THE EFFECTIVENESS OF MEDIA VIDEO YOUTUBE IN DEVELOPING

SPEAKING AT THE 7th GRADE STUDENTS AT CIMAHI.

Submitted to English Education Study Program, Language Education Faculty of

IKIP Siliwangi in Partial Fulfillment of the Requirements for Research Paper

By:

YANTI KURNIA

ID. 20220101

The Major English Education

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGE EDUCATION
INSTITUT KEGURUAN DAN ILMU PENDIDIKAN (IKIP) SILIWANGI
CIMAHI
2023

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 CHAPTER I

INTRODUCTION

This chapter consist of bacground of the research, question research, objective, significance, hypotesis,

and definition of keyterm.

1.1 Background Research

Language serves as a crucial element in human communication, enabling the expression of

emotions and thoughts through spoken and written forms among individuals. Challenge arises when

individuals seek to interact with those from foreign nations without knowledge of their language. As

stated by Elly (2006) Humans apply language for different reasons, particularly face-to-face

conversation and scientific investigation.

One of them as an international language, English serves a crucial role in connecting people

around the world. Currently, English is used in all international conferences. English proficiency is

crucial to achievement in sectors such as business, technology, health, and science in modern times. In

Indonesia, English is the most important foreign language learned by students. In Indonesia, English

plays a role as a foreign language which is studied in order to meet the demands of the current global era.

And for that reason, English is studied starting from elementary school for non-government managed

schools and studied from students in junior high school to high school for state schools.

Returning to the function of language as a communication tool, language skills include listening,

speaking, reading, and writing. Speaking is one of the essential English language abilities to develop.

According to Chaney in Kayi (1998) the act of creating and conveying meaning by application of both

verbal and nonverbal symbols in a variety of conditions is speaking itself. Burn and Joyce as cited by

Keith Johnsons (2001) language programs typically attempt to improve spoken language skills and

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integrate both spoken and written language. Moreover, speaking with foreign speakers allows students to

immediately communicate their thoughts, which is one benefit of speaking, many students currently have

challenges in speaking English fluently. Speaking properly can be challenging for Indonesian students.

One reason they struggle to understand English may stem from the social environment of students who

are used to speaking their native tongues, making it challenging for them to accept and converse in a new

language. English is decidedly the main foreign language, which is given more significance than any

other language that is instructed in Indonesian (Haidara 2016)

Based on observation that on February 5 th, 2023 to VII grade students at Junior High School, it

was found that students could not speak clearly. Some problems of media has found when the students

just used textbooks and they are not have interesting in it. Several factors contributed to the challenges

students faced in acquiring speaking skills, including insufficient vocabulary, limited English practice in

their daily routines, inadequate self-confidence, the instructional approach employed by the teacher, and

the choice of textbook media utilized in the classroom. In this case YouTube can be a media to support

learning process of improve speaking. In this case using media to support teaching approach is important

for improving speaking skills.

Integrating technology into the classroom for teaching and learning English has indeed gained

popularity and can offer numerous benefits. According to Mutmainna (2016), this approach leverages

various digital tools and platforms to enhance language acquisition and teaching methods. For instance,

technology can facilitate interactive learning experiences through language learning apps, online

exercises, and multimedia resources. It also supports differentiated instruction by providing personalized

learning pathways and resources suited to individual student needs. Moreover, technology enables access

to authentic language use through online conversations, videos, and real-time communication with native

speakers, enriching students' language exposure and practice. By incorporating these digital tools,

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educators can create a more engaging and dynamic learning environment, potentially leading to

improved language proficiency and learner outcomes.

The incorporation of technology in education aligns with the ongoing advancements in the field,

aims to enhance students' skills and engagement. Lestari (2011) stated digital technology is increasingly

being adopted in educational settings to support learning, either as a tool for information or as a learning

aid. The TPACK framework (Technological, Pedagogical, and Content Knowledge) serves as a guide for

integrating technology into education. Various types of video technologies, such as YouTube, OmeTV,

Vimeo, and MetaFace, can be utilized as educational media.

One type of media that can significantly aid the learning process is YouTube. This platform

offers a combination of audio and visual elements, making it an innovative learning tool. By engaging

with YouTube videos, students not only enhance their listening skills but also practice pronunciation and

expand their vocabulary through imitation of the words presented. Additionally, YouTube is a widely

accessible platform, making it an effective and readily available resource for both students and the

broader community. (Riswandi, 2016)., Fransiska Timoria Samosir, 2018) stated who succeeded in

improving studens’ speaking using Youtube, Therefore, the research is also designed to provide the

solution by using media: The Effectiveness of Media Video Youtube in Developing Speaking at the 7 th

grade students at Cimahi.

A. Research questions

Based on the background described, the problems found are:

1. Is YouTube video effective in improving the speaking skills of grade 7th

students?

2. What are the obstacles for students in improving their speaking skills?

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B. Objectives of Research

Based on the research questions the reseracher formulate the objectives of the research is:

1. To analyze the effectiveness of YouTube video in developing the speaking skills of grade 7 th

students

2. To identify students’ obstacles in developing their speaking skill.

C. Significance of the research

1. Teacher

This research is expected to be a solution for English teachers in improving students' speaking

skills.

2. Students

Researchers hope that this research will increase students' interest in learning English and will

also improve students' speaking skills.

3. Researcher

This research is expected to be a reference for technology-based English learning in schools.

D. Hypotesis

H 0 There was no difference in the results of the students' speaking abilities after learning process

using Youtube.

E. Definition of keyterms

1. Effectiveness is the ability to be successful and produce the intended results. (Cambridge

digital dictionary, 2023)

2. YouTube is a widely used social media platform, known for its popularity in video viewing.

Its popularity is expected to continue growing, given the increasing number of users and

viewers. Prakoso (2009) defines YouTube as a video-sharing service that enables users to

upload and distribute videos to a global audience.

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 3. According to Nunan (2003, p. 62), speaking encompasses a variety of oral activities,

including reciting poetry, participating in debates, engaging in class discussions, and leaving

messages on answering machines. Among these, conversation is arguably the most prevalent

form of speaking. According to Brown (2002) Speaking is a productive skill that can be

observed directly and empirically. Nonetheless, the accuracy and effectiveness of a test-

taker's listening skills often affect these observations, potentially undermining the reliability

and validity of an oral production test. Consequently, assessing students' speaking abilities

both of accuracy and effectiveness.

F. Operation definition

In this section the research presents some important theories about speaking and Youtube,

hypotesis for testing using Youtube.

1. Youtube

YouTube a diverse range of videos on its online platform, allowing these videos to be accessed

and viewed by anyone with an internet connection. (Baharun et al., 2021; Widianto et al., 2022)

. If the content on YouTube is presented with appealing, easily comprehensible images and

visuals, students will find it very easy to learn from it.

2. Speaking

The ability to speak confidently and fluently is something that children will develop while at

school, and something that will help them throughout their lives. Speaking skills are defined as

skills that enable us to communicate effectively to convey information verbally and in such a

way that it can be understood by the listener. Children will learn English speaking skills as well

as speaking skills in other languages, in primary and secondary school. This is one of the most

important parts of language learning because speaking is the way we communicate in everyday

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life. Speaking is an interactive process in which information is shared, and if necessary, acted

upon by the listener. So, it is important to develop speaking and listening skills.

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 CHAPTER II
LITERATURE REVIEW

This chapter consist of teaching media, kinds of media/conventional and modern (ICT),

function of media, advantage and disanvantage of media, speaking definition, kinds of

speaking, component of speaking/rubric, speaking dificulties, teaching speaking using

youtube.

A. Teaching Media

Media as instruments that facilitate the transfer of messages or information from the

"source" to the "recipient" (Criticos, 1996). This perspective suggests that the learning

process is fundamentally a communication process. It encompasses five key

components: teachers (communicators), instructional materials, learning media,

students (receivers), and educational objectives. Gerlach and Ely (cited in Ibrahim,

2001) emphasize that instructional media are crucial for designing and implementing

systematic instruction. At this stage, teachers need to be creative and innovative in

delivering English lessons to students. (Brown, 2001) argue particular in teaching

language skills there are two essential elements of teaching methodology: procedures

and media used as teaching instruments.

As a critical component of the learning system, the selection of media plays an

important role in helping students grasp the material being studied by engaging

students' attention, interest, thoughts, and emotions, appropriate media can

significantly enhance understanding and contribute to achieving learning objectives.

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 B. Kind of Teaching Media

Teaching media encompasses various tools and aids that educators and students use to

achieve specific educational objectives. According to Mahajan (2012) teaching media

can be categorized into seven types:

1. Graphic media

This includes any printed materials such as books, images, photographs, maps, charts,

posters, graphs, and diagrams.

2. Display media

These are boards used to present information to small groups, including chalkboards,

bulletin boards, flannel boards, and peg boards.

3. Dimensional media

Media with a three-dimensional form, such as models, objects, specimens, and

puppets.

4. Projected media

Media that require a projector to display messages, such as slides, filmstrips,

transparencies, films, video cassettes, gramophones, and records.

5. Audio media

Media that are auditory in nature, including radio, audio cassettes, gramophones, and

records.

6. Video media

This category combines audio and visual elements, including television, videocassettes,

CDs, and computers.

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 7. Activity media

Media used to facilitate specific activities, such as field trips, dramatizations, presentations, and

role-playing.

Anitah S (2009) identifies several types of media, including:

a) Non-projected visual media, such as cartoons, illustrations, charts, graphs, diagrams,

and maps;

b) Projected visual media, including slides, overhead projectors (OHP), opaque

projectors, and filmstrips.

c) Audio media, such as radio, optical media, tapes, and telephones.

d) Audio-visual media, which combine both audio and visual elements.

The presence of media utilized by teachers assists to remove boundaries of teaching in the

classroom, especially time and place. The application of media must be tailored to the needs and

abilties of the students, as well as the teacher's personal advantages. Sukartiwi (1996) argue the

benefits of instructional media to the teaching and learning process as follows:

1) Enhancing student motivation.

2) Preventing student boredom.

3) Facilitating a better understanding of instructional material.

4) Making the teaching and learning process more organized.

According to Turareva, X. T., & Kholmurodova, M. A. (2022), despite the disadvantages of

using instructional media, several drawbacks have been noted, including:

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 a. Media is seen as a temporary tool for teachers in the learning process so that the integration

between learning materials and tools is ignored.

b. Too much emphasis on mastery of material rather than developing process.

Disadvantages of media teaching included limit formatting in current browsers,

bandwidth/browser limitations may restrict instructional methodologies, limited

bandwidth means slower performance, someone must provide web server access,

control usage, and bill users, timerequired for downloading applications, student

assessment and feedback is limited, cannot design and develop robust multimedia

courses, the computers replacing human contact, newness, and Web-based training has high

fixed costs.

A. Speaking

Speaking is one of the four essential abilities that understudies must master. It has an imperative role

in communication. According to Efrizal (2012) and Pourhosein Gilakjani (2016), speaking is of

incredible centrality for individual interaction, where people talk all over and each day. According to

Zuhriyah (2017), speaking is the way people express ideas or communicate with other people orally.

Speaking is a speech or utterance produced by the speaker with the aim of being recognized, and

then the listener processes the speech to find out what the speaker means, Gert and Hans in Efrizal

(2012).

In mastering language, an important ability that is part of a communication tool that aims to

convey meaning according to the contents of the mind directly is speaking. The language that each

student must learn is different in each educational setting. As in Indonesia itself, the language that

must be attained is Indonesian, but the government has included English in subjects at schools and

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campuses so that students will be able to compete globally if they have received good provision in

their English.

When someone learns a language, there are four aspects of the language that must be mastered.

First are listening, speaking, reading, and writing. However, of the four parts speaking is one of the

skills that can be used in communicating with foreigners outside Indonesia. An expert expressed his

opinion that a person's ability to speak is very important because it is the initial capital for getting to

know foreigners by communicating directly. Talking is very different from others language skills,

because speaking requires good performance when practicing it.

Brown (2001) states that speaking is a creative product that is constructed from linguistic

sequences, speakers choose lexicon, structure, and discourse. Another reason speaking is prioritized

is because speaking is a tool for equating pragmatic goals that are in accordance with the message to

be conveyed by the interlocutor. Brown (2004) further states that there are some basic types of

speaking as in the following taxonomy:

1. Imitative

At one end of a continuum of types of speaking performance is the ability to simply parrot back

(imitate) a word or phrase or possible a sentence. While this purely phonetic level of oral

production, a number of prosodic, lexical, and grammatical properties of language may be

included in the criterion performance.

2. Intensive

The production of short stretches of oral language designed to demonstrate competence in a

narrow band of grammatical, phrasal, lexical, or phonological relationships.

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3. Responsive

Responsive include interaction and test comprehension but at the somewhat limited level of very

shorts conversations, standard greetings and small talk, simple requests and comments. This is a

kind of short replies to teacher or student-initiated questions or comments, giving instructions and

directions. Those replies are usually sufficient and meaningful.

4. Interactive

The difference between responsive and interactive speaking is in the length and complexity of the

interaction, which sometimes includes multiple exchanges and/or multiple participants.

Interaction can take the two forms of transactional language, which has the purpose of

exchanging specific information or interpersonal exchanges which have the purpose of

maintaining social relationship.

5. Extensive (monologue).

Extensive oral production tasks include speeches, oral representations, and storytelling, during

which the opportunity for oral interaction from listeners is either highly limited (perhaps to

nonverbal responses) or ruled out together.

At the intensive level, test-takers are prompted to produce short stretches of discourse (no

more than a sentence) through which they demonstrate linguistic ability at a specified level of

language. Intensive tasks may also be described as limited response tasks (Madsen in Brown,

2003), or mechanical tasks (Underhill, 1987), or what classroom pedagogy would label as

controlled response. There are several kind of intensive speaking as the designing assessment,

such as:

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 a. Directed Response Tasks

The test administrator elicits a particular grammatical form or a transformation of a sentence.

Such task are clearly mechanical and not communicative, but they do require minimal

processing of meaning in order to produce the correct grammatical output.

b. Read-Aloud

Task Intensive reading-aloud task include reading beyond the sentence level up to a

paragraph or two. This technique is administered by selecting a passage that incorporates test

specs and by recording the test-takers output; the scoring is relatively easy because all of

the test-taker’s oral production is controlled.

c. Tasks and Oral Questionnaires

Test-takers are first given time to read through the dialogue to get its gist and to think about

appropriate lines to fill in. then as the tape, teacher, or test administrator produce one part

orally, and test-takers responds.

d. Picture-Cued Tasks

Picture cued stimulus requires a descriptions from the test-takers. Picture may be very simple,

design to elicit a word or a phrase; somewhat more elaborate and “busy”; or composed of a

series that tells a story or incidents.

e. Translation

As an assessment procedure, the advantages of translation lie in its control of the output of the

test-taker, which of course means that scoring is more easily specified.

Clark (1997) revealed that speaking is basically an instrument action to establish

communication. Humans are basically social beings who must initiate all forms of communication

by speaking. Through communication, humans are able to convey ideas and goals well and are even

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 able to develop themselves in other countries with language skills. The problem that is happening in

Indonesia today is that there are still many students who are afraid to express everything in a foreign

language because they are used to being confused.

However, currently in many schools there are still many students who cannot speak

English because most of them are afraid of making mistakes in grammar and limited vocabulary.

Students are too worried to make some mistakesseveral aspects (Novita, 2014). It's really hard when

one considers all that engage when someone speaks: ideas, what to say, language, how to use

grammar and vocabulary, pronunciation as well as listening and reacting to people they

communicate with (Polar, 2008).

Another reason students decide not to practice speaking much is because they are

embarrassed. Therefore the researcher decided to use learning techniques combined with ICT in

order to be able to improve students' speaking skills. There are several factors that need to be

considered by the teacher in the speaking learning process related to teaching methods and the use of

learning media that function to improve students' abilities. Based on Ur (1996:120) the

characteristics of successful speaking activities are when the language is at a stage that can be

understood and accepted. In this process the learner is able to convey each message with the right

sentence. When students are able to speak with the right rules, then it becomes a reference for the

success of the learning process.

B. Component of Speaking

The component of speaking skill according to Vandervekent (1990) there are three components of

speaking:

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 1. The speakers

Speakers are people who produce the sound. They are useful as the tool to express opinion or

feeling to hearer.

2. The listeners

Listener are people awo receive or get the speaker’s opinion or feelling. If there are no listeners,

speakers will express their opinion by writing.

3. The utterance

The utterance are words or sentence, whoch are produced by the speakers to state the opinion.

According to Harris (1974) the are five components of speaking skill concerned with

comprehension, grammar, vocabulary, pronunciation, and fluency.

C. The Types of Speaking

Brown (2004:271) describes six categories of speaking skill area.

1. Imitative

This category includes the ability to practice an intonation and focusing on some particular

elements of language form.

2. Intensive

This is student’s spekaing performance that is practicing some phonological and grammatical

aspects of language.

3. Responsive

Respomsive performance includes ointeraction and test comprehention but at the some what

limited level very short conversation, standars and small talk, simple request and commnents.

4. Transactional

It is carried for the purpose of conveying or exchanging spesific information.

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 5. Intertersonal

It is carried put more for the purpose of maintaining social relationship than for the transmission

of facts and information. The forms of interpersonal speaking performance are interview, role

play, discussions, conversations and games.

6. Extensive

Teacher given students extended monologues inthe form of oral reports, summaries, and storry

telling and short speeches.

D. Teaching Speaking

Teaching speaking is needed to help the students in achieving communicative skill. Teaching

speaking is process of transfer knowledge about the aspects of speaking in increasing the students’

ability to communicate in learning process.

The purpose of teaching speaking is to improve students’ communicative ability. Isnawati (2014:

37) states that the objective of teaching speaking is the development of the ability to interact

successfully in that language. The students can express themselves, understand the aspects that

related to speaking and learn how to speak with appropriate way in communication in order to the

interlocutor can understands what the students said. It means that the teacher is said success in

teaching speaking if the students able to develop the language in interaction with their friends and

teacher.

According to Anuradha et all (2014), following are the principles of teaching speaking skills:

1. Encourage students to speak right from the first day. If not, as early as possible

and not to wait till she teaches them a stock of words, phrases or sentences.

2. Tolerate the students if some of them simply repeat what they say.

3. If a student gives one word answer to any question, bear it for the time being.

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 4. Let the learners speak actively with whatever English knowledge they have.

5. Propose structures/phrases/words and let the learners use it in different situation

and drill as much as possible.

6. Encourage back-chaining or tail-forwarding technique to make long sentences by

combining more than ten sentences.

7. Organize role play and pair-work as much as possible and supervise the learners to

correct the active ones and activate the passive ones.

8. Be well prepared in advance in terms of lesson planning, activities and tasks.

9. Let the learners commit errors and mistakes at the primary stage. Interruption and

correction hinder fluency and discourage the learner.

E. Principle of Teaching Speaking

According to Anuradha et all (2014), following are the principles of teaching speaking skills:

1. Encourage students to speak right from the first day. If not, as early as possible

and not to wait till she teaches them a stock of words, phrases or sentences.

2. Tolerate the students if some of them simply repeat what they say.

3. If a student gives one word answer to any question, bear it for the time being.

4. Let the learners speak actively with whatever English knowledge they have.

5. Propose structures/phrases/words and let the learners use it in different situation

and drill as much as possible.

6. Encourage back-chaining or tail-forwarding technique to make long sentences by

combining more than ten sentences.

7. Organize role play and pair-work as much as possible and supervise the learners to

correct the active ones and activate the passive ones.

8. Be well prepared in advance in terms of lesson planning, activities and tasks.

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 9. Let the learners commit errors and mistakes at the primary stage. Interruption and

correction hinder fluency and discourage the learner.

F. Speaking processing

Harmer (2001: 271) says that there are some processes of speaking. They are language processing,

interacting with other, and information processing.

First, language processing: speakers need to be able to process language in their own head and

put it into coherent order so that it comes out in forms that are not only comprehensible, but also

convey the meaning that are intended. Language processing involves the retrieval of words and

phrases from memory and their assembly into syntactically and propositionally appropriate

sequences. Second, interacting with other: most speaking involves interaction with one or more

participants. This means that effective speaking also involves a good deal of.

G. The difficulties in speaking English

Speaking is also not easy for students because they must study hard if they want fluency and good

comprehension when speaking. Students are lacking in English skills, usually because they have low

motivation to learn the language. This is done by Nauli (2014), who says that there are three parts to

the difficulty in speaking English: cultural difficulties, English difficulties, and communication

problems. According to Syakur (1987, as quoted in Nauli 2014), speaking is a complex skill because

it is at least related to components of grammar, vocabulary, and pronunciation. Based on Chens’

(2009) study, students’ common difficulties are that they lack confident, have limited fluency, and

have a limited vocabulary. From the theory above, it can be concluded that speaking English is also

not easy for students because they have to study hard if they want fluency and a good understanding

of the language. Students mostly face some difficulties in speaking English, which are as follows:

1. Vocabularies,

2. Pronunciation,
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3. Grammar,

4. Lack of confidence.

The students’ difficulties in speaking English above are caused by some factors. Tuan and Mai

(2015) say that students usually have difficulties speaking because of some factors, such as

confidence, the listener’s support, the students’ listening ability, and the pressure to perform well.

These factors influence them to speak English, especially in front of the class. In line with, Rababa’

in Almira (2014), it says that there are many factors that cause students to have difficulties speaking

English as a foreign language. Factors that are related to students are, for example, the students’ lack

of vocabularies, difficult to get meaning from or understand the conversation, and their inability to

keep the interaction going. Students find it difficult to learn English since they must study diligently

in order to speak properly, memorize a large amount of vocabulary, and comprehend grammar and

pronunciation.

One of the difficulties in speaking English. There are some problems in speaking English, the

first mispronunciation. This often happens when students experience the release vocabulary correctly.

This is based on mastery of vocabulary. If students speak without regard to pronunciation, of course,

they will have difficulty conveying something. In this case, students must be able to memorize master

vocabulary and pronunciation, apply it and keep repeating the vocabulary that has been understood.

The second, poor vocabulary, is the main foundation in speaking. The more vocabulary that is

known, the more comfortable and pleasant it is to express an opinion. The third, grammatical error in

speaking is that students can experience errors, especially in composing sentences correctly. This is

inseparable from the grammar material that has been learned. According to Doris and Jessica (2007),

language problems actually serve as one of the important reasons behind poor academic performance.

The reason why the students are having problems with their speaking is that they are poor in

grammar, vocabulary, and pronunciation. Those problems are belong to linguistic factors. According
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 to Susilawati (2007), in an oral discussion, shyness, nervousness, feeling afraid of making mistakes,

and not knowing how to pronounce certain words are potential problems that can hinder the students’

ability to speak. Regarding this, Brown (2001) states that shyness and anxiety are considered the

main causes of students’ reluctance to speak. Those problem are due to psychological factors.

Based on Inayah and Lisdawati (2017), the students recognize English very well, but they still

have difficulties and feel uncomfortable while practicing speaking. Fitri (2019) referes to in her thesis

that there are several difficulties that students experience when getting to know English: inhibition,

not having anything to say, low or choppy participation, and mother tongue. The elements that cause

students’ difficulties in speaking are linguistic obstacles, speech processing difficulties, instructional

and conversational English skills, terrible impact, and getting entry into speaking performance. Based

on the statement above, speaking English is a complex skill related to components of grammar,

pronunciation, and vocabulary, making it difficult for students to speak English well and fluently.

There are several factors that influence the students’ difficulties in speaking English.

Hening Kusumaningrum, Unik Hanifah Salsabila, dkk, 2022) YouTube is a popular social media

society to watch. Its popularity is estimated that YouTube will always increasing along with the large

number of users and audience. Because many platforms already meet the standart community to

watch and increase the quality value of video content. Apart from entertainment, YouTube is also

used for social media carry out the learning process because we can learn and get lots of accurate

information. Along with development, YouTube has a great opportunity in the world education

because YouTube can be used as a learning medium creative and innovative for students.

H. YouTube Video

YouTube is a form of entertainment that enacts a story by sound and a sequence of images giving

the illusion of continuous movement. YouTube is one of media in teaching language. It is very

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useful because it can make students more interested in studying. Sometimes, the students feel bored

of the situation in English class so, the students need an entertainment and YouTube is one of the

suitable media in modern era.

YouTube is the biggest and popular site of online video in the world especially internet. Currently

YouTube users spread across the world of all ages, from children to the level of adults. The users

can upload videos, search, watch videos, and discuss about videos and a lso share video clips for

free. Every day there are millions of people who access it. So YouTube is potential to be used as a

medium of learning English. Objectives utilizing YouTube as a medium of learning English

is to create the conditions and the learning environment interesting, fun, and interactive.

Instructional videos on YouTube can be used as an interactive learning in the classroom and for

students themselves through online presentation or offline. Usage of YouTube as a medium of

learning English can be used at any time without being limited if space and time with the

computer or media presentation requirements connected with the internet. Therefore, students

are expected to maximize YouTube as learning as much as possible.

YouTube was founded by Chad Hurley, Steve Chen, and Jawed Karim. The publishing of the

Youtube site began in February 2005, and the Betanya version was launched in May 2005. Youtube

was officially released in December 2005 (Prakoso, 2009: 4). Using YouTube can be done by the

people without registering. That means that using YouTube is very easy. People can search and

watch the video directly without registering.

Prakoso (2009) says that YouTube is available for everyone in

community. The profession accounts that available in YouTube are:

a. Comedians: for comedians around the world,

b. Directors: for videographer, actor, director, or people who want to be a director

c. Teacher: for teacher or people who want to share their knowledge,

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 d. Musicians: for musician, singer, the owner of recording company, or people who

has job in music world,

e. Non-profit: for organization and non-profit activities,

f. Politicians: for politician campaigning,

g. Reporters: for reporter and journalist.

Therefore, YouTube is available for everyone who search and watch videos in

many differences profession.

I. The Advantages of YouTube Video

YouTube video has several advantages for teaching and learning purposes. According to

Jalaluddin (2016) those advantages are as follow:

1. YouTube videos are very useful media which can be accessed outside and inside of

the classroom. It is because YouTube video is an online-based video which can be

accessed everywhere within area of internet connection. So, it offers a flexibility of

learning and enables the teacher to assign the students to explore more related videos

outside the classroom.

2. YouTube videos provide exposure to authentic English and offers authentic examples

of everyday English spoken by the people. It enables the students to have access

toward English which are spoken by the native speakers. Moreover, using authentic

material will make the students become more confident in facing real life situation.

Using YouTube videos promote a learning style that is more autonomous and

student’s center. The students will actively engage in their learning and the role of the

teacher just as facilitator. Moreover, the easiness of accessing various videos in

YouTube gives the students opportunity to discover knowledge by themselves

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 without being spoon-fed by their teacher. In addition, video which combines both

pictures and audio make the students become easy to understand an abstract concept.

3. Using YouTube video in the classroom greatly attracts students’ attentions, so it

makes classroom very interactive for language learning. It is since they find video is

interesting and challenging to watch as it shows them how people behave while using

the target language they are learning.

4. Using YouTube video allows the students to comment on any video especially

when they play it online. So, it even contributes to the other language skills

development of the students. So, looking at those advantages above, it is obvious that

by using YouTube video the students will have better exposure toward speaking

aspects like pronunciation, structure, vocabulary, and intonation which then resulting

at improvement on the other aspects of speaking namely comprehension and fluency.

The reason the researcher chose Youtube in helping the learning process included (1)

as a means of searching for information in the form of videos, and (2) as a means of

sharing information in the form of learning media in video format.

The review was presented as follows:

1. Information Search Facilities

YouTube as a means of information search is a step that helps educators and students to

access information in the form of learning videos. Some categories that can be classified as

learning videos that contain educational values are:

a. Motion picture video

Video displayed in the form of static images arranged in such a way as to

become a combination of images, transitions, explanations and also audio as

24
 background sound. Such videos are often uploaded to the Youtube site. In addition to the

production process that does not use a heavy application program also because the

concept is simple in accordance with learning needs in general. For example, on the

Yotube website you can see a collection of videos that contain introduction video reviews

almost complete details with audio and combined with photographs or images that are

complemented by transitions.

b. Video tutorials

This type of video usually teaches more about ways to make a work. If in learning

English, this kind of video usually provides information about ways of making learning

media based on certain applications containing English learning materials. For example, a

video tutorial for making flash presentation media.

2. Information Sharing Facilities.

YouTube is also a service that also serves as a means of sharing or various videos with any

video category. So that in addition to users can access various categories of videos, users can

also share videos of their work to the general public. That way the work that has been

created by the user will get appreciation from other users through star polls available on the

YouTube site. For learning history yourself, various works in the form of video can also be

educators or students to share by becoming a member of YouTube first. The video works

that you want to share can be in the form of any English language learning videos, for

example video results from group task projects in schools that discuss a form of events,

video reviews of problems faced by students in English learning, video tutorials on how to

make certain learning media, other videos that can be used for learning English, or also

videos that provide studies on knowledge of learning English for the general public.

25
J. Teaching speaking using Youtube

Internet can be used in teaching learning process as a media. It can be like that because internet is

easily to be used. Nowadays, the students not only use internet in internet shop but also from their

school directly or even in their home. Sanaky states that the use of internet can do in teaching

learning process in school because learner can find internet shop or in their home easily (2009:

102).

According to Sanaky the use internet can do in teaching learning process more effective (2000:

186). The teacher not only uses the book as the material but also he or she can improve or make

the material from internet. The use of internet will make different with the teaching learning process

as usual. Therefore the students will not feel bored with teaching learning process. Internet has

characteristics for teaching learning process that are:

1. As media interpersonal and mass that can make communication one to one or one- to-

many,

2. Having interactive character,

3. Able to make a communication (Sanaky, 2000: 187).

For ELT (English Language Teaching), internet can use for everything such as

updating language skills, finding materials teaching, working on class project, and

activities (Teeler and Gray, 2000: 5). In other word, internet is very useful in teaching

learning process especially in teaching or learning foreign language. The teacher and the

learner can know about how to use the language in daily life. The teacher also can find the

material from the internet easily. For the students, internet is useful in their school

project. As the teaching learning process, teacher was able to find many activities in the

class. Internet has several advantages as a source of teaching materials:

26
a) Scope: Internet has unlimited information, but the people can make scope to make

limitation that suitable with the material;

b) Topically: Internet always has new publication being added everyday;

c) Personalization: Internet helps the students to find the topic that difficult to discuss in

the class (Teeler and Gray, 2000: 35-36).

In teaching speaking, internet can use for the topic that will discuss in the class. Teeler and

gray state that web (internet) can provide a real impact for discussing topic (2000: 74). The material

that they search in the internet can make them discuss or present with the friends.

One of the webs that can be used for the material in teaching learning process especially in

teaching speaking is YouTube. Juju says that YouTube is a popular site that the user can find video

about trailer film, accident, music concert, tutorial, etc. (2009: 1). YouTube not only use the user of

internet to share their video but also the user can find video that they want. In learning language, it

serves many films about how to learn foreign language especially learning English language.

According to Prakoso, YouTube serves the user to find the type of video that their search

(2009). Kindarto also states that the user of internet can find video from anywhere with different

categories by using YouTube (2008). It means that the user of internet can find every video that

they search. The user even can find an animation or film from YouTube site.

The video that can find in YouTube has several categories such as comedy category,

entertainment category, film and animation category, music category, news and politics category,

people and blog category, pets and animal category,science and technology category, sport

Category, travel and events category (Prakoso, 2009: 46- 49).

YouTube also has some education videos. The learners can learn not only in the class but also

from a film. Kindarto says that the education not only teaching learning in the class but also can

find from film. YouTube also serves about the film (2008: 84). Prakoso states that YouTube has
27
about education and technology (2009: 49). Meanwhile, Downes says that YouTube has very

widely of videos about education (2008: 2).

In Education category, the user will find some of video clip that contains of educations. The

user can find from making some juice until learning language (Kindarto, 2008: 82). In other word,

YouTube serve many films of education. The learners will not find the video difficulty.

The use of videos has some aims as mentioned by Stempleski and Tomalin (1990:3-4) that

videos can be used to improve:

a. Motivation.

The students feel interest quicken when language shown in a lively way through

video. The use video in class gives the students experiencing in the real life.

b. Communication.

The use videos make the students more ready to communicate in the target language.

c. Non-verbal aspects of communication.

Video allows to see this in action and to freeze any moment to study the non-verbal

communication in detail.

d. Cross-cultural comparison.

Videos make the students know the differences in cultural behavior.

Besides of that, they also (1990:6-7) say some purposes the use of videos in teaching learning

process for: Active viewing that videos make the students active when they watch video material,

and introduce them the content of each sequence. Vocabulary, they use for vocabulary development

vocabulary review. Grammar, they can be used for grammar presentation: activities for presenting

particular grammatical structures and grammar review: activities reinforcing grammatical

structures. For pronunciation, videos show in focusing on sounds, stress, and intonation. As for

listening/speaking skill, teacher can make YouTube videos as viewing comprehension: focusing on
28
the visual element, listening: focusing on what the videos said, oral composition: activities on

telling story orally, speaking: focusing on structured presentation related to the subject discussion.

It also can be used to improve reading/writing skill such as reading: comprehension based on

reading material, note-taking, written composition: using on creative writing and/or summarizing,

and the last is testing.

Stempleski and Tomalin (1990: 4) say that the use of videos can be used in every level of

students. The videos can be used for supplementary material for language reinforcement and

practicing skill that suitable material.

Therefore, in teaching speaking, YouTube can be used as viewing comprehension. Students

can learn by watching some video related the material. They can watch the real life using video

inside the class. After that, the students can telling story based on the video. It also can be used for

discussion related the video. Another activity that can be used is the students can practice based on

the video that they have watched.

When using video in classroom, there are some techniques that can be used by the teacher for

its implementation. The following are some practical techniques for video implementation in

classroom as suggested by Cakir (2006) :

a. Active viewing

It is necessary for students to take an active part on the video since this technique needs them to

focuses their attention on the main idea of the video. Before playing the video, the teacher should

write some key questions on the board related to the video, so the students get an overview about

the content of the video. The students may take a note during watching the video and after that

they should answer the questions orally. For detail comprehension, the students can be given a cue

sheet or viewing guide then let them watch and listen for specific information needed.

29
b. Freeze Framing and Prediction

It means stopping the video at certain point so it shows certain picture on the screen by pressing

pause button. Then the students are asked to predict about what action the character at the frozen

picture on the screen will probably do, how is his/her feeling, and what will probably happen, or

any other questions related to the picture. Freeze framing fires the imagination of the students

by leading them predicting and deducing further information about the characters.

c. Silent viewing

It means that the video is playing with the sound off and is only using the moving picture. One

way of doing this technique is the students are asked to observe the behavior of the character and

to use their deduction. Then pause the video at certain point to stop the moving picture on the

screen and get students to guess what is happening and what the characters might be saying or ask

students what has happened up to that point. After that, the video segment is replayed with the

sound on, so that the students can compare their deduction with what actually happens in the

video.

d. Sound on and vision off activity

This technique is used by removing the visual element of the video so that the students only can

hear the dialogue but are unable to see the action. Then the students can be asked to guess the

setting, action, characters, etc. from the soundtrack.

e. Repetition and role-play

When there are some difficult language points in the video unit, a repetition can be a

necessary way for communicative production exercises. Through this technique, the teacher

replays difficult point of the video and asks the students to do repetition individually or in chorus.

After the students have clear understanding about that difficult point they can be asked to act out

the scene as much of the original version as they can remember before asking them to improvise
30
 the scene to fit their views of the situation and the characters they are playing.

f. Jigsaw viewing

To implement this technique, the teacher can instruct half of the students to go out of the

classroom for few minutes and the rest are watching the video with sound off. Then the students

switch places and the second group watch the video with the pictures off. Finally, they come back

to share their ideas about what the video is about.

31
 RESEARCH METHODOLOGY

This chapter consist of method and research design, subject of the research, instrumen research, research

procedure, data analysis, research schedule.

1. Method and design

a. Method

A researcher approach is a model or search strategy that is based on fundamental concepts or

theoritical of basic is known as a research approach. This research is primarily quantitative

due to the methodology. Quantitative research, according to Nana Syaodih (2010: 53), is

grounded on positivism, a philosophy that emphasizes objective phenomena that are explored

statistically. This study design was conducted with an eye on maximizing objectivity through

the use of statistical processing, structure, and control experiments. This investigation is a

facto exposure study, to be more precise. One of the many research techniques used in

quantitative research is facto exposure itself. According to Nana Syaodih (2010: 55), ex post

facto research looks at cause and effect correlations without the researchers' intervention or

treatment (design and implementation).

b. Research design

The study employed a pre-experimental methodology. This approach was selected to

address the study issues because it uses data from pre- and post-test results to assess and

enhance students' speaking abilities. The purpose of the research is to ascertain whether

YouTube videos are useful in gathering data regarding a subject's speaking abilities. The

results of the research will be utilized to inform future instrument design. Both independent

and dependent variables were included. Speaking ability was the dependent variable, and the

independent variable was a material design that was lifted from a YouTube media film. The

32
 YouTube video and the pre- and post-test of the research design are utilized to classify the

treatment's impact.

Table 3.1

Pre test X1 Treatment Post test X2

The teacher was given The teacher was given The teacher was given test

speaking test to the students treatment by media after taught by Media

before treatment. YouTube. YouTube.

Variable X: Media YouTube

Variable Y: Speaking skills

2. Population and Sample

The study's population consists of students grade 7 Junior High School of Dharma Kartini with

sample of 31 students. This class was chosen because the results of the speaking ability

lower than two other class. Based on the test, the teacher chose Grade VII B to implement

learning using YouTube media to improve speaking ability.

3. Instruments of the research

Instrimen dari penelitian ini adalah pre-test dan post-test yang berupa tes speaking kepada siswa

dan akan dinilai menggunakan rubrik penilaian Brown. Pada bagian ini siswa akan diberi

kesempatan unutuk menjelaskan sebuah situasi yang berkaitan dengan materi ajar sesuai

kemampuan masing-masing. Berikut soal pre dan post penilaian yang digunakan dalam

penilaian.

33
 a) Pre- test

According to Creswell pre-test is a test before training (2002:297). The researcher uses the pre-

test to know the students’ speaking ability before giving the treatment for the students in the

experimental group. It is conducted to know the ability of control and experimental group before

giving the treatment. In this study, pre-test is used to measure the students’ speaking ability

before giving treatment.

INSTRUMENT PRE-TEST OF SPEAKING

Instruction

Please answer these question below to see your ability in speaking by focusing on

your grammar, fluency, vocabulary and pronunciation!

DESCRIBING SOMETHING

Describe the class schedule you make in front of the class. Use the sentences you

have learned in 1-2 minute.

b) Post- test

According to Creswell (2002:297) post-test is a measurement which is done after the training that

is represented through the improvement. Same with pre-test, the post-test is done for both control

and experimental groups. This post-test is done after the group got a treatment. In the post-test

the students are asked to work group. It is still different with the pre-test.

34
 INSTRUMENT POST-TEST OF SPEAKING

DESCRIBING SOMETHING

Instruction

Read your dialogue to see your ability in speaking. Please focuse on your

grammar, fluency, vocabulary and pronunciation as soon as posible.

Silahkan presentasikan project dialog tentang class schedule yang telah

kalian buat dalam 1-2 menit.

4. Research Procedures

This study contains of three steps: (1) pre test (2) treatments, and (3) post test. Then, the activities are

done with these following steps:

a. Pre test

Before giving treatment to students, a pre-test is carried out to determine the level of students'

speaking abilities.

1) The researcher introduced himself to the students and invited the students to pray, then the

researcher explained to the students the purpose of the research.

2) The pre-test was given by the researcher by giving them the opportunity to explain the daily

activities or lesson schedule in class using English for 1 minute.

35
 3) During the pre-test process, the researcher will also assess students' abilities using the existing

assessment rubric. The student's abilities are then calculated according to the score and become a

reference for researchers to decide on providing treatment.

b. Implementation

In treatment proces, the researcher did some procedure :

1. Treatment 1 : in this meeting, the teacher explains about using video youtube , then

the teacher talking material My School Activities. The teacher used Youtube to

give example of speaking. Students has made some group to project and making

text.

2. Treatment 2 : in this meeting, the teacher checked students project and watching

Youtube to trying speaking.

3. Treatment 3 : In this meeting, the teacher and students checked and try to present

the results of the project.

4. Treatment 4 : In this meeting, the teacher and students checked and try to present

the results of the project.

5. The teacher teach how to make a good speaking pronunciation, grammar,

vocabulary, fluency and comprehension (Pronouns)

c. Post-Test

After the researcher gives the treatment, the researcher gives the post test in order to know

there were the significance effect of students score after giving the treatment by using video

youtube. Therefore the students must come forward in front of class to give presentation by

group. It is purposed to know the students’ achievement after the treatment was conducted.

36
Thus, before delivering a pretest, the researcher also administers a try out to measure the

validity and reliability of the test otherwise to find out an appropriate time allotment.

1. Data Processing Procedure

a) Normality Test

The normality test assesses whether the data distribution is normal. According to Ghozali

(2012: 127), there are two methods for evaluating residual data: graphical and statistical

analysis. Given that this study involves 31 samples, the Shapiro-Wilk method was employed.

For data to be considered normally distributed, the probability (significance) should be

greater than α = 0.05 or 5%.

b) Hypothesis Test

Hypothesis testing is used to evaluate the impact of the treatment on respondents in a pre-

experimental research model. According to Widiyanto (2013: 135), the paired t-Test is one

method used to assess the effectiveness of the treatment, characterized by a difference in

mean scores before and after the treatment. In this section, the data must be at the interval or

ratio level, obtained from paired samples. Hypothesis testing is conducted on data collected

at different time points and results.

Test is carried out if the significance value is

0.05 (α = 5%) for the relationship between independent variables.

- If the significance value is greater than 0.05, then H0 is accepted and

Ha is rejected.

- If the significance value is less than 0.05, H0 is rejected and Ha is

accepted

Paired T-test

37
 Formula 3.1 Paired T-test

t = Calculated t-value

D = Mean difference between sample 1 and sample 2

SD = Standard deviation of differences between sample 1 and sample N = Number of

samples

To interpret the paired sample t-test, the following must first be determined:

- The significance level (α)

- Degrees of freedom (df) = N - k. For the paired sample t-test,

df = N - 1

- Compare the calculated t-value with the critical t-value from the t- distribution table

The decision criteria are:

- If the critical t-value > calculated t-value, then H0 is accepted and Ha

is rejected

- If the critical t-value < calculated t-value, then H0 is rejected and Ha

is accepted

Table 3.2 Speaking rubric by Brown and Harris 2007

No . Fluency Pronunciation Grammar Comprehension

1 (No spesific fluency Errors in Errors in grammar Within the scope

description. Refer to other to pronunciation are are frequent, but of his very limited

four language arcas for implied frequent, but can speaker can be language

level of fluency) be understood by understood by a experience, can

38
 a native speaker, native speaker understad simple

used to dealing used to dealilng question and

with for engineers with foreigners statements if

attempting to attempting to delivered with

speak his speak his slowed speech,

lanhuage. language. repetition, or

paraphase.

2 Can hadle with confidence but Accent is Can usually Can get the gist

not with facility most social intelligible though handle elementary of most

situations, including often faulty. constructions conversations of

introduction and casual quite accurately non-terchnical

conversations about current but does not have subjects (i.c.,

events, as well as work, family, thorough or topics that require

and autobiographical confidents control no specialzed

information. of grammar. knowledge).

3 Can discuss particular interest Errors never Control of Comprehension is

of competence with resonable interferce with grammar is good. quite complete at

ease. Rarerl has to grop for understanding and Able to speak the a normal rate of

words. rarely disturb the language with speech.

native speaker. sufficient

Accent may be structural

obviously foreign. accuracy to

participate

effectively in

most formal and

informal

conversation on

practical, social,

39
 and professional

topics.

4 Able to use langeuage fluent Errors in Able to use the Can understand

on all levels normally pertinent pronunciation are llanguage any conversation

to professional needs. Can quite rare. accurately on all within the range

participate in any conversation levels normally of his experience.

within the range of this pertinent to

experience with a high degree professional

of fluency. needs. Errors in

grammar are quite

rare.

5 Has complete fluency in the Equivalent to and Equivalent to that Equivalent to that

language such that his speech fully accepted by of an educated of an educated

is fully accepted by. aducated native native speaker. natove speaker.

speakers.

The instrument obtained data by pre-testing and post-testing. As stated by Anne Sappaile (2007),

an instrument is a tool that meets academic requirements and mae used to measure an object or

collect data on a variable. The instrument utilized in this study will be in the form of questions

that will be answered during an interview process that will be observed and evaluated using a

rubric.

40
 CHAPTER IV

FINDING AND DISCUSSION

This chapter consists of finding and discussion which present the result of speaking students' ability of

the pre-test and post-test and observations during the learning process carried out on class VII students,

Cimahi.

A. Finding

This study aims to evaluate the impact of using YouTube video media on improving speaking

skills among seventh-grade junior high school students. The research employs a pre-experimental

design with class VII B serving as the experimental group.

At the initial stage of the study, each class will undergo a speaking assessment to gauge the

students' speaking abilities. This assessment will be designed based on the Brown (2004)

evaluation rubric, and the results will be analyzed before any intervention is implemented.

Following this, YouTube video media will be used in the instructional process for the

experimental class. After the intervention period, students in the experimental class will take a

post-test, during which they will present their learning outcomes. The post-test assessment will

be conducted to determine whether there has been an improvement in the students' speaking

skills.

The statistical data for the pre-test and post-test scores, analyzed using SPSS 25, are presented in

the following table:

41
 Table 4.1
Average score of pre test dan post test to speaking students’ ability

Deskripsi Hasil

Pre test Post test

Minimum 5.0 12.0

Maksimum 15.0 20.0

Rata-rata 9.0 14.0

Standar deviasi 2.50425 2,1088

According to Table 4.1, there is a noticeable difference in the maximum and minimum scores

within the experimental class. In the pre-test, the minimum score was 5 and the maximum score

was 15. Following the intervention, where YouTube media was used in the instructional process,

there was a significant average improvement in student scores on the post-test. The minimum

score increased to 12, and the maximum score rose to 20. This indicates that the post-test scores

for the experimental class were substantially higher than those of the control class.

In addition to test assessments, one of the aspects observed was the students' responses during the

learning process. At the initial meeting, students watched videos and learned the correct

pronunciation as demonstrated in the videos. This observation continued as students formed

study groups and began the discussion process. They were given opportunities to discuss and

practice their speaking skills with their group members to enhance their speaking abilities.

1. Data Analysis for Speaking Ability

In this section, the data presented pertains to the speaking abilities of 30 students. The

following are the statistical results from the pre-test:

42
a. Normality Test

To determine whether the data follows a normal distribution, a normality test was conducted.

The Shapiro-Wilk test (Lestari & Yudhanegara, 2019) was used due to the sample size of 30.

The criteria for the test are as follows:

- If the significance value is greater than 0.05, the data distribution is considered normal.

- If the significance value is less than 0.05, the data distribution is considered non-normal.

The results of the normality test are as follows:

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
PreTest ,135 30 ,171 ,955 30 ,224
PostTest ,151 30 ,077 ,952 30 ,189
a. Lilliefors Significance Correction

Table 4. 2 The Results Normality Test Speaking

Based on Table 4.2 above, the significance values for the pre-test scores were Sig = 0.224 and

Sig = 0.189 for the post-test, both of which are greater than the alpha value (α = 0.05). Thus,

it can be concluded that the data follows a normal distribution.

In addition to using the Shapiro-Wilk test, normality of the data can also be assessed using a

Normal Q-Q plot, with the aid of SPSS software. The criterion for determining whether the

residual data is normally distributed involves examining the distribution of data points on the

Q-Q plot. If the data points closely follow the diagonal line, the residual data is considered to

be normally distributed. Conversely, if the data points deviate significantly from the line, the

data is considered not to be normally distributed, as illustrated picture 4.1.

43
 Picture 4.1 Normal Q-Q Plot

Based on Figure 4.1 above, it is observed that the data points are closely aligned with the

diagonal line. Therefore, it can be concluded that the data from the pre-test results for the

experimental class follow a normal distribution.

1. T-Test to Hypothesis

Hypothesis testing is used to determine the effect of each independent variable on the

dependent variable. The hypothesis testing, specifically the T-test, was conducted using IBM

SPSS 25 for Windows by comparing the significance of each independent variable with the

dependent variable at a 5% significance level. The T-test was performed by comparing the

values in the Sig. (2-tailed) column with the following criteria:

a) If the Sig. (2-tailed) value is less than the alpha level (0.05), then H0 is rejected and H1 is

accepted.

b) If the Sig. (2-tailed) value is greater than the alpha level (0.05), then H0 is accepted and H1

is rejected.

44
To recap, the hypotheses for this study are as follows:

a) H0: There is no difference in the results of the students' speaking abilities after the learning

process using YouTube.

b) H1: There is a difference in the results of the students' speaking abilities after the learning

process using YouTube.

The results of the hypothesis testing (T-test) are as follows:

Picture 4.2 Paired Sample

The results indicate that the average score for the pre-test was 8.93, while the average score

for the post-test was 16.63. This shows that the post-test scores were higher than the pre-test

scores, suggesting that there is a significant difference in student learning outcomes after

using YouTube video media.

Picture 4.3 Paired Sample Correlations

Based on the correlation shown in picture 4.3, the correlation coefficient is 0.387 with a

significance value of 0.035. Since this significance value is less than 0.05, it can be concluded

that there is a significant relationship between the pre-test and post-test variables.

45
 Picture 4.4 Paired Test

Based on the results of the paired test shown in picture 4.4, the Sig. (2-tailed) value is 0.000,

which is less than 0.05. Therefore, H0 is rejected and Ha is accepted. It can be concluded that

there is an effect of using YouTube on the speaking abilities of seventh-grade students.

B. Discussion

This study demonstrates that the use of YouTube was effective in enhancing the speaking skills

of seventh-grade students at the junior high school level. Consequently, the results positively

addressed the research question posed at the outset of the study. Supporting previous research by

Kindarto (2008), Prakoso (2009), and Downes (2008), which indicates that the use of YouTube

videos can impact students' learning and education, this study also confirms these findings.

Furthermore, the results of the statistical analysis provided data for hypothesis testing and yielded

the final outcomes. The data analysis revealed that there was an improvement in scores for both

the experimental and control groups. However, the experimental class demonstrated a more

substantial improvement, as evidenced by higher post-test scores compared to pre-test scores.

The statistical analysis corroborated these results.

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1