Microsoft Word - 5106-17779-1-RV luthfi https://jurnal.unigal.ac.id/index.php/jall/index JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 Received Accepted Published July 2021 August 2021 September 2021 STIMULATING STUDENTS SPEAKING USING ENGLISH SPEECHES YOUTUBE CHANNEL Mutiarani University of Muhammadiyah Jakarta Atikah Rusiana zainudinatikah@gmail.com University of Muhammadiyah Jakarta ABSTRACT The purpose of this research was finding that using video can give the students stimulations to learn English especially speaking. Reason why the researcher choose this as the new idea for students because there is so many students whi still can’t’ speak English. This research focus to see the students get a motivation after watching the video and can improve their speaking ability. The video can use while teaching in the class, to see did the students is interesting and get motivate from watching the video from English speeches YouTube channel. This researcher using quasi experimental with the pre-test, treatment, and post-test. The sample on this study were 25 of class 8 th Junior High School. To calculate the students score the researcher using manual calculation and the mean results for pre test was 65 and for post test is 79. So there is the difference score between pre-test and post-test, it means using English speeches YouTube channel can stimulate and improve students speaking skill. Keywords: Stimulate, Speaking, YouTube INTRODUCTION English has become the universal language communication. In innovation where, English is utilized in numerous areas such as science,technology,business and instruction, the capacity to communicate in this dialect that continues only exists in global society. Since the time, Humans already use language for social interplay and for communication equipment with their environment, Language is sort of a bridge among a speaker and a listener. In countries where English is not spoken (such as Indonesia), English is for foreigners Language is generally considered difficult to learn. Many students, especially junior high school The JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 41 ability of junior high school students is still very low, especially in this regard Language. Good oral English shows some of the most prominent factors One is fluency, but many students are hesitant and often They are talking. In addition, students are required to speak the correct words, Many students make mistakes when using this language. Students too it is expected to be appropriate, but many students may use inappropriate content Language expression, tone, meaning and other social language functions in language the specific environment in which they express their ideas. Pronunciation includes Stress patterns, intonation and pronunciation are also important aspects of speaking. However, many students still pronounce it incorrectly because they did not get Appropriate English mode. These problems may be caused by many factors For example, the methods and skills used by English teachers and the media Used in the teaching process. Students’ interest and learning motivation have also become important factors that cultivate students' oral English ability. Therefore, the teacher should create pleasant atmosphere, carry out interesting activities and use interesting teaching media to present materials in class. The higher the motivation, the more students Interested in taking English classes. Therefore, the goal of teaching the process of cultivating students’ oral English skills will be successfully completed. Speaking Speaking is a way for people to express and share the ideas what they have to tell others with verbally communication. According to Gert & Hans in Efrizal (2012:127), speaking is a speech produced by the speaker with the to be known and then, the listener processes the words to find out what the speakers talking about. Meanwhile according to Khorashadyzadeh (2014:12) said that speaking not only requires learning, but also understanding of how to produce linguistic competencies such as grammar, pronunciation, and vocabulary, and understanding of sociolinguistic competencies such as when, why, and how to speak. JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 42 From the definition above, it may be concluded that speaking is a skill to share someone’s ideas, information, suggestion and feeling to a different people in oral type by considering culture and social context occurred. Speaking has an important role in lifestyle embraces transference concerning what people expression or thinking. Speaking may be a way to communicate, to make and to share meaning. Speaking may be used as communication. Communication uses verbal and non-verbal symbols of language. The purpose of teaching speaking have to enhance students’ communicative skills. It approach that scholars can explicit themselves and discover ways to follow social and lifestyle regulations suitable in every communicative circumstances.Students are anticipated with a purpose to produce the language they research. In coaching speakme, it can't be separated from grammar, vocabulary and pronunciation. Brown (2003: 140) defined that “the cappotential of speaking fluently is accompanied evidently from the coaching of grammar and vocabulary, with a chunk pronunciation thrown in”. In nature coaching speakme there is contributions of grammar, vocabulary and pronunciation. Meanwhile, strategies are any of a extensive form of activities, physical games or obligations utilized in the study room to obtain coaching and mastering object. There are many methods and strategies that can be used in the coach's oral language. Students only need to learn English simply to be able to speak their normal lives proficiently, correctly and correctly. Learners Nowadays, English as an worldwide language holds important roles in lots of sections, which include society, education, authorities, enterprise and soon. English is used to attach and speak every different everywhere in the global. In society, humans may be related thru direct verbal exchange or indirect verbal exchange. Language customers sincerely use one of a kind languages from their own tribes or international locations for each day use, however JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 43 humans all over the global nonetheless can speak through the use of worldwide language. While in education, there are a lot of reassets which include books, journals, thesis, dissertations, and shortly the use of English. In authorities section, among a rustic with every other united states of america can join through the use of worldwide language. In enterprise, humans can cooperate and do transaction through the use of worldwide language. People need to grasp English as an worldwide language. Even humans are required to be gifted in worldwide language so that you can hold up with the improvement of global. People can join every different through communicating. Indonesians need to grasp speak me so that you can aid them to speak humans all over the global. YouTube YouTube has such a wide range of applicability that it is a media source that is an integral part of the education system.YouTube is capable to train English talking abilties. The preceding studies confirmed the effectiveness of YouTube in getting to know. Guan, Song, & Li (2018) concluded that By the usage of multimedia technology, college students’ hobby in getting to know may be progressed and with the aid of using the usage of beneficial and auxiliary coaching tools, teachers’ coaching duties end up lots less complicated and teachers’ ardour in coaching is recalled. The study from Narasati (2021) also revealed that there is the influence of animated films in learning speaking. Then, this study explore the use of YouTube channel is quite coherence. Using YouTube as a multimedia has been acquainted for humans nowadays; college students can efficaciously to examine talking. By the usage of YouTube, college students have threat to study how local speaker speaks from the video. Students also can exercise the mimicry, expression, intonation, and vocabulary, JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 44 appropriately with leisure and feeling assured in appearing. Meanwhile, this examine targeted to boom college students’ crucial questioning from the video, so college students are capable of fluency in talking, learning of grammar and vocabulary, and the usage of English for his or her life. English Speeches YouTube Channel The main idea English Speeches channel is helping students to learn English language and practice their speaking, listening, reading and writing while they are watching. On this channel there is so many videos with inspired and famous people who will give the speech with an easy and understanding spoken language so the students will learning many things from the speech they are watching. This channel also have a website that we can access and all the materials from the video. On their website too, they have a simple quiz for students to try and master it after they watch and learning the videos, and the students can download a free book to improve their vocabulary and word expressions for learning speaking. The teacher and students can download the audio version to listen it offline and to practice more. YouTube is likely to contribute a huge amount in improving the students’ ability in English, as mentioned by Bastos & Ramos (2009) in their research result that asserted that the student are interested in the process of teaching and learning using video, which consists of sound, graphics and animation, which is more interesting than textbooks, worksheets, slides, projectors and films. In addition, it is also stated that students are likely to choose videos available on YouTube with teacher guidance, thus, students can learn more related to vocabulary in order to be able to give opinions and discuss a certain topic which make them more confident in learning language. The writer considered YouTube as an alternative strategy to enhance students ‘speaking skill. The real models of speaking English can be obtained from YouTube videos. According to Alimemaj (2010), YouTube can help JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 45 students explore a target culture in a variety of ways, and it can help students develop their learning autonomy levels as it encourages them to watch videos and clips continuously. Thus, YouTube videos can be one solution to encourage students' to speak. In addition, according to Watkins and Wilkins (2011), using YouTube both inside and outside the classroom can enhance conversation and pronunciation skills of the students. Besides, YouTube also promotes authentic vocabulary development. Further, they stated that using YouTube in the classroom lets students have exposure toward authentic English and autonomy in learning (student-centered). Thus, it can be inferred that using YouTube can improve students’ speaking skill in terms of pronunciation, grammar, vocabulary, and fluency. Thus, it can be said that YouTube video as media in the teaching and learning process is recommended to be used for improving students’ speaking skill. The writer applied English Speeches Youtube Channel on the learning class is for stimulate students speaking skill. The reason why I choose the ESYchannel is because all the videos in the channel is really helpful from the various famous people and their topics to learn. The language on the videos choose is educated and makes us want to know more about it and discuss it. From this channel too we can get a free e-books from their website and get the offline audio. So that’s why the writer choose ESY channel to stimulate students speaking skill. METHOD In this research , the researchers used quantitative research. According to Sugiyono (2015, p. 23) quantitative research is information withinside the shape of numbers, or extrapolated quantitative statistics (scoring). So quantitative research is facts that has developments may be analyzed through manner or JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 46 statistical techniques. Data it could be more than a few or a rating and is typically acquired through the use of a records series device whose solution is a range rating or query this is weighted. Quantitative research focuses on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon. This method used quasi experimental research. Experimental is the best of the quantitative designs which is used to decide probable cause and effect.Experimental research is the way to find a causal relationship (relationship clause) in determining cause and effect. Experiments are always done with the intent to see a treatment. In this research, there were two variable. So, the researcher used quasi experimental design. The researcher used one class; they were experiment . Experiment class was a class that was given treatment by using the English Speeches Youtube. FINDINGS AND DISCUSSION The researcher use the test to collect the data from the students who are given to the samples of the research. The writer uses pre-test before doing the treatment and do the post-test after giving the students treatment. The test was speaking test. The students was asked to do the speech with the topic that the researcher give, and see the English Speeches YouTube channel as the media. Thus researcher took 25 students at one class at 8 th grade class. The data of students’ pretest and post-test were describe in the table below: Table 1. Students pre and post test results No Name Pre Test Post Test JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 47 1 AF 60 75 2 AP 73 80 3 AS 55 75 4 AAP 65 85 5 ANF 72 80 6 BAP 60 79 7 BIP 72 80 8 FIM 65 83 9 FJA 60 80 10 KK 72 85 11 KFA 64 75 12 MJ 50 76 13 NRS 65 75 14 RA 70 80 15 RZ 62 79 16 SC 65 80 17 SOH 70 84 18 IA 63 75 19 KCA 60 77 20 MAA 65 75 21 MAT 70 80 22 NNR 62 78 23 YZP 72 82 24 YI 66 79 25 ZS 70 82 TOTAL 1628 1979 MEAN 65 79 JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 48 It could be seen from the table above, that the scores of students pre-test and post-test were different. The mean score of the students in the pre-test was 65 with the lowest score of 50 and the highest score is 73, while the mean score of students in the post-test was 79 with the lowest score of 75 and the highest score of 85. Reffering to Speaking skill criteria, the performance of the students Speaking skill could be classified into the following criteria: Table 2 Criteria of students’ pre and post-test speaking skill No Classification Range of Score 1 Excellent 90-100 2 Good 76-89 3 Enough 66-75 4 Poor 40-65 5 Very Poor 00-39 a. Pre Test Result Classification The result of experimental class students speaking the pre-test above can be classified into the following levels: Table 3 Experimental pre-test students speaking skill result Classification of Speaking comprehension level Total Number of Students Total Number of Students in Percentage Excellent 0 0% Good 0 0% Enough 10 2.5% JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 49 Poor 15 2.75% Very Poor 0 0% From the table above, pre-test results of experimental class can be describe: none of the students was ‘very poor’ (0%), 15 students was ‘poor’ (2.75%), 10 students was ‘enough’ (2.5%), 20 students were ‘good’ (5%), and none of the students excellent b. Students post-test speaking skill results are presented in the following table: Table 4 Experimental post-test students speaking skill result Classification of Speaking comprehension level Total Number of Students Total Number of Students in Percentage Excellent 0 0% Good 20 5% Enough 5 1.25% Poor 0 0% Very Poor 0 0% From the table above, post test results of experimental class can be describe: none of the students was ‘very poor’ (0%), none of the students was ‘poor’ (0%), 5 students was ‘enough’ (1.25%), 20 students were ‘good’ (5%), and none of the students excellent. Diagram 1. Students pre test and post test chart JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 50 From the diagram 1 there are significantly differences between pre-test and post- test. The total score of pre-test is 1628 and the post test is 1979. So it can be concluded that the highest score is post-test. The data of the students score were analyzed by using the T-test to prove whether or not there was a significat difference between students speaking skills in both pre-test and post test. Here is the table of analysis. Table 5 The pre test and post test analysis No Nama Post Test (X1) X1 kuadrat Pre Test (X2) X2 kuadrat 1. AF 75 5625 60 3600 2. AP 80 6400 73 5329 3. AS 75 5625 55 3025 4. AAP 85 7225 65 4225 0 5 10 15 20 25 Excellent Good Enough Poor Very Poor Chart Title Pre Test Post Test JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 51 5. ANF 80 6400 72 5184 6. BAP 79 6241 60 3600 7. BIP 80 6400 72 5184 8. FIM 83 6889 65 4225 9. FJA 80 6400 60 3600 10. KK 85 7225 72 5184 11. KFA 75 5625 64 4096 12. MJ 76 5776 50 2500 13. NRS 75 5625 65 4225 14. RA 80 6400 70 4900 15. RZ 79 6241 62 3844 16. SC 80 6400 65 4225 17. SOH 84 7056 70 4900 18. IA 75 5626 63 3969 19. KCA 77 5929 60 3600 20. MAA 75 5625 65 4225 21. MAT 80 6400 70 4900 22. NNR 78 6084 62 3844 23. YZP 82 6724 72 5184 24. YI 79 6241 66 4356 JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 52 25. ZS 82 6724 70 4900 TOTAL ∑X1= 1979 ∑X1² = 126270 ∑X2 = 1628 ∑X2² = 106824 From the table 5, it can be seen that the results is ∑X1=1979, ∑X1² =126270, and ∑X2 = 1628, ∑X2² = 106824. 1. The analysis of the pre-test (X1) and post-test (X2) variabels as follows: a. Determining mean of X1 variable: X1 = ∑ �� �� = ���� � = 79 b. Determining of Standard Deviation score of X1 variable: SD1 = � ������� = where ��� = ∑ �� � − �∑ ���� � � SS1 = 126270 - ����² � SS1 = 126270 - 15665 SS1 = 110 SD1 = ������ SD1 = √45.83 SD1 = 6.76 c. Determining mean of X2 variable: X2 = ∑ �#�# = �$�% � = 65 d. Determining of standard deviation score of X2 variable SD1 = � ��#�#�� = where ��� = ∑ �� � − �∑ �#�# � � SS2 = 106824 – �$�%# � SS2 = 106824 - 106015 JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 53 SS2 = 809 SD2 = �%���� SD2 = √33.70 SD2 = 6.15 e. Determining t-test ( = �� − �� �� ��� + ���*� + *� − 2� � 1 *� + 1 *�� 79 − 65 ��1628 + 197925 + 25 − 2 � � 1 25 + 1 25� ( = 14 ��360748 � � 2 25� ( = 14√75.14 + 0.04 ( = 14√3.00 ( = 141.73 ( = 8.09 f. Determining degree of freedom DF = N – 2 Df = 25 – 2 Df = 23 g. Determining t-table in significant level 5% with degree of freedom. The value of df is 23 at degree of signification 5% or t-table is 1.71. JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, September, Vol. 5 No. 2, 2021 54 The result of the data analysis showed that using English Speeches Youtube Channel is effective for teaching speaking. t – calculation t-table 0.05 Significant 8.09 1.71 Significant CONCLUSIONS Based on the research that was conducted in Junior High School. The writer concluded that after applied English Speeches Youtube channel, they were interested in speaking language learning. The value of post test 79 was higher than the value of pre test 65. It means that there is a difference between teaching speaking with English Speeches Youtube channel and teaching speaking without English Speeches Youtube channel. Therefore, it can be concluded that the use of the English Speeches Youtube channel stimulate students speaking skills. It give significant effect for the students speaking in English of eight grade students. REFERENCES Alimemaj, Z. (2010). 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