1. Is English audio-visual learning effective in improving students' speaking?

2. How can students' speaking improve in learning English using audio-visual?

3. What are the perceptions of grade 9 students regarding the use of audiovisuals?

4. The formulation of the problems above will help to direct research on the impact of using

audiovisual media in English learning on the speaking skills of grade 9 students at SMP Plus Boarding

School Miftahul Ulum Terisis. Research can explore the factors that influence effectiveness, as well as

obstacles that may arise in implementing this learning method.

E. Research Benefits

1. The use of audiovisuals is effective in students' English learning

2. To determine the improvement of students' speaking in English.

3. To find out students' perceptions of learning English using audiovisuals

Through a better understanding of the influence of the use of audiovisual media in English language

learning, this research is expected to provide significant benefits in improving the education system and

increasing students' ability to speak English in the school environment.

1. Theoretical Benefits

Contribution to the Understanding of Language Learning: This research will provide a theoretical

contribution in expanding the understanding of the use of audiovisual media in language learning contexts,

especially in the development of English speaking skills in the secondary school environment.

It is hoped that this research can fill the gap in English language learning theories and provide a valuable

contribution to academic literature, by providing a better understanding of the impact of the use of

audiovisual media on improving students' speaking skills in secondary schools.

Improving the Quality of Teaching in Schools: The results of the research can provide practical guidance to

teachers at SMP Plus Boarding School Miftahul Ulum Terisis to improve the quality of English teaching by

utilizing audiovisual media more effectively.

Thus, this research can provide significant practical benefits in improving the English language learning

process at SMP Plus Boarding School Miftahul Ulum Terisis, providing guidelines for educators and

related parties to improve the quality of English education and students' speaking skills.

F. Relevant research

This research aims to determine:

1. Using Audio Visual Material to Enhance Students’ Speaking Skills by : Nuraeni. (The 65th TEFLIN

International Conference, Universitas Negeri Makassar, Indonesia

12-14 July 2018)

The use of audio visual material is more effective in enhancing the speaking skills than the use of group

discussion. The improvement of students‟ speaking skill after treatment in experimental group was higher

than in control group.

2. Improving Speaking Ability by Optimizing the Use of Audio-Visual Aids for the Students of Grade VIII

At SMPN 1 Mungkid in the Academic Year of 2013/2014 writen by : Ratri Anyar Sari Kusuma Rahmah

(The 65th TEFLIN International Conference, Universitas Islam Negeri Datokarama Makasar, Indonesia)

The students’ speaking ability in the class VIII of SMP N 1 Mungkid in the academic year of 2013/2014

was significantly increased by using audio-visual aids. The use of audio-visual aids gave the students an

appropriate speaking model to help them in learning speaking. They could watch and listen to some

expressions used by the speaker clearly. Moreover, the use of audio-visual could attract the students’

attention and motivation in the teaching learning process. Therefore, they could focus on learning speaking

interestingly. The use of audio-visual aids made the classroom atmosphere more enjoyable and led the

students to speak English. Most of them become more confident to perform in front of the class. They were

so interested in joining the activities. It meant that their involvement were increased as well.
3. Utilizing Audio Visual Aids To Improve English Speaking Skill For The Eight Grade Students Of Smp

Negeri 3 Banawa Writen by : Irmawati (Datokarama English Education Journal Vol. 1 No. 1, 2020)

Students can get a better understanding of the material given, because audio visual gives them clear

examples of the real context in life. Students can interpret meaning only by watching videos. Activities

such as playing games and playing dialogue, more opportunities to practice their speaking skills. They can

interact with all their friends because the task requires them to do it.

G. Research methodology

1. Research design

This is quantitative research using quasi experimental method with two groups‟ pre-test and post-test

design. The experiment involved two groups, an experimental group and a control group. The experimental

group received treatment by using some techniques of video and music video by having students to retell

the story from the video, while the control group experienced non-video material. Gay (2006:254) states

that the control group is needed for comparison purpose to prove if the new treatment is more effective

than other. This research used two variables: dependent and independent variables. The independent

variable of this research was using audio visual materials to enhance students‟ speaking skill. The

dependent variable was the students‟ speaking skills by using audio visual material.

2. Population and sample

The population of this research was the fourth semester students of Sekolah Tinggi IlmuKesehatan Stella

Maris (STIKES) Makassar in 2012-2013 academic years. The sample of this research was selected through

cluster random sampling. The researcher chooses two classes randomly to represents the experimental and

control group. The students of both classes had the same ability. Besides, the students also had the same

background knowledge in learning English.

3. Procedure of Collecting Data

The procedure of collecting data was presented in chronological order as follows:

- Pre-test

Before doing treatment, the students were given pre-test to find out their basic knowledge in speaking skill.

The pre-test was given to both of groups,

experimental and control groups. Students in experimental and control group had interview.

- Post-test

After doing treatment for six meetings, the post-test was given to the students in both groups, experimental

and control group. The procedure and the test materials were the same with the pre-test. The result of pre-
test and post-test were calculated to measure whether or not the students get progress in speaking skill

toward the use of audio visual material that being compared with the use of non-audio-visual material.

4. Technique of Data Analysis

To analyse the speaking score, the researcher used the following steps:

a) Students‟ answers were recorded

b) Made the transcript of students‟ recorder

c) Scoring the student‟s answer In analysing,

H. Framework of Thiking

Among the four skills, speaking is increasingly important in second or foreign

language settings. However in indonesia, it is very difficult for students to

communicate with other people in English effectively.

Ordinarily, students must or need to communicate in English but they cannot

perform the task successfully due to such possible reasons as tension or emotion,

shyness and lack of effective communication skills in English.

Therefore, being able to speak English efficiently the teacher must generate a

need to speak, to make students to practice. In order to develop English learning

and teaching, the teachers should provide some good technique that can involve

the students in practicing speaking and also give some motivation.

Here, the researcher thinks that retelling story will make the speaking activity

became joyful and attractive. Through story-retelling technique, she believes the

students will be more motivated to speak English freely because at the first, they

have been stimulated to comprehend the story. It is also makes the students enjoy

the learning prosess.

I. Method of the Research

In this Study researchers used quantitative research method where quantitative method are experimental

and survey research method. This method is called quantitative method because research data in the form

of numbers and analysis

Use statistics.
 This research was aimed at finding out whether the use of audio-visual materials was able to enhance

students‟ speaking skills. In this research, three elements were measured, those are accuracy, fluency and

comprehensibility of students‟ speaking skills.

The findings indicated that students‟ speaking performance increased significantly after being taught by

using audio visual material in the classroom.1

Enchantment of technology made the students excited and didn’t feel bored. Furthermore, using
various techniques gained students‟ interest to participate actively 2. Participation is the
key to a lively class.Driekurs, Grunwald, and Pepper asserted the students can integrate
themselves into the class as a unit with status, responsibility, and active voluntary
participation. This means that there is a good applicable material in teaching Cameron, L.
2001. Teaching Language to Young Learners. New York: Cambridge University Press.
Kemmis, S., and McTaggart, R. 1988. The Action Research Planner. Geelong: Deakin
University.
Harmer, J. The Practice of English Language Teaching. Great Britain: Pearson Education, 2001.
Hopkins, David. A Teachers’ Guide to Classroom Action Research. Britain: Edmundsbury Press
Ltd, 1993.

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