INCREASING ENGLISH SPEAKING SKILLS THROUGH YOUTUBE
Name : Fitria Anggraini
Npm : 18611017
Faculty of Teacher Training and English Education
University of Bandar Lampung
2020
Abstract
The purpose of this study was to find out if the ability to speak English effectively by 10th
graders at SMA PGRI was improved by using YouTube. This paper focused on implementing
YouTube as a method for teaching speaking that is different, interesting, and fun, while creating
a classroom atmosphere that is comfortable and increases students enthusiasm for learning.
This paper used the qualitative and quantitative descriptive method as the method of research.
The result of using YouTube was very effective because it allowed students to speak with more
confidence and expression. They also did not have to worry about the phrases they used when
speaking because they were able to see how foreigners speak English properly and correctly.
Keywords: Teaching, English, Speaking, Technology, YouTube
1. INTRODUCTION
As we know, English is an international language that must be mastered considering the
importance of this language in academia and other areas of life. Getting children to learn English
from a young age is much better than when they are adults because at an early age, the child's
brain develops more than at any other time in life and has a long-term impact on a child's ability
to learn and succeed in school and life. English skills for now are a skill that everyone must have
because English is the language used internationally, learning English, especially in speaking,
should be taught from an early age to make it easier for children to catch these lessons. There are
also two alternatives that parents can choose to educate their children, especially in speaking
English, the first is giving lessons independently or giving private tutors at home and handing
over the children to the teachers at school to understand English learning but in modern times
like today it is also easy for parents and children to learn, especially English, there are lots of
media that we can use to improve children's English skills, especially in speaking, for example,
such as learning via YouTube.
YouTube, with hundreds of millions of videos from contributors across the globe, the
streaming video site makes it easier than ever to learn English. Using YouTube as a multimedia
has been familiar for people nowadays; students can effectively to learn speaking. By using
YouTube, students have chance to observe how native speaker speaks from the video. Students
can also practice the mimicry, expression, intonation, and vocabulary, accurately with enjoyment
and feeling confident in performing.
Meanwhile, this study focused to increase students critical thinking from the video, so
students are able to fluency in speaking, mastering of grammar and vocabulary, and using
English for their life both of active or passive situation. Besides that, the teacher can use video
that completed with the role playing. It is more interesting than only watching video. That role
playing is able to improve students speaking. The purpose of this study is to help students learn
using media YouTube. So, the writer is interested in conduct the research in teaching English
speaking through YouTube.
Speaking is an important language skill that must be mastered by the students to be able
to communicate effectively. According to Byrne (as cited in Muna,2011), speaking is oral
communication in a two way process between the speaker and listener(s) which involves both
productive skill of speaking and the receptive skill of understanding (listening with
understanding). Burn and Joyce (as cited in Kurniawan,2016) stated that speaking is an
interactive process of constructing meaning which involves producing and receiving as well as
processing information. Meanwhile, skill is also defined variously. According to De Porter (as
cited in Herlina,2014) skill is a proficiency in performing an activity. (in Herlina,2014) stated
that skill is something that develops with experience and practice in which it is acquired through
experience and continuous training consistently. So, in short it can be said that speaking skill is
a proficiency to communicate orally in an effective way.
YouTube is part of the advancement of information technology (IT) in this globalization
era. YouTube is a website that shares various kinds of video like video clips, TV clips, music
videos, movie trailers, and other content namely video blogging, short original videos, and
educational videos (Jalaluddin,2016). This website was started in February, 2005. It allows its
users to upload, view, rate, share, as well as comment on videos. However, only registered users
are allowed to upload videos to their channels. As stated previously, YouTube provides various
kinds of video with no exception for videos on learning English. It makes both teacher and
students can easily get desired videos for the purpose of learning and teaching. The teacher can
decide to use or assign the students to watch a certain video which is suitable with the topic and
objectives of the lesson. It means that the teacher should have standards for the appropriate
videos which can be used by considering three sets of criteria namely (1) the students
characteristics which relates to salient socio-demographic characteristics: age or grade level,
gender, ethnicity, and language-dominance; (2) the possible offensiveness of the videos in which
video with content of graphic violence, obscene language, nudity, sexuality, gore, racial and
ethnicity group, and drug use must be avoided; and (3) video structure which relates to
consideration on length, context, action/visual, and number of characters of the video (Berk,
2009). Beside of its easiness to get any videos, YouTube also exposes the students to various
dialects of English existing all over the world. Therefore, it can be stated that YouTube is an
online source that provides various videos that need to be selected before utilizing it for teaching
and learning purpose in the classroom.
2. METHODOLOGY
2.1. Participation
This participation will be done by giving 20 questions to several students at SMA PGRI
KATIBUNG, the questions that will be given must be answered honestly by the students.
2.2 instruments
After the participation completed 10 questions related to how they developed their
speaking skills through YouTube media, because this was still in the pandemic period so they
answered these questions via WhatsApp Zoom and Questionnaires. Some of them first
introduced themselves in general terms such as what their name, age, place of residence and
school were. After they answered several questions, they did the pretest and posttest to make it
easier for them to know how their progress was in developing speaking skills.
2.3. Data analysis
This paper uses qualitative descriptive methods as the method of the research and
quantitative approach to this data. The analysis begins with teaching speaking for 10th grade
using YouTube media in SMA PGRI via online course WhatsApp and zoom media. Procedures
of the analysis begin with observation. The writer tries to discuss with official English teacher at
SMA PGRI, about the problem that happens in school, especially in English subject. The writer
tries to suggest the solution by changing the way of teaching them. The next is implementation.
After getting permission from the English teacher to teach by the writer's technique, the writer
concludes about using YouTube as the media to help the writer in teaching the materials. The
last is processing data and analysis. The writer collects the data from every meeting. It concludes
that using YouTube as the media to attract students' attention in learning English is quite
effective. Students enjoy the lesson more because they feel like having a different situation than
usual.
3. RESULT AND DISCUSSION
3.1. Problem
1. Students are often distracted by popular videos on YouTube, and better to watch a few videos
than study. Students become noisy because they were screaming the titles of the videos they
wanted to watch.
2. There are some ads on the video which are not shippable. This will disturb students'
concentration.
3. Students need a long time to memorize all conversations video, because the conversation is
not created by them. Harder for students to memorize them.
4. Slow internet connection. The author uses hotspot tethering from the author's cell phone to
open YouTube. Network sometimes lagging and make video buffering. It can get in the way
learn.
5. students are mostly more interested in watching Korean dramas than lessons, especially in
English.
3.2 Solution
1. The author solves the first problem by giving them a gift watch the one video they want later if
they are nice and if it's still there remaining time at the end of the lesson.
2. The author decides to watch a video that will be played in class at home because it is indeed a
pandemic.
3. The solution to this problem is the author writes the file screen conversations via zoom before
the video plays, so when the video is playing, students can read the conversation and change
multiple conversations with their own sentences.
4. The author performs other activities while waiting for an internet connection. Like reviewing
the vocabulary given in the warm-up session.
5. Writers are looking for more interesting videos so that they are not interested in Korean
dramas.
Table 1: The Comparison between Pre-test and Post-test that the students have done.
Category Pre Test Post Test
Average Scores 60 80
Lowest Scores 40 79
Highest Score 77 95
Most Commonly Achieved 71 92
Scores
The first meeting score 60 80
The last meeting score 77 95
in the pre-test and post-test I gave tests to 18 students who managed to develop their
ability in speaking English through YouTube and it was real with different results in the pretest
and post-test, in the post-test their scores increased quite rapidly compared to their pre-test. .
Based on the table, their average pre-test 60 and post-test scores is 80 and based on this table,
their highest pre-test scores in the first are in numbers 60 and their highest post-test scores are in
numbers 80. And in the last pre-test the highest are 77 and in the last post-test the highest are 95.
And lowest score they got in the pre-test is 40 and the lowest score they got in the post test is 79.
And they got most commonly achieved score are 71-92.
Using YouTube as media helps students in improving their speaking skill. It can be the
lure to attract students attention when learning. Students are more interesting in learning when
the situation and condition in the class is different than usual. It makes them enthusiast and feel
more ease. YouTube as an effective tool that can enhance the learning experience if the video is
indeed relevant to the subject at hand (Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018).
After using media YouTube to learn speaking and imitate how native speaker speaks,
students are more confident, have a proper expression, intonation and gestures. They are also
using the proper phrase of vocabulary and more fluent. This result shows in using media
YouTube for learning speaking can build students confidence. It makes students know how to
speak properly as a native speaker, and they are not confused anymore whether what they are
talking about is right or wrong, because they have seen English native speaker speaks that way.
YouTube can improve students speaking skill which includes pronunciation, grammar,
word choice, maintaining conversation, and organization of the ideas. It was proved by the result
of the test in which the mean score increases from pre-test until post-test in four meeting (pre-
test=60, and post-test = 80). It concludes that there is an increment in students speaking ability.
The writer also conducts an analysis of the result in teaching English speaking using
media YouTube. At the first meeting, the writer conducts a speaking pre-test without media
YouTube to see and compare it with the next meeting using media YouTube. At the first
meeting, students score of pronunciation, grammar, vocabulary, fluency and comprehension are
not as good as when they learn with YouTube. The effectively of using YouTube in teaching
speaking can be seen by the increase of the mean score of the pre test at the first, and the last
meeting (first meeting = 64, last meeting = 77). The test assessed some components, such as
grammar, vocabulary, comprehension, fluency, and pronunciation.
Conclusion
Speaking is an important skill which must be mastered by the students in order to be able
to communicate effectively. However, some researches show that there are many students still
have problems in speaking. Those problems are mostly lack in grammar, vocabulary, and
pronunciation. To solve those problems, the teachers can use YouTube videos as an IT-based
media for improving students speaking skill. It is because YouTube video provides the students
authentic English, so they 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 as well as speaking skill as a whole. Besides, it is
also an interesting, challenging, and stimulating media that can motivate the students to learn in a
more serious way.
YouTube is used to help achieve teaching and learning goals. The author aims to improve
students' speaking skills by using YouTube as a medium of learning. Using YouTube in class
can change the situation and atmosphere in the classroom. Students feel more comfortable learn
by watching. Their senses are focused on video, so that's how it is pay more attention to the
material conveyed via YouTube. The results of using YouTube as a medium can be a good
alternative media to teach speaking in class. In this way, students speak more expressively, and
don't have to worry about phrases they use when talking. The way students imitate native
speakers speaking is to make it easier for them to speak English with confidence. They are not
confused because they have the resources how to speak English like a native speaker. This can
be seen from the results of their average performance score first meeting and last meeting.
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