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VIDEO TO IMPROVE STUDENTS’ SPEAKING ABILITY 

Dian Anik Cahyani (diananik.stkipjb@gmail.com) 

English Department of STKIP PGRI Jombang 

 

ABSTRACT 

 

Video as an audio-visual material in teaching English has grown rapidly and 

it is obvious that the use of video is a great help for students in stimulating 

and facilitating the target language. This study tries to solve students‟ 

speaking problems and improve speaking ability by using video. The writer 

uses Classroom Action Research as research design. The implementation of 

video in teaching speaking class is arranged to bring benefit of the language 

learners. Video can make the classroom atmosphere more interesting and 

make students easier to speak. Video also stimulates students to be active.  

The students‟ response about the implementation of video is positive and it 

will be alternative strategy in teaching speaking. So, video can improve the 

students‟ speaking ability. 

 

Key Words : Video, Speaking Ability. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

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INTRODUCTION 

A lot of people around the world 

are studying English to develop 

proficiency in speaking (Nunan, 1989: 

39). It means the language has a 

purpose for communication with 

others and the most important one is 

to deliver information from the 

speaker to the listener. Thornburg in 

Harmer, (2007: 123) states that 

Teaching of speaking depends on 

being a classroom culture of speaking 

and that classroom need to become 

“talking classroom”.  In other words, 

students will be much more confident 

(and their speaking abilities will 

improve) if this kind of speaking 

activation is a regular feature of 

lessons” It means that in teaching and 

learning process in the classroom, the 

teachers must give a good atmosphere 

or stimulation to speak up and 

hopefully students can be active in the 

class. It should be used as students‟ 

habit of their classroom to improve 

students‟ speaking ability. 

It becomes the reason why the 

students have to master speaking as 

their need. But, there are still some 

problems faced by the students in 

learning speaking. The same case is 

happened to the second semester 

students of English Department 

STKIP PGRI Jombang. The real 

students‟ problems in teaching 

speaking are as follows: the low of the 

students speaking score, the lack of 

the students‟ opportunity to speak, and 

the lack of variation of teaching 

technique and learning process. 

Related to the problems found in the 

class, it is necessary to implement a 

strategy by using video that can 

increase students‟ speaking ability and 

motivate the students to participate in 

the learning activities. 

Here, the researcher decides to 

use video as media to telling story as 

the appropriate activity of speaking in 

teaching learning process especially 

for learning foreign language. 

According to Harmer (2007: 307) re-

telling stories is a powerful way of 

increasing language competence. 

Thus, telling story is one of the unique 

ways in to increase students‟ speaking 

ability. 

In this study, the researcher used 

video to increase students‟ speaking 

ability. Video is the most appropriate 

medium for beginners because they 

can draw on both the auditory and 

visual support in their learning. 

According to (Hobbs 1998) video can 

capture student attention, motivate 

interest, and bring a to the subject 

area. Therefore, video as the 

alternative media that very important 

in teaching speaking because it makes 

the students more interest and give 

detail in practical such as how to 

pronounce some words, how kinds of 

mimic that used, gesture and many 

things in watching video. So, video in 

teaching and learning process can 

offer an accessible visual and 

emotional experience to students, it 

presents a literary, and a new language 

the language of images, and form 

symbolic visual codes. 



 

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RESEARCH METHOD  

The researcher uses classroom 

action research because she finds 

some problems in teaching learning 

process especially in speaking class. 

The researcher uses classroom action 

research which aims to solve the 

problems face within the class among 

the teacher, the students and facilities 

and it can increase the quality of 

students speaking ability. 

Research Setting and Subject 

This research is conducted at 

STKIP PGRI Jombang. It is located 

on Jl. Pattimura III/20 Jombang. The 

subject of the study is second   

semester students of English 

Department STKIP PGRI Jombang 

2014/2015. The second   semester 

students of English Department 

STKIP PGRI Jombang 2014/2015 

consists of three classes. The subject 

of this study was concerned with one 

class; it is 2014-C class which 

consists of 31 students. 
 

Research Procedure 

 

 

Adapted from Kemmis and Mc Taggart as cited in (Koshy, 2005:4) 



 

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RESEARCH FINDING  

The Implementation of Video to 

Improve Speaking Ability  

This research was conducted in 

one cycle that consisted in three 

meetings. The first meeting was 

conducted on 3 March 2015, second 

meeting on 5 March 2015, and third 

meeting on 12 March 2015. There 

were two kinds of criteria of success 

in this research, they were students‟ 

participation and students‟ 

achievement based on scores they get. 

The first meeting of Cycle one 

was be held on 3 March 2015. After 

the pre activity was done, teacher 

gave explanation about Narrative 

Text. While the process, teacher 

asked the students about Narrative 

Text. The teacher explained by using 

power point and wrote down some 

sentence that was given by some 

students on the white board with the 

purpose it made clear her explanation. 

Before explanation the material, the 

teacher asked to the students first 

about Narrative Text, and then the 

teacher gave definition of Narrative 

Text and explained about generic 

structure, and generic feature of 

Narrative Text. 

After the teacher explained the 

material, she asked to the students 

made a group by numbering way. The 

class consisted of 31 students. The 

teacher made six groups, so one 

group consist of five or six persons. 

The students said number one, and 

continued number two, until number 

five. It was started from behind of the 

class according to the students‟ 

agreement. Then, students said 

number one raised their hand and 

they were become group one, and so 

on until group six. Students said 

number one gathered with the same 

number one and so on. 

The teacher asked the students 

to sit with their own group. So 

students have gathered with each 

group, the teacher gave the rules 

about the activity to be performed by 

each group. The rules for the 

example, “every group must be focus 

and understand about the content of 

the story, students may make a note 

to easy the story”, and gave the 

information such as “the duration of 

video is about 3 minutes, and it will 

play maximum in two times. 

Everybody in group will retell a 

whole of the story one by one student 

in a group. One student tell first and 

continuing students‟ story in their 

group.  

The teacher started to play the 

video entitled “the lion and a little 

mouse” in two times. After that the 

teacher distributed leaflets in the form 

of random images and asking students 

to compose the picture properly after 

the video aired worked in groups. The 

teacher asked to the students wrote 

the group and members in the leaflets. 

The teacher gave time to do in group 

for about 10 minutes.  Then, the 

teacher discussed together with the 

students about the picture properly, 

and discussed generic structure and 

feature of the story. 

The second and third meeting 

was conducted on 5 and 12 March 



 

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2015. This learning process focused 

in speaking test achievement. This 

process important to measure the 

understanding of the students to the 

material that was given by the 

teacher. Teacher asked students to 

make group and retell the story based 

on video then performed telling story 

in front of the class. Teacher gave 

score based on four criteria: Fluency, 

Content, Accuracy, and 

Pronunciation. Teacher gave 

opportunity to the students, to 

improve theme and act of telling the 

story. 

 

The Students’ Score of 

Implementing Video to Improve 

Speaking Ability 

In the observation steps, the 

researcher was gained data about the 

students‟ score from the students‟ 

speaking test. It is considered 

successful if students‟ scores achieve 

at least equal to or higher than 80. 

The researcher got significant effect 

by using video in learning process. 

There are significant increasing score 

in speaking aspect. By using video 

the average of students‟ fluency has 

been reached from 77 become 90, 

content increase from 76 become 88, 

accuracy from 75 become 84 and 

pronunciation 78 become 86 by 

assessing score of students 

achievement researcher got 

significant influence by using video 

to improve students‟ speaking ability. 

Based on the findings of the 

study in the first cycle that had been 

done by the researcher, it was gained 

data about the students‟ score from 

the students‟ speaking test. The 

researcher can conclude some data to 

measure the average aspect in 

speaking ability, like fluency, content, 

accuracy, and pronunciation. The 

average aspects in speaking ability 

are fluency is 90, content is 88, 

accuracy is 84, and pronunciation is 

86. So, the total score gained by the 

students in this speaking assessment 

is 87. It means that the average score 

of students is higher than criteria of 

success in 80 score. Criteria of 

success is considered successful if 

students‟ scores achieve at least equal 

to or higher than 80. It was 29 

students or 93% students who got the 

score reached the criteria of success, 

and there are 2 students or 7% 

students who got low score. There 

was improvement happened in the 

score average 87 from 77 in 

preliminary study. 

Other data were got from 

observation checklist of the students‟ 

participation. The researcher also 

analyzed the students‟ activities in 

order to get the data about the 

students‟ process and response in 

teaching narrative speaking. The 

second criteria of success are 

students‟ participation in the teaching 

learning process. In this case, 70% of 

the students should be active in the 

teaching learning process using video. 

In this result of research, the 

researcher investigated in every 

meeting. The first meeting students‟ 



 

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participation is 73%, the second 

meeting is 80% and the last meeting 

is 87%. The average of students‟ 

participation in cycle one is 80% of 

the total students. There are twenty 

five students active in teaching 

learning process, and six students 

were not active in the teaching and 

learning process. So, the researcher 

concludes that many students have an 

excellent activity from the teaching 

process. The data presented that there 

were six students or 20 % of students 

showed poor activity. The criterion 

that has been reached was higher than 

70% of the total students. 

From the result of speaking test 

and the observation checklist the 

researcher know that criterion of 

success has achieved. Because of the 

satisfied result, there is improvement 

happened in the teaching learning 

process. So, the researcher decided to 

stop the action. 

 

CONCLUSION  

In conclusion, video is one of 

the best materials that enable students 

to practice what they have learned in 

teaching learning process. The 

implementation of video in teaching 

speaking class is arranged to bring 

benefit of the language learners. 

Video animation stories technique 

can make the classroom atmosphere 

more interesting and make students 

easier to speak. Video also stimulates 

students to be active.  The students‟ 

response about the implementation of 

video animation stories technique is 

positive and it will be alternative 

strategy in teaching speaking. 

Therefore, video animation stories 

technique can improve the students‟ 

speaking ability.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

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REFERENCES 

Harmer, Jeremy. 2007. How to teach English. English: Pearson Limited 

Education. 

Hobbs, R. 1996. Expanding the concept of literary.In R. Kubey (Ed.), Media 

literacy in the information age.New York: Transaction. 

 

Huebner, Theodore. 1960. Audio Visual Technique in Foreign Language. New 

York: Cambridge University Press. 

 

Koshy, Valsa. 2005. Action Research For Improving Practice; A Practical Guide. 

London: Paul Chapman Publishing. 

 

Nunan, David. 1989.  Understanding Language Classroom. University Press: 

Cambridge. 

_________. 2011. Moral Stories for Children-Animated Stories in English. 

Rajshri Kids. ((http://www.youtube.com/watch?v=hoiN78UVFI)  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

http://www.youtube.com/watch?v=hoiN78UVFI