
menekankan pentingnya ketangguhan, kebaikan, dan kesabaran
siswa, serta lokasi dan harta benda mereka.

69
 • Memodifikasi ruang pembelajaran dan penyesuaian ruang kelas
agar proses pembelajaran berjalan lancar dan menyenangkan
• Guru hendaknya memberikan inspirasi kepada siswa agar
motivasinya tetap terjaga sepanjang proses pembelajaran.
• Guru menguraikan tujuan-tujuan yang harus dicapai selama proses
pengajaran.

Inti • Guru memutar video materi descriptive teks tentang (thing) dengan
menggunakan LCD, kemudian siswa menonton dan memahami isi
video.
https://youtu.be/NKE_QQh3sxs?si=qFN7gtPDd1Tyq8Se

• Setelah menonton materi entang descriptive teks (person) guru

kemabli menjelaskan materi yang ditampilkan divvideo tersebut.
Setelah itu siswa membuat kelompok 2-3 orang setiap kelompok.
• Siswa berdiskusii dengan kelompoknya tentang isi video tentang
benda vaforit.
• Siswa berdiskusi dengan kelompoknya untuk Menyusun teks
descriptive tentang (thing) dengan melihat gambar benda vafirit
yang ditampilkan dalam video.
• Siswa mencatat kalimat-kalimat yang diperoleh setelah menonton
video yang ditampilkan tentang benda vaforit, kemudian siswa
membuat kalimat descriptive berdasarkan gambar yang dilihat
dalam video Bersama dengan teman kelompoknya.
• Siswa menampilkan hasil diskusi mengenai teks deskriptif yang
telah disusun. Dengan mendeskripsikan hasil diskusinya didepan
kelas bersama teman kelompoknya.
• Guru mengoreksi ketepatan dan kecepatan serta pengucapan siswa
kemudian memperbaiki dengan mengulang Kembali pengucapan
kata yang salah sampai tepat
Penutup • Guru menyusun ringkasan dari materi yang diajarkan dalam satu
sesi pembelajaran.

70
 • Mengedukasi siswa mengenai materi yang telah dipelajari untuk
memastikan pemahaman hasil yang diperoleh selama proses
pembelajaran.Guru mengevaluasi pencapaian belajar siswa terkait
dengan materi yang telah diajarkan.
• Memonitor proses pembelajaran.

P. Assessment
1. Teknik penilaian : Oral Test
2. Marking scheme :
Band Score of Accuracy and Fluency

Table 3.3 Band Score of Accuracy and Fluency

Accuracy Fluency

Minimal or no verbal expression. 1 Limited or no communication... 1

Limited vocabulary, basic grammar 2 Utters brief and hesitant 2

errors, possibly a pronounced expressions, occasionally
foreign accent. challenging to comprehend

Moderate vocabulary, noticeable 3 Conveys ideas with hesitation and 3

grammar mistakes, slight foreign brevity
accent.
Extensive vocabulary, occasional 4 Communicates effectively in 4
grammar errors, slight foreign concise turns.
accent.
Broad vocabulary, occasional 5 Communicates easily and 5
grammar lapses, slight foreign effectively, employing extended
accent. turns.
TOTAL SCORE OUT OF 10

The criteria of students‟ speaking accuracy and fluency score according to the band are as
follows:

71
f. 5 is classified as very good
g. 4 is classified as good
h. 3 is classified as moderate
i. 2 is classified as poor
j. 1 is classified as very poor

(Adopted from Ur 1991:135)

72
 Approved by:

English Teacher Researcher

SMA Negeri 1 Kabangka

RISMAN,S.Pd NISMA
NIP.19830723 201101 1 009 NIM. A1M220015

Headmaster Of SMAN 1Kabangka

Sudarto Djuku,S.Pd
NIP.19770608 200801 1 008

73
Appendix 4 Modul Ajar Control class

Mata Pelajaran : Bahasa Inggris

Fase : E (Kelas X)
Alokasi Waktu : 3 x 90 menit
Materi : Deskirtif Teks
Semester : Ganjil
Penyusun : Nisma

A. Capaian Pembelajaran FASE E (SMA KELAS 10)

Pada akhir fase E, peserta didik menggunakan teks lisan, tulisan dan visual dalam bahasa
Inggris untuk berkomunikasi sesuai dengan situasi, tujuan, dan pemirsa/pembacanya.
Berbagai jenis teks seperti narasi, deskripsi, prosedur, eksposisi, recount, report, dan teks asli
menjadi rujukan utama dalam mempelajari Bahasa Inggris di fase ini. Peserta didik
menggunakan bahasa Inggris untuk menyampaikan keinginan/perasaan dan berdiskusi
mengenai topik yang dekat dengan keseharian mereka atau isu yang hangat sesuai usia
peserta didik di fase ini. Mereka membaca teks tulisan untuk mempelajari
sesuatu/mendapatkan informasi. Keterampilan inferensi tersirat ketika memahami informasi
dalam bahasa Inggris mulai berkembang. Peserta didik memproduksi teks tulisan dan visual
yang lebih beragam, dengan kesadaran terhadap tujuan dan target pembaca.

B. Elemen Capaian
Menyimak-Berbicara (Listening-Speaking) Membaca-Memirsa (Reading-Viewing)
Menulis-Mempresentasikan (Writing-Presenting)

C. Profil Pelajar Pancasila:

● Bernalar kritis: Mengidentifikasi ide pokok, dan informasi tersirat dari sebuah teks
deskriftif
● Kreatif: Memilih atau menentukan teks deskriftif yang ingin ditulis
● Kebhinekaan global: Mengidentifikasi contoh-contoh teks deskriptif tentang athlet
nasional/international yang ada disekitarnya dalam perspektif global.

74
D. Sarana Prasarana
• Smart phone/Laptop
• Koneksi Internet
• Buku/Modul

E. Model Pembelajaran
Discovery Learning

F. Tujuan Pembelajaran
Tujuan Pembelajaran yang ingin dicapai peserta didik diharapkan mampu:
1. Mengidentifikasi konteks, gagasan utama, dan informasi terperinci dari teks deskripsi
lisan maupun tulisan yang disajikan dalam bentuk multimoda dalam lingkup minat
remaja.
2. Menjelaskan karakteristik, rangkaian penyusunan dan pengembangan gagasan secara
sederhana dari teks deskripsi lisan dan tulisan dalam bentuk multimoda dalam lingkup
minat remaja.
3. Menganalisa makna tersurat dari teks deskripsi lisan dan tulisan dalam bentuk
multimoda dalam lingkup minat remaja.
4. Menguraikan gagasan dan pendapat disertai dengan alasan sederhana terhadap teks
deskripsi bentuk multimoda dalam lingkup minat remaja.
5. Mendemonstrasikan komunikasi yang efektif dalam penyampaian gagasan dan
pendapat secara sederhana di berbagai diskusi, kegiatan kolaborasi, dan presentasi untuk
berbagai tujuan.
6. Mengimplementasikan penggunaan kosakata dan tata bahasa sederhana yang tepat dan
sesuai saat menulis atau berbicara dalam berbagai konteks.
7. Merancang beragam teks deskripsi, tulisan melalui proses menulis dengan
memperhatikan tujuan penulisan dan minat pembaca dalam lingkup minat remaja.
8. Memproduksi teks deskripsi, tulisan dengan topik atlet berprestasi dengan konteks,
tujuan penulisan.

G. Pertanyaan Pemantik (essential question)

1. What do you see in the picture?
2. Who is he/she?
75
H. Pengetahuan dan keterampilan atau kompetensi yang perlu dimiliki peserta didik
1. Pengetahuan tentang descriptive text (person, place and thing)
2. Kosa kata bahasa Inggris terkait dengan deskripsi tentang orang,tempat dan benda
3. Penggunaan kalimat present untuk menyatakan fakta terkait Teks deskripsi tentang
orang,tempat dan benda
4. Keterampilan menggunakan media pembelajaran berbasis teknologi

I. Kata Kunci Kata kunci

1. Description of person, place and thing
2. Mengidentifikasi, menjelasan, menganalisa, menguraikan, mendemonstrasikan,
merancang, dan memproduksi.
3. Pengayaan untuk siswa berpencapaian tinggi: YA
4. Alternatif penjelasan, metode, atau aktivitas, untuk siswa yang sulit memahami konsep:
YA

J. Asesmen
1. Asesmen individu
2. Asesmen kelompok
3. Keduanya
Jenis asesmen:
❏ Performa (presentasi, berman peran, proyek, pameran hasil karya, dsb.)
Penilaian/Asesmen - Formatif - Uji kemampuan siswa Untuk mengecek pemahaman
Pertemuan Tugas Aplikasi Deskripsi: Forms
❏ Tertulis (tes objektif, esai)

K. Kegiatan Pembelajaran Utama

Pengaturan siswa:
❏ Individu
❏ Berpasangan
❏ Berkelompok (5 orang)
Metode:

76
❏ Diskusi
❏ Presentasi
❏ Demonstrasi

L. Materi Pembelajaran

1. Learning Content

• Descriptive Text Definition

A descriptive text is a type of writing that depicts how a person or thing appears. Its primary
aim is to illustrate and uncover specific details about a particular person, place, or thing.

• Objectives of Descriptive Text

1. To delineate a person, thing, or place distinctly.

2. To portray specific aspects of a person, thing, or place.

Structure of Descriptive Text

• Identification: This section introduces and pinpoints the specific object (place, people,
expression) intended for description. It provides a general overview of the village to be
described.

• Description: This part furnishes detailed information or characteristics about the intended
objects within the village.

• Linguistic Features of Descriptive Text

1. Typically commences with adverbs of time like: I am going..., will, tell.

2. Incorporates adjectives forming noun phrases.

3. Utilizes attribute verbs, such as be (am, is, are).

4. Adopts the simple present tense.

77
5. Concentrates on a singular topic.

M. Media, Alat dan Bahan :

1. Sumber Belajar :
• Internet
• Lingkungan Sekitar dan Sumber lain yang relevan

2. Media
• White board, penghapus, spidol dan alat tulis sekolah

N. Persiapan pembelajaran
• Menyiapkan bahan ajar/materi
• Menyiapkan alat dan bahan
• Menyiapkan rubric penilaian
• Menyiapkan alat penilaian
• Membuat catatan untuk menajemen waktu

O. Langkah-langkah pembelajaran:
Pertemuan 1
Tujuan Pembelajaran:
Mengidentiikasi konteks, gagasan utama, dan informasi terperinci dari teks deskripsi lisan
yang disajikan dalam bentuk multimoda dengan topik deskriptif teks tentang (person)

Bagian Kegiatan Pembelajaran

Pendahuluan • Guru membuka pembelajaran dengan salam dan berdoa,
• Memperhatikan kesiapan peserta didik, memeriksa kehadiran,
kerapihan pakaian, posisi, dan tempat duduk peserta didik.
• Mengatur tempat duduk peserta didik dan mengkondisikan kelas
agar proses pembelajaran berlangsung menyenangkan
• Guru memotivasi peserta didik agar tetap memiliki semangat
dalam proses pembejaran.
• Guru menyampaikan tujuan yang ingin dicapai dalam proses
pembelajaran

78
 • Guru mempersiapan segara peralatan yang akan digunakan dalam
proses pembelajaran
Inti • Guru menjelaskan materi descriptive teks tentang (person)
kemudian memberikan contoh kalimat descriptive tentang
(person)
• Setelah mendengarkan dan memahami penjelasan, siswa
berdiskusii dengan kelompoknya tentang kalimat deskriptif
tentang (person).
• Siswa berdiskusi dengan kelompoknya untuk Menyusun teks
descriptive tentang (person) dengan memperhatikan contoh yang
telah diberikan.
• Siswa mencatat kalimat-kalimat yang diperoleh setelah
memperhatikan contoh yang diberikan oleh guru yang kemudian
siswa membuat kalimat descriptive Bersama dengan teman
kelompoknya.
• Siswa menampilkan hasil diskusi mengenai teks deskriptif yang
telah disusun. Dengan mendeskripsikan hasil diskusinya didepan
kelas bersama teman kelompoknya.
• Guru mengoreksi ketepatan dan kecepatan serta pengucapan
siswa kemudian memperbaiki dengan mengulang Kembali
pengucapan kata yang salah sampai tepat
Penutup • Guru membuat kesimpulan atau rangkuman dari materi yang
• disampaikan dalam satu pembelajaran.
• Tanya jawab tentang materi yang telah dipelajari untuk
mengetahui hasil yang dicapai dalam proses pembelajaran
• Guru melakukan evaluasi hasil belajar terhadap materi yang telah
disampaikan kepada peserta didik
• Mengakhiri pembelajaran dengan doa
• Penutup Pembelajaran

79
Pertemuan Ke-2
Tujuan Pembelajaran :
Mengidentiikasi karakteristik, rangkaian penyusunan, dan pengembangan gagasan secara
sederhana dari teks deskripsi lisan dalam bentuk multimoda tentang kalimat deskriptif
(place).

Bagian Kegiatan Pembelajaran

Pendahuluan • Guru membuka pembelajaran dengan salam dan
berdoa,memperhatikan kesiapan peserta didik, memeriksa
kehadiran, kerapihan pakaian, posisi, dan tempat duduk peserta
didik.
• Mengatur tempat duduk peserta didik dan mengkondisikan
kelas agar proses pembelajaran berlangsung menyenangkan
• Guru memotivasi peserta didik agar tetap memiliki semangat
dalam proses pembejaran.
• Guru menyampaikan tujuan yang ingin dicapai dalam proses
pembelajaran
• Guru mempersiapan segara peralatan yang akan digunakan
dalam proses pembelajaran
Inti • Guru menjelaskan materi descriptive teks tentang (place)
kemudian memberikan contoh kalimat descriptive tentang
(place)
• Setelah mendengarkan dan memahami penjelasan, siswa
berdiskusii dengan kelompoknya tentang kalimat deskriptif
tentang (place).
• Siswa berdiskusi dengan kelompoknya untuk Menyusun teks
descriptive tentang (place) dengan memperhatikan contoh yang
telah diberikan.
• Siswa mencatat kalimat-kalimat yang diperoleh setelah
memperhatikan contoh yang diberikan oleh guru yang
kemudian siswa membuat kalimat descriptive tentang (place)
bersama dengan teman kelompoknya.

80
 • Siswa menampilkan hasil diskusi mengenai teks deskriptif yang
telah disusun. Dengan mendeskripsikan hasil diskusinya
didepan kelas bersama teman kelompoknya.
• Guru mengoreksi ketepatan dan kecepatan serta pengucapan
siswa kemudian memperbaiki dengan mengulang Kembali
pengucapan kata yang salah sampai tepat
Penutup • Guru membuat kesimpulan atau rangkuman dari materi yang
• disampaikan dalam satu pembelajaran.
• Tanya jawab tentang materi yang telah dipelajari untuk
mengetahui hasil yang dicapai dalam proses pembelajaran
• Guru melakukan evaluasi hasil belajar terhadap materi yang
telah disampaikan kepada peserta didik
• Mengakhiri pembelajaran dengan doa
• Penutup Pembelajaran

Pertemuan Ke-3
Tujuan Pembelajaran :
Mengidentifikasi makna tersurat dari teks deskripsi ragam tulis dalam bentuk multimoda
tentang kalimat deskriptif (thing)

Bagian Kegiatan Pembelajaran

Pendahuluan • Guru membuka pembelajaran dengan salam dan berdoa,
memperhatikan kesiapan peserta didik, memeriksa kehadiran,
kerapihan pakaian, posisi, dan tempat duduk peserta didik.
• Mengatur tempat duduk peserta didik dan mengkondisikan kelas
agar proses pembelajaran berlangsung menyenangkan
• Guru memotivasi peserta didik agar tetap memiliki semangat
dalam proses pembejaran.
• Guru menyampaikan tujuan yang ingin dicapai dalam proses
pembelajaran
• Guru mempersiapan segara peralatan yang akan digunakan dalam
proses pembelajaran.

81
Inti • Guru menjelaskan materi descriptive teks tentang (thing) kemudian
memberikan contoh kalimat descriptive tentang (thing)
• Setelah mendengarkan dan memahami penjelasan, siswa
berdiskusii dengan kelompoknya tentang kalimat deskriptif tentang
(thing).
• Siswa berdiskusi dengan kelompoknya untuk Menyusun teks
descriptive tentang (thing) dengan memperhatikan contoh yang
telah diberikan.
• Siswa mencatat kalimat-kalimat yang diperoleh setelah
memperhatikan contoh yang diberikan oleh guru yang kemudian
siswa membuat kalimat descriptive tentang (thing) bersama dengan
teman kelompoknya.
• Siswa menampilkan hasil diskusi mengenai teks deskriptif yang
telah disusun. Dengan mendeskripsikan hasil diskusinya didepan
kelas bersama teman kelompoknya.
• Guru mengoreksi ketepatan dan kecepatan serta pengucapan siswa
kemudian memperbaiki dengan mengulang Kembali pengucapan
kata yang salah sampai tepat

Penutup • Guru membuat kesimpulan atau rangkuman dari materi yang

disampaikan dalam satu pembelajaran.
• Tanya jawab tentang materi yang telah dipelajari untuk mengetahui
hasil yang dicapai dalam proses pembelajaran
• Guru melakukan evaluasi hasil belajar terhadap materi yang telah
disampaikan kepada peserta didik
• Mengakhiri pembelajaran dengan doa
• Penutup Pembelajaran

82
P. Assessment
1. Teknik penilaian : Oral Test
2. Marking scheme
Band Score of Accuracy and Fluency

Table 3.3 Band Score of Accuracy and Fluency

Accuracy Fluency

Minimal or no verbal expression. 1 Limited or no communication... 1

Limited vocabulary, basic grammar 2 Utters brief and hesitant 2

errors, possibly a pronounced expressions, occasionally
foreign accent. challenging to comprehend

Moderate vocabulary, noticeable 3 Conveys ideas with hesitation and 3

grammar mistakes, slight foreign brevity
accent.
Extensive vocabulary, occasional 4 Communicates effectively in 4
grammar errors, slight foreign concise turns.
accent.
Broad vocabulary, occasional 5 Communicates easily and 5
grammar lapses, slight foreign effectively, employing extended
accent. turns.
TOTAL SCORE OUT OF 10

The criteria of students‟ speaking accuracy and fluency score according to the band are
as follows:

k. 5 is classified as very good

l. 4 is classified as good
m. 3 is classified as moderate
n. 2 is classified as poor
o. 1 is classified as very poor

(Adopted from Ur 1991:135)

83
 Approved by:

English Teacher Researcher

SMA Negeri 1 Kabangka

RISMAN,S.Pd NISMA
NIP.19830723 201101 1 009 NIM. A1M220015

Headmaster Of SMAN 1Kabangka

Sudarto Djuku,S.Pd
NIP.19770608 200801 1 008

84
Appendix 5 Descriptive of Students Score in Experimental and Control Class

Descriptive Statistics
Minimu Maximu Std.
N m m Mean Deviation
Std.
Statistic Statistic Statistic Statistic Error Statistic
pretest_ex 15 1.25 2.50 1.9000 .11391 .44118
postets_ex 15 2.25 5.00 3.3667 .17229 .66726
pretets_cont 15 1.25 2.25 1.6667 .09344 .36187
posttest_cont 15 1.75 3.25 2.5667 .11037 .42748
Valid N 15
(listwise)

85
 Appendix 6 Inter Rater Agreement

Case Processing Summary

N %
Cases Valid 15 100,0
Excluded 0 ,0
a

Total 15 100,0
a. Listwise deletion based on all
variables in the procedure.

Reliability Statistics
Cronbach's N of
Alpha Items
,610 2

Intraclass Correlation Coefficient

95% Confidence Interval F Test with True Value 0
Intraclass Lower Upper
b
Correlation Bound Bound Value df1 df2 Sig
Single Measures ,438a -,075 ,768 2,562 14 14 ,045
c
Average ,610 -,163 ,869 2,562 14 14 ,045
Measures
Two-way mixed effects model where people effects are random and measures effects are fixed.
a. The estimator is the same, whether the interaction effect is present or not.
b. Type C intraclass correlation coefficients using a consistency definition. The between-measure
variance is excluded from the denominator variance.
c. This estimate is computed assuming the interaction effect is absent, because it is not estimable
otherwise.

Based on the results above, it is known that the Average Measure value of the two
raters is 0.610, which is in the substantial agreement category because the value is >0.60.
With the Single Measure value for each rater it is 0.438.

86
Appendix 7 Overall Mean Score of Two Criteria of Speaking on Pre-test Experiment

No Accuracy R1+R2/2 Fluency R1+R2/2

R1 R2 R1 R2
1 2 2 2 2 2 2
2 3 2 2.5 3 2 2.5
3 2 1 1.5 1 1 1
4 2 2 2 2 2 2
5 3 2 2.5 2 1 1.5
6 1 2 1.5 3 1 2
7 1 2 1.5 2 1 1.5
8 3 2 2.5 2 1 1.5
9 3 2 2.5 2 2 2
10 2 1 1.5 2 2 2
11 3 2 2.5 2 3 2.5
12 2 2 2 2 2 2
13 2 2 2 1 2 1.5
14 2 2 2 1 2 1.5
15 3 3 3 2 2 2

87
Appendix 8 Overall Mean Score of Two Criteria of Speaking on Post-test Experiment

No Accuracy R1+R2/2 Fluency R1+R2/2

R1 R2 R1 R2
1 4 3 3.5 4 3 3.5
2 5 4 4.5 3 4 3.5
3 3 3 3 3 3 3
4 5 5 5 5 5 5
5 4 3 3.5 3 4 3.5
6 4 3 3.5 3 3 3
7 3 3 3 3 3 3
8 2 3 2.5 3 3 3
9 3 3 3 3 3 3
10 2 4 3 2 3 2.5
11 4 4 4 4 4 4
12 3 3 3 3 3 3
13 3 3 3 3 3 3
14 2 3 2.5 3 3 3
15 5 3 4 2 3 2.5

88
Appendix 9 Overall Mean Score of Two Criteria of Speaking on Pre-test control class

No Accuracy R1+R2/2 Fluency R1+R2/2

R1 R2 R1 R2
1 2 1 1.5 1 1 1
2 2 2 2 2 2 2
3 2 2 2 3 2 2.5
4 1 2 1.5 2 1 1.5
5 3 2 2.5 2 1 1.5
6 2 1 1.5 1 1 1
7 1 2 1.5 2 1 1.5
8 1 2 1.5 2 2 2
9 2 3 2.5 2 2 2
10 1 1 1 2 1 1.5
11 2 1 1.5 2 1 1.5
12 2 1 1.5 2 2 2
13 2 2 2 1 2 1.5
14 2 1 1.5 1 2 1.5
15 3 2 2.5 1 2 1.5

89
Appendix 10 Overall Mean Score of Two Criteria of Speaking on Post-test control

No Accuracy R1+R2/2 Fluency R1+R2/2

R1 R2 R1 R2
1 3 2 2.5 3 3 3
2 3 2 2.5 3 2 2.5
3 3 2 2.5 4 3 3.5
4 2 2 2 2 1 1.5
5 2 2 2 2 2 2
6 3 2 2.5 2 2 2
7 3 3 3 3 3 3
8 3 3 3 2 2 2
9 3 3 3 3 3 3
10 2 3 2.5 3 3 3
11 3 2 2.5 3 2 2.5
12 3 3 3 4 3 3.5
13 3 3 3 3 3 3
14 2 2 2 2 2 2
15 3 3 3 2 3 2.5

90
Appendix 11 Descriptive On Student Score On Two Speaking Criteria In Experimental
Class And Control Class

Descriptive Statistics
accuracy
accuracy_ fluency_p accuracy fluency_p _pree_co fluency_p
pre_ex re_ex _post_ex ree_ex nt ree_cpn
N Valid 15 15 15 15 15 15
Missi 1 1 1 1 1 1
ng
Mean 2.1000 1.8333 3.4000 3.2333 1.7667 1.6333

91
Appendix 12 Normality test

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
pretest_experiment .190 15 .152 .899 15 .093
al
postetst_experimen .173 15 .200* .936 15 .333
tal
pretest_cont .205 15 .091 .887 15 .061
postets_cont .185 15 .176 .954 15 .587
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

The table above shows the normality of pre-test and post-test in both classes. The
normality results of the pre-test experimental class was 0.093, post-test for the experimental
class was 0.33, the pre-test for the control class was 0.061, and the post-test for the control
class was 0.587. The above value is higher than 0.05 (Pvalue = 0.05). It can be concluded that
all data is normally distributed. This means that the scores of both classes can be accepted for
analysis through parametric statistical tests in the form of Independent sample t-test in SPSS
16 for Windows.

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 Appendix 13 Independent Samples Test

Levene's Test for 95% confidence interval of

Equality of difference
Variances t-test for Equality of Means
Sig. Mean
(2- Differen Std. Error Lower Upper
F Sig. t df tailed) ce difference
gai Equal .147 .704 2.944 28 .006 .60000 .20383 .18247 1.01753
n variances
assumed
Equal 2.944 26.569 .007 .60000 .20382 .18145 1.01855
variances not
assumed

The table shows the independent sample t test explaining that sig. (2-tailed) is 0.006
which is less than (<0.05). Therefore, it can be concluded that HO is rejected and H1 is
accepted, which means that there is any significant effect of Audio-visual media on students’
speaking achievement in the tenth grade of SMAN 1 Kabangka.

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Appendix 14
Transcript of the Experimental Class

Respondent 2
Pre test Post test

I have a friend her name a Salsabila she is I have my classmate her name is Salsabila
beautiful and smart person because she is her hobby is playing volley ball. She is 17
good at making friends and she is humble years old, she tall and beautiful. She live in
and kind person Oensuli village.

R1(A: 3, F: 2) R2 (A: 3 F: 2) = 2.5 R1(A: 5, F: 4) R2 (A: 3 F: 4) = 4

Respondent 6
Pre test Post test

I have best friend named Fatima. She is a kid I will describe my best friend. I have a best
person her favorite food is noodles, she friend her name is Fatima. She is a kind
favorite idol is Hyunwook. She loves person she favorite idol is Hyunwook. her
Hyunwok so much she loves watching K- favorite food is noodles, sometimes she is
drama. being disgusting but that’s not a big problem
to me she is taller than me. She have a good
grades this year.

R1(A: 1, F: 2) R2 (A: 3 F: 1 = 1.75 R1(A: 4, F: 3) R2 (A: 3 F: 3) = 3.25

Respondent 12
Pre test Post test

I have best friend named Alya Riski I have best friend named Alya Riski
Ramadhani. She is very cute, expect cute, she Ramadhani. She is very cute, expect cute, she
always angry and she is a K-popers . You can always angry and she is a K-popers . You can
call her Marks girl friend, her favorite food is call her Marks girl friend, her favorite food is
meat ball. meat ball. She always on her phone.
R1(A: 2, F: 2) R2 (A: 2 F: 2 = 2 R1(A: 3, F: 3) R2 (A: 3 F: 3) = 3

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Respondent 10
Pre test Post test

I have a friend her name Dea Putri Fatika Sari I have a friend her name Potang I call her
I call her Putri, she is very kind, she is Potang, she is very kind, she is beautiful, she
beautiful, she is diligent, she like reading is smart, she is diligent, she like reading
novels, she favorite food is meatballs. novels.
R1(A: 2, F: 1) R2 (A: 2 F: 2 = 1.75 R1(A: 2, F: 4) R2 (A: 2 F: 3) = 2.25

Respondent 4
Pre test Post test

I have best friend his name is Iqbal. Iqbal is I will like to introducting a person her name
one of smart student in the class. He is kind, is Muh. Iqbal Samandi but we call him Iqbal.
handsome and cool boy. He is seventeen He my friend in the classmate. He live in
years old his hobby is playing table tennis, Lakandito village. Iqbal is one of smart
football and vollyball. student in the class. He is kind, handsome
and cool boy. He is seventeen years old his
hobby is playing table tennis, football and
vollyball.
R1(A: 2, F: 2) R2 (A: 2 F: 2 = 2 R1(A: 5, F: 5) R2 (A: 5 F: 5) = 5

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Appendix 15
Transcript of the Control Class
Respondent 4
Pre test Post test

Isal very kind to me because he always help I have a friend his name is Isal. Isal very kind
me to me because he always help me.
R1(A: 1, F: 2) R2 (A: 2 F: 1) = 1.25 R1(A: 2, F: 2) R2 (A: 2 F: 1) = 1.75

Respondent 8
Pre test Post test

I have a friend, her name vina. She is good I a friend her name is lili she is kind and
person and friendly person. friendly. She is beautiful, smart and funy.
She have brown eyes.
R1(A: 1, F: 2) R2 (A: 2 F: 2) = 1.25 R1(A: 3, F: 3) R2 (A: 2 F: 2) = 2.5

Respondent 1
Pre test Post test

I have a friend, named Vita, she has long hair I have a friend her name is Vita she has long
and black eyes. hair and black eyes. I like her because she
always help me.
R1(A: 2, F: 1) R2 (A: 1 F: 1) = 1.25 R1(A: 3, F: 2) R2 (A: 3 F: 3) = 2.75

Respondent 13
Pre test Post test

I have a friend, named Desti. She is beautiful I have a friend, named Desti. She is beautiful
and a shop nose, she is very funny but and a shop nose, she is very funny but
sometimes also make me annoyed. sometimes also make me annoyed.my friend
is smart cooking and she like traveling.
R1(A: 2, F: 2) R2 (A: 1 F: 2) = 1.75 R1(A: 3, F: 3) R2 (A: 3 F: 3) = 3.

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Respondent 12
Pre test Post test

Katembe beach is very beautiful with is pine Katembe beach is very beautiful with is pine
trees and rocks there is also a very beautiful trees and rocks there is also a very beautiful
bridge. bridge. Katembe beach has two types of
water, namely fresh water and salt water.
R1(A: 2, F: 1) R2 (A: 2 F: 2) = 1.75 R1(A: 3, F: 3) R2 (A: 4 F: 3) = 3.25

Note:
R1: Rater 1
R2: Rater 2
A : Accuracy
F : Fluency

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Appendix 16 Research Documentation

Acceptance by the Head School Student’s speaking

performance

Learning Process Use Audio Visual Media Learning Process

Both Raters Assessed the Student’s

Work in Group pair
Speaking Accuracy and Fluency

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