















































35 

 

JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 01 No. 01, March 2020, pp. 35 - 48 

Available online at: 

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The Effectiveness Of Instructional Video as Media  in Teaching Speaking 

Skills 

Windiati Muakhiroh1, Saadatuddaroini2 

Students of Institut Keislaman Abdullah Faqih Gresik1 

English Language Department, Faculty of Tarbiyah, Institut Keislaman Abdullah Faqih Gresik 2 

windiatimuakhiroh@gmail.com1, missrenydaroini@yahoo.com2 

  

ABSTRACT 
The quality of learning system is monotonously, and uninterested. Using media is one of tool to make students 
interest in learning process. Experimental design is used and the result of data analysis shows that score of 
pre-test 49,62 and post-test 62,85. Meanwhile, comparing mean of pretest and posttest 49,62 < 62,85. It mean, 
posttest score is better than pretest score and video media was more effective to improve students’ speaking 
skill at eighth grade of MTs. Nurul Jadid Randuboto Sidayu Gresik in the academic year of 2016/2017. And 
the result of interview about the difficulties in using video media to improve students’ speaking skill tha t there 
were still many difficulties using video in this research such as run ot of time, noise in the classroom, needed 
equipment (laptop, sound, projector) etc. Finally, the result of using video in improving students’ speaking skill 
is effective as interested activities, because video is a versatile and simple media for improving students’ 
English learning comprehension. It also made students became active to speaking. 
Keywords: Instructional Media, Video learning, Speaking Skill 
 

 

I. INTRODUCTION 

In the education world, language 

learning is very important to increase the 

understanding of language because language 

is one of the media for communicating among 

people (Aziz & Dewi, 2019). So, the students 

really need to study a language for 

understanding in speaking and for squire 

interaction person vicinity. As what Alan 

Course explains that language is used to 

communicate about things, happenings, and 

states of affairs in the world, and one way of 

approaching the study of meaning is to 

attempt to correlate expressions in language 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
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mailto:windiatimuakhiroh@gmail.com
mailto:missrenydaroini@yahoo.com


36 

 

with aspects of the world (Cruse, 2000). In 

order that, language learning is the process to 

get communication or information from 

speaker. As explanation in The Cambridge 

Advanced learner’s dictionary that language 

is a system of communication consisting of 

sounds, words and grammar, or the system of 

communication used by the people of a 

particular country or profession (Cambridge, 

2003). Therefore, to make the active, 

effective, and interesting learning process, 

learning is expected to combine with method 

or media which considered suitable for 

student.  

Speaking is one of the language skills 

which is learned by the students in a foreign 

language learning (Aziz & Dewi, 2019). It 

involves a process of building and sharing 

meaning through the use of the language 

orally. By learning speaking, the students 

will learn how to express the language 

communicatively. In fact, speaking English is 

not easy for eighth grade of MTs. Nurul Jadid 

Randuboto Sidayu Gresik. They cannot 

communicate in English language and they 

had difficulties in speaking.  This condition 

because some factors. One of factor, the 

quality of learning system is monotonously, 

and uninterested. Because of it, the 

researcher wants to compare the score before 

using video and score after using video in 

learning to know the score result and to 

know on improving speaking. Using a media 

in the learning process of course intriguing, 

stimulation, and motivation for students. In 

this research, the researcher focuses on 

audiovisual role that is video as media which 

has aim to develop speaking student in 

English language learning.  

Instructional video media has many 

benefits in English learning especially in 

speaking because this media shows to the 

students a picture and voice so students can 

see and hear an appearance or scene which is 

displayed on video media then students can 

describe and explain what event in the 

display is. This trick is able to increase 

speaking students. As that explanation, The 

Cambridge Advanced learner’s dictionary 

describes that Audiovisual is something that 

involves seeing and hearing (Cambridge, 

2003). The researcher chooses video media 

because this media gives experience 

unforeseen for students, and beside of it this 

video program combines animation and 

speed regulation to demonstrate change of 

time. Instructional video has advantages in 

learning process even in communication 

process because video includes as one of 

audio visual media which content sounds, 

picture, and slide. With video, the researcher 

can show display with content conversation 



37 

 

 
 

  

  

lesson 

material 

  

Teach  

Strategy 

and  
med  

Stude

nts 

  

in English language. So the students will find 

contain meaning in that video and also they 

can practice in daily activities. It is can 

improve students’ speaking skill, so the 

students’ will interest to learn in the class. 

Jeremy Harmer says that students do not 

have to watch videos only in the classroom. 

They can also watch them at home, or in their 

school's self-access centers. These will be 

especially useful where teachers are on hand 

to offer guidance since both may encourage 

students to make the most of self-access 

viewing rather than just whiling away the 

time in non-focused watching (Harmer, 

2001). This research focuses on teaching 

instructional video on communication 

practical process and the problem which is 

faced by the students of MTs. Nurul Jadid 

Randuboto Sidayu Gresik, especially at 

eighth grade students, becomes a central 

point of this research. Because from it, the 

researcher will introduce instructional video 

as media and then measure its effectiveness. 

This research focuses on the effectiveness of 

video in teaching speaking which is expected 

can help the students to get the effective, 

good and gratify teaching and fulfill what the 

students need in this learning. Then the 

students can improve, master, and practice 

their speaking skill well.  

II. LITERATURE REVIEW 

A. Understanding of Media  

According to “Instructional Technology 

and Media for learning” book, medium (plural, 

media) is a means of communication and 

source of information (Chandra & Nugroho, 

2016). Media from Latin language is plural 

form from medium. But in this research, the 

researcher uses educational media, that is 

media which be used as tool and source of 

learning activity. Media also can be said as 

assistive tool that as physical as and also 

nonphysical which is deliberate be utilized 

as intermediate of teacher and student in 

understanding learning material in order to 

more effective and efficient. Medium the 

physical or technical means of converting a 

communication message into a signal 

capable of being transmitted along a given 

channel. TV, for example, is a medium that 

employs the channels of vision and sound 

(Ahmad, 2012). In sufficient detail, the 

position of media in learning can be figured 

in the design as below:  

 

 

 

 

 



38 

 

 

 

 

 

 

 

 

Picture 1. Position of media in learning  

In the learning process between 

material, teacher, strategy, media, and 

students be mutual combination interplay as 

each position. The position of teacher as 

supplier of message and students as receiver 

of message. Whereas media as mediator in 

teaching. But for selection in good media very 

influential by strategy, approach, method, 

and format learning which is used by teacher. 

Media have important role in learning and 

teaching process as transferring material 

from teacher to students. Selection good 

media will help in the effectiveness of 

learning. So that, the researcher choose 

media as transferring material to be a good 

speaker in speaking learning.  

 

 

B. Media selection principle  

Based on Musfiqon in the book 

“Pengembangan Media” There are three 

principles as selection of learning media, as 

follows: 1) Effectiveness and efficient 

principle. Media can fulfill effectiveness and 

efficiency aspect, of course it will increase 

student anxiety in learning and supporting 

learning aim attainment. 2) Relevance 

principle. Relevance media internal and 

external will increase function and 

advantages. But, the teacher needs analyze by 

considering many factors in order to get 

relevance media. 3) Productivity principle. In 

selection media, the teacher must analyze 

what media that will be used can improve 

learning attainment or not. If media can 

produce and get target and aim of study 

better than before, of course this media 

implied in productivity principle. Research 

into patterns of media use and consumption 

by audiences has been largely structural and 

functional in orientation, focusing on the 

social and psychological characteristics of 

audiences (Harjali, Degeng, Setyosari, & 

Dwiyogo, 2015). However, the researcher 

chooses instructional videos in the teaching 

and learning process. The use of instructional 

videos in the teaching and learning process 

can be more communicative and long 

explanation or it can supplement the 

teacher’s explanation.   



39 

 

C. Understanding of Instructional 
Video 

Instructional video is a medium 

which effective to help learning process, for 

mass learning, individual, or cooperative 

learning (Chandra & Nugroho, 2016). 

Therefore video in Action book that video 

can help in learning process as follows: first, 

through motivation. Children and adults feel 

their interest quicken when language is 

experienced in a lively way through 

television and video. Second, through 

communication. Teachers have observed 

how a video sequence used in class makes 

students more ready to communicate in the 

target language. Third, through non-verbal 

aspects of communication. Video allows us 

to see in action and to freeze any moment to 

study the non-verbal communication in 

detail. Finally, through cross-cultural 

comparison. Observing differences in 

cultural behavior is not only suitable training 

for operating successfully in an alien 

community. Richards and Renandya say that 

a video is an extremely dense medium, one 

which incorporates a wide variety of visual 

elements and a great range 21 of audio 

experiences in addition to spoken language 

(Richard & Renandya, 2002). The teacher is 

there to choose appropriate sequences, 

prepare the students for the viewing 

experience, focus to students‟ attention to 

the content, play and replay the video as 

needed, design or select the tasks, and follow 

up with suitable post viewing activities. So,  

use of videos meshes well with ideas about 

situated learning, connecting theory with 

practice, case-based learning, and other 

theoretical orientations to teacher education 

that have become popular in recent years. 

Thus, the use of videos is likely not only to 

continue but to increase, especially with the 

proliferation of libraries of videos developed 

and packaged specifically for use in teacher 

education and professional development. 

D. Types of Videos  

According to (Harmer, 2001) states 

there are three basic types of video which can 

readily be used in class. 1) Off-air program. 

Off-air program is a program recorded from a 

television. It should be engaging for students, 

and of a sensible length. Teachers have to 

consider their comprehensibility too. Apart 

from overall language level, some off- air 

videos are also extremely difficult for 

students to understand, especially where 

particularly marked accents are used or 

where there is a high preponderance of slang 

or a regional vernacular.  2) Real-world 

video. There is no reason why the researcher 

and the students should not use separately 

published videotape material such as feature 

of films, exercise manuals, wildlife 



40 

 

documentaries or comedy provided that 

there are no copyright restrictions for doing 

this. Once again, the researcher need to make 

their choice based on how engaging and 

comprehensible the extract is likely to be. 3) 

Language learning videos. It means that the 

videos are prepared to accompany course 

books. The advantage is that they have been 

designed with students at a particular level 

in mind. Those videos are likely to be 

comprehensible, designed to appeal to 

students‟ topic interests and multi-use since 

they can not only be used for language study 

but also for a number of other activities as 

well.  He also explains that teacing english 

techninique through video are Fast forward, 

Silent viewing (for language), Silent viewing 

(for music), Freeze frame, and Partial 

viewing. The teachers can show only a partial 

view of the pictures on the screen to provoke 

the students‟ curiosity. The teacher can use 

pieces of card to cover most of the screen, 

only leaving the edges on view. The teacher 

can put little squares of paper all over the 

screen and remove them one by one so that 

what is happening is only gradually revealed. 

 

E. Teaching Speaking  

Speaking is important skill in a 

language teaching, because speaking brings 

the speaker be able speak fluently by English 

language. It is also one of the difficult aspects 

of language to teach and learn.  Basically 

teaching speaking is teaching to get 

communication. The primary functions of 

language are communication, self-expression 

and thinking. The expression of feeling and 

meaning becomes more exact. The command 

of words and groups of words grows with 

practise and with the complexity of ideas 

and reactions to be expressed. The 

communication function is obvious. The use 

of language as a means of clarifying ideas and 

feelings is equally real. Language is a means 

of clarifying perception of discovering 

likeness and differences in thing observed, of 

forming general ideas, and of discovering 

relationships (Oradee, 2012). It can explains 

taken a point that the most important in 

teaching language is speaking. And this is as 

role to apply and practice communication 

with foreign language. So, the speaker must 

understand what the speakers need in 

teaching speaking. Communicative activities 

are practical because they often don‟t 

require any imagination or opinions from the 

participants. They just provide a context for 

some solid practice of a particular 

grammatical structure or some new words. 

Doing speaking practice in the class, the 

teacher should to consider situation and 

condition students from students‟ ability 



41 

 

and their think. If language ability in the 

class still simple, speaking assignment that is 

given of course has quality “guided 

conversation”, for example simple dialogue 

on application level is speaking by visual or 

books. On the other way, if language ability 

in the class has high quality, speaking 

assignment will be “free conversation”, for 

example: discussion, speech, interview, etc. 

III. METHOD 

Research design in this research used 

quantitative because the researcher 

considers this design is correct design for 

object that will be analyzed where the 

researcher wants to get accurate data, base 

empirical phenomenon and measure data 

statistically. In this research, the researcher 

used experimental design test under 

controlled conditions that is made to 

demonstrate a known truth or examine the 

validity of a hypothesis, and the design of the 

one group pretest posttest design can have 

described as follows. 

Pretest  Independent 

Variable  

Posttest  

Y1  x  Y2  

A. Participants 

The participants are students at 

eighth grade of MTs. Nurul Jadid Randuboto 

Sidayu Gresik as population and the amount 

is 47 students. 

B. Instrument 

In order to get the data in this study, 

three procedures will be taken namely: test, 

interviewing, and documentation. Test, in 

collecting data, the researcher used oral test 

to get some information about students’ 

ability to practice speaking. The tests were 

needed to find out some information from 

students; it was aimed to know the 

successful or not about treatment that had 

given by researcher.  The researcher uses test 

to get the data result about process of 

learning speaking skill. The tests are pretest 

and posttest. And the forms of the test are 

oral test.  Pre-test, the researcher came to the 

class. Then researcher explains what the 

students have to do. The students have to 

perform a simple monologue narrative 

speaking based on this following guideline 

from the researcher. And the researcher takes 

the value from each student that consist 

pronunciation, fluency and comprehension 

IV. RESULT AND DISCUSSION 

The researcher had given oral test to 

measure the effectiveness video in improving 

students speaking skill. To know in more 

detail about the result of test on students 

pre-test can be described in the following 

table:  

Table 1: Students’ Score List of Pre test  

NO  NAME  Scoring criteria SCORE  



42 

 

1   2   3    

1 AK 2 3 2 40 

2 ASQ 2 3 3 52 

3 AIN 2 2 2 40 

4 AGA 2 2 2 40 

5 AHS 2 3 3 52 

6 AMI 3 3 2 48 

7 ASIM 4 4 4 80 

8 AR 2 3 3 52 

9 AFN 3 3 3 60 

10 AKW 2 3 3 52 

11 DWM 0 1 3 36 

12 EN 3 3 3 60 

13 EF 2 3 3 52 

14 FH 3 2 2 48 

15 FIA 4 4 3 68 

16 HR 2 3 3 52 

17 IIWS 2 2 3 52 

18 IWJ 3 2 2 48 

19 IA 2 2 3 52 

20 JFR 2 2 3 52 

21 KM 4 4 2 56 

22 LI 2 2 2 40 

23 MS 3 3 1 36 

24 MN 3 3 2 48 

25 MPS 3 2 2 48 

26 MS 1 2 3 44 

27 MAY 0 3 3 36 

28 MFAJ 2 3 3 52 

29 MF 2 3 3 52 

30 MSF 2 2 2 40 

31 MAZ 1 2 3 44 

32 MDKM 0 2 4 48 

33 MFA 3 3 1 36 

34 MDR 3 2 2 48 

35 MFR 1 1 3 44 

36 MKM 2 3 3 52 

37 MR 2 3 2 40 

38 MSA 2 3 3 52 

39 MVYI 0 3 3 36 

40 MZA 1 1 3 44 

41 PAM 2 2 3 52 

42 PGAW 3 3 3 60 

43 RR 2 3 3 52 

44 SAS 2 3 3 52 

45 SASH 3 3 3 60 

46 SN 3 4 4 72 

47 ZR 2 3 3 52 

TOTAL   2332  



43 

 

AVERAGE  49,617  

Based on the phenomenon above, the 

researcher knows that the highest score is 80 

and the lowest score is 36. So that, the 

researcher believed that students’ ability to 

perform a speaking in front of the classroom 

still low and must be improved by varying 

teaching method using the new media. In 

this case, the researcher used video as media 

to improve students’ speaking skill.  

Moreover, To know in more detail 

about the result of test on students post-test 

can be described in the following table:  

Table 2: Students’ Score List of Post test  

NO  NAME  

Scoring criter i

a  
SCORE  

1   2   3   
 

1  AK  2  3  2  40  

2  ASQ  2  3  3  52  

3  AIN  2  2  2  40  

4  AGA  2  2  2  40  

5  AHS  2  3  3  52  

6  AMI  3  3  2  48  

7  ASIM  4  4  4  80  

8  AR  2  3  3  52  

9  AFN  3  3  3  60  

10  AKW  2  3  3  52  

11  DWM  0  1  3  36  

12  EN  3  3  3  60  

13  EF  2  3  3  52  

14  FH  3  2  2  48  

15  FIA  4  4  3  68  

16  HR  2  3  3  52  

17  IIWS  2  2  3  52  

18  IWJ  3  2  2  48  

19  IA  2  2  3  52  

20  JFR  2  2  3  52  

21  KM  4  4  2  56  

22  LI  2  2  2  40  

23  MS  3  3  1  36  

24  MN  3  3  2  48  

25  MPS  3  2  2  48  

26  MS  1  2  3  44  

27  MAY  0  3  3  36  

28  MFAJ  2  3  3  52  

29  MF  2  3  3  52  

30  MSF  2  2  2  40  

31  MAZ  1  2  3  44  

32  MDKM  0  2  4  48  

33  MFA  3  3  1  36  

34  MDR  3  2  2  48  

35  MFR  1  1  3  44  

36  MKM  2  3  3  52  

37  MR  2  3  2  40  

38  MSA  2  3  3  52  

39  MVYI  0  3  3  36  



44 

 

40  MZA  1  1  3  44  

41  PAM  2  2  3  52  

42  PGAW  3  3  3  60  

43  RR  2  3  3  52  

44  SAS  2  3  3  52  

45  SASH  3  3  3  60  

46  SN  3  4  4  72  

47  ZR 2  3  3  52  

TOTAL   2954  

AVERAGE  62,8511  

1. Fluency x 8  

2. Comprehension x 7  

3. Pronunciation x 5  

Based on the phenomenon above, the 

researcher knows that the highest score is 85 

and the lowest score is 47. So that, the 

researcher considers that video can improve 

students speaking skill because the 

researcher sees the result of pre-test and 

post-test is different.  

The researcher analyzed the data 

using T-test formula. This technique is useful 

to prove statistically whether there is any 

significant difference between students’ 

speaking in before and after using video. 

Here, the researcher analyzed the data 

through PSPP (Perfect Statistics 

Professionally Presented) and The result can 

be seen on the table below:  

Table 3.  

The result of data analyzed  

Paired Sample Statistics  

  
Mean  N  

Std. 

Deviation  

S.E. 

Mean  

Pair 0 before 

using video         

After using 

video  

49,62  

62,85  

47  

47  

9,27  

9,85  

1,35  

1,44  

  

From the data analysis above, the 

researcher found the difference average score 

between students who are taught before 

using video and students’ who are taught 

after using video. Based on the table above, it 

can be seen that the mean of pre-test (before 

using video) shows 49,62 and the mean of 

post-test (after using video) shows 62,85. It 

is shows that post-test higher than pre-test.  

Table 4.  

The result of data analyzed  

Paired Samples Correlations  

    
N  Correlation  Sig.  

Pair 0  Before using 

video & after 

using video  

47  ,78  ,00  

 Based on the table above, it can be 

seen that the correlation shows 0,78 with N = 

47. It is shows that the video has effect strong 

to improve students speaking skill.   



45 

 

Table 5.  

The result of data analyzed  

Paired Samples Test  

  Paired Differences  t  df  Sig. (2-

tailed)  

Mean  Std. 

Devia

tion  

Std.  

Error  

Mean  

95% 

Confidence  

Interval of the  

Difference  

   

Lower  Upper  

Pair 

0before 

using 

videoafte

r using 

video  

-13,23  6,30  ,92  -15,08  -11,38  -14,41  46  ,00  

Based on the table above, it is shows 

that post-test higher than pre-test with 

difference 13,23. And also from output above, 

the researcher knew that t value shows -14,41 

with degree of freedom (df) n-1 (47-1=46).   

V. DISCUSSION  

In this section, the researcher 

discussed further about the research 

findings. In correlation with the research 

problem. The finding showed that there was 

a significant difference score on the students’ 

speaking between students who were taught 

after using video and who were taught before 

using instructional video. And also here, the 

researcher discussed about are the students’ 

difficulties in using instructional video 

media to improve students’ speaking skill.   

Based on the test, it could be 

explained that instructional video is more 

effective than the conventional media. 

Because, the video media in teaching 

speaking gives opportunities to help the 

students comprehend the videos and get as 

much as information from what they had 

seen understand the through slide of video. 

While learning the language, the students 

could get the visual context provided by the 

slide of video which is content the 

pronounce, gesture, and other visual which 

can help students to understand the message 

of video. Instructional video gives contextual 

learning and can increase comprehension of 

spoken language. Video media also produced 

the students who were not know about what 

they learn or just listen what the teacher 

considered, but also applicate the material in 

speaking.  

From the computation result of data 

analysis, it could be explained that video 

media is more effective than non-video. It is 

showed that posttest average (62,85) has 

higher score than pretest average (49,62). 

While the score of pretest is 49,62. It is can 



46 

 

be described that the students were still so 

weak to speaking in front of the classroom. 

So that it had to be improved, in this case, the 

use of video as media to improve students’ 

speaking was used in the research.  

On the other hand, the procedures in 

the class before using video were assumed as 

boring and uninteresting. Some of the 

students were bored, lazy and uninteresting 

while learning process because the media 

just from conventional media (LKS) on the 

teacher’s explanation. Unfortunately, the 

students could not practice their learning 

interest in learning speaking. Those 

happened because they just got explanation 

from the teacher. The video media can help 

the teacher for speaking learning.  

In the posttest after students got 

treatment that is instructional video, the 

students’ average score was 62,85. It could be 

seen that there is a progress of using 

instructional video to improve students’ 

speaking skill. By using the different format 

like present in front of class, it is will give 

some advantages to students. Students will 

be more enthusiastic and active to speak in 

front of the classroom. In addition, video help 

students became easier to express what they 

are going to say based on the researcher’s 

question because the students can imitate 

the conversation in the video.  

The treatment was adjusted to the 

learning process. In this case the students 

were given a questions before showing the 

video. Then, they were showed a video about 

narrative. After that, students were asked to 

watch the video and comprehend the content 

of video. Then, the students were asked to 

draw the conclusion about the topic and also 

found the answer from the questions before 

it. Then, every student was asked to stand in 

front of the class and explain orally the 

conclusion from the video.  Based on the 

interview with the English teacher at MTs. 

Nurul Jadid Randuboto Sidayu Gresik, the 

researcher realized that there were still many 

difficulties using video in this research such 

as run out of time, noise in the classroom, 

needed equipment (laptop, sound, and 

projector) etc.  

The researcher had concluded that 

students’ speaking be more improve after 

using video media. It is because instructional 

video can interest the students and also 

because there is a new teacher of course the 

students enthusiastically on learning. After 

there is researcher which apply new media in 

the class, the students be spirit in English 

learning process. The impact of instructional 



47 

 

video in students’ speaking be good. Because, 

the students be focus on the material or story 

that had displayed through video. So, the 

interest of students be grow. Beside of it, if 

the video is various or not monotonous. The 

students will happy and not bored in class.      

According to the English teacher at 

MTs. Nurul Jadid, one of difficulties in using 

instructional video is time limit. So, using 

instructional video in the class needs much 

time because it is used to apply, explain, then 

practice it. Other difficulties in using video is 

we need to prepare the equipment for video 

showing. Beside it, sounds important to 

attachment the video. So, if there is not 

sounds, how the students can watch without 

listen the voice. Because of it, using video is 

combination of audio visual that be applied 

in students’ speaking.  

Finally, the result is using video in 

improving students’ speaking skill is 

effective as interested activities, because 

video is a versatile and simple media for 

improving students' English learning 

comprehension. It also made students 

became active to speaking, especially in 

practicing speaking narrative.  

VI. CONCLUSION 

Based on the data analysis, the 

research finding is concluded that video 

media is more effective than non-video to 

improve students’ speaking skill at eighth 

grade of MTs. Nurul Jadid Randuboto Sidayu 

Gresik. The conclusions have described that 

using video media is effective to improve 

students’ speaking skill. The implications of 

the research are presented as follows:  

The use of videos can attract the 

students’ attention and motivation in the 

speaking process. By using videos, the 

students can listen how to pronounce some 

words and observe how to express some 

expressions. Besides, video helps the teacher 

explain the materials that will be taught 

clearly without talk too much. It also creates 

relaxed and enjoyable atmosphere during the 

lesson. This is effective to attract their 

attention and also change the monotonous 

teaching and learning process of speaking. 

Based on the computation result of data 

analysis, it could be explained that video 

media is more effective than non-video. It is 

showed that posttest average (62,85) has 

higher score than pretest average (49,62). 

While the score of pretest is 49,62. It is can 

be described that the students were still so 

weak to speaking in front of the classroom. 

Based on the interview, the researcher 

realized that there were still many 

difficulties using video in this research such 

as run out of time, noise in the classroom, 



48 

 

needed equipment (laptop, sound, and 

projector) etc.  

On the other hand, teaching speaking 

as the research problem in this research is 

still general and it needs to be limited in 

order that the objective of the study can be 

achieved clearly and specifically, and in order 

that it will not be extended So, the researcher 

took a limitation in speaking. And the rule of 

speaking that the researcher took for doing 

treatment in this research is about the 

material of narrative. So, the research is 

specific to the narrative speaking.  

VII. REFERENCES 

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